Lesson 8 Introduction to Performance-Based Assessment

  

According to Zimmaro (2003), performance-based assessment is a direct and systematic observation of the actual performance of students based on a predetermined performance criteria. Performance-based assessment is sometimes called as authentic or alternative assessment. Performance assessment implies that students need to demonstrate a particular skill in an actual performance. Authentic assessment means that a teacher must use a realistic situation in the testing material. Meanwhile, alternative assessment means a different assessment method against the conventional or traditional assessment methods that are limited pen-and-paper tests.

A. Features of Performance-Based Assessment

Gronlund (1998) and Popham (2011) identify the following features which clearly described a performance assessment. Those are:

  1. Realistic task. 
  2. Task complexity. 
  3. Greater time needed. 
  4. Multiple evaluation criteria and pre-specified quality standard. 
  5. Judgmental appraisal

B. Types of Performance Task

Performance-based assessment focus on the final output that must be developed or process to be demonstrated. Below are some performance-based assessment task according to Musial (2009):

  1. Solving a problem. 
  2. Completing an inquiry. 
  3. Determining a position.
  4. Task Demonstration. 
  5. Developing Exhibits. 
  6. Task Presentation.
  7. Capstone Performances. 

 

C. Advantages and Disadvantages of Performance-Based Assessments

The following are the benefits performance-based assessment offers:

  1. Assess complex learning outcomes not measured by pen-and-paper tests
  2. Assess both process and product
  3. Communicate instructional goals that relate to real world context
  4. Involve the students in the process of assessing their own growth
  5. Recognize that students can express what they know and can do in different ways
  6. Enhance the professional skills of teachers through collaboration with other teachers
  7. Engage students and boost their interest and motivation

 


Below on the other hand are the limitations of performance-based assessments:

  1. Time consuming both in constructing, administrating and assessing
  2. Subjectivity of scoring
  3. Discouraging to less abled students

References:

  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

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