Unit II:

PERFORMANCE ASSESSMENT

Overview:
A performance-based evaluation based on processes is the subject of this
chapter. While assessments are important, they are not a goal in and of themselves.
When it comes to practice, it's important to have a vision of the sorts of learning we
want kids to have and aspire to attain. As a result, assessments are most successful
when they are informed by a multidimensional, integrated view of learning, which is
revealed in performance across time. Learning is a complicated process that involves
many factors. It includes what pupils know; it's also about what they know. It's not just
about information and talents; it's about values, attitudes, and habits of mind that
impact both academic achievement and performance outside the classroom. By
employing a variety of methods, including those that require actual performance,
assessment should reflect these understandings. Thus, learning can be better
understood and quantified through this approach.

LESSON 1: PROCESS-OREINTED ASSESSMENT

Learning Outcome/s:

1. Identify process-oriented learning competencies;

2. Construct analytic and holistic scoring rubrics; and
3. Design a process-oriented performance- based assessment.

Introduction:

1. Process-Oriented Learning Competencies

It is critical to have information regarding outcomes; where students "end up" is

very important. However, in order to enhance results. We need to know about the
student experience along the way — about the curriculum, teaching, and types of
student effort that result in certain results. Assessment may help us understand which
kids learn best under what situations; with this knowledge comes the ability to improve
their whole learning experience. Process-oriented performance-based evaluation is
focused with real task performance rather than the activity's outcome or product.
 1.1 Learning Competencies

In process-oriented performance-based assessment, the learning objectives

are conveyed indirectly through observed student actions. Competencies are
groupings or clusters of skills and abilities required for a certain activity. The objectives
usually focus on activities that represent a "best practice" for the specific activity. Such
behaviors vary from "beginning" or "novice" to "expert" level.

An example of learning competencies for a process-oriented performance-

based assessment is:

Task: Recite the poem "The Raven" by Edgar Allan Poe.

Objectives: Edgar Allan Poe's poem "The Raven" will be recited by the kids in
this exercise. Specifically:

1. Recite the poem without resorting to notes;

2. When delivering the piece, use appropriate hand and body motions;

3. While delivering the poetry, maintain eye contact with the audience;

4. Create the poem's ambience by using proper rising and falling intonation;

5. Pronounce the words loudly and correctly.

Observe that the objective began with a general statement about what the
learner should expect from the activity (recite a poem by Edgar Allan Poe) and then
breaks down the overall aim into readily identifiable learning abilities for this particular
work. Bloom's taxonomy-based aims are similar in that they include simple observable
activities and more sophisticated ones such as establishing an atmosphere in the
poem by utilizing suitable rising and falling intonation. When a competency consists of
two or more skills, it is considered to be complicated.
The following competencies are simple competencies

Speak in a well-modulated tone of voice.

Draw a straight line connecting two points.
With a green crayon, color a leaf.

The following competencies are more complex competencies

Using proper voice quality, facial expression, and hand gestures, recite a poem
with feeling.
Make an equilateral triangle out of three non-collinear points.
With a green crayon, draw and color a leaf.

2.2 Task Designing

Learning tasks need to be carefully planned. Some generally accepted

standards for designing at ask include:

1. Selecting an activity that will emphasize the competencies to be assessed.

2. Identifying a task that would need the same or similar sets of abilities. If an
activity produces an excessive number of possible competences, the instructor
will have difficulties judging the student's proficiency on the assignment.
3. Identifying an activity that the kids will find engaging and pleasant. Writing an
essay, for example, is a task that many students find tedious and time-
consuming.

2.3 Scoring Rubrics

If you're looking for an easy way to grade student work, a rubric is a great way
to do it. When it comes to authentic assessments, they tend to be benchmark
measures, meaning that the student's aptitude for the work is evaluated by measuring
the student's performance against the assignment's requirements. An important rubric,
or scoring scale, is usually designed to assess student performance against a pre-
determined set of criteria.
Sample Rubric for Lesson Plan

Performance Beginning Developing Accomplished Exemplary

Expectation
1 2 3 4
Objectives/Learning The lesson Lesson The objective(s) of The lesson
Targets objective(s) are objective(s) are the lesson are objective(s) are
unclear and/or relatively defined obvious, explicit and
measurable, and and measurable, quantifiable, and measurable, and
there is no evident with only a relevant to the there is evidence of
link to the smidgeon of a standard. learning
standard. link to the development..
standard.

Materials & Use of The lesson plan The materials list For both the Both the instructor
Technology gives only minimal and/or instructor and the and the pupils are
consideration to technology pupils, a detailed given a detailed
the materials list utilization are list of resources checklist of
and the usage of either missing or and technologies is resources and
technology. incorrect. supplied. All technology. All
Handouts handouts, handouts, including
generated by the including those those prepared by
teacher and/or prepared by the the teachers and
other handouts teacher and those those obtained
that have been copied from other from other sources,
copied are not sources are listed in the
connected to the procedures and
lesson. attached to the
lesson plan.
Introduction There was little or Insufficient effort Introduces the Introduces the
no attempt to get to capture lesson by lesson by providing
students' attention students' discussing the the goal,
and/or establish a attention and/or a lesson's purpose, relationship, and
lesson goal. clear instructional relevance, and schema in student-
goal prompting schema friendly language;
in student-friendly thoroughly outlines
language; partially what the instructor
outlines what the will say.
instructor will say.
Procedures There is no match The relationship A clear match There is a clear
between methods between between methods match between
and objectives in procedures and and objective(s) is procedures and
the lesson plan; objective(s) in the included in the objective(s) in the
there is no lesson plan is lesson plan; lesson plan;
modeling; there is restricted; there appropriate numerous
no evidence for is little teacher instructor modeling instructor modeling
guided or modeling or or examples are or examples are
independent example offered; offered; and some offered;
practice; and the there are few opportunities for opportunities for
plan lacks critical chances for guided and guided and
information for the guided and independent independent
teacher's activity. independent practice are practice are
practice; and the provided. step-by- provided; and the
plan lacks critical step description of teacher's step-by-
specifics for the the teacher's step activities are
teacher's actions thoroughly
activities. detailed.
 Assessment There is no The assessment There is a clear Formative and/or
assessment for is supplied for the link between summative
the lesson, or the lesson, however formative and assessments are
assessment does it assesses the summative specified, with a
not measure aim incorrectly assessment and clear link to all of
objectively (s) (s) the instructional the lesson's goals.
goals.
Professional Writing 8 or more 5-7 mistakes in 1-4 mistakes in Clarity in writing, as
mistakes in writing writing clarity, writing clarity, well as the lack of
clarity, spelling, spelling, and spelling, and spelling, usage,
and grammar use grammar use grammar use and grammatical
indicate poor indicate a fair indicate mistakes,
professional level of professional demonstrate
writing quality. professional writing. professional
writing. attention to formal
writing.

Each rubric has two parts: criteria and performance levels, as illustrated in the
example. Rubrics are made up of criteria and several grade levels. The criteria are
listed in the rubric's left column (Objectives/Learning Targets, Materials & Use of
Technology, Introduction, and so on). Each criterion is given a shorthand, as is
common with rubrics, to make it easier to input into the table.

Using the rubric, the assessor may determine how well the student has met
each criteria. Finally, the rubric depicted contains a mechanism for assigning a score
to each project. (Because assessments and their related rubrics can be used for
purposes other than evaluation, they do not need to be graded or awarded points. In
the second-to-left column, each condition is assigned a weight. For "number of
sources," students might get one, two, or three points. However, proper ambiance,
which this instructor considers to be more important, is weighted three times (x3) as
much. As a result, students can get 3, 6, or 9 points (i.e., 1, 2, or 3 times 3) for their
degree of appropriateness in this activity.

Descriptors

Descriptors are an optional component of rubrics that are included in the rubric.
Descriptors convey to students what is expected of them at each degree of
accomplishment for each criterion. According to the given example, “lesson
objective(s) lack clarity and/or measurability; connection to standard not apparent.”
“Professional writing is indicated by 1-4 errors in writing clarity, grammar, and
grammatical usage,” are descriptions.
 A descriptor explains to pupils what performance looks like at each level and
how their work varies from others for each criterion. Similarly, the descriptions aid the
teacher in more correctly and consistently distinguishing between student work.

WHY INCLUDE LEVELS OF PERFORMANCE?

1. Clearer expectations

Prior to task completion, it is highly useful to both students and teachers if the
criteria are specified and communicated. Students know what is expected of them,
and teachers know what to look for in student performance. Similarly, establishing
levels of performance and giving explanations for each level aids students in
understanding what good (or poor) performance on a task entail.

2. More consistent and objective assessment

Furthermore, while assessing student work, degrees of performance enable the

teacher to differentiate between excellent and awful performance, or superior,
medium, and poor performance, in order to convey instructor expectations
correctly.

3. Better feedback

Finally, recognizing different levels of student success allows the instructor to

provide more detailed feedback to students. The instructor and students can identify
areas for improvement more clearly.

Analytic Versus Holistic Rubric

Do you want to be able to assess how well students do on each criterion for a
single task you give them, or do you want to get a broader picture of the students'
overall performance? The answer to that question will very certainly determine the
type of rubric you create or use: Analytical vs. holistic thinking

Analytic rubric

The majority of rubrics, such as the example rubric for lesson preparation, are
analytic rubrics. An analytic rubric specifies the degrees of achievement for each
criterion. A teacher might use the criteria to determine if a student did a bad, good, or
outstanding job composing and performing the performance. Furthermore, according
to McTighe & Ferrara, a scoring method in which items or performance are assessed
for specific dimensions, with each dimension having its own score.

Holistic rubric

In contrast, a 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. For example, the analytic research
rubric can be turned into a holistic rubric.

Recitation rubric

Analytic Rubric

Criteria 1 2 3

Number of Appropriate
X1 1-4 5-9 10-12
hand gestures

Lots of Few No apparent

Appropriate facial inappropriate inappropriate inappropriate
X1
expressions facial facial facial
expression expression expression

Can vary voice Can easily

Monotone
Voice Inflection X2 inflection with vary voice
voice used
difficulty inflection

Recitation fully
captures
Incorporate proper Recitation
Recitation has ambiance
ambiance through X3 contains very
some feelings through
feelings in the voice little feelings
feelings in the
voice.
 Holistic Rubric

3- Excellent Speaker

- used 10-12 different hand gestures

- no obvious incorrect facial expressions
- used adequate voice intonation
- can provide the right mood for the poem

2- Good Speaker

- had 5-9 different hand motions

- a few incorrect face expressions
- had some inappropriate vocal inflection changes
- almost created the right ambience

1- Poor Speaker
- - included 1-4 different hand motions
- - a variety of unsuitable facial expressions
- - utilized a monotonous voice
- did not generate the right atmosphere
Exercise 3.1

A. For each of the following tasks, identify at least (3) process-oriented learning
competencies. Put a (/) mark before the number and (x) if its not.

1. Make a visual organizer to depict a child's growth and development.

2. Making three-dimensional solid sculptures out of cardboard; 3. Writing an

article about the People Power Revolution of EDSA III.

4. Putting on a skit about the value of a national language

5. Using role-playing to demonstrate Filipino family values

B. Choose any 3 activities below and construct YOUR OWN (analytic/holistic)

scoring rubrics.

a) Use of evidence to solve a mystery

b) Devise a game

c) Participate in a debate

d) Draw a picture that illustrates “Education in COVID-19 situation:

Embracing the new normal”

e) Write a research paper.

f) Position paper

g) Design a museum exhibit

a. Essay writing
C. When to use an analytic rubric?

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D. When to choose a holistic rubric

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E. Is there specific amount of number levels of performance a rubric should

have? Justify your answer.

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Exercise 3.2

Direction: Design a Process-Oriented Performance based Assessment base on the

steps below:

1. Learning Competencies (you can choose from grades 1-6)

2. Identify the task or you can create one from the learning competencies.

3. Identify the general objective of the task

4. Create the specific objective of the assessment comprising the cognitive,

affective, and psychomotor learning domain.

5. Create scoring rubrics for the student assessment

Example:

[1] An example of learning competencies for process-oriented is given below:

TASK: Recite a Poem by Walt Whitman, “O Captain! My Captain!”

OBJECTIVES: The activity aims to enable the students to recite a poem

entitled “O Captain! My Captain!” by Walt Whitman

Specifically:

1. Recite the poem without resorting to your notes;

2. Deliver the piece with suitable hand and body motions; 3. Maintain eye

contact with the audience while reciting the poetry;

4. Use suitable rising and falling intonation to create the poem's atmosphere.

5. Pronounce the words clearly and grammatically correct. The learning skills

are defined by the specific objectives mentioned.

Self-Reflect!

3 things what I've learnt from this lesson

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2 things I'll do to put what I've learned into practice

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1 question I have about the lesson

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