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Performance Based Assessment

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Moimin Jannoun

on 27 December 2013

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Transcript of Performance Based Assessment

1- Describe the uses of performance based assessment.

2- Describe the advantages and limitations of performance based assessment.

3- Distinguish between restricted response and extended response performance based assessment.

4- Construct performance based assessment.

5- Construct scoring rubric, rating scale, and checklists for performance based assessment.

Performance tasks assess students skills that
be measured by objective tasks.
Science - laboratory skills
English and Foreign-Language - Communication skills
Mathematics - Problem Solving skills

Performance assessment provides a basis for teachers to evaluate both the
and the
resulting from the performance task.

Performance Based Assessment

David Dusthimer

“There's a big difference between learning the content so you can perform on the job and learning it to pass the test. If you prepare to do the job, you should be able to pass the test.”
Performance Based Assessment
Alternative Assessment
Using paper and pencil
Authentic Assessment
Practical application of tasks in real word settings.

Types of Performance Based Assessment
Restricted-Response Performance task
a. Restricted performances more narrowly defined than on extended-response tasks
b. (Sometimes) question may begin like a multiple-choice or short-answer stem, but then asks for an explanation, justification, etc.
c. (Sometimes) may have introductory material like an interpretive exercise, but then asks for an explanation of the answer, not just the answer itself

Extended-Response Performance task
a. Activities for single assessment may be multiple and varied (gather data or information, analyze it, and write a report)
b. Require students to choose information from a variety of sources. Like: Survey, Library, Observation, Experiment…
c. Activities may extend over a period of time (a series of drafts and revisions)
d. Products from different students may be different in focus (like different research topics).
Process is an important part of assessment such as the product.

Write a one page report describing a field trip

Give a one-minute speech on a given topic

Read aloud a brief selection of poetry

Construct a graph form a given set of data

Demonstrate how to use a measuring instrument

It may be desirable to measure specific skills (i.e., Restricted-Performance Tasks) before putting them in a more complex Performance
Restricted-Performance can help diagnose problems (e.g., student having difficulty using lab equipment)
Limiting scope of the task, makes it easier to focus observation and judge response

Give students greater freedom and opportunity for self-assessment and self-improvement

Helps develop students’ independent learning skills

Design and conduct an experiment

Design and build a wood or metal product

Write a short story

Repair a malfunctioning motor

Paint a picture

They can clearly communicate instructional goals that involve complex performances in natural settings in and outside school.
They can measure complex learning outcomes.
They provide means of assessing process as well as product.
They implement approaches that are suggested by modern learning theory.
Same as essay questions, Unreliability of ratings.
Time consuming.

Overcoming the limitation of weak generalization of performance across tasks requires the accumulation of information from performances on different tasks during the course of the year.

Constructing performance tasks
Focus on learning outcomes that require complex cognitive skills and student performances.
Select or develop tasks that represent both the content and the skills that are central to important learning outcomes.
Minimize the dependence of the task performance on skills that are irrelevant to the intended purpose of the assessment task.
Provide the necessary scaffolding for students to be able to understand the task and what is expected.
Construct task directions so that the student task is clearly indicated.
Clearly communicate performance expectations in terms of the scoring rubrics by which the performances will be judged.
According to Richard Stiggings:
“If you do not have a clear sense of the key dimensions of sound performance- a vision of poor and outstanding performance- you can neither teach students to perform nor evaluate their performance”

Performance Criteria
Scoring Rubrics
Set of guidelines for the application of performance criteria to the responses and performances.
Verbal descriptions of students performance.
Two types: Analytic, Holistic
The analytic scoring rubric requires the identification of different dimensions or characteristics of performance that are rated separately.

A holistic rubric provides description of different levels of overall performance

A scoring rubric may include a rating scale but may also provide descriptions of characteristics or performance corresponding to each point on the scale.
Scoring rubrics for hands-on tasks may include multiple dimensions, each of which focuses on a particular aspect of the process of carrying out the task.

Scoring rubrics and rating scales
Types of rating scales
Numerical Rating scales
Descriptive graphic rating scale
Horizontal line with rating levels (never, sometimes,…; inappropriate, somewhat appropriate, ….) ranged across it.
Rater can check anywhere along the line

A series of numbers (e.g., 1-5) used to rate some characteristic (thesis, explanation, etc.) by quality (poor to excellent)
Useful when number of rating levels is limited (3-7) .
Useful when rating levels are clearly defined and agreed-upon.

Process or procedure area: Achievement is expressed through the students performance.
Product assessment: judging the product rather than the process.
Common Errors in Rating
Personal Bias Error
Generosity error.
Central tendency error.
Severity error.
Won’t get separate, valid ratings of different strengths and weaknesses
Halo Effect
Obscures student’s strengths and weaknesses.
Is a form of prejudice
Logical Error
Principles of effective rating
Characteristics should be educationally significant
Identify the learning outcome that the task is intended to assess
Characteristics should be directly observable
Characteristics and points on the scale should be clearly defined
Select the type of scoring rubric that is most appropriate for the task and the purpose of the assessment.
Between three and seven rating positions should be provided
Rate performances of all students on one task before going on to the next one
When possible rate performances without knowledge of the student’s name
When the results of a performance assessment are likely to have long-term consequences for the students, rating from several observers should be combined.

Rating scale
Indicate the degree to which a characteristic is present or the frequency which a behavior occurs

Calls for simple yes-no judgment. It is basically a method of recording whether a characteristic was present or absent or an action was taken or not.

Benefits of students’ participation in rating
Students will better understand the instructional objectives.
They will recognize the process being made towards the objectives.
They will diagnose more effectively strengths and weaknesses.
They will develop increased skill in self assessment

Instructional values for students’ participation in rating
It directs learning by causing the students to think more carefully about the qualities to strive for in a performance or product.
It has a motivating effect because students tend to put forth most effort when working towards goals they have helped define.
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