Republic of the Philippines

Region IV-A CALABARZON

Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

Name: Anne Beryn C. Del Rosario Professor: Dr. Jordan Gallano

Course: BSE Math-3 Subject: AOL 2
A. List down five activities which are considered as performance-based outputs. From the list you
have made, what do you think are the competencies to be accomplished? What assessment
procedures were done by the teacher? (15 points)

Activities

1. Presentations
2. Portfolios
3. Performances
4. Projects
5. Debates

Competencies

1. Presentations. This activity could be done by students, which takes time, or in

collaborative groups. The basis for the presentation may be Providing information,
Teaching a skill, Reporting progress, Persuading others and Assessment Procedure/s.
2. Portfolios. These include items that students have created and collected over a period.
3. Performances. Dramatic performances are one kind of collaborative activities that can be
used as a performance-based assessment. Students can create, perform, and/or provide a
critical response. Examples include dance, recital, dramatic enactment. There may be prose
or poetry interpretation.
4. Projects. Projects are commonly used by teachers as performance-based activities. They
can include everything from research papers to artistic representations of information
learned. Projects may require students to apply their knowledge and skills while completing
the assigned task. They can be aligned with the higher levels of creativity, analysis, and
synthesis.
5. Debates. A debate in the classroom is one form of performance-based learning that teaches
students about varied viewpoints and opinions. Skills associated with debate include
 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

research, media and argument literacy, reading comprehension, evidence evaluation,

public speaking, and civic skills.

Assessment Procedure/s

1. Presentations. Students may choose to add in visual aids or a PowerPoint presentation or

Google Slides to help illustrate elements in their speech. Presentations work well across
the curriculum as long as there is a clear set of expectations for students to work with from
the beginning.
2. Portfolios. When students create a portfolio of their written work that shows how they
have progressed from the beginning to the end of class. The writing in a portfolio can be
from any discipline or a combination of disciplines.
3. Performances. Students must be provided time to address the demands of the activity;
resources must be readily available and meet all safety standards. Students should have
opportunities to draft stage work and practice.
4. Projects. Students might be asked to complete reports, diagrams, and maps. Teachers can
also choose to have students work individually or in groups. Journals may be part of a
performance-based assessment. Journals can be used to record student reflections.
Teachers may require students to complete journal entries. Some teachers may use journals
as a way to record participation.
5. Debates. There are many different formats for debate. One is the fishbowl debate in which
a handful of students forms a half circle facing the other students and debate a topic. The
rest of the classmates may pose questions to the panel. Another form is a mock trial where
teams representing the prosecution and defense take on the roles of attorneys and witnesses.
A judge, or judging panel, oversees the courtroom presentation.
 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

B. As a teacher education student, think of a subject you plan to teach and make workable tasks
which are applicable to your teaching situation in the different types of performance assessment.
(15 points)

Subject: Mathematics

Types of Performance Tasks

1. Solving a problem.
2. Demonstration task.
3. Oral Recitation.
Performance Task to be Undertaken

1. Solving a problem. Critical thinking and problem solving are important skills that need to
be sharpened and develop by the learners.
2. Demonstration task. This task show how the students uses the knowledge and skills to
complete well defined complex task. Students explain or describe how something works
or how to do something when they perform the task.
3. Oral Recitation. The practice of having the entire class recite important facts,
identifications, definitions, formulas and procedures within the instruction and later when
they need to be revisited. Concept development generally precedes oral recitation.

Workable Tasks (Authentic)

1. Solving a problem. Teachers may include problem solving activities, equations and drills
involving specific area in Mathematics.
2. Demonstration task. Demonstration of steps in arriving to their final answer. Explaining
the earthquake safety procedure
3. Oral Recitation. After deriving a formula or seeing a pattern develop that results in a rule
or procedure, that end result is placed on the board. It is best to read the formula to the
students three or four times as the teacher points to what us being read so the students learn
how to read, write and say math correctly