1

“
Hello,
students!
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“
Let’s
review!
 Objective:
At the end of the lesson,
you are expected to:

- Know and design appropriate

performance assessment tools for
intended student learning
outcomes.
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_O__F_LI_
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P_ O
R_T_F
O_ L OI _
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_E__OR__N_E
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P _E
RF_ _ OM
R A_ _ N
C _E
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_L__N_N_
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P_ L
A _N_ NI _N
G_
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lesson 3

Performance
Assessment
 Performance Assessment

An assessment activity or set of

activities that require students to
generate products
product or
performances
performancethat provide
direct or indirect evidence of
knowledge, skills, and abilities in
an academic content domain.
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Types of performance assessment
performance
-based assessment
product
-based assessment
➜ Used for assessing
learning outcomes
➜ Used for assessing
that includes actual
learning outcomes
performances of
that involve designing
making those
or creating projects or
products.
products.
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product -based assessment

Example tasks:
➜ Visual products (charts, graphs, posters, maps, etc.)
➜ Kinesthetic products (diorama, puzzles, sculptures, games,
etc.)
➜ Written products (journals, diaries, reports, essay, research
papers, etc.)
➜ Verbal products (audiotapes, debates, lectures, voice
recordings, scripts, etc.)
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Performance -based assessment

Example tasks:
➜ Oral Presentations/Demonstrations (paper
presentation, individual/group report, skills demo, etc.)
➜ Dramatic/Creative Performances (dance, recital,
dramatic enactment, role playing, etc.)
➜ Public Speaking (debates, interviews, simulations, story-
telling, poem reading, etc.)
➜ Athletic Skills Demonstrations (playing basketball,
baseball, soccer, volleyball, etc.)
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“
What are the
characteristics of a good
performance assessment?
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What are the characteristics of a good performance assessment?

1. It is authentic, that is, it includes performance tasks that

are meaningful and realistic.
➜ It should convey its purpose and reflect its relevance to the
students, their discipline, and the outside world as a whole.

2. It provides opportunities for students to show both what

they know and how well they can do what they know.

➜ It should achieve a balance approach wherein it gives students the

opportunities to show their knowledge-and-skill competencies.
 17
What are the characteristics of a good performance assessment?

3. It allows students to be involved in the process of

evaluating their own and their peers’ performance and
output.
➜ Self-assessment allows them to make judgement about their
process and products of learning. Peer assessments allows them
to give constructive feedbacks that can be used for improvement
and revision of their work.
4. It assesses more complex skills.
➜ It allows students to engage in more challenging activities that
require various skills, such as planning and decision-making,
problem-solving, critical thinking, among others.
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What are the characteristics of a good performance assessment?

5. It explains the task, required elements, and scoring

criteria to the students before the start of the activity and
the assessment.
➜ At the start of the class, it is important that the requirements of the
subject are presented and explained to the students.
 GENERAL
GUIDELINES
IN DESIGNING

PERFORMANCE
ASSESSMENT
GENERAL GUIDELINES IN DESIGNING

PERFORMANCE ASSESSMENT
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected
outcomes (e.g., problem-solving, decision-making, critical thinking,
communication skills)?
3. What are the appropriate performance assessment tasks or tools to
measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and
skills interesting, engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of the real-
5. world scenarios?
6. What criteria should be included to rate student’ performance level?
7.
6. What are specific performance indicators for each criterion?

7.
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Three-course components to link:
Intended Learning Teaching-Learning Performance
Outcome Activities Assessment Tasks

At the end of the course,

the students should be able to:
- Perform dance routines Lecture, class discussion, Culminating dance class
and creatively combine movement exercises, dance recitals, practice test for
variations with rhythm, demonstration, actual each type of dance,
coordination correct dancing with the teacher reflection papers, peer
footwork technique, frame, and partners, collaborative evaluation rating
facial and body expression. learning
- Participate in dance Required attendance and Actual dance performance
socials and other participation in school and in school or community
community fitness community dance programs,
advocacy projects. performances reaction/reflection papers
 BASIC STEPS
IN PLANNING AND IMPLEMENTING
PERFORMANCE-BASED
or PRODUCT-BASED
ASSESSMENTS
BASIC STEPS IN PLANNING AND IMPLEMENTING 23
PERFORMANCE-BASED or PRODUCT-BASED ASSESSMENTS

1. Define the purpose of the performance or

product-based assessment
The teacher may ask the following questions:
- What concept, skill, or knowledge of the students should be assessed?
- At what level should the students be performing?
- What type of knowledge is being assessed (e.g., remembering to create)?
BASIC STEPS IN PLANNING AND IMPLEMENTING 24
PERFORMANCE-BASED or PRODUCT-BASED ASSESSMENTS

2. Choose the activity/output that you will assess.

The required performance or output should be feasible given the time

constraints, availability of resources, and amount of data/materials needed to
make an informed decision about the quality of a student’s performance or
product.
BASIC STEPS IN PLANNING AND IMPLEMENTING 25
PERFORMANCE-BASED or PRODUCT-BASED ASSESSMENTS

3. Define the criteria.

Four types of criteria:
a. Content criteria (to evaluate degree of a student’s knowledge and understanding of facts,
concepts, and principles related to the topic/subject)

b. Process criteria (to evaluate the proficiency level of performance of a skill or process)
c. Quality criteria (to evaluate the quality of a product or performance)
d. Impact criteria (to evaluate the overall results or effects of a product or performance)
BASIC STEPS IN PLANNING AND IMPLEMENTING 26
PERFORMANCE-BASED or PRODUCT-BASED ASSESSMENTS

4. Create the performance rubric.

Three essential features of a rubric:
a. Criteria or the aspects or performance that will be assessed.
b. Performance descriptors or the characteristics associated with each dimension or
criterion
c. Performance levels that identifies students’ level of mastery within each criterion
BASIC STEPS IN PLANNING AND IMPLEMENTING 27
PERFORMANCE-BASED or PRODUCT-BASED ASSESSMENTS

4. Create the performance rubric.

Example rubric:
BASIC STEPS IN PLANNING AND IMPLEMENTING 28
PERFORMANCE-BASED or PRODUCT-BASED ASSESSMENTS

4. Create the performance rubric.

Types of rubrics:
a. Holistic rubric (student performance or output is evaluated by applying all criteria
simultaneously, thus providing a single score based on overall judgment about the quality of
student’s work)
b. Analytic rubric (student’s work is evaluated by using each criterion separately, thus providing
specific feedback about the student’s performance or product along several dimensions)
c. General rubric (contains criteria that are general and can be applied across tasks)
d. Task-specific rubric (contains criteria that are unique to a specific task)
BASIC STEPS IN PLANNING AND IMPLEMENTING 29
PERFORMANCE-BASED or PRODUCT-BASED ASSESSMENTS

5. Assess student’s performance/product.

In assessing student’s work, it is important to adhere to the criteria set and use
the rubric developed. It is also important to provide specific and meaningful
feedback and explanation to students on how they have performed the tasks,
clarifying to them what they understand, what they don’t understand, and
where they can improve.
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This ends our lesson 3!

Any questions?