Lesson 3

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Jan Nette Gerald Dayang
MANAGE PROFILES
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ALTERNATIVE WAYS IN
ASSESSING LEARNING
CHAPTER 2
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LESSON 3: PERFORMANCE ASSESSMENT

At the end of the lesson, you should be able to demonstrate your knowledge and skills in developing performance assessment tools that
are most applicable to a particular student outcome. You are considered successful in this culminating performance task if you have
satisfied the following indicators of success:

NETFLIX ORIGINAL
PERFORMANCE ASSESSMENT
Performance assessment is an assessment activity or set
of activities that require student to generate product and
performance that provide direct or indirect evidence of
their knowledge, skills, and abilities in an academic
content domain.
Performance-based task include actual performances as
making those product, such as carrying out laboratory
experiments, exhibiting creative and artistic talents, such
as dancing, and painting.
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NETFLIX ORIGINAL
PRODUCT-BASED ASSESSMENT
01 VISUAL PRODUCT
Charts, illustrations, graphs, collages, murals, maps,
timeline, flows, diagrams, posters, advertisements, video
presentations, art exhibits etc.
02 KINESTHETIC PRODUCT
Diorama, puzzles, games, sculpture, exhibits, dance
recital and etc.

NETFLIX ORIGINAL
PRODUCT-BASED ASSESSMENT
03 WRITTEN PRODUCT
Journals, diaries, logs, reports, abstract, letters, though
or position papers, poems, story, movie/TV scripts,
portfolio, essay, article report, research paper, thesis.
04 VERBAL PRODUCT
Audiotapes, debates, lectures, voice recording, scripts

NETFLIX ORIGINAL
PERFORMANCE-BASED ASSESSMENT
01 ORAL PRESENTATION
Paper presentation, poster presentation, individual or
group report on assigned topic, skills demonstration
such as baking, teaching, problem solving.
02 DRAMAGTIC/CREARIVE
PERFORMANCE
Dance, recital, dramatic enactment, prose or poetry
interpretation, role playing, playing musical instruments.

NETFLIX ORIGINAL
PERFORMANCE-BASED ASSESSMENT
03 PUBLIC SPEAKING
Debates, mock trial, simulations, interviews, panel
discussion, storytelling, poem reading.
04 ATHLITIC SKILLS DEMONSTRATION

COMPETITION
Playing basketball, baseball, soccer, volleyball, and other
sports.

It is authentic, that is, it includes performance tasks that are

meaningful and realistic
Performance assessments should present or require tasks that are realistic and related to
everyday life.
As involves as authentic task, it should convey its purpose and reflects its relevance to the
students, their discipline, and the outside world as a whole.
It provides opportunities for students to show both what they

know and how well they can do what they know.
Performance assessment should achieve a balanced approach wherein it gives students
opportunities to show their knowledge-and-skill competencies.
Since the main goal of teaching and learning is for students’ acquisition and application of knowledge
and skills, course assessments therefore help answer the question “Do the students know it?” and
“How well can they use what they know?” to determine whether the students have actually achieved
this goal.
It explains the task, required elements, and scoring criteria to

the students before the start of the activity and assessments.
At the start of the class, it is important that the requirements of the subject are presented and
explained to the students. These include the required tasks, activities or projects, the expected
quality and level of performance or output, the criteria to be included for assessment, and the
rubric to be used.
Students should be included in the assessment process from the start, including giving
assessment alternatives, involving them in conversations and decision-making about
performance standards and criteria, and instructing them on how to use rubrics for self and
peer evaluation.
What are the general guidelines in designing performance

assessments?
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes
and skills?
4.What are the specific performance task aligned with the outcomes and skills interesting,
engaging, challenging, and measurable?
5. Are the tasks authentic and representative of real-world scenario?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for such criterion?
EXAMPLE:
INTENDED LEARNING TEACHING-LEARNING PERFORMANCE
OUTCOMES ACTIVITIES ASSESSMENT TOOLS
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, recitals, practical test for
variation with rhythm, dance demonstration, each type of dance,
coordinates, correct actual dancing with reflection papers, peer
footwork technique, teacher and partners, evaluation rating.
frame, facial and body collaborative learning.
expression.
How do you conduct performance assessment?

01 Define the purpose of performance or product-based
assessments.
- 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?
02 Choose the activity/output that you will assess.

The require 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.
The performance task should be interesting, challenging, achievable, and with sufficient depth
and breadth so that valid evaluation about students’ learning can be made.
03 Define the criteria

Criteria are guidelines or rules judging students, products, or performance.
The set of criteria should be discussed and agreed upon by the teacher and the students.
Performance criteria are important since they define for the students the types of behavior or
attributes of a product that are expected, as well as allow the teacher and the students to
evaluate a performance or product as objectively and as consistent as possible.
4 TYPES OF CRITERIA
01 CONTENT CRITERIA
To evaluate the degree of a student’s knowledge and understanding of facts, concepts, and
principle related to the topics subject;
02 PROCESS CRITERIA
To evaluate the proficiency level of performance of the skills or process;
03 QUALITY CRITERIA
To evaluate the quality of a product or performance and
04 IMPACT CRITERIA
To evaluate the overall results or effects of a product or performance.
04 Create the performance rubric

A rubric is an assessment tool that indicates the performance expectations for any kind of
student work.
It generally contains three essential features:
1. Criteria or the aspects or performance that will assessed
2. Performance descriptors or the characteristics associated with each dimension or criterion
3. Performance levels that identifies students’ level of mastery within each criterion.
TYPES OF RUBRICS
A HOLISTIC RUBRICS
Students 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 dimension.
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.
05 ASSESS STUDENT’S PERFORMANCE/PRODUCT

In assessing a student’s work, it is important to adhere to the criteria set and use the rubric
developed.
This is to ensure objective, consistent, and accurate evaluation of student’s performance. 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.
ANY
QUESTION?
THANK YOU
FOR LISTINING
PCPF6 CN: 5627
Thank you to you students for active participation and listing to the
discussion.
PLAY + MY LIST
To avoid starting from scratch, please follow the instruction provide:
Step 1:
Separate the 1st, 2nd , & 3rd text
Step 2:
Edit the text by any short name or title.
STEP 1
Example: BUTTEREDITS (3x)
Step 3:
Place it back together.
STEP 2 STEP 3
To replace the pictures without disturbing the animation layout:
2 Step 1:
Click the Image
3
Step 2:
Go to “Shape Format”
Step 3:
Click “Shape Fill”
Step 4:
Click “Picture”
4
Step 5:
Insert any picture
1
Step 6:
Done
To replace the pictures without disturbing the animation layout:
Step 1:
Click the Image
Step 2:
Go to “Shape Format”
5
Step 3:
Click “Shape Fill”
Step 4:
Click “Picture”
6 Step 5:
Insert any picture
Step 6:
Done
To resize the image selected
2 Step 1:
Click the image
3 Step 2:
Go to “Picture Format”
4
Step 3:
Click “Crop”
Step 4:
Click “Fill”
1
Step 5:
Then adjust the picture
To resize the image selected
Step 1:
Click the image
Step 2:
Go to “Picture Format”
5 Step 3:
Click “Crop”
Step 4:
Click “Fill”
Step 5:
Then adjust the picture

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Who’s watching?

Jan Nette Gerald Dayang

Images displayed aren’t own by butteredits

OVERVIEW EPISODES TRAILERS & MORE MORE LIKE THIS DETAILS

LESSON 3: PERFORMANCE ASSESSMENT

OVERVIEW EPISODES TRAILERS & MORE MORE LIKE THIS DETAILS

Images displayed aren’t own by butteredits

OVERVIEW EPISODES TRAILERS & MORE MORE LIKE THIS DETAILS

OVERVIEW EPISODES TRAILERS & MORE MORE LIKE THIS DETAILS

OVERVIEW EPISODES TRAILERS & MORE MORE LIKE THIS DETAILS

OVERVIEW EPISODES TRAILERS & MORE MORE LIKE THIS DETAILS

04 ATHLITIC SKILLS DEMONSTRATION

OVERVIEW EPISODES TRAILERS & MORE MORE LIKE THIS DETAILS

It is authentic, that is, it includes performance tasks that are

It provides opportunities for students to show both what they

It explains the task, required elements, and scoring criteria to

What are the general guidelines in designing performance

At the end of the course

Perform dance routines Lecture, class discussion, Culminating dance class

How do you conduct performance assessment?

02 Choose the activity/output that you will assess.

How do you conduct performance assessment?

03 Define the criteria

How do you conduct performance assessment?

04 Create the performance rubric

How do you conduct performance assessment?

05 ASSESS STUDENT’S PERFORMANCE/PRODUCT

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