II.

PERFORMANCE-BASED ASSESSMENT

ssessments are given to check learners' understanding of various concepts

learned during instruction. These assessments can be in multiple forms. Skills
and knowledge of learners can be assessed through the paper-pencil-test,
multiple choices, and other traditional assessment methods, as you have
learned from Assessment Learning 1. However, learning outcomes in which
traditional assessments are not entirely necessary, such as assessing students' emotional
confidence and other higher-order thinking skills, are evaluated through different
evaluation forms. Such abilities of students need performance-based activities as a way
of checking their understanding—performance-based assessment.
Hence, this module focuses on performance-based assessment, which serves as
authentic evidence of the skills developed by students.

Learning Outcomes

At the end of this module, you are expected to demonstrate understanding

performance-based assessment; hence, you will do the following:

• develop performance-based assessments using the GRASP model

• create appropriate performance assessment rubrics
• interpret performance-based assessments

Activity

Read the following article online.

Using the internet, I want you to search online the article entitled
" Performance-Based Assessment: Rubrics, Web 2.0 Tools and
Language Competencies" by Griffith, Wanda & Lim, H (2012)
http://mextesol.net/journal/public/files/d8c4014ae0359610b257d21
a46e2d642.pdf.
Find time to read the article and answer the guide questions in
the analysis part of this module.
 Analysis

Based on the reading activity, answer the following guide questions:

1. What is your understanding of Web 2? Tools and Assessment Strategies?
2. Identify the criteria for performance activities to be "authentic."
3. What are the benefits of performance-based assessments (PBAs)?

Performance-Based Assessment
s defined by many authors, performance-based or performance assessment is
a type of authentic assessment where students need to perform and or
manipulate things to assess learners' understanding of the concepts. The
constructivist approach to learning supports this kind of learning assessment.
Through performance-based assessment, learners developed self-construction
of their knowledge, expressing their analytical thinking skills. Hibbard (1996), as cited in
the book of Gabuyo and Dy (2013) chronicled that performance assessment is a form of
alternative learning assessment in which it assesses the performance of learners with
various strategies in the application of knowledge, skills and work habits that is meaningful
to them through performance. "Performance-based assessment allows flexibility in
meeting individual needs and provides information for teaching and learning that results
in improved student performance" (Pierce, 2002 cited in Kirmizi & Komec, 2016, p 55).
Traditional assessments ask, “Do students know it?” while alternative assessment
helps us learn, "How well can students use what they know?" (Kirmizi & Komec, 2016).
Here, students are required to perform activities rather than doing the traditional
way of learning assessment to prove their understanding and mastery of learning
competencies.
Kirmizi and Komec (2016) provided a variety of performance evaluation forms, split into
products and performance. Performance assessment includes poster presentations,
interviews and dramatic productions. On the other hand, speeches, debates, exhibits on
walls, board games and newspaper articles are product-based assessment.
Mostly, performance-based assessment varies; the majority of them share key features.
One or more specific course criteria are accurately measured by this assessment. It’s
complicated, genuine, processor product-oriented, open-ended and time-bound. (Hillard,
2015).
Purpose of Performance Assessment
erformance-based assessment provides learners the avenue to collaborate
with their understanding with other learners as they offer a deeper
understanding and provide a meaningful learning experience. With
performance-based assessment, students can apply twenty-first-century skills
in performing performance tasks to effectively evaluate students learning with
the use of process and product assessments to the tasks given.

“Performance assessment are typically designed to assess complex abilities that

cannot easily be defined in terms of a single trait, and typically present test takers with
tasks that are much more complex than traditionally constructed-response items”
(Bachman, 2002 cited in Kirmizi & Komec, 2016, p. 55).

Its primary goal is to help students improve rather than to provide feedback
(Performance Assessment Series, Middle School Edition, 2001). This learning is
accomplished when students demonstrate their understanding and communicate the
knowledge through written or oral presentations. Performance assessment can be used
as either a formative or summative tool.
(https://pdo.ascd.org/lmscourses/PD11OC108/media/Designing_Performance_Assessm
ent_M2_Reading_Assessment.pdf)

For example:

“A performance assessment built around a complex reasoning task,

such as problem-solving or decision making, requires the synthesis of
information from multiple sources. As students sort through the information
and draw conclusions, a teacher can observe students' reasoning skills in
action and, if necessary, provide support to those who are struggling. This
would be a type of formative assessment. The students' final presentations,
on the other hand, may be judged based on a rubric and given a score.
That would be an example of using a performance task as a summative
assessment”.

Adapted from
https://pdo.ascd.org/lmscourses/PD11OC108/media/Designing_Performance_As
sessment_M2_Reading_Assessment.pdf)

Types of Performance Assessment

Process-based assessment is categorized as the actual evaluation of the
performance task provided to the learner, not emphasizing the product output. Learning
competencies to the process-based evaluation are directly observable behaviors of the
students. Behaviors of students range from a “beginner” up to the expert level (Santos,
2007).
Product-based assessment is categorizing as an alternative learning
assessment that forms an actual evaluation of students learning through the practical
assessment of students' actual output of the task they provide. Learning competencies
associated with products or outputs are related to the students' level of expertise on a
particular product assessment. The level of learning competencies has three levels:
novice or beginner, skilled level, and expert level (Santos, 2007).

Steps in Developing Performance-based Assessment (Gabuyo & Dy,

2013)
1. Define the purpose of the assessment
2. Determine the skills, learning outcomes, and taxonomy level
3. Design and Develop a performance task
4. Define the Performance Criteria
5. Create the Scoring Rubrics
6. Assess the Performance
7. Specify the Constraints of Testing

Task 1. Internet Search.

For further information on Authentic Ways to Develop Performance-Based
Activities.
Visit the link provided to access the needed information
https://www.thoughtco.com/ideas-for-performance-based-activities-7686.

Seven General Characteristics of Performance Tasks adapted from Defined Learning

(2015)
1. Performance tasks call for the application of knowledge and skills, not just recall or
recognition.
2. Performance tasks are open-ended and typically do not yield a single, correct
answer.
3. Performance tasks establish novel and authentic context for performance.
4. Performance tasks provide evidence of understanding via transfer.
5. Performance tasks are multi-faceted.
6. Performance tasks can integrate two or more subjects as well as 21st-century skills.
7. Performances on open-ended tasks are evaluated with established criteria and
rubrics.
The use of GRASPs in developing authentic performance tasks
“Performance task – GRASPS is a design tool to develop a performance task with
an emphasis on context and role playing. The GRASPS frame includes real-world goals,
meaningful roles of students, authentic or simulated real-world audience, and a
contextualized situation that involves real-world applications” (Nuha Iter, 2017).
The G. R. A. S. P. S. model stands for G- goal, R – role, A- audience, S- situation,
P – product/ performance/ purpose, S- standards.

GRASPS: A Model for Meaningful Assessment

The GRASP model in details:

GOAL States the problem or challenge to be resolved.

ROLE Explains who students are in the scenario and what they
are being asked to do.

AUDIENCE Who the students are solving the problem for, who they
need to convince of the validity and success of their
solution for the problem. (Remember, the audience is not
limited to the instructor)

Situation Provides the context of the situation and any additional

factors that could impede the resolution of the problem.

Product, Performance, Explains the product or performance that needs to be

and Purpose created and its larger purpose.

Standards and Criteria Dictates the standards that must be met and how the
for Success work will be judged by the assumed audience.

Adapted from
https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-model-
meaningful-assessment
Exercise 1. The GRASP Scenario
As you design a performance scenario, consider the following collection of stem
statements. When assessing your performance task, refer to the idea starter.

Goal:

• Your task is _________________________________________________

• The goal is to ________________________________________________
• The problem/ challenge is ______________________________________
• The obstacle/s to overcome is /are ________________________________

Role:

• You are ____________________________________________________

• You have been asked to _______________________________________
• Your job is __________________________________________________

Audience:

• Your client is/are ____________________________________________

• The target audience is ________________________________________
• You need to convince __________________________________________

Situation

• The context you find in is _______________________________________

• The challenge involves dealing with _______________________________

Product /Performance and purpose

• You will create a _____________________________________________

In order to __________________________________________________

• You need to develop __________________________________________

So that _____________________________________________________

Standards and Criteria for success

• Your performance needs to_____________________________________

• Your work will be judged by ____________________________________
• Your product must meet the following standards _____________________
• A successful result will ________________________________________

Adapted from: https://jaymctighe.com/downloads/GRASPS-Design-sheets.pdf

 TASK 2.
For more information and examples of performance tasks, please log on to the
internet and open the link https://jaymctighe.com/downloads/GRASPS-Design-
sheets.pdf.
The link provides examples of a performance task in Mathematics and Social
Studies.
It also offers various students roles and audiences and the possible products
and performances that every learner will perform.

Scoring Rubrics
“Rubric is a multi-purpose scoring guide for assessing student products and
performance. This tool works in a number of different ways to advance student leaning,
and has great potential in particular for non-traditional, first generation, and minority
students” (Wolf & Stevens, 2007, p. 3).
“Scoring rubrics are used when judging the quality of the work of the learner’s
performance assessments." These are descriptive assessment schemes developed by
teachers or evaluators to help analyze products and processes of the efforts of students
(Moskal, 2000) cited in Gabuyo and Dy (2013).
Rubrics for grading complex tasks or assignments, such as written work,
presentations, group works, or other types of products or performances
(https://www.unl.edu/gtahandbook/scoring-rubrics).

Types of Rubrics
Holistic is a type of rubrics that measures the overall quality of the product without
getting into details. Holistic rubrics are advisable when a teacher wants a fast result of the
student's performance; however, it does not provide detailed feedback (Gabuyo & Dy,
2013).
It emphasizes the use of experts in the evaluation of performance. It entails a
thorough examination of the task's many facets based on the experts' overall impressions.
(Yune, Lee, Im, Kam, & Baek, 2018).
“An analytic rubric is a type of rubric that provides information regarding
performance in each part of a task, making it useful for diagnosing specific strengths and
weaknesses of the learners” (Gareis & Grant, 2008 cited in Gabuyo & Dy, 2013).
“Analytic scoring refers to a process of assigning points to individual traits present
in the performance and adding the points to derive single or multiple dimension scores.
For example, students with low scores in aseptic manipulation can be educated separately
and their progress can be monitored to confirm the degree of improvement in aseptic
manipulation ability in the next CPA” (Yune, Lee, Im, Kam, & Baek, 2018, p. 2).

Task 3. Online Treasure Hunt

This online treasure hunt provides various links regarding rubrics. Navigate the internet
and read all the articles and websites through the links provided and answer the guide
questions that follow.
1. Why use Rubrics?
https://www.cloud.edu/Assets/pdfs/assessment/rubrics%20_%20why%20use%20rubri
cs.pdf.

2. Know Your Terms: Holistic, Analytic, and Single-Point Rubrics

https://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/

3. Understanding Rubrics
https://www.saddleback.edu/uploads/goe/understanding_rubrics_by_heidi_goodrich_a
ndrade.pdf

4. Using Rubrics to Promote Thinking and Learning

http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-
Rubrics-to-Promote-Thinking-and-Learning.aspx

After reading all the articles in the link provided, I want you to create a synthesis
about rubrics using the guide questions provided:

1. What are Rubrics?

2. Why do teachers need to use rubrics in assessing performance-based learning?

3. Explain the difference between holistic, analytic, and single-point rubrics.

4. How do rubrics promote thinking and learning?

Submit your answers of the given guide questions through the following: for item
numbers 1, 2, and 4 present your answer through essay type. For item number 3, show
your answer through the use of a graphic organizer.
Exploring the Parts of a Rubrics
A rubric is composed mainly of three parts: criteria, performance levels or the rating
scale, and the indicators.

The performance levels describe the primary elements of learners work or product. Rating
scale identifies performance levels, and indicators provide concrete descriptors for each
level of performance.

Adapted from: https://facultyinnovate.utexas.edu/sites/default/files/build-rubric.pdf

On the left side is the criteria that describe the elements of a student's product or
performance. At the top is the rating scale of the performance level, and each rating scale
equivalent indicators or descriptors are provided for each level of performance.

Other examples of what does a rubric looks like.

Adapted from:
https://teaching.berkeley.edu/sites/default/files/styles/panopoly_image_original/public/ru
bricelements.png?itok=t8LXUclM&timestamp=1534891335
 Adapted from: https://champlain.instructure.com/courses/200147/pages/rubric-design

A rating scale which includes either numerical or descriptive labels. Present rating
scale starting from the left with the highest. Below is an example of a four-point scale:

Adapted from: https://facultyinnovate.utexas.edu/sites/default/files/build-rubric.pdf

SAMPLE OF HOLISTIC RUBRIC
Holistic Version of the Rubric for Scoring Student Oral Presentations

Score Description
4 Student is completely prepared and has obviously rehearsed. Shows a full
understanding of the topic. Facial expressions and body language generate a
strong interest and enthusiasm about the topic in others. Speaks clearly and
distinctly all (100-95%) the time, and mispronounces no words. Stands up
straight, looks relaxed and confident. Establishes eye contact with everyone in
the room during the presentation.
3 Student seems pretty prepared but might have needed a couple more
rehearsals. Shows a good understanding of the topic. Facial expressions and
body language sometimes generate a strong interest and enthusiasm about
the topic in others. Speaks clearly and distinctly all (100-95%) the time, but
mispronounces one word. Stands up straight and establishes eye contact with
everyone in the room during the presentation.
2 The student is somewhat prepared, but it is clear that rehearsal was lacking.
Shows a good understanding of parts of the topic. Facial expressions and body
language are used to try to generate enthusiasm, but seem somewhat faked.
Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no
more than one word. Sometimes stands up straight and establishes eye
contact
1 Student does not seem at all prepared to present. Does not seem to
understand the topic very well. Very little use of facial expressions or body
language. Did not generate much interest in topic being presented. Often
mumbles or cannot be understood OR mispronounces more than one word.
Slouches and/or does not look at people during the presentation.

Adapted from Brown, J. D. Developing and using rubrics: Analytic or holistic? Retrieved
from http://teval.jalt.org/sites/teval.jalt.org/files/21_02_20_Brown_Statistics_Corner.pdf

SAMPLE OF ANALYTIC RUBRIC

Analytic Rubric for Scoring Student Oral Presentations

Preparedness Content Enthusiasm Speaks Clearly Posture &

Eye Contact
4 Student is Shows a full Facial Speaks clearly Stands up
completely understanding expressions and distinctly all straight,
prepared and of the topic. and body (100- 95%) the looks
has obviously language time, and relaxed and
rehearsed. generate a mispronounces confident.
strong no words. Establishes
interest and eye contact
enthusiasm with
about the everyone in
 topic in the room
others during th

3 Student seems Shows a good Facial Speaks clearly Stands up

pretty prepared understanding expressions and distinctly all straight and
but might have of the topic. and body (100- 95%) the establishes
needed a language time, but eye contact
couple more sometimes mispronounces with
rehearsals. generate a one word. everyone in
strong the room
interest and during the
enthusiasm presentation.
about the
topic in
others.

2 The student is Shows a good Facial Speaks clearly Sometimes

somewhat understanding expressions and distinctly stands up
prepared, but it of parts of the and body most (94- 85%) straight and
is clear that topic. language are of the time. establishes
rehearsal was used to try to Mispronounces
lacking. generate no more than
enthusiasm, one word.
but seem
somewhat
faked.
1 Student Does not Very little Often mumbles Slouches
does not seem seem to use of facial or cannot be and does
at all prepared understand expressions understood OR not look at
to present. the topic very or body mispronounces people
well. language. more than one during the
Did not word. presentation.
generate
much
interest in
topic being
presented.

Adapted from Brown, J. D. Developing and using rubrics: Analytic or holistic? Retrieved
from http://teval.jalt.org/sites/teval.jalt.org/files/21_02_20_Brown_Statistics_Corner.pdf

Suggested Readings: Other Web Resources about Rubrics

1. Holistic Rubric
https://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-
development/Documents/Tutorials/Rubrics/documents/ex_holistic_oral_report.pdf
The links show an example of a Holistic Rubric for Oral Report.

2. 10 Uses of Rubrics
https://www.teach-nology.com/web_tools/rubrics/10rubricuses.html

3. Developing and using rubrics: Analytic or holistic?

http://teval.jalt.org/sites/teval.jalt.org/files/21_02_20_Brown_Statistics_Corner.pdf

The provides information on what is holistic and analytic rubrics.

4. Examples of Rubrics
https://examples.yourdictionary.com/simple-rubric-examples-for-teachers.html

5. Rubric Design
https://champlain.instructure.com/courses/200147/pages/rubric-design

The link will provide you understanding of rubrics. It includes scoring and development
rubrics, the steps in constructing a rubric, and some examples of rubrics that are essential
in the students' assessment of learning.

6. Designing scoring rubrics for your classroom.

https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1108&context=pare

Application

Look for an available curriculum guide of the Department of Education K-12

curriculum. With the available material, choose specific content or topics, and identify
the content standards and performance standards.
Develop a performance task and scoring rubric containing appropriate weighted
criteria aligned to the CG's performance standards.
The scoring rubric must be holistic and analytic rubric.
Your output will be a developed performance task using GRASPS model and a
corresponding rubric aligned to your task created.
 Assessment

1. Compare and contrast the difference between traditional assessment and

performance assessment. Present your answer using a Venn Diagram.
2. Identify the advantages and disadvantages of performance-based assessment.
3. What makes Performance Task an authentic assessment.

References

10 Uses of Rubrics. Retrieved July 21, 2020 from https://www.teach-

nology.com/web_tools/rubrics/10rubricuses.html

Authentic Ways to Develop Performance-Based Activities. Retrieved July 21, 2020 from
https://www.thoughtco.com/ideas-for-performance-based-activities-7686
Brown, J. D. Developing and using rubrics: Analytic or holistic?. Retrieved from
http://teval.jalt.org/sites/teval.jalt.org/files/21_02_20_Brown_Statistics_Corner.pdf
Constructing a Task Scenario. Retrieved July 21, 2020 from
https://jaymctighe.com/downloads/GRASPS-Design-sheets.pdf
Defined Learning (2015). What is Performance Task? (Part 1).
https://blog.performancetask.com/what-is-a-performance-task-part-1-
9fa0d99ead3b

Designing scoring rubrics for your classroom. Retrieved July 21, 2020 from
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1108&context=pare

Developing and using rubrics: Analytic or holistic? Retrieved July 21, 2020 from
http://teval.jalt.org/sites/teval.jalt.org/files/21_02_20_Brown_Statistics_Corner.pdf

Gabuyo, Y. A., & Dy, G. C. (2013). Assessment of Learning II. Rex Bookstore, Inc.
Manila.
GRASPS: A Model for Meaningful Assessment. Retrieved July 21, 2020 from
https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-
model-meaningful-assessment

Griffith, W., & Lim, H. (2012). Performance-based assessment: rubrics, web 2.0 tools,
and language competencies. Mextesol Journal, 36(1).
Hillard, P (2015). Performance-Based Assessment: Reviewing the Basics. Retrieved July
28, 2020 from https://www.edutopia.org/blog/performance-based-assessment-
reviewing-basics-patricia-hilliard
Holistic Rubric Example. Retrieved July 21, 2020 from
https://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-
development/Documents/Tutorials/Rubrics/documents/ex_holistic_oral_report.pd
f

http://mextesol.net/journal/public/files/d8c4014ae0359610b257d21a46e2d642.pdf
https://teaching.berkeley.edu/sites/default/files/styles/panopoly_image_original/public/ru
bricelements.png?itok=t8LXUclM&timestamp=1534891335
https://www.theclassroom.com/disadvantages-performancebased-assessment-
8413085.html

Kirmizi, O., & Komec, F. (2016). An Investigation of Performance-Based Assessment at

High Schools. Üniversitepark Bülten, 5(1-2), 53-65.
Know Your Terms: Holistic, Analytic, and Single-Point Rubrics. Retrieved July 21, 2020
from https://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/

Mertler, C. A. (2000). Designing scoring rubrics for your classroom. Practical

assessment, research, and evaluation, 7(1), 25.
Nuha Iter, “Using Performance Task-GRASPS to Assess Student Performance in Higher
Education Courses.” American Journal of Educational Research, vol. 5, no. 5
(2017): 552-558. doi: 10.12691/education-5-5-12.
Rubric Design. Retrieved July 21, 2020 from
https://champlain.instructure.com/courses/200147/pages/rubric-design

Scoring Rubrics. Retrieved July 21, 2020 from https://www.unl.edu/gtahandbook/scoring-

rubrics
Simple Rubric Examples for Teachers. Retrieved July 21, 2020 from
https://examples.yourdictionary.com/simple-rubric-examples-for-teachers.html

Understanding Rubrics. Retrieved July 21, 2020 from

https://www.saddleback.edu/uploads/goe/understanding_rubrics_by_heidi_goodri
ch_andrade.pdf

Using Rubrics to Promote Thinking and Learning. Retrieved July 21, 2020 from
http://www.ascd.org/publications/educational-
leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-
Learning.aspx

What is Rubric. Retrieved July 21, 2020 from

https://facultyinnovate.utexas.edu/sites/default/files/build-rubric.pdf
Why use Rubrics? Retrieved July 21, 2020 from
https://www.cloud.edu/Assets/pdfs/assessment/rubrics%20_%20why%20use%2
0rubrics.pdf

Wolf, K., & Stevens, E. (2007). The Role of Rubrics in Advancing and Assessing Student
Learning. Journal of Effective Teaching, 7(1), 3-14.

Yune, S. J., Lee, S. Y., Im, S. J., Kam, B. S., & Baek, S. Y. (2018). Holistic rubric vs.
analytic rubric for measuring clinical performance levels in medical students. BMC
medical education, 18(1), 124