In today's rapidly evolving educational landscape, traditional methods of evaluation often fall short in capturing the multifaceted skills and competencies our students possess. Performance-based assessment offers an alternative approach that goes beyond standardized testing, allowing individuals to showcase their abilities in authentic, real-world contexts. In this presentation, we will explore the concept of performance-based assessment, its characheristics, benifits, and how it can revolutionize the way we measure achievement.

1. PERFORMANCE
BASED
ASSESSMENT
Trainees:
Trainer:
Centre Régional
des Métiers de
l'Education et de
la Formation-
Souss Massa
Rkia IDJNANE
Fatima Zahra AJRHAIDA
Ayad CHRAA
‫المركز‬
‫الجهوي‬
‫لمهن‬
‫التربية‬
‫والتكوين‬ -
‫سوس‬
‫ماسة‬

2. OUTLINE
01 02
04
03
DEFINITION OF PBA
Types of PBA
NATURE OF PBA
PBA SKILLS
05 VOCABULARY,
FUNCTIONS AND
STRUCTURES
06 FUNDAMENTAL
CONSIDERATIONS

3. WHAT IS PBA
''Performance based assessment
measures students' ability to apply the
skills and knowledge learned from a
unit or units of study. Typically, the
task challenges students to use their
higher-order thinking skills to create a
product or complete a process''
(Chun, 2010)

4. NATURE OF PBA
Performance based tasks
1 Auxiliary performance
Continuous assessment
Simulated real life situations
Terminal performance
Authentic and relevant
Criterion-referenced
2
4
3
7
5 6
1

5. TYPES OF PBA
PORTFOLIOS
DEBATES
A collection of a
student’s work
throughout the
school year.
A debating student
will need to be
competent in
researching, reading
comprehension,
public speaking
For example
students can create
a song or role play,
etc
Individually or in
groups
PERFORMANCES PROJECTS

6. READING
The features of reading tests are:
• Viewing reading as being a dynamic, interactive,
and constructive process.
• Using authentic texts (e.g. newspaper article, a
brochure, etc).
• Assessing learners' competence in reading a variety
of text types/genres for a variety of purposes;
• Asking learners to respond to open-ended questions
that allow for a variety of interpretations.
Process:
• Select a text which is representative of a particular
genre.
• Provide prompts/questions
• Use scoring rubrics

7. WRITING
Purpose:
an assessment of writing provides an indication of how well learners
communicate in the written language. Testers can determine learners’ progress
in writing through real-life tasks.
Design:
• Step 1: choose writing prompts that are developmentally appropriate.
• Step 2: provide a choice of topics.
• Step 3: ensure that the topics are not culturally biased.
Administration: give clear, straightforward directions.
Scoring:
• Establish clear criteria and use holistic scoring to focus on
communicative effectiveness.
• Assign relative weights depending on the teaching goals.

8. SPEAKING
The performance-based assessment for speaking skills
can be carried out through two approaches:
• The observational approach: involves observing and
assessing a learner's behavior and communication
patterns unobtrusively, without setting specific
tasks or prompts.
• The structured approach: involves setting specific
oral communication tasks for learners to perform,
which can be evaluated in a one-on-one or group
setting using various rating systems such as holistic
rating.

9. LISTENING
• Listening tests involve answering questions or
tasks that assess various levels of comprehension.
• The text should be representative of spoken
language learners may encounter.
• Topics should be familiar to all learners.
• To ensure fairness, the text should be appealing,
relatively short, and tasks should be grounded in
common exercise types.

10. VOCABULARY, FUNCTIONS
AND STRUCTURES
• Holistic and summative assessment of overall
performance.
• Assessing learners' use of appropriate structures,
functions, and vocabulary in specific performance
tasks.
• Focuses on the appropriateness of language usage.
• Can be designed analytically for formative feedback,
targeting specific structures, functions, and
vocabulary.

11. RELATE LANGUAGE TESTING TO
LANGUAGE USE
RECOGNIZE DILEMMAS IN
DECISION-MAKING
HUMANIZE THE TESTING PROCESS
DEMAND ACCOUNTABILITY FOR
LANGUAGE USE
DESIGN TESTS TO SUPPORT
OPTIMAL PERFORMANCE
BUILD CONSIDERATIONS OF
FAIRNESS INTO TEST DESIGN.
FUNDAMENTAL CONSIDERATIONS FOR PBA

12. DIFFERENCE BETWEEN PBA
AND TRADITIONAL TESTING
Traditional
assessment
Performance based
assessment
Students select a response Students perform a task
Contrived
Knowledge and
comprehension (Indirect)
Examinee is tested on a single
knowledge
Emulates real life
Tasks are multifaceted and
ill-structured
Both acquisition and
application of knowledge
Assessment activity
Nature of activity
Cognitive Level
Testing Domain

13. • Continuous assessment.
• Can assess complex learning
outcomes.
• Meaningful learning
• Performance makes the
students more motivated.
• Encourages the application of
learning to real-life situations.
• Focused on what students are
able to do.
• Students are active
participants.
PROS
AND
CONS
PROS CONS
• Requires a lot of time
and effort to implement.
• Evaluation must be done
individually.
• Hard to sample the tasts
for evaluation.
• Demands a high
dynamism from learners
which is not always
relieving for them

14. BIBLIOGRAPHY
• Bachman and Palmer.1996. Language Testing in Practice.
New York. Oxford University Press.
• Buck, Gary. (2001). Assessing Listening. Cambridge:
Cambridge University Press.
• Douglas Brown. ( 2000). Language Assessment: Principles
and Classroom Practices. White Plains, NY:
Longman/Pearson Education.
• Hughes, Arthur. (1989). Testing for Language Teachers.
Cambridge: Cambridge University Press.
• McNamara, Jim. (2000). Language Testing. Oxford: Oxford
University Press.

15. THANK YOU