Republic of the Philippines  

          
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales

GRADUATE SCHOOL

May Ann F. De Vera

MAED-Social Studies
PRODUCTION OF INSTRUCTIONAL MATERIALS
AND ASSESSMENT IN SOCIAL STUDIES

May Ann F. De Vera

MAED-Social Studies
 PERFORMANCE BASED ASSESSMENT
What is Performance Based Assessment?
• It is a set of strategies for the acquisition and application of knowledge, skills, and work
habits through the performance of task that are meaningful and engaging to students. 
• Type of assessment provides the teacher with information about how students understand
and applies knowledge. 
• Students apply their knowledge and skills in context 
• (Alternative assessment) is one which requires students to demonstrate that they have
mastered specific skills and competencies by performing or producing something.
 CONE OF LEARNING

• During the 1960s, Edgar Dale theorized

that learners retain more information by
what they “do” as opposed to what is
“heard” , “read” or “observed”. His
research led to the development of the
Cone of Experience.
CHARACTERISTICS OF PERFORMANCE BASED MANAGEMENT

• Students perform, create, construct, produce, or do something 

 Deep understanding and/or reasoning skills are needed and assessed
 Involves sustained work, often days and weeks. 
 Calls on students to explain, justify, and defend. 
 Performance is direct observable 
 Involves Engaging in ideas of importance and substance. 
 Relies on trained assessor’s  judgement  for scoring. 
 Multiple criteria and standards are pre specified and public 
 There is no single correct answer.
 If authentic, the performance is grounded in real world context and constraints
WHAT ARE THE STRENGHTS OF FERFORMANCE BASED
MANAGEMENT

• 1.Direct observations of student learning- Direct observation of students

performing in a real-world setting provides a powerful way to measure both
their knowledge and their ability to apply it. Traditional assessments are
designed to measure students' learning indirectly
2. Interesting Assessments - Since performance-based assessments usually
involve real world tasks, students tend to find them more engaging and
challenging. Rather than studying just enough to get a good grade on a test,
students spend many hours engaged in their projects and often explore and use
sources beyond the teacher and textbook.
• 3. Instructional Feedback - Since students have access to the rubric that is
used to judge the final product, they can self-assess and peer-assess as they
move through the assessment and receive additional feedback. The over all
purpose of assessment should be to enhance learning, and the primary reason to
assess should be to give feedback to students about their progress. Thus,
instead of doing assessment at the end of the unit, teachers can enhance
students' learning by integrating assessment throughout the instructional
process.
4. Active student learning -Performance-based assessments can empower
students by giving them freedom to make choices, within parameters set by
teachers, about the direction that their learning should take. Giving students this
kind of ownership of their learning process can be a powerful motivator. In
addition, because students understand what their learning should look like,
students are more likely to experience success with performance-based
assessments. 
5. Higher order thinking skills - Higher-order thinking skills, which are
important for success as an adult, must be nurtured and developed throughout a
student's school career. Performance-based assessments prompt students to use
higher-order thinking skills such as analysis, synthesis, and evaluation. The more
opportunities students are given to practice these skills, the more proficient they
become at using them.
 
6. Multiple chances to get it right - Some educators see assessment in a purely
evaluative light: students have one chance to prove that they have learned the
required material. In contrast, because of its formative focus, performance-based
assessments give students multiple chances to succeed. 
 

7. Students Enjoyment - Because assessments are challenging and simulate

real-world experiences, students find them interesting and engaging. Time on
task in class tends to be high and students are willing to spend additional time
outside of class to complete their projects. Afterward, when students consider
their accomplishments, they have a strong sense of satisfaction and pride, since
the product or performance provides a tangible, concrete demonstration of their
achievement.
What are the limitations of Performance Based Assessment

• Constructing performance assessment is time consuming. 

• Scoring is often questionable because it is not reliable, most    especially if the
scoring guideline or rubrics are not properly prepared. 
• It measures only a limited scope of learning objectives 
WHAT ARE THE TYPES OF PERFORMANCE BASED
ASSESSMENT

• 1. INDIVIDUAL AND GROUP PROJECTS 

• Projects have long been used in education to assess a student’s understanding of a subject or a particular
topic. 
• Projects typically require students to apply their knowledge and skills while completing the prescribed
task, which often calls for creativity, critical thinking, and analysis.
• Group Projects involve a number of students working together on a complex problem they requires
planning, research, internal discussion, and presentation. 
• 2. Portfolio
• Portfolios are systematic, purposeful, and meaningful collections of an individual’s work designed to
document learning over time. 
Two kinds of Portfolio

1. Working Portfolio – 
•  A repository of portfolio documents that the students accumulates over a certain period of time
•   Other types of process information may also be included, such as drafts of student work or
records of student achievement or progress over time. 
• 2. Showcase or Model Portfolio 
• A portfolio consisting of work samples selected by the student that document the student’s best
work 
•  The student has consciously evaluated his or her work and selected only those products that best
represents the type of learning identified for this assessment. 
• 3. Performances 
• Game play during a tournament is also considered a student performance. Rubrics for game play can be
written so that students are evaluated on all three learning domains(psychomotor, cognitive, and affective).
• Group Projects involve a number of students working together on a complex problem they requires planning,
research, internal discussion, and presentation.
• Although performances do not produce a written product, there are several ways to gather data to use for
assessment purposes. A score sheet can be used to record student performance using the criteria from a game
play rubric.
• 4. Journals 
• It can be used to record student feelings, thought, perceptions, or reflections about actual events or results.   
RELEVANT RESEARCHES IN
PERFORMANCE BASED ASSESSMENT (PBA)

• ABSTRACT 
• The aim of study is to determinate the difficulties of teachers in preparation and implementation of
performance task. This study was carried out with 25 teachers (5 science and technology, 5 primary,
5 mathematic, 5 social science and 5 Turkish teachers) who working at elementary schools in Artvin.
Sample of study is selected randomly. Case study research method was used in the study. Data
gathered with interview, observation and documentary data collection tolls. Obtained data were
analyzed with content analyses method. At the end of the study, it is ascertained that teachers do not
determine appropriate topics for students’ level and appropriate criteria for topics and have
insufficient knowledge about how prepared rubrics. Besides, it is seen that teachers encounter some
difficulties such as crowded classroom, insufficient time for assessment, insufficient learning
environment and technological opportunity and they do not do objective assessment.
• ABSTRACT 
• The aim of study is to determinate the difficulties of teachers in preparation and implementation of
performance task. This study was carried out with 25 teachers (5 science and technology, 5 primary,
5 mathematic, 5 social science and 5 Turkish teachers) who working at elementary schools in Artvin.
Sample of study is selected randomly. Case study research method was used in the study. Data
gathered with interview, observation and documentary data collection tolls. Obtained data were
analyzed with content analyses method. At the end of the study, it is ascertained that teachers do not
determine appropriate topics for students’ level and appropriate criteria for topics and have
insufficient knowledge about how prepared rubrics. Besides, it is seen that teachers encounter some
difficulties such as crowded classroom, insufficient time for assessment, insufficient learning
environment and technological opportunity and they do not do objective assessment.
• SAMPLE 
• This study was carried out with 25 teachers working ten primary schools in Artvin.
Universe of study is composed of 90 teachers as 30 primary, 15 science and
technology, 16 mathematic, 14 social science and 15 Turkish teachers. Since there
are only ten schools in Artvin, five of them having different social-economic levels
are selected. Five teachers in different branches are randomly selected in each
school. Sample of study consists of 12 men and 13 woman teachers. 5 of them are
science and technology, 5 of them are primary, 5 of them are mathematic, 5 of them
are social science and 5 of them are Turkish teachers.
• DATA GATHERED PROCESS 
• Firstly; the teachers in different branches selected from ten schools in Artvin were informed
about the study and interviews were done with them in order to develop semi-structured
interview forms used in the study. After developing the interview form, 25 teachers were
interviewed with in different time. The interview was carried out in appropriate environment
where they felt comfortable and explained without abstaining. Then, it was assessed 60
performance tasks developed by teachers. Lastly, five teachers in different branches and
schools were observed by researcher in the classroom in order to determine difficulties of
teachers in implementation of performance tasks. Moreover, the observation was completed
in 20 hours.
• RESULTS 
• As a result of the interviews and document review, it was determined that the
problems encountered when preparing the performance tasks are suitable to
categorize under two main themes including the problems encountered while
determining the subjects of performance tasks and the assessment criteria about
performance tasks and sub-themes that were created under the main themes.
•
1. Main Theme: Problems Encountered While Implementation of Performance Tasks in Class: Teachers’ opinions for sub-themes are given
below. 
• Crowded Class 
• Using too Many Forms and not Having Enough Time
• The Lack of Physical Environment and Technological Facilities 
• The Low-level Students and not Understanding What is Expected from the Students 
• Doing Students’ Homework by Parents
• 2. Main Theme: The Problems Encountered While Assessing the Performance Tasks: Teachers’ opinions for sub-themes are given below. 
• Taking Long Time for the Assessment and Incorrect Determination of Performance Task
• Not being able to Assess Objectively and Giving Undeserved Notes to the Students
• Not being able to Assess Students’ Performance Appropriately and Lack of Knowledge about Performance Assessment
• Problem Encountered While Interfering the Students and Classroom Environment
DISCUSSION AND CONCLUSION

•      Teachers’ Difficulties in Preparation of Performance Task 

• One of the most issues encountered teachers is not determinate topic of appropriate
performance task to students’ levels. In consequence of investigating performance
task developed by teachers, it was seen that teachers were not specify to content of
performance task. Similar result was seen observation activities in the classroom.
This result was supported by Metin and Özmen (2009) and Metin and Özmen
(2010b). This condition is results from that teachers do not understood to logic of
performance assessment and relationship between curriculum and performance
task. 
• Others results of the study are how to prepared performance task regarding
acquirements in curriculum and teachers do not decide the performance task
subject related to acquirements. These results are similar to results obtained
observations and documentary analyses. It was understood from these results
that while performance task was developed by teachers, they were not
considered to curriculum. 
• It is said that aims of performance task are decided and relationship between the aims and
acquirements of curriculum are determined in order to using performance assessment
effectively by Airasian (2001), Çepni (2007), Kutlu et al. (2008) and Linn and Grounload
(2000). It is thought that this condition is results from teachers having insufficiency
knowledge about performance tasks related to acquirements in curriculum. Hence,
teachers need to be trained about performance assessment. But many researchers were
dictated that in-service training program coordinated for teachers were not useful (Acat &
Demir, 2007; Ayas et al., 2007; Çimer, Çakır, & Çimer, 2010). So, it is possible that
teacher do not prepare appropriately the performance task regarding acquirements of
curriculum. 
• It is determined that teachers have difficulty in preparation of performance task related to different topics.
It think teachers encounter the problems because of not being given knowledge about types and features
of perfe about research topics and problems, doing explanations to encourage the students to have eager
for research topics. It is important to do necessary explanations in part of the performance tasks so as to
encourage the student to be willing to do the performance task given and motivate him/ her for the lesson
(Airasian, 2001; Kutlu et al., 2008; Metin & Özmen, 2010b)ormance assessment in course books and
curriculum and having difficulty in finding performance task regarding to different topics on the internet
and the other resources. This result was supported by Algan (2008) and Metin (2010). Not preparing
performance tasks effectively is an important factor for the teachers who cannot find material related to
the performance tasks. When the prepared performance task by teachers and observation’ notes were
investigated it was seen that teachers had difficulties in the expression of giving knowledg
• Another problem of teachers is that they cannot determine appropriate assessment criteria regarding to the
topic while preparing performance tasks. Teachers generally think that performance criteria related to the
assessment of the performance task are only used to grade the students. But it was revealed by several
researchers that performance criteria are used to guide the students and teachers and give them knowledge
about how to make an assessment and let the students learn to do their self-assessment  (Airasian, 2001;
Alıcı, 2008; Bahar et al., 2006; Çepni, 2007). Besides it is important that performance criteria are determined
in order to assess the students effectively and it is emphasized that determining performance criteria increases
the validity and reliability of assessment by Airasian (2001), Linn and Grounlud (2000) and Taylor (2003). It
conduced that performance criteria should not be determined by teachers since they do not have enough
theoretically knowledge about performance assessment. This result was supported by Algan (2008), Çalık
(2007), Erdemir (2007), Kanatlı (2008), Karakuş and Kösa (2009), Metin and Birişçi (2011), Metin and
Demiryürek (2009), Metin and Özmen (2009; 2010b; 2011) and Şenel (2008). 
It was seen that teachers have insufficient knowledge about how rubric can be
prepared and cannot find rubric related to task topics. These results were found
out when the prepared performance tasks by teachers were examined. These
results were supported by Adanalı (2008), Algan (2008), Anıl and Acat (2008),
Erdal (2007) and, Metin and Birişçi (2011). These researchers revealed that
teachers had not prepared the performance task themselves but made use of the
previously designed performance tasks. Besides teacher have inadequate
knowledge about rubric and this rubric is merely used in the classroom.
Teachers’ Difficulties in Implementation of Performance Task 

The most issues encountered by the teachers are not having sufficient time and
crowded classroom. Teachers asserted they had to spend too much time while
implementing the performance task and thus, they could not apply the
performance tasks in the classroom effectively. These expressions of teachers
were supported by Algan (2008), Çalık (2007), Erdemir (2007), Gelbal and
Kelecioğlu (2007), Kanatlı (2008), Karakuş and Kösa (2009), Metin and
Demiryürek (2009), Şenel (2008), Yücel, Karaman, Batur, Başer, and Karataş
(2006). 
Teachers expressed that physical and technologic opportunities for the implementation of
performance assessment in the classroom were insufficient. Results of observations
carried out by researchers displayed that teachers did not arrange the equipments and
technological materials in order to implement the performance tasks effectively. These
results were similar to the studies of Acat and Demir (2007), Çalık (2007), Güven and
Eskitürk (2007), Metin and Demiryürek (2009). Although, schools have enough amounts
of equipments and  technological materials, teachers cannot use them because of their
insufficient knowledge and negative opinions about using them (Akbaba & Kurubacak,
1999; Akkoyunlu, 1998; Birişçi, Metin, & Demiryürek, 2011).
• Teachers dictated that using too many forms in assessment of the performance
tasks made it difficult to implement the performance tasks in the classroom.
Although, teachers said that there were too many forms such as rubric, self and
peer-assessment forms, they only used rubric leastwise in the classroom.
Teachers do not use the self and peer assessment forms in the classroom
because of bias on them. The result was supported by Acat and Demir (2007),
Adanalı (2008), Algan (2008), Güven and Eskitürk (2007), Kanatlı (2008),
Karakuş and Kösa (2009), Metin (2010) and Metin and Demiryürek (2009).
THANK YOU!