Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

PERFORMANCE ASSESSMENT

While traditional testing requires students to answer question correctly (usually in the form
of a multiple choice test), it cannot measure a number of skills directly. Skills/abilities such as
demonstration of understanding by developing an answer, performance, or production that
involves self-regulating
regulating decisions, critical thinking and decision
decision-making
making can be best assessed with
performance assessment. Since the latter required students to demonstrate knowledge and skills,
including the process by which they solve problems. This lesson will give a discussion on the
meaning and nature of assessment, principles of performance assessment, designing performance
tasks,, GRASPS model, differentiating performance tasks for diverse learners and scoring rubrics.

OBJECTIVES

At the end of this lesson, students should be able to:

1. analyze the nature and essential characteristics of performance assessment;
2. design and develop performance tasks using the Goal, Role, Audience, Situation,
Products, Standards (GRASPS) Model;
3. develop appropriate assessment rubrics or customize existing ones to fit the desired
outcomes; and
4. interpret performance assessment data/results ffor or monitoring and evaluating learner
achievement to improve learner performance and inform instruction.

DISCUSSION

What is Performance--based Assessment (PBA)?

The following are some of the definitions of performance
performance-based
based assessment (Cajigal and
Mantuano, 2014):
 It is an assessment in which teacher observes and makes judgment about the student’s
demonstration of a skill or competency in creating a product, constructing a response, or
making presentation (McMillan, 2007). The emphasis is on the students’ ability to perform
tasks by producing their own authentic work with their knowledge and skills.

 It is an alternative form of assessment that moves away from traditional paper and pencil
tests (Ferman, 2005). It involves students producing a projproject,
ect, whether it is an oral,
written, individual, or group performance. The students are engaged in creating a final
project the exhibits understanding of concepts they have learned. It processes the creative
aspect of the students in bringing out what they know and what they can do through
different performance tasks such as exhibits, projects and work samples. Hands Hands-onon
experiences allow them to be more critical, motivated and involved when they are allowed
to perform their own. Students can acquire and app
apply
ly knowledge, skills and work habits
through the different performance tasks which are meaningful and engaging to the
students.

 Types of activities that best exemplifies performance-

performance-based assessment are:
a) Writing a research report
b) Solving and conducting experiments
experiments and investigations
c) Return demonstration
d) Speech
e) Skit
f) Role playing
g) Constructing and implementing seminar plan
h) Creating video presentation

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

 Performance assessment provides a basis for teachers to evaluate both the effectiveness of
the process or procedure used (i.e. approach to data collection, manipulation of
instruments) and the product resulting from performance of a task (e.g. completed report
of results, completed art work (Linn, 1995). Unlike simple tests of factual knowledge, there
is unlikely
ely a single right or best answer. Rather, there may be multiple performances and
problem solutions that may be judged to be excellent. Problem formulation, the
organization of ideas, the integration of multiple types of evidences, and originality are all
important aspects of performance that may not be adequately assessed by paper paper-and--
pencil tests.

Performance products are outputs produced by the students that provide concrete
examples of their knowledge and understanding of the subject matter. These p performances
erformances
allow them to demonstrate the application of what they have learned with their schema as
well. Students may also engage in some tasks which are useful not only within the four
walls of the school such as doing field work, demonstrating rules an and
d guidelines, and
engaging into extension services. Process-oriented
Process oriented assessments provide insights on the
students’ critical thinking, logic and reasoning skills. This will lead them to independent
learning and set goals for future use.

 DepEd Order No. 7, s. 2012 stipulates that the highest level of assessment focuses on the
performance (product) which the students are expected to produce through authentic
performance tasks. The assessment at this level should answer the question, “What
product(s)
roduct(s) or performance(s) do we want students to produce as evidence of their learning or
understanding?” or “How do we want them to provide evidence that they can transfer their
learning to real life situations?”

 Genuine performance assessments must possess

possess at least three features (Popham, 2011):
a) Multiple evaluation criteria – the performance of the students must be judged using
more than one evaluation criterion.
b) Pre-specified
specified quality standards – each of the evaluative criteria on which a student’s
performance
formance is to be judged is clearly explicated in advance of judging the quality of
the student’s performance.
c) Judgmental appraisal - unlike the scoring of selected
selected-response tests in which
electronic computers and scanning machines can, once programmed, ccarry on
without the need of human, genuine performance assessment depend on human
judgment to determine how acceptable a student’s performance really is.

 It is expected in all educational institutions that students can demonstrate different skills in
various
ous learning areas and most often subjected to classroom performance assessment.
Some characteristics of this assessment, which can be observed in the actual classroom
setting, may include student performance, creation, construction and production of produ
productct
which can assess deep understanding and reasoning skills. The performance involves
engaging ideas of importance and substance which students can explain, justify, and
defend. Lastly the performance should be grounded in real real-world contexts which call forr
authenticity of the performance.

Types of Performance Tasks (Musial, 2009)

 Main Objective:
Objective: To capture all the learning targets which shall be aligned to the teaching
and learning objectives, activities and assessment?
 Focus: Final output that must be developed
developed or completed

1. Solving a problem
- development of critical thinking and problem solving
- include activities and make sense of complex authentic problems or issues to be solved
by the students

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

- students become independent thinkers and learners for life, and help them meet the
challenges of the 21st century
2. Completing an inquiry
- Inquiry tasks is one in which the students are asked to collect data in order to develop
their understanding about a topic or issue.
- Examples: science investigation
research-based activities
survey and interviews or independent studies
- Students determine what data are needed and under what conditions that data should
be collected, present data and develop conclusions.
3. Determining a position
- Requires students to make decision or clarify a position
- Examples: case analysis
issue related activities
debate
4. Demonstration task
- Tasks shows how the students use knowledge and skills to complete well well-defined
defined
complex tasks.
- Students explain or describe how something works or how to do something when they
perform these tasks.
- Examples: demonstrating steps or procedures of cooking
explaining the earthquake safety procedures
demonstrating how to set up microscope for viewing slides
- The focus is accuracy in clarifying the steps of processes as well as careful reasoning
concerning the rationale of each step of the process.
5. Developing exhibits
- Exhibits are visual presentations or displays that need little or no explanations from the
creator. It is offered to explain, demonstrate or show something
- Examples: exhibit of best works
pictures or paintings
projects or portfolios
6. Presentation task
- This is a work or task performed in front of an audience
- Examples: storytelling
singing and dancing
musical play or theatrical acting
7. Capstone performances
rformances
- Tasks that occur at the end of a program of study and enable students to show
knowledge and skills in the context that matches the world of practicing professionals.
- Examples: research paper
practice teaching
internship or OJT

With the different

different types of performance tasks available, the teacher may decide what and
when materials should be used, specifies instructions for performance, describes kinds of outcomes
toward which students should work, tells the students they are being assessed, and ggive
ive students
opportunities to prepare themselves for the assessment

Strengths and Weaknesses of PBA

 Strengths of PBA (Cajigal and Mantuano, 2014):
1. PA clearly identifies and clarifies learning targets
- Real world challenges and situations can closely match with the various
complex learning targets.
targets
- Offers a direct way to assess what the students know and can do within the
variety of realistic contexts.

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

2. PA allows students to exhibit their own skills, talents, and expertise

- Tasks show integration of the students
students skills, knowledge and abilities
- Provide challenges and opportunities for students to exhibit their best creation
- Assesses the ability “to do” of the students

3. PA advocates constructivist principle of learning

- Students are more engaged and have more opportunity to demonstrate learning
in various ways in complex status.
status
- Students use prior/previous knowledge to create new knowledge structures
and be actively involved in exploration and inquiry through varied tasks.

4. PA uses a variety of approaches to student evaluation

- Offers variety of way for students to express their learning and increase the
validity of student’s evaluation.

5. PA allows the teachers to explore the main goal and processes of teaching and
learning process
- Teachers may reflect and revisit
revisit learning targets, curriculum and instructional
practices, and standards as they utilize the PBA.
- Varied teaching strategies and techniques may be used
- Explore how students utilize the resources and materials provided to them

 Limitations/Weaknesses of PBA (Cajigal and Mantuano, 2014)

2014):
1. Development of high quality performance assessment is a tedious process
- Needs careful planning and implementation
- Very time consuming to construct good tasks
- Tasks expected from the students should be authentic and match the outcome
to be assessed
- Quality scoring rubric are difficult to create

2. PA requires a considerable amount of time to administer

- Tasks take a number of days
day to complete
- Done most of the time by group

3. PA takes a great deal of time to score

- The more complex the process and performance, the more time is expected to
be spent on scoring.
- High quality rubrics is recommended to be used in order to reduce scoring time.

4. Performance score may have lower validity

- There may be inconsistency in scoring of teachers who interpret observation
quite differently.
- With complex tasks, multiple correct answers and fast fast-pace
pace performances,
scoring depends on teacher’s own scoring competence.

5. Performance task completion may be discouraging to less able students

- Some
Some tasks that require students to sustain their interest for a longer time may
discourage disadvantaged students.
- Students may have partial knowledge of the learning targets but may fail to
complete the tasks because it does not allow them to utilize this partial
knowledge effectively and efficiently.

Summary of the Strengths and Weaknesses:

Strengths Weaknesses/Limitations
Integrates assessment with instruction. Reliability may be difficult to establish.
Learning occurs during assessment. Measurement erro
error due to subjective nature of

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Provides opportunities for formative the scoring may be significant.

assessment. Inconsistent student performance across time
may result in inaccurate conclusions.
Tends to be more authentic than other types of Few samples of student achievement.
assessments.
More engaging; active involvement of students. Requires considerable teacher time to prepare
Provides additional way for students to show and student time to complete.
what they know and can do. Difficult to plan for amount of time needed.
Emphasis on reasoning skills. Limited ability to generalize to a larger domain
of knowledge.
Forces teachers to establish specific criteria to
identify successful performance.
Encourages students to do self-assessment.
self
Emphasis on application of knowledge.
Encourages re-examination
examination of instructional
goals and the purpose of schooling.

Developing Performance Tasks

It should be remembered that in designing performance assessment, a critical process is
needed that begins with what the teacher wants to assess. A well
well-designed
designed assessment helps the
student to distinguish the relations between the knowledge, skills, and abilities they have learned
from the classroom, including the experiences which help them to construc
constructt their own meaning of
knowledge.

The following steps can be used as a guide in designing meaningful performance assessment
– both process and product that will match to the desired learning outcomes:

1. Define the Purpose of Assessment

- Provides information on what the students need to be performed in a task given.
- By identifying the purpose, teachers are able to identify the weaknesses and strengths
of the students’ performance.
- Purpose must be specified at the beginning of the process so that the proper type of
performance criteria and scoring procedures can be established.
- Five important questions to consider in determining competencies:

Questions Examples
What important cognitive skills or  Communicate effectively in writing
attributes do I want my students to  Employ algebra to solve real
real-life
develop? problems
What social and affective skills or
 Work independently
attributes do I want my students to
 Appreciate individual differences
develop?
 Reflect on writing process
What metacognitive skills do I want
my students to develop?
 Self
Self-monitor progress while working
on an independent project
What types of problems do I want  Perform research
my students to be able to solve?  Predict consequences
 Understand cause
cause-and-effect
What concepts and principles do I
relationships
want myy students to be able to
 Use principles of ecology and
apply?
conservation
Herman (1992)

- Four types of learning targets used in performance assessment (McMillan, 2007):

a. Deep understanding
b. Reasoning

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

c. Skills
d. products
- Process and Product-Oriented
Product Performance-Based
Based Assessment
Assessments

2. Identifying Performance Tasks

- Questions to be answered in designing tasks (Nitko, 2011)
2011):
 What ranges of tasks do the learning targets imply?
 Which parts of the tasks should be structured, and to what degree?
 Does each tasks require students to perform all the important elements implied by
the learning targets?
 Do the tasks allow me to assess the achievement dimensions I need to assess?
 What must I tell students about the task and
and its scoring to communicate to them
what they need to perform?
 Will students with different ethnic and social backgrounds interpret my tasks
appropriately?

- Task description should include the following (McMillan, 2007)

2007):
a. Content and skill targets to be assessed
b. Description of the student activities
c. Group or individual
d. Help allowed
e. Resource needed
f. Teacher role
g. Administrative process
h. Scoring procedures

- Suggestions for constructing performance tasks (Linn, 1995):

1. Focus on learning outcomes that require complex cognitive skills and student
performances.
2. Select or develop tasks that represent both the content and the skills that are central
to important learning outcomes.
3. Minimize the difference of tasks performance on skills that are irrelevant to the
intended
tended purpose of the assessment task.
4. Provide the necessary scaffolding for students to be able to understand the task and
what is expected.
5. Construct task directions so that the student’s task is clearly indicated.
6. Clearly communicate performance expectations
expectations in terms of the criteria by which
the performances will be judged.

- Checklist for writing performance tasks (McMillan, 2007)

 Are essential content and skills targets integrated?
 Are multiple targets integrated?
 Is the task authentic?
 Is the task teachable?
 Is the task feasible?
 Are multiple solutions and paths possible?
 Is the nature of the task clear?
 Is the task challenging and stimulating?
 Are criteria for scoring included?
 Are constraints for completing the task included?

3. Developing Scoring Schemes

3.1 Rubric as an Assessment Tool
3.2 Types rubrics
3.2.1 Analytic Rubric
3.2.2 Holistic Rubric
3.3 Rubric development

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

4. Rating the performance

- The main objective of rating the performance is to be objective and consistent.
- Be sure that the scoring system is feasible.
- Common errors to be avoided:
a. Personal bias (McMillan, 2007)
 Generosity error
 Severity error
 Central tendency error
b. Halo effect

The GRASPS Model: A Guide to Developing Authentic Performance Tasks

In their 2005 book, Understanding by Design, education scholars, Grant Wiggins and Jay
McTighe, advocate for a different approach to assessment that delineates between performance
tasks assessments and more traditional forms of assessment. More traditional forms of assessment,
or “academic prompts” as
a Wiggins and McTighe call them:
 Require students to think critically,
 Involve analysis, synthesis, and evaluation,
 Are scored with rubrics, and
 Usually only occur in academic environments.

While performance task assessments:

 Attempt to simulate problems and situations that arise in a multitude of work
environments not limited to academic environments;
 Allow students to personalize the required product (a project, performance, etc.) to
their own interests and/or learning objectives; and
 Usually require the student to address an audience other than the instructor.

Per Wiggins & McTighe (2006), the root of a performance task is a problem which is not to
be confused with an exercise. An exercise “involves a straightforward execution of a ‘move’ out of
context”.. In other words, exercises are discrete. Problems, on the other hand, involve integration of
knowledge and skills as applied to a problem designed to simulate “real
“real-world”
world” scenarios. Problems
allow students to see what they do in the classroom beyond the four walls of the classroom (or
learning management system). Wiggins and McTighe argue that problems provide evidence of
“genuine understanding”.
understanding”

To achieve this kind of understanding, Edmund J. Hansen (2011) provides some additional
guidelines for designing performance task assessments:

 “Be realistically contextualized,

 Require judgement and innovation,
 Ask the student to ‘do’ the subject,
 Replicate key challenging situations in which professionals are truly ‘tested’ in their
field,
 Assess the student’s
student’s ability to use a repertoire of knowledge and skill, and
 Allow appropriate opportunities to rehearse, pract
practice, and get feedback.”

Constructing an assignment based on these guidelines can be tricky, but Wiggins and
McTighe’s GRASPS model is an excellent
excellent starting point. GRASPS is an acronym for:
 Goal – states the problem or challenge to be resolved.
 Role – explains who students are in the scenario and what they are being asked to do.
 Audience – who the students are solving the problem for, who they need to convince of
the validity and success of their solution for the problem. (Remember, the audience is
not limited to the instructor.)
 Situation – provides the context of the situation and any additional factors that could
impede the resolution of the problem.
prob
 Product, Performance,
erformance, and Purpose – explains the product or performance that needs

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

to be created and its larger purpose.

 Standards
tandards and Criteria for Success – dictates the standards that must be met and how
the work will be judged by the assumed audience.

Example of a GRASPS tasks

You are a member of a team of scientist investigating deforestation in a Philippine

rainforests. You are responsible for gathering scientific data (including visual evidences
such as photos) and producing a scientific report in which you summarize current
conditions, possible future trends and the implications for both the Philippines and its
broader influence in our planet. Your report, which you will present to a United Nations
subcommittee, should include detailed and
and fully supported recommendations for an action
plan that are clear and complete.

From the task, let us unpack the GRASPS:

Goal: The goal is to determine current deforestation conditions
and possible future trends
Role: Student is a member of a team of investigative scientists
Audience:
udience: The target audience is the United Nations subcommittee
Situation:
ituation: The scenario is to inform the UNs subcommittee of the
effects of deforestation on the Philippine rainforests and
convince them to follow the recommended action plan.
Product, Performance
P The product is a clear and complete action plan.
and Purpose
urpose:
Standards:
tandards: The standards by which the product will be judged are
detailed and fully-supported
supported recommendations in an
action plan that is both clear and complete.

Use one of the sentence starters to help you write your task:
Goal: Your tasks is to…
The goal is to…
The problem or challenge is…
The obstacle to overcome is…

Role: You are…

You have been asked to…
Your job is…

Audience
udience: Your clients are…
The target audience is…
You need to convince…

Situation:
ituation: The context you find yourself in is…
The challenge involves dealing with…

Product, Performance
P You will create a … in order to …
and Purpose
urpose: You need to develop a … so that…
Standards:
tandards: Your performance needs to …
Your work will be judged by …
Your product must meet the following standards…
A successful result will..

To have additional information on the GRASPS model go to:

https://www.youtube.com/watch?v=OZssudxTZ3U

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Differentiating Performance Tasks for Diverse Learners

Differentiated assessment is the way by which teachers modify and match assessment
with the varied characteristics/profiles of students in order to meet the students’ individual needs,
thereby enhancingng their learning and boosting their ability to show what they have learned.
Students differ in their previous learning experiences, readiness, learning styles, preferences,
academic standing, abilities, strengths and weaknesses, culture, race, and backgro
backgrounds.
Teachers use differentiated assessment to match and respond to the varying learning needs of
diverse students in a classroom.

By differentiating assessments, teachers help diverse students to successfully demonstrate

their competencies in particular ways that are fitting and effective for them. By providing various
assessment methods/activities appropriate for particular types of students, the teachers are able to
meet the students’ individual needs, thereby helping them to be successful in their lea
learning.
Designing various assessments apt for specific groups of learners provides more opportunities for
students to effectively demonstrate what they have learned.

Differentiated assessments also guide teachers on how they can differentiate, modify and
improve instruction.

Differentiated assessments can be done by designing and providing various assessment

methods and activities that are appropriate for each type of students such that they can effectively
learn and demonstrate what they have learned. Differentiated
Differentiated assessments can be done by
providing them various options and opportunities to show their learning and proficiency. From a
list of Zach Burrus, Dave Messer and Judith Dodge, here are some ways of differentiating
assessments:
 Designing tiered activities
ac
 Scaffolding struggling learners
 Challenging advanced learners with more mid-stimulating
mid stimulating activities
 Adjusting questions
 Compacting
 Flexible grouping
 Flexible assignments and tasks based on students’ learning styles
 Learning contracts

Asking students to do:

 Role playing
 Unit collage
 Individual projects
 Visual presentations
 Oral presentations
 Written presentations
 Summaries and reflections
 Lists, charts and graphic organizers
 Group/collaborative activities
 Comic books
 Raps/songs/dances/other performances

More examples of differentiated strategies, taken from the list of Chapman, Gregory and King:
 Using/providing assessment tools before instruction like:
 Ponder and Pass
 Signal and Action Response
 Take a Stand
 Knowledge Base Corners or Squaring Off
 Content Boxes
 Content Surveys
 Personal Surveys and Inventories
 Brainstorming

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COLLEGE OF EDUCATION

 Color Clusters
 Gallimaufry Gathering
 ELO (Evening Learning Opportunities)
 Pretests
 Standardized Testing Data
 Boxing
 Yes / No Cards
 Graffiti Facts
 Four-Corner
Corner Pre-Assessment
Pre

 Using/providing assessment tools during instruction like:

 Observation
 Anecdotal Assessment
 Clipboard Stickies
 Card Cruising
 Know it! Show it!
 Response Cards
 High Five
 A Bump in the Road
 Color-Coding
Coding
 Sketches From the Mind
 Analyzing Student Notes
 Checkpoint Tests
 Daily Grades
 Thumb It
 Face the Fact
 Reaching for the Top
 Speedometer Reading

 Using/providing assessment tools after instruction like:

 Effective Questioning: open-ended
open ended and reflection questions
 Post-Sharing
Sharing Celebrations: wrap-around,
wrap around, carousel gala and rhythmic fan-fare
 Likert Scales to Assess Learning, Attitude, and Progress
 Rubrics
 Checklists
 Design Delights
 Assessing With Journals
 Jazzy Journal Assessment
 Graphic Organizers
 Prompts for Assessment
 Assessing With a Blank Page
 Performance Assessment
 Teacher-Made
Teacher Tests (true-false,
false, multiple choice, fill in the blank, open
open-ended
questions, performance tests, skills tests, problem based)
 Portfolios
 Conversation Circles
 Donut

 Using/providing summative assessment tools like:

 Assessment Cubing
 Choice Boards
 Stations, Centers, and Learning Zones: Exploratory Stations and Structured
Stations

For additional information on differentiated instruction go to

https://www.youtube.com/watch?v=DuWT9Eujzns and for a more specific example of
differentiated instruction go to https://www.youtube.com/watch?v=kvGoFNvowsA

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Scoring Rubrics
Rubrics are now widely used as assessment tools in various disciplines, most especially in
the field of education. The following are some of the definitions of rubrics:
 Set of rules specifying the criteria used to find out what the students know and are able
to do so (Musial, 2009).
 Scoring tool that lays out specific
specific expectations for assignment (Levy, 2005).
 A scoring guide that uses criteria to differentiate between levels of students proficiency
(McMillan, 2007)
 Descriptive scoring schemes that are developed by teachers or evaluators to guide the
analysis of products
products or processes of students’ effort (Brookhart, 1999).
 The scoring procedures for judging students’ responses to performance tests (Popham,
2011)
 Rubric is the heart of assessment. It is a scoring tool that lists the criteria or “what
counts” for a piece
piece of work. It is an evaluation tool that describes quality of work on a
range from excellent to poor. Specific characteristics of performance are detailed for
quality levels. It measures student work against real
real-life
life criteria and is referred to as a
form of authentic assessment.
 A rubric is an effective tool. It is a guide listing specific criteria for grading or scoring
academic papers, projects, or tests. A scoring rubric is an attempt to communicate
expectations of quality around a task.

The following are the three important features of rubric used to score students’ responses
to a performance assessment (Popham, 2011):
1. Evaluative criteria
2. Descriptions of qualitative differences for evaluating criteria
3. An indication of whether a holistic or analytic
analytic scoring approach is to be used

Why include levels of performance?

1. Clearer expectations
2. More consistent and objective assessment
3. Better feedback

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COLLEGE OF EDUCATION

Analytic Rubric Versus Holistic Rubric

1. Analytic Rubric
- It requires the teacher to list and identify the major knowledge and skills which are
critical in the development of process or product tasks.
- It identifies specific and detailed criteria prior to assessment.
- Teachers can easily assess the specific knowledge, understanding, skills, or product with
a separate component.
- Each criterion for this kind of rubric receives
receives a separate score, thus, providing better
diagnostic information and feedback for the students as a form of formative assessment.
- Useful for problem-solving
problem or application assessments
sessments because a rubric can list a
different category for each component of the assessment that needs to be included,
thereby accounting for the complexity of the task. For example, a rubric for a research
paper could include categories for organization,
organization, writing, argument, sources cited, depth
of content knowledge, and more.
- A rubric for a presentation could include categories related to style, organization,
language, content, etc. Students benefit from receiving rubrics because they learn about
their relative strengths and weaknesses.

Sample Analytic Rubric for Oral Presentation: An Interpretative Reading

Categories 4 3 2 1
Characterization Voice, facial Voice, facial Voice, facial Voice, facial
expressions and body expressions and expressions and expressions and
language clearly body language often body language body language
contribute to the contribute to the sometimes rarely contributed to
selected character. selected character. contribute to the the selected
selected character. character.

Preparedness Student is completely Student seems pretty The student is The student does
prepared and prepared but might somewhat prepared, not seem at all
obviously rehearsed. have needed a but it is clear that prepared to
couple more rehearsal was present.
rehearsal. lacking.

Speaks Clearly Speaks clearly and Speaks clearly and The student is Student does not
distinctly all (100-
(100 distinctly all (100- somewhat prepared, seem at all
95%) the time, and 95%) the time, but but it is clear that prepared to
mispronounces no mispronounces one rehearsal was present.
words. word. lacking.

Volume Volume is loud Volume is loud Volume is loud Volume often too
enough to be heard enough to be heard enough to be heard soft to be heard by
by all audience by all audience by all audience all audience
members at least members at least members at least
90% of the time. 90% of the time. 80% of the time.
Source: rubistar.4teachers.org

2. Holistic Rubric
- It requires the teacher to make a judgment about the overall qua quality
lity of each student
response.
- Each category of the scale contains several criteria which shall be given a single score
that gives an overall rating.
- This provides a reasonable summary of rating in which traits are efficiently combined,
scored quickly and with only one score, thus, limiting the precision of assessment of the
results and providing little specific information about the performance of the students
and what needs for further improvement.
- Describe characteristics of each level of performance for an assignment or activity
overall (e.g. characteristics of an excellent research paper).

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Sample Holistic Rubric for Oral Report

5 Excellent: The student clearly described the question studied and provides
strong reasons for its importance. Specific information is given to support
the conclusions that are drawn and described. The delivery is engaging
and sentence structure is consistently correct. Eye contact is made and
sustained throughout the presentation. There is a strong evidence of
preparation, organization and enthusiasm for the topic. The visual aid is
used to make the presentation more effective. Questions from the
audience are clearly answered with specific and appropriate information.

4 Very Good: The student described the question stud studied and provides
reasons for its importance. An adequate amount of information is given to
support the conclusions that are drawn and described. The delivery and
sentence structure are generally correct. There is evidence of preparation,
organization and enthusiasm
enthusiasm for the topic. The visual aid is mentioned and
used. Questions from the audience are answered clearly.

3 Good: The student described the question studied and conclusions are
stated, but supporting information is not as strong as a 4 or 5. The delivery
and sentence structure are generally correct. There is some indication of
preparation and organization. The visual aid is mentioned. Questions from
the audience are answered.
2 Limited: The student states the question studied, but fails to fully describe it.
No conclusions are given to answer the question. The delivery and
sentence structure is understandable, but with some errors. Evidence of
preparation and organization is lacking. The visual aid may or may not be
mentioned. Questions from the audience are answered with only the most
basic response.
1 Poor: The student makes a presentation without stating the question or its
importance. The topic is unclear and no adequate conclusions are stated.
The delivery is difficult to follow. There is no indication of preparation or
organization. Questions from the audience receive only the most basic, or
no response.

0 No oral presentation is attempted.

Source: http://www.middleweb.com/rubricsHG.html

When do you choose analytic rubric?

When do you choose holistic rubric?
How many levels of performance should you include in the rubric?

Rubric Development
 Steps in developing rubric (Stevens and Levi, 2005):
1. Task Description – involves the performance of students. Tasks can be taken from
assignments, presentation, and other classroom activities. These are set in defining
performance tasks.

2. Scale – describes how well or poorly any given task has been performeperformed and
determine to what degree the student has met a certain criterion. Generally, is it used
to describe the level of performance. Some of the commonly used labels (Huba and
Freed, 2000):
 Sophisticated, competent, partly competent, not yet competent
 Exemplary, proficient, marginal, unacceptable
 Advanced, intermediate high, intermediate, novice,
 Distinguished, proficient, intermediate, novice
 Accomplished, average, developing, beginning

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

3. Dimensions – set of criteria which serve as basis for evaluating student output or
performance. It lays out the parts and how tasks are divided into its important
components as basis for scoring

4. Description of Dimension – description of the level of performance as standard of

excellence accompanied with examples. This allows both the teachers and students to
identify the level of expectation and what dimension must be given an emphasis.

Interpretation and Utilization

 The final step in performance-based
performance assessment is determining the learning outcomes of
the students.
 The main objective of rating the performance is to be objective and consistent and ensure
that the scoring system is feasible.
 In most classroom situation, the teacher is both the observer an
and the rater.
 Common errors in rating that must be avoided:
1. Personal bias
- This results in three (3) kinds of error (McMillan, 2007)
i. Generosity error
ii. Severity error
iii. Central tendency error
2. Halo effect
 Students can also assess their progress,
 Students may help develop the instrument
 Follow-upup conference, peer and self-evaluation
self evaluation of outputs enable teachers to understand
better curriculum and instructional learning goals and the progress towards the
achievement of the goals

EVALUATION
A. Do the following Activity:

1. Watch the activity overview video at https://www.youtube.com/watch?v=_bgZzpkWFLY

2. As you watch the skill video at https://www.youtube.com/watch?v=o
https://www.youtube.com/watch?v=o-g2YfY8kkw think
about these questions:
 What does Gabby say to set up the work around rubrics? How do youth respond?
(0:58 - 1:15)
 What strategies do you see Gabby using that not only give youth voice but help her
assess their understanding of the outcomes of the activity? (1:16 - 2:08)
 How do you see the following areas modeled: Listing of criteria, digging deeper to
build out the criteria, and youth verbalizing levels of quality? (2:20 - 3:20)
3. Now that you’ve watched the video, reflect on what you saw and post your responses.

B. Scan some assignments given to you by your teacher. What did the performance require you
to do? In what ways did the performance enable you to show what you know and can do? In
what ways did the performance inhibit what you know and can do? Reflect and write you
insights.

C. Evaluate the following tasks description. What is missing?

Your group in Science class was asked to perform a laboratory activity preparing juice
drink in varied concentration. Perform what you believe you will need to arrive at the
desired learning outcomes. Set up three solutions and identify the saturated solution.
Validation of answer can be done by asking the classmates to taste the prepared juice
drinks. A representative from the group shall report the findings of the experiment.

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 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

J. Lukban Extension, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

REFERENCES
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http://syllabus.bos.nsw.edu.au/support--
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Burrus, Z. & Messer, D. (n.d.). Differentiation and assessment. Retrieved

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Hansen, E.J. (2011). Idea-Based

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http://www.slideshare.net/jdumaresq/understanding
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