SUBMITTED BY :

ALJUN BERNADEZ EMPERADO

COURSE & YR. LEVEL :

BSE MATH IV

SUBMITTED TO :
MR. JEF BUTALID
INSTRUCTOR
 MODULE 1
PERFORMANCE – BASED ASSESSMENT

Learning Activities/Exercises

Activity No. 1

Name: Emperado, Aljun B. Date : October 25, 2021

You are a seasoned teacher and some beginning teachers seek for your
help in determining the suitable way to evaluate progress of the students
in measuring the following domains. What will you recommend?

1. Cognitive

 As a seasoned teacher or as 21st century teacher I must be

resourceful enough regarding my class so that they would easy to
understand the topic that we have. To evaluate the progress of the
students in cognitive level, it is best to perform formative assessment.
An analytic assessment is also appropriate. This type can help identify
the progress of students in learning.

2. Affective

 To evaluate progress of students in the affective level, holistic

assessment is appropriate because it is in form of reflection papers and
journals peer assessment, self-assessment and portfolio.

3. Psychomotor

 Performance based assessment is appropriate to evaluate students’

progress in psychomotor domain. To measure their skills and
procedural knowledge, an assessment requiring an outcome or product.
I’ll give them a written works which is they’re going to arrange the
scrambled words to form a new words.
Activity No. 2

Name: Emperado, Aljun B. Date : October 25, 2021

Answer the following questions comprehensively.

1. In your own understanding, what is assessment?
 Assessment is an integral part of education that aims to measure the
achievement or how far has student knowledge and ability has reached.
That is parallel to the set outcome.
2. What common assessment techniques are you utilizing in the
classroom setting?
 Group assessment, journals, portfolios, self-assessment,
performance-based assessments, and a variety of tests are the common
assessment techniques utilized in the classroom. Types of assessment to
be used in a classroom setting depends on the desired outcome that is set.

3. Discuss the characteristics of the 21st Century Assessment.

These eight characteristics of 21st century assessment, are essential
guide for the preparation of assessment activities by educators. It is
necessary to refer to these characteristics to ensure that the learners are
being assessed towards the skills and demand of the 21st century.

A. Responsive
 Data is generated by visible performance-based work, which is used
to inform curriculum and instruction. Teachers can change their
instructions, school officials can think about expanding educational
possibilities for students, and policymakers can change programs and
resources to meet the current requirements of the school community.
The procedure for responding to evaluations has been carefully crafted,
taking into account best practices in feedback and formative assessment.
The goal and outcome should be the focus of feedback. Students are
notified of their progress toward achieving a goal rather than simply a
single test grade.
B. Flexible
 Flexibility, suppleness, and adaptability are required for lesson
design, curriculum, and assessment. The assessment and replies may
not be tailored to the desired outcomes. Assessments and reactions may
not correspond to predicted outcomes. Assessment must be flexible to
the circumstances of the students. Rather than the same approach that
works in traditional evaluation, 21st century approaches are more
adaptable. These approaches are best suited to the current demands of
the learning environment, because as students' decisions, actions, and
applications change, so must the evaluations and the system.

C. Integrated
 Assessments should be integrated into daily practice rather than
being added on at the end of lessons or during a specific week of the
school calendar. Assessment is about stimulating thought, building on
prior knowledge, creating meaning, and thinking about one's own
thinking. Metacognition improves assessments. The latter allow
students to analyze their options, develop alternate tactics, transfer
prior learning, and portray knowledge in a variety of ways.

D. Informative
 The desired 21st century goals and objectives are clearly stated and
explicitly taught. Learning goals, instructional tactics, assessment
methods, and reporting systems are all in sync. It takes time to master
complex concepts. Students can build on what they've learned so far in a
logical order. The work becomes increasingly difficult as students
acquire and improve abilities, such as learning and creativity,
information, communication, and technology, and life and career skills.
Learning is aided by the demonstration of 21st-century abilities. For
peer and instructor review, students demonstrate the steps they take
and their mental processes.

E. Multiple Methods
 The norm is an assessment continuum that encompasses a range of
strategies. Students exhibit their
knowledge and skills by completing relevant assignments, projects, and
performing in front on an audience. The importance of authentic and
performance-based assessment is underlined. There is
acknowledgement and appreciation for learning process and products.
F. Communicated
 For all stakeholders, the assessment data is communicated in a
clear and transparent manner. Results and standards-based
commentary are routinely posted to databases, and both must be
accessible and understandable at all levels. Parents have access to
visual progress reports and assessment data, and students receive
regular feedback on their development. Beyond standardized test
scores, the educational community celebrates students' achievements.
21st century skills are included and reported on in large-scale
measures, which contain all the outcomes of traditional and authentic
evaluation.

G. Technically Sound
 In the evaluation process, adjustments and accommodations are
made to fulfill the requirements of the students while maintaining
fairness. Students exhibit their knowledge and how they can apply it in
ways that are relevant and acceptable to them. Assessments must
measure the declared purpose and 21st century skills with validity and
integrity in order to be valid. To be trustworthy, the assessment must
be precise and technically sound, so that users can administer and
understand data consistently. In all relevant settings, they produce
accurate data for decision-making.

H. Systemic
 Assessment in the twenty-first century is part of a well-balanced
and well-aligned assessment system that is balanced and inclusive of
all students, constituencies, and stakeholders, and geared to support
progress at all levels.