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Lesson 3. Performance Assessment

This document discusses performance assessments. It defines types of performance assessments including visual, kinesthetic, written, verbal, and oral products. It outlines characteristics of good performance assessments such as being authentic and allowing student self-evaluation. The document provides guidelines for designing performance assessments including aligning tasks with outcomes and ensuring tasks are measurable. It also lists the basic steps to conduct performance assessments such as defining the purpose and criteria. Finally, it provides an example applying the concepts to a chemistry course and evaluating sample performance assessments.

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Mariel Suaiso Angeles
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3K views6 pages

Lesson 3. Performance Assessment

This document discusses performance assessments. It defines types of performance assessments including visual, kinesthetic, written, verbal, and oral products. It outlines characteristics of good performance assessments such as being authentic and allowing student self-evaluation. The document provides guidelines for designing performance assessments including aligning tasks with outcomes and ensuring tasks are measurable. It also lists the basic steps to conduct performance assessments such as defining the purpose and criteria. Finally, it provides an example applying the concepts to a chemistry course and evaluating sample performance assessments.

Uploaded by

Mariel Suaiso Angeles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON 3.

PERFORMANCE ASSESSMENT

DEVELOP.

1. What are the types of performance assessments?

 Visual products
 Kinesthetic products
 Written products
 Verbal products
 Oral presentations/Demonstration
 Public speaking
 Athletic Skills Demonstration/Competition
2. What are the characteristics of a good performance assessment?

 It is authentic, that is, it includes performance tasks that are meaningful and realistic.
 It provides opportunities for students to show both what they know and how well they
can do what they know.
 It allows students to be involved in the process of evaluating their own and their
peers’ performance and output.
 It assesses more complex skills.
 It explains the task, required elements, and scoring criteria to the students before the
start of the activity and the assessment.
3. What are the general guidelines in designing performance-based or product-based
assessments?

 What are the outcomes to be assessed?


 What are the capabilities/skills implicit or explicit in the expected outcomes (e.g.,
problem-solving, decision-making, critical thinking, communication skills)?
 What are the appropriate performance assessment tasks or tools to measure the
outcomes and skills?
 Are the specific performance tasks aligned with the outcomes and skills interesting,
engaging, challenging, and measurable?
 Are the performance tasks authentic and representative of real-world scenarios?
 What criteria should be included to rate students’ performance level?
 What are specific performance indicators for each criterion?
4. What are the basic steps in conducting performance-based or product-based assessments?

A. Define the purpose of performance or product-based assessment


B. Choose the activity/output that you will assess
C. Define the criteria
D. Create the performance rubric
E. Assess student’s performance/product
APPLY.

Subject: Chemistry Laboratory 5

Overall Desired Learning Outcomes: At the end of the course, the students are expected to execute
and understand the procedural tasks in laboratory experiments.

Desired Learning Course topic Types Of Performance Tasks


Outcomes

Making simple design All topics with Oral presentation of experiment results
experiments to test hypotheses experiments
Understand and properly use All topics with Actual laboratory performance
handling chemicals and experiments
equipment
Practice good laboratory All topics with Actual laboratory performance
techniques experiments
Collaborative skills All topics with Peer evaluation through rubric
experiments
Apply concepts, theories and End of the Projects, Products
ideas learned in a “real-world” course
setting.

TRANSFER.

By now, you are equipped to construct a sample performance assessment for the subject. In the
development of the performance assessment, you need the following information:

1. Desired learning outcomes for subject area


 At the end of the course, the students should be able to describe what noun is and
differentiate the kinds of noun.
2. Level of cognitive/thinking skills appropriate to assess the desired learning outcomes
 Logic and reasoning
 Visual processing
 Long-term memory
 Auditory processing
 Sustained attention

3. Specific activity or output to assess (i.e., performance task)


 Choose the correct form of the verb in these sentences.
1. A farmer work (work, works) with his carabao.
2. A fisherman (catch, catches) fishes.
3. Two ladies (go, goes) to a pet shop.
4. The story (tell, tells) about animals.
5. Three little pigs (cries, cry) ‘wee, wee, wee’.
4. Appropriate types of performance assessment to use
 Visual products (charts, illustrations, presentations)
 Oral presentations (individual or group report on assigned topic)
5. Criteria for evaluating student’s performance
 Did my lesson understands my students?
 Did they understand what noun is?
 Can they differentiate noun to others?
 Was my lesson persuasive?
6. Type of rubric to use
 General rubrics

EVALUATE.

Evaluate the performance assessments that you have developed by using the following
checklists.

Checklist For Designing Performance Assessments Yes No

1. Is the performance task authentic (i.e., it presents meaningful and 


realistic conditions)?
2. Is it aligned with desired learning outcomes? 
3. Does it provide opportunities for students to show both what they 
know and how well they can do what they know?
4. Does it tap higher-order cognitive skills and the ability to apply 
knowledge?
5. Does it allow students to engage in more challenging activities that 
demonstrate a broader array of skills?
6. Is it feasible to implement? 
7. Is it observable and measurable? 

REFLECT.

1. Examine the performance assessments tasks that you have chosen for your course. Are they the
most appropriate for the desired learning outcomes?
 I don’t think so, but I did my best to make it in a desired way of learning outcomes.
2. Do they need major revisions? If yes, in which aspect?
 Yes, they need major revisions because I’m not quite capable enough to teach students,
I mean not confident but still this makes me be a person to improve more.

Test your understanding about constructing performance assessment.

Performance assessment is about assessing students based on their active hands-on


demonstration of knowledge and skills. The approach is different from traditional
assessment where students talk or write about what they have learned. It is has been
described as a way to assess and foster more complex and higher-order learning.
Answer the following items:

1. Mr. Trinidad has been advocating the use of performance-based assessments in his science
class. What type of performance assessment is he most likely to use to grade his students on
their knowledge of the ecosystem?
A. Multiple choice on the different types of ecosystem
B. True or False on the roles of organisms in the ecosystem
C. Essay on the different types of ecosystem
D. Ecosystem Diorama with explanation
2. Which of the following requirements in a Chemistry laboratory subject is best assessed using
performance assessment?
A. Laboratory experiment report
B. Conduct of an experiment
C. Midterm exams
D. Peer or group mate evaluation
3. Which of the following is the best example of a performance assessment of a product or output
in an English class?
A. Debate
B. Extemporaneous speech
C. Oral presentation
D. Research paper
4. What type of performance task is best to demonstrate student’s problem-solving skill in a math
subject among primary school primary school students?
A. Multiple-choice test
B. Oral presentation
C. Quiz bee contest
D. Essay
5. Your teacher in Digital Literacy subject asks your class to help her revise and finalize the
proposed rubrics that she will use to assess the students’ competency in using computers.
5.1 What kinds of performance assessment are the most appropriate to use for this
class? What type of rubric to use?

Performance Assessment Rubric


Can Set up and use your computer Excellent
Get familiar with the desktop and computer Good
Can use the computer appropriately Satisfactory
More than errors in using computer Need improvement

5.2 What characteristics will you look for to say that the proposed rubric is a good and
effective performance assessment tool?
 Criteria are good
 It has gradiations
 Its descriptions are good
 It has validity

5.3 What criteria can be included for judging the students’ performances or outcomes?
Please give you reasons for you answers.
 Achievement
 Growth
 Habits

SUSTAIN.

Evaluate the level of your skills in identifying and designing performance assessments using the
following scale:

Level Performance Benchmark


Proficient (4) I know them well. I can help or mentor others who are having difficulty in
identifying and designing performance assessments.
Master (4) I can do it myself. However, I may need to consult my peers or experts if I have
some concerns or difficulties.
Developing (3) I am getting there. However, I still need help from peers or experts to improve my
skills.
Novice (1) I cannot do it myself. I need help to make an effective performance assessment
tool.
PORTFOLIO ASSESSMENT.

What output/s in this lesson


shows you are very good in Chosen Output Why?
the following:
Critical thinking(the output Core outcome Engage the imagination to
reflects ability to explore new possibilities.
critique/evaluation/solve Formulate and articulate
problems ) ideas.

Creative Thinking(the output Arts and Design Because it portray a


reflects ability to create new Dramatic/Creative
ideas) performances where it used
to dance, recital, dramatic
enactment, prose or poetry
etc.

Communication(the output Public speaking It used to debates, mock


reflects ability to express trial, simulations, interviews,
one’s ideas in words or panel discussion,
actions) storytelling, poem reading
that enables us to
communicate.

Collaboration (the output Sports Because those features that


reflects ability to work well facilitate open
with others) communication between
them and the others.
Athletic skills used by
playing basketball, baseball,
soccer, volleyball, and other
sports.

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