(EDUC 605)

(Assessment in Learning 2 )

MODULE 1:
(Lesson 3: Performance
Assessment)

Name of members:
Cherelyn Abella
Diana Rose Bacalso
Jhon Dave Dava
Mary Joy Enriquez
 OVERVIEW

Hello, Students! Welcome to this modular learning experience! In this new normal
way of learning, you will embark on a journey with a clear purpose and conclude
with exciting discoveries that will enhance your understanding and skills.

This module is designed to guide you through this year’s lessons, specifically in the
course Asessment in Learning II. As we navigate through this subject, you will gain
essential knowledge and develop practical skills that will prepare you for real-world
applications. Through this module, you will explore key concepts, engage in
interactive activities, and strengthen your understanding using the four macro skills
—listening, reading, writing, and speaking.

Get ready to learn, explore, and challenge yourself as we dive into this meaningful
learning experience!

Lesson 1
Chapter II: Alternative Ways in Assessing Learning
Lesson 3: Performance Assessment

Objectives/Outcomes:

At the end of this lesson, you are expected to:

 a.Define and describe what a Performance Task

 b.Know the various types of Performance assessment tools
 c.Construct their knowledge and skills in creating performance
assessment tools.

Time Frame: Week 3

Introduction

Welcome to the New Normal way of learning!

In this lesson, you will explore alternative methods for assessing

learning. This module is designed to be completed in just three hours,
allowing you to engage with key concepts efficiently.

Up next is an interactive activity that will help you evaluate your

understanding. So, let’s get started!

Instruction: Look at the photo below and describe what they

are doing.

Analysis

Instruction: Answer briefly the following questions in the space

provided.

1. What have you observed in the photo shown above?

______________________________________________________________
______________________________________________________________
 ______________________________________________________________

2. What skills do students develop when engaging in collaborative scientific

exploration, as shown in the image?
______________________________________________________________
______________________________________________________________
______________________________________________________________

Abstraction:

What is a performance assessment?

What are the characteristics of a good performance assessment?

With so many different types of performance assessment tasks or tools that can be used
to measure students' learning outcomes, deciding which one to use can be confusing and
challenging. In choosing and designing the best performance assessment, it is good to
evaluate its suitability against the following criteria:

1. It is authentic, that is, it includes performance tasks that are meaningful and
realistic. Performance assessment should present or 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 di what they know. Performance assessment should achieved a balance
approach wherein it gives students opportunities to show their knowledge -and -skill
competencies.

3. It allows students to be involved in the process of evaluating their own and their
peers' performance and output. Performance assessment should allow students to be
involved in the process of evaluating themselves and their peers. It should give students
the opportunity for self- reflection or self-assessment, as well as to be involved in
evaluating their classmates' performance.

4. It assess more complex skills. Unlike traditional tests that usually assess a single skill
and require simple tasks such as remembering or recalling of concepts, performance
assessment usually taps higher-order cognitive skills to apply knowledge to solve
realistic and meaningful problems.

5. It explains the task, required elements, and scoring criteria to the students before
the start of the activity and the assessment. At the the start of the class, it is important
that the requirements of the subject are presented and explained to the students. These
include the required tasks, activities or projects, the expected quality and level
performance or output, the criteria to be included for assessment, and the rubric to be
used.

What are the general guidelines in designing performance assessment

How do you conduct performance assessment
Conducting a performance assessment involves evaluating students' skills and abilities
throughout practical task or projects, rather that traditional tests. This approach allows
educators to observe and measure how well students can apply their knowledge in real-
world scenarios. Define the purpose of performance or product-based assessment . To
effectively determine the purpose of performance or product-based assessment, the
teacher may consider these following: Identify the specific areas of understanding,
skills, or knowledge that need to be assessed. Established the expected level of
performance. Specify the type of knowledge being evaluated such as recalling,
remembering, etc.

Choose the activity/output that you will assess. The performance tasks should be
practical within the given time, resources and necessary materials. It should be
interesting, challenging, achievable and comprehensive enough for a accurately
assessing the students' learning.
Define the criteria. Criteria are guidelines or rules for judging students' responses,
products, or performance. In establish clear criteria for an assessment, the teacher
should determine the exact goals, articulate desired outcomes, and identify specific,
measurable criteria to evaluate students' performance effectively.
Four types of criteria that can be used for evaluating students performance: Content
criteria are used to evaluate the degree of a student’s knowledge and understanding
of facts, concepts and principles. ( e.g. accurate, clearly explained, complete,
expert, knowledgeable)Process criteria are used to evaluate the proficiency level of
performance of a skill or process, as well as the effectiveness of the methods and
procedures used in a task. (e.g.collaborative, coordinated, efficient, methodical,
precise )Quality criteria are used to evaluate the overall quality and craftsmanship
of a product or performance. (e.g. creative, organized, polished, effectively
designed, well crafted, )Impact criteria are used to evaluate the overall results or
effects of a product or performance given its purpose and audience. (e.g.
entertaining, informative, persuasive, satisfying, successful )

Create the Performance rubric. Rubrics are tools, often structured as a matrix, that are
designed to assess student performances. These performances may be observed while
the student is doing something, or be a product of student work Rubric components
include: Criteria, Performance levels, Scores, and Descriptors.Holistic Rubric –
provides a single score based on an overall impression of student work.Analytic
Rubric – specifies at least 2 criteria of student work to be assessed at each performance
level individually.General rubric – can be used with different tasks.Task-specific
rubric – designed for a single, specific task.Assess student's performance/product. It is
essential to follow the established standards and use created rubrics while evaluating
students' performance or product. This will ensure an unbiased, reliable and accurate
evaluation of students' performance. Additionally, it is necessary to provide detailed and
insightful feedback on their work, explaining what they understood and what they
didn't, and how they can improve.
 Application

ANSWER THIS!

Closure:
Well done, Dear Students! Hope you have learned and able to
inculcate the importance of the topic! See you in the next
lesson!
 REFERENCES
https://www.educasciences.org/assessment-strategies-performance-based-assessment

Defined Learning. (2018, March 27). How will we evaluate student performance on tasks?

(Part 6). Medium. https://blog.performancetask.com/how-will-we-evaluate-student-

performance-on-tasks-part-6-946c82deee02

Leask, M. (2024). Performance-Based Assessments: A complete guide for teachers. Notion for

Teachers. https://www.notion4teachers.com/blog/performance-based-assessments-

guide-for-teachers

Rubrics - Assessment and Planning - Truckee Meadows Community College. (n.d.).

https://www.tmcc.edu/assessment/collecting-assessment-data/rubrics#:~:text=Task-

specific%20rubrics%20describe%20themselves%3B%20they%20are%20designed

%20to,rubrics%20are%20primarily%20used%20for%20scoring%20or%20grading.