Module 2

(Four Sessions)
CAL/ CALE/ CALM
Performance-based Assessment
At the end of this Module, the students should be able to: 4
1. Define this following terms/; performance-based assessment, process
assessment, product assessment, performance, performance task, alternative
assessment, authentic assessment and other terms relative to performance-
based assessment;
2. Describe the nature of performance-based assessment;
3. Describe the methods of scoring essay and performance task;
4. List suggestions of preparing performance task for assessment;
5. List suggestions for scoring performance task;
6. Differentiate traditional assessment from performance assessment;
7. Identify the necessary skills in assessing process, product, and performance;
8. Develop scoring rubrics to assess process, product and performance;
9. Discuss the steps in developing performance-based assessment; and
10. Identify the different issues related to performance-based assessment.
Introduction
In Assessment of Learning I, we have learned that there are different kinds of
knowledge and skills that students can acquire in school, particularly in the classroom.
Some of these skills are memorization of concepts, vocabulary, data of historical
events, multiplication tables, and grammar. Other skills such as writing poem or essay
in English class, solving mathematical problem, designing a project on electricity,
baking cake in TLE class, and conducting an experiment in Biology must also
learned. This involves understanding the concepts first before crying out such
knowledge and skills which can be best assessed using the performance-based
assessment.
These knowledge and skills can be assessed using the paper and pencil test or
any objective type of test. However there are skills that cannot be assessed by
objective test, such as complex cognitive learning outcomes that involve personal
judgment of the evaluator, decision making, and critical thinking skills. These skills
are best evaluated using the performance-based assessment to assess the performance
of students in a more authentic way.
Hogan (2007) pointed out the different terms in contrast to selected response
items as performance-based assessment, sometimes referred to as authentic
assessment of alternative assessment. Performance assessment implies that the
students need to demonstrate writing skills or content knowledge. Whereas, authentic
assessment means the teacher must use realistic situations in the testing materials. The
last term used in contrast to select response test is alternative assessment. This implies
that it is alternative to select response testing. Based on the history of testing,
multiple-choice items were used before as alternative assessment. Hence, alternative
assessment is not an accurate term, although it is frequency used.
There are many terms that have been used to describe the assessment procedures of
the students’ performance of the product of their creations or inventions. The terms
authentic assessment, portfolio assessment, direct assessment, alternative assessment,
and performance assessment are all alternatives to a multiple-choice test. The most
important thing is that the performance of the students must be observed and recorded
as it happens so the teacher or evaluator can review it for further evaluation. Product
is the actual creation of student that can be viewed or touched by the teacher. Like the
different types of selected response items, the teacher’s assessment of the student’s
performance, products, or both will depend on his instructional objectives in a
particular subject matter or content.
PRE-TEST
Answer the following comprehensively;
1. Define the following terms:
a. Performance-based assessment
b. Process performance-based assessment
c. Product performance-based assessment
d. Performance task
e. Performance criteria

2. What are the different kinds of performance-based assessment? Explain each

briefly.

3. When do we use performance-based assessment?

4. Cite some learning objectives where you can utilize performance-based

assessment.

5. Present and discuss the different ways of assessing and recording performance-
based activities.
6. When do we use process performance-based assessment and product
performance-based assessment?

7. What are the limitations of assessing students’ performance using performance-

based assessment?

8. Cite some advantages of performance-based assessment over traditional

assessment.

9. Is performance-based assessment a substitute to additional method of assessing

the performance of students?

10. Present and discuss the different steps in developing performance-based

assessment.

11. What is it very important to discuss the constraints in performance-based

assessment?

12. What are the importance of the students?

13. What are the advantages of analytic rubric over holistic rubric?

14. Give five examples of performance task in the areas of Mathematics, Physical
Education, Science, and English that you have planned to teach.
15. Develop a holistic rubric to evaluate the performance task used in Mathematics
and Physical Education from item number 14.

16. Develop an analytic rubric to evaluate the performance task used in Science
and English from item number 14.

17. Develop Learning objectives in a certain chapter of a subject in your area of

specialization where you can use performance-based assessment in evaluating
the students’ performance.

18. Are the scores of students’ using performance-based assessment always

reliable? Why? Of the students? Present and describe the possible errors that
can be committed?

19. It is possible to commit an error when a teacher observes and judges the
performance of the students? Present and describe the possible errors that can
be committed?

20. Present some issues related to grading when using performance-based

assessment.

21. In the area of your specialization, identify (5) learning outcomes that can be
best measures with performance-based assessment. For every learning
outcome, develop two performance task.

22. Give the different factors to consider in deciding extended performance task in
the classroom assessment. Which of the given factor is the most important?
Why?
Definition of Performance-based Assessment
Performance-based assessment is a direct and systematic observation of the
actual performance of students of the students based on predetermined performance
criteria (Zimmaro, 2003 as cited by Gabuyo,2002). It is an alternative form of
assessing the performance of students that represents a set of strategies for the
application of knowledge, skills, and work habits through the performance of tasks
that are meaningful and engaging to them (Hibbard, 1996). According to Brualdi
(1998), in her article Implementing Performance Assessment in the classroom,
performance-based assessment also provides the teacher the information on how the
students understand and apply knowledge and it allows the teacher to integrate
performance assessment in the instructional process to provide additional learning
activities for the students in the classroom.
From these definition, we can say that students are requires to perform a task,
or create an answer or product that will demonstrate mastery of knowledge and skills
rather rhan selecting an answer from a given list of options.
Features of Performance-based Assessment
There are features of performance-based assessment that differ from other
types of assessment. These are greater realism of the task, greater complexity of the
task, greater time needed for assessment, and greater use of judgment in scoring.
1. Greater realism of the task. This means that the students must apply the
knowledge and skills by demonstrating a task that shows application in a real
world situation.
2. Greater complexity of the task. The task are difficult to understand and
analyze because they are less structured problems that encourage the students
to perform with originality and thinking skills and they may have multiple
solutions.
3. Greater time needed for assessment. Performance-based assessment needs
longer time to assess the performance of the students, because of the difficulty
of designing the task, the comprehensive nature of the task, and the increased
time needed to evaluate the results.
4. Greater use of judgment in scoring. The evaluator should consider the set of
judging criteria associated with the performance assessment. Also, the scoring
approach must be congruent to the assessment purpose. These must be taken
into consideration because of the complexity of the tasks, originality of the
responses, and in some cases, the variety of possible solutions that need a
greater use of judgment in scoring.
Difference between Traditional Assessment and Performance-based Assessment
Traditional assessment or paper and pencil test measure learning indirectly. When
measuring factual knowledge and solving well-structured mathematical problems,
paper and pencil test is better to use. In this case, the teacher asks questions which
indicate skills that have been learned or mastered. Usually paper and pencil tests
assess low level thinking skills, or beyond recall levels. Whereas, performance-based
assessment is a direct measure of learning or competence. This indicates that
cognitive complex outcomes, affective, and psychomotor skills have been mastered.
Examples of performances that can be judged or rated directly by the evaluators are
preparing microscope slides in a laboratory class, performing gymnastics or a dance
in a Physical Education class, cooking demonstration in a TLE class, or dividing in a
Swimming class. In these kinds of activities, the teacher observes and rates the
students based on their performances. The teacher or evaluator provides feedback
immediately on how the students performed to carry out their performance task.
Domains of Performance-based Assessment
The following shows the domains and examples where performance-based
assessment is applicable.
A. Communication Skills
1. Writing an essay
2. Delivering a speech
B. Psychomotor Skills
1. Holding a pencil properly
2. Following a procedure when dissecting a frog in the laboratory class
3. Focusing a microscope
4. Bisecting a line
C. Athletic Skills
1. Shooting three points in a basketball game
2. Pitching a strike ball in basketball game
3. Dividing
D. Concepts Acquisition
1. Skills in acquiring, organizing , and using information
E. Affective Skills
1. Mental and behavioral habits and recognition skills
2. Sharing sports equipment
3. Obeying traffic rules and regulation

Types of Performance-based Assessment

There are two types of performance-based assessment according to Gronlund,
Linn, and Miller (2009): restricted-response task extended-response performance task.
1. Restricted-response Performance Task
A performance task that is highly structured with a limited scope. The
instructions of the task are more focused and the limitations are always
indicated. Examples of restricted-response performance task are: writing a
one-page summary of the class outreach program; demonstrating how to set up
cooking utensils; delivering a two-minute campaign speech; and constructing
a bar graph of the scores of 50 students in a quiz in Statistics.
There are advantages when a teacher limits the scope of the task like in
the examples presented. First, it is very easy to relate to a particular learning
outcome or learning objective. Second, the administration is easy and the
output is easier to judge or evaluate, especially the responses of the students.
However, the disadvantage when a teacher limits or gives restrictions on the
performance tasks is that prevents the students from demonstrating their
abilities and skills with comprehensive, poorly structures problems in the real
world.
 The advantage and disadvantages of restricted performance tasks are
relative to restricted essay questions. Restricted essay questions are more
structures and they require less time to administer. The shorter the
administration of the said task implies that there are more tasks to admire;
hence, they can cover a broader content of subject matter.
2. Extended-response Performance Task
Type of performance task that is less structured and broader in scope.
Examples of extended-response performance tasks are; students conducting a
thesis and then presenting a defending their findings in front of a panel of
judges; or writing and rewriting a poem after being criticized by a teacher.
When a teacher uses extended-response performance task, the teacher
can obtain better information about the students’ ability to identify the crucial
point of a problem, to gather and integrate information for solving it, and to
provide original and well-supported information as described by Gronlound
(1998). Some extended-response performance tasks combine all the three
types of performance tasks such as problem such as (Gronlund, Linn, and
Miller, 2009):
a. The preparation and delivery of a speech to persuade people to take
action to protect the environment;
b. Writing a computer program in Beginner, All-purpose, Symbolic,
Instruction, Code (BASIC) that will sort a list of words alphabetically;
c. Designing a carrying out an investigation to estimate the
acceleration of a falling object such as a baseball; and
d. Describing the procedure used, presenting the collected and
analyzing data, and stating your conclusion.
Type of Task Complex Learning Outcomes
Restricted-response performance task Ability to:
 Construct a graph
 Read a story aloud
 Type an application letter
 Use engineering instruments
Extended-response performance task Ability to:
 Write a thesis
 Create a regression model
 Repair a Television
 Organize ideas
 Make an oral presentation about
research
 Collect, analyze, ad infer data
Focus of Performance-based Assessment
Performance-based assessment can assess the students’ process, product, or both
(process and product) depending on the learning outcomes. It also involves “doing”
instead of just “knowing” about an activity or task. The teacher assesses the
effectiveness of the process or procedures and the product or output used in carrying
out the instruction. The problems is when to use the process and the product.
According to Gronlun (1998), use the process when:
 1. There is no product;
2. The process is orderly and directly observable;
3. Correct procedures/steps are crucial to later success;
4. Analysis of procedural steps can help in improving the product; and
5. Learning is at the early stage.
According to Gronlund (1998), use the product when:
1. Different procedures result in an equally food product;
2. Procedures not available for observation;
3. The procedures have been mastered already; and
4. Products have qualities that can be identified and judged
The following are the four types of accomplishment of the learners using
performance-based assessment.
Accomplishment Examples
Products Poems, essay ,charts, graphs, exhibits,
drawings, maps, etc.
Complex cognitive processes Skills in acquiring, organizing, and using
information
Observable performance Physical movements such as dance,
gymnastics, typing oral presentation,
focusing microscope in laboratory classes,
following sets of procedures (dissecting a
frog), bisecting angles , following cooking
procedures
Habit of the mind and social skill Mental and behavioral habits such as
persistence and cooperation during group
work, recognition skills
Advantages of Performance-based Assessment
1. It assesses complex learning outcomes not measured by paper-and-pencil test.
2. It assesses the process as well as the product.
3. It communications instructional goals that relate to real world context.
4. It assesses the progress as well as performance.
5. It involves the students in the process of assessing their own growth.
6. It recognizes that students can express what they know and can do in different
ways.
7. Specific, direct, and understandable information about the students are
available to parents.
8. It evaluates the “whole student”.
9. It enhances the professional skills of teachers through collaboration with other
teachers.
10. It can establish a framework for observing students that is consistent with the
principles of child development.
11. It can contribute to a meaningful curriculum planning and the design of
developmentally appropriate educational inventions.
Limitations of Performance-based Assessment
1. Constructing performance assessment is time consuming.
 2. Scoring is often questionable because it is not reliable, most especially if the
scoring guide or rubrics are not properly prepared.
3. It measures only a limited scope of learning objectives.
Developing Performance-based Assessment
Teachers are reluctant to use performance-based assessment in the classroom
because they do not have necessary training to implement such method. According to
Stiggs (1994), another reason is because the teachers from previous experiences fail to
get conclusive results. Moreover, many teachers are not welling to employ this kind
of assessment because of its complexity in evaluating the students’ performance.
Hence, it is very important to know how to develop performance-based assessment.
Let us discuss the different steps of developing performance-based assessment.
Steps in Developing Performance-based Assessment
1. Define the purpose of the assessment
The steps teacher must consider in developing performance-based assessment is to
clearly define purpose for which the result of the assessment will be used. The
purpose of the assessment is considered in making decision in the subsequent
steps of the process. For example, if the numerical rating of the assessment is used
for instructional improvement, that is, to get feedback from the students, then
formative assessment will be used. On the contrary, if the results of the
assessment is used for grading purposes and a more elaborate scoring scheme is
needed, then summative assessment will be used. The importance of the purpose
of assessment will be considered in the next in the next step.
2. Determine the skills, learning outcomes and taxonomy level.
Since there is a limited time in the classroom for the assessment procedures, it is
very important to determine the skills, the learning outcomes of any given
instruction. You must decide which learning outcome requires performance
assessment and which one is appropriate for traditional assessment. Hence,
learning outcome or instructional objective plays a very important role in planning
performance assessment.
In assessment of Learning I, how to formulate a learning outcome that is also
applicable in performance assessment was discussed. It is very important to
properly identify the skills or competencies that are suitable for the utilization of
performance-based assessment. Performance-based assessment only assesses
higher order thinking skills or complex cognitive outcomes, receiving, responding,
and valuing for affective outcomes, and psychomotor skills. You should create a
list of learning outcomes that specifies knowledge, skills, habits of the mind, and
social skills that are appropriate for performance assessment.
After identifying the skills, the learning outcome, and the taxonomy level of each
outcome, be ready to identify the activity or the performance task that is best
suited to your phone.
3. Design and develop activity or performance task.
The next step to consider is to create an activity or task that will allow the students
to demonstrate the knowledge, skills, and attitudes that they have learned. Before
identifying the activity and task, you should consider the time allotted for the
activity, the availability of classroom resources, and the data needed to judge the
quality of the students’ performance. The activity and task should be in line with
 the issues, concepts, or problems that are important in the development of the
subject matter or learning instruction.
Kubiszyn and Borich (2007) suggested some questions to get started
with the activity and task.
a. What does the “doing of Mathematics, History, Science, Art, Writing, and
so forth” look and feel like to professionals who make their living
working in those fields in the real world?
b. What are the projects and task performed by those professional that can be
adapted to the school instruction?
c. What are the roles or habits of mind that those professionals acquire that the
learners re-create in the classroom?
Examples of tasks that the teacher can create based on these questions may
involve debates, DS that the teacher can create based on these question may involve
debates, solving mathematical problems, experiments in science class, presentation of
historical events, and job responsibilities. Notice that these examples present the
learners with the following; (1) a hands-on exercise or problem to solve which
produces a product; (2) an observable outcome or product such as typed business
letter without error, a multimedia presentation or a poem and; (3) the performance,
process of doing the task, and product of the students.

Performance Task
Performance task provides a common means of assessment. As the term
implies, the students will be asked to do something. The students will not just answer
question such as those questions asked in selected response test format or essay
writing. But they will present their work or create something. Some examples of
performance task in different areas are:
a. Building a house using popsicle sticks;
b. Demonstrating the dissection of frog;
c. Drawing the map of the Philippines;
d. Writing a poem in iambic form;
e. Solving Math problems;
f. Writing a sports story;
g. Translating English paragraph of Filipino;
h. Demonstrating a modern dance;
i. Presenting a Mathematics lesson to the class;
j. Writing a 10-item, matching type of test; and
k. Presenting a five-minute drama performance.
These performance tasks can be utilized for assessment.
Experts in this method of assessing the performance of students pointed out that an
effective performance assessment task must have the following features.
a. Intended learning outcomes should clearly state and use this as a guide in
designing a performance task.
b. Students should be active participants, not passive selectors of a single answer.
 c. Students are expected to demonstrate their ability to apply their knowledge
and skills to real life situation.
d. A clear, logical set of performance –based activities that students are expected
to follow should be evident.
e. Rubrics should be available to help assess the level of proficiency in the
student’s performance or response.
Suggestion for Constructing Performance Task
It is very important to develop high quality performance assessment that
effectively measures complex learning outcomes. Below are the different suggestions
in developing performance task and the ways of improving scoring (Gronlund, Linn,
& Miller, 2009).
a. Focus on learning outcomes that require complex cognitive skills and students
performances.
b. Select or develop tasks that represent both content and skills that are central to
important learning outcomes.
c. Minimize the dependence of task performance on skills that are relevant to the
intended purpose of the assessment task.
d. Provide the necessary scaffolding for the students to be able to understand the
task and what is expected from their performance.
e. Construct task directions so that the student’s task is clearly indicated.
f. Clearly communicate performance expectations in terms of the scoring rubrics
by which the performance will be judge.
Guidelines for Good Performance Task
b. Performance task must be congruent to the purpose of the assessment.
c. Performance task elicits behavior(s) at the level (s) stated in the
instructional outcomes.
d. Performance Task is interesting, challenging, and fair to all students.
e. Performance Task is authentic; hence, it promotes the conveyance of learning
to the real world.
f. Performance Task includes only important outcomes (performance and
product) that are appropriately assessed.
g. Performance Task adequately reflects intended learning outcomes.
h. Performance Task is appropriate for the developmental level of
students.
i. The direction of performance task should include what is to be done, how is it
done, and what condition it is done.
j. The directions of performance task should give enough information and
context for successful task completion by all students.
4. Define the Performance Criteria.
After determining the activities and the tasks that are to be included in the
performance task, the next step in developing the performance-based assessment is to
identify the criteria to be used in the assessment process. Performance criteria are the
specific behaviors that student should perform to properly carry out a performance or
procedure a product (Airasian, 200). It can focus on the process, product, or both.
Performance criteria should be specific, clearly stated, and observable. It is important
to define the necessary conditions of the performance that must be met to consider the
success of students’ performance. Criteria are usually found in the curriculum or
published materials, but there are so many skills the teacher may find unnecessary in
other instructions. In this case, it is very important for the teacher to develop his own
criteria.
Airasian (2000) suggested the different guidelines for stating performance
criteria.
a. Identify the overall performance or task to be assessed and perform it yourself
or imagine yourself performing it.
b. List the important aspects of the performance or product.
c. Try to limit the number of performance criteria, so they can all be observed
d. If possible, have groups of teachers think through the important behaviors
included in a task.
e. Express the performance criteria in terms of observable pupil behaviors or
product characteristics.
f. Do not use ambiguous words that may cloud the meaning of the performance
criteria.
g. Arrange the performance criteria in the order in which they are likely to be
observed.
h. Check for existing performance criteria before constructing your own.

Types of Performance Criteria

a. Impact of the performance. It refers to the success of the performance, given
purpose, goals, and the desired results.
b. Work quality and craftsmanship. It refers to t6he overall quality,
organization, and difficulty of the work.
c. Adequacy of method and behavior. It refers to the quality of procedures and
manner of presentation prior to and during the performance.
d. Validity of content. It refers to the correctness of ideas, skills, and materials
used.
e. Sophistication of knowledge employed. It refers to the complexity or
maturity of knowledge employed.
Guidelines for Good Judging Criteria
Gallagher (1998) suggested the different guidelines in scoring the performance
of the students, which can be implemented or adopted in actual judging of the
students’ performance according to research. The following are the guidelines for
good judging criteria:
a. Communicate essential achievement standard of the assessed outcome(s);
b. Operationalize the outcome they intend to reflect;
c. Apply cross content that calls for similar behavior;
d. Focus on current instruction, not prior learning;
e. Observable;
f. Essential for judging performance of the task adequately;
g. Communicate to others what constitutes excellence; and
h. Appropriate for the students.
Use the following to evaluate the criteria as a whole:
a. Criteria are present to each outcome assessed.
 b. All criteria associated with an outcome sufficiently describe the critical aspect
of performance-what is necessary to observe to determine. Successful
performance.
c. Criteria are shared with students when appropriate.
5. Create the Scoring Rubrics
Scoring Rubrics are used when judging the quality of the work of the learners
on performance assessments. One of the alternative methods of rating the
performance of the students aside from paper and pencil test is the use of scoring
rubrics or rubrics. They are forms of scoring guide that are used in evaluating the
level of performance of students or products resulting from the performance task.
Scoring Rubrics are descriptive scoring schemes that are developed by
teachers or other evaluators to guide in the analysis of the products or processes of
students’ efforts. (Moskal, 2000).
Another definition of rubrics is a rating system by which teachers can
determine at what level of proficiency a student is able to perform a task or display
knowledge of a concept; you can define the different levels of proficiency for each
criterion. (Airasian, 2000).
One common use of rubrics is to evaluate the quality of an essay. The
judgment of one evaluator may differ from other evaluators when there is a lack of
set criteria as a guideline for judgment. One evaluator might put much weight in the
content of the topic or another evaluator might give high mark on the organization
aspect of the paper. If we are going to evaluate the quality of an essay, it must have
a combination of these factors. In this case, the evaluators judge the paper
subjectively. To avoid such case, they must develop predetermined criteria for
evaluation purposes, so the subjectivity of evaluating is lessened or it becomes more
objective.
Types of Rubrics
There are two types of rubrics: the holistic rubric and the analytic rubric.
Holistic rubric is a type of rubric that requires the teacher to score an overall
process or product as a whole (Nitko and Mertler, 2001). This means the evaluator
provides the overall quality of the performance of students by yielding a single
score to represent a specific category of accomplishment. Some of the advantages of
holistic rubric are its simplicity and the ability to provide a reasonable summary
rating. In this type of rubric, all traits are efficiently combined, the work is quickly
scored, and it provides a one-score result (Mcmillan, 2001).
Holistic rubric is advisable to use when a teacher wants a fast result of
students’ performance; a single rating is already enough to define it. However, it
does not provide a detailed feedback in specific criteria.
Analytic rubric is a type of rubric that provides information regarding
performance in each component parts of a task, making it useful for diagnosing
specific strengths and weaknesses of the learners (Gareis and Grant, 2008). In this
type of rubric, the evaluator evaluates each criterion separately. This means the rater
scores each given criterion independently from others and sums up each score in
each component to come up with the final result. Hence, the total score of the
product or performance of the students will be the sum of the ratings of all the parts
being evaluated.
Analytic rubric is very useful when the teacher wants to provide diagnostic
information and feedback for the learner and is more useful for formative
assessment during instruction (Mcmillan, 2001). With this type of rubric, the
students can be able to identify their strengths, as well as their weakness more
 clearly. Analytic rubric can also be utilized by the teacher when there is a need for
the students to assess their own product or work in a process called self-assessment.
Use of Rubrics
Heidi Goodrich Andrade, an expert in rubrics development, discussed the uses
of ribrics in the assessment process.
a. Rubrics are powerful tools for both teaching and assessment. Rubrics can
improve students performance, as well as monitor it, by making teachers’
expectations clear and by showing students how to meet these expectations.
The result is often marked improvements in the quality of student work and in
learning. Thus, the most common argument for using rubrics is they help
define “quality”.
b. Rubrics are more useful in that they help students become more thoughtful
judges of the quality of their own and others’ work. When rubrics are used to
guide self and peer-assessment, students become increasingly able to spot and
solve problems on their own and one another’s work. Repeated practice of
peer-assessment, especially self-assessment, increases the students’ sense of
responsibility for their own work and cuts down on the number of “Am I done
yet?” questions.
c. Rubrics reduce the amount of time teachers spend evaluating students’ work.
Teachers tend to find that by the time a piece has been self-and peer- assessed
based on a rubric, they have little left to say about it. When they do have
something to say, they often simply circle a team in the rubric rather than
struggle to explain the flaw or strength they have noticed; or figure out what to
suggest in terms of improvements. Rubrics provide students with more
informative feedback about their strengths and in what areas they need to
improve.
d. Teachers appreciate rubrics because their “accordion” nature allows them to
accommodate heterogeneous classes. The examples here have three or four
gradations of quality, but there is no reason they cannot be “stretched” to
reflect the work of both gifted and those with learning disabilities.
e. Rubrics are easy to use and to explain. Students were able to articulate what
they had learned, and by the end of the year could be accurate with their
evaluations. Parents were very excited about the use of rubrics. During parents
conferences, I used sample rubrics to explain to parents their purpose, and hoe
they were used in class. The reactions of parents were very encouraged. They
knew exactly what their child needed to be successful.
Advantage of Using Rubrics
When assessing performance of the students using performance-based
assessment, it is very important to use scoring rubrics. There are advantages of using
rubrics in assessing students’ performance:
a. Allow consistency and objectivity in scoring across the given criteria;
b. Clarify the criteria in more specific terms;
c. Students can identify the basis on how they are to be evaluated;
d. Allow the students to assess their own performance, products, or works;
e. Teachers can use a small amount of time to evaluate the performance of the
students.
f. Students can evaluate their own performance of the students, especially
analytic scoring;
 g. Provide specific feedbacks on the performance of the students, especially
analytic scoring;
h. Serves as standards when preparing the tasks/ activities against its measure
and progress is documented; and
i. Provide students feedback about their strengths and weakness according to
their performance.
Development of Scoring Rubrics
Mcmillan (2001) listed the different steps in developing rubrics used in
assessing the performance, process, product, or both process and products, or both
process and product of the students for classroom use.
a. Be sure the criteria focus on important aspects of the performance. There are
so many ways of determining the excellent performance and not so good
performance or work of students. The teacher should identify attributes that
are most important and related to the learning outcomes of the particular
content that you are going to assess. For instance, in assessing the writing
skills of your students, it is not necessary that you include every grammatical
rule in each aspect of the descriptions; rather, you only include the most
important, such as tense formation, agreement, and punctuation.
b. Match the type of rating with the purpose of the assessment. The purpose of
assessment is very important in the type of rating scheme that will be utilized
by the teacher, rater, or evaluator on the performance of the students. Use
holistic rubric if the purpose is to provide feedback about the different aspects
of performance.
c. The description of the criteria should be directly observable. Make
descriptions focused on the behaviors or characteristics of the performance or
product that is directly observed.
d. The criteria should be written so that students, parent, and others understand
them. Take note that the criteria should be shared and discussed first with the
students before the instruction so they will incorporate the descriptions as
standards when doing their task/s or activities. Make sure that the descriptions
used are clearly stated so that they can apply them very well in their work.
Write the descriptions so they can be easily comprehended by the students and
other stakeholders. Also, pay attention to the words and phrases of the criteria.
It is equally important that you gave examples to the students to clearly
illustrate the given descriptions and use them as their pattern when doing the
task/s assigned to them.
e. The characteristics and traits used in the scale should be clearly and
specifically defend. After describing the criteria, assign a rating scale or
possible point that shows an excellent performance or poor performance.
There is a need for you to discuss the details of the descriptions to avoid
ambiguity. The words must be clear and not ambiguous.
f. Take appropriate steps to minimize scoring error. Our ultimate goal here is to
make sure that our scoring system is objective and reliable. When using
performance-based assessment, it involves professional judgment. In this case,
errors in scoring should be avoided in order to achieve objectivity and
consistency in scoring. There are some possible errors when using
performance-based assessment, such as generosity error, severity error, central
tendency error, and halo effect.
g. The scoring system needs to be feasible. There are factors to consider limiting
the number and complexity of the criteria to be evaluated or assessed. First,
the time consumed in developing the scoring criteria and the scoring. Second,
the students’ focus on limited number of aspects of their performance. Third,
the difficulty and time consumption to keep all the facets in mind if holistic
descriptions are too complex. Lastly, the difficulty in summarizing and
synthesis to many separate dimensions into a brief report or evaluation
(Mcmillan, 2001).
Melter (2001) suggested the temple for holistic rubric and analytic rubric for
classroom purpose in his article, Designing Scoring Rubric for Your Classroom.
This can be modified depending on the performance task that the students should
be able to accomplish.

Template for Holistic Rubrics

Scores Description
5 Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4 Demonstrate considerable understanding of the problem. All
requirements of task are included.
3 Demonstrates partial understanding of the problem. Most requirements
of task are included.
2 Demonstrates little understanding of the problem. Many requirements
of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted.
Source: Adapted from Metler (2001) in his article Designing Scoring Rubric for
Your Classroom
Template for Analytic Rubrics
Beginning Developing Accomplishe Exemplary Score
1 2 d3 4
Criteria Description Description Description Description
1 reflecting reflecting reflecting reflecting
beginning movement achievement highest
level of torward of mastery level of
per- mastery level of per- performance
formance level of per- formance
formance
Criteria Description Description Description Description
2 reflecting reflecting reflecting reflecting
beginning movement achievement highest
level of torward of mastery level of
per- mastery level of per- performance
formance level of per- formance
formance
Criteria Description Description Description Description
3 reflecting reflecting reflecting reflecting
 beginning movement achievement highest
level of
torward of mastery level of
per- mastery level of per- performance
formance level of per- formance
formance
Criteria Description Description Description Description
4 reflecting reflecting reflecting reflecting
beginning movement achievement highest
level of torward of mastery level of
per- mastery level of per- performance
formance level of per- formance
formance
Sources Adapted from Melter (2001), designing Scoring Rubrics for your
Classroom
Presented here are examples of analytic rubrics in assessing persuasive essay
and invention report adapted from the rubrics written by Heidi Goodrich Andrade
(1997).
Example of Analytic Rubric for Persuasive Essay
Criteria Quality
4 3 2 1
Make a I make a I make a claim I make a claim I do not make a
claim claim and but do not but it is claim.
explain why explain why it buried,
it is is confused, or
controversial. controversial. unclear.
Give reasons I give clearly I gave reasons I give 1 or 2 I do not give
in support of and accurate in support of reasons which convincing
the claim reasons in the claim, but do not support reasons in
support of overlook the claim well, support of the
the claim. important and/ or claim.
reasons. irrelevant or
confusing
reasons.
consider I thoroughly I discuss I acknowledge I do not give
reasons discuss reasons against that there are reasons against
against the reasons claim, but reasons the claim.
claim against claim leave out against the
and explain important claim, but do
why the reasons and/ or not explain
claim is valid do not explain them.
anyway why the claim
still stands.
Relate the I discuss how I discuss how I say that I do not
claim to democratic democratic democracy mention
democracy principles principles and and democratic
and democracy can democratic principles or
democracy be used to principles are democracy.
can be used support the relevant, but
 both in claim. do not clearly
support of explain how
and against or why?
the claim.
Organizatio My writing is My writing has My writing is My writing is
n well a clear usually aimless and
organized, beginning, organized, but disorganized.
has a middle, and sometimes
compelling end. I gets off topic.
opening, generally use It has several
strong appropriate errors in
informative paragraph paragraph
body, and format. format.
satisfying
conclusion. It
has an
appropriate
paragraph
format.
Word choice The words I I use mostly My words are I use the same
use are routine words. dull, words over and
striking, uninspired, or over again,
natural, they sound some words
varied, and like I am may be
vivid. trying to hard confusing.
to impress.
Sentence My sentence I wrote well- My sentences Many run-ons,
Fluency are clear, constructed are often flat fragments, and
complete, but routine or awkward. awkward
and of sentences. Some are run- phrasings make
different ons and my essay hard
lengths fragments. to read.
Conventions I use first- My spelling is Frequent Many errors in
person form, correct on errors are grammar,
and I use common distracting to capitalization,
correct words. Some the reader, to spelling, and
sentence errors in the reader, but punctuation
structure, grammar and do not that make my
grammar, punctuation. I interfere with paper hard to
punctuation, need to revise the meaning read.
and spelling. it again. of my pap er.
Source: understanding rubrics by Heidi Goodrich Andrade originally published in
Educational Leadership, 1997, written permission from the author, as cited in
Assessment of Learning I, by Gabuyo (2012).
Example of Analytic Rubric for an Invention Report
Criteria Quality
4 3 2 1
Purposes The report The report The report The report
explains the explains all of explains some does not refer
 key purposes the key of the to the
of the purposes of purposes of purposes of
invention and the invention. the invention the invention.
points out less but misses key
obvious ones purposes.
as well.
Features The report The report The report The report
details both details the key neglects some does not detail
key and features of the features of the the features of
hidden invention and purposes they the invention
features of the explains the serve. or the
invention and purposes they purposes they
explains how serve. serve.
they serve
several
purposes.
Critique The report The report The report The report
discusses the discusses the discusses does not
strengths and strengths and either the mention the
weaknesses of weaknesses of strengths or strengths or
the invention, the invention. weaknesses of the
and suggests the invention weaknesses of
ways in which but not both. the invention.
it can be
improved.
Connections The report The report The report The report
makes makes makes unclear makes no
appropriate appropriate or connections
connections connections inappropriate between the
between the between the connections invention and
purposes and purposes and between the other things.
features of the features of the invention and
invention and invention and other
many one or two phenomena.
different kinds phenomena.
of
phenomena.
Source:understanding Rubrics by Heidi Goodrich Andrade originally published in
Educational Leadership 1997, with written permission from the author, as cited in
Assessment of Learning I, by Gabuyo (2012)
Rubric for Research Proposal Stage
Criteria Points Evaluator’s
Assessment
I. Presentation and Organization (Clarity of 20
the objective/problem, logical, and coherent
write-up)
II. research Problem 20
(Specific, Measureable, Attainable,
Realistic, Time-bound)
 III. Originality and Creativity (Sustainable 20
input of the author, relevance and novelty of
the study, with sound theoretical
framework)
IV. Research Methodology 20
(Appropriateness of the design and
procedure, validity and reliability of data
gathering, instrument/ tools, methods of
data analysis and interpretation)
V. Contribution of the Discipline 20
(Significance of the study, furturistic
implication on the description, replicability
of the research, significant of the
conclusion, feasible recommendation)
Total 100

Description Range Interpretation

High merit 90-100 The research is considering meritorious
and is recommended for
implementation/ conduct.
Medium merit 80-89 The research is most likely to be
recommended for implementation
subject to minor revision and
improvement.
Low merit 75-79 The research is recommended for major
revision and improvement.
No merit Below 75 The research is not recommended for
implementation/ conduct.
Resources for Rubrics on the Web
The following is just a partial list of some Web resources for examples of
scoring rubrics
1. “Performance Assessment-Scoring” (hhttp://ww.pgcps.pg.K12.md.us/-
elc/ scoringtasks.html)
Staffs of the Prince George’s County (MD) Public Schools have
developed a series of pages that provides descriptions for the steps
involved in the design of performance tasks. This particular page
provides several rubric samples.
2. “Scoring Rubrics: what, When, & How?” (http://pareonline.net/getvn. Asp?
v=7&n=3)
This article appears in Practical Assessment, Research, & Evaluation
authored by Barbara M. Moskal. The article discusses what rubrics are, and
distinguished between holistic and analytic types. Examples and additional
resources are provided.
3. “RubiStar Rubric Generator” (http://rubistar.4teachers. org/)
 RubiStar is a free tool to help teachers create quality rubrics. It
provides generic rubrics that can simply be printed and used for many typical
project and research assignments
4. “Rubrics from the Staff Room for Ontario Teachers” (http://ww.quadro.net/-
ecoxon/Reporting /rubrics.htm)
This site is a collection of hundreds of teacher-developed rubrics for
scoring performance tasks. The rubrics are categorized by subject area and type
of task.
5. “Teacher Rubric Marker” (http://www.teach-nology.com/web tools/rubrics/)
This site houses Web-based rubric generators for teachers. Teachers
can customize their own rubrics based on templates on each site. In both cases,
rubrics templates are organized by subject area and/or type of performance task.
Types of Scoring Instruments for Performance Assessments
Below are some approaches in rating the performance, product, or work of the
students. There are different ways to record the results of performance-based
assessments (Airasian, 1991; Stiggins, 1994)
1. Checklist refers to an observation instrument that defines performance
whether it is certain or uncertain, or not present or not present. Checklist
works well in describing what students can perform. It works well for
checking the process of learning. This is widely used in different settings,
including performance assessment. In using checklist, the evaluator has to
indicate only whether or not certain elements and to check boxes or lines.
When creating the checklist for performance assessment, the paraphrase the
judging criteria and make them elements of the checklist. There are two reason
for this: first, the phrases provide memory jog for the evaluator so that he or
she knows what to look for; and secondly paraphrasing makes the description
short to decrease the reading time and maximize the observation time. The box
or line next to each element provides a place for the evaluator to indicate with
a check when element is present during the performance.
Example of the Checklist for Mathematical Skills
Direction: Check Yes if skills have been demonstrated by the students or
check NO if not.
Skills YES NO
1. Identifies fraction less than one.
2. Arranges fraction according to ascending order or
descending order.
3. Express mixed fraction to improper fraction and vice
versa
4. Reduces fraction to lowest term.
5. Adds fractions correctly.
6. Subtracts fractions correctly.
7. Multiplies fractions correctly.
8. Divides fractions correctly.
9. Solves the different applications of fractions.
2. Narrative/ Anecdotal is a continuous description of students behavior as it
occurs, recorded without judgment or interpretation. The teacher writes a
narrative report of what was done during each of the performances. From this
report, he can determine how well his students met his standards.
3. Rating scale is a checklist that allows an evaluator to record information on a
scale, noting the finer distinction like the presence or absence of a behavior.
The teacher can indicate to what degree the standards are met. Usually,
teachers use a numerical scale. For instance, one teacher may rate each
criterion on a scale of one to five, with one having the description of “skills
barely present” and five as “skill extremely well executed.”
Example of Rating Scale on Delivering a Speech
Criteria 1 2 3 4 5
(Below (Acceptable (Good) (Very (Outstanding)
Class ; Good)
standard Meets class
Standard)
The speech is 1 2 3 4 5
well organized
The student 1 2 3 4 5
shows
persuasiveness
in delivering
the speech.
The students 1 2 3 4 5
uses proper
direction in
the delivery of
the speech
The student 1 2 3 4 5
shows proper
posture.
The student 1 2 3 4 5
establishes eye
contact in the
whole
duration in the
delivery of the
speech.
4. Memory approach is an approach where the teacher observers the students
when performing the task without taking any notes. He uses his memory to
determine whether or not the students are successful. This is not recommended
to use in assessing the performance of students.
5. Assessment the Performance
The next step in performance assessment is to assess and score the
student’s performance. To assess the performance of the students, the
evaluator can use the checklist approach, narrative or anecdotal approach,
rating scale approach, and memory approach. The evaluator can give feedback
as well in the form of a narrative report or a grade.
 It is a standard procedure that teachers assess the performance of their
students; they should also allow their students to assess themselves too. When
students assess their own performance, gives them an opportunity to reflect on
the quality of their performance, product, or work. From this, they will have a
chance to learn from their success or a grade.
There are three common methods of assessing the performance of the
students: (a) teacher observation; (b) peer evaluation; and (c) student self-
report. The instruments that can be used in assessing students’ performance
are checklist, rating scale, or likert scale.
6. Specify the Constraints in Testing
Performance assessment is a direct form of assessment in which real
world condition and constraints play a very important role in demonstrating
the competencies desired from the students. The most common forms of
constraints are time, reference, materials, other people, equipment, prior
knowledge of the task, and scoring criteria.
Wiggins (1992), Kubiszyn and Borich (2007) recommended that
teachers take an “Authenticity Test” involves answering the following
questions:
a. What kinds of constraints authentically replicate the
constraints and opportunities facing the performer in the real
world?
b. What kinds of constraints tend to bring out the best in
apprentice performers and producers?
c. What are the appropriate or authentic limits one should impose
on the availability of the six resources previously listed?
Errors in Performance-based Assessment
It is true that when teachers utilize performance-based in assessing students’
performance, it can provide very useful information regarding the achievement of the
students. However, it is also possible to commit an error when observing and judging
students’ performance. The possible errors committed when using performance-based
are personal bias, severity error, generosity error, and halo effect. Generosity error is
committed when a teacher overrates the performance of the students or favors the
high performing student in the class. Severity error is when the teacher favors the low
performing students in the class. Halo effect is committed when judging individual
characteristics in terms of a general impression (Gronkund, 1998). These types of
errors can also be committed by the evaluator in portfolio assessment.
In order that performance-based assessment can provide useful and valid
information, special care should be given to the reliability, objectivity, and
meaningfulness of the results of the assessment procedures. This can be done when
making clear guidelines regarding what is to be observed; how is it to be done; the
manner the observations are to be recorded; and how the result is to be recorded and
used. Aside from that, any procedure that can contribute to a more objective
observation and record will help to increase the reliability and meaningfulness of the
result. The use of portfolio and students’ participation can also contribute to the
improvement of performance assessment.
 POST-TEST
SET A
1. Construct a checklist or rating scale that is used to measure the effectiveness
of the performance of the students.
a. Presentation of oral report
b. Setting up laboratory equipment
c. Solving algebraic problems
d. Working with a group cooperatively
e. Ballroom dancing

2. Prepare a checklist for assessing the ability to bake a cake. Is the rating scale on
checklist the best for this purpose? What are the advantages of each rating
scale and checklist?

3. Develop a checklist or rating scale for assessing the following products:

a. Painting
b. Drawing the map of the Philippines
c. Writing a short story
d. Writing an application letter
e. Making a project in Technology and Livelihood Education

SET B
Construct/Make a Rubrics on Literary Musical Competition. Specify the
number of points of each criterion. Total Points is 100%.