PERFORMANCE ASSESSMENT

Reporter: Mary Krisna A. Marcos

Question:

How can I measure

the students

achievements, working

habits, behavior or

attitude?

Some of the skills are best assessed

with paper-and-pencil tests. But

other skills --- particularly those

independent judgment, critical

thinking and decision making --- are

best assessed with

PERFORMANCE TESTING

“Performance assessment is the direct,

systematic observation of an actual pupil

performance … and rating of that

performance according to pre-established

performance criteria.”

(The North Central Regional Educational

Laboratory. NCREL site), (2001)

Performance Test

-is an assessment that requires an

examinee to actually perform a task or

activity, rather than simply answering

questions referring to specific parts.

- requires students to demonstrate that

they have mastered specific skills and

competencies by performing or producing

something.

Performance test- is non-standardized test.(Non-standardized test is usually flexible in scope and format, variable in difficulty and significance)

•It can be used to determine the proficiency level of students, to motivate students to study and to provide feedbacks to the students

•It also allows teachers to observe achievements, habits of mind, ways of working and behavior of value in the real world. In many cases, these are outcomes that conventional tests may miss.

The following characteristics should be remembered when

designing a performance task:

•It has various outcomes; it does not require one right

answer.

•It is integrative, combining different skills.

•It encourages problem-solving and critical thinking

skills.

•It encourages divergent thinking.

•It focuses on both product and process.

•It promotes independent learning, involving

planning, revising and summation.

•It builds on pupils’ prior experience.•It can include opportunities for peer

interaction and collaborative learning.

•It enables self-assessment and reflection.

•It is interesting, challenging, meaningful and

authentic.

•It requires time to complete.

(Adapted from Birnbaum, 1997)

How to Design and Assess a

Performance Task

Step 1. List the specific skills and

knowledge you wish pupils to demonstrate.

Step 2. Design a performance task that

requires pupils to demonstrate these skills

and this knowledge.

Step 3. Develop explicit performance

criteria and expected performance levels

measuring pupils’ mastery of skills and

knowledge (rubrics).

Example of Performance Test

•Oral presentation

•Dance/movement

•Science lab demonstration

•Athletic competition

•Dramatic reading

•Enactment

•Debate

•Musical recital

•Tableau

Are scoring standards

composed of model answers

that are used to score

performance test.

Scoring Rubrics include one or more

dimensions on which performance is rated:

•Dimensions are generally referred to

as CRITERIA

•Rating scale as LEVELS

•Definitions as DESCRIPTORS

Advantages of Using Rubrics

•Provide profile of pupils’ performance,

describing strengths and weaknesses.

•Can improve student performance, as well as

monitor it, by making teachers’ expectations

clear and by showing students how to meet

their expectations.

•Save teachers’ time because all the criteria is

listed and organized.

•Rubrics increase validity, reliability and

fairness in scoring.

•Rubrics are easy to understand and use.

CATEGORY 4 3 2 1 SCORE

Preparedness

Student is completely

prepared and has

obviously rehearsed.

Student seems pretty

prepared but might

have needed a

couple more

rehearsals.

Student is

somewhat prepared,

but it is clear that

rehearsal was

lacking.

Student does not

seem at all prepared

to present oral

report.

Content

Shows a full

understanding of the

topics.

Shows a good

understanding of

the topic.

Shows a good

understanding of

parts of the topic.

Does not seem to

understand the topic

very well.

Speaks Clearly

Speaks clearly and

distinctly all of the

time, and

mispronounces no

words.

Speaks clearly and

distinctly most of the

time, but

mispronounces one

or two words.

Speaks clearly and

distinctly most of

the time, but

mispronounces

several words.

Often mumbles or

cannot be

understood OR

mispronounces

several words.

Time LimitPresentation is 4-5

minutes long

Presentation is 3-4

minutes long.

Presentation is 2-3

minutes long.

Presentation is less

than 2 minutes OR

more than 5

minutes long.

Posture & Eye

Contact

Stands up straight,

looks relaxed and

confident. Establishes

eye contact with

everyone in the room

during the report.

Stands up straight

and establishes eye

contact with

everyone in the room

during the

presentation, but

looks somewhat

hesitant.

Sometimes stands

up straight and

establishes eye

contact some of the

time. Appears to be

quite nervous.

Slouches and/or

does not look at

people during the

presentation.

Thank you!!!!