Transcript Steps to Successful Performance Based Assessment.pptx

Agung Is Hardiyana F
Novian Zaini
Primarily caused by dissatisfaction to the traditional
tests, which are lack of:
 Validity
 Authenticity
“The core problem is that our education and training systems were built for another
era, an era in which most workers needed only rudimentary education … [The world
of the future is] a world in which routine work is largely done by machines … in
which line workers who cannot contribute to the design of the products they are
fabricating may be as obsolete as the last model of that product.”
New Commission on the Skills of the American Workforce (in Stanford SRN
informational booklet, 2008)
 Performance should be able to be observed.
 Tuckman (1975:171) states that it is used to label the observable manifestations of
knowledge, understanding, ideas, concepts, skills and so on (that is, the cognitive
and psychomotor domains).
 The term “performance-based assessment” is frequently referred to as
performance assessment, or by its acronym, PBA.
 McMillan (2007: 229) defines that it is one in which the teacher observes and
makes judgment about the student’s demonstration of a skill or competency in
creating a product, constructing a response, or making a presentation.
 Kind (in Mauch, 2005: 2) describes Performance based Assessment as one that:
Requires students to use higher level thinking skills,
Places the problem within a real world context,
Assesses the process and reasoning used to solve the problem as well as the
solution attained.
performance-based assessment requires the students’
knowledge to produce a product as the evidence of their
mastery.
The performance might be done in real or virtual
situation.
Jones defines performance assessment as an applied
performance test measures performance on tasks requiring
the application of learning in an actual or simulated setting
(as cited in Brooks, 1999: 15).
Strengths
Weaknesses

Authentic

Reliability

Integrated with instruction

Sampling

Engaging

Time

No single correct answer

Specific criteria
McMillan (2007:228)

Based on the 3 modes of communication: Interpretive,
Interpersonal, Presentational

Show developmental progress of proficiency:
1. Novice (novice-high; beginning)
2. Intermediate (Intermediate-low/mid; emerging)
3. Pre-Advance (Intermediate-high; expanding)
Sandrock (2008:1)
 SEE THE TABLE
 Reliability
1.
The instability of students’ performance can make the result unreliable.
2.
scoring also becomes the other factors that can make unreliable.
 Time
… First, it is very time-consuming to construct good tasks, develop scoring criteria
and rubrics, administer the task, observe the students, and then apply the rubrics to
students’ performance. … Second, it is difficult, in a timely fashion, to interact with all
students and give them meaningful feedback as they learn and make decisions.
Finally, it is difficult to estimate the amount of time students will need to complete
performance assessments, especially if the task is a new one and if students are
unaccustomed to the format and/ or expectations.
(McMillan, 2007: 232)
 Sample
the result of assessment cannot reflect whole ability of the students. To know that, you
need to give them multiple tasks which means more time is needed.
Extended
 Restricted/Specific in terms of scope
 Wider in terms of scope
Examples
Restricted
Restricted
Extended

Tell about favorite places.
Describe orally the condition in a
place.

Tell the direction of a specific place.

Tell what activities can be done in
the place.
 Specifying the performance outcomes
 Restricted
 Extended
 Selecting the focus of the assessment
 Procedure
 Product
 Selecting an appropriate degree of realism
 Selecting the performance situation
 Paper-and-pencil performance
 Identification test
 Structured performance test
 Simulated performance
 Work sample
 Student project
 Selecting the method of observing, recording, and scoring
 Checklists
 Rating scales
 Rubrics (Holistic or Analytic )
CHECKLIST
RATING SCALE
Holistic Rubric
Analytic Rubric