PERFORMANCE-

BASED
ASSESSMENT
HOGAN (2007)
•Performance- based assessment ,
sometimes referred as “ authentic
assessment or alternative
assessment .
PERFORMANCE ASSESSMENT
• Implies that the students need to demonstrate
skills by actual performance of a certain task
rather than just marking on an answer sheet.
• The term PERFORMANCE ASSESSMENT
usually includes essays to demonstrate writing
skills or content knowledge .
AUTHENTIC ASSESSMENT

•The teacher must use

realistic situations in the
testing materials.
ALTERNATIVE ASSESSMENT

• Implies that it is alternative to selected response

testing, multiple-choice items were used before as
alternative assessment on the history of testing.
Hence, alternative assessment is not an accurate
term, although it is frequently used.
PERFORMANCE- BASED ASSESSMENT
• Performance- based assessment is a direct and
systematic observation of the actual
performance of students based on a
predetermined performance criteria
(Zimmaro, 2003 as cited by Gabuyo, 2012).
PERFORMANCE- BASED ASSESSMENT
• It is an alternative form of assessing the
performance of students that represents a set of
strategies for the application of knowledge, skills,
and work habits through the performance of tasks
that are meaningful and engaging to them.
(Hibbard 1996)
PERFORMANCE- BASED ASSESSMENT
• According to Brualdi (1998), in her article Implementing
Performance Assessment in the Classroom, performance-
based assessment also provides the teacher the
information on how the students understand and apply
knowledge and it allows the teacher to integrate
performance assessment in the instructional process to
provide additional learning activities for the students in the
classroom.
FEATURES OF PERFORMANCE-BASED
ASSESSMENT
According to Gronlund (1998), there are
features of the performance-based
assessment that differ from other types of
assessment. These are greater use
judgement in scoring.
1. GREATER REALISM OF
THE TASKS
• This means that the students must apply the
knowledge and skills by demonstrating a task that
shows application in a real world situation.
2. GREATER COMPLEXITY
OF THE TASKS
• The tasks are difficult to understand and analyze because
they are less structured problems that encourage the
students to perform with originality and thinking skills ang
they have multiple solutions.
3. GREATER TIME NEEDED FOR
ASSESSMENT
• Performance-based assessment needs longer time to
assess the performance of the students, because of
the difficulty of designing the tasks, the
comprehensive nature of the tasks, and the
increased time needed to evaluate the results.
4. GREATER USE OF JUDGEMENT IN
SCORING
• The evaluator should consider the set of judging criteria
associated with the performance assessment. Also, the
scoring approach must be congruent to the assessment
purpose. These must be taken into consideration because
of the complexity of the task, originality of the responses,
and in some cases, the variety of possible solutions that
need a greater use of judgement in scoring.
DIFFERENCE BETWEEN
TRADITIONAL
ASSESSMENT AND
PERFORMANCE-BASED
ASSESSMENT
TRADITIONAL ASSESSMENT

• Traditional assessment or paper- and –pencil test measures

learning indirectly when measuring factual knowledge and
solving well-structured mathematical problems, paper-and
pencil test is better to use. In this case, the teacher asks
questions which indicate skills that have been learned or
mastered. Usually paper- and –pencil test assess low level
thinking skills, or beyond recall levels.
PERFORMANCE- BASED ASSESSMENT

• Performance- based assessment is a direct

measure of learning or competence. This
indicates that cognitive complex outcomes,
affective, and psychomotor skills have been
mastered.