INTRODUCTION

• Melanie (2019) stated that the process of education is a cycle between teacher and student which is continually moving. The education process focuses on planning, delivery and assessment. Both teacher and student roles are to assess continuously whether or not the content and delivery was successful.
• She emphasized that for teacher, it is important to determine if the students have received the information, retained it and were able to process it. 
• For students, the process is to determine whether or not the content was effectively presented and whether or not the information was retained. The determination is mainly made through assessment.
• Performance-based assessments usually come in many forms. Typically, in a classroom, teachers will use a combination of teacher-made tests, informal assessments and standardized tests.

PERFORMANCE-BASED ASSESSMENTS

• Melanie also mentioned that performance-based assessment measures student’s ability applying the skills learned in an authentic way. 
• The purpose of performance-based assessments is to determine students’ strengths or highlight a particular skill they are good at.
• A rubric may give some structure to this type of assessment. 
• In addition, performance assessments also allow for high levels of student input and creativity.

Melanie, 2019 provides some examples of performance-based assessment which include:

• Portfolio – A collection of student work over a period of time that usually highlights a specific strength or skill.
   
• Interview – A question-and-answer meeting between a student and teacher or student.
   
• Project – A hands-on creation related to a specific subject, concept or skill. Options could be endless and needs to offer high levels of creativity.
   
• Presentation – A lecture, demonstration or panel discussion presenting about a specific topic or concept.

ADVANTAGES OF PERFORMANCE-BASED ASSESSMENTS

• There are many reasons why teachers should incorporate performance-based assessments in class and online. These types of assessments have many advantages.  
• They are:
  • Direct observation of student ability
  • Active student engagement
  • Student choice
  • Flexibility
  • Authentic assessment of ability

HOW STUDENT PORTFOLIOS ARE MEASURED AND ASSESSED?

• Besides Melanie, Sheila, also stated that in evaluating student portfolios, rubrics and portfolios are effective tools, as well as student peer and self evaluations. 
• A rubric gives students a framework so they know what is required and gives the teacher a straightforward method of evaluation.

Developing Portfolios Rubrics

• Portfolios are a collection of student work that requires them to focus on content areas. The teacher will look for progress over time. 
• Student portfolios may be prepared as a physical folder or a digital e-portfolio. Teacher should take student feedback into account and also encourage students to complete the self and peer evaluations. 
•  Sheila suggesed the following steps of developing portfolios rubrics. Teachers may follow the rubrics when assessing student portfolios.

A. Portfolio Rubric

Step 1

Decide whether a portfolio is suitable for the subject area and long-term class goals.

Step 2

Determine whether the portfolio will be a physical folder or a digital e-portfolio.

Step 3

Create portfolio rubric. Include objectives of the long-term portfolio.

Step 4

Review portfolio expectations with the class.

B.   Presentation Format

Step 1

Decide on the format of the final presentation for the single portfolio. It could be a PowerPoint presentation, visual poster, skit or speech.

Step 2

Demonstrate the presentation format for the final project. Show a student sample project from a previous class or create an example for the class.

Step 3

Encourage creativity and student individuality in a final presentation. For speeches, students can record their presentations as part of a digital portfolio.

C.   Student Evaluations

Step 1

Create forms for self evaluations and team peer evaluations. Students will fill them out individually.

Step 2

Ask how student responsibilities were allocated and how each team member contributed if they were part of a group project.

Step 3

Ask students for both individual and group projects what areas they found most challenging and give themselves a grade.

D.   Final Assessment

Step 1

Use the portfolio rubric as a check list.

Step 2

Use peer and self evaluations as part of the final grade.

Step 3

Assign points to each section to determine a final grade.

Tip

Teacher needs to send a copy of the portfolio plan home to parents. Students need to get parents’ signature.

CONCLUSION

• In conclusion, performance assessment requires students to structure and apply information, and thereby helps to engage students in active learning.
• The rubrics that are used to assess performance assessments for student portfolios may be a more valid indicator of students' knowledge and abilities.
• The steps above show how to measure and assess student portfolios, enable students to have more accountability and ownership of their work. 
• Teacher’s feedback and follow-up with students regarding their performance and assessment is vital for students to fully receive the full effect of performance-based learning and assessment.

Disclaimer: This piece of writing is only for reading and sharing purposes. It does not relate to any of the Ministry of Education (MOE)  or  Assessment Division policy.

Reference:

1.   How to Evaluate a School Project, Sheila Lamb theclassroom.com
2.    The Disadvantages of Performance-Based Assessment. Melanie Forstall - Updated May 14, 2019 theclassroom.com