Posted: August 14th, 2022

Performance-Based Learning

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Performance-Based Learning: A New Approach to Education

Performance-based learning is a teaching method that focuses on the outcomes of learning rather than the inputs. It is based on the idea that students learn best when they are actively engaged in authentic tasks that require them to apply their knowledge and skills to real-world situations. Performance-based learning shifts the emphasis from what students know to what they can do with what they know.

Performance-based learning has several benefits for both students and teachers. For students, it can:

– Increase motivation and interest by providing meaningful and relevant learning experiences
– Develop higher-order thinking skills such as problem-solving, critical thinking, creativity, and collaboration
– Enhance self-regulation and metacognition by encouraging students to set goals, monitor their progress, and reflect on their learning
– Foster deeper understanding and retention by requiring students to demonstrate their learning in multiple ways
– Promote transfer of learning by exposing students to diverse contexts and challenges

For teachers, performance-based learning can:

– Provide more accurate and comprehensive assessment of student learning by using multiple sources of evidence
– Support differentiated instruction by allowing students to choose from various options and levels of difficulty
– Facilitate feedback and feedforward by providing ongoing opportunities for dialogue and revision
– Encourage professional growth and collaboration by engaging teachers in designing, implementing, and evaluating performance tasks

Performance-based learning is not a one-size-fits-all approach. It requires careful planning, implementation, and evaluation to ensure its effectiveness and alignment with the curriculum standards and objectives. Some of the key elements of performance-based learning are:

– Performance tasks: These are authentic, complex, and open-ended tasks that require students to apply their knowledge and skills to a real-world situation or problem. Performance tasks can vary in scope, duration, and format, depending on the purpose, content, and level of the task. Examples of performance tasks include designing a product, conducting an experiment, writing a report, creating a portfolio, or presenting a solution.
– Rubrics: These are criteria-based scoring tools that describe the expectations and standards for student performance. Rubrics can be holistic or analytic, depending on whether they provide a single score or multiple scores for different aspects of performance. Rubrics can also be generic or task-specific, depending on whether they apply to a broad range of tasks or a specific task. Rubrics help students understand the goals and requirements of the task, guide their self-assessment and reflection, and provide feedback on their strengths and areas for improvement.
– Scaffolding: This is the support and guidance that teachers provide to students during the performance task. Scaffolding can include modeling, questioning, prompting, coaching, feedback, or resources. Scaffolding helps students access prior knowledge, develop new skills, overcome difficulties, and complete the task successfully. Scaffolding should be adjusted according to the needs and abilities of each student.
– Reflection: This is the process of thinking about one’s own learning process and outcomes. Reflection can occur before, during, or after the performance task. Reflection helps students identify their goals, strategies, strengths, weaknesses, challenges, and achievements. Reflection also helps students make connections between their learning and their personal experiences, interests, values, and future plans.

Performance-based learning is a new approach to education that aims to prepare students for the 21st century. It challenges students to demonstrate their learning in authentic ways that reflect the demands and expectations of the real world. Performance-based learning also empowers students to take ownership of their learning and become lifelong learners.

References:

Darling-Hammond, L., & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford Center for Opportunity Policy in Education.

Gulikers, J., Bastiaens, T., & Kirschner, P. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research & Development,
52(3), 67–86.

Herman J., Aschbacher P., & Winters L. (1992). A practical guide to alternative assessment. Association for Supervision & Curriculum Development.

Wiggins G., & McTighe J. (2005). Understanding by design (2nd ed.). Association for Supervision & Curriculum Development.

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