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(Formerly City College of Lucena) Isabang, Lucena City Tel. No. & Telefax No. (042) 797-1671

This module discusses designing meaningful performance-based assessments over 9 hours. It will help participants understand the purpose of assessment, create analytic and holistic rubrics, and develop performance-based assessments. Participants will learn the process of designing assessments, identify learning competencies, and create rubrics to evaluate baking a cake and table setting. They will also compare analytic and holistic rubrics. Further reading on process-oriented performance assessments is recommended.

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Shonnel Lagustan
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231 views

(Formerly City College of Lucena) Isabang, Lucena City Tel. No. & Telefax No. (042) 797-1671

This module discusses designing meaningful performance-based assessments over 9 hours. It will help participants understand the purpose of assessment, create analytic and holistic rubrics, and develop performance-based assessments. Participants will learn the process of designing assessments, identify learning competencies, and create rubrics to evaluate baking a cake and table setting. They will also compare analytic and holistic rubrics. Further reading on process-oriented performance assessments is recommended.

Uploaded by

Shonnel Lagustan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DALUBHASAAN NG LUNGSOD NG LUCENA

(Formerly City College of Lucena)


Isabang, Lucena City
Tel. No. & Telefax No. (042) 797-1671

Module 4 Title: Designing Meaningful Performance-Based Assessment


Overview:
This module will discuss on how to design a meaningful performance-based assessment. Designing
performance assessment entails critical processes which start from the tasks that the teacher wants to assess.
Comprehensive planning and designing of performance-based assessment should be taken into consideration.

Time needed to complete: 9 hours


Module Objectives:
At the end of these module, you should be able to develop a clear and practical understanding of the following:
A. Expanded views on the purpose of assessment
B. Creating a meaningful performance-based assessment
Learning Outcome/s:
After the successful completion of the module, you should have the ability to:
A. Understand the process of making performance-based assessment
B. Create analytic and holistic rubrics
Course Materials:
Watch: https://www.youtube.com/watch?v=Cf-BT_7vO4U
https://www.youtube.com/watch?v=yVY6CDWaxoo

Read : Designing Meaningful Performance-Based Assessment, ASSESSMENT IN LEARNING 2 (pp. 56-75) R.M. Cajigal,
et al. Adriana Publishing Co., Inc. (2014)

Activities: For each of the following tasks, identify at least three(3) process-oriented learning competencies:
1. Constructing a graphic organizer to illustrate child growth and development
2. Writing an essay about Covid-19 pandemic
3. Role playing to illustrate the challenges of the medical personnel during Covid-19 outbreak.
Formative: Answer the following questions:
1. Enumerate and discuss the four types of learning targets used in performance assessment.
2. How can you make a meaningful performance-based assessment?
Summative:
1. Create both analytic and holistic rubrics for:
a.) Baking Choco moist cake
b.) Table setting (American Service)
2. Using a Venn diagram, compare and contrast the Analytic and Holistic Rubrics
Assessments

For Further Study:


Process-Oriented Performance-Based Assessment. AUTHENTIC ASSESSMENT OF STUDENT LEARNING
OUTCOMES 2ND EDITION (pp. 32-54) R.L.Navaro,Ph.D. et al, Lorimar Publishing,Inc. Copy Right 2013

Prepared by:
Jessa L. dela Peña

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