EDUC 6

Unit II
Performance
Assessment
Performance Assess
ment: What Is It and
Why Use It?
Meaning and
-Nature
Definition
- Importance
- Implementation
- Purpose
- Strengths and Weaknesses
- Types
• Process-based
• Products-based
 What is Performance
A
Assessment?
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.
 What is Performance
Assessment?
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).
 What is Performance
Assessment?
Performance-Based Assessment (PBA) is
an alternative form of assessment that
moves away from traditional paper-and-
pencil tests (Ferman, 2005).
 Why are performance assessments
important?
- 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
How are Performance Assessments
used?
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
 Meaning and
Nature
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.
 Purpose of Performance
Assessment
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
Strengths & Weaknesses of
P.A.
 1.Process-Oriented
Types of Performance-Based
Assessment
- is concerned with
Performance the actual task
performance rather
Assessment than the output or
product of the
activity
2.Product-Oriented
PROCESS VS. PRODUCT Performance-Based
ORIENTED PERFORMANCE Assessment
- is a kind of
BASED ASSESSMENT assessment where in
the assessor views
and scores the final
product made and
not on the actual
performance of
 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
“It is important to assess outcomes is important. To
students’ learning not only improve outcomes, we
through their outputs or need to know about
products but also the student experience along
processes which the the way.
students underwent in order
to arrive at these products • Assessment can help us
or outputs.” understand which students
learn best under what
conditions which such
knowledge comes the
capacity to improve the
Process-Oriented Performance-Based
Assessment

Learning • Information about

outcomes is important. To
• Competencies
Competencies are defined as improve outcomes, we
groups or clusters of skills need to know about
abilities needed for a particular student experience along
task. the way.

• The learning objectives in

process-oriented performance- • Assessment can help us
based assessment are stated in understand which students
directly observable behaviors of learn best under what
the students. conditions which such
knowledge comes the
capacity to improve the
 Learning Competencies
Task
Specifically:
• Recite a sonnet by
William Shakespeare, • Recite the sonnet from
“Shall I Compare Thee to memory without referring to
a Summer’s Day”
notes;
• Use appropriate hand and
Objectives body gestures in delivering
the piece;
• To enable the students to
• Maintain eye contact with
recite a sonnet entitled
Shall I Compare Thee to a the audience while reciting
Summer’s Day by William the sonnet;
Shakespeare. • Create ambiance of the
poem through appropriate
rising and falling intonation;
 Learning
Competencies
Simple Competencies Complex Competencies

• Speak with a well- • Recite a poem with

modulated voice feeling using appropriate
• Draw a straight line from voice quality, facial
one point to another expression and hand
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
Task highlight the competencies to be
evaluated.
e.g. reciting a poem, writing an essay,
manipulating the microscope
Designing
Some generally accepted
standards for designing a Identifying an activity that would
task include: entail 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.
Task Possible Task Design:
Designing
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,
Science laboratory classifying
classes the
are particularly suitable
for a organisms and concluding
process-oriented the
performance-based
assessmentdifferences
technique. in biological diversity of
the two sites.
 Scoring
Rubrics
Rubric is a scoring scale used to
student performance along a task-
assess

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
Levels of Performance
- help the teacher more precisely and consistently distinguish
-between
For eachstudent
criterion, the evaluator applying the rubric can determine
work
to what degree
the student has met the criterion
 Criteria 1 2 3
Recitation Rubric
Number of
Appropriate Hand x1 1-4 5-9 10-12
Criteria are listed in the left-hand Gestures
column in the illustrated rubric
(number of hand gestures,
appropriate facial features, voice Lots of Few
No
apparent
inflection and ambiance). Appropriate
x1
inappropriat inappropriat
inappripriat
Facial Expression e facial e facial
e facial
expression expression
expression
In this example, there are three levels
of performance for each criterion.
(e.g. lots of inappropriate; few Can vary
voice Can easily
inappropriate; or no inappropriate Voice Inflection x2
Monotone
inflection vary voice
hand gestures) voice used
with inflection
difficulty

In the second-to-left column, a weight

is assigned each criterion. Students Recitation
fully
can receive 1, 2 or 3 points for Incorporate Recitation
Recitation captures
proper ambiance contains
"number of sources." But through feelings
x3
very little
has some ambiance
"appropriate ambiance" is weighted in the voice feelings
feelings through
feelings in
three times (x3) as heavily. So, the voice
students can receive 3, 6, or 9 points.
 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
 The desired product is a representation of
Example prism made our of cardboard in an elementary a cubic

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
 Appeal
Task
The project or activity must be
TheDesigning
design of the task in appealing to the students. It
this context depends on should lead to self-discivery of
what the teacher desires information by the students.
to observe as outputs of Creativity
the students
The project needs to encourage
students to exercise creativity
and divergent thinking.
Complexity

The level of complexity of the Goal-based

project needs to be within the
Finally, the teacher must bear in
range of ability of the students.
mind that the project is produced
in order
to attain a learning objective.
 Scoring
Rubrics
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
Criteria Setting statements 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
major
criteria

substatements
Week 6
 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.
 Why use Analytic Example of Analytic Rubric
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
But, the disadvantage
combine the scores. 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
 Why use Holistic
Example of Holistic Rubric
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.
 How many levels of performance
should I include in my rubric?
• 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
 When are scoring rubrics an
appropriate evaluation
technique?
Group activities, extended
Writing samples projects, oral
presentations
(Moskal, 2000)
Pre-college and college
English,
instructors for classroom
mathematics and
evaluation purposes
science classrooms
(Moskal & Pavelich,
(Schrock, 2000)
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.
 Other
Methods
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
 Scoring
BENEFITS Rubrics
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)
 How do you conduct
performance assessment?
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
Lesson 3 - Tasks /
Outputs:
• 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
• 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
Lesson 3 - Tasks /
Outputs:
• Summative Quiz #2
• COVERAGE - Lesson 3 Performance Assessment
• 30 Items
• Multiple Choice
• Identification
• True or False
• Enumeration

DATE: February 24 (Monday)

 EDUC 9
Tasks / Activities
• 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
 SAMPLES FROM INTERNET
EDUC 9
Activity #1

• 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
 SAMPLES FROM INTERNET
EDUC 9
Activity #2

• Prepare an Activity Plan to

promote literacy skills to
young learners across the
curriculum.

SUBMISSION: On or before Tuesday, April

5
 Thank you!
Do you have any questions for me before we go?