1. CONSTRUCTING PERFORMANCE-
BASED ASSESSMENT
Dr. Carlo Magno

2. ADVANCE ORGANIZER
 Performance based assessment
 Authentic assessment
 Portfolio assessment
 Assessment “for” learning

3. OBJECTIVES
 1. Distinguish performance-based assessment with
the traditional paper and pencil tests.
 2. Construct tasks that are performance based.
 Design a rubric to assess a performance based
task

4. TERMS
 Authentic assessment
 Direct assessment
 Alternative assessment
 Performance testing
 Performance assessment
 Changes are taking place in assessment

5. METHOD
 Assessment should measure what is really
important in the curriculum.
 Assessment should look more like instructional
activities than like tests.
 Educational assessment should approximate the
learning tasks of interest, so that, when students
practice for the assessment, some useful learning
takes place.

6. WHAT IS PERFORMANCE ASSESSMENT?
 Testing that requires a student to create an answer
or a product that demonstrates his/her knowledge
or skills (Rudner & Boston, 1991).

7. FEATURES OF PERFORMANCE ASSESSMENT
 Intended to assess what it is that students know
and can do with the emphasis on doing.
 Have a high degree of realism about them.
 Involve: (a) activities for which there is no correct
answer, (b) assessing groups rather than
individuals, (c) testing that would continue over an
extended period of time, (d) self-evaluation of
performances.
 Likely use open-ended tasks aimed at assessing
higher level cognitive skills.

8. PUSH ON PERFORMANCE ASSESSMENT
 Bring testing methods more in line with instruction.
 Assessment should approximate closely what it is
students should know and be able to do.

9. EMPHASIS OF PERFORMANCE ASSESSMENT
 Should assess higher level cognitive skills rather
than narrow and lower level discreet skills.
 Direct measures of skills of interest.

10. PROBLEMS OF IMPLEMENTATION
 Experience in constructing and using performance
tests is lacking among many educational
measurement specialist.
 Performance tests take more time to construct,
administer, and score than objective tests.
 Standardization, reliability, and validity will be
difficult to apply

11. GUIDELINES TO ESTABLISH VALIDITY OF
PERFORMANCE TESTS:
 Consequences: Do teachers teach differently?
What do students learn?
 Fairness: There is no guarantee
 Transfer and generalizability: Extent of small tasks
generalized to larger tasks.
 Cognitive complexity: no guarantee that high level
cognitive skills are tapped.
 Content quality: limited sampling of content is
possible

12. GUIDELINES TO ESTABLISH VALIDITY OF
PERFORMANCE TESTS:
 Content coverage: number of tasks chosen is small.
 Meaningfulness: evidence that the assessment is
meaningful for students
 Cost and efficiency: time consuming and costly to
construct, administer, and score thn objective forms
of assessment.

13. TERMS
Performance-and-product The emphasis is on the students’
ability to perform tasks by
producing their own work with their
knowledge and skills.
Alternative assessment Method that differs from conventional
paper-and-pencil tests, most
particularly objective tests.
Authentic assessment Direct examination of student’s ability
to use knowledge to perform a task
that is like what is encountered in real
life or in the real world.

14. CHARACTERISTICS OF PERFORMANCE-BASED
ASSESSMENT
 Students perform, create, construct, produce, or do
something.
 Deep understanding and/or reasoning skills are needed and
assessed.
 Involves sustained work, often days and weeks.
 Calls on students to explain, justify, and defend.
 Performance is directly observable.
 Involves engaging in ideas of importance and substance.
 Relies on trained assessor’s judgments for scoring
 Multiple criteria and standards are prespecified and public
 There is no single correct answer.
 If authentic, the performance is grounded in real world
contexts and constraints.

15. LEARNING TARGETS
 Skills
 Communication and presentation skills
 Ex: Speaking
1. Speaking clearly, expressively, and audibly
a. Using voice expressively
b. Speaking articulately and pronouncing words correctly
c. Using appropriate vocal volume
2. Presenting ideas with appropriate introduction,
development, and conclusion
1. Presenting ideas in an effective order
2. Providing a clear focus on the central idea
3. Providing signal words, internal summaries, and transitions

16. 3. Developing ideas using appropriate support materials
a) Being clear and using reasoning processes
b) Clarifying, illustrating, exemplifying, and documenting ideas
4. Using nonverbal cues
a. Using eye contact
b. Using appropriate facial expressions, gestures, and body
movement
5. Selecting language to a special purpose
a. Using language and conventions appropriate for the
audience

17.  Psychomotor skills
 Fine motor: cutting papers with scissors, drawing a line
tracing, penmanship, coloring drawing, connecting dots
 Gross motor: Walking, jumping, balancing, throwing,
skipping, kicking
 Complex: Perform a swing golf, operate a computer,
drive a car, operate a microscope
 Visual: Copying, finding letters, finding embedded
figures, identifying shapes, discrimination
 Verbal and auditory: identify and discriminate sounds,
imitate sounds, pronounce carefully, blend vowels

18.  Products
 Write promotional materials
 Report on a foreign country
 Playing a new song

19. VARIATION OF AUTHENTICITY
Relatively authentic Somewhat authentic Authentic
Indicate which parts of Design a garden Create a garden
a garden design are
accurate
Write a paper on Write a proposal to Write a proposal to
zoning change fictitious present to city council
zoning laws to change zoning laws
Explain what would Show how to perform Play a basketball
you teach to students basketball skills in game.
learning basketball practice

20. CONSTRUCTING PERFORMANCE BASED
TASKS
1. Identify the performance task in which students
will be engaged
2. Develop descriptions of the task and the context in
which the performance is to be conducted.
3. Write the specific question, prompt, or problem
that the student will receive.
• Structure: Individual or group?
• Content: Specific or integrated?
• Complexity: Restricted or extended?

21. COMPLEXITY OF TASK
 Restricted-type task
 Narrowly defined and require brief responses
 Task is structured and specific
 Ex:
 Construct a bar graph from data provided
 Demonstrate a shorter conversation in French about what is
on a menu
 Read an article from the newspaper and answer questions
 Flip a coin ten times. Predict what the next ten flips of the coin
will be, and explain why.
 Listen to the evening news on television and explain if you
believe the stories are biased.
 Construct a circle, square, and triangle from provided materials
that have the same circumference.

22.  Extended-type task
 Complex, elaborate, and time-consuming.
 Often include collaborative work with small group of
students.
 Requires the use of a variety of information
 Examples:
 Design a playhouse and estimate cost of materials and labor
 Plan a trip to another country: Include the budget and itinerary,
and justify why you want to visit certain places
 Conduct a historical reenactment (e. g. impeachment trial of
ERAP)
 Diagnose and repair a car problem
 Design an advertising campaign for a new or existing product

23. IDENTIFYING PERFORMANCE TASK
DESCRIPTION
 Prepare a task description
 Listing of specifications to ensure that essential if
criteria are met
 Includes the ff.:
 Content and skill targets to be assessed
 Description of student activities
 Group or individual
 Help allowed
 Resources needed
 Teacher role
 Administrative process
 Scoring procedures

24. PERFORMANCE-BASED TASK QUESTION
PROMPT
 Task prompts and questions will be based on the
task descriptions.
 Clearly identifies the outcomes, outlines what the
students are encourage dot do, explains criteria for
judgment.

25. EXAMPLE OF A TASK PROMPT:

26. CHARACTERISTICS OF TASKS
1. Should integrate the most essential aspects of the
content being assessed with the most essential
skills.
2. Should be authentic
 Realistic
 Require judgment and innovation
 Ask the student to do the subject
 Replicates or stimulates
 Assess the students ability to efficiently and effectively
use a repertoire of knowledge and skill to negotiate a
complex task
 Allows opportunities to rehearse, practice, consult
resources, and get feedback and refine performances
and products.

27. 3. Structure the task to assess multiple learning targets
4. Structure the task so that you can help students
succeed.
5. Think through what students will do to be sure that the
task is feasible
6. The task should allow for multiple solutions
7. The task should be clear
8. The task should be challenging and stimulating to
students
9. Include explicitly stated scoring criteria as part of the
task
10. Include constraints in completing the task

28. PERFORMANCE CRITERIA
 What you look for in student responses to evaluate
their progress toward meeting the learning target.
 Dimensions of traits in performance that are used to
illustrate understanding, reasoning, and proficiency.
 Start with identifying the most important dimensions
of the performance
 What distinguishes an adequate to an inadequate
demonstration of the target?

29. QUESTIONS TO ASK:
 What are the attributes of good writing, or good
scientific thinking, or good collaborative group
process, of effective oral presentation? More
generally, by what qualities or features will I know
whether students have produced an excellent
response to my assessment task?
 What do I expect to see if this task is done
excellently, acceptably, or poorly?

30.  Do I have samples or models of student work, from
my class or other sources, that exemplify some of
the criteria I might use in judging this task?
 What criteria for this or similar task exist in my state
curriculum framework, my state assessment
program, my district curriculum guides, my school
assessment program?
 What dimensions might I adapt from work done by
natural curriculum councils, by other teachers?

31. EXAMPLE OF CRITERIA
 Learning target:
 Students will be able to write a persuasive paper to
encourage the reader to accept a specific course of
action or point of view.
 Criteria:
 Appropriateness of language for the audience
 Plausibility and relevance of supporting arguments.
 Level of detail presented
 Evidence of creative, innovative thinking
 Clarity of expression
 Organization of ideas

32. RATING SCALES
 Indicate the degree to which a particular dimension
is present.
 Three kinds: Numerical, qualitative, combined
qualitative/quantitative

33.  Numerical Scale
 Numbers of a continuum to indicate different level of
proficiency in terms of frequencyor quality
Example:
Complete Understanding 5 4 3 2 1 No understanding
No organization 5 4 3 2 1 Clear organization
Emergent reader 5 4 3 2 1 Fluent reader

34.  Qualitative scale
 Uses verbal descriptions to indicate student
performance.
 Provides a way to check the whether each dimension
was evidenced.
 Type A: Indicate different gradations of the dimension
 Type B: Checklist

35.  Example of Type A:
 Minimal, partial, complete
 Never, seldom, occasionally, frequently, always
 Consistent, sporadically, rarely
 None, some, complete
 Novice, intermediate, advance, superior
 Inadequate, needs improvement, good excellent
 Excellent, proficient, needs improvement
 Absent, developing, adequate, fully developed
 Limited, partial, thorough
 Emerging, developing, achieving
 Not there yet, shows growth, proficient
 Excellent, good, fair, poor

36.  Example of Type A: Checklist

37.  Holistic scale
 The category of the scale contains several criteria,
yielding a single score that gives an overall impression
or rating
Example
level 4: Sophisticated understanding of text
indicated with constructed meaning
level 3: Solid understanding of text indicated with
some constructed meaning
level 2: Partial understanding of text indicated with
tenuous constructed meaning
level 1: superficial understanding of text with little or
no constructed meaning

38. EXAMPLE HOLISTIC SCALE

39.  Analytic Scale
 One in which each criterion receives a separate score.
Example
Criteria Outstanding Competent Marginal
5 4 3 2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images

40. RUBRICS
 When scoring criteria are combined with a rating
scale, a complete scoring guideline is produced or
rubric.
 A scoring guide that uses criteria to differentiate
between levels of student proficiency.

41. EXAMPLE OF A RUBRIC

42.  Rubrics should answer the following questions:
 By what criteria should performance be judged?
 Where should we look and what should we look for to
judge performance success?
 What does the range in the performance quality look
like?
 How do we determine validity, reliability, and fairly what
scores should be given and what that score means?
 How should the different levels of quality be described
and distinguished from one another?

43. GUIDELINES IN CREATING A RUBRIC
1. Be sure the criteria focus on important aspects of
the performance
2. Match the type of rating with the purpose of the
assessment
3. The descriptions of the criteria should be directly
observable
4. The criteria should be written so that students,
parents, and others understand them.
5. The characteristics and traits used in the scale
should be clearly and specifically defined.
6. Take appropriate steps to minimize scoring frame

44. PORTFOLIO ASSESSMENT: EXPLORATION
 Have you ever done a portfolio?
 Tell me about this experience. Did you enjoy it?
 What elements did you include in your portfolio?
 Are the materials placed in the portfolio required?

45. WHAT ARE PORTFOLIOS?
 Purposeful, systematic process of collecting and
evaluating student products to document progress
toward the attainment of learning targets or show
evidence that a learning target has been achieved.
 Includes student participation in the selection and
student self-reflection.
 “A collection of artifacts accompanied by a reflective
narrative that not only helps the learner to
understand and extend learning, but invites the
reader of the portfolio to gain insight about learning
and the learner (Porter & Cleland, 1995)

46. CHARACTERISTICS OF PORTFOLIO
ASSESSMENT
 Clearly defined purpose and learning targets
 Systematic and organized collection of student
products
 Preestablished guidelines for what will be included
 Student selection of some works that will be
included
 Student self-reflection and self-evaluation
 Progress documented with specific products and/or
evaluations
 Portfolio conferences between students and
teachers

47. A PORTFOLIO IS:
 Purposeful
 Systematic and well-organized
 Prestablished guidelines are set-up
 Students are engaged in the selection of some
materials
 Clear and well-specified scoring criteria

48. PURPOSE OF PORTFOLIO
 Showcase portfolio: Selection of best works.
Student chooses work, profile are accomplishments
and individual profile emerges.
 Documentation portfolio: Like a scrapbook of
information and examples. Inlcudes observations,
tests, checklists, and rating scales.
 Evaluation portfolio: More standardized. Assess
student learning with self-reflection. Examples are
selected by teachers and predetermined.

49. ADVANTAGES OF PORTFOLIO
 Students are actively involved in self-evaluation and
self-reflection
 Involves collaborative assessment
 Ongoing process where students demonstrate
performance, evaluate , revise , and produce quality
work.
 Focus on self-improvement rather than comparison with
others
 Students become more engaged in learning because
both instruction and assessment shift from teacher
controlled to mix of internal and external control.
 Products help teachers diagnose learning difficulties
 clarify reasons for evaluation
 Flexible

50. DISADVATNTAGES
 Scoring difficulties may lead to low reliability
 Teacher training needed
 Time-consuming to develop criteria, score and meet
students
 Students may not make good selections of which
of which material to include
 Sampling of student products may lead to weak
generalization
 Parents find the portfolio difficult to underdstand

51. STEPS IN PLANNING AND IMPLEMENTING
PORTFOLIO ASSESSMENT
1. Determine the the purpose
2. Identify physical structure
3. Determine sources of content
4. Determine sources of content
5. Determine student reflective guidelines and scoring
criteria
6. Review with students
7. Portfolio content supplied by teacher and/or student
8. Student self-evaluation of contents
9. Teacher evaluation of content and student self-
evaluation
10. Student-teacher conference
11. Portfolios returned to students for school

52. PURPOSE
 Based on specific learning targets
 Ideal for assessing product, skill, and reasoning targets
Uses:
 Showcase portfolio-to illustrate what students are
capable of doing
 Evaluation of portfolio-standardization of what to include
 For parents-what will make sense to parents
“Provide specific attention to purpose and corresponding
implications when implementing a portfolio.”

53. PHYSICAL STRUCTURE
 What will it look like?
 How large will the portfolios be?
 Where are they stored so that students can easily
access them?
 Will it be in folders or scrap books?
 How will the works be arranged in the portfolio?
 What materials are needed to separate the works in
the portfolio?

54. SOURCES OF CONTENT
 Work samples
 Student and teacher evaluations
Guidelines:
 Select categories that will allow you to meet the
pupose of the portfolio.
 Show improvement in the portfolio
 Provide feedback on the students on the
procedures they are putting together
 Provide indicator system

55. SELF-REFLECTIVE GUIDELINES AND SCORING
 Establish guidelines for student self-reflection and
the scoring criteria
 Scoring guidelines are explained to the students
before they begin instruction

56. IMPLEMENTING PORTFOLIO ASSESSMENT
 Review with students: Explain to students what is
involved in doing a portfolio.
 Begin with learning targets
 Show examples
 Give opportunities to ask questions
 Provide just enough structure so that they can get
started without telling them exactly what to do.
 Selection of content will depend on the age and
previos experience of students
 Students and teachers decide together what to
include with nonrestrictive guidelines

57. SOME ORGANIZATION
 Include table of contents
 Brief description of activities
 Date produced
 Date submitted
 Date evaluated

58. STUDENT SELF-EVALUATIONS
 Reflective and self-evaluation activities need to be
taught.
 Some guide questions for students:
 Can you tell me what you did?
 What did you like best abut this sample of your writing?
 What will you do next?
 Self-reflective questions:
 What did you learn from writing this piece?
 What would you have done differently if you had more time?
 What are your greatest strengths and weaknesses in this
sample?
 What would you do differently if you did this over?

59. PEER EVALUATIONS
 Analysis and constructive, supportive criticism of
strategies, styles, and other concrete aspects of the
product.
 Can include comments or a review by parents
Teacher evaluations:
 Checklist of content
 Portfolio structure evaluation: selection of samples,
thoroughness, appearance, self-reflection, and
organization.
 Evaluation of individual entries: use rubrics
 Evaluation of entire content: use rubrics

65. STUDENT-TEACHER CONFERENCES
 Conference is conducted with sudents before
returning the portfolio
 Scheduled throughout the school year; some have
it monthly
 Clarify purposes and procedure with students,
answer questions and establish trust
 Give guidelines to prepare for each conference
 Allow the students to do most of the talking
 Have students compare your reflections with theirs
 Weaknesses and areas for improvement need to be
communicated –show them what is possible for
progress

66. STUDENT-TEACHER CONFERENCES
 At the end of the conference there is an action plan
for the future
 Limit the conference to no more than 10 minutes
 Students are encouraged to take notes
 Focus on one or two major areas of each
conference-helps to have a thoughtful discussion

67.  Wrapping up on assessing student learning

68. Effect of Previous Practices: rank students on
achievement by graduation
New Expectation: Assure competence in Math, Reading,
Writing, etc.
Implications?
Assessment and grading
procedures had the effect of
helping some students succeed
now must serve to help all
students succeed.

69. MISTAKEN BELIEFS ABOUT HOW TO USE ASSESSMENT
TO SUPPORT SCHOOL IMPROVEMENT:
1. High-stakes tests are good for all
students because they motivate
learning
2. If I threaten to fail you, it will
cause you to try harder
3. If a little intimidation doesn’t
work, use a lot of intimidation

70. 4. The way to maximize learning is to maximize
anxiety
5. It is the adults who use assessment results to
make the most important instructional decision.

71. PROFOUND MISTAKE
Teachers and leaders don’t need to
understand sound assessment practices – the
testing people will take care of us.
COUNTER BELIEF
They do need to understand sound
assessment practices.

72. ASSESSMENT LEGACY
1. Assessment has been far more a matter of compliance
than of teaching and learning
2. Disregard of the information needs students and
teachers who make the most frequent and highest impact
decisions
3. Assessment that drive as many students to give up in
hopelessness as they spur to more learning
4. And we fail to provide practitioners with the assessment
understandings needed to help