JOHN PAUL B.

ANGELES
TCP-1

ACTIVITY 2
Answer the following questions to at most five (5) sentences.

1. Define the following terms:

a. Performance-based Assessment
 is a method of observing pupils' real performance based on established
performance criteria in a direct and methodical manner It is a method of
evaluating students' performance that consists of a set of tactics for applying
information, abilities, and work habits through the completion of activities that are
meaningful and engaging to them Performance-based assessment also provides
the teacher with information on how the students understand and apply
knowledge, according in her article Implementing Performance Assessment in
the Classroom. It also allows the teacher to integrate performance assessment
into the instructional process to provide additional learning activities for the
students in the classroom.

 Based on these criteria, we can conclude that rather than selecting an answer,
students are asked to complete a task, construct an answer, or produce a
product that demonstrates mastery of information and skills.
b. Process Performance-based Assessment
 When there is a need to reduce and improve existing production costs,
manufacturing expenses, and so on, process performance based assessment is
applied. It is the process of going through and examining it to see where corners
and associated overhead expenses can be cut and eliminated. Product
performance evaluations, in my opinion, are usually done through surveys and
market analysis... basically to see how marketable the product is.

 In the world of education, process based evaluation is continuously assessing

pupils and providing feedback on how well they are learning/doing. What
demands more effort in order to get a perfect/ideal performance.
c. Product Performance-based Assessment
  Product oriented assessment is a type of evaluation in which the assessor looks
at and rates the finished product rather than the process of making it. - The focus
is solely with the product, not with the method.
d. Performance task
 Every learning activity or evaluation that requires students to demonstrate their
knowledge, understanding, and skill is referred to as a performance task.
Performance activities result in a measurable product and/or performance that
can be used to demonstrate learning. A performance task, unlike a selected-
response item (e.g., multiple-choice or matching), asks students to apply what
they've learned in a real-world situation.

 Performance tasks are commonly employed in fields where performance is the

natural emphasis of instruction, such as the visual and performing arts, physical
education, and professional technology. Such assignments, on the other hand,
can (and should) be employed in every subject area and at any grade level.
e. Performance criteria
 are a statement of what will be measured and why (i.e., how success is defined).
Identifying dimensions and/or variables relevant to an enterprise's successful
operation is part of the selection process. When it comes to picking performance
variables, relevance is the most crucial consideration.
2. What are the different kinds of Performance-based Assessment? Explain each
briefly
 A product refers to something produced by students providing concrete examples
of the application of knowledge. Examples can include brochures, reports, web
pages and audio or video clips. These are generally done outside of the
classroom and based on specific assignments.

 Performances allow students to show how they can apply knowledge and skills
under the direct observation of the teacher. These are generally done in the
classroom since they involve teacher observation at the time of performance.
Much of the work may be prepared outside the classroom but the students
“perform” in a situation where the teacher or others may observe the fruits of their
preparation. Performances may also be based on in-class preparation. They
include oral reports, skits and role-plays, demonstrations, and debates

 Process-oriented assessments provide insight into student thinking, reasoning,

and motivation. They can provide diagnostic information on how when students
are asked to reflect on their learning and set goals to improve it. Examples are
 think-alouds, self/peer assessment checklists or surveys, learning logs, and
individual or pair conferences

 Task with Restricted-Response Performance

 A highly structured performance challenge having a constrained scope. The task
instructions are more specific, and the constraints are always stated. Writing a
one-page overview of the class outreach program; demonstrating how to set up
cooking equipment; delivering a two-minute campaign speech; and creating a bar
graph of the scores of 50 students in a Statistics examination are examples of
restricted-response performance assignments.
 When a teacher limits the scope of the work in the examples given, there are
benefits. To begin with, it is quite simple to connect to a certain learning result or
learning aim. Second, administration is simple, and the output, particularly
student replies, is simple to appraise or evaluate. The disadvantage of having a
teacher limit or restrict performance activities is that it stops pupils from exhibiting
their abilities and capabilities.

3. When do we use Performance-based Assessment?

 Higher-order thinking capabilities and problem-solving abilities are assessed in
performance evaluations. Other skills, such as time management and clear
communication, are also put to the test in these types of exams. This leads to a
more in-depth and meaningful learning experience.
 High-stakes standardized testing determines if students have sufficient
knowledge of a subject. Performance assessments, on the other hand, check
whether students can apply what they've learned in a variety of situations.
Performance assessments help students to monitor themselves if intermediate
goals are developed and implemented effectively. This form of metacognition is
extremely advantageous to higher-level student learning, especially in a test
setting.
4. Cite some learning objectives where you can utilize Performance-based
Assessment?
 At the end of Discussion, the students are expected to perform a role play of the
Les Misérables in the stage.
5. Present and discuss the different ways of assessing and recording
Performance-based Activities.
 Presentations
In the classroom, high school students give a presentation using a whiteboard.
Getty Images/Hero Images A presentation or report of some kind is an easy
approach to get pupils to complete a performance-based activity. This task could
 be done by students alone (which takes time) or in groups. One of the following
may serve as the foundation for the presentation: Information dissemination It is
possible to teach a skill. Progress reports Persuasion is the process of
persuading people. To help demonstrate elements in their speech, students can
use visual aids, a PowerPoint presentation, or Google Slides. Presentations can
be used across the curriculum as long as students are given a clear set of
expectations from the start.

 Portfolios
In a discussion group, a cheerful man discusses something. Student portfolios
might feature artifacts that students have developed and collected throughout
time. Steve Davenport/Getty Images Art portfolios are used by students who
want to apply to college art programs. Another example is when students build a
portfolio of their written work that demonstrates their growth from the beginning to
the end of the semester. A portfolio's writing can come from any discipline or
from a combination of disciplines. Some lecturers ask students to choose pieces
from their portfolio that they believe represent their best work. The advantage of
an activity like this is that it develops over time and is thus not simply completed
and forgotten. A portfolio can give students a permanent collection of artifacts to
use later in their academic careers. Student reflections may be included in their
work.

 Performances
In acting class, a young woman is reading. One type of collaborative activity that
can be utilized as a performance-based assessment is dramatic performances.
Students can produce, perform, and/or respond critically to anything. Dance,
recitals, and dramatic enactment are among examples. It's possible that the
interpretation will be in prose or poetry. Because this type of performance-based
assessment can take a long period, a clear pacing guide is required. Students
must be given ample time to answer the activity's demands; resources must be
readily available and meet all safety requirements. Students should have the
opportunity to draft and practice stage work. Before grading a theatrical
performance, it's necessary to create criteria and a rubric and share them with
the students.

 Projects
Teachers frequently employ projects as performance-based exercises. They can
range from research papers to artistic depictions of learned material. While
completing the prescribed activity, students may be required to apply their
knowledge and skills. Higher degrees of creativity, analysis, and synthesis can
be matched with them.Reports, diagrams, and maps may be required of
students. Teachers can assign pupils to work in groups or individually.
 Journals could be used as part of a performance-based evaluation. Student
reflections can be recorded in journals. Students may be required to complete
journal entries by their teachers. Some professors utilize journals to keep track of
student participation.

 Fairs and Exhibits

Teachers can broaden the concept of performance-based activities by organizing
displays or fairs where students can exhibit their work. History fairs and art
exhibitions are just a few examples. Students create a product or item that will be
displayed in a public setting. Exhibits display in-depth learning and may involve
audience input. Students may be forced to explain or defend their work to
individuals who attend the display in some situations. Prizes and awards may be
available at some fairs, such as scientific fairs.

 Debates
A classroom discussion is one type of performance-based learning that teaches
pupils about different points of view and beliefs. Research, media and argument
literacy, reading comprehension, evidence evaluation, public speaking, and civic
abilities are all qualities linked with debate. There are numerous discussion forms
to choose from. One is the fishbowl discussion, in which a small group of
students form a half circle and argue a topic in front of the other pupils. The rest
of the class has the opportunity to ask the panel questions. A mock trial is
another type of activity in which teams representing the prosecution and defense
play the roles of attorneys and witnesses. The courtroom presentation is
overseen by a judge or judging panel.  Debates can be used in the classroom in
middle and high school, with varying levels of sophistication depending on the
grade level.

6. When do we use Process Performance-based Assessment and Product

Performance-based Assessment?
 When there is a need to reduce and improve existing production costs,
manufacturing expenses, and so on, process performance based assessment is
applied. It involves going through the process and examining it to see where
corners and associated overhead expenses can be cut. In my opinion, product
performance evaluations are typically undertaken through surveys and market
analysis... essentially to determine how marketable a product is.
7. What are the limitations of assessing students’ performance using
Performance-based Assessment?
 1. It takes time to put together a performance evaluation.
2. Scoring is frequently questioned because it is unreliable, particularly if the
scoring guide or rubrics are not well-prepared.
 3. It only assesses a limited set of learning objectives.
8. Cite some advantages of Performance-based Assessment over traditional
assessment.
1. It assess complex learning outcomes not measured by paper-and-pencil test.
2. It assess the process as well as the product.
3. It communicates instructional goals that relate to real world context.
4. It assess the progress as well as the performance
5. It involves the students in the process of assessing their own growth
6. It recognizes that students can express what they know and can do in different
ways.
7. Specific, direct, and understandable information about the students are available to
parents
8. It evaluates the “whole student”
9. It enhances the professional skills of teachers through collaboration with other
teachers.
10. It can establish a framework for observing students that is consistent with the
principles of child development
11. It can contribute to a meaningful curriculum planning and the design of
developmentally appropriate eduactional inventions.
9. Is Performance-based Assessment a substitute to traditional methos of
assessing the performance of students?
 Traditional techniques of assessing student accomplishment are being replaced
by performance evaluation. ... Performance assessments are also useful for
identifying whether pupils are meeting state-mandated higher criteria for all
students. Indirectly assesses learning. The paper-and-pencil test is preferable for
assessing factual knowledge and answering well-structured arithmetic problems.
In this situation, the teacher asks questions to determine whether or not a skill
has been learnt or mastered. Paper-and-pencil tests are typically used to
examine low-level cognitive skills or recall abilities. Performance-based
assessment, on the other hand, is a direct measure of learning or competency.
This demonstrates mastery of cognitive complex outcomes, affective, and
psychomotor skills. Preparing microscope slides in a laboratory lesson,
performing gymnastics or a dance in a Physical Education class, cooking
demonstration in a TLE class, or diving in a Swimming class are all examples of
performances that can be judged or rated directly by the assessors. The teacher
monitors and grades the pupils' performance in these types of exercises. The
teacher or evaluator gives immediate feedback on how well the students
completed their performance task.
10. Present and discuss the different steps in developing Performance-based
Assessment.
Steps in Developing Performance-based Assessment
1. Define the purpose of the assessment
The first step a teacher must consider in developing performance-based
assessment is to clearly define the purpose for which the result of the assessment will
be used. The purpose of the assessment is considered in making decision in the
subsequent steps of the process. For example, if the numerical rating of the
assessment is used for instructional improvement, that is, to get feedback from the
students, then formative assessment will be used. On the contrary, if the result of the
assessment is used for grading purposes and a more elaborate scoring scheme is
needed, then summative assessment will be used. The importance of the purpose of
assessment will be considered in the next step.

2. Determine the skills, learning outcomes, and taxonomy level

Since there is a limited time in the classroom for the assessment procedures, it is
very important to determine the skills, the learning outcomes of any given instruction.
You must decide which learning outcome requires performance assessment and which
one is appropriate for traditional assessment. Hence, the learning outcome or
instructional objective plays a very important role in planning performance assessment.
In assessment of Learning I, how to formulate a learning outcome that is also
applicable in performance assessment was discussed. It is very important to properly
identify the skills or competencies that are suitable for the utilization of performance-
bases assessment. Performance-based Assessment only assesses the higher order
thinking skills or complex cognitive outcomes, receiving, responding, and valuing for
affective outcomes, and psychomotor skill. You should creat a list of learning outcomes
that specifies knowledge, skills habit of the mind, and social skills that are appropriate
for performance assessment.
After identifying the skill, the learning outcome, and the taxonomy level of each
outcome, be rady to identify the activity or the performance task that is best suited to
your purpose.
3. Design and develop activity or performance task.
The next step to consider is to create an activity or task that will allow the
students to demonstrate the knowledge, skills, and attitudes that they have learned.
Before identifying the activity and task, you should consider the time allotter for the
activity, the availability of classroom resources, and the data needed to judge the quality
of the students’ performance. The activity and task should be in line with the issues,
concepts, or problems that are important in the development of the subject matter or
learning instruction.
 Kubiszyn and Borich (2007) suggested some questions to get started with the
activity and task.
a. What does the “doing of Mathematics, History, Science, Art, Writing, and so
forth” look and feel like to professionals who make their living working in those
fields in the real world?
b. What are the projects and tasks performed by those professionals that can be
adapted to the school instruction?
c. What are the roles or habits of mind that those professionals that the learners
re-create in the classroom?

12. Why is it very important to discuss the constraints in Performance-based

Assessment?

 Students can use their knowledge to solve a problem or exhibit a skill through
effective performance assessments. ... And research shows that when students
understand the criteria for success with a learning task and apply those criteria
as they work, their performance — and achievement — improves. Performance-
based assessments allow teachers to pinpoint their students' weaknesses and
strengths, giving them insight into what they did a good job covering as well as
what material may need to be recovered and possibly presented in a different
way to help the students understand better ("What Should").
12. What are the importance of scoring rubrics in assessing the performance of
the students?
 The importance of it is that When judging the quality of the learners' work on
performance assessments, scoring rubrics are employed. The use of scoring
rubrics or rubrics, in addition to paper-and-pencil tests, is an alternate technique
of evaluating students' performance. They are different types of scoring guides
that are used to assess a student's level of performance or the goods that come
from a performance activity. Grading Rubrics are descriptive scoring schemes
created by teachers or other assessors to aid in the study of students' efforts'
products or processes. Rubrics are frequently used to assess the quality of an
essay. When there is no set of criteria to use as a guideline for judging, one
evaluator's judgment may differ from that of other evaluators. One evaluator may
place a high value on the topic's content, while another may place a low value on
it.

13. What are the advantages of analytic rubrics over holistic rubrics?
  The most important contrast among rubrics is between holistic and analytic
rubrics. Analytic rubrics provide numerous scores for the assignment, one for
each individual category being evaluated, whereas holistic rubrics provide a
single score to describe a student's success on a given task.

 is very useful when the teacher wants to provide diagnostic information and the
feedback for the learner and is more useful for formative assessment during
instruction (Mcmillan, 2001). With this type of rubric, the students can be able to
identify their strengths as well as their weaknesses more clearly. Analytic rubric
can also be utilized by the teacher when there is a need for the students to
assess their own product or work in a process called self-assessment.

14. Give five examples of performance task in the areas of Mathematics, Physical
Education, Science and English that you have planned to teach.

1) Mathematics

 What is the ratio of the areas of the two squares? (Show your solution)
 Draw a second circle inscribe inside the small square (Find the ratio of
the areas of the two circles)
 Write down the side and vertex of the square in terms of r.___ inches
 Find the edge of the small square in terms of r._____ inches
 Give the sin and cosine of the square <ABD and <KJL

2) Physical Education

 Perform a fitness exercise 20 minutes by group the promotes healthy

diet.
 Perform the hand signs for rules and regulations in the sports of
Basketball.
 Students will be assessed on the use of offensive decision-making
during modified game play (3 min/singles or 6 min/doubles or ten hits
per student) in badminton.
 Students will jump rope continuously for five minutes while maintaining target
heart rate.
 Teacher will explain daily expectations for behavior. Students will use
a ‘check out’ self-assessment procedure at the end of class indicating
their performance for the day.
 3) Science
 Tony learned a technique for neutralizing a base with an acid. Next,
he did an experiment to find out Which ACID is STRONGER ACID B
or A.
 You will do this in two stages. In stage 1 you will test the PH of each
medicine. In Stage II you will test what happens when you combine
the alien’s blood with each of medicine.
 Without any water, arrange the reflector Lamp(containing a 150 watt
light bulb) support stand & rod, test tube rack with any single test tube,
and text books as shown in Figure 1
 Use a microscope to observe the parts of cell of the onions and saliva
of the person
 With the use of the magnifying glass direct point it to the sun by the
reflection and heat coming from the sun the paper will slowly burn
observe this process.
4) English

 Construct 500 words poems using the sonnet of William Shakespeare

 Read and summarize the important event that occurred in world at war
with Napoleon Bonaparte and the alliance
 Write a poetry that is base on 5 separate language Somali, Hawaiian,
Portuguese, Spanish and Thai Siamese
 Give a speech about the Last Farewell of Jose Rizal in Spanish
language.
 Write 200-page novel book of the Literature of the Indigenous
language of the Philippine.

15. Develop a holistic rubric to evaluate the performance task used in

Mathematics and Physical Education from item number 14.

 Mathematics

5 This response:
Points  Demonstrates a thorough understanding of the mathematical concepts
and/or procedures embodied in the task.
 Indicates that the student has completed the task correctly, using
mathematically sound procedures.
 Contains clear, complete explanations and/or adequate work when required
 This response:
3
Points  Demonstrates partial understanding of the mathematical concepts/and or
procedures embodied in the task.
 Addresses most aspects of the task, using mathematically sound
procedures
 May contain an incorrect solution but applies a mathematically
appropriate process with valid reasoning and/or explanation
 May contain a correct solution but provides incomplete procedures,
reasoning, and/or explanation
 May reflect some misunderstanding of the underlying mathematical
concepts and/or procedures

1 This response:
Points  Demonstrates only a limited understanding of the mathematical
concepts/and or procedures embodied in the task.
 May address some elements of the task correctly but reaches an inadequate
solution and/or provides reasoning that is faulty or incomplete
 Exhibits multiple flaws related to a misunderstanding of important aspects of
the task, misuse of mathematical procedures, or faulty mathematical
reasoning
 Reflects a lack of essential understanding of the underlying mathematical
concepts
 May contain a correct numerical answer but required work is not provided

A zero-point response is completely incorrect, irrelevant or incoherent, or a correct response

0 that was arrived at using an obviously incorrect procedure.
points

 Physical Education

Description 1 2 3 4 5
Very Low Low Fair Good Outstan
Readiness Proper is fully prepared is fully prepared is only missing is missing some is not prep
Attire (shirt, gym for class in but not ready one item of attire and is late, and is late,
pants, shorts, acceptable time for class in attire, is late but minimally not particip
court shoes, (5 minutes), acceptable participates full participates
punctuality) participates fully time,
participates fully
Warm Up takes initiative to fully completes completes most completes about completes
fully complete warm-up, but of the warm-up half of warm-up little (less t
warm-up without must be activities activities half) of war
prompting prompted activities
Skill/Movement displays displays good displays displays some displays ve
Development excellent understanding/ adequate understanding/ understand
understanding/ demonstration understanding/ demonstration of demonstra
demonstration of of movements/ demonstration of movements/skill movement
 movements/skill skill movements/skill s
s s
Equipment set-up always good acceptable minimal no
Respect for demonstrates demonstration demonstration of demonstration of demonstra
equipment and respect and care of respect and respect and care respect and care respect an
facility equipment and care for for equipment for equipment for equipm
facility equipment and and facility and facility and facility
facility