What are the General guidelines in designing performance assessment?

The learning outcomes at the end of the course serve as the bases in
designing the performance assessment tasks. With the learning outcomes
identified, the evidence of student learning that are most relevant for each learning
outcome and the standard or criteria that will be used to evaluate those evidence
are then identified. To guide you in designing performance assessments, the
following questions may be addressed:

1. What are outcomes to be assessed?

2. What are the capabilities/skills implicit or explicit in the expected outcomes
(e.g., problem-solving, decision-making, critical thinking, communication
skills)?
3. What are the appropriate performance assessment tasks or tools to measure
the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills
interesting, engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world
scenario?
6. What criteria should be included to rate student’s performance level?
7. What are specific performance indicators for each criterion?

Furthermore, the choice of teaching and learning activities is also of utmost

importance in choosing the performance assessment to use. There should
also be an alignment among the learning outcomes, the teaching learning
activities, and assessment tasks. For example, in a Physical Education-
Dance class, the following three-course components should be explicitly
clear and linked, as shown below:
Intended Learning Teaching-Learning Performace
Outcomes Activities Assessment Tasks
At the end of the
course, the students
should be able to:
 Perform dance Lecture, class Culminating dance class
routines and discussion, movement recitals, practical test
creatively exercises, dance for each type of dance,
combine demonstration, actual reflection papers, peer
variations with dancing with teacher evaluation rating.
rhythm, and partners,
coordination, collaborative learning.
correct footwork
technique, frame,
facial and body
expression.
 Participate in Required attendance, Actual dance
dance socials and and participation in performance in school
other community school and community or community
fitness advocacy dance performances. programs,
projects. reaction/reflection
papers.