LESSON 3:

PERFORMANCE
ASSESSMENT
Perfromance Assessment
• is an assessment activity or set of activities that require students
to generate products or performance 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
understand and applies knowledge and goes beyond the ability
to recall information.
 TYPES OF ASSESSMENT
• PRODUCT-BASED ASSESSMENT
- used for assessing learning outcomes that involve designing and
creating projects or product
Example task:
Visual products
Kinestetic products
Written products
Verbal products
• PERFORMANCE-BASED ASSESSMENT
-used for assessing learning outcomes that includes actual
performance of making those products.
Example task:
Oral presentation/Demonstrations
Dramatic/Creative Performance
Public Speaking
Athletic Skills Demonstration
Characteristics of a Good Performance Assessment
1. It is authentic, that is, it includes performance task that are
meaningful and realistic.
- Performance assessment should present or require task that are
realistic and related to everyday life. As it involves an authentic
task, it should convey its purpose and reflect its relevance to the
students, their discipline and the outside world as a whole.
2. It provides oppportunities for students to show both what they
know and how well they can do what they know.
- Performance assessment should achieve a balance approach
wherein it gives students opportunities to show their knowledge
and skills competencies.
 3. It allows students to be involved in the process of evaluating
their own and their peers’ performance and output.
-Performance assessment should allow students to be involved in
the process of evaluating themselves and their peers. It should
give students the opportunity for self-reflection or self-
assessment, as well as to be involved in evaluating their
classmates performance.
- Self-assessment allow students to make judegement about their
learning process and producrsv of learning, track their progress,
and identify the areas where to focus or improve on.
-Peer assessment allow students to give constructive feedback
about the performance of their classmates or groupmates, which
the latter can use to revise or improve their work.
4. It assess more complex skills.
-Performance assessments should allow students to engage in
more challenging activities that require various skills, such as
planning and decision- making, problem-solving, critical-
thinking, communication, and creative skills.
5. It explains the task , required elements, and scoring criteria to
the students before the start of the activity and the assessment.
- At the start of the class, it is important that the requirements of
the subject are presented and explained to the students.
 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 task 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 the
real-world scenarios?
6. What criteria should be included to rate students performance
level?
7. What are th specific performance indicators for each criterion?
DESIGNING AND CONDUCTING PERFORMANCE
ASSESSMENT
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 outputs 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 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.
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.
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) 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 used the rubric developed. This is to ensure
objective, consistent, and accurate evaluation of student’s
performance.