JUN PAUL M.

DALIDA
BSED-ENGLISH 3-A
ED209-ASSESSMENT IN LEARNING 2 (FIRST SEMESTER 2021-2022)

UNIT II: Alternative Ways in Assessing Learning

Lesson 2: Performance Assessment

Activity
Recall an activity that one of your teachers let the students perform
in the classroom. Write a narrative on how your teacher conducts such
activity.
The type of activity that one of my teachers let the students perform is
Think-Pair-Share. The teacher did first asks students to consider a question on their
own, and then provides an opportunity for students to discuss it in pairs, and finally
together with the whole class. The success of these activities depends on the nature
of the questions posed. This activity works ideally with questions to encourage
deeper thinking, problem-solving, and/or critical analysis. The group discussions are
critical as they allow students to articulate their thought processes. These are the
procedures did the teachers to the students.
1. Pose a question, usually by writing it on the board or projecting it.
2. Have students consider the question on their own (1 – 2 min).
3. Then allow the students form groups of 2-3 people.
4. Next, have students discuss the question with their partner and share
their ideas and/or contrasting opinions (3 min).
5. Re-group as a whole class and solicit responses from some or all of the
pairs (3 min).

Analysis
Based on the narrative that you have written, list down 5 features of
performance assessment.
Advantages of the think-pair-share include the engagement of all students in
the classroom (particularly the opportunity to give voice to quieter students who
might have difficulty sharing in a larger group), quick feedback for the instructor
(e.g., the revelation of student misconceptions), encouragement and support for
higher levels of thinking of the students.

Application
1. Watch a performance (may be live, in television, YouTube or other
social media) and rate it using specific criteria. Explain how you were
able to come up with your rating.

CATEGORIES 5 Points: outstanding, excellent,

superior, of a professional level
4 Points: very good, better than
average, but not quite excellent
3 Points: average, acceptable, some
deficiencies or noticeable flaws
2 Points: needs work, some serious
deficiencies
1 Point: poor, unacceptable, shows
serious lack of preparation or ability
Stage Presence/Audience
Communication
Diction
Intonation
Vocal Quality
Rhythmic Interpretation
Dynamics
Song Choice/Song Prep
There are seven categories or criteria I used to evaluate vocal
performances. First category is based on how the singer dresses, uses the
stage, moves, interacts with the live musicians, and communicates with the
 audience. Proper attire should be based on the musical style and setting.
When judging diction, I always ask myself the question: can I understand the
words? If I have trouble understanding the lyric of the song, there may be
something wrong with the diction. Third is intonation, this seems simple at
first glance: are you singing in tune? In reality, it isn’t always that easy to
tell. For example, you might sing perfectly in tune 99% of the time but go
slightly out of tune for just one high or low note. This happens commonly. If
just one note was slightly out of tune, how much should that affect the score
for intonation? Judging vocal quality is perhaps one of the most difficult
aspects for judges to remain objective. Naturally, whether a voice has a
pleasing quality or not can be a matter of taste. Rhythmic Interpretation
category may be elusive to some. With long experience and deep
understanding of dozens of contemporary musical styles, I have come to
realize that the rhythmic “feel” is perhaps one of the most important factors
contributing to the quality of a performance. In music, the concept of
dynamics traditionally refers to intensity or gradations of volume from loud to
soft. Here, I will use dynamics as criteria with a slightly different and more
nebulous purpose. Every performance has some intangibles; there are some
things it’s just hard to put your finger on. Lastly, song choice, did the singer
forget the lyrics? Was the song in the right key for the singer’s range? Was
there an arrangement of the song that worked favorably? Was the song a
good choice for THIS singer and THIS audition? Did the singer choose the
right tempo? If the singer brought her own Accompanist, did the
Accompanist make mistakes or play too loudly? Did the singer count off the
song properly and start in the correct key?

2. Assess a particular homemade product (food, handicraft, gadgets,

etc). Take picture of the product and explain how you were able to
judge it.
 I will judge it through Execution, Appearance and Taste. The judges will give a
score out of ten for each criterion, 1 being inedible, and 10 being excellent.
EXECUTION: Did the dish come together? In your opinion, did the cook
successfully accomplish their recipe describes? Does the dish meet the
criteria of the specific category?
APPEARANCE: Is it pleasing to the eye? Does it look appetizing? Do you
want to take a big bite out of it right now?
TASTE: Is it pleasing to the taste buds? Does it make you want to eat
more? Is there an appropriate balance of flavor?

Assessment
1. Give and discuss the different levels of the psychomotor domain. For
each level, construct a learning target/ desired learning outcome.
Refer to the table (Taxonomy of Educational Objectives in the
Psychomotor Domain). 50 pts.

Perception (awareness): The ability to use sensory cues to guide motor

activity. This ranges from sensory stimulation, through cue selection, to
translation.
Examples: Detects non-verbal communication cues. Estimate where a
ball will land after it is thrown and then moving to the correct location
to catch the ball. Adjusts heat of stove to correct temperature by smell
and taste of food. Adjusts the height of the forks on a forklift by
comparing where the forks are in relation to the pallet.
Key Words: chooses, describes, detects, differentiates, distinguishes,
identifies, isolates, relates, selects

Set: Readiness to act. It includes mental, physical, and emotional sets.

These three sets are dispositions that predetermine a person's response to
different situations (sometimes called mindsets).
Examples: Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and limitations.
Shows desire to learn a new process (motivation). NOTE: This
subdivision of Psychomotor is closely related with the “Responding to
phenomena” subdivision of the Affective domain.
Key Words: begins, displays, explains, moves, proceeds, reacts,
shows, states, volunteers.
Guided Response: The early stages in learning a complex skill that includes
imitation and trial and error. Adequacy of performance is achieved by
practicing.
Examples: Performs a mathematical equation as demonstrated.
Follows instructions to build a model. Responds hand-signals of
instructor while learning to operate a forklift.
Key Words: copies, traces, follows, react, reproduce, responds

Mechanism (basic proficiency): This is the intermediate stage in learning

a complex skill. Learned responses have become habitual and the
movements can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking faucet. Drive a
car.
Key Words: assembles, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
and organizes, sketches.

Complex Overt Response (Expert): The skillful performance of motor acts

that involve complex movement patterns. Proficiency is indicated by a quick,
accurate, and highly coordinated performance, requiring a minimum of
energy. This category includes performing without hesitation, and automatic
performance. For example, players are often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball or throw a football, because they
can tell by the feel of the act what the result will produce.
Examples: Maneuvers a car into a tight parallel parking spot.
Operates a computer quickly and accurately. Displays competence
while playing the piano.
Key Words: assembles, builds, calibrates constructs, dismantles
displays, fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, and organizes sketches.

Adaptation: Skills are well developed and the individual can modify
movement patterns to fit special requirements.
Examples: Responds effectively to unexpected experiences. Modifies
instruction to meet the needs of the learners. Perform a task with a
machine that it was not originally intended to do (machine is not
damaged and there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges, reorganizes, revises,
varies.
 Origination: Creating new movement patterns to fit a particular situation or
specific problem. Learning outcomes emphasize creativity based upon highly
developed skills.
Examples: Constructs a new theory. Develops a new and
comprehensive training programming. Creates a new gymnastic
routine.
Key Words: arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.

2. How does performance assessment differ from other assessment

tools? How do we ensure the validity of the assessment? 20 pts.
Performance assessment is one alternative to traditional methods of
testing student achievement. While traditional testing requires students to
answer questions correctly (often on a multiple-choice test), performance
assessment requires students to demonstrate knowledge and skills, including
the process by which they solve problems. Performance based assessments
are typically viewed as providing more valid data than traditional
examinations because they focus more directly on the tasks or skills of
practice

3. Do you think it is necessary to measure skills? Why? Is a high

assessment of performance indicative of high intelligence? Discuss.
20 pts.
A skills assessment is extremely helpful in pinpointing exactly the
areas where someone needs to develop skills, making it easier to develop a
relevant, personalized learning and development plan. In skill-based
learning, students are pushed to think out of the box and innovate to find
new ways to approach matters. In an environment that merges knowledge
and skill-based learning beautifully, students tend to become independent
thinkers. They’re encouraged to think higher and deeper, and solve problems
on their own. When skill-based learning is introduced at a young age, such as
in schools like Podar International, it fine tunes students’ minds, and they
grow up to be a lot more self-assured.

4. Discuss how you will be able to provide a balance of contextualized

and decontextualized assessments in your classroom as a teacher in
English. 10 pts.
We all know that teachers nowadays use any kind of assessment to
evaluate students learning outcome. And we have two assessments a
contextualized and decontextualized assessment; these two assessments
have a specific role for students to enhance their skills, knowledge and
performance. Based on my understanding contextualized assessment means
how students construct and apply their learning skills. And by
decontextualized assessment they use information stored in their memory or
they use declarative knowledge. In other say decontextualized assessment
focus on students’ ideas or opinion that we may share on their certain topic.
As an English teacher before I discuss I give the learners firs the pre
assessment test and after the discussion I will ask them and give them a
post assessment.