PERFORMANCE ASSESSMENT

ANSWER SHEET

  • Series of numerical responses indicating various assessments

  • Example Codes: 2, 6, 6, 5, 6, 5, S, S, S, 8, 6, 6, 5

PERFORMANCE ASSESSMENT

Definition of Performance Assessment

  • Performance Assessment: A task that evaluates a student's knowledge and skills by requiring them to demonstrate understanding rather than relying on traditional testing methods.

  • Purpose: To identify student progress and assess if they meet course completion requirements.

Key Components of Performance Assessment

  • Performance assessment consists of activities that require students to create products or performances showcasing their knowledge, skills, and abilities in specific academic domains.

  • It provides educators with insights into a student's understanding and application of knowledge, going beyond mere recall.

  • Used for assessing learning outcomes by designing or creating projects or products such as:

    • Research papers

    • Art exhibits

    • Reflective essays

    • Portfolios

Types of Performance-Based Tasks

  1. Product-Based Tasks: Actual creation of products like written reports, artistic creations, or research papers.

  2. Performance-Based Tasks: Includes hands-on activities such as:

    • Laboratory experiments

    • Creative performances (dancing, painting, playing instruments)

    • Extemporaneous writing tasks, such as essays or reflective papers.

  3. Both assessment types provide insights into student understanding and involve hands-on tasks, completed individually or in groups.

Examples of Product-Based and Performance-Based Assessments

A. Product-Based Assessment Types and Examples

  • Visual Products:

    • Charts

    • Illustrations

    • Graphs

    • Collages

    • Murals

    • Maps

    • Timelines

    • Diagrams

    • Posters

    • Advertisements

    • Video presentations

    • Art exhibits

  • Kinesthetic Products:

    • Dioramas

    • Puzzles

    • Games

    • Sculptures

    • Dance recitals

  • Written Products:

    • Journals

    • Diaries

    • Logs

    • Reports

    • Abstracts

    • Letters

    • Thought papers

    • Poems

    • Stories

    • Movie/TV scripts

    • Portfolios

  • Verbal Products:

    • Audiotapes

    • Debates

    • Lectures

    • Voice recordings

    • Scripts

B. Performance-Based Assessment Types and Examples

  • Oral Presentations/Demonstrations:

    • Paper presentations

    • Poster presentations

    • Individual or group reports

    • Skills demonstrations (e.g., baking)

  • Dramatic/Creative Performances:

    • Dance recitals

    • Dramatic interpretations (prose or poetry)

    • Role-playing activities

  • Public Speaking Activities:

    • Debates

    • Mock trials

    • Simulations

    • Interviews

    • Panel discussions

    • Storytelling

    • Poem reading

  • Athletic Skills Demonstration:

    • Participation in sports such as basketball, baseball, soccer, volleyball, etc.

Characteristics of a Good Performance Assessment

  1. Authenticity: Tasks should be meaningful and realistic.

  2. Demonstrate Knowledge and Competence: Provides opportunities for students to show their understanding and skills.

  3. Self-Evaluation: Involves students in the process of evaluating their own and peers’ performances.

  4. Complex Skill Assessment: It assesses higher-order skills and not just rote memorization.

  5. Clear Instructions: Task explanations, requirements, and scoring criteria must be communicated to students before activities start.

Conducting Performance Assessments

1. Define the Purpose

  • Essential questions for teachers include:

    • What concepts, skills, or knowledge should be assessed?

    • What performance level is expected from students?

    • What type of knowledge is being evaluated (e.g., recalling, applying, creating)?

2. Choose the Activity/Output

  • Ensure the performance or output is feasible based on:

    • Time constraints

    • Availability of resources

    • Quantity of data/materials needed for evaluation.

  • Activities should be interesting, challenging, achievable, and allow for valid evaluations of students’ learning.

3. Define the Criteria

  • Criteria are essential for judging student performance/products:

    • Predetermined performance standards must be clarified before assessments.

    • Criteria must guide students on expected behaviors or attributes while allowing objective evaluations.

  • Types of Criteria:

    • Content Criteria: Evaluates knowledge of facts, concepts, and principles.

    • Process Criteria: Assesses proficiency levels in specific skills or processes.

    • Quality Criteria: Focuses on the overall quality of output.

    • Impact Criteria: Examines the overall effects or resource implications of a product.

4. Create the Performance Rubric

  • A rubric outlines performance expectations and includes:

    1. Criteria: Aspects of work to be assessed.

    2. Performance Descriptors: Characteristics tied to each criterion.

    3. Performance Levels: Identifies mastery levels within criteria.

  • Types of Rubrics:
    A. Holistic Rubric: Provides a single score based on overall judgment.
    B. Analytic Rubric: Evaluates individual criteria separately for specific feedback.
    C. General Rubric: Applicable across multiple tasks.
    D. Task-Specific Rubric: Unique to particular tasks, such as oral presentations or research outputs.

5. Assess Student Performance/Product

  • Adhere to established criteria and rubric for objective, consistent, and accurate evaluations.

  • Provide specific feedback regarding student performance:

    • Clarify understanding.

    • Identify gaps in knowledge.

    • Suggest improvements.