GROUP 1 Limitations of performance-based assessment

Abdulcader, Baraontong • Constructing performance assessment is time

consuming.
Mognie, Kiram, Ditocodun, Pasandalan • Scoring is often questionable because it is not
reliable, most especially if the scoring guide or
CHAPTER 2 rubrics are not properly prepared.
Performance-based assessment • It measures only a limited scope of learning
• Direct and systematic observation of the actual objectives.
performance of students based on a
predetermined performance criteria. Steps in Developing Performance-based Assessment
• Alternative form of assessing the performance of 1. Define the purpose of the assessment-is considered
the students. in making decision in the subsequent steps of the
FEATURES OF PERFORMANCE BASED process.
ASSESSMENT Formative assessment- will be used if the result of the
• Greater realism of the tasks assessment is used for instructional improvement, that is,
• Greater complexity of the tasks to get feedback from the students.
• Greater time needed for assessment Summative assessment -will be used if the result of the
• Greater use of judgement in scoring assessment is used for grading purposes and a more
DIFFERENCE BETWEEN TRADITIONAL AND elaborate scoring scheme is needed.
PERFORMANCE BASED ASSESSMENT 2. Determine the skills, learning outcomes, and
TRADITIONAL ASSESSMENT taxonomy level
 Paper and pencil test -it is very important to determine the skills, the learning
 Measures learning indirectly outcomes of any given instruction since there is a limited
 Low level thinking skills or beyond recall levels time in the classroom for the assessment procedures.
PERFORMANCE-BASED ASSESSMENT Learning outcome/instructional objectives
 Direct measure of learning or competencies -plays a very important role in planning performance
 Based on performance assessment.
DOMAINS OF PERFORMANCE BASED Performance-based assessment
ASSESSMENT -only assesses higher order thinking skills or complex
A. Communication Skills cognitive outcomes, receiving, responding, and valuing
B. Psychomotor skills for affective outcomes, and psychomotor skills.
C. Athletic skills 3. Design and develop activity or performance task
D. Concept Acquisition -is to create an activity or task that will allow the
E. Affective Skills students to demonstrate the knowledge, skills, and
TYPES OF PERFORMANCE BASED ASSESSMENT attitudes that they have learned.
1. Restricted response performance task Kubiszyn and Borich (2007) suggested some questions
o A performance task that is highly structured with to get started with the activity and task.
limited scope. Examples present the learners with the following:
2. Extended response performance task 1. A hands-on exercise or problem to solve which
o A performance task that is less structured and produces a product.
broader in scope. 2. An observable outcome or product such as typed
ADVANTAGES OF PERFORMANCE BASED business letter without error, a multimedia presentation
ASSESSMENT or a poem.
• It assesses complex learning outcomes not 3. The performance, process of doing the task, and
measured by paper-and-pencil test. product of the students.
• It assesses the process as well as the product. What is PERFORMANCE TASK?
• It communicates instructional goals that relate to As the term implied, the students will be asked to do
real world context. something. The students will not just answer questions
• It assesses the progress as well as the such as those questions asked in selected response test
performance. format or essay writing, they will present their work or
• It involves the students in the process of create something.
assessing their own growth. Some examples of performance tasks in different
• It recognizes that students can express what they areas are:
know and can do in different ways. a. Building a house using popsicle sticks
• Specific, direct, and understandable information b. Demonstrating the dissection of frog
about the students are available to parents. c. Drawing the map of the Philippines
d. Writing a poem in iambic form c. Adequacy of method and behavior
Effective performance assessment d. Validity of content
a. Intended learning outcomes should clearly state and e. Sphistication of knowledge employed.
use this as a wide designing a performance task. Guidelines for Good Judging Criteria
b. Students should be active participants, not passive a. Communicate essential achievement of the
selectors of a single answer. assesses outcome(s);
c. Students are expected to demonstrate their ability to b. Operationable the outcome they intend to reflect;
apply their knowledge and skills to real life situation. c. Apply across context that calls for similar
d. A clear, logical set of performance-based activities behavior;
that students are expected to follow should be evident. d. Focus on current instruction, not prior learning;
e. Rubrics should be available to help assess the level of e. Observable
proficiency in the students’ performance or response. f. Essential for judging performance of the task
Suggestions for Constructing Performance Task adequately;
a. Focus on learning outcomes that require complex g. Communicate to others what constitutes
cognitive skills. excellence; and
b. Select or develop tasks that represent both content and h. Appropriate for the students.
skills that are central Use the following to evaluate the critetia as a whole:
c. Minimize the dependence of task performance on a. Criteria are present to each outcome assessed.
skills that are relevant to the intended purpose of the b. All criteria associated with an outcome
assessment task. sufficiently describe the critical aspect of
d. Provide the necessary scaffolding for the students to performance- what is necessary to observe to
be able to understand the task and what is expected from determine successful performance.
their performance. c. Criteria are shared with students when
e. Construct task directions so that the student's task is appropriate.
clearly indicated. Types of Rubrics
f. Clearly communicate performance expectations in Holistic Rubric is a type of rubric that requires the
terms of the scoring rubrics by which the performance teacher to score an overall process or product as a whole
will be judged. (Nitko and Mertler, 2001).
Analytic Rubric is a type of rubric that provides
WHAT IS PERFORMANCE CRITERIA? information regarding performance in each component
These are the specific behaviours that students should parts of a task, making it useful for diagnosing specific
perform to properly carry out a perft or product. It strengths and weakness of the learners ( Gareis and
focuses either performance or product. This should be:, Grant, 2008).
SPECIFIC, CLEARLY STATED AND OBSERVABLE Use of Rubrics
Guidelines in Stating Performance Criteria (Airasian a. Rubrics are powerful tools for both teaching and
2000) assessment.
a. Identify the overall performance or task to be assesed b. Rubrics are useful in that they help students
and perform it yourself or imagine yourself performing become more thoughtful Judges of the quality of
it. their own and others’ work.
b. List the important aspects of the performance or c. Rubrics reduce the amount of time teachers
product. spend evaluating students’ work.
c. Try to limit the number of performance criteria, so d. Teachers appreciate rubrics because their
they can all be observed during a pupil's performance. “accordion” nature allows them to accommodate
d. If possible, have groups of teachers think through the heterogenous classes.
important behaviors included in a task. e. Rubrics are easy to use and to explain.
e. Express the performance criteria in terms of Advantages of using Rubrics
observable pupil behaviors or product characteristics. a. Allows consistency and objectivity in
f. Do not use ambiguous words that may cloud the scoring across the given criteria;
meaning of the Performance criteria. b. Clarify the criteria in more specific
g. Arrange the performance criteria in the order in which terms;
they are likely to be observed. c. Students can identify the basis on how
h. Check for existing performance criteria before they are to be evaluated;
constructing your own. d. Allow the students to assess their own
Types of performance Criteria performance, products, or works;
a. Impact of the performance
b. Work quality and craftmanship.
 e. Teachers can use a small amount of time (http://www.quadro.net/~ecoxon/Reporting/r
to avaluate the performance of the ubrics.html)
students; 5. “Teacher Rubric Maker” (http://www.teach-
f. Students can evaluate their own nology.com/web_tools/rubrics/)
performances and the performance of
their classmates Types of Scoring Instruments for Performance
g. Provide specific feedbacks on the Assessments
performance of the students, especially (Airasian, 1991; Stiggins, 1994)
analytic scoring; 1. Checklist- refers to an observation instrument
h. Serve as standards when preparing the that defines performance whether it is certain or
tasks/ activities against is measure and uncertain, or present o not present.
progress is documented; and 2. Narrative/Anecdotal- is a continuous
i. Provide students feedback about their description of student behavior as it occurs,
strengths and weaknesses according to recorded without judgement or interpretation.
their performance 3. Rating Scale- is a checklist that allows an
Development of scoring Rubrics evaluator to record information on a scale,
a. Be sure the criteria focus on important aspects of noting the finer distinction like the presence or
the performance. absence of a behavior.
b. Match the type of rating with the purpose of the 4. Memory Approach- is an approach where the
assessment. teacher observes the students when performing
c. The descriptions of the criteria should be the tasks without taking any notes.
directly observable. 6. Assess the Performance
d. The criteria should be written so that students, Three common method of Assessing the
parents, and others understand them. Students Performance
e. The characteristics and traits used in the scale a.) Teacher observation
should be clearly and specifically defind. b.) Peer Evaluation
f. Take appropriate steps to minimize scoring c.) Student Self-report
error. 7.Specify the Constraints in Testing
g. The scoring system needs to be feasible. The most common forms of constraints are time,
reference materials, other people, equipment, prior
Melter (2001) suggested the template for holistic rubric knowledge of the task, and scoring criteria.
and analytic rubric for classroom purposes in his article, Wiggins (1992), Kubiszyn and Borich (2007)
Designing Scoring Rubric for Your Classroom. This can recommended that teachers take an “Authenticity Test”
be modified depending on the performance task that the to decide which of these constraints are to be imposed on
students should be able to accomplish. the performance assessment.
RUBRICS a.) What kinds of constraints authentically replicate
 Type of scoring guide that assesses and the constraints and opportunities facing the
articulates specific components and expectations performer in the real world?
for an assignment. b.) What kinds of constraints tend to bring out the
 It helps you grade more objectively. best in apprentice performers and producers?
 It helps students identify their own strengths and c.) What are the appropriate or authentic limits one
weaknesses within and across papers. should impose on the availability of six
RUBRICS resources previously listed?
 Analytic Rubrics Errors in Performance-based Assessment
 Holistic Rubrics It is possible to commit an error when observing and
Resources for Rubrics on the Web judging student’s performance.
1. “Performance Assessment-Scoring” • Personal Bias
(http://www.pgcps.pg.k12.md.us/~elc/scoringt • Severity Error -is when the teacher favors the
asks.html ) low performing students in the class.
2. “Scoring Rubrics: What, When, & How?” • Generosity Error -is committed when a teacher
(http://pareonline.net/getvn.asp?y=7&n=3) overrates the performance of the students or
3. “RubiStar Rubric Generator” favors the high performing students in the class.
(http://rubistar.4teachers.org/) • Halo Effect -is committed when judging
4. “Rubrics from the Staff Room for Ontario individual characteristics in terms of a general
Teachers” impression (Gronlund, 1998)