PERFORMANCEBASED ASSESSMENT

What is Performance-Based Assessment?

It integrates instruction with evaluation of student achievement and is based on constructivist learning theory. Multiple criteria for judging successful performance are developed, and students learn to self-assess

CHARACTERISTIC OF PERFORMANCE-BASED ASSESSMENT

Students perform, create, construct, produce, or do something. Reasoning skills are needed and assessed. Involves sustained work, often days and weeks. Calls upon students to explain, justify, and defend. Performance is directly observable.

 Involves engaging ideas of importance and substance Relies on trained assessors judgments for scoring Multiple criteria and standards are pre-specified and public. There is no single correct answer. If authentic, grounded in real-world contexts and constraints.

STRENGTHS OF PERFORMANCEBASED ASSESSMENT

Students are more engage in active learning as a part of the assessment. They force teachers to identify multiple, specific criteria for judging success. Can be applied to learning all context areas Motivates educators to explore the purposes and processes of schooling.

LIMITATION OF PERFORMANCE-BASED ASSESSMENT

Reliability Sampling Time

LEARNING TARGETS FOR PERFORMANCE-BASED ASSESSMENT

Skills
Include the students accomplishment of reasoning communication and psychomotor proficiencies.

Products
Are completed works, such as term papers, reports, projects, and other assignments in which students use their skills and knowledge.

TYPES OF APPROPRIATE LEARNING TARGETS

COMMUNICATION SKILLS
Learning targets focused on communication skills involve student performance of reading, writing, speaking, and listening.

PSYCHOMOTOR SKILLS
To describe clearly the physical action that are required. These may be developmentally appropriate skills or skills that are needed for specific tasks.

PSYCHOMOTOR SKILLS
STEPS IN IDENTIFYING LEARNING TARGETS FOR PSYCHOMOTOR SKILLED

1. To describe clearly the physical action that are require. These may be developmentally appropriate skills or skills that are needed for specific tasks. FIVE CATEGORIES: Fine motor: cutting paper with scissors, drawing a line et. Gross motor: walking, jumping etc. Complex: perform a golf swing, operate a computer et. Visual: copying, finding letters et. Verbal and auditory: identify and discriminate sounds, imitate sounds et.

2. To identify the level at which the skill is to be performed. One effective way to do this is to use an existing classification of the psychomotor domain. (Simpson, 1972)

These are:
Perception Set Guided response Mechanism Complex overt response Adaptation Origination

STEPS IN CONSTRUCTING PERFORMANCE-BASED ASSESSMENT

1.Generate or identify idea for a task. 2.Develop task description. 3.Write task question or prompt.

TYPE OF PERFORMANCE-BASED TASK 1.Restricted-type tasks 2.Extended-type tasks

RESTRICTED-TYPE TASKS
Target a narrowly defined skill and require relatively brief responses. It is structured and specific Requires relatively little time for administration and scoring. Example Construct a bar graph from data provided.
Read an article from the newspaper and answer questions. Sing a song.

EXTENDED TYPE TASK

Are more complex, elaborate, and time consuming. Includes collaborative work with small groups of students. Usually requires students to use a variety of source of information. Provides greater reliability and sampling. Example
Designs a playhouse and estimate construction of materials and labor Publish newspaper Write and perform a song.

CRITERIA FOR PERFORMANCE-BASED TASKS

1.ESSENTIAL
The tasks fits into the core of the curriculum. It represents a big idea.

2.RICH
The task leads to other problem. It raises other questions. It has many possibilities.

3.AUTHENTIC
The task ones processes appropriate to the discipline. Students value the outcome of the task.

4.ENGAGING
The task is thought-providing. It fosters persistence.

5. ACTIVE
The student is the worker and decision maker Students interact with other students Students are constructing meaning and deepening understanding

6. FEASIBLE
The task can be done within school and homework time. It is developmentally appropriate for students. It is safe. The task develop thinking in a variety of styles. It contributes to positive attitudes.

7. EQUITABLE 8. OPEN
The task has more than one right answer. It has multiple avenues of approach, making it accessible to all students.

EXAMPLE OF PERFORMANCE-BASED TASKS

Example 1: Measurement and Evaluation Course Less Authentic
Do an oral presentation of the process in developing and validating a cognitive test.

Authentic
Critique an existing test instrument in terms of its validity and reliability

More Authentic
Develop a valid and reliable instrument and administer it to the target users.

EXAMPLE OF PERFORMANCE-BASED TASKS

Example 2: Science Somewhat Authentic
Explain the steps when manipulating the microscope in examining the parts of a tiny animal.

Authentic
Demonstrate how to use the microscope in examining the body parts of a tiny animal.

Very Authentic
Get any specimen and examine this using the microscope.