EDUC 6
- Definition
- Importance
- Implementation
- Purpose
- Strengths and Weaknesses
- Types
• Process-based
• Products-based
A performance assessment involves applying and showing skills
and knowledge through various performance tasks. The purpose
of a performance assessment is to improve the student
learning experience and evaluate the effectiveness of lesson
plans.
Performance-Based Assessment is one in which the teacher
observes and makes a judgment about the student’s
demonstration of a skill or competency in creating a product,
constructing a response, or making a presentation (McMillan,
2007).
Performance-Based Assessment (PBA) is an
alternative form of assessment that moves
away from traditional paper-and-pencil tests
(Ferman, 2005).
- Improved Student Learning
- Authentic Evaluation
- Increased student engagement
- Better Preparation for Real-World Scenarios
- Enhanced Critical Thinking and Problem-
Solving Skills
- Better Alignment with the learning
objectives
A performance assessment often asks
students to use problem-solving skills or
critical thinking to produce a report,
experiment or give a performance that
displays their ability to apply what they
have learned.
Types of activities that best exemplified
performance-based assessments:
• writing a research report
• solving and conducting experiments and investigations
• return demonstration
• speech
• skit
• role playing
• constructing and implementing seminar plan or
• creating video presentation
DepEd Order No. 7, s 2012 stipulates that the
highest level of assessment focuses on the
performances (product) which the students
are expected to produce through authentic
performance tasks.
Here is a list of reasons an educator may decide to use a
performance assessment:
• Performance assessments can engage and pique the interest of
students.
• Performance assessments can be accurate indicators of what
students know and whether they can use their knowledge.
• Performance assessments can increase instructor confidence by
allowing them to evaluate lesson plan effectiveness.
• Performance assessment tasks can identify how well an
instructor is teaching and provide progress reports for
student learning.
[Link]-Oriented
Performance-Based Assessment
- is concerned with the
actual task performance
rather than the output or
product of the activity
[Link]-Oriented
PROCESS VS. PRODUCT Performance-Based Assessment
ORIENTED PERFORMANCE
- is a kind of assessment
BASED ASSESSMENT
where in the assessor
views and scores the final
product made and not on
the actual performance of
making that product.
Process Product-Oriented
Performance-Based Performance-Based
Assessment Assessment
Focus Learning process Final product
Emphasis Skills, strategies, Quality, accuracy,
techniques completeness
Advantage insight into thought Clear outcome, easier to
processes, encourages establish criteria, allows
reflection comparison
Disadvantage Time-consuming, requires May not provide process
specialized training, insight, influenced by
challenging criteria external factors, prioritizes
product over process
Process-Oriented Performance-Based Assessment
• Information about outcomes is
“It is important to assess important. To improve outcomes,
students’ learning not only we need to know about student
through their outputs or experience along the way.
products but also the processes
which the students underwent
in order to arrive at these • Assessment can help us
products or outputs.” understand which students learn
best under what conditions
which such knowledge comes the
capacity to improve the whole of
their learning.
Process-Oriented Performance-Based Assessment
Learning Competencies • Information about outcomes is
important. To improve outcomes,
• Competencies are defined as groups or we need to know about student
clusters of skills abilities needed for a experience along the way.
particular task.
• The learning objectives in process- • Assessment can help us
oriented performance-based assessment understand which students learn
are stated in directly observable best under what conditions
behaviors of the students. which such knowledge comes the
capacity to improve the whole of
their learning.
Task
Specifically:
• Recite a sonnet by William
Shakespeare, “Shall I Compare • Recite the sonnet from memory
Thee to a Summer’s Day” without referring to notes;
• Use appropriate hand and body
gestures in delivering the piece;
Objectives • Maintain eye contact with the
audience while reciting the sonnet;
• To enable the students to • Create ambiance of the poem
recite a sonnet entitled Shall I
through appropriate rising and
Compare Thee to a Summer’s
falling intonation;
Day by William Shakespeare.
• Pronounce the words clearly and
with proper diction.
Simple Competencies Complex Competencies
• Speak with a well-modulated • Recite a poem with feeling
voice using appropriate voice quality,
• Draw a straight line from one facial expression and hand
point to another point. gestures
• Color a leaf with a green • Construct an equilateral
crayon triangle given three non-
collinear points
• Draw and color a leaf with
green crayon
Identifying an activity that would highlight
the competencies to be evaluated.
e.g. reciting a poem, writing an essay,
manipulating the microscope
Some generally accepted
standards for designing a Identifying an activity that would entail
task include: more or less the same sets of
competencies.
Finding a task that would be interesting
and enjoyable for the students.
Topic
The topic is on understanding biological
diversity.
Possible Task Design:
Example • Bring the students to a pond or creek.
• Ask them to find all living organisms they
can find living near the pond or creek.
• Also, bring them to the school playground
to find as many living organisms they can.
• Observe how the students will develop a
system for finding such organisms,
classifying the organisms and concluding
the differences in biological diversity of the
two sites.
Science laboratory classes are particularly suitable for a
process-oriented performance-based assessment
technique.
Rubric is a scoring scale used to assess
student performance along a task-specific set
of criteria.
To measure student performance against a pre-determined set of criteria, a
rubric, or scoring scale, is typically created which contains the essential
criteria for the task and appropriate levels of performance for each criterion.
Components
• Criteria
• Descriptors
• Levels of Performance
Criteria
- characteristics of good performance on a task
Descriptors
- spell out what is expected of students at each level of performance for each
criterion
- tell students more precisely what performance looks like at each level and how
their work may be distinguished from the work of others for each criterion
- help the teacher more precisely and consistently distinguish between student work
Levels of Performance
- For each criterion, the evaluator applying the rubric can determine to what degree
the student has met the criterion
Recitation Rubric Criteria 1 2 3
Number of
Criteria are listed in the left-hand column in Appropriate Hand x1 1-4 5-9 10-12
Gestures
the illustrated rubric (number of hand
gestures, appropriate facial features, voice
inflection and ambiance). Lots of Few No apparent
Appropriate Facial inappropriat inappropriat inappripriate
x1
In this example, there are three levels of Expression e facial
expression
e facial
expression
facial
expression
performance for each criterion. (e.g. lots of
inappropriate; few inappropriate; or no
inappropriate hand gestures) Can vary
voice Can easily
Monotone
Voice Inflection x2 inflection vary voice
In the second-to-left column, a weight is voice used
with inflection
assigned each criterion. Students can receive difficulty
1, 2 or 3 points for "number of sources." But
"appropriate ambiance" is weighted three times Recitation
(x3) as heavily. So, students can receive 3, fully
Incorporate proper Recitation Recitation captures
6, or 9 points. ambiance through x3 contains very has some ambiance
feelings in the voice little feelings feelings through
feelings in
the voice
Why Include Levels of Performance?
Clearer Expectations
It is very useful for the students and the teacher if the criteria
are identified and communicated prior to completion of the task.
More consistent and objective assessment
In addition to better communicating teacher expectations, levels of
performance permit the teacher to more consistently and objectively
distinguish between good and bad performance when evaluating
student work.
Better Feedback
Furthermore, identifying specific levels of student performance allows
the teacher to provide more detailed feedback to students.
Product-Oriented Performance-Based Assessment
Product-Oriented assessment is a kind of assessment where in
the assessor views and scores the final product made and not on
the actual performance of making that product.
It is concern on the product alone and not on the process. It is
more concern to the outcome or the performance of the
learner. It also focuses on achievement of the learner.
Product-Oriented Performance-Based Assessment
Learning Competencies
• The learning competencies associated with products or outputs are
linked with an assessment of the level of "expertise" manifested by the
product, namely:
a) novice or beginner's level
b) skilled level
c) expert level
But, there are also ways to state product-oriented learning
competencies. For instance, we can define these learning
competencies for products or outputs in the following way:
• LEVEL 1: Does the finished product or project illustrates the minimum
expected parts or functions? (NOVICE)
• LEVEL 2: Does the finished product or project contains additional parts
and functions on top of the minimum requirements which
tend to enhance the final output? (SKILLED)
• LEVEL 3: Does the finished product contains the basic minimum parts
and functions, have the additional features on top of the
minimum, and is aesthetically pleasing? (EXPERT)
Example The desired product is a representation of a cubic prism made
our of cardboard in an elementary geometry class.
Learning Competencies
The final product submitted by the students must:
• Possess the correct dimensions (5″x5″x5″)
This is the basic requirement that a teacher wants from the students. This is
in the beginners level.
• Be sturdy, made or durable cardboard and properly fastened together
With basic requirement added by the the durability which enhances the final
product makes the output on the skilled level.
• Be pleasing to the observer, preferably properly colored for aesthetic
purposes.
The product was enhanced with durability and is added by designs that
makes it aesthetically pleasing.
Appeal
The project or activity must be appealing
The design of the task in to the students. It should lead to self-
this context depends on discivery of information by the students.
what the teacher desires to
observe as outputs of the Creativity
students
The project needs to encourage students
to exercise creativity and divergent
thinking.
Complexity
The level of complexity of the project Goal-based
needs to be within the range of ability
Finally, the teacher must bear in mind
of the students.
that the project is produced in order
to attain a learning objective.
Scoring Rubrics are descriptive scoring
schemes that are developed by teachers or
other evaluators to guide the analysis of the
products or processes of students' efforts
(Brookhart, 1999)
The criteria for scoring rubrics are statements
Criteria Setting which identify "what really counts" in the final
output.
• Quality
• Creativity
• Comprehensiveness
• Accuracy
• Aesthetics
From the major criteria, the next task is to identify
substatements that would make the major criteria more focused
and objective.
Example:
Essay on "Three Hundred Years of Spanish Rule in the
Philippines"
Major Criterion: Quality
Substatements:
• interrelates the chronological events in an interesting manner
• identifies the key players in each period of the Spanish rule and
the roles that they played
• succeeds in relating the histroy of Philippine Spanish rule
major
criteria
substatements
Two Types of Rubrics
Analytic Rubric Holistic Rubrics
Analytic Rubric
Breaks out criteria for distinguishing between
levels of performance on each criterion.
Useful for detailed assessment and feedback.
Descriptions are organized in a matrix.
Example of Analytic Rubric
• It gives diagnostic information to the
teacher
• Gives formative feedback to students
• easier to link to instruction than holistic
rubrics
• Good for formative assessment; adaptable
for summative assessment; if you need
an overall score for grading, you can
combine the scores.
But, the disadvantage of analytic rubric is
that it takes more time to make and score.
It requires time and effort in making the
breakdown criteria.
Holistic Rubrics
Provides comprehensive descriptions of each level
of performance.
Useful for quick and general assessment and
feedback
Descriptions may be organized in columns or rows
Example of Holistic Rubric
• Scoring is faster
• Requires less time
• Good for summative
assessment
The disadvantage of holistic rubric is that
having single score does not communicate
information about what areas to improve. This
rubric is not also good for formative
assessment.
• There is no specific number of levels a rubric should or should
not possess. it will vary on the task and your needs as long
as you decide that it is appropriate.
• Generally, it is better to start with a smaller number of levels
of performance for a criterion and then expand when
necessary.
• We also need to be aware of the essential parts of a rubric so
that when we make one, we know where to put its
corresponding parts.
When are scoring rubrics an
appropriate evaluation technique?
Group activities, extended
Writing samples projects, oral presentations
(Moskal, 2000)
Pre-college and college
English, mathematics and
instructors for classroom
science classrooms
evaluation purposes
(Schrock, 2000)
(Moskal & Pavelich, 2000)
Where and when a scoring rubric is used does not depend on the grade
level or subject, but rather on the purpose of the assessment.
Authentic Assessment schemes apart from scoring rubrics exist in
the arsenal of a teacher.
For example, checklists may be used rather than scoring rubrics in the
evaluation of essays.
Checklists
- enumerate a set of desirable characteristics for a certain product
and the teacher marks those characteristics which are actually
observed
- information is limited to the determination of whether or not
specific criteria have been met
BENEFITS
First, they support the examination of the extent to which the
specified criteria has been reached.
Second, they provide feedback to students concerning how to
improve their performances.
Process of Developing Scoring Rubrics
Identify the qualities and attributes that you wishes to observe in
the students' outputs that would demonstrate their level of
proficiency.
Decide whether a holistic or analytical rubric would be appropriate.
In analytical scoring rubric, each criterion is considered one by one and
the descriptions of the scoring levels are made separately.
For holistic scoring rubric, the collection of criteria is considered
throughout the construction of each level of the scoring rubric
and the result is a single descriptive scoring scheme.
Process of Developing Scoring Rubrics
Identify and define the criteria for the top level and lowest level of
performance.
Create additional categories such as "average."
Each category should be defined using descriptors of the work rather
than value (judgement about the work)
Example:
• "Students sentences contain no errors in subject-verb
agreements" is preferable than "Students sentences are
good."
Process of Developing Scoring Rubrics
Test whether scoring rubric is reliable. Ask two or more teachers to
score the same set of projects or outputs and correlate their
individual assessments
Designing performance tasks
When constructing a Performance Assessment
Task, it helps to use the acronym GRASPS.
- goal (provide a statement of the task)
- role (define the role of the student in the task)
- audience (identify the target audience within
the context of the scenario)
- situation (explain the situation)
- product / performance (clarify what the students
will create and why they will create it)
- standards (issue rubrics to the students)
a. Define the purpose of performance or product-
based assessment
b. Choose activity/output that you will assess
c. Define the criteria
d. Create the performance rubric
e. Assess student’s performance/product
EDUC 6
• Reflective Journal #1
a. Differentiate between a "process-oriented" and a "product-
oriented" performance-based assessment.
b. Differentiate between a "general/holistic" and
"specific/analytic" task oriented scoring rubrics.
c. Identify and describe the process of developing scoring
rubrics for product-oriented performance-based assessment.
• GRASPS (Scoring Rubrics) EDUC 6
a) You will only complete page 5 of the attached file, "TASK
SCENARIO BUILDER." It's important to note that you don't
have to fill in all of the blanks; instead, pick one or two.
b) For the last "S," you'll need to develop a rubric, which will
act as your rating instrument for evaluating the performance
task. Either create your own rubric or update one that
already exists. If you want to do the latter, be careful to
include the original rubric on which your amended rubric was
based.
• GRASPS (Scoring Rubrics) EDUC 6
c) This required output is to be accomplished by PAIR.
That is, you have the freedom to choose a partner.
d) *No "GRASPS" should be repeated. Hence,
communicate between yourselves such that each
pair's output is distinct.
SUBMISSION: On or before Monday, February 17
EDUC 6
• Summative Quiz #2
• COVERAGE - Lesson 3 Performance Assessment
• 30 Items
• Multiple Choice
• Identification
• True or False
• Enumeration
DATE: February 24 (Monday)
EDUC 9
• Summative Quiz #1
Coverage: Unit 1 - Introduction to Key Concepts
Unit II - Teaching Strategies for the Development of
Literacy Skills and Teaching Resources
ITEMS: 30
TYPES: Multiple Choice, Identification, True or False
DURATION: 60 mins.
PLATFORM: Canvas
DATE: April 8, 2022 (Friday) TIME: 1:00 - 4:00 PM
EDUC 9
SAMPLES FROM INTERNET
• Create/Design your own
infographic or poster of 12 21st
Century Skills.
• Output should consist of one (1)
page only.
• File Type: JPG/PNG/PDF
• Platform: Canvas
SUBMISSION: On or before Tuesday, April 5
EDUC 9
SAMPLES FROM INTERNET
• Prepare an Activity Plan to
promote literacy skills to young
learners across the curriculum.
SUBMISSION: On or before Tuesday, April 5
Do you have any questions for me before we go?
