Assessment of Learning 2

Learning Materials-2

Performance Assessment

Objectives:
At the end of the unit, the pre- service teacher can:

1. Design and develop performance tasks using the GOAL, ROLE, AUDIENCE, SITUATION,
PRODUCTS, STANDARDS (GRASPS) model;
2. Develop appropriate assessment rubrics or customize existing ones to fit the desired
outcomes; and
3. Interpret performance assessment data/ results for monitoring learner achievement to
improve learner performance and inform instruction.

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, arts exhibit, reflective essays, and portfolios.
- It can be products or performances assessment.

Table 1. Examples of product- based and performance- based assessment:

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 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

and poetry interpretation, role playing,
playing musical instruments

Public Speaking Debates, mock trial, simulations, interviews,

panel discussion, story- telling, poem reading

Athletic Skills Demonstration/ Competition Playing basketball, baseball, soccer,

volleyball, and other sports

Characteristics of a good performance assessments:

 1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
2. It provides opportunities for students to show both what they know and how well they
can do what they know.
3. It allows students to be involved in the process of evaluating their own and their peer’s
performance and output.
4. It assess more complex skills.
5. It explains the task, required elements, and scoring criteria to the students before the
start of the activity and the assessment.

General guidelines in designing performance assessment:

1. What are the 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 scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are the specific performance indicators for each criterion?

Furthermore, the choice of teaching and learning activities is also of utmost importance in
choosing the performance assessments to use. There should also be an alignment among the
learning outcomes, the teaching and learning activities, and assessment tasks.

Example:

Intended learning Teaching- Learning Performance Assessment

Outcomes Activities Tasks

At the end of the course, the

students should be able to:

1. Perform dance Lecture, class discussion, Culminating dance class

routines and movement exercises, dance recitals, practical test for
creatively combine demonstration, actual each type of dance, reflection
variations with dancing with teacher and papers, peer evaluation
rhythm, coordination, partners, collaborative rating
correct footwork learning.
technique, frame,
facial and body
expression.

2. Participate in dance Required attendance and Actual dance performance in

socials and other participation in school and school or community
community fitness community dance programs, reaction/ reflection
advocacy projects performances papers

The following are the basic steps in planning and implementing performance- based or product-
based assessments:

1. Define the purpose of performance or product- based assessment. The teacher may ask
the following questions?
- What concept, skill, or knowledge of the students should be assessed?
- At what level should the students be performing?
- What type of knowledge is being assessed ( e.g., remembering to create)
2. Choose the activity/ output that you will assess? The performance or output should be
feasible given the time constraints, availability of resources, and amount of data/
materials needed to make an informed decision about the quality of a student’s
performance or product. The performance tasks should be interesting, challenging,
 achievable, and with sufficient depth and breadth so that valid evaluation about
students’ learning can be made.

3. Define the criteria.

There are 4 types of criteria that can be used for evaluating students’ performances:
1. Content Criteria- to evaluate the degree of a student’s knowledge and understanding
of facts, concepts, and principles related to the topics subject;
2. Process criteria- to evaluate the proficiency level of performance of a skill or process;
3. Quality criteria- to evaluate the quality of a product or performance ; and
4. Impact criteria- to evaluate the overall results or effects of a product or performance
4. Assess student’s performance/ product
 Adhere to the criteria
 Use the rubric
 Provide specific and meaningful feedback and explanation to students on how
they have performed the tasks, clarifying to them what they understand, why
they don’t understand, where they can improve.

5. Create the performance rubric.

A rubric is an assessment tool that indicates the performance expectations for
any kind of student work particularly those that are not traditional in nature. It generally
contains three essential features: (1) criteria or the aspects of performance that will be
assessed, (2) performance descriptors or the characteristics associated with each
dimension or criterion, and (3) performance levels that identifies students’ level of
mastery within each criterion.

There are different types of rubrics:

1. Holistic rubric
2. Analytic rubric
3. General rubric
4. Task-specific rubric

References:

Balagtas, M.U., David, A.P., Golla, E.F., Magno, C.P., Valladolid, V.C. (2020). Assessment of
learning 2.First Edition. Rex Printing Company, Inc. Manila.

Navarro, R.L., Santos,R.S. (2013). Authentic assessment of student learning outcomes. Lorimar
Publishing, Inc. Manila.