Module 2

Performance-based Assessment
Learning Task No. 1a
Performance-based Assessment

Name: Jahn Dave P. Acudesin Score: ____________

Course and Section: BSED 2B – SOCIAL STUDIES Date: March 20, 2023

Now that you know the steps in designing a rubric, you

can now develop a scoring rubric.

Design a holistic rubric for:

1. Problem Solving – Mathematics Major
2. Manipulating Microscope – Science Major
3. Making Graphic Organizer – Social Science Major
4. Pakikipagtalastasan – Filipino Major
5. Oration – English Major
6. Declamation - BEED
Rating Characteristics

SourceIt Right—Using It Well: Adapted from Chappuis, Students

J., R. Stiggins,met all the &requirements
S. Chappuis, in aed. Upper Saddle
J. Arter. 2012. , 2nd
comprehensive,
River, NJ: Pearson Education, p. 11.Classroom Assessment well-structured
for Student Learning: Doing and well prepared
Exemplary in presenting graphic organizer.
Covers
Reganit, A., et al., 2010. Assessment the topic.learning I (Cognitive
of student
The product shows originality.
Learning). C&E Publishing, Inc. Quezon City, Philippines.
Grammatically structured.
Student makes structured and prepared in
Copyright 2018, Jon Mueller. Professor of Psychology, North Central College,
presenting graphic organizer.
Naperville, IL. Comments, questions, orAll
suggestions about
requirements are this
met.website should be sent to
Satisfactory
the author, Jon Mueller, at jfmueller@noctrl.edu .
Includes essential terms.
Shows new ideas.
Few mechanical errors.
Uses bullets.
source Well, 2nd ed. Upper Saddle River, NJ: Pearson Education, p. 5.: Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012.
Student makes some structured and sometimes
Classroom Assessment for Student Learning: Doing It Right—Using
not that cleared in presenting graphic organizer.
Emerging One requirement was not completely met.
Uses someone’s idea with credit.
Four misspelled words.
Most part is organized.
Student couldn’t make structured and present
graphic organizer at all. More than one
Unacceptable requirement was not completely met.
Several factors error.
Uses someone’s idea with no credit.
More than 4 misspelled words.
No organization at all.
Learning Task No. 1b
Performance-based Assessment

Name: Jahn Dave P. Acudesin Score: ____________

Course and Section: BSED 2B – SOCIAL STUDIES Date: March 20, 2023

Evaluate the rubric that you have developed using the

following checklists.

Checklist for a Good Rubric

YES NO
Performance Criteria:
1. Is there an appropriate number of 
performance criteria?
2. Are the criteria clearly defined 
and indicated in the rubrics?
3. Are the criteria relevant to the 
skills being measured?
4. Are the performance criteria 
measurable and observable?
Levels of Performance or Benchmark and Point Values
1. Is there appropriate number of 
levels?
2. Are the levels meaningful and 
suitable to the performance task?
Performance Descriptors/ Indicators
1. Are the performance indictors 
clear and understandable to the
students?
2. Are they observable and 
measurable?
3. Do they appropriately describe 
the relative differences between
performances at each level?
Overall
1. Is the rubric appropriate for the 
performance task being
assessed?
2. Is it manageable and practical to 
use by students and teachers?

_________________________________________

Evaluator
Learning Task No. 2a
Performance-based Assessment

Name: Jahn Dave P. Acudesin Score: ____________

Course and Section: BSED 2B – SOCIAL STUDIES Date: March 20, 2023

Now that you know the steps in designing a rubric, you

can now develop a scoring rubric.

Design an analytic rubric for:

1. Problem Solving – Mathematics Major
2. Manipulating Microscope – Science Major
3. Making Graphic Organizer – Social Science Major
4. Pakikipagtalastasan – Filipino Major
5. Oration – English Major
6. Declamation - BEED

Standards Exemplary Satisfactory Emerging Unacceptable

4 3 2 1

All requirements All One More than one

are met and requirements requirement requirement
Requirements exceeded. are met. was not was not
completely completely
met. met.
Covers topic in- Include Includes Content is
depth with essential essential minimal or
details and knowledge information there are
examples. about the about the several factual
Content Subject topic. Subject topic but errors.
knowledge is knowledge there are 1-2
excellent. appears to be factual errors.
good.
Product shows Product shows Uses other Uses other
a large amount some original people\’s people\’s
of original thought. Work ideas (giving ideas, but does
thought. Ideas shows new them credit), not give them
Originality are creative and ideas and but there is credit.
inventive. insights. little evidence
of original
thinking.
 No misspelling Three or fewer Four More than 4
or grammatical misspellings misspellings errors in
Mechanics errors. and\or and\r spelling or
mechanical grammatical grammar.
error\s. errors.
Content is well Uses headings Content is There was no
organized using or bulleted lists logically clear or logical
Organization headings or to organize, organized for organizational
bulleted lists to but the overall the most part. structure, just
group related organization of lots of facts.
material. topics appears
flawed.

Learning Task No. 2b

Performance-based Assessment

Name: Jahn Dave P. Acudesin Score: ____________

Course and Section: BSED 2B – SOCIAL STUDIES Date: March 20, 2023

Evaluate the rubric that you have developed using the

following checklists.

Checklist for a Good Rubric

YES NO
Performance Criteria:
1. Is there an appropriate number of 
performance criteria?
2. Are the criteria clearly defined 
and indicated in the rubrics?
3. Are the criteria relevant to the 
skills being measured?
4. Are the performance criteria 
measurable and observable?
Levels of Performance or Benchmark and Point Values
1. Is there appropriate number of 
levels?
2. Are the levels meaningful and 
suitable to the performance task?
 Performance Descriptors/ Indicators
1. Are the performance indictors 
clear and understandable to the
students?
2. Are they observable and 
measurable?
3. Do they appropriately describe 
the relative differences between
performances at each level?
Overall
1. Is the rubric appropriate for the 
performance task being
assessed?
2. Is it manageable and practical to 
use by students and teachers?

_________________________________________

Evaluator

Learning Task No. 3a

Performance-based Assessment

Name: Jahn Dave P. Acudesin Score: ____________

Course and Section: BSED 2B – SOCIAL STUDIES Date: March 20, 2023

Design an effective performance assessment plan using

the template below:

Desired Learning Outcomes Types of Performance Tasks

Example: Example:

Properly use and handle Actual Laboratory Performance

equipment and chemicals

1. Create a model for a connected Make a diorama regarding with

city. connected city/place based on locality.
2. Present the way of hunting and Present a stage play showcasing the
gathering of the Neolithic people. hunting and gathering of the Neolithic
people.
3. Create a presentation of the Make a video presentation discussing
Historical places in the locality. the historical places in your locality.
4. Describe the relationship of the Present a graphic organizer that
Western and Eastern Roman Empire. shows the relationship of Western
and Eastern Roman Empire.
5. Proper use of the model of the Actual locating of a place in the model
globe in terms of its latitudes and of the globe
longitudes.

Learning Task No. 3b

Performance-based Assessment

Name: Jahn Dave P. Acudesin Score: ____________

Course and Section: BSED 2B – SOCIAL STUDIES Date: March 20, 2023

Evaluate the performance assessments plan that you

have developed using the following checklists.

Checklist for Designing Performance Assessments

YES NO

1. Is the performance task authentic? 

2. Is it aligned with desired learning 

outcomes?

3. Does it provide opportunities for 

students to show both what they know
and how well they can do what they
know?

4. Does it tap higher-order cognitive skills 

and the ability to apply knowledge?

5. Does it allow students to engage in 

more challenging activities that
demonstrate a broader array of skills?
6. Is it feasible to implement? 

________________________________________

Evaluator