Reviewer Performance Assessment • Real World Simulation: The task should replicate

Performance Assessment- also known as the challenging situations professionals face in their field.
alternative assessment. A form of testing that requires • Knowledge and Skill Integration: The task should
students to perform a task rather than select an answer assess the student's ability to utilize a range of
from a ready-made list. knowledge and skills.
Nature of Performance Assessment- acdg.to • Rehearsal and Feedback: Students should have
Linn(1995), performance assessments provided a basis opportunities for rehearsal, practice, and feedback.
of teachers to evaluate both the effectiveness of the GRASPS MODEL
process or procedure used and the product resulting Guide to developing authentic performance task
from performance of a task. GRASPS MODEL- It is a model advocated by Grant
Purpose of Performance Assessment- measures how Wiggins and Jay McTighe to guide teachers in designing
well students apply their knowledge, skills, and abilities authentic performance-based assessment.
to authentic problems. It requires the students to -Helps define the scope and cotext of the learning
produce something such as a report, experiment, or experience
performance which is scored in a specific criteria
(Leather et. Al, 2019) How do you come with a performance task guided
TYPES OF PERFORMANCE TEST by grasps?
1. Process-based- concerned with the actual task GOAL- Provide a statement of the task.
performance rather than the output or product of -establish the goal of the task; state the problem.
an activity. It evaluates the actual task ROLE- Define the role of the students in the task. Also,
performance. It does not emphasize on the state the job of the students for the task.
output or product of the activity. This AUDIENCE- Identify the target audience within the
assessment aims to know what processes a context of the scenario.
person undergoes when given a task (pesidas, SITUATION- Explain the situation. What's the context?
2014). What is the challenge?
2. Product-based- where in the assessor views and PRODUCT- Clarify what the students will create and
scores the final product made and not on the they will create it.
actual performance of making that product. STANDARDS- Identify specific standards for success.
Product assessment focuses on evaluating the Also, give rubrics to the students or develop them with
result or outcome of a process. (pesidas,2014). the students.
PRINCIPLES OF PERFORMANCE ASSESSMENT BENEFITS OF GRASPS MODEL
Acdg. To Haynes (2005), the following are the principles *Clearer presentation of the purpose and content of a
of performance assessment: project-based inquiry.
 Multiple assessments foreach power standard *Clarify the roles, perspectives, and responsibilities of
and relation indicators. students.
 Spectrum of tasks- basic to enrichment *Communicate the expectations of the inquiry
 Essential for differentiated instruction and
effective classroom management, Differentiating performance task for diverse learners
 Not all students may be working on the same Who are diverse learners?
task at the same time. -children and students of all abilities
 Students as collaborators, peer and self from racially, ethnically, culturally,
evaluators. and linguistically diverse
 Group process, individual accountability. backgrounds.
 Traditional tests used as concurrent validity
measure. Different types of learners
DEVELOPING PERFORMANCE TASKS • Auditory and Musical Learners
DESIGNING -like to hear solutions and examples explained to them.
PERFORMANCE TASKS • visual and spatial learners
*To create effective performance assessments that - prefer information presented visually rather than
reveal genuine learning, educators must adopt an spoken
assessment-focused approach from the outset. A • verbal learners
performance task is fundamentally a problem-solving -learns better from words
activity, unlike a simple exercise • logical and mathematical learners
*Wiggins & McTighe (2006): Define a performance task -looks for patterns and
as a problem, distinct from an exercise. Exercises trends in what they learn
involve isolated skill application, while problems require • physical and kinesthetic learners
integrating knowledge and skills within realistic, real- - commonly called “hands-on” learners that emphasizes
world scenarios. a type of “learning by doing”.
*Hansen (2011) Guidelines for Designing Performance • social interpersonal learners
Tasks: Hansen offers several guidelines for designing -show preference towards groups and collaboration
effective performance assessments: • solitary and intrapersonal learners
• Realistic Context: The task should be grounded in a - prefer to study independently
realistic context. • nature learners
• Judgement and innovations: The task should - learners who do best when interacting with nature.
demand judgment and innovative thinking. • diversity and inclusivity in a classroom
• Active Application: Students should actively apply - Get to know your student
their knowledge and skills ("do" the subject). -Re-evaluate your teaching materials
-Be willing to address to inequality
-Connect the families and community • Rate performance – Use a scoring scale to evaluate
-Meet diverse learning need work based on the criteria.
• Provide feedback – Give constructive comments to
what can teachers differentiate? help students improve.
• Content: knowledge, understanding, and • Use for self-assessment – Students can evaluate
skills (KUD) that students need to learn. their own work using the rubric.
- Tomlinson and Imbeau, 2010 • Use for peer assessment – Students can assess
• Process: how students come to understand each other's work based on the rubric.
and make sense of the content • Use for revision – Students can refine their work
- Tomlinson and Imbeau, 2010 based on rubric feedback.
• Product: ways for students to demonstrate
what they have come to know, understand, and be able
to do after an extended period of learning.

SCORING RUBRICS: TYPES, COMPONENTS,

DEVELOPMENT, AND INTERPRETATION &
UTILIZATION

Scoring rubric: are structured evaluation tools used to

assess students' work based on specific criteria and
performance levels.
They provide a standardized way of grading by outlining
clear expectations for each level of achievement.

TYPES OF SCORING RUBRICS

• Holistic rubric: is a rubric where all elements of a
student’s work are evaluated together using a single
scale. The rater assigns a single score to the student's
work based on their overall judgment.
• Analytic rubric: is a tool that breaks down an
assignment into its component skills and provides a way
to evaluate student performance. It provides students
with clear guidelines for what each performance level
looks like.
COMPONENTS
Holistic
1. Criteria – The main aspect being evaluated.
2. Performance Levels – The scale used for scoring
3. General Descriptions – A broad explanation of what
each performance level means
Analytic
1. Criteria – The specific aspects being evaluated.
2. Performance Levels – The scale used for scoring
3. Descriptors – Detailed explanations of what each
performance level means for each criterion.
4. Weighting (Optional) – Some rubrics assign different
percentages to each criterion.

DEVELOPMENT
STEPS FOR DEVELOPING A SCORING RUBRIC
• Identify the purpose
• Select the criteria
• Set performance levels
• Write Descriptors
• Test & Revise
INTERPRETATION & UTULIZATION
Interpretation
• Interpretation in rubrics refers to analyzing and
understanding the meaning of scores.
• Helps educators and students identify strengths and
areas for improvement based on criteria.
• Ensures that feedback is clear, meaningful, and guides
students toward better performance.

Utilization
• Understand the criteria – Clearly define what makes
performance acceptable or unacceptable.