Performance Assessment

Module 2: Performance Assessment

Learning Achievement
Outcome(s) Indicators:
The students shall be able to: The students…

• Define performance-based • Write performance

assessment; tasks.
• Identify the essentials • Devise a process and
characteristics of product-oriented
performance assessment; assessment based from
• Identify the strengths and the performance task
limitations of performance identified.
assessment
• Contrast performance
processes and performance
products;
• Construct a performance-
based tasks that are needed
elements of effective tasks.

Institutional
Outcomes

[Skilled Communicator,
Inquiry-Focused and
Knowledgeable,
Collaborative and Effective
Leader]

Key Terms: Performance-Based Assessment, Authentic Assessment, Alternative Assessment,

Performance Task

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Concept Formation
This section presents the concept of performance assessments, alternative and authentic
assessments, their essential characteristics, their strengths and limitations, how to design and develop
performance tasks.

Performance Assessment

A performance assessment involves a student’s demonstration of a skill or competency in

creating a product, constructing a response, or making a presentation (Lane, 2010). Rather than ask
questions about how to do something, students actually perform the skill or behavior. The term
performance is shorthand for performance-based or performance-and-product. The performance
assessments may also be called alternative or authentic assessments.
Alternative assessment and authentic assessment, are sometimes used interchangeably with
performance assessment, but they actually mean something different.
An alternative assessment is any method that differs from conventional paper-and-pencil
tests, most particularly objective tests. Examples of alternative assessments include observations,
exhibitions, oral presentations, experiments, portfolios, interviews, and projects. (Some think of
essays as a type of alternative assessment because they require students to construct responses.)
Authentic assessment involves the direct examination of a student’s ability to use
knowledge to perform a task that is like what is encountered in real life or in the real world.

Essential Characteristics of Performance Assessments

Frey, Schmitt, and Allen (2012) reviewed of over 100 sources claiming to be about authentic
assessment and found that there are many different conceptualizations. They discovered that while
the idea of having a realistic, real-world (outside the classroom) task is essential, the literature
stresses eight additional characteristics:

1. A performance-based task
2. A cognitively complex task

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3. A defense of an answer or product

4. Formative
5. Includes collaboration with others
6. Known scoring criteria
7. Use of multiple indicators for scoring
8. A mastery, criterion-referenced orientation

Strength and Weaknesses of Performance Assessments

(McMillan, 2018)

Strengths Weaknesses
Integrates assessment with instruction. Reliability/precision may be difficult to
Learning occurs during assessment. establish.
Provides opportunities for formative Measurement error due to subjective nature of
assessment. the scoring may be significant.
Trends to be more authentic than other types of Inconsistent student performance across time
assessments. may result in inaccurate conclusions.
More engaging; active involvement of students. Few examples of student achievement.
Provides additional way for students to show Requires considerable teacher time to prepare
what they know and can do. and student time to complete.
Emphasis on reasoning skills. Difficult to plan for amount of time needed.
Forces teachers to establish specific criteria to Limited ability to generalize to a larger domain
identify successful performance. of knowledge.
Encourages student self-assessment.
Emphasis on application of knowledge.
Encourage reexamination of instructional goals
and the purpose of schooling.
Source: Mcmillan, J. (2018). Classroom Assessment: Principles and Practice that Enhance Student Learning and
Motivation (7th E). [Link]: Pearson Education, Inc. p. 272

Learning Targets for Performance Assessments

Performance assessments are primarily used for four types of learning targets— deep understanding,
reasoning, skills, and products.

Deep understanding. Deep understanding in performance assessments focuses on the use of

knowledge and skills. Student responses are constructed in unique ways to demonstrate depth of
thought and subtleties of meaning in novel situations. Students are asked to demonstrate what they
understand through the application of knowledge and skills.

Reasoning. Students will use reasoning skills as they demonstrate skills and construct products.
Typically, students are given a problem to solve or are asked to make a decision or other outcome,
such as a letter to the editor or school newsletter, based on information that is provided. They use
cognitive processes such as analysis, synthesis, critical thinking, inference, prediction, generalizing,
and hypothesis testing.

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Skills include student proficiency in reasoning, communication, and psychomotor tasks.

Communication and Presentation Skills. Learning targets focused on communication

skills involve student performance of reading, writing, speaking, and listening. For reading, targets
can be divided into process—what students do before, during, and after reading—and product—what
students get from the reading. Reading targets for elementary student’s progress from targets such as
phonemic awareness skills (e.g., decoding, phonological awareness, blending), to skills needed for
comprehension and understanding (such as discrimination, contextual cues, inference, blending,
sequencing, and identifying main ideas).

Psychomotor Skills. There are two steps in identifying psychomotor skill learning targets.
The first step is to describe clearly the physical actions that are required. These may be
developmentally appropriate skills or skills that are needed for specific tasks.

Examples of Psychomotor Skills

Fine Motor Gross Motor Complex Visual Verbal & Auditory
Cutting paper with Walking Perform a golf Copying Identify and
scissors Jumping swing Finding letters Discriminate sounds
Drawing a line Balancing Operate a Finding embedded Imitate sounds
Tracing Throwing computer figures Pronounce carefully
Eye-hand Skipping Drive a car Identifying shapes Articulate
coordination Pull-ups Dissect a frog Discriminating on Blend vowels
Penmanship Hopping Perform The basis of Use proper lip and
Coloring Kicking backwalkover on Attributes such as tongue placement
Drawing shapes balance beam Size, shape, and to produce sounds
Connecting dots Operate a color
Pointing Microscope
Buttoning Sail a boat
Zippering Operate a drill
press

The second step is to identify the level at which the skill is to be performed. One effective
way to do this is to use an existing classification of the psychomotor domain.

Taxonomy of Psychomotor Domain (Simpson, et al., 1972)

Levels Action Verbs Describing Sample Learning
Learning Outcomes Competencies
Observing Describe, detect, distinguish, Relate music to a particular
differentiate, describe, relate, dance step.
Active mental attending of a select
physical event

Imitating Begin, display, explain, move, Demonstrate a simple dance

proceed, react, show, state, step.
Attempted copying of a volunteer
physical behavior

Practicing Bend, calibrate, construct, Display several dance steps in

differentiate, dismantle, fasten, sequence.

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Trying a specific physical fix, grasp, grind, handle,

activity over and over. measure, mix, organize,
operate, manipulate, mend

Adapting Arrange, combine, compose, Perform a dance showing new

construct, create, design, combinations of steps.
Fine tuning. Making minor originate, rearrange,
adjustments in the physical reorganize
activity in order to perfect it.

Products are completed works, such as term papers, projects, and other assignments in which
students use their knowledge and skills. Performance assessment products are completed works. For
years, students have done papers, reports, and projects. What makes these products different when
used for performance assessment is that they are more engaging and authentic, and they are scored
more systematically with clear criteria and standards.
As a learning target, each product needs to be clearly described in some detail so that there is no
misunderstanding about what students are required to do.

Performance Products and Skills varying in Authenticity (McMillan, 2018)

Relatively Unauthentic Somewhat Authentic Very Authentic
Indicate which parts of a Design a garden. Create a garden.
garden design are accurate.
Write a paper on zoning. Write a proposal to change Write a proposal to present to
fictitious zoning laws. city council to change zoning
laws.
Answer a series of questions Defend the selection of Plan a trip with you family,
about what materials are supplies needed for a indicating needed supplies.
needed for a strip. hypothetical trip.
Explain what you would teach Show how to perform Play a basketball game.
to students learning to play basketball skills in practice.
basketball.
Listen to a tape and interpret a Hold a conversation with a Hold a conversation with a
foreign language. teacher in a foreign language. person from a foreign country
in his or her native language.

Constructing Performance Tasks

Step 1: Identify the performance Task

The performance task is what students are required to do in the performance

assessment, either individually or in groups. The tasks can vary by subject and by level of
complexity. Some performance tasks are specific to a content area, and others integrate several
subjects and skills. With regard to level of complexity, it is useful to distinguish two types: restricted
and extended.

Restricted-type tasks target a narrowly defined skill and require relatively brief responses. The task
is structured and specific. These tasks may look similar to short essay questions and interpretive
exercises that have open-ended items.

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Extended-type tasks are more complex, elaborate, and time consuming. Extended-type tasks often
include collaborative work with small groups of students. The assignment usually requires that
students use a variety of sources of information (e.g., observations, library, interviews).

Examples of Restricted- and Extended-Type of Performance Assessment Tasks

Restricted-Type Extended-Type
Construct a bar graph from data provided. Construct a PowerPoint presentation.
Talk in French about what is on a menu. Design a playhouse and estimate the cost of
Read an article from a newspaper and answer materials and labor.
questions. Plan a trip to another country; include the
Review a zoning map of a city and indicate budget and itinerary.
changes that would encourage more commercial Conduct a historical reenactment (e.g., Boston
development. Tea Party, the Lincoln–Douglas debates).
Flip a coin 10 times. Predict what the next 10 Diagnose and repair a car problem.
flips would be. Explain why. Design an advertising campaign for a new or
Listen to Fox News and explain whether you existing product.
believe the stories are biased. Publish a newspaper.
Construct a poster that explains the parts of Design a park.
flowers. Create a commercial.
Sing a song. Write and perform a song.
Type at least 35 words a minute with five or Prepare a plan for dealing with waste materials.
fewer mistakes. Design and carry out a study to determine
Using scissors, cut outlined figures from a page. which grocery store has the lowest prices.
Recite a poem. Plan and install a new car radio stereo system.
Write a paper about the importance of protecting Design a computer simulation.
forests from being converted to farmland.
Write examples of good and poor multiple choice
questions.

Step 2: Prepare the Task Description

The purpose of the task description is to provide a blueprint or listing of specifications to ensure that
essential criteria are met, that the task is reasonable, and that it will elicit desired student
performance. The task description is not the same as the actual format and wording of the question
or prompt that is given to students; it is more like a lesson plan. The task description should include
the following:

Content and skill targets to be assessed

Description of student activities
Group or individual
Help allowed
Resources needed
Teacher role
Administrative process
Scoring procedures

Step 3: Prepare the Performance Task Question or Prompt

The actual question, problem, or prompt that you give to students will be based on the task
description. It needs to be stated so that it clearly identifies what the final outcome or product is,
outlines what students are allowed and encouraged to do, and explains the criteria that will be used

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to judge the product. A good question or prompt also provides a context that helps students
understand the meaningfulness and relevance of the task.

1. The Performance Task Should Integrate the Most Essential Aspects of the Content Being
Assessed with the Most Essential Skills. A good test for whether the task meets these criteria is to
decide if what is assessed could be done as well with more objective, less time-consuming measures.

Examples

Poor: Estimate the answers to the following three addition problems. Explain in your own
words the strategy used to give your answer.
Improved: Sam and Tyron were planning a trip to a nearby state. They wanted to visit as many
different major cities as possible. Using the map, estimate the number of major cities they
will be able to visit on a single tank of gas (14 gallons) if their car gets 25 miles to the
gallon.

2. The Task Should Be Authentic. This suggestion lies at the heart of authentic performance
assessment. Grant Wiggins developed a set of six standards for judging the degree of authenticity in
an assessment task (Wiggins, 1998). He suggests that a task is authentic if it:

A. Is realistic. The task replicates the ways in which a person’s knowledge and
abilities are “tested” in real-world situations.

B. Requires judgment and innovation. The student has to use knowledge and skills wisely and
effectively to solve unstructured problems, and the solution involves more than following a set
routine or procedure or plugging in knowledge.

C. Asks the student to “do” the subject. The student has to carry out exploration and work within the
discipline of the subject area, rather than restating what is already known or what was taught.

D. Replicates or simulates the contexts in which adults are “tested” in the workplace, in civic life,
and in personal life. Contexts involve specific situations that have particular constraints, purposes,
and audiences. Students need to experience what it is like to do tasks in workplace and other real-life
contexts.

E. Assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skill
to negotiate a complex task. Students should be required to integrate all
knowledge and skills needed, rather than to demonstrate competence of isolated knowledge and
skills.

F. Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on
and refine performances and products. Rather than rely on secure tests as an audit of performance,
learning should be focused through cycles of performance-feedback-revision-performance, on the
production of known high-quality products and standards, and learning in context. (pp. 22, 24)

Examples

Poor: Compare and contrast different kinds of literature.

Improved: You have been asked to make a presentation to our school board about different types of
literature. Prepare a PowerPoint presentation that you would use to explain different

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types of literature, including poems, biographies, mysteries, and fictional novels. Provide
examples of each type, explain the characteristics of each, and explain why you like some
better than others. Create charts or figures as part of your presentation, which should be
no longer than 15 minutes.

3. Structure the Task to Assess Multiple Learning Targets. As pointed out in the first suggestion,
it is best if the task addresses both content and skill targets. Within each of these areas there may be
different types of targets.

4. Structure the Task So That You Can Help Students Succeed. Good performance assessment
involves the interaction of instruction with assessment. The task needs to be something that students
learn from, which is most likely when there are opportunities for you to increase student proficiency
by asking questions, providing resources, and giving feedback.

5. Think Through What Students Will Do to Be Sure That the Task Is Feasible. Imagine what
you would do if given the task. What resources would you need? How much time would you need?
What steps would you take? It should be realistic for students to implement the task. This depends
both on your own expertise and willingness and on the costs and availability of equipment,
materials, and other resources so that every student has the same opportunity to be successful.

6. The Task Should Allow for Multiple Solutions. If a performance task is properly structured,
more than one correct response is not only possible but desirable. The task should not encourage
drill or practice for which there is a single solution. The possibility of multiple solutions encourages
students to personalize the process and makes it easier for you to demand that students justify and
explain their assumptions, planning, predictions, and other responses. Different students may take
different paths in responding to the task.

7. The Task Should Be Clear. An unambiguous set of directions that explicitly indicates the nature
of the task is essential. If the directions are too vague, students may not focus on the learning targets
or may waste time trying to figure out what they should be doing. A task such as “Give an oral
report on a foreign country” is too general. Students need to know the reason for the task, and the
directions should provide sufficient detail so that students know how to proceed. Do they work alone
or with others? What resources are available? How much time do they have? What is the role of the
teacher? Here is an example of a clearly defined task:

Your assignment is to construct an original experiment that will show what causes objects to sink.
Your answer should include examples that illustrate three characteristics. In demonstrating your
answer you will have five minutes to show different objects sinking in water, accompanied by
explanations of how each characteristic is important.

8. The Task Should Be Challenging and Stimulating to Students. One of the things you hope for
is that students will be motivated to use their skills and knowledge to be involved and engaged,
sometimes for many days or weeks. You also want students to monitor themselves and think about
their progress. This is more likely to occur when the task is something students can get excited about
or can see some relevance for, and when the task is not too easy or too difficult. Persistence is
fostered if the task is interesting and thought provoking. This is easier if you know your students’
strengths and limitations and are familiar with what kinds of topics would motivate them. One
approach is to blend what is familiar with novelty. Tasks that are authentic are not necessarily
stimulating and
challenging.

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9. Include Explicitly Stated Scoring Criteria. By now you are familiar with this admonition.
Specifying criteria helps students understand what they need to do and communicates learning
priorities and your expectations. Students need to know about the criteria before beginning work on
the task. Sometimes criteria are individually tailored to each task; others are more generic for several
different kinds of tasks. What is shared with students as part of the task, however, may not be the
same instrument or scale you use when evaluating their work. The identification of criteria, and how
you translate those criteria into a scale for evaluation, is discussed in the next section. From a
practical perspective, the development of the task and scoring criteria is iterative: One influences the
other as both are developed.

10. Include Constraints for Completing the Task. It’s best if the performance is done under
constraints that are defined by context, rules, and regulations. According to Borich and Tombari
(2004), these constraints include the following:

Time. How much time should a learner or group of learners have to plan, revise, and finish
the task?

Reference material. What resources (dictionaries, textbooks, class notes, CDROMs) will
learners be able to consult while they are completing the assessment task?

Other people. Will your learners be able to ask for help from peers, teachers, and experts as they
take a test or complete a project?

Equipment. Will your learners have access to computers, calculators, spell checkers, or other aids or
materials as they complete the assignment?

Scoring criteria. Will you inform your learners about the explicit standards that you use to evaluate
the product or performance? (p. 220)

The intent of considering such constraints is to define in a more realistic way the nature of the
situation in which the performance or product is demonstrated.

Performance tasks will vary, depending on your style of teaching, learning targets, students, and
context. Most of the variance will be contained in the following:

Is the task individual, small group, or large group?

Does the task focus on process or product, or both?
Is the task short or long?
Is the task contained in the classroom or will it require activities outside of class?
What modalities for presentation are used—oral, written, or psychomotor?

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Sample Performance Task in Mathematics

Title: Challenger

Directions to the Students

America experienced one of its saddest moments on January 28, 1986, when the space shuttle
Challenger exploded 73 seconds after take-off. All seven crew members were killed including
Christa McAuliffe, the first teacher astronaut. President Reagan appointed the Rogers Commission
to investigate the disaster. They concluded that the accident resulted from an explosion caused by the
combustion of gas which had leaked through a joint in one of the booster rockets. That joint was
sealed by a washer-like device called an O-ring. O-ring performance was a large part of the
discussion the night before the launch during a three-hour conference between engineers, scientists,
and public relations people involved in the operation of the space shuttle. It was decided to go ahead
with the launch even though some thought that the forecasted temperature for launch time, 31°F,
would make the O-rings too hard to form a leak-proof seal of the joints of the booster rockets.

a) The data presented in graph A below was a large part of the discussion the night before the
launch.
[Link] thought that the data did not indicate that temperature affected O-ring performance.
Why do you think they reached this conclusion? Explain.
[Link] thought that the data indicated that the launch be postponed until the temperature
was above 53°F. Why do you think they reached this conclusion? Explain.

b) The Rogers Commission was critical of the fact that the data analyzed in making the decision to
launch was restricted to the data shown in graph A. The Commission felt that the data that should
have been analyzed is that shown in graph B.

[Link] examining the data in graph B, explain why the Commission thought that the data in graph A
was in complete.
[Link] the data in graph B, would you have recommended launching at 31°F? Explain.

About This Task

In order to solve this task students must analyze an incomplete data set and a complete data set. In so
doing, they see a powerful example of the consequences of incomplete data analysis.

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Solution
a)
[Link] the data points are in a u configuration. The greatest number of O-ring malfunctions
occurred during the low temperature (53°F) shuttle flight and during the high temperature shuttle
flight (61°F). And the lowest number of malfunctions, 1, occurred during shuttle flights which were
launched at temperatures between 53°F and 61°F. Therefore, based on the data in graph A, it appears
that there is no correlation between temperature at launch time and O-ring malfunction.
[Link] data points in graph A show that the greatest number of O-ring malfunctions, 3, occurred at
53°F, and all other launches took place at temperatures above 53°F. There is no data for launches at
lower temperatures.

b)
[Link] data in graph A does not show the flights with zero O-ring malfunctions and so the complete
history of O-ring performance was not considered in making the decision to launch.
[Link], because if one considers all of the 24 shuttle launches which preceded the Challenger disaster,
17 had no incidence of O-ring malfunction and all 17 were launched at temperatures greater than
66°F.
(According to the Rogers Commission Report: “A careful analysis of the flight history of O-ring
performance would have revealed the correlation of O-ring damage to low temperature.”)

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Rubric

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Learning Journey

Activity 1: SEQUENCING

The Taxonomy of Psychomotor Domain has levels called vignettes. Arrange the learning
competencies using the hierarchy from lowest to highest.

Topic: Basic Sketching

____ a. Watch how tools are selected and used in sketching.

____ b. Create a design using combinations of lines, curves and shapes.
____ c. Draw various lines, curves and shapes.
____ d. Set the initial drawing position.

Activity 2: CRITIQUING

Below is a learning plan for Grade 7 Mathematics. The topic is Describing Data through
Statistical Measures. The learning competencies in the Basic Education curriculum guide were
adapted. These are enumerated below:

At the end of the unit, the students should be able to

1. explain the basic concepts, uses and importance of Statistics.

2. pose questions and problems that can be answered using Statistics.
3. gather statistical data and organize data in a frequency distribution table according to some
systematic considerations.
4. use appropriate graphs to represent organized data.

Assessment Evidences

Performance Task 1 (Group): Class data

After your teacher taught statistics, you imagined how it would be like to collect, organize
and present data. You decided to measure the height and weight of your classmates.
The class is to be divided in groups of 15 members. You are to measure your classmates’
height (in cm) and weight (in kg). Organize and present the collected data by constructing a stem-
leaf plot, frequency distribution table, and histogram for each set of data, and a scatter plot to
show the relationship between the variables. Provide a short description for each. Each graphic
organizer is placed on a 1/8 illustration board with appropriate labels and complementary designs.
You shall be graded based on the following criteria: Correctness, Completeness and Neatness.

Other Evidences: Assignment, Seatwork, Board work, Quiz

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Answer the following questions:

1. Which learning competencies are targeted by the performance task?

______________________________________________________________________________
______________________________________________________________________________
____

2. Is the performance task a good measure of student understanding of the topic? Why or why
not?
______________________________________________________________________________
______________________________________________________________________________
____

3. Are the assessments enumerated under ‘other evidences’ appropriate in meeting the learning
targets? What other assessments can you recommend?
______________________________________________________________________________
______________________________________________________________________________
____

Activity 3: DESIGNING AND DEVELOPING PERFORMANCE TASK

Task Description: This activity will enable you to design and develop your own performance
task. You will write learning targets from the previous identified topic and describe the
appropriate performance task/s. The students must read and analyze carefully the rubric for them
to be guided in doing the activity. For the evaluation of the output of the activity, Performance
Task Analytic Rubric will be utilized. Rubric for Cooperative and Collaborative in Learning
will be used to evaluate the performance of each member in the activity.

Time Allotted: 1 Week

Materials Needed: K to 12 Curriculum Guide for DepEd, Textbook, Worksheet, Pen

Task Procedures:

Phase 1: Divide students into groups of five, with each student serving in a particular role: note
taker, questioner, reporter, materials manager, and organizer.

Phase 2: Each group must identify and discuss the topic based on the K to 12 Curriculum Guide
of DepEd. After this, write the learning targets for the identified unit topic and describe
the performance tasks to be utilized. Every group must have different unit topics.
See attached worksheet in the Worksheet Section.

Phase 3: Any member of each group will present their output to make sure that everybody knows
their output and not put the burden to one member only. The group has 15-20 minutes to
present their output including Q&A through PowerPoint Presentation with a maximum
of 10 slides.

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Each member of the group must write his/her reflection on the journey he/she has gone
throughout the activity. The group consolidated all the reflections made by the members
and submitted them in an encoded form in A4 Bond paper.

Performance Task Design Worksheet

Task Title _________________________________________________________________

Course ____________________________________________________________________

Unit or Topics: _____________________________________________________________

Learning Targets:

Brief description of the task (what students must do, and what product will result).

Directions to the students.

Criteria to be used to evaluate student responses

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Performance Task Analytic Rubric

Element In Need of Revision (Limited) Acceptable Task High Quality Task

Engaging May be a problem similar to one already Some thought and persistence required to complete Provide students with a worthy question that
studied or of limited interest to students the task, though some aspects may only require requires thought and persistence to solve
application of previously learned procedures ◆ask requires reasoning
Authentic Reflects a situation that wouldn’t be May reflect a situation that is similar to the real ◆Reflects, to the degree possible, a real-
encountered in the real world world, with parameters that make it somewhat world application of the content targeted in
artificial the assessment
Clear Directions are unclear Directions are clear, but may not be sufficiently ◆Directions are clear and concise
Evaluation criteria are not shared with concise ◆Evaluation criteria are shared clearly and
students in advance of performance, either Evaluation criteria are partially shared with precisely with students, e.g., through a rubric
through a rubric or directions that specify students, most likely through some direction or directions which specify the components
the components of a satisfactory regarding satisfactory performance or some rubric of a satisfactory performance
performance elements shared with students. May contain vague
statements regarding evaluation, e.g., “students will
be evaluated on presentation and clarity of work
shown
Elicits Desired ◆Task doesn’t require that students have ◆Partially aligned to desired knowledge and skill, ◆Aligned to relevant standards and
Knowledge and Skill desired knowledge for successful or may require other knowledge and skills (not a curriculum
completion prerequisite of the desired knowledge and skills) to ◆Assesses mathematical content as well as
be successfully completed practices/“habits of mind” ◆Limits students’
◆Includes opportunities in which students could ability to demonstrate understandings other
demonstrate practices or “habits of mind,” but than those targeted with a correct and
doesn’t require them to demonstrate satisfactory complete solution
performance
Enables Assessment ◆The product is a result of group work in ◆The product is a result of some group but also ◆The task requires significant independent
of Individuals which one group member’s contributions includes some work that is independently work, submitted independently of group
are indistinguishable from the completed work
contributions of other group members
Source: Marquez, E. & Danielson, C. (2016). Performance tasks and rubrics for high school mathematics: Meeting rigorous standards and assessments, 2nd Edition. Routledge. New York
(p. 32)

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Rubric for Group Activity

Member/Ratee Name: ______________________________ Rater Name: ____________________ Date: __________

Criteria Exceeds expectations Meets Expectations Approaching Not Yet Meeting
(5) (4) Expectations Expectations
(3) (2)
Focus on task and Consistently stays focused Focuses on the task most Sometimes focuses on the Rarely focuses on the task
participation on task. of the time task Lets others do the work
Effectively encourages Usually encourages and Sometimes encourages and rarely supports the
and supports the efforts of supports of the group as a and supports the efforts of efforts of the group as a
the group as a whole whole the group as a whole whole
Shared responsibility Consistently punctual with Usually punctual with Sometimes punctual with Rarely punctual with work
and dependability work responsibilities work responsibilities responsibilities responsibilities
Follows through on Follow through on most Follows through on some Rarely follows through on
assigned tasks and does assigned tasks assigned tasks assigned tasks
not depend on others to do
the work; responsibility
for tasks is evenly shared
Discussing, listening and Consistently and Usually respectfully Sometimes respectfully Rarely respectfully listens,
interacting respectfully listens, listens, interacts, discusses listens, interacts, interacts, discusses, and
interacts, discusses and and contributes to the discusses, and contributes contributes to the group,
contributes to the group, group, helping the group to the group, helping the helping the group to
helping the group to to achieve a consensus group to achieve a achieve a consensus
achieve a consensus consensus
Teamwork Always contributes to the Usually contributes to the Sometimes contributes to Rarely contributes to the
overall goal of the group overall goal of the group the overall goal of the group overall goal of the
group group
Source: International Reading Association NCTE

Note: This rubric will be used to evaluate the individual performance of the members of the group. Each member will be given with this rubric
After evaluating each member, then it will be submitted to the subject teacher for recording.

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Rubric for Oral Group Presentation

Group No: ________ Topic: ________________ Time: _______ Date: _________

Criteria 10 8 6 4
The reporter shows confidence The reporter is relaxed and The reporter is generally The reporter appears
Delivery with eye contact and have well- comfortable with good eye relaxed & comfortable with anxious and uncomfortable
modulated voice. contact and have a good little eye contact and low tone with no eye contact and
The reporter executed very well voice. of voice. difficult to hear his/her
the presentation. The reporter executed The reporter executed with voice.
somewhat smoothly the choppy presentation. The reporter executed the
presentation. presentation very poor.
Clear objectives and subject Some success in defining the Attempts to define the Objectives and subject
matter objectives and subject matter objective and subject matter matter are not clearly
Content Accurate, complete and useful Some examples, facts and Some information is inaccurate defined
information other useful information and not useful Useful information are
Complete and correct citation of Some citation of references Incomplete and wrong citation missing
refences May need to refine summary or references References are not cited
Ideas are summarized and the or final idea Major ideas are not Major ideas are unclear
audience is left with full summarized or the audience is leaving the audience with
understanding of the topic left with vague ideas no learning
Clear evidence of teamwork and Adequate evidence of Some evidence of teamwork Little evidence of teamwork
Teamwork equal division of labor teamwork and fairly good and some division of labor and division of labor
Tasks have been distributed division of labor Most of the work was done by Only 1 person did all of the
within the group Tasks have been distributed only 1 person work
Assigned tasks performed by within the group
each member Assigned tasks performed by
most of the members
Note: The total average points obtained in the report will be the score of the group in the presentation.

______________________
Name & Signature of Rater

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 Performance Assessment

Journal Writing
Description: This activity will enable you to reflect about the topic and activities you underwent.

Instruction: Reflect on the activities you have done in this lesson by completing the following
statements. Write your answers on your journal notebook.

Reflect on your participation in doing all the activities in this lesson and complete the following
statements:

• I learned that I...

• I was surprised that I...

• I noticed that I...

• I discovered that I...

• I was pleased that I...

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 Performance Assessment

Rubrics for Student’s Reflection

Element Description
Mechanics Consistently avoids typographical, spelling and grammatical errors.
Connection to Makes clear the connection(s) between the experience and the dimension being
Experience discussed.
Accuracy Makes statements of fact that are accurate and supported with evidence; for
academic articulated learning statements, accurately identifies, describes, and
applies appropriate academic principle(s).
Clarity Consistently expands on and expresses ideas in alternative ways, provides
examples/illustrations.
Relevance Describes learning that is relevant to the articulated learning statement category
and keeps the discussion specific to the learning being articulated.
Depth Addresses the complexity of the problem; answers important question(s) that are
raised; avoids over-simplifying when making connections.
Breadth Gives meaningful consideration to alternative points of view and interpretations.
Logic Demonstrates a line of reasoning that is logical, with conclusions or goals that
follow clearly from it.
Significance Draws conclusions, sets goals that address a (the) major issue(s) raised by the
experience.
*Adapted from Ash & Clayton, 2004

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 Performance Assessment

References
De Guzman, E, and Adamos, J. (2015). Assessment of Learning I. Adriana Publishing Company,
Quezon City

Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment.
Practical Assessment,
Research & Evaluation, 17(2). Available online: http:// [Link]/[Link]?v=17&n=2

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives,
handbook II: Affective domain. New York: David McKay.

Lane, S. (2010). Performance assessment: The state of the art (SCOPE Student Assessment Series).
Stanford, CA: Stanford University, Stanford

McMillan, J. H. (2018). Classroom assessment: Principles and practice that enhance student learning
and motivation. 7th Ed. USA: Pearson Education, Inc.

Marquez, E and Danielson, C. (2016). Performance tasks and rubrics for high school mathematics:
Meeting Rigorous standards and assessments, 2 nd Ed. New York: Routledge

Russell, M. K., & Airasian, P. W. (2012). Classroom assessment: Concepts and applications (7th
ed.). New York: McGraw-Hill.

Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student
performance. San Francisco: Jossey-Bass.

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