2. PERFORMANCE-BASED
ASSESSMENT
Performance
assessment is a
measure of
assessment based on
authentic tasks such
as activities,
exercises, or problems
that require students
to show what they
can do.
Some performance
tasks are
designed to have
students
demonstrate their
understanding by
applying their
knowledge to a
particular situation.
3. - is concerned with the actual task
performance rather than the output or
product of an activity.
- Process oriented performance based
assessment evaluates the actual task
performance. It does not emphasize on
the output or product of the activity. This
assessment aims to know what processes
a person undergoes when given a task.
PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
4. LEARNING COMPETENCIES
The learning objectives in process-
oriented performance based
assessment are stated in direct
observable behaviors of the students.
Competencies are defined as groups
or cluster of skills and abilities needed
for a particular task.
5. An example of learning competencies for process-oriented is
given below:
TASK: Recite a Poem by Edgar Allan Poe, “The Raven”.
OBJECTIVES: The activity aims to enable the students to
recite a poem entitled “The Raven” by Edgar Allan Poe.
Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering
the piece;
3. Maintain eye contact with the audience while reciting
the poem;
4. Create the ambience of the poem through appropriate
rising and falling intonation;
5. Pronounce the words clearly and with proper diction.
Note: The specific objectives identified constitute the
learning competencies.
6. The following competencies are simple
competencies:
speak with a well-modulated voice;
Draw a straight line from one point to another
point;
Color a leaf with a green crayon.
The following competencies are more complex
competencies:
Recite a poem with feeling using appropriate voice
quality , facial expressions and hand gestures;
Construct an equilateral triangle given three non-
collinear points
Draw and color a leaf with green crayon
7. learning tasks need to be carefully planned. In particular, the
teacher must ensure that the particular learning process to be
observed contributes to the overall understanding of the
subject or course.
Some generally accepted standards for designing a task
include:
o identifying an activity that would highlight the
competencies to be evaluated. e.g. Reciting a poem, writing
an essay, manipulating the microscope.
o identifying an activity that would entail more or less the
same sets of competencies. If an activity would result in too
many possible competencies then the teacher would have
difficulty assessing student’s competency on the task.
o Find a task that would be interesting and enjoyable for
the students.
TASK DESIGNING
8. SCORING RUBRICS
RUBRIC is a scoring scale used to
assess student performance a long a
task-specific set of criteria.
a RUBRIC, which contains the
essential criteria for the task and
appropriate levels of performance is
typically created to measure
student’s performance.
9. For example, the following rubric(scoring scale) covers the actual
performance of the task in an English class.
CRITERIA 1 2 3
Number of
Appropriate
Hand Gestures x1
1-4 5-9 10-12
Appropriate
Facial
Expressions
x1 Lots of
inappropriate
facial expression
Few of
inappropriate
facial expression
No apparent
inappropriate
facial expression
Voice Inflection
x2 Monotone voice
used
Can vary voice
inflection with
difficulty
Can easily vary voice
inflection
Incorporate
Proper
Ambiance
Through
Feelings in the
Voice
x3
Recitation
contains very
little feelings
Recitation has
some
feelings
Recitation fully
captures ambiance
through feelings in the
voice
10. DESCRIPTORS
it spells out what is expected of students at each
level of performance for each criterion.
it tells students more precisely what performance
looks like at each level and how their work
maybe distinguished from the work of others fro
each criterion.
descriptors help the teacher more precisely and
consistently distinguish between student work
11. Examples of descriptors are given below:
CRITERIA 1 2 3
Number of
Appropriate
Hand Gestures x1
1-4 5-9 10-12
Appropriate
Facial
Expressions
x1 Lots of
inappropriate
facial expression
Few of
inappropriate
facial expression
No apparent
inappropriate
facial expression
Voice Inflection
x2 Monotone voice
used
Can vary voice
inflection with
difficulty
Can easily vary
voice
inflection
Incorporate
Proper
Ambiance
Through
Feelings in the
Voice
x3
Recitation
contains very
little feelings
Recitation has
some
feelings
Recitation fully
captures ambiance
through feelings in the
voice
12. WHY INCLUDE LEVELS OF
PERFORMANCE?
Clearer expectations
-students know what is expected of them and teachers know what to look
for in student performance.
More consistent and objective assessment
-Levels of performance permit teacher to more consistently and objectively
distinguish between good and bad performance, or between superior,
mediocre and poor performance, when evaluating student work
Better feedback
- identifying levels of performance allows teacher to provide more
detailed feedback to students.
13. PRODUCT-ORIENTED
PERFORMANCE BASED
ASSESSMENT
- product oriented assessment is 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. It also focuses on
achievement of the learner.
- Product assessment focuses on evaluating the
result or outcome of a process.
14. LEARNING COMPETENCIES
the learning competencies associated with
products or outputs are linked with an assessment
with three levels of performance manifested by
the product,namely:
novice or beginner’s level
Skilled level
Expert level
15. There are other ways to state product-oriented
learning competencies. For instance, we can define
learning competencies for products or outputs in the
following way:
Level 1 : Does the finished product or project
illustrates the minimum expected parts or
functions? ( Beginner)
Level 2 : Does the finished product or project
contains additional parts and functions on top of
the minimum requirements which tend to enhance
the final product? (skilled level)
Level 3: Does the finished product contains the
basic minimum parts and functions, have the
additional features on top of the minimum, and is
aesthetically pleasing? (Expert level)
