ASSESSMENT IN LEARNING 2

Module 4 Maria Cecilia Carnaje-Sualog, PhDc

CHAPTER 2

Lesson 1
PERFORMANCE ASSESSEMENT

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

Examples of Product-Based Assessment

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

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

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

Performance Assessment is Authentic Assessment on the following:

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

Characteristics of a good Performance Assessment

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

General Guideline is designing Performance Assessment

1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g.,
problem-solving, decision-making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the
outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting,
engaging, challenging and measurable?
5. Are the specific performance task authentic and representive of real-world scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for each criterion?

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

frame, facial and body collaborative learning

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

Conducting Performance Assessment

1. Define the purpose of performance or product -based assessment
2. Choose the activity/ output that you will assess.
3. Define the criteria
A. Content criteria – to evaluate the degree of a student’s knowledge and
understanding of facts, concepts, and principles related to the topic/subject;
B. Process criteria – to evaluate the proficiency level of performance of a skill or
process;
C. Quality criteria – to evaluate the quality of a product or performance; and
D. Impact criteria – to evaluate the overall results or effects of a product or
performance.
4. Create the performance rubric
A. Holistic rubric – in holistic rubric, student performance or output is evaluated by
applying all criteria simultaneously, thus providing a single score based on overall
judgement about the quality of student’s work
B. Analytic rubric – in analytic rubric, student’s work is evaluated by using each criterion
separately, thus providing specific feedback about the student’s performance or
product along several dimensions
C. General rubric – contains criteria that are general and can be applied across
tasks(e.g., the same rubric that can be used to evaluate oral presentation and
research output)
D. Task-specific rubric – contains criteria that are unique to a specific task (i.e., a rubric
that can only be used for oral presentation and answers rubric applicable only for
research output)
5. Assess students performance /product

Example of Performance -based Assessment

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

3. Define the criteria

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

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

Poor Fair Good

 
1 pts 5 pts 10 pts

Personal Poor Fair Good

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

Ingredients, Poor Fair Good

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

Time Poor Fair Good

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

Cooperation Poor Fair Good

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

Execution of Poor Fair Good

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

Finished Food Poor Fair Good

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

Safety Poor Fair Good

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

Clean-Up Poor Fair Good

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

Plated dessert Poor Fair Good

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

Texture, sizes and

shapes, flavors,
colors, height,
temp

5. Assess students performance /product

Reference:
Assessment in Learning 2, Balagtas, M., et al.
https://www.rcampus.com/rubricshowc.cfm?code=SX5A889&sp=yes&
https://dynamicmusicroom.com/performance-based-assessment-definition/#open