Mt. Carmel College of San Francisco, Inc.

San Francisco, Agusan del Sur

Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

MODULE No. 5
Alternative Ways in Assessing Learning
Module Introduction:
To start, let us have a brief recap on the previous lesson. While all five types of learning targets (knowledge, reasoning, skill,
product, and affect) can be assessed by the use of alternative methods of assessment, three types of learning targets can be best
assessed using alternative assessments. These are skills, products, and affect.
Stiggins et al. (2006) defined skills type of learning targets as one's use of knowledge and reasoning to act skillfully. In other
words, skills refer to learning targets that require the development and demonstration of behavioral or physical task. To able to
demonstrate skills or act skillfully, students must be able to possess the knowledge and reasoning ability related or relevant to the skills
to be demonstrated.
To be able to perform successfully the above culminating performance tasks, you should have distinguished between traditional
and performance assessments, understood the processes in setting learning objectives and student outcomes and in preparing the table
of specifications, identified the different types of performance assessment tasks, and learned the guidelines in designing performance
assessment tools.
WEEK 3 DAY 5 LESSON NO. 5
LESSON TITLE Alternative Ways in Assessing Learning
DURATION/HOURS 1.5 hours
SPECIFIC At the end of the session, the students are expected to:
LEARNING a. design appropriate performance assessment tools for intended student learning outcomes.
OUTCOME/S:
TEACHING LEARNING ACTIVITIES
Preliminary Activities:
Task 1: K-W-L Chart
Directions: Fill out the WHAT I KNOW Column and the WHAT I WANT TO KNOW Column on the chart with the given topic.
Leave the last column blank. (10pts.)
PERFORMANCE ASSESSMENT
What I KNOW What I WANT TO KNOW What I LEARNED

Processing:
Discussion of Concept No. 1: What is performance assessment?
❖ Definition of Performance Assessment
Performance assessment is an assessment activity or set of activities that require students to generate products or
performances that provide direct or indirect evidence of their knowledge, skills, and abilities in an academic content domain. It
provides teachers with information about how well a student understands and applies knowledge and goes beyond the ability
to recall information. It is used for assessing learning outcomes that involve designing or creating projects or products such as
research papers, art exhibits, reflective essays, and portfolios. On the other hand, performance-based tasks include actual
performances of making those products, such as carrying out laboratory experiments, exhibiting creative and artistic talents,
such as dancing, painting, and playing a musical instrument, and demonstrating writing skills through extemporaneous essay
article review, and reflective papers. Both product-based and performance-based assessments provide information about how
a student understands and applies knowledge and involve hands-on tasks or activities that students must complete individually
or in small groups. Below are examples of product-based and performance-based assessments:

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 Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

Table 5.1. Examples of Product-Based and Performance-Based Assessments

Types Examples
A. Product-Based Assessment
Visual Products charts, illustrations, graphs, collages, murals, maps, timeline flows, diagrams,
posters, advertisements, video presentations, art exhibits
Kinesthetic Products diorama, puzzles, games, sculpture, exhibits, dance recital
Written Products journals, diaries, logs, reports, abstracts, letters, thought or position papers, poems,
story, movie/TV scripts, portfolio, essay, article report,
research paper, thesis
Verbal Products audiotapes, debates, lectures, voice recording, scripts
B. Performance-Based Assessment Oral Presentations/Demonstrations
Oral Presentations/Demonstrations paper presentation, poster presentation, individual or group report on assigned
topic, skills demonstration such as baking, teaching, problem solving
Dramatic/Creative Performances dance, recital, dramatic enactment, prose orpoetry interpretation, role playing,
playing musical instruments
Public Speaking debates, mock trial, simulations, interviews, panel discussion, storytelling, poem
reading
Athletic Skills Demonstration/ playing basketball, baseball, soccer, volleyball,and other sports
Competition
Similar to performance assessment is the concept of authentic assessment. Authentic assessment requires students to
demonstrate their skills in applying skills and knowledge they have learned from class. It involves tasks that resemble what
people do in the real setting or context, such as doing actual research, making a case study, giving a speech, or performing on
a stage.

Discussion of Concept No. 2: What are the characteristics of a good performance assessment?
❖ Characteristics of a Good Performance Assessment
1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
Performance assessment should present or require tasks that are realistic and related to everyday life. As it involves an
authentic task, it should convey its purpose and reflect its relevance to the students, their discipline, and the outside world as
a whole. For example, in an Entrepreneurship class wherein one of the learning outcomes is the ability to develop a business
plan, instead of giving final exams to test students' knowledge of concepts, principles, and processes of developing a business
plan, the students will be: required to submit a proposed business plan for a putting up a new investment. This performance
task entails students to identify the market needs and gaps, plan out the marketing mix (7Ps) and the 4Ms of operations, and
forecast the costs and revenues of the business. This task allows students to have hands on experience in performing a task
that is done in the actual world.
2. It provides opportunities for students to show both what they know and how well they can do what they know.
Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their
knowledge-and-skill competencies. Since the main goal of teaching and learning is for students' acquisition and application of
knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and "How
well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a
Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will
not only inform the teacher whether the students learned the different parts of a research paper but also whether the students
can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and
analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose
performance tasks that can measure both the competencies of "knowing" and "applying" and at most "creating".
3. It allows students to be involved in the process of evaluating their own and their peers' performance and output.
Performance assessment should allow students to be involved in the process of evaluating themselves and their peers.
It should give students the opportunity for self-reflection or self-assessment, as well as to be involved in evaluating their
classmates' performance. Self-assessment allows students to make judgment about their learning process and products of
learning, track their progress, and identify the areas where to focus or improve on. Peer assessment, on the other hand, allows
students to give constructive feedback about the performance of their classmates or groupmates, which the latter can use to
revise or improve their work. Both assessments require that scoring or grading is based on the criteria agreed upon by the
teacher and the students. The use of a rubric can facilitate self-assessment and peer assessment.
4. It assesses more complex skills.
Unlike traditional tests that usually assess a single skill and require simple tasks such as remembering or recalling of
concepts, performance assessment usually taps higher-order cognitive skills to apply knowledge to solve realistic and
meaningful problems. As such, performance assessment allows students to engage in more challenging activities that require
various skills, such as planning and decision-making, problem-solving, critical thinking, communication, and creative skills,

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 Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

among others. For example, instead of giving final exams to assess students' learning in a marketing class, the teacher may
require the students to conduct a marketing and market research, come up with a marketing strategy, and/or conduct an actual
marketing for a product of their choice. These performance tasks not only assess students' knowledge of principles and
processes in marketing but also tap their creativity, planning skills, collaborative skills, communication skills, and research
skills.
5. It explains the task, required elements, and scoring criteria to the students before the start of the activity and the
assessment.
At the start of the class, it is important that the requirements of the subject are presented and explained to the students.
These include the required tasks, activities or projects, the expected quality and level performance or output, the criteria to be
included for assessment, and the rubric to be used. Ideally, students should be involved in the whole assessment process from
the very onset, by providing them assessment options, getting them involved in discussions and decision-making on
performance standards and criteria, allowing them opportunity to give feedback on teacher-made rubrics and to revise them,
and training them on how to apply rubric for self- and peer assessment.
By now, you are equipped to construct a sample performance assessment for the subject. In the development of the
performance assessment, you need the following information:
1. desired learning outcomes for subject area
2. level of cognitive/thinking skills appropriate to assess the desired learning outcomes
3. specific activity or output to assess (i.e., performance task)
4. appropriate types of performance assessment to use
5. criteria for evaluating students' performance
6. type of rubric to use.
References: Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila, Philippines: Rex Bookstore, Inc.

Formative: K-W-L Chart

Directions: Go back on the KWL Chart that you have filled out in Task 1 in the Preliminary Activities. Fill out the last column and
show what you have learned. (5pts.)
Synthesis: Short-Response Essay
Directions: Give a brief answer to the question below.
* What are the criteria set for when assessing a student’s work? (10pts.)
ASSESSMENT Directions: Select a specific lesson for a subject area and grade level that you think you should be able to
teach and handle when you are already a teacher in a school. Using the DepEd Curriculum Guide for the
subject, create a performance assessment plan. List down the performance task and its learning
competency, and identify the appropriate performance tasks to assess students' achievement of the
expected outcome. (Note: Get a copy of the DepEd curriculum guide and/or DepEd MELCs for your
chosen subject. Wait for a thorough discussion of the instructor before accomplishing this task.)
ANSWERS
Subject Area
Specific Lesson
Content Standard
Performance Standard
Learning Competency
Types of Performance Tasks
RESOURCE/S ▪ Assessment in Learning 2 – Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila,
Philippines: Rex Bookstore, Inc.

Prepared by:

JEDAHLYN ROSE D. BALAD-ON, LPT

Instructress

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