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Performance Based Assessment

This document discusses performance-based assessment in education. It explains that performance assessments evaluate students' application of knowledge and understanding through demonstrations and tasks. These assessments provide insights into students' critical thinking and reasoning skills and promote independent learning. The document also outlines key features of genuine performance assessments, including being judged using multiple evaluative criteria against pre-specified quality standards through human judgment, rather than automated scoring. Finally, it notes that classroom performance assessments typically evaluate students' demonstrations and productions to assess deep understanding within real-world contexts.

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Mark Jasper Badillos
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59 views3 pages

Performance Based Assessment

This document discusses performance-based assessment in education. It explains that performance assessments evaluate students' application of knowledge and understanding through demonstrations and tasks. These assessments provide insights into students' critical thinking and reasoning skills and promote independent learning. The document also outlines key features of genuine performance assessments, including being judged using multiple evaluative criteria against pre-specified quality standards through human judgment, rather than automated scoring. Finally, it notes that classroom performance assessments typically evaluate students' demonstrations and productions to assess deep understanding within real-world contexts.

Uploaded by

Mark Jasper Badillos
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
Download as docx, pdf, or txt
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Performance Based Assessment

Jaime F. Bersales Jr.


Teacher III
Feliciano S. Samonte Memorial High School
Cagbatang, Cataingan, Masbate

Performance products are outputs produced by the students that provide


concrete examples of their knowledge and understanding of the subject matter. These
performances allow them to demonstrate the application of what they have learned with
their schemata as well. Students may also engage in some tasks which are useful not
only within the four walls of the school such as doing field work, demonstrating rules
and guidelines, and engaging into extension services. Process-oriented assessments
provide insights on the student’s critical thinking, logic and reasoning skills. These will
lead them to independent learning and set goals for future use.

Some performance assessment proponents contend that genuine performance


assessments must possess at least three features (Popham, 2011):

 Multiple evaluation criteria. The student’s performance must be judged


using more than one evaluation criterion.

 Pre-specified quality standards. Each of the evaluative criteria on which a


student’s performance is to be judged is clearly explicated in advance of
judging the quality of the student’s performance.

 Judgmental appraised. Unlike the scoring of selected-response tests in


which electronic computers and scanning machines can, once
programmed, carry on without the needs of humankind, genuine
performance assessments depends on human judgments to determine
how acceptable a student’s performance really is.

All educational institution expect students to demonstrate different skills in


various learning areas and most often subjected to classroom
performance assessment. Some characteristics of this assessment which
can be observed in the actual classroom setting may include student
performance, creation, construction and production of product which can
assess deep understanding and substance which students can explain,
justify and defend. Lastly, the performance should be grounded in real-
word contexts which calls for authenticity of the performance.

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