Scribd
Upload
66 views5 pages

Performance Assessment Strategies

This document discusses performance assessment. It defines performance assessment as assessing student knowledge and skills through student-generated products and performances. Some examples of product-based assessments include research papers, art exhibits, and portfolios. Performance-based assessments include lab experiments, artistic performances, and athletic skills demonstrations. The document provides characteristics of good performance assessments and guidelines for designing and conducting them, such as defining learning outcomes and criteria for evaluation. It also includes a sample rubric for assessing student performance in food preparation.

Uploaded by

Paul Paguia
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
66 views5 pages

Performance Assessment Strategies

This document discusses performance assessment. It defines performance assessment as assessing student knowledge and skills through student-generated products and performances. Some examples of product-based assessments include research papers, art exhibits, and portfolios. Performance-based assessments include lab experiments, artistic performances, and athletic skills demonstrations. The document provides characteristics of good performance assessments and guidelines for designing and conducting them, such as defining learning outcomes and criteria for evaluation. It also includes a sample rubric for assessing student performance in food preparation.

Uploaded by

Paul Paguia
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

ASSESSMENT IN LEARNING 2

Module 4 Maria Cecilia Carnaje-Sualog, PhDc

CHAPTER 2

Lesson 1
PERFORMANCE ASSESSEMENT

Performance Assessment
- an assessment activity or set of activities that require students to generate products or
performances the provide direct or indirect evidence of their knowledge skills and
abilities in an academic content domain.
- provides teachers with information about how well a student understands and applies
knowledge and goes beyond the ability to recall information.
- used for assessing student learning outcomes that involve designing or creating projects
or products [product-based]
o Research papers
o Art exhibits
o Reflective essays
o Portfolios
- actual performances of making those products[performance-based]
o Carrying out lab experiments
o Exhibiting creative and artistic talents

Examples of Product-Based Assessment


Visual Products
charts, illustrations, graphs, collages, murals, maps, timeline flows,
diagrams, posters, advertisements, video presentations, art exhibits
Kinesthetic Products
diorama, puzzles, games, sculpture, exhbits, dance recital
Written Products – journals, diaries, logs, reports, abstracts, letters,
thought or position papers, poems, story, movie/TV scripts, portfolio,
essay, article report, research paper, thesis
Verbal Products
audiotapes, debates, lectures, voice recording, scripts

Performance-Based Assessment
Oral Presentations/Demonstrations
presentation, poster presentation, individual or group report on
assigned topic, skills demonstration such as baking, teaching,
problem solving
Dramatic/Creative Performances
dance, recital, dramatic enactment, prose or poetry interpretation,
roleplaying, playing musical instruments
ASSESSMENT IN LEARNING 2
Module 4 Maria Cecilia Carnaje-Sualog, PhDc

Public Speaking
debates, mock trial, simulations, interviews, panel discussion, story-telling, poem reading
Athletic Skills Demonstration/Competition
playing basketball, baseball, soccer, volleyball, and other sports

Performance Assessment is Authentic Assessment on the following:


- Requires students to actually demonstrate their skills in applying skills and knowledge
learnt.
- Involves real life tasks as in doin actual research. Case study, giving speech, or
performing on stage

Characteristics of a good Performance Assessment


1. It is authentic, that is, it includes performance that that are meaningful and realistic.
2. It provides opportunities to students to show both what the know and how well can
they do what they know.
3. Allows students to be involved in the process of evaluating their own and their peers
performances and outputs.
4. It assesses more complex skills.
5. It explains the tasks, required elements, and scoring criteria to the students before the
start of the activity and the assessment.

General Guideline is 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 tasks 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 specific performance task authentic and representive of real-world scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for each criterion?

Example:
Intended Learning Teaching-Learning Activies Performance Assessment
Outcomes Tasks
At the end of the course
the students should be
able to:
Perform dance routines Lecture, class discussion, Culminating dance class
and creatively combine movement exercises, recitals, practical test for
variations with rhythm, dance demonstration, each type of dance,
coordination, correct actual dancing with reflection papers, peer
footwork technique, teacher and partners, evaluation rating
ASSESSMENT IN LEARNING 2
Module 4 Maria Cecilia Carnaje-Sualog, PhDc

frame, facial and body collaborative learning


expression.
Participate in dance Required attendance and Actual dance performance
socials and other participation in school and in school or community
community fitness community dance programs,
advocacy projects. performances reaction/reflection papers

Conducting 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
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. Holistic rubric – in holistic rubric, student performance or output is evaluated by
applying all criteria simultaneously, thus providing a single score based on overall
judgement 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 answers rubric applicable only for
research output)
5. Assess students performance /product

Example of Performance -based Assessment


1. Define the purpose of performance or product -based assessment
To assess student performance in food preparation.
2. Choose the activity/ output that you will assess.
The student should be able to make a plated dessert.

3. Define the criteria


a. personal hygiene
b. Ingredients and Equipment
c. Time management
ASSESSMENT IN LEARNING 2
Module 4 Maria Cecilia Carnaje-Sualog, PhDc

d. Cooperation
e. Execution plan and recipe
f. Finished food product
g. Safety
h. Clean up
4. Create the performance rubric

Poor Fair Good


 
1 pts 5 pts 10 pts

Personal Poor Fair Good


Hygiene
Students did not wash hands; Students either failed to wash Students washed hands
kept pushing stray hair back. hands or kept pushing stray properly at the beginning
hair back. and throughout the lab; well-
kept hair was left alone.

Ingredients, Poor Fair Good


Equipment
Ingredients, equipment Ingredients, equipment Ingredients and equipment
insufficiently partially assembled/gathered; either assembled/gathered in
assembled/gathered or not had to interrupt procedure to advance or readily available
readily available when get items that should have when needed.
needed. been available.

Time Poor Fair Good


Management
Preparation, cooking and Preparation, cooking and Preparation, cooking and
clean-up were not completed clean-up were completed in a clean-up were completed in a
in a timely manner. somewhat timely manner, but timely manner. Activities
could have made better use of coordinated to make full use
the time allowed. of the time allowed.

Cooperation Poor Fair Good


Students only worked with Students needed some Chef Students demonstrated
constant Chef supervision or supervision, prodding, or willingness to complete all
prodding. Argued with encouragement; tended to quit tasks including clean-up.
kitchen mates or ignored before all tasks complete. Worked steadily through the
their comments. Didn't Little arguing with kitchen lab; participated in all
demonstrate a willingness to mates. Avoided thorough kitchen tasks. Displayed
work cooperatively. clean-up. Slow to cooperate. willingness to cooperate.

Execution of Poor Fair Good


Plan/recipe
Plans/recipe not followed. Plans/Recipe was somewhat Plans/Recipe was followed
followed, but errors in the commendably. No
order of steps or measuring measuring or order of step
occurred. errors occurred.
ASSESSMENT IN LEARNING 2
Module 4 Maria Cecilia Carnaje-Sualog, PhDc

Finished Food Poor Fair Good


Product
Food product was inedible. Food product was edible, but Food product was prepared
lacked flavor; or errors were correctly, resulting in
made in the recipe during the appropriate taste, texture,
cooking process. appearance.

Safety Poor Fair Good


Didn't follow safety rules. Tried to use equipment safely Demonstrated safe and
Didn't use safe food handling and correctly. Careless at correct use of all kitchen
techniques. Didn't use times; didn't always follow the equipment used for the lab.
kitchen equipment in a safe rules. Occasionally followed Careful to follow safe food
manner. safe food handling procedures. handling procedures.

Clean-Up Poor Fair Good


Dishes, utensils, equipment Dishes, utensils washed; but Kitchen clean and orderly;
left unwashed; equipment/counters unwashed. equipment washed/put away.
counters/tables not cleaned Laundry may or may not be Dishes/utensils washed.
well; used towels and picked up. Some equipment Counters clean and dry.
dishcloths left lying around. not put away. Laundry taken care of
Equipment not put away. properly.

Plated dessert Poor Fair Good


components
1 or 2 components 3 or 5 components 5 or 6 components.

Texture, sizes and


shapes, flavors,
colors, height,
temp

5. Assess students performance /product

Reference:
Assessment in Learning 2, Balagtas, M., et al.
[Link]
[Link]

Common questions

Powered by AI

Peer evaluation can be integrated by involving students in assessing their peers' performances using established criteria, fostering a collaborative learning environment. Benefits include developing critical thinking skills and receiving diverse feedback. Challenges include ensuring fairness and consistency in evaluations. Clear guidelines and training can help mitigate these challenges by providing structure and encouraging objective assessments .

Authenticity in performance-based assessments is significant because it involves tasks that are meaningful and realistic, reflecting real-world scenarios. This design ensures that students demonstrate their skills in applying knowledge in practical contexts. Examples include conducting actual research, giving speeches, performing on stage, or participating in community projects .

Defining specific performance indicators for each criterion in a rubric is crucial as it provides clear expectations, ensuring that assessments measure the intended outcomes accurately. It enhances transparency, guides students in understanding what is required for different performance levels, and assists instructors in providing consistent and objective evaluations .

The key criteria for creating a performance rubric in educational assessments include content criteria, process criteria, quality criteria, and impact criteria. Content criteria evaluate the degree of a student’s knowledge and understanding of facts, concepts, and principles related to the subject. Process criteria assess the proficiency level of performance of a skill or process. Quality criteria evaluate the quality of a product or performance, ensuring that it meets an expected standard. Impact criteria assess the overall results or effects of a product or performance .

Task-specific rubrics contain criteria unique to a specific task, providing detailed and precise guidance for that activity, making them appropriate for assignments with unique requirements. General rubrics contain broad criteria applicable across various tasks, useful for assessments requiring flexibility and consistency across multiple assignments. The choice depends on whether the assessment needs detailed specificity or broad applicability .

Student reflections in performance assessments allow learners to critically evaluate their own work and the learning process, fostering self-awareness and deeper understanding of the subject. They enhance the learning experience by encouraging students to identify strengths, recognize areas for improvement, and actively engage in the learning process, thus promoting continuous learning and self-assessment .

Public speaking tasks in performance assessments develop critical skills such as communication, critical thinking, and confidence. They require students to organize thoughts, articulate ideas clearly, engage audiences, and handle feedback and questions, thus preparing them for varied professional and social scenarios where effective communication and persuasion are necessary .

Holistic rubrics evaluate a student's performance or output by assessing all criteria simultaneously, resulting in a single score that provides an overall judgment. They are advantageous for quick assessments and provide a snapshot of performance. Analytic rubrics evaluate each criterion separately, which is advantageous because they offer specific feedback on multiple aspects of performance, aiding in detailed analysis and targeted improvements .

Performance assessment provides a more comprehensive evaluation by requiring students to generate products or performances that offer direct or indirect evidence of their knowledge, skills, and abilities, beyond just recalling information. It involves real-life tasks, thus giving teachers insights into how well students understand and apply knowledge in practical scenarios .

Including activities like dance recitals or sports competitions in performance assessments benefits education by allowing students to apply skills in realistic, enjoyable settings and demonstrating abilities beyond theoretical knowledge. They promote physical fitness, teamwork, discipline, and improve students' confidence and engagement through active participation .

You might also like