with

Assistant Professor III

Chapter 3
Performance
Assessment
 Chapter 3
Performance Assessment

1. What is performance assessment?

2. What are the characteristics of a good
performance assessment?
3. What are the general guidelines in
designing performance assessment?
4. How do you conduct performance
assessment?
 Chapter 3
Performance Assessment

1. What is performance assessment?

2. What are the characteristics of a good
performance assessment?
3. What are the general guidelines in
designing performance assessment?
4. How do you conduct performance
assessment?
 Performance Assessment
 assessing student learning by requiring a
student to perform a task or develop a
product as a demonstration of one’s
learning
 provides an opportunity for the students
to apply what they have learned through
product creation and task performance
that resembles real-life setting (high
degree of realism and authenticity)
 Performance Assessment
 assessment activity that requires
students to generate products or
performances that provide direct or
indirect evidence of their knowledge,
skills, abilities in an academic content
domain
 Products like research papers, art
exhibits, reflective essays, and
portfolios.
 Performance Assessment
 Performance-based tasks include actual
performances of making those products
such as carrying out laboratory
experiments, exhibiting creative and
artistic talents, such as dancing,
painting, and playing a musical
instrument, and demonstrating writing
skills through extemporaneous essay
writing, article review, and reflective
papers.
 Types Examples
A. Product-Based Assessment
Examples Visual charts, illustrations, graphs, collages, murals, maps,
products timeline flows, diagrams posters, advertisements,
of video presentations, art exhibits
Product- Kinesthetic diorama, puzzles, games, sculpture, exhibits, dance
Products recital
based Written journals, diaries, log reports, abstracts, letters,
Products though or position papers, poems, story movie/tv
and scripts, portfolio, research paper, and thesis
Verbal audiotapes, debates, lectures, voice recording and
Performance-
Products scripts
based B. Performance-Based Assessment
Oral paper presentation, poster presentation,
Assessments Presentations/ individual or group report on assign topic, skills
Demonstrations demonstration such as baking, teaching and
problem solving
Dramatic/ dance, recital, dramatic enactment, prose or
Creative poetry interpretation, role playing, playing
Performances musical instruments
Public Speaking debates, mock trial, simulations, interviews,
panel discussion, storytelling, poem reading
Athletic Skills playing basketball, baseball, soccer, volleyball
Demonstration/ and other sports
Competition
 Chapter 3
Performance Assessment

1. What is performance assessment?

2. What are the characteristics of a good
performance assessment?
3. What are the general guidelines in
designing performance assessment?
4. How do you conduct performance
assessment?
 Characteristics of a Good
Performance Assessment
1. It is authentic, that is, it includes
performance tasks that are meaningful
and realistic.
2. It provides opportunities for students to
show both what they know and how well
they can do to what they know.
3. It allows students to be involved in the
process of evaluating their own and their
peers’ performance and output.
 Characteristics of a Good
Performance Assessment
4) It assesses more complex skills.
5) It explains the task, required elements,
and scoring criteria to the students before
the start of the activity, and the
assessment.
 Characteristics of a Good
Performance Assessment
1. It is authentic, that is, it includes
performance tasks that are meaningful
and realistic.
2. It provides opportunities for students to
show both what they know and how well
they can do to what they know.
3. It allows students to be involved in the
process of evaluating their own and their
peers’ performance and output.
 Characteristics of a Good
Performance Assessment
1. It is authentic, that is, it includes
performance tasks that are meaningful
and realistic.
2. It provides opportunities for students to
show both what they know and how well
they can do to what they know.
3. It allows students to be involved in the
process of evaluating their own and their
peers’ performance and output.
 Characteristics of a Good
Performance Assessment
1. It is authentic, that is, it includes
performance tasks that are meaningful
and realistic.

Performance assessment tasks should be

authentic, realistic, related, and relevant
to everyday life (personal or professional).
 Characteristics of a Good
Performance Assessment
1. It is authentic, that is, it includes
performance tasks that are meaningful
and realistic.
2. It provides opportunities for students to
show both what they know and how well
they can do to what they know.
3. It allows students to be involved in the
process of evaluating their own and their
peers’ performance and output.
 Characteristics of a Good
Performance Assessment
2. It provides opportunities for students to
show both what they know and how well
they can do to what they know.

Performance assessment tasks should

pave the way for the acquisition and
application of the knowledge, skills, and
abilities of the learners to determine if
the educational goals are achieved.
 Characteristics of a Good
Performance Assessment
1. It is authentic, that is, it includes
performance tasks that are meaningful
and realistic.
2. It provides opportunities for students to
show both what they know and how well
they can do to what they know.
3. It allows students to be involved in the
process of evaluating their own and their
peers’ performance and output.
 Characteristics of a Good
Performance Assessment
3. It allows students to be involved in the
process of evaluating their own and their
peers’ performance and output.

Performance assessment tasks should

allow the learners to judge their own
outputs and even evaluate their peers’
performances through constructive
feedback.
 Characteristics of a Good
Performance Assessment
4) It assesses more complex skills.
5) It explains the task, required elements,
and scoring criteria to the students before
the start of the activity, and the
assessment.
 Characteristics of a Good
Performance Assessment
4) It assesses more complex skills.

Performance assessment tasks should

require higher-order cognitive skills that
allow the learner to apply their
knowledge, skills, and abilities in solving
realistic and meaningful problems.
 Characteristics of a Good
Performance Assessment
4) It assesses more complex skills.
5) It explains the task, required elements,
and scoring criteria to the students before
the start of the activity, and the
assessment.
 Characteristics of a Good
Performance Assessment
5. It explains the task, required elements,
and scoring criteria to the students before
the start of the activity, and the
assessment.

Before giving the performance

assessment tasks, the expected quality,
level of performance, criteria, and rubrics
to be used must be explained to the
learners and they must agree to them.
 Chapter 3
Performance Assessment

1. What is performance assessment?

2. What are the characteristics of a good
performance assessment?
3. What are the general guidelines in
designing performance assessment?
4. How do you conduct performance
assessment?
 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?
3. What are the appropriate performance
assessments tasks or tools to measure
the outcomes and skills?
 General Guidelines in
Designing Performance
Assessment
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?
 General Guidelines in
Designing Performance
Assessment
6. What criteria should be included to
rate students’ performance level?
7. What are specific performance
indicators for each criterion?
 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?
3. What are the appropriate performance
assessments tasks or tools to measure
the outcomes and skills?
 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?
3. What are the appropriate performance
assessments tasks or tools to measure
the outcomes and skills?
 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?
3. What are the appropriate performance
assessments tasks or tools to measure
the outcomes and skills?
 General Guidelines in
Designing Performance
Assessment
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?
 General Guidelines in
Designing Performance
Assessment
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?
 General Guidelines in
Designing Performance
Assessment
6. What criteria should be included to
rate students’ performance level?
7. What are specific performance
indicators for each criterion?
 General Guidelines in
Designing Performance
Assessment
6. What criteria should be included to
rate students’ performance level?
7. What are specific performance
indicators for each criterion?
 Alignment among Learning Outcomes, the Teaching
and Learning Activities, and Assessment Task
(constructive alignment)
Intended Learning Teaching-Learning Performance Assessment
Outcomes Activities Tasks
At the end of the course,
the students should be able
to:
Perform dance routines and lecture, class discussion, Culminating dance class
creativity combine movement exercises, dance recitals, practical test for
variations with rhythm, demonstration, actual each type of dance, the
coordination, correct dancing, with teacher and reflection papers, peer
footwork technique, frame, partners, collaborative evaluation rating
facial and body expression. learning
Participate in dance socials required attendance and Actual dance performance
and other community participation in school and in school or community
fitness, advocacy projects. community dance programs,
performances reaction/reflection
papers.
 Chapter 3
Performance Assessment

1. What is performance assessment?

2. What are the characteristics of a good
performance assessment?
3. What are the general guidelines in
designing performance assessment?
4. How do you conduct performance
assessment?
 The Conduct of
Performance Assessment
1. Define the purpose of performance or
product-based assessment.
2. Choose the activity/ output that you will
assess.
3. Define the criteria.
4. Create the performance rubric.
5. Assess student’s performance/ product.
 The Conduct of
Performance Assessment
1. Define the purpose of performance or
product-based assessment.
2. Choose the activity/ output that you will
assess.
3. Define the criteria.
4. Create the performance rubric.
5. Assess student’s performance/ product.
 The Conduct of
Performance Assessment
1. Define the purpose of performance or
product-based assessment.

Questions that a Teacher must ask:

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?
 The Conduct of
Performance Assessment
1. Define the purpose of performance or
product-based assessment.
2. Choose the activity/ output that you will
assess.
3. Define the criteria.
4. Create the performance rubric.
5. Assess student’s performance/ product.
 The Conduct of
Performance Assessment
2. Choose the activity/ output that you will
assess.

Performance Assessment tasks must be

interesting and challenging. It must also be
achievable and with sufficient depth and
breadth so that a valid evaluation of students’
learning can be made.
 The Conduct of
Performance Assessment
1. Define the purpose of performance or
product-based assessment.
2. Choose the activity/ output that you will
assess.
3. Define the criteria.
4. Create the performance rubric.
5. Assess student’s performance/ product.
 The Conduct of
Performance Assessment
3. Define the criteria.

Before giving the performance assessment

tasks, the criteria must be agreed upon by the
teacher and the learners. The criteria serve
as the guidelines or rules for judging the
students’ responses, products, or
performances.
 The Conduct of
Performance Assessment
3. Define the criteria.

Criteria is classified into:

a. content criteria – evaluates the degree of
knowledge and understanding of facts,
concepts, and principles related to the
topic/subject (descriptive terms:
accurate, clearly explained, complete,
expert, knowledgeable)
 The Conduct of
Performance Assessment
3. Define the criteria.

Criteria is classified into:

b. process criteria – evaluates the proficiency
level of a performance of a skill or process
(descriptive terms: collaborative,
coordinated, efficient, methodical, precise)
 The Conduct of
Performance Assessment
3. Define the criteria.

Criteria is classified into:

c. quality criteria – evaluates the quality of a
product or a performance (descriptive
terms: creative, organized, polished,
effectively designed, well crafted)
 The Conduct of
Performance Assessment
3. Define the criteria.

Criteria is classified into:

d. impact criteria – evaluates the overall
results or effects of a product or
performance (descriptive terms:
entertaining, informative, persuasive,
satisfying, successful)
 The Conduct of
Performance Assessment
1. Define the purpose of performance or
product-based assessment.
2. Choose the activity/ output that you will
assess.
3. Define the criteria.
4. Create the performance rubric.
5. Assess student’s performance/ product.
 The Conduct of
Performance Assessment
4. Create the performance rubric.

A rubric is an assessment tool that

indicates performance expectations. It
contains: 1.) the criteria or the aspects of the
performance that will be assessed; 2.)
performance descriptors or characteristics
with each dimension or criterion; and, 3.)
performance levels that identify students’
level of mastery within the criterion.
 The Conduct of
Performance Assessment
4. Create the performance rubric.

Types of Rubrics:
a.) holistic rubric
b.) analytic rubric
c.) general rubric
d.) task-specific rubric
 The Conduct of
Performance Assessment
4. Create the performance rubric.

Types of Rubrics:
a.) holistic rubric – student performance or
output is evaluated by applying all criteria
simultaneously, thus, providing a single score
b.) analytic rubric – student’s work is
evaluated using each criterion separately,
thus providing specific feedback
 The Conduct of
Performance Assessment
4. Create the performance rubric.

Types of Rubrics:
c.) general rubric – contains criteria that are
general and can be applied across tasks
d.) task-specific rubric – contains criteria that
are unique to a specific task
 The Conduct of
Performance Assessment
1. Define the purpose of performance or
product-based assessment.
2. Choose the activity/ output that you will
assess.
3. Define the criteria.
4. Create the performance rubric.
5. Assess student’s performance/ product.
 The Conduct of
Performance Assessment
5. Assess student’s performance/ product.

In assessing students’ output, use the

criteria set or the rubrics developed in order
to be objective, consistent, and accurate in
evaluating all the students’ performances.
 End of Chapter 3.
 In evaluating students’ learning, it is
necessary to provide them with various
challenging and authentic tasks that will
allow them to apply their acquired
knowledge, skills, abilities, and values.

Before providing them with these

performance assessment tasks, it is just to
inform them of the criteria and rubrics
that will be used in assessing their works.
Their participation in finalizing the
criteria and rubrics to be used is also an
important thing to be considered.