SDSSU Bislig Campus

Education Department
Educ 5- Assessment in Learning 2

Module Overview

What’s Inside?
 Authentic Assessment in the Classroom
 Authentic Assessment in the Classroom
 Performance Assessment
 Assessing Affective Learning Outcomes
 Communicating Authentic Assessment Results

This course module will introduce and teach you on how to assess process and product
oriented learning outcomes as well as effective learning. Also, you will experience on how to
develop rubrics and other assessment tools for performance and product based assessment. The
course module further addresses how to provide accurate and constructive feedback to improve
instruction and learner performance.

At the completion of this module, you are able to:

 Recognize the principles of high quality assessment in conceptualizing, organizing and

using authentic assessment techniques in various curriculum teaching areas.
 Design authentic assessment, evaluation instruments and alternative assessment tools.
 Design performance based assessment tools for effective learning.
 Demonstrate skills in preparing and reporting grades
 Use the lesson learned in providing accurate and constructive feedback in parent –
teacher conference.

Are you ready? Then, let’s get it on!

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 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

UNIT 2
PERFORMANCE ASSESSMENT

Lesson 1 Performance Assessment: What is it and Why Use it?

Objectives:

At the end of the lesson you should be able to:

1. define performance assessment;
2. determine the purpose of performance assessment;
3. categorize different tasks into restricted and extended response performance
task; and
4. recognize the difference of performance assessment and authentic assessment
through task evaluation.

Introduction:

In our previous subject, we have learned that there are different kinds of
knowledge and skills that students can acquire in school, particularly in the classroom.
Some of these skills are memorization of concepts, vocabulary, events and grammar.
Other skills such as writing essay or poem, solving problems, baking cake, conducting
experiment, designing project in electricity must also be learned. This involves
understanding the concepts first before carrying out such knowledge and skills which can
be best assessed using performance assessment. In this lesson, we will better understand
the meaning of performance assessment, purpose, and its difference to authentic
assessment.

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SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

Activity: Analyze the statement given below and answer the

questions provided.

“The only way to know if they can swim is to put them in the
pool”.

1. Do you agree with the statement? Why?

2. Can a person still know how to swim by just observing a person swimming or
viewing videos about swimming? Why?
3. Have you watched the funniest video of a person practicing swimming in
bed? Can he be a good swimmer with that practice? Why do you say so?
4. How can we assess if the person is already a swimmer?

Analysis:

1. In a classroom situation, how can we say that the students learn the
lesson?
2. Do you think pen and paper test is enough to gather evidence about
students’ knowledge about the lesson?
3. In what other ways can students be assessed?
4. If you are a teacher, will you consider performance assessment a
means of gathering evidence about students’ achievements?
5. What is performance assessment and its purpose?
6. How is performance assessment different to authentic assessment?

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 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

Abstraction:

What is Performance Assessment?

Performance Assessment

 is a direct and systematic observation of the actual performance of students

based on predetermined performance criteria (Gabuyo, 2012)
 it is an alternative form of assessing the performance of students that
represents a set of strategies for the application of knowledge, skills, and
work habits through the performance of tasks that are meaningful and
engaging to them.
 It also provides the teacher the information on how the students understand
and apply knowledge.

Example: A teacher wanted to know if her students could conduct a science

experiment, she let them do the actual experiment.
From these definitions, we can say that the students are required to perform a
task, or create an answer or product that will demonstrate mastery of knowledge and
skills rather than selecting an answer from the given list of options.
Source: Assessment of Learning II by Yonardo A. Gabuto and Gary C. Dy

What are the purpose/use of Performance Assessment?

Performance Assessment is for:

 assessing students’ achievement of complex learning standard (e.g. analyzing

author’s purpose),
 assessing students’ ability to apply concepts they learned to solve problems (e.g.
using understanding of past presidential elections to predict what will happen in
the next presidential election),
 assessing skills (e.g. using an electronic library card catalog).

Source: https://medium.com/inspired-ideas-prek-12/performance-assessment-what-is-it-and-
why-use-it-1394712c5d3

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 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

How many types of Performance Assessment are there? What are those?

There are two types of performance assessment according to Gronlund, Linn, and
Miller (2009): Restricted- response performance task and Extended- response
performance task

Restricted-response Performance Task

 A performance that is highly structured with a limited scope.
 The instructions of the task are more focused and the limitations are always
indicated.

Examples:
 writing one- page summary of the class outreach program;
 demonstrating how to set up cooking utensils for two minutes;
 delivering a two-minute campaign speech; and
 constructing a bar graph of the scores of 50 students in a quiz in
Statistics.
Extended-response Performance Task

 A type of performance task that is less structured and broader in scope

Examples:
 students conducting a thesis;
 presenting and defending students’ findings in front of a panel of judges;
 writing and rewriting a poem after being criticized by a teacher.

Source: Assessment of Learning II by Yonardo A. Gabuto and Gary C. Dy

What’s the difference between Performance and Authentic Assessment?

(Carol A. Meyer)

Performance Assessment and Authentic assessment are often used

interchangeable, but do they mean the same thing? To distinguish between the two
terms, take a look on the examples of a direct writing assessment in which students
produce writing samples.

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 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

Two Examples

Case 1. Every May school district X conducts a direct writing assessment.

For four days, all students at selected grade levels participate in a
standardized series of activities tom produce their writing samples. Using
a carefully scripted manual, teachers guide students through the
assessment with limited teacher directions and extended student writing
time (up to 45 minutes) each day. Topic Introduction and Pre-writing (Day
1), Rough drafting (Day 2), Revising and Editing (Day 3), and Final Copying
and Proof Reading (Day 4). The assessment clearly supports the Writing-as
a- Process instructional model.

Case 2. School District Y also conducts a direct writing assessment annually

in May. Each student has a conference with his or her teacher to determine
which paper from the student’s portfolio to submit for assessment
purposes. The papers in the portfolio have not been generated under
standardized condition but, rather, represent the ongoing work of the
student for the year. All the papers were developed by the student, with as
much or as little time allocated to each of the Writing as- a-Process stages
as he or she saw fit.
Is Case 1 an example of a performance assessment? Yes. The students are
asked to perform specific behaviors that are to be assessed: to prove that they can
write, the students produce a writing sample. Is Case 2 an example of a
performance assessment? Yes, also. The portfolio contains numerous examples of
actual student performance, although much of the structure associated with
testing has been removed.

Is Case 1 an example of authentic assessment? No. While the students are

asked to perform the specific behavior to be assessed, the context is contrived. In
real life, individuals seldom write under the conditions imposed during a
standardized direct writing assessment. Is Case 2 an example of authentic
assessment? Yes. Performance is assessed in a context more like that encountered
in real life; for example, students independently determined how long to spend
on the various stages of the writing process, creating as many or as few rough
drafts as they saw necessary to complete their final copies.
As we can see, performance assessment refers to the kind of students’
response to be examined; authentic assessment refers to the context in which that
response is performed.
Source:
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 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

Application:

Task 1.
Pretend you are a middle school language arts teacher, and your class is learning about
imagery in poetry.
1. Which tasks would show that your students understand imagery deeply?
a. a test with questions like circle the similes?
b. an opportunity to write a brief poem centered on meaningful image?
2. How will you assess task b?
(This refers to the things you need to do to assess the task)
3. What is the purpose of this assessment (task b)?
4. How will you define performance assessment based on this task?

Task 2.
1. List the performance tasks given to you in your respective subjects during the 2nd
semester, 2019-2020. List as many as you can.
a.
b.
c.
d.
e.
2. Categorize the listed performance tasks into Restricted and Extended-response
Performance task. Use the table below in presenting your answer.
Restricted-response Performance Extended-response Performance Task
Task

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 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

Task 3.
A. Read the given sample task.

Students create a blueprint of the playground for the Lincoln School, including
various structures they would like to see in their park. They measure the recess yard
in meters and create a 2D version with a partner in math class, measuring the area
and perimeter in square meters and meters. Using their math skills, they draw a
detailed square/rectangle of each playground structure on a poster. Each of these
squares/rectangles symbolizes the play structure’s scale in real life. Then the
students write a persuasive essay in ELA to convince an audience that their
playground is the best design for the school. Students present their designs to the
Lincoln School families and community. Selected designs are built as a 3D model
collaboratively, to scale, in art classes.

B. After reading, evaluate the given sample task. Fill the table below with your
answer on the following evaluation questions.

Evaluation Answer
What do you think are the purpose of the
task?
Is the sample task an example of
performance assessment?
What are the skills or behaviors that is
assessed in this task?
Is the sample task an example of
authentic assessment?
To prove that the task is an example of
authentic assessment, pinpoint specific
students’ actions which are stated in the
task.
Would you believe in the statement “not
all performance assessments are
authentic”? Support your answer.

Good Job! You are done with Unit 2, Lesson 1 of this module. Should there be some
parts of the lesson which you need to clarify, please note that in our GC, or you can
call in my mobile phone.

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 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

UNIT 2
PERFORMANCE ASSESSMENT

Lesson 2 Performance Assessment: What is it and Why Use it?

Objectives:

At the end of the lesson you should be able to:

1. define performance assessment;
2. determine the purpose of performance assessment;
3. categorize different tasks into restricted and extended response performance
task; and
4. recognize the differences of performance assessment and authentic assessment
through task evaluation.

P a g e 9 | 10
 SDSSU Bislig Campus
Education Department
Educ 5- Assessment in Learning 2

Introduction:

In our previous subject, we have learned that there are different kinds of
knowledge and skills that students can acquire in school, particularly in the classroom.
Some of these skills are memorization of concepts, vocabulary, events and grammar.
Other skills such as writing essay or poem, solving problems, baking cake, conducting
experiment, designing project in electricity must also be learned. This involves
understanding the concepts first before carrying out such knowledge and skills which can
be best assessed using performance assessment. In this lesson, we will better understand
the meaning of performance assessment, purpose, and its difference to authentic
assessment.

P a g e 10 | 10