PRESENTERS

SARAH V. DESTREZA REYNALYN D. BUTASLAC

JOBELLE G. EPAL
 TEACHING SOCIAL STUDIES
IN PRIMARY GRADES

LESSON 21:
USING PERFORMANCE-
BASED ASSESSMENT IN
SOCIAL STUDIES
LEARNING OBJECTIVES
At the end of this lesson, the learners should be
able to:
a. analyze the relevance of performance-based
assessment in the K-12 curriculum;
b. identify the requisites in crafting a
performance task ; and
c. characterize how to plan and implement
performance-based assessment.
Performance-based Assessment
Performance-based assessment
requires students to demonstrate
or apply their knowledge, skills,
and strategies by creating a
response or product or doing a
task.
Performance task
A performance task is any learning
activity or assessment that asks
students to perform to
demonstrate their knowledge,
understanding and proficiency.
 Things to Remember in
Planning and Implementing
Performance Tasks
•Teach the requisite knowledge
•Create and communicate the
scoring rubric
•Be a facilitator
 STRENGTHS OF PBA
 Performance assessment clearly
identifies and clarifies learning targets.
 Performance assessment allows
students to exhibit their own skills,
talents, and expertise.
 Performance assessment advocates
the constructivist principle of learning.
 STRENGTHS OF PBA
 Performance assessment uses a
variety of approaches to student
evaluation.
 Performance assessment allows the
teachers to explore the main goal and
processes of teaching and learning
 LIMITATIONS OF PBA
Development of high-quality
performance assessment is a
tedious process
Performance assessment requires
a considerable amount of time to
administer.
 LIMITATIONS OF PBA
Performance assessment takes a
great deal of time to score.
Performance task scores may
have lower reliability.
Performance task completion may
be discouraging to less able
students
 TYPES OF PERFORMANCE TASK IN SOCIAL
STUDIES
OUTPUT OUTCOME
Position Paper constructed publishable reaction
paper on socio- political issues
Simple Survey Research collaboratively completed survey
research on social problems in the
local community
Role-Play/Drama presented performance that mirrors
the community's needs and wants
which can be easily achieved by
working together
EXAMPLE
Students will create a sound
reaction paper on political
dynasties. Students will identify and
analyze the pros and cons of
political dynasties.
Students will conduct a small-scale
survey regarding the environmental
and social problems in a barangay.
The information that will be
gathered will be analyzed and
presented through an oral
presentation.
Students will role-play the roles and
concerns of the community
members like population growth,
expansion of economic activities,
pollution, and social dysfunctions.
 TYPES OF PERFORMANCE TASK IN SOCIAL
STUDIES
OUTPUT OUTCOME EXAMPLE

Community Action Plan planned programs for local interest Students will assess the needs of
and engage in community- based the community based on
work for positive causes observations. The results of the
survey will be presented in the class
then be given to the authorities for
proper action.
Business/ Product Proposal student-ventured economic Students will prepare their own
activities that require them to use product. In front of a set of
the concepts of supply and demand panelists, the students will present
their products.. If approved, the
students shall market their products
on social media.

Exhibit student-planned and organized Each student will create an artwork

exhibit on cultural identity that symbolizes their ethnic
affiliation. All products shall be
displayed for public viewing
(Esmeralda, 2018)
 Steps In Creating
Performance-
Based Assessment

1. Defining the 3. Using

Purpose of Rubrics as an
Assessment Assessment
2. Identifying Tool
the Appropriate
Task
 THE BASIC CONCEPTS OF
SCORING RUBRICS
Rating Scale for
the performance

4 3 2 1
Criterion 1
Criterion 2
Criterion 3
Criterion 4

Criteria that describe Indicator for each level

the performance. of performance
 Types of Scoring Rubric

1. Analytic Rubric. This kind of

scoring rubric requires teachers
to identity major skills that are
relevant and aligned with what is
intended to measure
Analytic Rubric
 Types of Scoring Rubric

2. Holistic Rubric. This kind of

rubric allows teachers to evaluate a
performance or a product based on
the perspective of its overall quality.
Holistic Rubric
 LESSON 22

DESIGNING LEARNING
PORTFOLIOS IN SOCIAL
STUDIES
 LEARNING OBJECTIVES
At the end of this lesson, the learners should
be able to:
a. identify the nature and relevance of
portfolio assessment ;
b. recognize the types and
characteristics of a portfolio; and
c. design your own portfolio assessment.
 PURPOSES OF PORTFOLIO
ASSESSMENT
a. It emphasizes both content and performance
or holistic learning.
b. It connects children's products with specific
national standards.
c. It highlights skills across the curriculum.
d. It demonstrates progress on specific,
individualized learning outcomes.
e. It celebrates the child
 TYPES OF PORTFOLIO
ASSESSMENT
Type of Portfolio Purpose Artifacts to Collect

Growth To show progress toward Artifacts from before,

one or Artifacts to Collect during, and after learning
more learning goals

Project To document the trajectory All drafts of works during

of a project the creation of the product
or performance

Achievement To demonstrate the current Artifacts compromising a

level of achievement over representative sample of
a collection of learning achievement
targets
 TYPES OF PORTFOLIO
ASSESSMENT
Type of Portfolio Purpose Artifacts to Collect

Competence To provide evidence of Artifacts representing the

having attained highest level of
competence in one or achievement
more areas
Celebration To showcase the best work Learners' choice based on
or what the learner is most the quality of work or
proud of preference
 Steps in Developing
Portfolio Assessment
Identify the Identify the Determine the
overall purpose physical sources of
and focus. structure. content.

Determine Identify the Communicate

the student scoring rubric the results of
reflection then evaluate. portfolio
guideline. evaluation.
Thank You For
Listening!