Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Calabanga | Pasacao | Pili | Sipocot

Designing Meaningful
Performance-Based Assessment

Jerome U. Imperial
Intended Learning Outcomes
After finishing this module, you are expected to achieve the following
intended learning outcomes

1. Identify the steps in designing performance-based assessment

2. Develop a learning task that showcase students performance

3. Develop correct rubrics for performance-based assessment.

4. Relate the concept learned in classroom assessment.

Recall your knowledge about Performance-
Based Assessment.
Performance-based assessment is a kind
of assessment that requires students to
showcase or demonstrate skills and
competencies.
 Designing Meaningful
Performance-Based
Assessment

Defining the Purpose of Assessment

Defining the Purpose Identifying Developing Scoring Rating the

of Assessment Performance Task Schemes Performances

Process-Oriented
Teacher-Students
Performance Based Holistic Rubric
Assessment
Assessment

Product-Oriented
Peer Graded
Performance-Based Analytic Rubric
Assessment
Assessment
Defining the Purpose of Assessment
▪ The first step in designing performance-based assessment is to define the
purpose of assessment.

▪ Defining the purpose and target of assessment provides information on

what students need to be performed in a task given.

▪ By identifying the purpose, teachers are able to easily identify the

weaknesses and strengths of the students’ performance.
 Four Types of Learning Targets Used in
Performance Assessment
1. Deep Understanding
This focuses on the use of knowledge and skills.
2. Reasoning
Students’ decision-making skills.
3. Skills
Communication, presentation and psychomotor skills
4. Product
Outcomes or completed works.
Psychomotor Skills
Psychomotor skills describe clearly the physical action required for a given tasks.
This includes:
a. Fine motor skills
Holding a pen, focusing a microscope and using scissor
b. Gross motor skills
jumping, lifting and dancing
c. Athletic skills
shooting basketball, playing soccer
d. Visual
e. Verbal
f. Auditory
Process-Oriented Performance-Based
Assessment
➢learning outcomes deal on the procedures
➢assessment should be done while the students are performing the
procedures or steps.

Example:
1. Manipulating microscope
2. Earthquake drill
3. Performing mathematical operations
4. Constructing TOS
Product-Oriented Performance-Based
Assessment
• Assessment of products must be done if the students will produce a variety
of better ways to produce high quality products, sometimes, method or
sequence does not make difference as long as the product is the focus of
the assessment.

Example:
1. Building a garden
2. Constructing miniature
3. Brochure
4. Video lesson
Identifying Performance Task
Next step is to identify performance tasks which measure the learning target you
are about to assess
Below are some questions that should be answered in designing tasks:
What ranges of tasks do the learning targets imply?
Which parts of the tasks should be structured, and to what degree?
Does each task require students to perform all the important elements implied by the learning
targets?
Do the tasks allow me to assess the achievement dimensions I need to assess?
What must l tell students about the task and its scoring to communicate to them what they need
to perform?
Will students with different ethnic and social backgrounds interpret my task appropriately?
Performance needs to be identified so that students may know what tasks
and criteria to be performed. In this case, a task description must be
prepared to provide the listing of specification of the tasks and will elicit the
desired performance of the students. Task description should include the
following:

➢ Content and skill targets to be assessed ➢ Resource needed

➢ Description of the student activities ➢ Teacher role

➢ Group or individual ➢ Administrative process

➢ Help allowed ➢ Scoring procedures

Suggested ways for Constructing Performance
Tasks
1. Focus on learning outcomes that require complex cognitive skills and student
performances
2. Select or develop tasks that represent both the content and the skills that are central to
important learning outcomes.
3. Minimize the difference of task performance on skills that are irrelevant to the intended
purpose of the assessment task.
4. Provide the necessary scaffolding for students to be able to understand the tasks and
what is expected.
5. Construct task directions so that the student’s task is clearly indicated.
6. Clearly communicate performance expectations in terms of the criteria by which the
performances will be judged.
 Checklist for Writing Performance Tasks

YES NO

Are essential content and skills targets integrated?

Are multiple targets included?

Is the task authentic?

Is the task teachable?

Is the task feasible?

Are multiple solutions and paths possible?

Is the nature of the task clear?

Is the task challenging and stimulating?

Are criteria for scoring included?

Are constraints for completing the task included?

Developing Scoring Scheme
Variety of tools can be used for assessment depending on the nature of the
performance it calls for

Some ways of assessing the students’ performance could be the utilization

of anecdotal records, interviews, direct observations using checklist or Likert
scale, and the use of rubrics especially for the performance-based
assessment.
Rubric as an Assessment Tool
Assessment tool specifying the criteria used to assess students’
performance

Important features:
1. Evaluative Criteria
2. Descriptions of qualitative differences for evaluating criteria
3. An indication of whether a holistic or analytic approach is to be
used
Consider the following in crafting a rubric
Types of Rubric
1. Holistic Rubric
It requires the teacher to make a judgment about the overall quality of each
student response. This provides a reasonable summary of rating in which traits are
efficiently combined, scored quickly and with only one score, thus, limiting the
precision of assessment of the results and providing little specific information about
the performance of the students and what needs for further improvement.

2. Analytic Rubric
It requires the teacher to list and identify the major knowledge and skills
which are critical in the development of process or product tasks. It identifies specific
and detailed criteria prior to assessment. Each criterion for this kind of rubric
receives a separate score, thus, providing better diagnostic information and
feedback for the students as a form of formative assessment.
Example of Holistic Rubric
Example of Analytic Rubric
Rubric Development
• Basically, rubrics are composed of task description, scale,
dimensions, and description of dimensions.
Rating the Performance
▪ This is the final step in performance-based assessment, determining the
learning outcomes of the students.

▪ Should be objective and consistent.

▪ Be sure also that the scoring system is feasible as well in most of the
classroom situations, the teacher is both the observer and the rater. If
there are some important instructional decisions to be made, additional
raters must be considered in order to make scoring more fair.
Common Errors in Rating that should avoid
1. Personal bias
McMillan (2007) stated that personal bias results in three kinds of error;
a. generosity error – teacher tends to give higher score
b. severity error – teacher use the low end of the scale and underrate the
students performance
c. central tendency error – students are rated in middle

2. Halo effect
Occurs when the teacher’ general impression of the students affects
scores given on individual traits or performance.