Introduction

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT Click to edit Master subtitle style Edgar I. Manriquez IV- BEED
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Objective(s):
At the end of the report, the students will be able to: a. identify the characteristics of performance based assessment b. identify the limitation of performance based assessment c. identify the categories of performance assessment. d. identify the advantages of performance assessment.

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Process-Performance Based Assessment

with the actual task performance rather than the output or product of the activity. The learning objectives in process oriented performance based assessment are stated in directly observable behaviors
Concerned

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 (Learning

Competencies)These learning competencies should start from a general statement, and then breaks down to easily observable behaviors (Santos, 2007).

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PERFORMANCE BASED ASSESSMENT

Believe that the best way to gauge a student or pupil competency in a certain task is through observation en situ or on site. Use direct measures of learning rather than indicators that simply suggest cognitive, affective, or psychomotor process have taken place (Kubizyn, 2008)

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Characteristics of Performance Assessment (Raagas, 2010) Specific behaviors or outcomes of behaviors

are to be observed.

It is possible to Judge the appropriateness of students actions or at least to identify whether one possible response is more appropriate than some alternative response.

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 The

process or outcomes cannot be directly measured using a paper-and pencil test, such as a test involving a multiple-choice, essay, or another written format.

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Categories of Performance Assessment (Raagas, 2010) versus Product Measures 1. Process

v

Process is the procedure that a student uses to complete a task. Product is a tangible outcome that may be the result of completing a process.

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 2.

Simulated versus Real Settings

Many performance assessment represent simulations because the real situations are too expensive or dangerous to use, unavailable or impractical for other reasons.

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 3.

Natural versus Structured Stimuli

Natural stimuli facilitate observation of typical performance, whereas structured stimuli tend to elicit maximum performance.

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Advantages of Performance Assessment (Raagas, 2010) 1. Allow evaluation of complex skills which
are difficult to assess by written test.
2. 3.

Their effect on instruction and learning.

Used to evaluate the process as well as the product.

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Limitation of Performance Assessment (Raagas, 2010) 1. Considerable amount of time they require
to administer.
2.

The student responses often cannot be scored later.

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 3. 4.

Scoring

Inconsistencies in performance on alternative skills within the same domain.

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References:
Borich, G., Kubizyn T., (2010), Educational testing and measurement, 8th edition, Manila, C&E Publishing. Raagas, E. (2010), Assessment and evaluation of student learning: concept and application, 3rd edition,
Cagayan de Oro City, DatSat Analysis Center.

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Santos, R. (2007), Assessment of learning 2, Quezon City, Lorimar Publishing, Inc.

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