DEPARTMENT OF

TEACHER EDUCATION
Visca, Baybay City, Leyte, PHILIPPINES
VOIP: 565-0600 local 1037
Email: dte@vsu.edu.ph
Website: www.vsu.edu.ph

PrEd 161n (Assessment in Learning 2)

2nd Semester, AY 2023-2024

Name: Christina Marie Sollano Degree & Year: BSED 2 Major: Science
Schedule: Date: _______________ Score: ________

Learning Task No. 2.2

Designing Meaningful Performance-based Assessment

Name: Christina Marie Sollano Date: March 15, 2024

Crafting Meaningful PROCESS Performance-Based Assessment
From the discussion of the steps in designing performance-based
assessment, choose a topic related to your field of specialization and create a
performance-based assessment following the guidelines and principles of crafting
meaningful performance-based assessment.

Field of Study: Science

Grade/Year Level: Grade 10
Topic: Dark Activated Circuit

STEP 1: Defining the Purpose of Assessment

General Competency: Demonstrate Dark Activated Circuit.
Specific Competencies:
1. Define the materials in making Dark Activated Circuit.
2. Understand the circuit diagram (Simple Circuit).
3. Explain the process of dark activated circuit.

STEP 2: Identifying the Performance Task

1. Type of performance task: This is a “Demonstration Task”.
2. Expected performance: The students will be able to demonstrate
and explain DAC based from their understanding about the circuit
diagram. STEP 2:
3. Content and Skill Identifyin
targets to be assessed: The students are
g
expected to demonstrate their understanding of DAC through their
interpretation of Performa
the circuit diagram. In addition, the skills they
acquired from thence Task
discussion will be assessed when they will identify
the technique with which they are comfortable, which will make it
easier for them to perform the task.

HGYcong
 DEPARTMENT OF
TEACHER EDUCATION
Visca, Baybay City, Leyte, PHILIPPINES
VOIP: 565-0600 local 1037
Email: dte@vsu.edu.ph
Website: www.vsu.edu.ph

4. Description of the student activities: In the teacher’s room

each student will be called individually, and once they enter the
room there will be a table and chair that was provided by the
teacher where they can conduct the task given. The materials
must be provided by the students, the task will be finished the
moment the LED functions effectively by following the circuit
diagram.
5. Group or individual: This activity will be done individually. The
teacher will call the students alphabetically and each student will
enter the room.
6. Help allowed: Help from other students is not allowed, it will be
impossible since it will be performed inside the teacher’s room.
The teacher will be the one to organize the place where students
demonstrate the task.
7. Resources needed: Students need to buy the needed materials
namely, LED, resistor, breadboard, wire jumpers, BC557, LDR,
Battery, and transistor. The chair and table to be used will be
provided by the teacher.
8. Teacher role: The teacher will serve as a facilitator in this
performance-based assessment. They will also be the one who
will evaluate the performance of the student.
9. Administrative process: It is already assumed that the concept
of this activity was already presented and explained by the
teacher in their lecture schedule. Moreover, the students will be
introduced to the criteria for how their performance will be
evaluated in order to know what they need to do when performing
the task. Furthermore, the students must be informed of the flow
of the activity. Primarily, the students will be called to the
teacher’s room individually, and once they are called and enter
the room, they must sit and prepare the materials for the activity
once they are settled they will be given 2 minutes to complete
the task.
10. Scoring procedures: The students will be graded following the
criteria presented in the scoring scheme. The rubric that will be
used in this task is an analytic rubric to have an accurate and
unbiased scoring. The teacher will be the one to evaluate and
grade the students’ activity.

HGYcong
 DEPARTMENT OF
TEACHER EDUCATION
Visca, Baybay City, Leyte, PHILIPPINES
VOIP: 565-0600 local 1037
Email: dte@vsu.edu.ph
Website: www.vsu.edu.ph

STEP 3: Scoring Scheme

Creating a scoring rubric from the task formulated. Show how each
element of writing and implementing scoring are presented. Follow strictly
the steps presented in designing rubric.

Title: A Rubric for the Demonstration Task in Grade 10 Science

Task Description: The students will be assessed through direct
observation with the assistance of an analytic rubric. The rubric has three
criteria namely, Preparedness, Time, and Presentation, which will be
graded on a scale of 10, 7, 5, and 3, respectively for an overall total of 30
points.

In the criteria of preparedness, students will be observed by the teacher

on how they perform the task, if they have complete materials and if the
flow of their demonstration is well organized. In addition, in the criteria of
time, the teacher will have a maximum time of 2 minutes, the students
will receive 10 points if their time is below 1 minute, 7 points if their time
is almost 2 minutes, 5 points if their time is exactly 2 minutes, and 3 points
if it is beyond 2 minutes. Lastly, in the criteria of presentation, students’
presentation of DAC will be observed to see if their techniques in
conducting it results in what is expected.

Note: Use analytic rubric. Rubric must contain four scales and at least three criteria.

Criteria Scale Score

10 7 5 3 30

PREPAREDNESS The student The The The

had student student student
complete knows lacks doesn’t
materials about what materials know
and knows needs to and is about what
what needs be done reluctant needs to
to be done but lack about what be done.
to materials. needs to
successfully be done in
complete completing
the task. the task.

TIME The student The The The

HGYcong
 DEPARTMENT OF
TEACHER EDUCATION
Visca, Baybay City, Leyte, PHILIPPINES
VOIP: 565-0600 local 1037
Email: dte@vsu.edu.ph
Website: www.vsu.edu.ph

finished the student student student

task before finished the finished finished
1 minute. task in the task the task
almost 2 exactly 2 beyond 2
minutes. minutes. minutes.

PRESENTATION The student The The The

exhibits student student is student
exceptional exhibits less has no
confidence satisfactory confident confidence
and mastery confidence and lack and
in but have the mastery in
conducting the mastery in conducting
the task. mastery in conducting the task.
conducting the task.
the task.

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