ASSESSMENT OF LEARNING II

Chapter 4
Designing Meaningful Performance-Based
Assessment
Chapter Intended Learning Outcome

Able to develop a portfolio of performance-

based assessment tools that measures
learner’s competencies of a given subject.
Steps in developing a meaningful performance
assessment both process and product:
1. Defining the purpose of assessment.
2. Identifying performance task.
3. Developing scoring schemes.
4. Rating the performance.
1. Defining the Purpose of Assessment
Five Questions to Consider in Determining Competencies
FIVE QUESTIONS
What important cognitive skills or attributes do I
want my students to develop?
What social and affective skills or attributes do I
want my students to develop?
What metacognitive skills do I want my students
to develop?
What types of problems to I want my students to
be able to solve?
What concepts and principles do I want my
students to be able to apply?
EXAMPLES
• communicate effectively in writing, employ
algebra to solve real-life problems
• work independently, appreciate individual
differences
• reflect on the writing process, self-monitor
progress while working on an independent
project
• perform research, predict consequences
• understand cause-and-effect relationships, use
principles of ecology and conservation
 Process and Product-Oriented Performance-
Based Assessments
Example of process-oriented performance-based assessment:
Example 1: English Grade 7
Content Standard: The students demonstrate oral language proficiency and fluency in various
social contexts.
Performance Standard: The learner proficiently renders rhetorical pieces.
Task: Oral-Aural Production (The teacher may use dialogs or passages from other written or
similar texts.)
Specific Competencies:
1. Observe the right syllables stress pattern in different categories.
2. Observe the use of the rising and falling intonation, rising intonation, and the combination
of both intonation patterns in utterances.
3. Demonstrate how prosodic patterns affect understanding of the message.
Process and Product-Oriented Performance-
Based Assessments
Example of process-oriented performance-based assessment:
Example 2: Filipino Grade 7
Kakayahan (Domain): Pag-unawa sa Napakinggan
Pamantayang Pangnilalaman (Content Standard): Naipamamalas ng mga mag –aaral ang
pag-unawa sa paksa sa akdang napakinggan.
Pamantayan sa Pagganap para sa Aralain (Performance Standard): Ang mga mag-aaral ay
nakasusulat ng talata na may kaugnayan sa paksa sa akdang napakinggan.
Kakayahan:
1. Nakapagbahahagi ng mga nasaliksik na impormasyon.
2. Nakapag-uugnay ng mga nasaliksik na impormasyon sa paksa sa akdang napakinggan.
3. Natutukoy ang ilan akda o awitin na may pagkakatulad sa paksa sa akdang napakinggan.
Process and Product-Oriented Performance-
Based Assessments
Example of product-oriented performance-based assessment:
Example 3: Creating a book cover taken from a digital camera
Performance Task: Creating a Book Cover
Competencies: The students should be able to:
1. Generate appropriate shots for book cover using digital camera;
2. Use a page lay-out software (MS Publisher) or presentation software (MS
Powerpoint);
3. Create size estimation of images, shapes, and textbook in terms of importance,
emphasis and visual hierarchy; and
4. Demonstrate skills in information design principles such as clarity, balance,
relevance, contrast, alignment, repetition and proximity.
Process and Product-Oriented Performance-
Based Assessments
Product-oriented competencies requires students to demonstrate
multiple levels of metacognitive skills which require the use of
complex procedural skills for creating authentic product.
Examples of learning targets which require students to produce
products:
• building a garden
• conducting classroom-based researches
• publishing newspaper
• creating commercials or powerpoint presentation
 2. Identifying Performance Task.
Below are some questions that should be answered in designing tasks (Nitko,
2011):
• What ranges of tasks do the learning targets imply?
•Which parts of the tasks should be structured, and to what degree?
•Does each task require students to perform all the important elements implied by
the learning targets?
•Do the tasks allow me to assess the achievement dimensions I need to assess?
•What must I tell students about the task and its scoring to communicate to them
what they need to perform?
•Will students with different ethnic and social backgrounds interpret my task
appropriately?
 2. Identifying Performance Task.
Below are task descriptions to prepared to provide the listing of specifications
of tasks and will elicit the desired performance of the students (McMillan,
2007):
5. Resource needed
1.Content and skill targets to be assessed
6. Teacher role
2. Description of the student activities
7. Administrative process
3. Group or individual
8. Scoring procedures
4. Help allowed
2. Identifying Performance Task.
TASKS
- should be meaningful
- should let the students be personally involved in doing and creating
the tasks
- should have a personal meaning for most of the students
- should able the students to demonstrate knowledge and skills from
classroom activities
- should be of high value, worth teaching to, and worth learning as well
2. Identifying Performance Task.
In creating a task:
- one should specify the learning targets, the criteria which you will
evaluate performance, and the instructions for completing the task
- include the time needed to complete the tasks
- ensure students understand how long a response you are expecting
- participation of groups must be considered, some tasks requires
cooperative or collaborative learning or in group tasks
2. Identifying Performance Task.
Ways to improve the development of tasks:
1. Focus on learning outcomes that require complex cognitive
skills and student performances.
2. Select or develop tasks that represent both the content and
the skills that are central to important learning outcomes.
3. Minimize the difference of task performance on skills that
are irrelevant to the intended purpose of the assessment
tasks.
2. Identifying Performance Task.
Ways to improve the development of tasks:
4. Provide the necessary scaffolding for students to be able
to understand the tasks and what is expected.
5. Construct task directions so that the student’s tasks is
clearly indicated.
6. Clearly communicate performance expectations in terms
of the criteria by which the performances will be judged.
2. Identifying Performance Task.
Checklist for Writing a Performance Tasks
 Are essential content and skills targets integrated?
 Are multiple targets included?
 Is the task authentic?
 Is the task teachable?
 Is the task feasible?
2. Identifying Performance Task.
Checklist for Writing a Performance Tasks
 Are multiple solutions and paths possible?
 Is the nature of the task clear?
 Is the task challenging and stimulating?
 Are the criteria for scoring included?
 Are constraints for completing the task included?
3. Developing Scoring Schemes.
Rubrics
- have been widely used as assessment tool in various
disciplines, most especially in the field of education
- set of rules specifying the criteria used to find out what
the students know and are able to do so (Musial, 2009)
- scoring tool that lays out specific expectations for
assignment (Levy, 2005)
3. Developing Scoring Schemes.
Rubrics
- a scoring guide that uses criteria to differentiate between
levels of student proficiency (McMillan, 2007)
- descriptive scoring schemes that are developed by teachers
or evaluators to guide the analysis of products or processes of
students’ efforts (Brookhart, 1999)
- the scoring procedures for judging students’ responses to
performance tests (Popham, 2011)
3. Developing Scoring Schemes.
Rubrics
- a scoring guide that uses criteria to differentiate between
levels of student proficiency (McMillan, 2007)
- descriptive scoring schemes that are developed by teachers
or evaluators to guide the analysis of products or processes of
students’ efforts (Brookhart, 1999)
- the scoring procedures for judging students’ responses to
performance tests (Popham, 2011)
3. Developing Scoring Schemes.
Important features of rubrics (Popham, 2011):
• Evaluative criteria. These are the factors to be used in determining the
quality of a students’ response.
• Descriptions of qualitative differences for evaluating criteria. For each
evaluative criterion, a description must be supplied so qualitative
distinctions in students’ responses can be made using the criterion.
• An indication of whether a holistic or analytical scoring approach is to
used. The rubric must indicate whether the evaluative criteria are to be
applied collectively in a form of holistic scoring or on a criterion-by-
criterion basis in the form of analytic scoring.
3. Developing Scoring Schemes.
Some suggested questions which the teacher should address (Nitko,
2011):
• What important criteria and learning targets do I need to assess?
• What are the levels of development (achievement) for each of these
criteria and learning targets?
• Should I use a holistic or an analytic scoring rubic?
• Do I need to use a rating scale or a checklist as my scoring schemes?
• Should my students be involved in rating their own performance?
3. Developing Scoring Schemes.
Some suggested questions which the teacher should address
(Nitko, 2011):
• How can I make my scoring efficient and less time-
consuming?
• What do I need to record as the result of my assessments?
• What are some useful methods of recording students’
responses to performance tasks?
3. Developing Scoring Schemes.
Types of Rubrics:
o Analytic Rubric
Requires the teacher to list and identify the major knowledge
and skills which are critical in the development of process or
product skills.
o Holistic Rubric
Requires the teacher to make a judgment about the overall
quality of each student response.
3. Developing Scoring Schemes.
Analytical Rubric for Oral Presentation: An Interpretative Reading
Category 4 3 2 1
Characterization Voice, facial Voice, facial Voice, facial Voice, facial
expressions and expressions and expressions and expressions and
body language body language body language body language
clearly contribute often contribute to sometimes rarely contribute to
to the selected the selected contribute to the the selected
character. character. selected character. character.
Preparedness Student is Student seems The student is Student does not
completely pretty prepared somewhat seem at all
prepared and has but might have prepared, but it is prepared to
obviously needed a couple clear that rehearsal present.
rehearsed. more rehearsal. was lacking.
3. Developing Scoring Schemes.
Analytical Rubric for Oral Presentation: An Interpretative Reading
Category 4 3 2 1
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all (100- distinctly all (100- distinctly most (94- cannot be
95%) the time, and 95%) the time, but 85%) of the time, understood or
mispronounces no mispronounces and mispronounces mispronounces
words. one word. no more than more than one
words word.
Volume Volume is loud Volume is loud Volume is loud Volume often too
enough to be enough to be enough to be soft to be heard by
heard by all heard by all heard by all all audience
audience members audience members audience members members.
at least 90% of the at least 90% of the at least 80% of the
time. time. time.
3. Developing Scoring Schemes.
Holistic Rubric for Oral Report
CRITERIA DESCRIPTION
5 EXCELLENT:
The students clearly describes the question studied and provides strong reasons for its importance.
Specific information is given to support the conclusions that are drawn and described. The delivery
is engaging and sentence structure is consistently correct. Eye contact is made and sustained
throughout the presentation. There is a strong evidence of preparation, organization and
enthusiasm for the topic. The visual aids is used to make the presentation more effective. Questions
from the audience are clearly answered with specific and appropriate information.
4 VERY GOOD.
The student described the question studied and provides reasons for its importance. An adequate
amount of information is given to support the conclusions that are drawn and described. The
delivery and sentence structure are generally correct. There is evidence of preparation, organization
and enthusiasm for the topic. The visual aid is mentioned and used. Questions from the audience
are answered clearly.
3. Developing Scoring Schemes.
Holistic Rubric for Oral Report
CRITERIA DESCRIPTION
1 POOR.
The students make a presentation without stating the question or its importance The topic is
unclear and no adequate conclusions are stated. The delivery is difficult to follow. There is no
indication of preparation or organization. Questions from the audience receive only the most basic,
or no response.
0 No oral presentation is attempted.
3. Developing Scoring Schemes.
Rubric Development
Rubrics are composed of:
A. TASK DESCRIPTION
- involved the performance of the students
- can be taken from assignments, presentations, and
other classroom activities
- are being set in defining performance tasks
3. Developing Scoring Schemes.
Rubrics are composed of:
B. SCALE
- describes how well or poorly any given task has been performed and determine to what
degree the student has met a certain criterion
- used to describe the level of performance
- some commonly used labels compiled by Huba and Freed (2000) are:
a. sophisticated, competent, partly competent, not yet competent
b. exemplary, proficient, marginal, unacceptable
c. advanced, intermediate high, intermediate, novice
d. distinguished, proficient, intermediate, novice
e. accomplished, average, developing, beginning
3. Developing Scoring Schemes.
Rubrics are composed of:
C. DIMENSIONS
- set of criteria which serves as basis for evaluating
student output or performance
- it lay out the parts and how tasks are divided into its
important components as basis for scoring the students
3. Developing Scoring Schemes.
Rubrics are composed of:
D. DESCRIPTION OF THE DIMENSIONS
- description should contain description of the level of
performance as standard of excellence accompanied with
examples
- it allows both the teachers and the students to identify
the level of expectation and what dimension must be given
an emphasis
4. Rating the Performance.
• This is the final step in the performance-based
assessment, determining the learners outcomes of the
students.
•The main objective is to be objective and consistent.
•Some common errors in rating that should be avoided
are personal bias and halo effect (McMillan, 2007)
4. Rating the Performance.
Personal Bias Kinds of Error:
1. Generosity Error – occurs when the teacher tends to give
higher scores
2. Severity Error – results when the teachers use the low
end of the scale and underrate the student performances
3. Central Tendency Error – students are rated in the
middle
4. Rating the Performance.
Halo Effect
- occurs when the teacher’s general impression of the
students affects scores given on individual traits or
performance
4. Rating the Performance.
Halo Effect
- occurs when the teacher’s general impression of the
students affects scores given on individual traits or
performance
LEARNING KEY POINTS
In defining the purpose of assessment,
learning targets must be carefully identified
and taken in consideration.

Performance assessment primarily used

four of learning targets which are deep
understanding, reasoning, skill and products.
LEARNING KEY POINTS
If the learning outcomes deal on the
procedures which you could specify, then it
focuses on process assessment. In assessing
the process, it is essential also that
assessment should be done while the students
are performing the procedures or steps.
LEARNING KEY POINTS
The learning objective start with a general
competency which is the main target of the
task, and it follows with specific competencies
which are observable on the target behavior of
competencies. This can be observed also in
defining the purpose of assessment for product-
oriented performance-based assessment.
LEARNING KEY POINTS
Performance needs to be identified so that
students may know the tasks and criteria to
be performed. In this case, a task description
must be prepared to provide the listing of
specification of that tasks and will elicit the
desired performance of the students.
LEARNING KEY POINTS
In creating performance tasks, one should
specify the learning targets, the criteria by
which you will evaluate performance, and the
instructions for completing the task. Include
also the time needed to complete the tasks.
LEARNING KEY POINTS
Crafting tasks for both process and
product-oriented performance based-
assessment needs careful planning.
Engagement, elaboration and experience are
some factors to consider in making authentic
tasks which make it different to traditional
assessment.