MODULE II

Intended Learning Outcomes:

Apply the principles in constructing and interpreting performance-based assessment.
Learning Outcomes
1. Analyze the nature and essential characteristics of performance-based assessment.
2. Develop a portfolio of performance-based assessment tools that measure learners’
competence of a given subject.
CHAPTER III: Nature of Performance-based Assessment
Introduction
Traditional testing cannot measure a member of skills directly. Skills requiring the
demonstration of students’ understanding by creating an answer, carrying out performances, or
producing a product which involves independent judgement, critical thinking and decision-
making are best assessed with performance test. This type of authentic assessment provides
evidence of what the students know and can do in the context of real life.
CONTENT:
1. Meaning and characteristics of performance-based assessment
1.1 It is one in which the teacher observes and make judgement about the students’
demonstration of a skill or competency in creating a product, constructing a
response or making presentation.
1.2 It is an alternative form of assessment that moves away from traditional paper and
pencil tests. It involves the students producing a project, whether it is an oral,
written or group performance.
1.3 Activities that best exemplifies performance-based assessment include uniting a
research report, solving and conducting experiments, demonstration, speech, skirt,
role playing, constructing and implementing seminar plan or creating video
presentation.
1.4 Performance products are outputs produced by students that provide concrete
examples of their knowledge and understanding of the subject matter.
2. Types of Performance Tasks
2.1 Solving a problem
Critical thinking and problem solving are important skills that need to be sharpened
and developed by the learners.
2.2 Completing an inquiry
An inquiry task is one in which the students are asked to collect data in order to
develop their understanding about a topic or issue. Examples include science
investigation, research based activities, survey and interview or independent
studies.
2.3 Determining a position
This task requires students to make decisions or clarify a position. This include case
analysis, issue related activities and debate.
2.4 Demonstration Task
This task shows how the students use knowledge and skills to complete well defined
complex tasks. Students explain or describe how something works or how to do
something when they perform these tasks. This include demonstrating steps or
procedures of cooking, explaining the earthquake safety procedures, how to act in
microscopes for viewing slides.
2.5 Developing Exhibits
Exhibits are visual presentation or display that need little or no explanation from
creators, classroom appreciation include exhibit of best works, pictures or painting,
projects or even portfolio.

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 2.6 Presentation Tasks
This is work on task performed before or audience. This include storytelling, singing
and dancing, musical play and theatrical acting.
2.7 Capstone Performances
These are tasks that occur at the end of a program of study and enable students to
show knowledge and skills in the context that matches the world of practicing
professionals. This include research paper, practice teaching internship, on-the-job
training.
3. Strength and limitations
3.1 Performance assessment clearly identifies learning targets authentic performance
tasks such as real world challenges and situation closely match with complex
learning targets. This is a direct way to assess what the students know and can do
within the varieties of realistic contexts.
3.2 Performance assessment allows students to exhibit their own skills, knowledge and
abilities.
3.3 Performance assessment advocates constructivist principle of learning. Students are
engaged in active learning and give more opportunities to demonstrate their
learnings in different way in doing complex tasks. Students use their previous
knowledge to build a new knowledge structure to be actively involved in exploration
and inquiry.
3.4 Performance assessment uses a variety of approaches to student evaluation.
Teachers may share criteria of assessment before the actual evaluation so that the
students can use this criteria as well.
3.5 Performance assessment allows the teachers to explore the main goal and processes
of teaching and learning process
Teachers may reflect and revisit learning targets, curriculum, instructional practices
and standards as they utilize performance-based assessments. They are encouraged
to use a variety of teaching strategies and explore how students will use the
instructional materials and resources given to them.

Some distinct limitations of performance-based assessment

1. Development of high quality performance assessment is a tedious process.
Performance assessment needs careful planning and implementation, time
consuming to construct good tasks. Quality scoring rubrics are difficult to create
as well.
2. Performance assessment requires a considerable amount of time to administer
Paper and pencil takes 15 to 20 minutes per task to complete depending on the
number of items
Authentic tasks take a number of days to complete
Performance assessment is administered to a small group of students.
3. Performance assessment takes a great deal of time to score complex process and
performance takes more time to spend on scoring. To reduce the scoring time,
high quality rubric is recommended.
4. Performance task score may have lower reliability. This results to inconsistency
of scoring by teachers who interpret observation differently. With complex task
and multiple correct answers, and fast paced performances, scoring depends on
Teacher’s own scoring competence.
5. Performance task maybe discouraging to less able students
Some task that require students to sustain their interest for a longer time may
discourage disadvantaged students. They may have partial knowledge of the
learning target and may fail to complete the task because they cannot utilize the
partial effectively and efficiently.

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CHAPTER 4: Designing Meaningful Performance Based Assessment
Intended Learning Outcome
At the end of the chapter, students should be able to develop a portfolio of
performance-based assessment tools that measures learners’ competencies of a given subject.
Introduction:
Designing performance assessment entails critical processes which start from the tasks
the teacher wants to assess. A well designed performance assessment help the student to see
the connections between the knowledge, skills and abilities learned from the classroom,
including the experiences which help them to construct their our meaning of knowledge.
CONTENT:
The following steps will guide in the development of a meaningful performance
assessment. Both process and product that will match the desired learning outcomes.
1. Defining the purpose of assessment
Defining the purpose and target of assessment provides information on what students
need to perform in a given task by defining the purpose it is easy to identify the
strengths and weaknesses of students’ performance. Purpose must be specified at the
beginning of the process so that the proper performance criteria and scoring procedures
are established.

Five Questions to consider in determining learning competencies

What important cognitive skills or Communicate effectively in writing,
attributes do I want my students to employ algebra to solve real life
develop? problems?
What social and affective skills or Work independently, appreciate
attributes do I want my students to individual differences
develop?
What metacognitive skills do I want my Reflect on the writing process, self-
students to develop? monitor progress while working on an
independent project
What types of problems do I want my Perform research, product consequences
students to be able to solve?
What concepts and principles do I want Understand cause and effect
my students to be able to apply? relationships, use principles of ecology
and conservation

1.1 Four Types of Learning Targets used in Performance Assessment

a. Deep understanding
The essence of performance assessment includes the development of students’
deep understanding. The idea is to involve students meaningfully is hands-on
activities for extended period of time so their understanding is rich and extensive
than by mere conventional instruction and traditional paper and pencil
assessment. This focuses on knowledge and skills.
b. Reasoning
Reasoning is essential with performance assessment as the students
demonstrate skills and construct products. Typically students are given a
problem to solve or are asked to make a decision or other outcome.
c. Skills

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 In addition to logical and reasoning skills, students are required to demonstrate
communication, presentation and psychomotor skills
Psychomotor skills describe clearly the physical action required for a given task
d. Products
Are completed works such as term papers, projects and other assignments in
which students use their knowledge and skills.
1.2 Process and Product-Oriented Performance-Based Assessment
In defining the purpose of assessment, the teacher should identify whether the
students have to demonstrate a process or a product. If the learning outcomes deal
on the procedures which you could specify, then it focuses on process assessment.
In assessing the process, it is important that assessment be done while students are
doing the procedure or steps.
Learning targets that require students to demonstrate a process include:
procedures of proper handling/ manipulating of a microscope, or steps to be
followed in an earthquake drill. Other examples include: reciting a poem,
constructing a table of specification.

Example of process oriented performance-based assessment where the main

domain is oral language and fluency
Example I:
English Grade 1
Content Domain:
The students demonstrate oral language proficiency and fluency in
various social context
Performance Standard:
The learner proficiently readers rhetorical process
Task:
Oral- aural production (The Teacher may use dialogs or passages from other
written or similar texts)
Specific Competencies:
 Observe the right syllable stress patterns indifferent categories
 Observe the use of the rising and falling intonation
 Demonstrate how prosodic patterns affect understanding of the message

Learning Targets which require students to product produces include: building a garden,
conducting classroom-based researches, publishing newspaper, creating commercial power
point presentation
Example of product-oriented performance-based assessment task
Example 2: Creating a Book Cover Taken from a Digital Camera
Performance Task: Creating a Book
Competencies: The students showed be able to:
1. Generate appropriate shots for book cover using digital camera
2. Use a page layout software (MS Publish) or presentation software (MS Power point)
3. Create size estimation of images, shapes and text box in terms of importance,
emphasis and visual hierarchy
4. Demonstrate skills in information design principles such as clarity, balance,
relevance, contrast, alignment repetition and proximity

Product-oriented competencies require students to demonstrate multiple levels of

metacognitive skills which require complex procedure skills for creating authentic
product.

2. Identifying Performance Tasks

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Performance needs to be identified so students will know what tasks and criteria are to
be performed. A task description should include:
1. Content and skill targets to be assessed
2. Description of the student activities
3. Group or individual
4. Help allowed
5. Resource needed
6. Teacher roll
7. Administrative process
8. Slowing procedures
In creating performance: one should specify the learning target, criteria to evaluate
performance, instruction for completing the task, time needed to complete the task,
some targets ca be assessed in 20 to 30 minutes, some needs a larger time. Examples
include: conducting opinion surveys, gathering data for research

Participation of groups must be considered in crafting performance tasks. Some need

cooperative or collaborative learning.

2.1 Suggestions for constructing performance tasks

2.1.1 Focus on learning outcomes that require complex cognitive skills and student
performances
2.1.2 Select or develop tasks that represent both the content and skills needed to
attain learning outcomes
2.1.3 Minimize the difference of task performance that are irrelevant to the
intended purpose of the assessment task.
Example is the ability to read complicated text and the ability to
communicate clearly. Both are important learning outcomes but are not
necessarily the intent of a particular assessment.
2.1.4 Provide the necessary scaffolding for students to be able to understand the
task and what is expected
2.1.5 Construct tasks direction so students’ tasks is clearly indicated. Vague
directions can lead to a diverse array of performances that it is improved to
rate then in a fair or reliable fashion
2.1.6 Communicate criteria by which the performance will be judged.

Example of performance task for product-oriented performance based assessment

Example 3: Competency: Prepare Useful Solution Performance Task

Barangay Luntian is celebrating its 50 th anniversary with the theme “Kalikasan ko,
mahal ko.” The barangay captain called for a council meeting to discuss preparation for
the program. As a councilor you are asked to take charge of the preparation of “Natural
Beverage” for the guests. The healthful drink should promote locally produced fruits or
vegetables. For next council meeting you have to present the plan for the preparation of
the drink with the council members to do the taste testing. The drink will be rated based
on the following criteria: Practicality, Preparation, Availability of materials, Composition
of Solution (Drink)

CHECKLIST FOR WRITING PERFORMANCE TASKS

 Are essential content and skills targets integrated?
 Are multiple targets included?
 Is the task authentic?
 Is the task feasible?
 Are multiple solutions possible?
 Is the motive of the task clear?
 Is the task challenging and stimulating?
 Are criteria for scoring included?
 Are constraints for completing the task included?

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3. Developing scoring schemes
Some ways of assessing students’ performance could be the utilization of anecdotal
records, interviews, direct observation using checklist or likert scale and the use of
rubrics for the performance- based assessment.
3.1 Rubric as an assessment tool
Rubric is defined as”
 Set of rules specifying the criteria used t find out what the students know
and are able to do so.
 Scoring tool on specific expectation for assignment
 Scoring guide that uses criteria to differential levels of student proficiency
 Descriptive scoring schemes developed by teachers or evaluators for the
analysis of products or processes of students’ effort
 Scoring procedures for judging students’ responses to performance test
3.2 Types of Rubrics
 Analytic Rubric
Identifies the major knowledge and skills in the development of process
or product tasks. It identifies specific and detailed criteria prior to
assessment. It can assess easily the specific concept, understanding skills or
product with a separate component. Each criterion for this kind of rubric
receives a separate score. It then provides a better diagnostics in formation
and feedback for the students as a form of formative assessment.
 Holistic Rubric
It requires a judgement about the overall quality of each student
response. Each category of the scale contains several criteria which shall be
given a single score that gives an overall rating. It provides a summary of
rating in which traits are efficiently combined, scored quickly and with only
one score.

SAMPLE
ANALYTIC RUBRIC FOR ORAL PRESENTATION:
AN INTERPRETATIVE READING

Category 4 3 2 1
Characterization Voice, facial Voice, facial Voice, facial Voice, facial
expressions expressions and expressions expressions
and body body language and body and body
language often language language rarely
clearly contribute to sometimes contribute to
contribute to the selected contribute to the select
the selected character the select character
character character
Preparedness Student is Student seems The student is Student does
completely pretty prepared somewhat not seem at all
prepared and but might have prepared, but prepared to
has obviously needed a it is clear that present
rehearsed couple more rehearsal is
rehearsals lacking
Speaks clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles
and distinctly and distinctly and distinctly or cannot be
all (100-95%) all (100-95%) most (100- understood or
the time, the time but 95%) of the mispronounces
mispronounces mispronounces time and more than one
no words one word mispronounces word
no more than
one word
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

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 audience audience audience audience
members at members at members at members
least 95% of least 90% of the least 80% of
the time time the time

SAMPLE
HOLISTIC RUBRIC FOR ORAL REPORT
5 Excellent: The students clearly describes the question studied and
provides strong reasons for its importance. Specific information is
given to support the conclusions that re drawn and described. The
delivery is engaging and sentence structure is consistently correct. Eye
contact is made and sustained throughout the presentation. There is
strong evidence of preparation, organization and enthusiasm for the
topic. The visual aid is used to make the presentation more effective.
Questions from the audience are clearly answered.
4 Very good: The student described the question studied and provides
reasons for its importance. An adequate amount of information is
given to support the conclusions that are drawn and described. The
delivery and sentence structure are generally correct. There is
evidence of preparation, organization and enthusiasm for the topic.
The visual aid is mentioned and used questions from the audience are
answered.
3 Good: The student describes the question studied and conclusions are
stated but supporting information is not as a 4 or 5. The delivery and
sentence structure are generally correct. There is some indication of
preparation and organization. The visual and is mentioned. Question
from the audience are considered.
2 Limited: The student states the question studied but fails to fully
describe it. No conclusions are given to answer the questions. The
delivery and sentence structure is understandable, but with some
errors. Evidence of preparation and organization is lacking. The visual
aid may or may not be mentioned. Questions from the audience are
answered with only the most basic response.
1 Poor: The student make a presentation without stating the question
or its importance. The topic is unclear and no adequate conclusions
are stated. The delivery is difficult to follow. There is no indication of
preparation or organization. Questions from the audience receive only
the most basic or no response.
0 NO ORAL PRESENTATION IS ATTEMPTED
3.3 Rubric Development
Basically rubrics are composed of:
 Task description: It includes assignment, presentation and other classroom
activities
 Scale: Describes how well or poorly any given task has been
performed. Describes the level of performance
Commonly used labels:
Sophisticated, competent, partly competent, not yet
competent; exemplary, proficient, marginal, unacceptable;
distinguished, proficient, intermediate, novice;
accomplished, average, developing, beginning
 Dimension: Serve as basis for evaluating student output or
performance. It include: knowledge/ understanding 20%/30 points, thinking/
inquiry 30%/ 30 points, communication 20%/20 points
Use of visual aids 20%, presentation skills 10%

DIMENSION SCALE (Description of level of Performance)

Criteria Excellent Competent Need Work
Knowledge/

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understanding 20%
Thinking inquiry 30%
Communication 20%
Use of Visual Aid 20%
Presentation skills
10%

4. RATING THE PERFORMANCE

It is the final step in performance-based assessment in determining the learning
outcomes of students.
Rating the performance should be objective and consistent.
The teacher is both the observer and the rater.
Additional rater maybe considered to make scoring more fair.

Common ERRORs in Rating should be avoided

Personal bias results to:
 Generosity error: Teacher tends to give higher grades
 Severity error: Teacher give low scores, underrate student performance
 Central trending error: Students are rated in the middle