Name: MARIA CHRISTEN R.

DE JESUS BSED 3-A

1. Differentiate process-oriented from product-oriented performance-based assessment

using the template provided.

Performance Based Assessment

Process oriented Product oriented

Student actions that may Performances by

be seen up close. students can be
Concentrate on actions Competencies characterized as focused
that demonstrate a “best assignments that result in
practice for the specific a final product or general
task. learning objectives.
The design of the task In Exercises for learning
product-oriented. must be completed
Depends on what the properly. Organized. It is
teacher desires to the responsibility of the
observe as outputs of the Task Designing instructor to ensure that
student. And it’s may be the learning process
associated with being monitored leads to
complexity, appeal, an understanding of the
creativity, and goal-based material or course.
project.
A rubric is a grading Teachers use descriptive
system that is used to scoring methods to help
evaluate student with the analysis of the
performance in relation to final products or
a set of task-specific Scoring Theme processes of their
criteria. It enables students’ work.
educators to evaluate a
student’s performance on
an assignment or level of
conceptual knowledge.
2. In your field of specialization, identify several learning outcomes which can be best
measured with performance-based assessment tasks. For each learning competence
formulate three tasks.

FIELD SPECIALIZATION

Learning Competencies Performance Task

Students ought to be able to distinguish •Research assignment: Distinguish between

between measurement, assessment, and each of the following pairs; you can provide
evaluation after finishing this chapter examples to help explain your reasoning.

1. Assessment and Evaluation

2. Formative Evaluation and Summative
Evaluation
3. Measurement and Evaluation

•Group presentation: Enumerate the steps

or procedures involved in measurement,
assessment, and evaluation.

Pupils ought to be able to distinguish •Infographic Chart: Differentiate between

between various exam formats and Assessment, Evaluation, and Test using a
determine how each type of assessment Venn Diagram.
should be used.
•Pros and Cons Grid (PMI): List the benefits
and drawbacks of employing several forms of
evaluation using Edward de Bono’s Plus-
Minus Interesting framework

•Write-it-out Essay: An Overview of the Cycle

of Assessment Implementation
Assess:

Name: MARIA CHRISTEN R. DE JESUS BSED 3-A

Crafting Meaningful Performance-Based Assessment

From the discussion of the steps in designing performance-based assessment, choose a

topic related to your field of specialization and create a performance-based assessment
following the guidelines and principles of crafting meaningful performance-based
assessment.

Field of Study: English

Grade/Year Level: 6

Topic: Writing and composition

STEP 1: Defining the Purpose of Assessment General Competency:

Efficiently communicates concepts in both formal and casual composing to achieve their
personal writing goals.

Specific Competencies:

Rewrites text using appropriate text for a variety of audiences and purposes. Share it to the
class.

STEP 2: Identifying the Performance Task

The pupils may be able to rewrite text using appropriate text for a variety of audiences and
purposes. Share it in front of the class.
STEP 3: Scoring Scheme

Create a scoring rubric from the task formulated. Show how each element of writing and
implementing scoring are presented. Follow strictly the steps presented in designing
rubric.

Title: Rewriting text using the appropriate text from the composition

Task Description: Choose the digit or letter that best represents the student’s performance.

Analytic rubric for process

Scale/Dimensions Exemplary (10) Superior (8) Satisfactory (6) Unsatisfactory

(4)
Idea Explanation The ideas are Ideas are Ideas somewhat Ideas are
explained in explained explained. explained
detail. insufficiently or
not at all
Coherency Quite adept at Coherent in Somewhat Coherence
rewriting an rewriting a text coherent in issues when
exam. rewriting a text altering a text.
Knowledgeability When rewriting The students The students The students
a book, write a text with struggle with it exhibit limited
students a great deal of and comprehension
demonstrate understanding demonstrate and are still
perfect and a mediocre some trying to figure
comprehension comprehension understanding. out how to
and find it level. accomplish it.
simple.
Apply

Name: Maria Christen R. De Jesus BSED 3-A

1. Apply the concepts discussed on affective learning targets. Using the levels of
learning targets of the affective domain, write at least two measurable affective
targets/objectives. Follow the format given below.

Levels Measurable affective objectives

Receiving (Attending) 1. Participate in daily conversations.

2. Grow interested in the subjects

Responding (Interest) 1. Participate in group activities with
cooperation.

2. Answer any queries that have come up

during the conversation.
Valuing (Preference/Appreciation) 1. Justify his own interpretations.

2. Show a strong sense of accountability

for his actions.
Organization (Philosophy of Life) 1.Show a strong sense of accountability
for his actions

2. Display strong responsibility for his

behaviors.
Characterization by Value (Lifestyle) 1.Internalize his every day actions.

2. Check the behavior, self-control, and

consistency of the kids’ everyday activities.
Assess:

Write your own ideas about the importance of affective targets. Below are your guide
questions. Follow the same manner of submission.

Why is affective target important?

Answer:

To effectively inspire pupils to listen, engage, and interact with one another throughout the
session, it is crucial to have an affective aim. During the learning process, it is crucial to
take into account and keep an eye on the student’s sentiments and emotions. When a
teacher considers our emotional domain, we as students find learning enjoyable and
effortless.

What problems can I anticipate in setting affective targets?

Answer:

You have to assume that it won’t be simple to build up the affective targets. Since every
student in the class has a different set of skills, history, beliefs, and other factors, you may
predict that the emotional objectives you establish won’t work for every student. In order to
account for this possibility, you should consider a broad affective target. You must also
consider how your aims will be received by your pupils.

How will the students benefit from the affective targets?

Answer:

Targeting the emotive domain of students increases the likelihood that they will get deeply
engaged in the lesson and that it will impact their cognitive domain. Students will have the
opportunity to be affective to the teachings and enjoy learning since affective objectives
take into account the learners’ emotion, behavior, attitude, and motives to influence their
learning. Students gain from expressing their ideas, feelings, and emotions as well as their
interest in the subject since this helps the instructor meet their needs based on their
affective domains.