Performance Based Assessment

1
Performance Based Assessment
2
What is Performance Based Assessment?

• PBA is a form of assessment that requires
  students to perform a task rather than an answer
  questions from a ready made list.
• Also known as
• Authentic Assessment
• Alternative Assessment
• Active Learning
• Performance Assessment

3
Introduction

• Performance-based assessments require students
  to apply knowledge and skills.
• PBAs can be used as formative or summative
  assessments.
• Can be labor- and time-intensive.
• Can also be quite diverse.

4
Characteristics of PBAs

• PBAs present students with hands-on tasks or
  other performance-based activities that students
  must complete individually or in small groups
• Work is evaluated using pre-established criteria
• A performance task (actual prompt or activity)
• A scoring rubric (scoring guide consisting of
  pre-established performance criteria)
• Direct observation of student skills and
  capabilities (very different from
  pencil-and-paper tests)

5
Characteristics of PBAs

• Performance assessments are
• Based in the real world authentic assessment
• Must be linked to instructional
  objectives/standards
• Less abstract than more traditional forms of
  assessment
• Assessments, by themselves, are meaningful
  learning activities
• Concept of performance assessments is not new
• Specific behaviors/capabilities should be
  observed
• Measure complex capabilities/skills that cant be
  measured with pencil-and-paper tests
• Must focus on teachable processes
• Can judge appropriateness of behavior/understandin
  g

6
Characteristics of PBAs (Continued)

• Performance assessments are (continued)
• Can be used to judge appropriateness of behavior
  or understanding
• require products of behaviors that are valuable
  in their own right
• tasks should encourage student reflection
• Can specifically targets procedures used by
  students to solve problems
• Results in tangible outcome or product

7
Developing PBA Tasks

• Six essential features to keep in mind. PBAs
  should
• Have a clear purpose that specifies the decision
  that will be made resulting from the assessment.
• Focus be on process, product, or both
• No simple right or wrong answers they must be
  assessed along some sort of continuum.
• Focus on degrees (e.g., quality, proficiency,
  understanding, etc.).
• Try to reduce potential subjectivity in scoring.
• Share scoring information with students earlyas
  a guide

8
What does the research say about PBA?

• Students actively construct meaning of their own
  understanding.
• Students become more actively engaged when they
  have to organize, structure and apply their
  knowledge.

9
What does PBAlook like in the classroom?

• No pencil and paper, not multiple choice
• Rubrics given prior to start
• Open ended response exercises/Hands on
• Portfolios compilation of required tasks and
  best works

• Use of higher order thinking skills
• Synthesis of classroom instruction
• Student reflection
• Practical/Real life experiences
• Extended tasks

10
Pros and Cons of PBA

• Cons
• Address fewer learning objectives time
  intensive
• Found intimidating to students used to
  memorization
• Less reliable
• Lower ability students sometimes frustrated

• Pros
• More than one correct answer
• Creative solutions
• Engaging
• Part of learning process
• Can assess students ability to apply knowledge
• Real life/world tasks
• Can assess thinking skills