BSED ASSESS 2

Competency-Based Assessment 2

MODULE 1 (LESSON 2)

Name: Jennifer C. Tan

Section: E
Time: TTH 5:30- 7:00PM
Instructor: Mr. Jefie D. Butalid
 LESSON 2
PERFORMANCE-BASED ASSESSMENT
MOTIVATION/PROMPTING QUESTIONS
1. What is the nature of Performance-Based Assessment?
Performance-based assessment is a process-based evaluation of student skills based
on how they learn. It allows students to demonstrate their knowledge and skills in a
learning environment that embraces their higher-order thinking skills while also allowing
them to apply what they have learned to real-world situations. This is a different type of
assessment that departs from traditional paper-and-pencil tests.

LEARNING ACTIVITIES/EXERCISES
Identify a competency of any learning area or subject of your choice
(elementary/secondary). List down five (5) activities which can be used to assess
performance outputs of learners in your chosen competency? What do you think are
the assessment procedures which will make the activities affective?

ACTIVITIES COMPETENCIES ASSESSMENT PROCEDURE/S

Choose a chemistry  Students explain or Discuss to the students about the
experiment and defend their work to things needed for their preparation in
present it during those attending the fair. Science fair.
science fair.  Students apply their
knowledge and skills Students work on a product or item
while completing the that will be exhibited publicly.
assigned task. They can
be aligned with the They are given two weeks to prepare
higher levels of and complete their experiment.
creativity, analysis, and
synthesis. During science fair, they are required
to explain or defend their work to
those attending the fair.

Aside from the teacher, their

audiences will also be their judge and
rate their performance based on the
given rubric.
Debate whether to  Students are expected to Divide the class into 2 groups.
have face-to-face generate effective
classes next school critical thinking into
year or not. primary issues in the
given topic.
 Students will acquire
better poise, speech
delivery, and public
speaking skills.
Report about the  Students can provide
impact of COVID-19 information to their
on people's fellow classmates.
livelihoods, their  Students deliver
health and our food creative presentation of
systems their assigned topic.
Role play about the  Students can create,
role of language in perform, and/or
society. provide a critical
response.
 Students develop
speaking and listening
skills.
Students make a  Students develop
journal about their creativity.
learning in the 1st  Students develop
semester, SY 2020-
writing skills.
2021.
Give each groups one side of one of
the topics to prepare and provide
them some sticky notes to write on.
Read the grading rubric for
affirmative and negative team and the
rules of the debate, including
timelines.
Allow each group to brainstorm and
organise their ideas.
When the debate is done, discuss the
topic and give feedbacks of each
group.
Assign the students their topic and
give them the criteria for them to be
guided in preparing their report.
Students may choose to add in visual
aids or a PowerPoint presentation or
Google Slides to help illustrate
elements in their speech.
Give feedbacks.
Group the students into 4 and give
them the instruction about the task
they are going to do.
Give them limited time to discuss
with their group mates.
After their performance, asked why
and how do these topics shows
importance in the society. And give
feedbacks about their performances.
Discuss to the students the things
needed to include in their journal and
that it must be creative.
Check their journals every week.