Module 7

(Performance-Based Test)

A. Construct a checklist for a performance test which tests the students ability to perform the
following:

1.

Competencies Target Yes No

I can explain how frame of reference is important when discussing

the speed or velocity of something.

I can identify distance and displacement as a scalar-vector pair.

I can compare velocity and speed using scalars and vectors.

I can mathematically determine the velocity of a moving object.

I can mathematically determine the rate of acceleration of an

object.

I can analyze a graph and use the information presented to

determine the displacement, velocity, or acceleration of an object.

I can analyze and interpret graph trends relating to velocity and

acceleration.

I can determine what momentum is and the factors that affect the
momentum of an object

I can explain the relationship between momentum and force.

I can properly identify and place the correct units for each variable
in an equation

2. Using a low power objective and high power objective of a microscope.

Figure 1. This checklist used to assess a student's ability to use a light microscope.The
eighteen items are scored by a rater as the student uses the microscope.

The student is expected to...

TECHNIQUE. points earned

1. Plug in the microscope and adjust light intensity (2 points) ___________

2. Use stage clips/slide holders to fix the slide in place on the stage ___________

(3 points)

3. Adjust the distance between the ocular lenses (3 points). ___________

4. Look through both ocular lenses simultaneously (3 points). ___________

5. Adjust the condenser, iris diaphragm, or both (1 point) ___________

6. Clean the ocular, objective, and/or light source lenses (1 point) ___________

7. Begin viewing with the scanning or lOX objective, and focus while

using this lens (3 points) ___________

8. Know that the microscope has multiple objective lenses and is

parfocal (2 points). ___________

9. Focus only with the fine focus knob when using the high power

objective (3 points). ___________

10. Complete the task in a timely manner (O to 5 points)

RESULTS

11. Finish viewing the slide using the proper objective lens (3 points) ___________

12. Place the object being viewed in approximately the middle of the

field of view (3 points). ___________

13. Sharply focus on the object being viewed (7 points) ___________

KNOWLEDGE

14. Locate a cell, rather than some non-cellular structure or object

(5 points). ___________

POSTVIEWING SAFETY AND MAINTENANCE

15. Turn off the light and unplug the microscope, in that order (1 points) ___________

16. Coil the power cord under the stage or deal with it in some other

reasonable way (1 point) ___________

17. Place the microscope cover over the microscope (1 point) ___________

18. Carry the microscope carefully, including supporting its base (3 points ) ___________

3. Opening and using the MS Word for work processing

TOPIC Little or no Some I am fully

Knowledge knowledge/s confident
or skill kill in this area

Use Microsoft Word:

Create a new document

Open a document from a given location

Split text as appropriate, (e.g. into paragraphs)

Insert text into an existing document

Set the page orientation

Change the margins

Create page breaks

Change the line spacing

Insert headers and footers

Use page numbering

Add page borders

Insert WordArt

Insert ClipArt

Insert a text box

Insert Auto shapes

Insert an image from file

Move and resize an image

Change the “Text wrapping” of an image

Spell check a document

Preview a document

Print a document

Know when to use “Save” or if “Save As” would be

more appropriate

Take a screen print and paste it into Word

4. Using MS Excel to prepare a class record for a teacher

Create a new blank workbook

Save the workbook with a filename

Save As the workbook with another format

Enter Cell Values and Labels

Enter a cell value

Enter a cell value with Autofill

Edit, Clear, Copy cell contents

Insert and Delete cell contents

Find and Replace cell contents

Use Autocorrect to correct cell contents

Modify a Worksheet

Move and Copy multiple cells

Specify and Use ranges

Use Formulas

Enter a formula in a cell

Edit. Move, or copy a formula

Use an absolute cell reference

Use a mixed absolute and relative cell

Namea cell or range

Correct a calculation or formula error

Use a Function

Enter a function

Use the AUTOSUM function

Use the COUNT, MAX, MIN, Average functions

Modify Page Layout

Format numbers and text

Format rows and columns

Use Format Painter and Auto Format

Printing and Publishing Documents

Prepare worksheet for printing

Preview using Page Layout view

Printselections, multiple copies

 Select printer and print options

Publish a worksheet by email

Save a worksheet as a PDF file

Create a Chart

Create a simple chart from worksheet data

Customize the chart type

Edit chart titles

5. Playing the major keys on a guitar.

Learning Target Scales

Individual Notation (GE – 2 pts. Each = ◊ / 10 2 4 6 8 10

points total) points points points points points

◊ All notes are accurate and played with

confidence

◊ Most notes are accurate (1-2 errors)

◊ Several notes are not accurate (3-4 errors)

◊ Many notes are not accurate (5-6 errors)

◊ Most notes are not accurate (7 or more errors)

Individual Tone Quality (GE – 2 pts. Each = ◊ /

10 points total)

◊ Performs with a rich, full tone; no buzzing or

twang

◊ Sound is warm but needs to be richer and

fuller

◊ Occasional buzzing; tone could be a little richer

◊ Fair tone quality – tone is sometimes weak
with buzzing

◊ Poor tone quality – tone is often weak with

frequent buzzing

Rhythm and Tempo (GE – 2 pts. Each = ◊ / 10

points total)

◊ All rhythms are precise, with a constant steady

beat at correct tempo

◊ Most rhythms are precise (1-2 errors),

beat/tempo changes occasionally

◊ Most rhythms are precise (3-4 errors), a few

pauses, tempo changes occasionally

◊ Several incorrect rhythms (5-6 errors), several

pauses, tempo changes frequently

◊ Many incorrect rhythms (7+ errors), frequent

pauses, unable to perform at correct tempo

Rhythm and Tempo (GE – 2 pts. Each = ◊ / 10

points total

◊ All rhythms are precise, with a constant steady

beat at correct tempo

◊ Most rhythms are precise (1-2 errors),

beat/tempo changes occasionally

◊ Most rhythms are precise (3-4 errors), a few

pauses, tempo changes occasionally

◊ Several incorrect rhythms (5-6 errors), several

pauses, tempo changes frequently

◊ Many incorrect rhythms (7+ errors), frequent

pauses, unable to perform at correct tempo
Individual p-i-m-a / Hand Position (GE – 2 pts.
Each = ◊ / 10 points total)

◊ R.H. relaxed; fingers curved; thumb is forward;

proper fingering; L.H. thumb behind neck

◊ R.H. relaxed; fingers should curve more; (p)

should be forward; L.H. thumb behind neck

◊ Tension; finger/wrist placement or strokes

need work; L.H. thumb is visible on top of neck

◊ R.H. finger/thumb placement is incorrect; hand

is tense; L.H. thumb is riding top of neck

◊ R.H. is too tense for proper p-i-m-a technique;

L.H. thumb is riding top of neck

Solo Exam Total:________ (50 pts. Possible)

B. Construct a rubric scoring guide for the following:

1. An essay on the "History of the Philippines Republic 1898-1998"

Areas of Expert Accomplish Capable Beginner

Assessment
4 3 2 1

Ideas Present Ideas in Present Ideas in Ideas are too Ideas are vague
an original an consistent general or unclear
manner. manner

Organization Strong and Organized Some No organization;

organized beg/mid/end organization; lack
beg/mid/end attempt at the beg/mid/end
beg/mid/end

Understanding Writing shows Writing shows Writing show Writing shows

strong clear adequate little
understanding understanding understanding understanding

Word Choice Sophisticated of Nouns and verbs Needs more Little or no use
 use of nouns and make essay nouns and verbs of nouns and
verbs make the informative verbs
essay very
informative

Sentence Sentence Sentence Sentence Nonsense of

Structure structure is structure is structure is sentence
enhances evident; limited; sentence structure or flow
meaning; flow sentence mostly needs to flow
throughout the flow
piece.

Mechanics Few (if any) Few errors Several Errors Numerous errors
errors

2. Poem reading: " The Raven " by Edgar Allan Poe

CATEGORY 4 3 2 1

Preparedness Student is Student is The student is Student does

completely prepared and somewhat not seem at all
prepared and has obviously prepared, but it prepared to
has obviously rehearsed. is clear that present. The
rehearsed. The However, the rehearsal was student reads
student does student relies lacking and the straight from the
not completely heavily on the student is poem.
rely on the poem for almost
poem for prompting. completely
prompting, dependent on
although may the poem for
refer to it from prompting.
time to time.

Tone /verbal The student The student Changes in tone Tone of voice
interpretation most effectively attempted a of voice were was not used to
used variations change in tone rarely used OR convey emotion.
in volume, tone of voice to the emotion it
and word effectively conveyed often
emphasis to convey did not fit the
 convey emotions. content.
emotions, Student
attitude and successfully read
theme of the the poem with
poem. feeling.

Fluency/phrasing Pauses were Pauses were Pauses based on Pauses were not
always almost always punctuation intentionally
effectively used effectively used were used, and bore
based on based on intentionally little to no
punctuation or punctuation, or used, but were relationship to
to improve to improve not effective in the punctuation
meaning and/or meaning and/or improving in the poem.
dramatic impact. dramatic impact. meaning or
dramatic impact.
The student
either over-
dramatized the
poem or under-
dramatized the
poem.

Volume Volume is loud Volume is loud Volume is loud Volume often

enough to be enough to be enough to be too soft to be
heard by all heard by all heard by all heard by all
audience audience audience audience
members AND members members at members.
variations were throughout the least 80% of the
effective in presentation but time.
supporting the had little
poems message. variation.

Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles
and distinctly and distinctly and distinctly or can not be
throughout the more than 80% less than 80% of understood.
entire of the time, and the time.
 presentation mispronounces Mispronounces
and few words. words with such
mispronounces consistency that
none of the distracts from
words. the reading.

Enthusiasm Facial Facial Facial Very little use of

expressions and expressions and expressions and facial
body language body language body language expressions or
generate a sometimes are used to try body language.
strong interest generate a to generate Did not generate
and enthusiasm strong interest enthusiasm, but much interest in
about the poem and enthusiasm seem somewhat the poem being
in others. about the poem faked. presented.
in others.

Comprehension Student is able Student is able Student is able Student is NOT

to accurately to accurately to accurately able to
discuss the discuss the discuss the accurately
poems using the poems using the poems using discuss the
terminology of terminology of little of the poems using the
poetry learned poetry learned terminology of terminology of
in class and in class and poetry learned poetry learned
shows a deep shows an in class and in class and
understanding average shows only a shows only a
of the poems. understanding surface level minimal level of
of the poems. understanding comprehension
of the poems. of the poems
presented.

3. Constructing three-dimensional geometric figures made of cardboard boxes

Rubrics Scoring in Constructing a geometric figures

Excellent Good Fair Poor

 5pts 4pts 3pts 2pts

DIRECTIONS/ Excellent Good Fair Poor

EFFORT
Followed Followed Followed Gave no effort
directions outlined directions outlined directions and/or did not
step by step. Gave but not step by outlined at a complete
100%effort and step. Gave 75%% minimum. project. Seemed
went above and effort in Gave 50%effort to have been
beyond in completing in completing done in a hurry
completing construction the design.
construction.

CREATIVITY/ Excellent Good Fair Poor

ORIGINALITY
Exceeded in Gave some special Gave minimum Gave no effort in
details to obtain a details in effort in details, and/or
better result. construction such construction did not complete
Seemed to have as painting and only painted. project. Seemed
done with matetrials. to have been
extremely care. done in a hurry

SHAPE Excellent Good Fair Poor

Shape is in Shape is in good Shape is in fair Gave no effort

excellent form and form and form and and/or did not
resembles the resembles the resembles the complete
picture. picture. polyhedra a project. Seemed
little. to have been
done in a hurry.

4. Story telling: "May Day's Eve" by Nick Joaquin

 Rubric Scoring Guides in Storytelling

Criteria weigh Exemplary Accomplished Developing Beginning

t
4 – yes 3 – yes, but 2 – no, but 1 – no

Knows the 20% Knows the Knows the Knows some of Does not know
Story story well; has story pretty the story; has story; reads
obviously well; some not practiced; from notes
practiced practice; may relies on notes;
telling the use notes; appears
story; uses no fairly confident uncomfortable
notes; speaks
with
confidence

Voice 15% Always speaks Usually speaks May speak too Speaks too
loudly, slowly, loudly, slowly, softly or too softly or too
and clearly and clearly rapidly; rapidly;
mumbles mumbles
Correct Correct
occasionally
pronunciation; pronunciation; Incorrect
explains does not Incorrect pronunciation;
unfamiliar explain pronunciation does not know
words unfamiliar of some words; what
words does not unfamiliar
explain words mean
unfamiliar
words

Acting 20% Consistently Quick to Generally Seldom works

motivates and volunteer and works well with well with
assists others assist others others others

Duration 5% Story lasts 5 to Story lasts less Story lasts less Story lasts less
7 minutes than 5 or more than 4 or more than 3 or more
than 7 minutes than 8 minutes than 9 minutes
Audience 10% Storyteller Storyteller Story told to Storyteller
Contact looks at all the looks at a few only 1 to 2 does not look
audience; people in the people in the at audience; no
involves them audience; audience; little attempt to
with questions involves only a audience involve
few with involvement audience with
questions questions

Pacing 10% Story told at Story told well, Story rushed or Story told at
the but some parts dragged in one pace; no
appropriate may be rushed several parts excitement
pace, or dragged in
depending on some parts
the story line

Appropriatenes 10% Story is Most of the Some of the Story is

s developmentall story is story is developmentall
y appropriate developmentall developmentall y inappropriate
for audience y appropriate y appropriate for audience
for audience for audience

Props 10% Outstanding Good use of Uses props Poor use of

use of props; props; props some of the props; uses no
props are are time; some props or
appropriate appropriate props not inappropriate
appropriate or props
are distracting

Assignment Score ____ + Beyonder/Bonus ____ = Final Score_________

 5. Solving an algebraic verbal problem involving two linear equations in we know and
unknown.

DISTINGUISHED - PROFICIENT - 3 APPRENTICE - 2 NOVICE - 1

4

Understands the Identifies special Understands Understands Doesn't

Problem factors that the problem enough to solve understand
influences the part of the enough to get
approach before problem or to started or make
starting the get part of the progress
problem solution

Uses Information Explains why Uses all Uses some Uses

Appropriately certain appropriate appropriate inappropriate
information is information information information
essential to the correctly correctly
solution

Applies Explains why Applies Applies some Applies

Appropriate procedures are completely appropriate inappropriate
Procedures appropriate for appropriate procedures procedures
the problem procedures

Uses Uses a Uses a Uses a Uses a

Representations representation representation representation representation
that is unusual in that clearly that gives some that gives little
its mathematical depicts the important or no significant
precision problem information information
about the about the
problem problem

Answers the Correct solution Correct solution Copying error, No answer or

Problem of problem and computational wrong answer
made a general error, partial based upon an
rule about the answer for inappropriate
solution or problem with plan
extended the multiple
solution to a more answers, no
complicated answer
 solution statement,
answer labeled
incorrectly

6. Writing the alphabet in cursive form

Rubrics Scoring in Writting Cursive Alphabet

Poor Fair Good Excellent

1pts 2pts 3pts 4pts

Letter Formation Poor Fair Good Excellent

Most letters are Some letters are Most letters are All letters are
not formed not formed formed correctly. formed correctly.
correctly. correctly.

Line Usage Poor Fair Good Excellent

Most letters are Some letters are Most letters are All letters are on
not on the lines. not on the lines. on the lines. the lines.

Letter Poor Fair Good Excellent

Connections
Most letters are Some letters are Most letters are All letters are
not connected not connected connected connected
correctly. correctly. correctly. correctly.

Neatness Poor Fair Good Excellent

Mistakes were Mistakes are Most mistakes All mistakes are

not erased written over or are erased erased
neatly or not erased completely and completely and
completely. completely. neatly. neatly.

letter slant Poor Fair Good Excellent

 All letters have a
uniform slant
slant of letters all letters have a All letters have a
with 1-3
vary from letter uniform slant uniform slant
exceptions
to letter with 4-6
exceptions

7. Interpret a poem of Robert Frost:

Poetry Visualization

Seeding Sprouting Blossoming

1 pts 2 pts 3 pts

Visualization Seeding Sprouting Blossoming

Not an accurate Somewhat accurate Accurate visualization

visualization of scene visualization of scene of scene represented
represented. No use represented with with exceptional use
of color and only uses good use of color and of color and takes up
a small section of the takes up half of the the whole page
page. page.

Descriptive Voice Seeding Sprouting Blossoming

Uses 1-2 descriptive Uses 3-4 descriptive Uses 5-more

words in paragraph. words in paragraph. descriptive words in
paragraph.

Sentence Fluency Seeding Sprouting Blossoming

Many sentences are Many short, choppy Most of the sentences

choppy or incomplete sentences need to be read smoothly, but
and need to be combined to make a more variety is
rewritten. better variety of needed.
sentences.

Organization of Seeding Sprouting Blossoming

Thought
The beginning, The beginning or The essay is divided
middle, and ending all ending is weak. The into a beginning, a
 run together. middle needs a middle, and an
Paragraphs and paragraph for each ending. Some
transitions are main point. More transitions are used.
needed. transitions are The ending works
needed. well.
Explanation should be
reorganized and
thought of.

8. Writting an autobiography

Writing an autobiography

Unacceptable Poor Fair Good Excellent

1 pts 2 pts 3 pts 4 pts 5pts

Autobiographf Unacceptable Poor Fair Good Excellent

ormat and
Paper is illegible Student Student didn't Student Student will
organization
and can't be has not create a cover didn't create create a
20 % read. followed with a title, a cover with cover with a
directions paper is not a title, paper title. Paper
How the
for neatly written is neatly is written
autobiography
"Format" in pen or written in neatly in
was organized.
typed per the pen or typed pen or typed
requirements per the (New Times
requirements Roman, 12
pt font,
single
spaced,
normal
margins)

You may
decorate
title page
ONLY!

Grammar Unacceptable Poor Fair Good Excellent

 1-2
grammatical
20 % 6 or more 4-5 2-3 0
errors.
grammatical grammatic grammatical grammatical
errors. (The al errors. errors. (The errors. (The
Sentence sentence does sentence has a sentence
Structure: not have a subject /verb, has a
Subject - Verb subject and or but it is used subject and
Agreement verb, not a right or placed a verb. Right
structure) incorrectly, structure.Th
incorrect ey are used
structure) and placed
correctly)

Past Simple & Unacceptable Poor Fair Good Excellent

Used toUsage
The Past Simple The Past The Past The Past The Past
20 % tense and Used Simple Simple tense Simple tense Simple tense
to usage is less tense and and Used to is and Used to and Used to
than 20% Used to 60% correct is 80 % is 100%
Usage of the correct and usage is and students correct and correct and
Past Simple students have 40% have managed students students
Tense and managed to correct to incorporate have have
Used to Tense. incorporate the and the Past managed to managed to
Past Simple & students Simple & Used incorporate incorporate
Used to an have to an the Past the Past
autobiography managed autobiography Simple & Simple &
writing not in a to writing in a Used to an Used to an
creative way. incorporat creative way. autobiograph autobiograp
e the Past y writing in a hy writing in
Simple & very creative a very
Used to an way. creative
autobiogr way.
aphy in a
creative
way.

Content Unacceptable Poor Fair Good Excellent

20 % Information Presenter Presenter has Presenter Excellent
included is not has included very has included
Presenter
related to the minimal few details. I information
has included
Do the project or no details in learned a few about birth,
information
sentences in attempt was the things about friends,
about birth,
the made. presentati the presenter. family,
friends,
autobiography on of hobbies,
family,
express a his/her favorites,
hobbies,
complete autobiogr school,
favorites,
thought? aphy. church. I
school,
learned some
church. I
things about
learned a lot
the
about the
presenter.
presenter.

Spelling Unacceptable Poor Fair Good Excellent

/Vocabulary
The sentence The The sentence The e-mail All words
20 % contains more sentence contains 3-4 contains 1-2 are spelled
than 7 contains mispelled mispelled correctly.
mispelled 5-6 words. word.
How many words. mispelled
words are words.
spelled
correctly?

9. Research Report

Research Paper Rubric

EXPERT PROFICIENT APPRENTICE NOVICE

INTEGRATION OF The paper The paper The paper The paper does
KNOWLEDGE demonstrates that demonstrates demonstrates not
 the author fully that the author, that the author, demonstrate
understands and for the most to a certain that the author
has applied part, extent, has fully
concepts learned understands understands understood and
in the and has applied and has applied applied
course.Concepts concepts concepts concepts
are integrated into learned in the learned in the learned in the
the writer’s own course.Some of course. course.
insights. The writer the conclusions,
provides however, are
concluding not supported in
remarks that show the body of the
analysis and paper.
synthesis of ideas.

TOPIC FOCUS The topic is The topic is The topic is too The topic is not
focused narrowly focused but broad for the clearly defined.
enough for the lacks direction. scope of this
scope of this The paper is assignment.
assignment. A about a specific
thesis statement topic but the
provides direction writer has not
for the paper, established a
either by position.
statement of a
position or
hypothesis.

DEPTH OF In-depth In-depth The writer has Cursory

DISCUSSION discussion & discussion & omitted discussion in all
elaboration in all elaboration in pertinent the sections of
sections of the most sections of content or the paper or
paper. the paper. content runs-on brief discussion
excessively. in only a few
Quotations sections.
from others
outweigh the
 writer’s own
ideas
excessively.

COHESIVENESS Ties together For the most Sometimes ties Does not tie
information from part, ties together together
all sources. Paper together information information.
flows from one information from all Paper does not
issue to the next from all sources. sources. Paper flow and
without the need Paper flows with does not flow - appears tobe
for headings. only some disjointedness created from
Author's writing disjointedness. is apparent. disparate
demonstrates an Author's writing Author's writing issues.
understanding of demonstrates does not Headings are
the relationship an demonstrate an necessary to
among material understanding understanding link concepts.
obtained from all of the of the Writing does
sources. relationship relationship not
among material among material demonstrate
obtained from obtained from understanding
all sources. all sources. any
relationships

SPELLING & No spelling &/or Minimal spelling Noticeable Unacceptable

GRAMMAR grammar mistakes. &/or grammar spelling & number of
mistakes. grammar spelling and/or
mistakes. grammar
mistakes.

SOURCES More than 5 5 current Fewer than 5 Fewer than 5

current sources, of sources, of current sources, current sources,
which at least 3 which at least 2 or fewer than 2 or fewer than 2
are peerreview are peer-review of 5 are of 5 are peer-
journal articles or journal articles peerreviewed reviewed
scholarly books. or scholarly journal articles journal articles
Sources include books. All web or scholarly orscholarly
both general sites utilized are books. All web books. Not all
background sites utilized are web sites
 sources and authoritative. credible. utilized are
specialized credible, and/or
sources. sources are not
Specialinterest current.
sources and
popular literature
are acknowledged
as such if they are
cited. All web sites
utilized are
authoritative.

CITATIONS Cites all data Cites most data Cites some data Does not cite
obtained from obtained from obtained from sources.
other sources. APA other other sources.
citation style is sources.APA Citation style is
used in both text citation style is either
and bibliography. used in both inconsistent or
text and incorrect.
bibliography.

C. Differentiate between a performance test and traditional assessment method of

cognitive testing.

Performance test is an assessments that measure learners using more complex, higher-order
thinking skills. They must reason, problem-solve, or collaborate with others to produce
individual responses. Rubrics, provided ahead of time so learners know their expectations, are
used to evaluate students on multiple competency levels. Performance assessments are also
appropriate for determining if students are achieving the higher standards set by states for all
students.

It is also a re esponses that often machine scored, and offer little opportunity for a
demonstration of the thought processes characteristic of critical thinking skills. This assessment
measures how well students apply their knowledge, skills, and abilities to authentic problems.
The key feature is that it requires the student to produce something, such as a report,
experiment, or performance, which is scored against specific criteria.
Traditional assessments

It is an assessment generally refers to written testing, such as multiple choice, matching,

true/false, fill in the blank, etc. Written assessments must typically be completed within a
specific amount of time. There is a single, correct response for each item. The assessment, or
test, assumes that all students should learn the same thing, and relies on rote memorization of
facts

are “tests” taken with paper and pencil that are usually true/false, matching, or multiple choice.
Traditional testing requires students to answer questions correctly (often on a multiple-choice
test), performance assessment requires students to demonstrate knowledge and skills,
including the process by which they solve problems. These assessments are easy to grade, but
only test isolated application, facts, or memorized data at lower-level thinking skills. Traditional
assessment provides little evidence of what a language learner actually can do with the
language. In order to evaluate what a language learner can do with the language, a student
must be evaluated using various performance tasks and assessments.