2. IMPLEMENTIG PERFORMANCE-BASED
ASSESSMENT IN THE EFL CLASSROOM
by Irit Ferman
• Represent a set of strategies for the apliaction
of knowledge, skills and work habits through
the performance of task.
• This type of assessment provides the teacher
with information about how students
understand and applies knowledge.
• Students appky their knowledge and skills in
context.
3. Desing and Implementing Performance-
Based-Assessment
Defined your purpuse and you must take into account some
factors:
-What am I trying to assess?
-What do my students need to know?
-What presrequisite skills do my students need to have?
-At what level do my pupils need to perform?
-Will it the same level of performance be required of
alla my stundets?
-what type type of knowledge is being assessed:
reasoning, memory, or process?
4. Assessment criteria
Reflect the elements of the project that will be employed to
determine the success of the pupils’s performance.
They should also be written with the following factors in mind:
• The published aims of the programme
• Learning outcomes of the module
• The level at which the criteria will apply
• The nature of the discipline or subject area
• The nature of the assessment task
7. Steps to develop it :
1. Identify the overall performance or task, and perform it
yourself or imagine it.
2. List the important aspect of the performance or product.
3. Try to limite the number of performance criteria, so they can
alla be observed during the students’ performance.
4. If possible, have grupos of teacher think through the
important behaviours includes in a task
5. Express the performance criteria in terms of observable
stundets behaviours
6. Don’t use ambugous words that cloud the meaning of the
perfomance criteria
7. Arrange the criteria for stundets understand how theyt
would be observed.
9. Advantages
• Can be used to assess from multiple perspectives‡
• Using a student-centered design can promote student motivation‡
• Can be used to assess transfer of skills and integration of content‡ Engages student in active learning‡
• Encourages time on academics outside of class‡
• Can provide a dimension of depth not available in classroom‡
• Can promote student creativity‡
• May allow probes by faculty to gain clearer picture of student understanding or though processes‡
• Can provide closing of feedback loop between students and faculty‡
• Can place faculty more in a mentor role than as judge‡
• Can be summative or formative‡
• Can provide an avenue for student self-assessment and reflection‡
• Can adapt current assignments‡
10. Disadvantages
• ‡Usually the mostly costly approach‡
• Time consuming and labor intensive to design and
execute for faculty and students‡
• Must be carefully designed if used to document
obtainment of student learning out comes.‡
• Ratings can be more subjective‡
• Requires careful training of rater
• Inter-rater reliability must be addressed‡
• Sample of behavior or performance may not be
typical, especially if observers a represent
11. Performance Assessment in language
testing
by MOHAMMAD ALI SAMANI-NODUUSHAN
• Performance task introduce
• Detecting nonlinguistic factor
Role with language performance
Construction of performance test
• Needs Analysis.
• Detail description of a context.
• Defined the task
• Creating judgments.
12. Define scoring system
• Attributes being evaluated.
• Place one self in a hypothetical situation
• Developing performance criteria
• List the skills and knowledge
• Alternatives assessment. --- > Portafolio.
13. Students role
• Créate
• Reflect
• Solve problems
• Collect
• Use information
• Formulate question
14. LINKS WHERE WERE TAKED ADDITIONAL
INFORMATION
• http://es.scribd.com/doc/49749305/Advantages-
and-disadvantages-of-Performance-based-
assessment
• http://www.bath.ac.uk/learningandteaching/the
mes/assessment-criteria/
