performance

assessment
Learning Objectives:
Identify the purpose of
performance assessment

Know the various types of

performance assessment tools

Design the performance

assessment tools.
 Content:
What and why of performance assessment
Types of performance tasks, Process-based and Product-
based
Meaning and Nature- Purpose of performance assessment
Principles of performance assessment

LAWRENCE IAN OMANA

 What and why of performance assessment
A performance assessment is a task or group of tasks designed
to help students demonstrate their understanding of a subject
area by producing a product or giving a performance that may be
used as direct or indirect evidence.
It goes beyond the capacity to retain material and gives teachers
knowledge on how well a student comprehends and utilizes
knowledge.

LAWRENCE IAN OMANA

What and why of performance assessment

Product-based assessment is used for

assessing learning outcomes that involve
designing or creating projects or products

Performance-based tasks, on the other hand,

involve actually producing those products
What and why of performance assessment

Authentic assessment is performance

assessment. The performance can be process-
oriented or product-oriented.
The learner is made either to demonstrate the
skill or the process learned or show the
product of the application of learned
knowledge and skills.
 A. Product-based assessment
Visual Products Charts, Maps, Posters

Kinesthetic Products Diorama, Puzzles, Sculpture

Written Products Journals, Diary, Logs

Verbal Products Scripts, Debates, Lectures

LAWRENCE IAN OMANA

 B. performance-based assessment
Paper presentation, Poster
Oral Presentations/Demonstrations presentation, individual or group
report assigned topic

Dramatic/Creative Perforamances Dance, Recital, Dramatic

Public Speaking Debates, Discussion, Interviews

Athletic Skills Demonstration Basketball, Baseball, Soccer

LAWRENCE IAN OMANA
What are the Characteristics of a good
performance assessment?
It is authentic that is, it includes performance
tasks that are meaningful and realistic.

It provides opportunity for students to show

both what they know and how well they can
do what they know.
What are the Characteristics of a good
performance assessment?
It allows students to be involved in the
process of evaluating their own and their
peers’ performance
It assesses more complex skills
It explains the task, required elements, and
scoring criteria to the students before the
start of the activity and the assessment.
how do you conduct performance
assessment?

Unlike in most traditional tests wherein

student responses can be scored using an
answer key, performance assessments require
the teacher's and peers judgment when
evaluating the resulting products and
performances.
Define the purpose of performance or
product-based assessment.
Choose the activity/output that you
will assess.
Define Criteria
Create the performance rubric

Assess student’s
performance/product.
PURPOSE OF pERFORMANCE aSSESSMENT

Improves student learning.

Measures students' ability to apply the skills
and knowledge learned to a complex real-
world task.
Used as either a formative or summative tool.
pRINCIPLES OF PERFORMANCE ASSESSMENT

Recent research on best practice in

assessment and its impact on student learning
informs the principles of assessment, which
schools must consider when developing
curriculum and assessment policies
pRINCIPLES OF PERFORMANCE ASSESSMENT

Assessment should be an integral part of

teaching and learning
Assessment should be educative
Assessment should be fair
Assessments should be designed to meet their
specific purposes
pRINCIPLES OF PERFORMANCE ASSESSMENT

Assessment should lead to informative

reporting
Assessment should lead to school-wide
evaluation processes
Assessment should be an integral part of
teaching and learning
Assessment should be educative
pRINCIPLES OF PERFORMANCE ASSESSMENT

Assessment should be fair

Assessments should be designed to meet their
specific purposes
Assessment should lead to informative
reporting
Assessment should lead to school-wide
evaluation processes
 Authentic Assessment:
process-oriented or product-oriented

Authentic assessment is performance assessment. The

performance can be process-oriented or product-
oriented.
The learner is made either to demonstrate the skill or
the process learned or show the product of the
application of learned knowledge and skills.
 Authentic Assessment:
process-oriented or product-oriented

Authentic assessment demands genuine proof of

transfer of learning in real life situation. Some
authors equate authentic assessment to performance
assessment.

Other terms for authentic assessment are alternative

assessment, direct assessment and traditional
assessment.
 process-oriented
assessment

Recite a poem with feeling using appropriate voice

quality, facial expressions and hand gestures -English,
Grade 5

Perform a skit on the importance of a national language

-Mother Tongue, Grade 3
 process-oriented
assessment

Relate story events to one’s experience -Mother

Tounge, Grade 3

Naisasagawa ang sistematikong pananaliksik tungkol sa

paksang tinalakay -Filipino, Grade 7
 process-oriented
assessment

Use the appropriate reading style

(scanning,skimming,speed reading,intensive reading
for one’s purpose) -English, Grade 8

Graphs linear inequalities in two variables - Math,

Grade 8
 process-oriented
assessment
Demonstrate the generation of electricity by
movement of a magnet through a coil - Science, Grade
10

Sing themes or melodic fragments of given Classical

period pieces - Music, Grade 9
 process-oriented
assessment
Sings Medieval chant, troubadour song, madrigal ,
chorale and selection from oratorio with correct pitch,
rhythm, expression and style - Music, Grade 9

Shows skills in creating a linoleum, rubber or wood cut

print with the proper use of carving tools - Art, Grade 5
 process-oriented
assessment
Applies correct techniques to minimize risk of injuries -
PE, Grade 10

Demonstrate proper response before, during and after

a disaster or an emergency situation - Health, 9

Practices proper self-care procedures - Health, Grade 5

 process-oriented
assessment
Demonstrates appropriate first-aid for common
injuries or conditions - Health, Grade 5

Demonstrate various stress management techniques

that one can use every day in dealing with stress -
Health, Grade 7
 process-oriented
assessment
Demonstrate coping skills in managing loss and grief -
Health, Grade 7

Defends written research report - Practical Research 2,

Grade 12

Use the internet as a tool for credible research and

information-gathering - Empowerment Technologies,
Grade 12
 product-oriented
assessment
Nakakagawa ng isang proyekto gamit ang iba’t ibang
multimedia at technology tools sa pagpapatupad ng
mga batas sa kaligtasan, kalusugan at kapayapaan - AP,
Grade 3

Creates movements to music of a particular Philippine

Festival - Music, Grade 7
 product-oriented
assessment
Creates design by using two or more kinds of lines,
color and shapes by repeating or contrasting them, to
show rhythm - Art, Grade 2

Creates original tie-dyed textile design by following the

traditional steps in tie-dyeing using one or two colors -
Art, Grade 4

Prepares a physical activity program - PE, Grade 9

 product-oriented
assessment
Writes coherent review of literature - Practical
Research 1, Grade 11

Creates an original or derivative ICT content using

online creation tools, platforms, and application to
effectively communicate messages related to specific
professional tracks - Empowerment Technologies,
Grade 12
 product-oriented
assessment
Makes a lesson plan following the inductive lesson
development - Principles of Teaching, College of
Education

Formulates multiple choice test items aligned to the

learning outcomes - Assessment in Learning 1

Develops a scoring rubric for an oral defense of a

research paper - Assessment in Learning
 Bloom's Taxonomy of Educational
Objectives

Educational objectives are explicit declarations of

student performance. Educational objectives are also
known as behavioral objectives, and they are often
described using verbs.

Bloom's Taxonomy of Educational Objectives is the

most widely used taxonomy of educational
objectives. As a result, depending on the aims,
teachers might employ one of three taxonomies.
 Bloom's Taxonomy of Educational
Objectives

Bloom's Taxonomy of Educational Objectives in the

Affective Domain describes five levels of expertise:
receiving, responding, valuing, organization, and
characterization by a value or value complex
 Bloom's Taxonomy of Educational
Objectives

Bloom's Taxonomy of Educational Objectives in the

Affective Domain describes five levels of expertise:
receiving, responding, valuing, organization, and
characterization by a value or value complex
Bloom's Taxonomy of Educational
Objectives

ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

Awareness or
Listens
passive asks, chooses,
attentively to
Receiving attention to a holds, identifies,
the instruction
phenomenon listens
of the teacher
or stimulus
Bloom's Taxonomy of Educational
Objectives

Illustrative Sample
Level Description
Verbs Objective

Active
attention Answers, Participates
and Complies, actively in
Responding response to Participates, the focus-
a particular Practices, group
phenomenon Writes discussion
or stimulus
 Bloom's Taxonomy of Educational
Objectives

Illustrative Sample
Level Description
Verbs Objective

Attaching value or
worth to a Completes, Demonstrates
phenomenon or demonstrates, belief in the
Valuing object.Valuing may differentiates, value of the
rangr from explains, election
acceeptance to justifies. process.
commitment
 Bloom's Taxonomy of Educational
Objectives

Illustrative Sample
Level Description
Verbs Objective

defends the
Organizing values adheres,
importance of
into priorities by defends,
graduate
Organization comparing, relating integrates,
education in th
and synthesizing organizes,
careerof a
specific values. synthesizes.
teacher.
 Bloom's Taxonomy of Educational
Objectives

Illustrative Sample
Level Description
Verbs Objective

Internalizing
Displays
values/
Having a personal commitement to
Characteriza acts, displays,
value system that is helping
tion by a influences,
now a characteristic economically
value or solves, verifies
of the learner. disadvantaged
value
students.
complex
Bloom and Colleagues did not propose levels
unlike in the cognitive and affective domains.
However, other scholars like ELIZABETH
SIMPSONS (1972) built a Taxonomy for the
psychomotor domain from the work of BLoom.
 TAXONOMY OF EDUCATIONAL OBJECTIVES
IN THE PSYCHOMOTOR DOMAIN

ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

adjusts,
Detects non-
The ability to use describes,
verbal cues
Perception sensory cues to detects,
from the
guide motor activity identifies,
participants
selects
TAXONOMY OF EDUCATIONAL OBJECTIVES
IN THE PSYCHOMOTOR DOMAIN

ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

The mental, physical

Begins, displays,
and emotional sets Shows
knows,
Set that predispose a motivation to
reccognizes,
persn’s response to learn a new skill
shows, states
different situations.
TAXONOMY OF EDUCATIONAL OBJECTIVES
IN THE PSYCHOMOTOR DOMAIN
ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

Demonstration of a perfoems the

complex skill copies, mathematical
Guided through guided perfomrs, operation by
response practice like follows, reacts, following steps
imitation and trial responds demonstrated
error by the teacher
 TAXONOMY OF EDUCATIONAL OBJECTIVES
IN THE PSYCHOMOTOR DOMAIN
ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

Learned responses
have become
assembles,
habitual and
dismantles,
movements can be
Mechanism fixes, plays the guitar
performed with
manipulates,
some degree of
plays
confidence and
proficiency
TAXONOMY OF EDUCATIONAL OBJECTIVES
IN THE PSYCHOMOTOR DOMAIN
ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

Performance of
motor acts that assembles,
demonstrates
Complex involve complex dismantles,
one’s expertise
overt movement patterns fixes,
in playing the
response in a quick, accurate manipulates,
guitar
and highly organizes
coordinated manner
 TAXONOMY OF EDUCATIONAL OBJECTIVES
IN THE PSYCHOMOTOR DOMAIN
ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

Psychomotor skills
Modifies the
are well-developed Adpats, alters,
dance steps to
and the personcan modifies,
Adaptation suit the abilities
modify movement rearranges
of one’s
patterns to fit varies
groupmates
special requirements
 TAXONOMY OF EDUCATIONAL OBJECTIVES
IN THE PSYCHOMOTOR DOMAIN

ILLUSTRATIVE SAMPLE
LEVEL DESCRIPTION
VERBS OBJECTIVE

Creating new
movement patterns to
creates new steps
fit a particular
Arranges, builds, for a
situation or specific
Origination combines, contemporary
problem. Learning
creates, designs version of a classic
outcomes emphasize
dance hit
creativity based upon
highly developed skills
Blooms taxonomies of educatonal
objectives for affective and
psychomotor domains are able to
provide teachers with a structured
guide in formulation more specific
learning targets in the classroom
 Learning target
Is a statement on what students are
supposed to learn and what they can do
beacuse of instruction
Learning targets are more specific
compared with educational goals,
standards, and objectives and lend
themselves to more specific instructional
assessment activities.

Next, you should provide a conclusion
that wraps up the story. This is where
03 the characters’ fates are revealed
and any unanswered questions are
04
answered.
Be sure to keep the story moving
forward and avoid long descriptive
passages. If you can, try to make the
narrative engaging and entertaining
for readers.
 How to Write it?
Begin by brainstorming ideas and
Create an outline that includes the
concepts related to the subject. Make
01 a list of adjectives and descriptive
words that can be used to paint a
02 main points of your discourse. This will
help you organize your thoughts and
ensure that your writing is cohesive.
picture of the subject.

Once you have written your discourse,

Begin writing your discourse. Use vivid
carefully edit it for any errors or typos.
03 language to bring your topic to life
and make sure to include sensory
details.
04 Make sure that the transitions
between your paragraphs make sense
and that your writing flows smoothly.
Argumentation

Argumentative discourse is a form of communication that

consists of making an argument in order to persuade or
convince the listener or reader. It involves presenting
evidence and facts to support a claim, and refuting
opposing arguments.

In an argumentative discourse, there is usually a clearly

defined opinion stated, which is then followed by a series of
reasons and facts that support the opinion.
 How to Write it?
Once you have chosen your topic, you
Before you start writing an
need to research it thoroughly. Make
01 argumentative discourse, you need to
decide on a topic that is controversial
or open to debate.
02 sure to find reliable sources of
information and evidence to back up
your arguments.

Once you have your structure in

Start by introducing your topic and
place, you can start writing your
03 outlining your argument. Then make
sure to provide evidence to support
each point you make.
04 argument. Make sure to be clear and
concise and to provide evidence for
each point you make.
Exposition

Expository discourse is a type of communication

that is used to explain, inform, or describe a topic
or issue. It is a form of discourse that is based on
facts and data, and is usually objective in nature.

Expository discourse is often used in essays,

research papers, and other academic writings.
 How to Write it?

When writing an expository discourse,

To support your point and argument,
01 it is important to choose a topic that
is interesting and relevant to your
audience.
02 you will need to gather evidence from
reliable sources.

Once you have gathered the
necessary evidence, you can begin to
03 craft an argument. Make sure to use
logical reasoning to support your
04
points.
Your conclusion should sum up your
argument and provide a clear
takeaway for your audience. Make
sure to end your discourse on a strong
note.
 THANK YOU!!! REPORTERS:

LAWRENCE IAN C. OMANA REYLAND R. PIAMONTE

 REFERENCES:
Assessment in Learning 2: Authentic Assessment;
Brenda B. Corpuz, PhD and Imelda E. Cuartel, DA
https://studylib.net/doc/25837876/performance-
assessment
https://parent.scsa.wa.edu.au/how-will-my-child-be-
assessed/what-are-the-guiding-principles-for-
assessment