Group 2 - Chapter 3&4

MEANING
and
CHARACTERISTICS
Presented by group 2
PERFORMANCE-BASED ASSESSMENT IS ONE IN
WHICH THE TEACHER OBSERVES AND MAKES A
JUDGEMENT ABOUT THE STUDENT'S
DEMONSTRATION OF A SKILL OR COMPETENCY IN
CREATING A PRODUCT, CONSTRUCTING A RESPONSE,
OR MAKING A PRESENTATION (MCMILLAN, 2007)
PERFORMANCE-BASED ASSESSMENT (PBA)
IS AN ALTERNATIVE FORM OF ASSESSMENT
THAT MOVES AWAY FROM THE
TRADITIONAL PAPER-AND-PENCIL TESTES
(FERMAN, 2005)
TWO TYPES OF PERFORMANCE BASED
ASSESSMENT
Product Descriptor
Rubric
TYPES OF ACTIVITIES THAT BEST EXEMPLIFIED PERFORMANCE-
BASED ASSESSMENTS INCLUDES:

1. WRITING A RESEARCH REPORT

2. SOLVING AND CONDUCTING EXPERIMENTS AND INVESTIGATIONS
3. RETURN DEMONSTRATION
4. SPEECH
5. SKIT
6. ROLE PLAYING
7. CONSTRUCTING AND IMPLEMENTING SEMINAR PLAN OR CREAATING VIDEO
PRESENTATION
IT IS STIPULATED IN THE DEPED ORDER NO.7, S. 2012
THAT THE HIGHEST LEVEL OF ASSESSMENT FOCUSES ON
THE PERFORMANCE (PRODUCT) WHICH THE STUDENTS
ARE EXPECTED TO PRODUCE THROUGH AUTHENTIC
PERFORMANCE TASKS.
• PERFORMANCE ASSESSMENTS PROVIDE A BASIS OF
TEACHERS TO EVALUATE BOTH THE EFFECTIVENESS OF
THE PROCESS OR PROCEDURE USED. (E.G APPROACH TO
DATA COLLECTION, MANIPULATION OF INSTRUMENTS) AND
THE PRODUCT RESULTING FROM PERFORMANCE OF A TASK
(COMPLETED REPORT OF RESULTS,COMPLETED ART WORK)
According to Linn, 1995
• PERFORMANCE PRODUCTS ARE OUTPUTS PRODUCED BY
STUDENTS THAT PROVIDE CONCRETE SAMPLES OF THEIR
KNOWLEDGE AND UNDERSTANDING OF THE SUBJECT
MATTER.
PERFORMANCE ASSESSMENTS PROPONENTS CONTEND THAT GENUINE
ASSESSMENT MUST HAVE AT LEAST THREE OF THE FOLLOWING
FEATURES (POPHAM, 2011):

• MULTIPLE EVALUATION CRITERIA

• PRE-SPECIFIED QUALITY STANDARD

• JUDGMENTAL APPRAISAL
Types of
PERFORMANCE TASK
Bautista, Jesiel F.
Main
OBJECTIVE
The main objective of the performance task is to capture all the learning
targets which shall be aligned to the teaching and learning objectives,
activities and assessment. Thus, the focus of performance-based
assessment is the final output that must be developed or completed.
Demostrate:
KNOWLEDGE
Demostrate:
KNOWLEDGE UNDERSTANDING
Demostrate:
KNOWLEDGE UNDERSTANDING PROFICIENCY

VISUAL ARTS
PERFORMANCE ARTS
PHYSICAL EDUCATION
PERFORMANCE-BASED
ASSESSMENT TASKS
According to MUSIAL, 2009
SOLVING A PROBLEM
Critical thinking and
problem solving are
important skills that need
to be sharpened and
developed by the learners.
SOLVING A PROBLEM
COMPLETING AN INQUIRY
An inquiry task is one in
which the students are
asked to collect data in
order to develop their
understanding about a
topic or issue.
LIGHT OBJECT SHADOW

DETERMINING A POSITION
This task requires
students to make a
decision or clarify a
position.

DEMONSTRATION TASK
This task shows how
the students use
knowledge and skills to
complete well-defined
complex tasks.

DEVELOPING EXHIBITS
Exhibits are visual
presentations or
displays that need little
or no explanation from
the creators.

PRESENTATION TASK
This is a work or task
performed in front of an
audience. Storytelling, singing
and dancing, musical play or
theatrical acting are some
presentations which
demonstrate presentations
tasks.
CAPSTONE PERFORMANCES
These are tasks that
occur at the end of a
program of study and
enable students to show
knowledge and skills in
the context that matches
the world of practising
professionals.

Types of
PERFORMANCE TASK
SOLVING A PROBLEM
DETERMINING A POSITION
DEMONSTRATION TASK
DEVELOPING EXHIBITS
PRESENTATION TASK
CAPSTONE PERFORMANCES
Bautista, Jesiel F.
STRENGHT AND LIMITATIONS
Presented By: Rhona May S. Butalon

Performance assessment Performance assessment
clearly identifies and advocates constructivist
clarifies learning targets. principles of learning.
Performance assessment Performance assessment

allows students to exhibit uses a variety of
their own skills, talents, and approaches
m o r e to student
expertise. evaluation.
m o r e
Performance assessment
allows the teachers to explore
the main goal and processes
of teaching and learning
process.
m o r e
m o r e
1. Development of high quality of
performance assessment is a tedious
process.
2. Performance assessment requires a

considerable amount of time mtoo administer
r e
m o r e
3. Performance assessment takes a great
deal of time to score.
4. Performance task score may have lower
reliability.
5. Performance task completion may be

discouraging to less able students.
m o r e
m o r e
STRENGHT WEAKNESSES
Integrates assessment with Reliability may be difficult to
instruction. establish.
Provides opportunities for Measurement error due to

formative assessment. subjective nature of the
scoring may be significant.
More engaging: active
Few samples of student
involvement of students.
achievement.
Emphasis on application of
Difficult to plan for amount
knowledge.
of time needed.
CHAPTER 4
Identifying
PURPOSE OF ASSESSMENT
bY: BLASQUENIO, JOAN A.
WHAT IS ASSESSMENT? PURPOSE OF ASSESSMENT?
PROCESS OF GATHERING AND ANALYZING INFORMATION . TO MEASURE LEARNING OUTCOMES (WHAT STUDENTS

HAVE LEARNED?)
INDIVIDUAL'S OR GROUP'S KNOWLEDGE TO PROVIDE FEEDBACK (HELP INDIVIDUALS TO IDENTIFY
SKILLS AREAS FOR IMPROVEMENT)
ABILITIES TO INFORM INSTRUCTION (GUIDE AND SHAPE THE
OR OTHER CHARACTERISTICS INSTRUCTION FOR STUDENTS)
TO EVALUATE PROGRAMS OR INTERVENTIONS (MEASURING
OUTCOMES OR IDENTIFYING AREAS FOR IMPROVEMENT)
TO ENSURE ACCOUNTABILITY (PROVIDING EVIDENCE OF
LEARNING OR PERFORMANCE)
FOUR TYPES OF LEARNING TARGETS USED IN
PERFORMANCE ASSESSMENT
1. DEEP UNDERSTANDING OR KNOWLEDGE
TARGETS
focus to students' ability to grasp and comprehend
complex concepts or ideas in a particular subject or
field.
2. REASONING TARGETS
focus on students' ability to analyze, evaluate, or create
arguments, using evidence and logic.
3. SKILLS TARGETS
focus on students' ability to perform specific tasks or procedures,
often involving physical and motor skills.
4. PRODUCT TARGETS
focus on students' ability to create a tangible or digital artifact that
demonstrate their knowledge.
process and product-oriented
PERFORMANCE-BASED ASSESSMENT
by Camina Juliana R. bautista
Camina Juliana Bautista
Performance-based
ASSESSMENT
measures students' ability to apply the skills and knowledge
learned from a unit or units of study.
Page 02
Process and Product-Oriented Performance-Based Assessment Page 02
PROCESS-ORIENTED PRODUCT-ORIENTED
is concerned with the actual task is a kind of assessment where in the
performance rather than the output assessor views and scores the final
or product of the activity. product made and not on the actual

performance of making that product.
m o r e m o r e
Assessment in learning 2
process-oriented LEARNING COMPETENCIES
PERFORMANCE-BASED ASSESSMENT Competencies are defined as groups or cluster

of skills and abilities needed for a particular
task. Competencies are divided into two,
The learning objectives in
complex and simple competencies
process-oriented performance
based assessment are stated
in direct observable behaviours
of the students.
process-oriented
Children are tasked to recite a
poem by Brittney Oswald
entitled "Apple Tree".
Specifically:
1. Recite the poem from memory without
referring to notes;
2. Use appropriate hand and body gestures in
delivering the piece;
3. Maintain eye contact with the audience while
reciting the poem;
4. Create the ambiance of the poem through
appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper
diction.
SIMPLE COMPLEX
Recite a poem with feeling using appropriate
Speak with a well-modulated voice
voice quality, facial expression and hand
Draw a straight line from one point to
gestures
another point
Construct an equilateral triangle given three
Color a leaf with a green crayon
non-collinear points
Draw and colour a leaf with green crayon
m o r e m o r e
Assessment in learning
Task DESIGNING
Learning tasks need to be carefully planned. Some generally accepted
standards for designing at ask include:
Identifying an activity that would highlight the competencies to be evaluated.
Identifying an activity that would entail more or less the same sets of
competencies. If an activity would result in too many possible competencies
then the teacher would have difficulty assessing the student’s competency
on the task.
Finding a task that would be interesting and enjoyable for the students. Tasks
such as writing an essay are often boring and cumbersome for the students
scoring
RUBRIC
ANALYTIC
Breaks out criteria for distinguishing
between levels of performance on
each criterion.
Useful for detailed assessment and
feedback.
Descriptions are organized in a
matrix.
HOLISTIC
Provides comprehensive
descriptions of each level of
performance.
Useful for quick and general
assessment and feedback
Descriptions may be organized in
columns or rows
product-oriented
a kind of assessment where in the assessor views and scores the final product made
and not on the actual performance of making that product.
3 LEVELS OF PRODUCT-ORIENTED LEARNING COMPETENCIES
beginner’s level skilled level expert level

Task DESIGNING
Concepts in Task Designing
a) Complexity
b) Appeal
c) Creativity
d) Goal-based
SCORING
RUBRIC
The criteria for scoring rubrics are statements
which identify "what really counts "in the
finals output. Here are the most often used
major criteria for product assessment:
Quality
Creativity
Comprehensiveness
Aesthetic
Accuracy
Identifying
PERFORMANCE TASKS
bY:BULOS, NHILIECA REICCYL
Identifying
PERFORMANCE TASKS
Identifying performance tasks measure the learning target you are about to assess. Some
targets imply that the tasks should be structured; others require unstructured tasks.
Identifying
PERFORMANCE TASKS
Below are some questions that should be answered in designing tasks:
What ranges of tasks do the Which parts of the tasks should be Does each task require students to
leaning targets imply? structures, and to what degree? perform all the important elements
implied by the learning targets?
Do the tasks allow me to assess What must I tell students about the Will students with different ethnic
the achievement dimensions I task and its scoring to communicate and social backgrounds interpret
need to assess? them what they need to perform? my task appropriately?
Task description should include the
following:
1. Content and skill targets to be assessed
2. Description of the student activities
3. Group or Individual
4. Helped allowed
5. Resource needed
6. Teacher role
7. Administrative process
8. Scoring procedures
Performance needs to be identified so that
students may know what task and criteria
to be performed.

Suggestions for
CONSTRUCTING PERFORMANCE TASKS
The development of high-quality performance assessment that effectively measure
complex learning outcomes requires attention to task development and to the ways in
which performances are rated.
Suggestions for 1. Focus on learning outcomes that require
CONSTRUCTING complex cognitive skills and student

performances.
2. Select or develop tasks that represent
PERFORMANCE both the content and the skills and

student performances.
TASKS 3. Minimize the difference of task

performance on skills that are irrelevant to
the intended purpose of the assessment
Linn (1995) suggested ways to
task.
improve the development of tasks:
Suggestions for
CONSTRUCTING 4. Provide necessary scaffolding for students
to be able to understand the task and what is
expected.
PERFORMANCE 5. Construct task directions so that the

student's task is clearly indicated.
TASKS 6. Clearly communicate performance

expectations in terms of the criteria by which
the performances will be judged.
Linn (1995) suggested ways to
improve the development of tasks:
DEVELOPING
scoring
SCHEMES
BY DANIELLE ANN CABLAO
Developing Scoring
SCHEME
Scoring rubrics are descriptive scoring schemes. Teachers or
other evaluators create score rubrics, which are descriptive
scoring procedures, to direct the analysis. An effective
technique for measuring student achievement on an
assessment task objectively is a scoring rubric.
When should a
SCORING RUBRIC BE USED?
Almost any product, activity, or behavior
can be wax categorized and evaluated
using a rubric.
How to develop a
SCORING RUBRIC
1. (20%) = Unacceptable (completes none of the objectives)
2. (40%) = Limited proficiency (completes few of the objectives
3. (60%) = Proficient (completes some of the objectives)
4. (80%) = Good Proficiency (completes almost of the objectives)
5. (100%) = Superior Proficiency (completes all of the
Rubrics as an
ASSESSMENT
TOOL A variety of assessment tools and
approaches includes rating scales,
checklist, portfolios, norm-referenced
tests, and observations.
Types of
RUBRICS ANALYTIC
There are two types of rubrics and of methods
for evaluating students’ efforts: holistic and
HOLISTIC
analytic rubrics.
ANALYTIC
• TWO-DIMENSIONAL RUBRICS WITH LEVELS OF ACHIEVEMENT AS COLUMNS
AND ASSESSMENT CRITERIA AS ROWS. IT ALLOWS YOU TO ASSESS
PARTICIPANTS' ACHIEVEMENTS BASED ON MULTIPLE CRITERIA USING A SINGLE
RUBRIC. YOU CAN ASSIGN DIFFERENT WEIGHTS (VALUE) TO DIFFERENT CRITERIA
AND INCLUDE AN OVERALL ACHIEVEMENT BY TOTALING THE CRITERIA;
• WRITTEN IN A TABLE FORM.
ANALYTIC
HOLISTIC
• SINGLE CRITERIA RUBRICS (ONE-DIMENSIONAL) USED TO ASSESS
PARTICIPANTS' OVERALL ACHIEVEMENT ON AN ACTIVITY OR ITEM
BASED ON PREDEFINED ACHIEVEMENT LEVELS;
• PERFORMANCE DESCRIPTIONS ARE WRITTEN IN PARAGRAPHS AND
USUALLY IN FULL SENTENCES.
HOLISTIC
Page 09 of 15
RUBRIC

DEVELOPMENT
Page 09 of 15
RUBRIC DEVELOPMENT title

Stevens and Levi's Introduction
to Rubric (2005) enumerated Task Description:
the steps in developing rubric.
Task Description
Scale
Dimension
Description of Dimensions
Page 09 of 15
TASK DESCRIPTION
Page 09 of 15
TASK DESCRIPTION
SCALE
Page 09 of 15
TASK DESCRIPTION
SCALE
DIMENSIONS
Page 09 of 15
TASK DESCRIPTION
SCALE
DIMENSIONS
DESCRIPTION OF DIMENSIONS
Page 09 of 15
TASK DESCRIPTION
involves the performance of
the students. Tasks can be
taken from assignments,
presentations and other
classroom activity.
Page 09 of 15
Community development
Task Description:
Your task is to glean or gather ethical issues/experiences from the real-world

situations about Frameworks and Principles Behind Moral Disposition. Use any
presentation softwareto create your story glory. This should be done individually
and make sure to examine their moral disposition and have a reflection towards
the end.
Page 09 of 15
SCALE
describes how well or poorly
any given task has been
performed and determine to
what degree the student has
met a certain criteria.
Page 09 of 15
SCALE
Task Description:

the end.
Page 09 of 15
DIMENSIONS
This is a set of criteria which serves
as basis for evaluating student
output or performance.
Lay out the parts and how tasks are

divided.
Page 09 of 15
DIMENSIONS
Task Description:
the end.
Page 09 of 15
DESCRIPTION OF DIMENSIONS
Dimensions should contain description of the

level of performance as standard of excellence
accompanied with examples. This allows both
the teachers and the students to identify the
level of expectation.
Page 09 of 15
description of dimensions
Task Description:
the end.
Page 09 of 15
Task Description:
the end.
Page 09 of 15
Task Description:
the end.
Rating
THE PERFORMANCE
By: Allysa Bien V. Bertillo
It is the step in a work measurement in which the teacher or
professor observes the performances and records a value
representing that performance relative to the teacher's
concept of standard performance .
METHODS OF RATING THE PERFORMANCE
Based on speed or pace Based on dexterity
Based on effectiveness Based on quantity

LEVELS OF PERFORMANCE
It is labeled as adjectives which describe the
performance levels.
Words used for levels of performance could
influence the student's interpretation of
performance level such as superior,
moderate, poor, or above or below average.
EXAMPLES TO DESCRIBE LEVELS OF
PERFORMANCE
Excellent, Good, Fair, Poor
Master, Apprentice, Beginner
Exemplary, Accomplished, Developing,

Beginning, Undeveloped
Complete, Incomplete
Yes, No
SCORING
Scores make up the system of numbers or
values used to rate each criterion and often
are combined with levels of performance.
Begin by asking how many points are
needed to adequately describe the range of
performance you expect to see in students’
work. Consider the range of possible
performance level.

Group 2 - Chapter 3&4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group 2 - Chapter 3&4

Uploaded by

Copyright:

Available Formats

MEANING

1. WRITING A RESEARCH REPORT

• MULTIPLE EVALUATION CRITERIA

• PRE-SPECIFIED QUALITY STANDARD

KNOWLEDGE UNDERSTANDING PROFICIENCY

LIGHT OBJECT SHADOW

Presented By: Rhona May S. Butalon

Performance assessment Performance assessment

2. Performance assessment requires a

5. Performance task completion may be

Provides opportunities for Measurement error due to

or product of the activity. product made and not on the actual

process-oriented LEARNING COMPETENCIES

PERFORMANCE-BASED ASSESSMENT Competencies are defined as groups or cluster

3 LEVELS OF PRODUCT-ORIENTED LEARNING COMPETENCIES

beginner’s level skilled level expert level

CONSTRUCTING complex cognitive skills and student

PERFORMANCE both the content and the skills and

TASKS 3. Minimize the difference of task

PERFORMANCE 5. Construct task directions so that the

TASKS 6. Clearly communicate performance

RUBRIC DEVELOPMENT title

Your task is to glean or gather ethical issues/experiences from the real-world

Your task is to glean or gather ethical issues/experiences from the real-world

Lay out the parts and how tasks are

Dimensions should contain description of the

Based on speed or pace Based on dexterity

Based on effectiveness Based on quantity

Excellent, Good, Fair, Poor

Master, Apprentice, Beginner

Exemplary, Accomplished, Developing,

You might also like