PERFORMANCE ASSESSMENT

LEARNING OBJECTIVE

At the end of this lesson, student should be able to attain the following;

• Understand the meaning and nature of performance assessment

• Design appropriate performance assessment tools for intended student learning
outcomes
 To be able to learn or enhance your skills on how to
develop good and effective performance assessment
tools, review your prior knowledge on the
differences between traditional and alternative
assessment and how and when to choose a particular
assessment method most appropriate to the identified
learning objectives and desired learning outcomes of
your course.
WHAT IS PERFORMANCE
ASSESSMENT?
 WHAT IS PERFORMANCE ASSESSMENT

• Performance assessment is an assessment activity or set of activities that

require students to generate products or performances that provide direct or
indirect evidence or their knowledge, skills and abilities in an academic
content domain.

• It is used for assessing learning outcome that involve designing or creating

projects or products such as research papers, art exhibits, reflective essays,
and portfolios.
 WHAT ARE EXAMPLES OF
PERFORMANCE ASSESSMENT?
 WHAT IS PRODUCT-BASED
ASSESSMENT?

It is used for assessing learning outcomes that involve designing or creating

projects or products such as research papers, art exhibits, reflective essays, and
portfolios.

 a kind of assessment where in the assessor views and scores the final product made and not
on the actual performance of making that product. It is concern on the product alone and not
on the process. It is more concern to the outcome or the performance of the learner.
 WHAT IS PERFORMANCE-BASED
ASSESSMENT?

Performance-based tasks include actual performances of making those product,

such as carrying out laboratory experiments, exhibiting creative and artistic
talents, and demonstrating writing skills through extempo. Essay writing, article
review, and reflective papers.  In this system, student performance is not
measured by a multiple-choice test or quiz. Instead, students are given
assignments that mimic real-world situations.
Both product based and performance based assessment provide information about how a student understands and
applies knowledge and involve ands-on tasks or activities that students must complete individually or in small
groups. Performance-based learning and performance-based assessments are a system of learning and assessing a
student's knowledge through a display of skills.
Types Examples
A. Product-Based Assessment
Visual Products Charts, Illustrations, graphs, collages, murals, maps, timeline flows, diagrams, poster,
advertisements, video presentations, art exhibits

Kinesthetic Products Diorama, puzzles, games, sculpture, exhibits, dance recital

Written Products Journals, diaries, logs, reports, abstracts, letters, thought or position papers, poems, story,
movie/TV scripts, portfolio, essay, article report, research paper, thesis

Verbal Products Audiotapes, debates, lectures, voice recording, scripts.

B. Performance – Based Assessment

Oral Presentations/Demonstrations Paper presentation, poster presentation, individual or group report on assigned topic, skills
demonstration such as baking, teaching, problem solving
Dramatic/Creative Performance Dance, recital, dramatic enactment, prose, or poetry interpretation, role playing, playing
musical instruments
Public Speaking Debates, mock trial, simulations, interviews, panel discussion, story-telling, poem reading

Athletic skills Playing basketball, baseball, soccer, volleyball, and other sports.
demonstration/Competition
CHARACTERISTICS OF A GOOD
PERFORMANCE ASSESSMENT?
It is authentic, that is, it includes performance tasks that are
meaningful and realistic.
Performance assessment should present or require tasks that are realistic and related
to everyday life. As it involves as authentic task, it should convey its purpose and
reflects its relevance to the students, their discipline, and the outside world as a
whole.
It provides opportunities for students to show both what they
know and how well they can do what they know.

Performance assessment should achieve a balanced approach wherein it

gives students opportunities to show their knowledge-and-skill
competencies. Since the main goal of teaching and learning is for
students’ acquisition and application of knowledge and skills, course
assessments should therefore help answer the questions “Do the students
know it?” and “How well can they use what they know?” to determine
whether the students have actually achieved this goal.
It allows student to be involved in the process of evaluating their
own and their peers’ performance and output.

Performance assessment should allow students to be involved in the process of

evaluating themselves and their peers. It should give students the opportunity for
self-reflection or self-assessment, as well as to be involved in evaluating their
classmates’ performance.
Self assessment – allows • Peer assessment, on the other
students to make judgment hand, allows students to give
about their learning process constructive feedback about
and products of learning, the performance of their
track their progress, and classmates or groupmates,
identify the areas where to which the latter can use to
focus or improve on. revise or improve their work.

Both assessment require that scoring or grading is based on the

criteria agreed upon by the teacher and the students. The use of a
rubric can facilitate self-assessment and peer assessment.
It assesses more complex skills.

Unlike traditional tests that usually assess a single skill and require simple tasks
such as remembering or recalling or concepts, performance assessment usually
taps higher-order cognitive skills to apply knowledge to solve realistic and
meaning problems.
It explains the task, required elements, and scoring criteria to
the students before the start of the activity and the
assessment.

At the start of the class, it is important that the

requirements of the subject are presented and
explained to the students. These include the required
tasks, activities or projects, the expected quality and
level performance or output, the criteria to be included
for assessment, and the rubric to be used.
 WHAT ARE THE GENERAL
GUIDELINES IN DESIGNING
PERFORMANCE
ASSESSMENT
• The learning outcomes at the
end of the course serve as the
bases in designing the
performance assessment tasks.
With the learning outcomes
identified, the evidence of
student learning that are most
relevant for each learning
outcome and the standard or
criteria that will be used to
evaluate those evidence are
then identified.
To guide you in designing performance assessments, the following questions may be assessed?
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g. problem-solving,
decision-making, critical thinking, communication skills)?
3. What are the appropriated performance assessment tasks or tools to measure the outcomes of
skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging,
challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for each criterion?

Furthermore, the choice of teaching and learning activities is also of utmost importance in choosing
the performance assessment to use.
INTENDED LEARNING Teaching – Learning Activities Performance Assessment Tasks
OUTCOME

At the end of the course, the students should be able to:

• Perform dance routines and • Lecture, class, discussion, • Culminating dance class
creatively combine movement exercises dance recitals, practical test for
variations with rhythm, demonstration, actual each type of dance,
coordination, correct dancing with teacher and reflection papers, peer
footwork technique, frame, partners, collaborative evaluation rating
facial and body expression. learning.

• Participate in dance socials • Required attendance and • Actual dance performance in

and other community fitness participation in school and school or community
advocacy projects community dance programs,
performances. reaction/reflection papers.
 CONDUCTING
PERFORMANCE
ASSESSMENT
 HOW DO YOU CONDUCT
PERFORMANCE ASSESSMENT?

1. Define the purpose of performance or product-based assessment.

The teacher may ask the following questions?
- What concept, skill, or knowledge of the students should be assessed?
- At what level should the students be performing?
- What type of knowledge is being assessed?
 HOW DO YOU CONDUCT
PERFORMANCE ASSESSMENT?

• Choose the activity/ output that you will assess.

The required performance or output should be feasible given the time constraints,
availability of resources, and amount of data/materials needed to make an informed
decision about the quality of a student’s performance or product. The performance
tasks should be interesting, challenging, achievable, and with sufficient depth and
breadth so that valid evaluation about students’ learning can be made.
 HOW DO YOU CONDUCT
PERFORMANCE ASSESSMENT?

Define the criteria. Criteria are guidelines or rules of judging student responses, products, or performances.
Before conducting the assessment, the performance criteria should be predetermined.

Four Types of criteria

A. Content criteria – to evaluate the degree of a student’s knowledge and understanding of facts, concepts,
and principles related to the topic/subject;
B. Process criteria – to evaluate the proficiency level of performance of a skill or process;
C. Quality criteria – to evaluate the quality of a product or performance;
D. Impact criteria – to evaluate the overall result or effects of a product or performance.
 HOW DO YOU CONDUCT
PERFORMANCE ASSESSMENT?

Create the performance rubric

• A rubric is an assessment tool that indicates the performance expectations for any kind of student
work.

It generally contains three essential features;

1. Criteria or the aspects of performance that will be assessed
2. Performance descriptors or the characteristics associated with each dimension or criterion
3. Performance levels that identifies students level of mastery within each criterion.
There are different types of rubrics:
A. Holistic rubric – in holistic rubric, student performance or output is evaluated by
applying all criteria simultaneously, thus providing a single score based on overall
judgment about the quality of student's work.
B. Analytic rubric – in analytic rubric, student’s work is evaluated by using each criterion
separately, thus providing specific feedback about the student’s performance or product
along several dimensions.
C. General rubric – contains criteria that are general and can be applied across tasks (e.g.
the same rubric that can be used to evaluate oral presentation and research output)
D. Task-specific rubric – contains criteria that are unique to a specific task (i.e. a rubric that
can only be used for oral presentation and another rubric applicable only for research
output)
 HOW DO YOU CONDUCT
PERFORMANCE ASSESSMENT?

Assess student’s performance/product. In assessing a student’s work, ir is

important to adhere to the criteria se and use the rubric developed.

This is to ensure objective, consistent, and accurate evaluation of student’s

performance. It is also important to provide specific and meaningful
feedbackand explanation to students on how they have performed the tasks,
clarifying to them whta they understand, what they don’t understand, and
where they can improve.