UNIET II
PERFOR MANC ASSES SMENT
RECITAL
DANCING
ROLE-PLAYING COMPOSITION
Learning Objectives
At the end of the module, the pre-service teachers should be able to:
Design performance tasks using the Goal, Role, Audience, Situation,
Product, and Standards (GRASPS) model;
Differentiate process-based and product-based performance
assessments;
Develop, adapt, or customize scoring rubrics to accurately evaluate
student performance; and
Interpret performance assessment data to monitor and evaluate learner
achievement, guide instructional decisions, and improve overall learner
performance.
NATURE OF PERFORMANCE
ASSESSMENT
Traditionally, student learning has been assessed
through final products or standardized tests. However,
effective assessment should go beyond the end result to
examine the processes students engage in to reach those
outcomes. By focusing on these steps, educators can gain
deeper insights into how and why students arrive at their
final products, providing a clearer picture of their learning
journey.
NATURE OF PERFORMANCE
ASSESSMENT
Learning isn't just about what students know, but also how
they apply their knowledge in real-world contexts.
As the role of assessment in education continues to
evolve, performance-based education has gained
momentum, shifting away from traditional methods
toward task-oriented instruction that mirrors real-world
applications.
NATURE OF PERFORMANCE
ASSESSMENT
Performance-based assessment, often referred to as "authentic"
or "alternative" assessment, provides a more holistic way of
evaluating student progress. It challenges educators to design
tasks that are meaningful, engaging, and directly tied to the
curriculum.
This method helps students develop both critical thinking skills
and essential work habits, making the learning experience both
deeper and more applicable.
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Multiple assessments for each Power Standard and related indicators
Spectrum of tasks – basic to enrichment
Essential for differentiated instruction and effective classroom
management
Not all students may be working on the same task at the same time
Students as collaborators, peer- and self-evaluators
Group process, individual accountability
Traditional tests used as “concurrent validity” measure
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Multiple assessments for each Power Standard and related indicators
Example:
Power Standard: Students can write a persuasive argument. (English)
Write a persuasive essay
Deliver a persuasive speech
Create a debate presentation
Complete a short reflection explaining their argument strategy
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Spectrum of tasks – basic to enrichment
Example:
Topic: Math (Fractions)
Basic Task: Identify the fractions in the given problem.
Intermediate Task: Solve word problems involving fractions.
Advanced/Enrichment Task: Design a real-life recipe conversion using
fractions.
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Essential for differentiated instruction and effective classroom
management
Example:
Science (Ecosystems):
Some students create a labeled food chain diagram/terrarium.
Others write an explanatory paragraph.
Advanced students design a mini research project on human impact.
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Not all students may be working on the same task at the same time
Example:
English (Reading):
Group A: Practicing identifying the main idea.
Group B: Analyzing themes in a story.
Group C: Writing a literary critique.
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Students as collaborators, peer- and self-evaluators
Example:
Students use a rubric to assess a classmate’s essay.
Students complete a self-reflection checklist after a presentation.
Groups give structured peer feedback during project development.
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Group process, individual accountability
Example: (Students work in groups to create a presentation about a
historical event:)
One student researches
One designs slides
One presents
One writes the summary
PRINCIPLES OF PERFORMANCE
ASSESSMENT
According to Haynes (2005), the following are the Principles of Performance
assessment:
Traditional tests used as “concurrent validity” measure
Example: Students complete a science experiment (performance task).
Later, they take a quiz covering the same concepts. If students perform well
on both, the performance assessment is validated.
UNIET II
PERFOR MANC ASSES SMENT
OF
TYPES
PERFORMANCE ASSESSMENT
Types of Performance Assessment
A. PROCESS-BASED - Information about outcomes is of high
importance; where students “end up” matters greatly. But to
improve outcomes, we need to know about student
experience along the way – about the curricula, teaching,
and kind of student effort that lead to particular outcomes
B. PRODUCT-BASED - Student performance can be defined as
targeted tasks that lead to a product or overall learning
outcome. Target tasks include behavior expectations
targeting complex tasks that students are expected to
achieve.
PROCESS OR OUTPUT?
Directions: Classify the following tasks as either PROCESS-BASED or PRODUCT-BASED. For the process-
based tasks write "CESS". For the product-based tasks, write the final output of the task following the
word “DUCT”.
1. Design a sustainable solution for reducing water wastage in your school within 2 weeks and present
a report on the process and outcome.
2. Develop a comprehensive marketing strategy for launching a new product, ensuring it includes
target audience analysis, promotional plans, and expected results, to be completed in 4 weeks.
3. Create a personal portfolio that includes a resume, detailed project reflections, and examples of
work, to be submitted within 3 weeks.
4. Build a prototype of a sustainable energy solution for a local community, completing the design and
testing phase in 6 weeks.
5. Organize and execute a fundraising campaign for a local charity, targeting 100,000 pesos in
donations within 1 month, including a report on strategies used and results achieved.
6. Research and analyze the economic impact of a historical event, summarizing findings in a 5-page
report with references, due in 2 weeks.
7. Develop a mobile app prototype that addresses a common problem faced by students, including
user feedback and testing phases, to be completed in 5 weeks.
8. Plan and execute a research-based group presentation on climate change, incorporating visual aids
and citing academic sources, to be completed by the end of the semester.
9. Write and revise a 10-page research paper on the effects of climate change on biodiversity,
following a specific academic structure, due in 3 weeks.
10. Design an educational program for high school students on financial literacy, including course
materials and a final presentation, to be completed in 4 weeks.
PROCESS-
BASED
PERFORMANCE
ASSESSMENT
PROCESS-BASED - (Process-oriented performance-
based assessment) is concerned with the actual task
performance rather than the output or product of the
activity.
TASK DESIGNING
The teacher must ensure that the particular learning process
to be observed contributes to the overall understanding of
the subject or course.
Some generally accepted standards for designing a task
include:
[Link] an activity that would highlight the
competencies to be evaluated.
[Link] an activity that would entail more or less the
same sets of competencies.
[Link] a task that would be interesting and enjoyable for
the students.
TASK DESIGNING
Competency (DepEd Grade 10 English):
Compose a persuasive text of three paragraphs expressing
one’s stand on an issue (EN10WC‑Ie‑12.3)
Task: Write a persuasive essay or create a persuasive video
presenting their viewpoint on environmental conservation.
Alternative Task Options:
1. Design a poster with persuasive messages
2. Create a social media campaign advocating a cause
3. Record a short podcast presenting arguments
PRODUCT-
BASED
PERFORMANCE
ASSESSMENT
PRODUCT-BASED - Defined as targeted tasks
that lead to a product or overall learning outcome.
Target tasks include behavior expectations targeting
complex tasks that students are expected to achieve.
TASK DESIGNING
Task Designing
The design of the task for product-oriented performance-
based assessment depends on what the teacher desires to
observe as outputs of the students.
Concepts associated with task designing include:
1. COMPLEXITY
2. APPEAL
3. CREATIVITY
4. GOAL-BASED
TASK DESIGNING
DepEd Learning Competency:
Naisa-isa ang mga hakbang sa pagbuo ng isang social awareness
campaign tungkol sa isang paksa batay sa napakinggang
paliwanag(F8PN-III-ij-32)
Nabibigyang- kahulugan ang mga piling salita na di -lantad ang
kahulugan batay sa pagkakagamit sa pangungusap
(F8PT-IVf-g-36)
Organize information about a chosen subject using a graphic
organizer
(EN7WC-IV-c-1.3)
Employ the techniques in public speaking in a sample public
speaking situation:
(EN10OL-Ig3.16.1)
SCORING RUBRICS
Scoring rubrics are descriptive scoring schemes developed by
teachers or other evaluators to guide the analysis of the products or
processes resulting from students’ efforts (Brookhart, 1999). These
rubrics are typically employed when a judgment of quality is required
and can be used to evaluate a broad range of subjects and activities.
The criteria for scoring rubrics are statements that identify “what
really counts” in the final output. The following are the most
commonly used major criteria for product assessment:
·Quality
·Creativity
·Comprehensiveness
·Accuracy
·Aesthetics
SCORING RUBRICS
analytic vs holistic rubric
Analytic rubric – articulates levels of performance for each
criterion so the teacher can assess student performance
on each criterion.
Holistic rubric – does not list separate levels of
performance for each criterion. Instead, a holistic rubric
assigns a level of performance by assessing performance
across multiple criteria as a whole.
SCORING RUBRICS
General Versus Task-Specific Rubrics
General Scoring Rubric: A general rubric can be used
across similar performances or assignments. It is versatile
and can be applied to various tasks within the same
general area, making it useful for assessing a range of
student activities.
Task-Specific Rubric: A task-specific rubric is designed for a
particular task or assignment. It focuses on the unique
aspects and objectives of that specific task, providing a
more tailored and precise assessment for the given
assignment.
HARACTERISTICS
C PERFORMANCE ASSESSMENT
application of open-ended
knowledge
and skills
multi-faceted provide evidence
of understanding
PERFORMANCE ASSESSMENT
Characteristics of Performance Task:
[Link] tasks call for the application of knowledge
and skills, not just recall or recognition.
[Link] tasks are open-ended and typically do not
yield a single, correct answer.
[Link] tasks establish novel and authentic contexts
for performance.
[Link] tasks provide evidence of understanding via
transfer.
[Link] tasks are multi-faceted.
[Link] tasks can integrate two or more subjects as
well as 21st century skills.
[Link] on open-ended tasks are evaluated with
established criteria and rubrics.