PED07

Assessment in
Learning 2
Lesson 4

Performance
Assessment
Objectives
1. Design appropriate performance
assessment tools for intended
student learning outcomes.
2. Distinguish between traditional and
performance assessments.
 What is
performance
assessment?
 Review:

Traditional vs.
Performance Assessment
 Performance Assessment

 an assessment activity or set of

activities that require student to
generate products or performances
that provide direct or indirect evidence
of their knowledge, skills, and abilities
in an academic content domain.
 Performance Assessment

 it provides teachers with

information about how well a
student understands and applies
knowledge and goes beyond the
ability to recall information.
 Performance Assessment

 it is used for assessing learning

outcomes that involve designing or
creating projects such as research
papers, art exhibits, reflective
essays, and portfolios.
Performance Assessment
performance-based tasks include
actual performance of making those
products, such as carrying out laboratory
experiment, creative and artistic talent, such
a dancing ,painting ,and playing a musical
instrument ,and demonstrating writing skills
through extemporaneous essay writing,
article review, and reflective papers.
A. Product-Based Assessment
Types Example
Charts ,illustrations, graphs ,collages, murals ,
Visual Products timeline flows , diagrams ,posters,
advertisement, video presentations , art exhibit
Kinesthetic Diorama , puzzles , games , sculpture , exhibit ,
Products dance recital
Journals , diaries , logs , reports , abstracts ,
Written letters, thought or position papers, poems,
Products story, movie/ TV scripts, portfolio, essay, article
report ,research paper ,thesis
Audiotapes ,debates ,lectures ,voice
Verbal Products
recording , scripts
B. Performance-Based Assessment
Types Example
Paper presentation ,poster
presentation ,individual or group report
Oral Presentations/
on assigned topic ,skills
Demonstration
demonstration such as baking,
teaching ,problem solving
Dance recital ,dramatic enactment,
Dramatic/Creative
prose or poetry interpretation , role
Performances
playing, playing musical instruments
Debates ,mock trial ,simulations ,
Public Speaking interviews , panel discussion ,story-
telling ,poem reading
Athletic Skills Playing basketball , baseball ,soccer,
Demonstration/competition volleyball ,and other sports
 What are the
characteristics
of a

good performance
assessment?
Characteristic of a good assessment

1. It is authentic, that is, it

includes performance
tasks that are meaningful
and realistic.
Characteristic of a good assessment

Performance assessments
should present or require tasks
that are realistic and related
to everyday life.
Characteristic of a good assessment

2. It provides opportunities for

students to show both what
they know and how well they
can do what they know.
Characteristic of a good assessment

“Do the students know it?”

“How well can they use what
they know”
Characteristic of a good assessment

The main challenge is for the

teachers to choose performance
tasks that can measure both the
competencies of “knowing” and
“applying” and at most “creating”.
Characteristic of a good assessment

3. It allows students to be
involved in the process of
evaluating their peers’
performance and output
Chracteristic of a good assessment

4. It assesses more
complex skill.
Chracteristic of a good assessment

5. It explains the task, required

elements, and scoring criteria to
the students before the start of
the activity and the assessment.
Chracteristic of a good assessment

Students should be involved in

the whole assessment process
from the very onset.
 What are the
general guidelines
in designing
performance assessment?
General Guidelines in Designing Performance Assessment

1. What are the outcomes

to be assessed?
General Guidelines in Designing Performance Assessment

2. What are the capabilities/skills

implicit or explicit in the
expected outcomes (e.g. problem-
solving, decision-making, critical
thinking, communication skills)?
General Guidelines in Designing Performance Assessment

3. What are the appropriate

performance assessment
tasks or tools to measure
the outcomes and skills?
General Guidelines in Designing Performance Assessment

4. Are the specific performance

tasks aligned with the outcomes
and skills interesting, engaging,
challenging, and measurable?
General Guidelines in Designing Performance Assessment

5. Are the performance tasks

authentic and representative
of real-world scenario?
General Guidelines in Designing Performance Assessment

6. What criteria should be

included to rate students’
performance level?
General Guidelines in Designing Performance Assessment

7. What are specific performance

indicators for each criterion?
 The choice of teaching and
learning activities is also of
utmost importance in
choosing the performance
assessments to use.
There should also be an
alignment among the
learning outcomes, the
teaching learning
activities, and
assessment tasks.
 Intended Learning Teaching-Learning Performance Assessment
Outcomes (ILO) Activities Tasks
At the end of the course,
the students should be
able to:
 Perform dance Lecture, class discussion, Culminating dance class
routines and movement exercises, recitals, practical test for
creatively combine dance demonstration, each type of dance,
variations with actual dancing with teacher reflection papers, peer
rhythm, coordination, and partners, collaborative evaluation rating
correct footwork learning
technique, frame,
facial and body
expression.

 Participate in dance Required attendance and Actual dance performance

socials and other participation in school and in school or community
community fitness community dance programs, reaction/
advocacy projects. performances. reflection papers.
How do you
conduct
performance
assessment?
Unlike in most traditional tests wherein
student responses can be scored using
an answer key, performance require the
teacher’s & peer’s judgement when
evaluating the resulting products and
performances.
Steps in Planning and Implementing Performance –Based
or Product-Based Assessments:
1. Define the purpose of performance or product-based
assessment.

The teacher may ask the following questions?

 What concept, skill, or knowledge of the students
should be assessed?

 At what level should the students be performing?

 What type of knowledge is being assessed (e.g.

remembering to create)?
2. Choose the activity/output that you will assess.

 The required performance or output

should be feasible given the time
constraints, availability of resources,
and amount of data/materials needed
to make an informed decision about
the quality of a student’s performance
or product.
3. Define the criteria
 Criteria are guidelines or rules for judging
student responses, products, or
performances.
 Before conducting the assessment, the
performance criteria should be
predetermined.
 The set of criteria should be discussed and
agreed upon by the teacher and the
students.
3. Define the criteria
a. content criteria - to evaluate the degree of a
student's knowledge and understanding facts,
concepts, and principles related to the topic/
subject;
b. process criteria - to evaluate the proficiency
level of performance of a skill or process;
c. quality criteria - to evaluate the quality of a
product or performance
d. impact criteria - to evaluate the overall results
or effects of a product or performance.
4. Create the performance rubric.

A rubric is an assessment tool

that indicates the performance
expectations for any kind of
student work.
4. Create the performance rubric.
 three essential features:
1. criteria or the aspects of performance that
will be assessed,
2. performance descriptors or the
characteristics associated with each
dimension or criterion
3. performance levels that identifies students'
level of mastery within each criterion.
4. Create the performance rubric.
 three essential features:
1. criteria or the aspects of performance that
will be assessed,
2. performance descriptors or the
characteristics associated with each
dimension or criterion
3. performance levels that identifies students'
level of mastery within each criterion.
4. Create the performance rubric.
• Types of Rubric
A. holistic rubric - in holistic rubric,
student performance or output is
evaluated by applying all criteria
simultaneously, thus providing a
single score based on overall
judgment about the quality of
student's work
 4. Create the performance rubric.
Types of Rubric
A. holistic rubric - in holistic rubric,
student performance or output is
evaluated by applying all criteria
simultaneously, thus providing a
single score based on overall
udgment about the quality of
student's work
4. Create the performance rubric.
B. analytic rubric - in analytic rubric,
student's work is evaluated by using each
criterion separately, thus providing
specific feedback about the student's
performance or product along several
dimensions
4. Create the performance rubric.
4. Create the performance rubric.

C. task-specific rubric - contains

criteria that are unique to a specific
task (i.e., a rubric that can only be
used for oral presentation and another
rubric applicable only for research
output)
 4. Create the performance rubric.

task-specific rubric - contains

iteria that are unique to a specific
sk (i.e., a rubric that can only be
sed for oral presentation and another
ubric applicable only for research
utput)
 4. Create the performance rubric.

task-specific rubric - contains

iteria that are unique to a specific
sk (i.e., a rubric that can only be
sed for oral presentation and another
ubric applicable only for research
utput)
Task 3
Use the given template to come up with your performance
assessment plan. In doing this, you need the following
information:
1. Desired learning outcomes for subject area
2. Level of cognitive /thinking skills appropriate to assess the
desired learning outcomes
3. Specific activity or output to assess (i.e., performance task)
4. Appropriate types of performance assessment to use
5. Criteria for evaluating students’ performance
6. Type of rubric to use.
Reference:

Balagtas, M., et.al. (2020). Assessment in Learning 2.

REX Printing Company, Inc. Quezon City, Metro
Manila.
Thank
s!