Republic of the Philippines

Province of Northern Samar

Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

CRIMINOLOGY DEPARTMENT
COURSE MODULE

Course Code Course Title Name of Student Contact Number

TEACHING SOCIAL STUDIES IN THE
EED 3 ELEMENTARY GRADES (Philippine
History and Government)

TITLE:

Lesson 21: Using Performance-based Assessment in Social Studies

OVERVIEW:

In the previous lesson, we have discussed the nature, differences, and usage of traditional and authentic
assessments. In that, there was a mention of the different kinds of authentic assessments, and one of which is the
assessment that has to be performed. This assessment type is the centerpiece of this lesson.
In most instance, teachers always rely on the paper-and-pen type of test which generally measures the knowledge and
understanding of the learners, not their ability to carry out the performance. With the implementation of the K-12
curriculum, performance-based assessment has been given more emphasis with the introduction of the performance
task. In the grading system, the performance task has the largest weight which generally constitutes halt of the
evaluation sources in determining the student grade. This now gives us the idea that teachers must have the knowledge
on how to properly and carefully plan, design, and implement performances that would greatly enhance student
learning and skills development. In this lesson, we are going to dive into the various theoretical frameworks and basic
application of the performance task in social studies education.

COURSE LEARNING OUTCOMES:

The student should be able to:

 Analyze the relevance of performance-based assessment in the K-12 curriculum
 Identify the requisites in crafting a performance task
 Characterize how to plan and implement performance-based assessment.

DISCUSSION OF TOPICS:

What is Performance-Based Assessment?

Many have changed in the field of assessment. Some advocates have argued that teachers and curriculum
planners must uphold assessment types that promote authentic learning which encourages lifelong learning. However,
it was previously mentioned that both traditional and authentic assessments are useful depending on the required
competencies to be carried out. Hence, we have to cultivate the notion that social studies teachers must be flexible and
become well-rounded to facilitate both the traditional and authentic assessment. This time, we are going to deeply
discuss performance-based assessment.

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Performance-based assessment (PBA) is a form of classroom assessment utilized by teachers through

observing and making judgment regarding the learners’ demonstration of knowledge and skills by means of creating a
product, making presentations and constructing a response (McMillan, 2007). In this aspect, the performance-based
assessment is a form of alternative assessment that is carried out in the context of authentic tasks. This may be
accomplished by individuals or by group, written or oral. The type of performance depends on the required
competencies to be performed. However, teachers can actually use their creativity to enhance and include more
learning areas in the performance.

When properly understood, performance-based assessment could be a compelling tool to enhance the teaching
and learning process. As would-be teachers you must understand that it is not an easy task to plan, implement, and
assess this kind of assessment. However, you should also realize that your effort relates to the total development of
your learners. One misconception about PBA is that it only enhances selected skills among learners like cognitive,
leaving the other skills at stake. We have to understand that performance tasks are beyond memorization itself. In the
performance or creation of products, learners must have basic understanding of the topic so as for them to accomplish
tasks. In the process, they also gain values such as trust, respect, and accountability. PBA, therefore, enhances all
domains of learning.

Performance tasks, as stipulated in DepEd Order No. 8, s. 2015, should allow learners to show what they
know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks.
Performance-based tasks may include: (1) skills demonstration; (2) group presentation; (3) oral work; (4) multimedia
presentations; and (5) research projects. The performance task itself is the heart of performance-based assessment.

These are the things to remember in planning and implementing performance tasks:

 Teach the requisite knowledge. A performance will not succeed if the basic elements are not taught
properly. It is a mortal sin for teachers to allow students to create a product or perform a task without
discussing first the knowledge they have to possess. You must understand that in order for the learner to reach
the top, they must learn how to use the stairs. For example, if the teacher asks the learners to create a reaction
paper, the teacher must discuss first the nature and purpose of the reaction paper and the procedures in doing
such before letting the learners to proceed with the task.
 Create and communicate the scoring rubric. A scoring rubric contains all the criteria that learners must
attain in order for them to reach a favorable grade. On one hand, it gives the learners a glimpse of what
aspects of the performance or product should be given more emphasis. It also promotes in them the creativity
at what they do. On the other hand, it promotes fairness on the side of the teachers, particularly in the
evaluation of the product or performance.
 Be a facilitator. As earlier mentioned, PBA requires more effort and time compared to traditional assessment.
In the introduction of the task, teachers must thoroughly discuss all the elements needed, how to perform, and
what is expected of them. Teachers must also give the learners enough time for them to practice or create their
task. During this time, teachers must be very careful in assisting the learners for them to target and exemplify
the desired goals and outcomes. Lastly, never fail to discuss the results among the learners so that they will
know what to continue and what to enhance among them.

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Strengths and Limitations of PBA

Like any other assessment type, performance assessment has applicability as well a downfalls. Knowing its
strengths and limitations will capacitate the teachers when to use such performance assessment in planning and
implementation. Cajigal and Mantuano (2014) identified various strengths and weaknesses of performance
assessment:
Strengths
 Performance assessment clearly identifies and clarifies learning targets. Performance tasks that are
authentic can actually harness various learning targets at a time. Performances and products are both
manifestations of learning targets which easily show whether or not the learners understood the topic or
exemplified the skills.
 Performance assessment allows students to exhibit their own skills, talents, and expertise. One good
characteristic of PBA is that learners have the freedom to choose what type of performance or product they
would use to showcase their learning. It gives them flexibility that would enable them to benchmark the things
they are good at. This encourages learners to show more and give their best.
 Performance assessment advocates the constructivist principle of learning. This type of assessment
allows the learners to use their schema and create their own knowledge at their own pace. It also gives the
learners opportunity to showcase their creativity to demonstrate their learnings.
 Performance assessment uses a variety of approaches to student evaluation. PBA has a huge array of
choices which can actually align with the learning targets. Teachers can base performance tasks on basic
assessment strategies, they can also create their own, depending on the situation.
 Performance assessment allows the teachers to explore the goal and processes of teaching and learning .
This kind of assessment enables teachers to see the alignment of what is asked with what is performed. It
gives the teachers the opportunity to evaluate whether the performance or product harnessed the learning
standards.

Limitations

 Development of high-quality performance assessment is a tedious process. Performance

assessment is very demanding. During the planning, teachers need to make sure that the learning
targets can all be harnessed in a single performance or product. Before and during the
implementation, teachers must give enough time for learners to practice or create the task and time
for the performance itself. In the evaluation, teachers must again create a reliable scoring rubric to
avoid personal biases.
 Performance assessment requires a considerable amount of time to administer. Unlike
traditional assessment, performance assessment takes days to accomplish all performances,
depending on the number of individuals or groups. Hence, teachers have to make sure that there is a
huge amount of time allotted from the start of practice to the implementation proper.
 Performance assessment takes a great deal of time to score. A complex performance or product
requires much time to score. Hence, crafting of a high-quality scoring rubric is recommended to
shorten the scoring time.

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

 Performance task scores may have lower reliability. Performance assessment allows learners to
demonstrate their learnings in various ways which may result in different products, performances,
responses, etc. This could affect the scoring capabilities of teachers, especially in observing and
evaluating performances of different types.
 Performance task completion may be discouraging to less able students. The selective nature of
performance tasks may diminish student motivation if they cannot accomplish tasks.

Types of Performance Tasks in Social Studies

The optimum goal of performance tasks is to target all learning outcomes aligned with the goals,
objectives, activities, and assessment. In this, performance tasks must promote active participation and
lifelong learning. These tasks should also possess the ability to be integrated in various disciplines and in
real life. Moreover, performance tasks must be challenging on the level of learners that they should see the
tasks are worth practicing and striving for. Performance tasks can be in the form of problem solving, inquiry
tasks, determining a position, demonstration tasks, exhibits, or presentation tasks.

Here are some performance tasks that can be used in social studies:
Output Outcome Example
Position Paper constructed publishable Students will create a sound
reaction paper on socio- reaction paper on political
political issues dynasties. Students will
identify and analyze the pros
and cons of political dynasties.
Simple Survey Research collaboratively completed Students will conduct a small-
survey research on social scale survey regarding the
problems in the local environmental and social
community problems in a barangay. The
information that will be
gathered will be analyzed and
presented through an oral
presentation.
Role-Play/Drama presented performance that Students will role-play the
mirrors the community's needs roles and concerns of the
and wants which can be easily community members like
achieved by working together population growth, expansion
of economic activities,
pollution, and social
dysfunctions.
Community Action Plan planned programs for local Students will assess the needs
interest and engage in of the community based on

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

community-based work for observations. The results of

positive causes the survey will be presented in
the class then be given to the
authorities for proper action.

Business/ student-ventured economic Students will prepare their

Product Proposal activities that require them to
use the concepts of supply and
demand
own product.In front of a set
of panelists the students will
present their products.
If approved, the students shall
market their products on social
media.

Exhibit student-planned and organized Each student will create an

exhibit on cultural identity artwork that symbolizes their
ethnic affiliation. All products
shall be displayed for public
viewing (Esmeralda, 2018).

Steps in Creating Performance-Based Assessment

Designing a performance assessment requires a tedious process which starts with identifying a task.
Generally, the performance task should make the students appreciate the lesson by completing a
performance or project while they develop their knowledge and skills at the same time. The experiences they
get will enable them to construct their own idea and develop their own skills which are relevant in real life.

1. Defining the Purpose of Assessment

As teachers, always keep in mind that in choosing assessment strategies, you must always rely on the
learning targets. By looking at these targets, teachers can ensure the alignment of what the learners have
learned and what to assess in their learning. It also gives the teachers a glimpse of what is expected for
students to create or perform which will become the basis of the teachers' evaluation. Moreover, by
identifying the purpose of PBA, teachers can identify what set of skills can be developed among the
learners. Examples are cognitive skills, social skills, affective skills, and psychomotor skills.

2. Identifying the Appropriate Task

After identifying the purpose of assessment, teachers can now proceed to identifying and/or creating
aligned performance tasks. You must understand that in identifying the task, you must be able to identify the
competencies or learning targets to see the connections of the task and the desired performance. This process
will guide the teachers in ensuring the alignment principle of what will be assessed. Linn (1995) as cited by
Cajigal and Mantuano (2014), identifies recommendations to improve performance tasks:

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

 Focus on learning outcomes that require complex cognitive skills and student performances.
 Select or develop tasks that represent both the content and the skills central to the important learning
outcomes.
 Minimize the difference of task performance on skills that are irrelevant from the intended purpose
of the assessment task.
 Provide the necessary scaffolding for students to be able to understand the task and what is expected.
 Construct task directions so that the students’ task is clearly indicated.
 Clearly communicate performance expectation in terms of the criteria by which the performance will
be judged.

3. Using Rubrics as an Assessment Tool

It is now clear that performance assessment is not a walk in the park. It requires time, effort, and
sometimes money. With regard to the evaluation process, the teachers must see to it that no other
hindering factors may come along the way, particularly in the scoring process. To ensure the
reliability of score, teachers have to use scoring rubrics.

Hubba and Freed (2000) opined that scoring rubrics usually contain the following components:

 Clear statements of the level of knowledge you expect the student to achieve for them to receive a
given grade
 The dimensions of the quality of work you expect the student to achieve
 Commentaries describing your expectations of knowledge and quality that distinguishes each grade
band (e.g., ABCDF)
Keep a few questions in mind while developing an instructional rubric.
 What are the essential elements of high-quality work?
 How many levels of achievement are to be described?
 Are the criteria for each level clearly described?

Basic Components Of Scoring Rubrics:

Rating Scale for the
performance

4 3 2 1
Criterion 1
Criterion 2
Criterion 3
Criterion 4

. Indicator for each

Criteria that describe
level of performance
the performance.

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Types of Scoring Rubric

1. Analytic Rubric. This kind of scoring rubric requires teachers to identify major skills that are relevant
and aligned with what is intended to measure. It determines the specific and detailed criteria that learners
must achieve. When criteria are defined in a detailed manner, teachers will not face any difficulty in
assigning scores to a performance or a product. Each criterion is defined based on a certain degree of
performance, whereby creating better diagnostic information.

Analytic Rubric for Essay Writing

1-Needs 2-Fair 3-Good 4-Excelent
improvement
Ideas No evidence of a Contains simple Contains a focused Contains a focused
main idea information about main idea and original main
Ideas seem a topic Uses some details idea
random and Very limited to enhance the Uses specific and
unconnected development of main idea engaging details to
the topic develop the main
idea
Organization No sense of Shows a Beginning middle Engaging
beginning middle, beginning sense and end work beginning well
and end of organization together to organized middle,
No evidence of but may be hard communicate and effective
transitions to follow at times effectively ending
May use simple Uses a variety of Variety of
transition words transition words to interesting
connect ideas transitions to make
the writing flow
smoothly
Sentence Many sentence Complete Variety of Purposefully uses a
Fluency fragments sentences, but sentence variety of sentence
Repetitive, simple most are simple beginnings and length and
sentences structure and lengths structure (simple
about the same Uses some and compound) to
length compound engage the reader
sentences
Conventions Still needs Still needs much Only requires Needs almost no
extensive editing, editing, errors minor editing, editing
errors interfere sometimes break errors do not

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

with meaning down meaning interfere with

meaning

2. Holistic Rubric. This kind of rubric allows teachers to evaluate a performance or a product based on the
perspective of its overall quality. Each criterion is defined generally and then assigned a score. This gives
the teachers an overall grasp of what should be evaluated among the leaners. It also allows the teachers to
rate very quickly, thus saving more time for the performance.

Holistic Rubric for Discussion Boards

Criteria Ratings Pts

Excellent to Very Good performance. Models professionalism and This area will be 5 pts
exemplary intellectual engagement with the course content. Demonstrates used by the
ability to productively identify important implications and extensions of the assessor to leave
readings in ways that motivate and deepen inquiry in the course. Posts and comments
replies are on time or early. Replies are engaged, polite, and offer support, related to the
critique, and useful suggestions. criterion.
Good to Average Performance. Applies course content effectively, but may This area will be 4 pts
fail to address all elements of the assignment. Grammar is of high quality used by the
but may display minor inconsistencies. Replies are engaged and polite, but assessor to leave
may not offer much critical thinking or suggestions. comments
related to the
criterion.
Below Average performance. Post may not model a professional, collegial This area will be 3 pts
demeanor. Post may be inconsistent with the assignment instructions; used by the
comments may lack depth and/or oversimplify the issues at hand or may be assessor to leave
incomplete. Grammar may be inconsistent. Post and replies may be late in a comments
manner that reduces participation. Replies may not be present. related to the
criterion.
This area will be 0 pts
Poor performance. Post was not completed or does not address assignment used by the
requirements. Comments may be shallow or incomplete. Grammar is poorly assessor to leave
executed. comments
related to the
criterion.
Total Points: 12

SELF-CHECK TEST:

1. Identify and explain what is asked in the table.

Types of Performance Task How to Implement What Does it Enhance

“Molding Holistic Individuals for a Brighter Tomorrow”

9
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

2. Visit and read the article in this blog post; https://blog.performancetask.com/why-should-we-use-

peformance-tasks-part-2-76431024e160. After reading, create an argumentative essay explaining the
significant points whether or not you should implement performance-based assessment inside the classroom.

REFERENCES:

TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES (Philippine History and Government)
Brenson Y. Andres; Ernest L. Esmeralda; Rowel S. Padernal

“Molding Holistic Individuals for a Brighter Tomorrow”