Developing

Performance-based
Assessment
1. Define the purpose of the assessment
The first step a teacher must consider is to clearly
define the purpose for which the result of the assessment
will be used.

For example:
If the numerical rating of the assessment is used for
instructional improvement, that is to get feedback from
the students, then formative assessment will be used.

On the contrary, if the result of the assessment is used for

grading purposes and a more elaborate scoring scheme is
needed, then summative assessment will be used.
2. Determine the skills , Learning outcomes, and
Taxonomy level

- decide which learning outcome requires performance

assessment and which one is appropriate for
traditional assessment.
- create learning outcomes that specifies knowledge,
skills, habits of the mind, and social skills that are
appropriate for performance assessment.

After identifying the skill, the learning outcome, and the taxonomy
level of each outcome, be ready to identify the activity or the
performance task that is best suited to your purpose.
3. Design and develop activity or performance
tasks

- create an activity or task that will allow the students

to demonstrate the knowledge, skills, and attitudes
that they have learned.
- consider the time allotted for the activity, the
availability of classroom resources, and the data
needed to judge the quality of the student’s
performance.
- the activity or task should be in line with the issues,
concepts, or problems that are important in the
development of the subject matter or learning
instruction.
Performance Task
- Performance task provides a common means of
assessment .
As the term implies, the students will be asked to do something. The
students will present their work or create something.
Some examples of performance tasks in different areas:
1. Building a house using popsicle sticks,
2. Demonstrating the dissection of frog,
3. Drawing the map of the Philippines,
4. Writing a poem in iambic form,
5. Solving Math problems,
6. Writing a sports story,
7. Translating English paragraph to Filipino
8. Demonstrating a modern dance,
9. Presenting a Mathematics lesson to the class,
10. Writing a 10-item , multiple choice type of test
11. Presenting a five-minute drama performance
Guidelines for Good Performance Task
1. Performance task must be congruent to the purpose of the assessment.
2. Performance task elicits behavior at the levels stated in the instructional
outcomes.
3. Performance task is interesting, challenging and fair to all students.
4. Performance task is authentic , hence, it promotes the conveyance of learning to

the real world.

5. Performance task includes only important outcomes (performance and product)
that are appropriately assessed.
6. Performance task adequately reflects intended learning outcomes.
7. Performance task is appropriate for the developmental level of students.
8. The directions of performance task should include what is to be done, how it is
done, and what condition it is done.
9. The directions of performance task should give enough information and context
for successful task completion by all students.
4. Define the Performance Criteria

Performance criteria are the specific behaviors that students

should perform to properly carryout a performance or produce a
product. (Airasian, 2000).
It can focus on the process , product or both.
Performance criteria should be specific, clearly stated and observable
It is very important to define the necessary conditions of the
performance that must be met to consider the success of students’
performance.

Criteria are usually found in the curriculum or published materials ,

but there are so many skills the teacher may find unnecessary in
other instructions. In this case, it is very important for the teacher to
develop his/her own criteria.
Types of performance criteria

1. Impact of the performance

- refers to the success of the performance , given
purposes, goals, and the desired results.
2. Work quality and craftsmanship.
- refers to the overall quality, organization, and
difficulty of the work
3. Adequacy of method and behavior
- refers to the quality of procedures and manner of
presentation prior to and during the performance
4. Validity of content
- refers to the correctness of ideas , skills, and materials used.
5. Sophistication of knowledge employed
- refers to the complexity or maturity of knowledge employed.
5. Create the Scoring Rubric

Scoring rubrics are used when judging the quality of the work of the
learners on performance assessments.
They are forms of scoring guide that are used in evaluating the level of
performance of students or products resulting from the performance
task.

Scoring rubrics are descriptive scoring schemes that are developed by

teachers or other evaluations to guide in the analysis of the products
or processes of students’ efforts. (Moskal, 2000)

Rubrics is a rating system by which teachers can determine at what

level of proficiency a student is able to perform a task or display
knowledge of a concept; you can define the different levels of
proficiency for each criterion (Airasian, 2000)
Types of Rubrics

1. Holistic rubric
2. Analytic rubric

HOLISTIC RUBRIC
- is a type of rubric that requires the teacher to score
an overall process or product as a whole.
(Nitko and Mertler 2001)
This means the evaluator provides the overall quality of the
performance of students by yielding a single score to
represent a specific category of accomplishment.
Some of the advantages of Holistic rubric are:

Its simplicity and the ability to provide a

reasonable summary rating.
In this type of rubric , all traits are efficiently
combined, the work is quickly scored, and it
provides a one-score result (Mcmillan, 2001)

Holistic rubric is advisable to use when a teacher

wants a fast result of students’ performance; a single
rating is already enough to define it.
However, it does not provide a detailed feedback in
specific criteria.
ANALYTIC RUBRIC
- is a type of rubric that provides information
regarding performance in each component parts of a
task, making it useful for diagnosing specific
strengths and weaknesses of the learners.
(Gareis and Grant 2008)

In this type of rubric, the evaluator evaluates

each criterion separately.
This means the rater scores each given criterion
independently from others and sums up each score
in each component to come up with the final result.
Hence, the total score of the product or performance
of the students will be the sum of the ratings of all
the parts being evaluated.
Advantages of Using Rubrics
1. Allow consistency and objectivity in scoring across the
given criteria;
2. Clarify the criteria in more specific terms
3. Students can identify the basis on how they are to be
evaluated.
4. Allow the students to assess their own performance,
products or works.
5. Teachers can use small amount of time to evaluate the
performance of the students
6. Students can evaluate their own performance and the
performance of their classmates.
7. Provide specific feedback on the performance of the
students.
8. Provides students feedback about their strengths and
weaknesses according to their performance.
The different steps in developing rubrics used in assessing the performance,
process, product, or both process and product of the students for classroom
use.
Mcmillan (2001)

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 error.
7. The scoring system needs to be feasible.