PAULA CLARISSE N.

VASQUEZ
1. Design appropriate
performance assessment
tools for intended student
learning outcomes.
Activities that require students
to generate products that
provide direct or indirect
evidence of their knowledge,
skills, and abilities.
Charts, illustrations, graphs, collage,
murals, maps, timeline flows,
diagrams, posters, advertisements,
video presentations, art exhibits
Diorama, puzzles, games,
sculpture, exhibits, dance
recital
Journals, diaries, logs, reports, abstracts,
letter, thought or position papers,
poems, story, movie/TV scripts,
portfolio, essay, article report, thesis
Audiotapes, debates, lectures,
voice recording, scripts
• Actual performance, carrying
out lab experiments,
exhibiting, artistic talent.
Paper/poster presentation, individual
or group report on assigned topic,
skills demonstration (baking, problem
solving, teaching)
Dance, recital, dramatic enactment,
prose or poetry interpretation, role
playing, playing musical instruments
Debates, mock trial, simulations,
interviews, panel discussion,
story-telling, poem reading
Playing basketball, baseball,
soccer and other sports.
Authentic assessment requires
students to actually
demonstrate their skills in
applying skills and knowledge
they have learned from class.
1. It is authentic, that is, it includes performance
tasks that are meaningful and realistic.
2. It provides opportunities for students to show
both what they know and how well they can do
what they know.
3. It allows students to be involved in the process
of evaluating their own and their peers’
performance and output.
4. It assesses more complex skills.
5. It explains the task, required elements,
and scoring criteria to the students
before the start of the activity and the
assessment.
1. It is authentic, that is, it includes
performance tasks that are meaningful
and realistic.
• Require tasks that are realistic and related to
everyday life.
2. It provides opportunities for students to
show both what they know and how well
they can do what they know.
• Gives opportunities to show their
knowledge and skill competencies.
• Student acquisition and application.
3. It allows students to be involved in the
process of evaluating their own and their
peers’ performance and output.
• Give students the opportunity for self-
reflection or self-assessment and involved in
evaluating their classmates’ performance
(constructive feedback).
4. It assesses more complex skills.
• Taps higher order thinking skills to apply
knowledge to solve realistic and meaningful
problems.
• Allow students to engage in more
challenging activities that require various
skills (critical thinking, problem-solving)
5. It explains the task, required elements, and
scoring criteria to the students before the
start of the activity and the assessment.
• Requirements of the subjects are
presented and explained.
• Expected quality, rubrics, required tasks
Designing performance assessment
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit
or explicit in the expected outcomes?
(critical thinking, problem solving,
decision making)
3. What are the appropriate performance
assessment tasks or tools to measure
the outcomes and skills.
Designing performance assessment
1. Are the specific performance tasks
aligned with the outcomes and skills
interesting, engaging, challenging and
measurable?
2. Are the performance tasks authentic and
representative of real-world scenarios?
3. What criteria should be included?
The choice of teaching and learning
activities is also of utmost importance
in choosing the performance
assessment to use.
Should be aligned to the learning
outcomes.
1. Define the purpose of performance or
product-based assessment
• What concept, skills, or knowledge of the
students should be assessed?
• At what level should the students be
performing?
• What type of knowledge is being assessed?
(RUAAEC)
2. Choose the activity/output that you will
assess.
• Performance or output should be feasible
given the time constraints, availability of
resources.
• With sufficient depth so that valid evaluation
about students’ learning can be made.
3. Define the criteria
• Performance criteria should be
predetermined, should be discussed and
agreed upon by the teacher and the students.
• Criteria should be defined for the students
types of behavior.
3. Define the criteria
• CONTENT CRITERIA – to evaluate the
degree of a student’s knowledge and
understanding of facts, and concepts related
to the subject.
• PROCESS CRITERIA – to evaluate the
proficiency level of performance of a skills or
process
3. Define the criteria
• QUALITY CRITERIA – evaluate the
quality of the product/performance
• IMPACT CRITERIA – overall results or
effects of a product/performance
4. Create the performance rubric
• Tool that indicate the performance
expectations for any kind of student work.
• IT CONTAINS 3 ESSENTIAL FEATURES
1. Criteria of performance will be assessed.
2. Performance descriptors - show how
the score is derived
3. Performance level (students’ level of
mastery)
4. Create the performance rubric
• DIFFERENT TYPES OF RUBRICS
• HOLISTIC
• ANALYTIC
• GENERAL
• TASK-SPECIFIC
• Student’s performance or output is
evaluated by applying all criteria
simultaneously, thus providing a
single score based on overall
judgment about the quality of
student’s work.
• Student’s work is evaluated by using
each criterion separately, thus
providing specific feedback about
the student’s performance or
product along several dimensions
• Contain 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)
• Contains criteria that are unique to a
specific task (i.e., a rubric that can
only be used for oral presentation
and another rubric applicable only for
research output)
5. Assess student’s performance/product
• Adhere to the criteria set and use the rubric
developed, to ensure objective, consistent,
and accurate evaluation of student’s
performance.
• Provide specific and meaningful feedback
and explanation to students on how they
have performed the tasks.