1. Performance Based
Assessments
By Rachael Quattro
Culinary Arts Instructor
JTED @ Santa Rita

2. What are PBA’s?
Performance Based Assessments are technical
assessments based on industry and nationally
recognized standards that document student
performance and skill level

3. PBA Versus Traditional
Assessments

4. Traditional Evaluation Model: End-of-
Program Assessments
Students who complete two
years of a Career and Technical
Education course are considered
“completers” and are evaluated
based on an End-of-Program
Assessment: an online test of
100 multiple choice questions
from a standards-based data
bank.

5. Typical CTE Classes

6. Typical CTE Assessment

7. Downfall of End-of-
Program Assessments
• Much of the Career and Technical Education
courses is hands-on/skills-based yet the end-
of-program assessment tests knowledge in a
completely different format then how students
have learned

8. Why PBA?
• Traditional multiple choice assessments do not
provide an adequate picture of the skills
gained through CTE programs, Performance
Based assessments allow students to
demonstrate the standards obtained.

9. JTED Pilot Program:
• Spring 2012- Culinary and Early Childhood
were chosen to pilot the Performance Based
Assessments for JTED to determine if this is a
viable option as an alternative to the End-of-
Program Assessment.
• Both Culinary and ECE incorporated a hands-
on assessment to be scored by professionals
in the community along with a portfolio
component to be scored by instructors.

10. Culinary Arts PBA:
• Students were tasked to prepare a dinner
chicken salad with vinaigrette using a given list
of ingredients. Students were able to choose
their own method of preparing the chicken
breast and plating. They were then given
specific knife cuts and directions for creating
the emulsified dressing.

11. Skills Assessed in the Hands-On
Piece of the PBA in the Culinary
Pilot:
• Safety and Sanitation
• Professionalism
• Time Management
• Knife Skills
• Skill Level of Food Preparation
• Food Presentation

13. Judges use a rubric to
score students on
preset criteria

15. Students are given 60
minutes
to execute their work plan
Students show are
required to dress
according to industry
standards

16. The chefs question
students as to how they
plan to use leftover
produce
to minimize food waste

19. Student Testimonials:
“It was great, the chef’s loved my
food and complimented my knife
cuts”
-Jenny Straight

20. Student Testimonials:
• “It was really scary at first but the judge’s
were really nice. The chef’s gave really
good feedback. They told me what they
liked and gave me good suggestions on
how to make it better next time. I have
made that recipe for my family at least a
hundred times now! They love it.”
-Jordan Reed

21. Student Testimonials:
I think the PBA is better than the other
assessments, I like the hands-on testing. It is a
better learning experience.
-Christian Norris

22. Student Testimonials:
“I really liked the the performance based
assessments because I was able to show skills
to professionals and get feedback on how to
improve. It gives a real life experience.”
-Bethanie Spencer

23. Portfolio Component:
• Personal Information
• Job Acquisition Skills
• Community Involvement
• Academic Integration

24. Subcomponents Include:

25. Portfolio Requirements Reinforce Core Content
Employment Portfolio Rubric
Name:_________________________________
4. Distinguished 3. Proficient 2. Apprentice 1. Novice
Introduction: Introduced oneself in a Introduced name, grade Introduced oneself but No cover page or table of
way that gains the level and other pertinent missing some pertinent contents included to
readers attention. information. Included a information. Table is introduce the portfolio.
Introduced name, grade table of contents. contents is incomplete.
level and other pertinent
information. Included a
table of contents.
Contents: Included all required Included all required Portfolio is missing some Portfolio is missing most
content and some content. of the required content. of the required content.
optional content.
Aesthetics: Created a visually pleasing Created a tidy portfolio. Created a mostly tidy Created an untidy
portfolio that follows a Included divider pages or portfolio. Divider pages or portfolio with no divider
distinct theme. Included electronic categories with categories were pages.
divider pages or electronic clearly marked headings. incomplete.
categories with both
graphics and text.
Writing- Portfolio contained no Portfolio contained fewer Portfolio contained more Portfolio contained major
Conventions: spelling, grammar, than 3 minor spelling, than 3 minor spelling, spelling, grammar,
capitalization or grammar, capitalization or grammar, capitalization or capitalization or
punctuation errors. punctuation errors. punctuation errors. punctuation errors.
Sentences are all well-
formed.
MyT4L Rubric www.tech4learning.com

26. Benefits of the Portfolio
Component
• Students walk away with a tangible product to
show to future employers and educational
institutions
• Students receive higher positions and higher
pay when they enter the workforce
• Students develop an understanding of what
their goals and gain direction for their future

27. Weaknesses of PBA:
•Time Restraints
•Additional planning for Instructors
•Cost involved for Materials
•Securing professionals from the subject area to
assess work
•Difficult to find a PBA that measures all of the
standards

28. Solutions:
• Involve students in planning and mise en place
• Talk to local grocers and see if they are able to donate
materials
• Markets on the Move
• Go to your advisory to find local professionals who are
more than happy to assist
• Have benchmark performance based assessments
throughout the year to document student skill level of
other standards

29. Benefits to Students:
• Encourages students to reflect on their own learning
• Instills a belief that instruction and assessment is
meaningful
• Students make an investment in their own learning
• Students learn to work under pressure
• Students learn the importance of planning ahead and
following that plan
• Students learn from professionals and how to demonstrate
Professionalism

30. The End!!!!!