Chilsea Mae Mabawad

Activity 3

1. Enumerate and discuss the different steps in developing the performance-based Assessment.

Answer:

1. Define the purpose of the assessment

The first step a teacher must consider in developing a 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 deciding 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 the
formative assessment will be used.

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

Since there is limited time in the classroom for the assessment procedures, it is very important to
determine the skills and 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’ learning outcomes or instructional objectives a very important role in planning performance
assessment.

3. Design or develop the activity of 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 allotted 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 of
learning instruction.

4. Define the Performance Criteria

After determining the activities and the tasks that are to be included in the performance tasks, the next
step in developing the performance-based assessment is to identify the criteria to be used in the
assessment process.

5. Create Scoring Rubrics

Scoring rubrics are used when judging the quality of the work of the learners on performance
assessments. One of the alternative methods of rating the performance of the students aside from
paper-and-pencil tests is the use of scoring rubrics or rubrics. They are forms of scoring guide that are
used in evaluating the level of performance of students or products resulting from the performance
task.
6. Assess the Performance

The next step in performance assessment is to assess and score the student’s performance. To assess
the performance of the students, the evaluator can use the checklist approach, narrative or anecdotal
approach, rating scale approach, and memory approach. The evaluator can give feedback as well in the
form of a narrative report or a grade.

7. Specify the Constraints in Testing

Performance assessment is a direct form of assessment in which real-world conditions and constraints
play a very important role in demonstrating the competencies desired from the Students. The most
common forms of constraints are time, reference materials, other people, Equipment, prior knowledge
of the task, and scoring criteria.

2. Why is it very important to discuss the constraints in performance-based assessment?

Answer: In Performance assessment, real-world conditions and constraints play a very important role in
demonstrating the competencies desired from the students. The most common forms of constraints are
time, reference materials, other people, equipment, prior knowledge of the task, and scoring criteria.

3. What is the importance of scoring rubrics in assessing the performance of the students?

Answer: Scoring rubrics are used when judging the quality of the work of the learners on performance
assessments. One of the alternative methods of rating the performance of the students aside from
paper-and-pencil tests is the use of scoring rubrics or rubrics. They are forms of scoring guide that are
used in evaluating the level of performance of students or products resulting from the performance
task. Scoring Rubrics are descriptive scoring schemes that are developed by teachers or other evaluators
to guide the analysis of the products or processes of students' efforts.

4. What are the advantages of analytic rubric over holistic rubric? (5 pts)

Answer: Analytic rubric has more detailed feedback, scoring more consistently across students, and it
provides more guidance for instructional planning. Also, with this type of rubric, the students can be
able to identify their strengths, as well as their weaknesses more clearly. The analytic rubric can also be
utilized by the teacher when there is a need for the students to assess their product or work in a process
called self-assessment.

5. Give five examples of performance tasks in the areas of Mathematics, Physical Education, science, and
English that you have planned to teach. (Note: For BSED students focus on your field of specialization) (5
pts)

Answer: (MAPEH)

1. Music - Write about music with a particular purpose in mind (e.g., write a music review).

2. Art - Interpret a work of art and write about the artistic process.

3. Theatre - Analyze the directorial, performance, and design choices in a video of a professional staging
of the scene.
4. Dance - Analyze elements of dance (body shapes and actions, use of space, energy dynamics, staging
relationships) and choreographic devices and structures.

5. Song - Compose a song and perform the learned piece.

6. Are the scores of students using performance-based assessment always reliable? Why?

Answer: Yes, because they are typically viewed as providing more valid data than traditional
examinations because they focus more directly on the tasks or skills of practice.

7. Is it possible to commit an error when a teacher observes and judges the performance of the
students? Present and describe the possible errors that can be committed? (10 pts)

Answer: Yes, it is possible. The difficulty in observing/judging is that they can be very individual to
that specific student. So observing them can be highly subjective. That said, it is possible to design
assessment criteria to make marking more reliable, for example when presenting ‘evidence’ in a
performance, there may be criteria, for example, the type, quality, and quantity of evidence needed
for each part/section of the performance. When there is a potential error in marking I would
recommend that the portfolio is seen by a second assessor.

8. Present some issues related to grading when using performance-based assessment.

It is possible to commit an error when observing and judging students’ performance. The possible errors
committed when using the performance-based are personal bias, severity error, generosity error, and
halo effect. Generosity error is committed when a teacher overrates the performance of the students or
favors the high-performing student in the class. Severity error is when the teacher favors the low-
performing students in the class. The Halo effect is committed when judging individual characteristics in
terms of a general impression.