EDU 535: Assessment in Learning 2

Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Designing Performance Assessment Materials:

Learning Targets: SAS

At the end of the module, students will be able to:

1. identify the guidelines in designing performance assessment; References:

and
2. memorize the characteristics of a good performance Balagtas, M. et al. (2020).
assessment Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on our previous lesson. Below are some examples of product-based and
performance-based assessments:

Types Examples
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
Verbal Products audiotapes, debates, lectures, voice recording, scripts
Performance-Based Assessment
Oral 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 or poetry
interpretation, role playing, playing musical instruments
Public Speaking debates, mock trial, simulations, interviews, panel
discussion, storytelling, poem reading
Athletic Skills playing basketball, baseball, soccer, volleyball, and other
Demonstration/Competition sports

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 EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

B.MAIN LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

What are the general guidelines in designing performance assessment?

The learning outcomes at the end of the course serve as the bases in designing the performance
assessment tasks. With the learning outcomes identified, the evidence of student learning that are most
relevant for each learning outcome and the standard or criteria that will be used to evaluate those evidence are
then identified. To guide you in designing performance assessments, the following questions may be
addressed:

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 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 learning activities, and assessment tasks. For example, in a Physical Education-Dance class, the
following three-course components should be explicitly clear and linked, as shown below:

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 EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Teaching-Learning Performance
Intended Learning Outcomes
Activities Assessment Tasks

At the end of the course, the students

should be able to:

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

• Participate in dance socials and Required attendance and Actual dance performance
other community fitness advocacy participation in school and in school or community
projects. community dance programs, reaction/
performances reflection papers

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. This necessitates using a set of predetermined criteria that are aligned with desired targeted
standards or desired learning outcomes.
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 required performance or output should be feasible given
the time constraints, availability of resources, and amount of data/materials needed to make an informed

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 EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

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. Criteria are guidelines or rules for judging student responses, products, or performances.
Before conducting the assessment, the performance criteria should be predetermined. The set of criteria
should be discussed and agreed upon by the teacher and the students. Performance criteria are important
since they define for the students the types of behavior or attributes of a product that are expected, as well as
allow the teacher and the students to evaluate a performance or product as objectively and as consistent as
possible. There are four types of criteria that can be used for evaluating student performances:
A. content criteria - to evaluate the degree of a student's. knowledge and understanding of facts, concepts, and
principles related to the topic/ subject;
B. process criteria - to evaluate the proficiency level of performance of a skill or process;
C. quality criteria - to evaluate the quality of a product or performance; and
D. impact criteria - to evaluate the overall results or effects of a product or performance.

4. Create the performance rubric. A rubric is an assessment tool that indicates the performance expectations
for any kind of student work. 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:
A. holistic rubric - in holistic rubric, student performance or output is evaluated by applying all criteria
simultaneously, thus providing a single score based on overall judgment about the quality of student's work

B. analytic rubric - in analytic rubric, student's work is evaluated by using each criterion separately, thus
providing specific feedback about the student's performance or product along several dimensions

C. general rubric - contains criteria that are general and can be applied across tasks (e.g., the same rubric that
can be used to evaluate oral presentation and research output)

D. task-specific rubric - contains criteria that are unique to a specific task (i.e., a rubric that can only be used
for oral presentation and another rubric applicable only for research output)

5. Assess student's performance/product. In assessing a student's work, it is important to adhere to the criteria
set and use the rubric developed. This is to ensure objective, consistent, and accurate evaluation of student's
performance. It is also important to provide specific and meaningful feedback and explanation to students on
how they have performed the tasks, clarifying to them what they understand, what they don't understand, and
where they can improve.

II. Skill-building Activity

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 EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

To check if you have understood the lesson, do the test below and write your answer in the box. Let us
review what you have learned about designing performance assessment tasks.

1. What are the types of performance assessments?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. What are the characteristics of a good performance assessment?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3. What are the general guidelines in designing performance assessments?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. What are the basic steps in conducting performance-based or product-based assessments?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

III. Check for Understanding

To be able to check whether you have learned the important information about identifying and
designing
performance assessments please complete the following graphical representation:

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 EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs
Food for Thought!
If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. How is performance assessment being conducted?

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. This necessitates using a set of predetermined criteria that are aligned with desired
targeted standards or desired learning outcomes.
 Define the purpose of performance or product-based assessment. The teacher may ask the following
questions?
 Choose the activity that you will assess.
 Define the criteria
 Create the performance tasks.
 Assess student’s performance /product.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

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 EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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