Chapter 4

Designing Meaningful
Performance-Based
Assessment
Prepared by:
Robelyn R. Francia
Kristian C. Beltran
BSED 3T2 Social Studies
 Objectives:

• At the end of the lesson,the students will able to:

1.Identify the types of Learning targets used in Performance Assessment

2.Generalize the steps in developing a meaningful performance
assessment both process and product that match to the desired learning
outcomes.
3.Construct a rubric based on the different types of rubrics.
 1.Defining the Purpose of Assessment

• The first step in designing performance-based assessment is to define the

purpose of assessment. Defining the purpose and the target of assessment
provides information on what students need to be performed in a task given.
• By identifying the purpose , teachers are easily identify the weaknesses and
strengths of student’s performance.

• Basically , the teacher shuold select those learning targets which can be
assessed by performance which fits to the plan along with the assessment
techniques to be utilized for measuring other complex skills and
performances.
 Five Questions to Consider in Determining
Competencies

Five Questions Examples

What important cognitive skills or attributes do Communicate effectively in writing , employ
I want my students to develop? algebra to solve real-life problems
What social and affective skills or attributes Work independently, appreciate individual
do I want my students to develop? differences

What metacognitive skills do I want my Reflect on the writing process, self-monitor

students develop? progress while working on an independent
project.
What types of problem do I want my students Perform research, predict consequences
to be able to solve?

What concepts and principles do I want my Understand cause-and-effect relationships,

students to be able to apply? use principles of ecology and conservation
 1.1 Four Types of Learning Targets
Used in Performance Assessment

Performance assessments primarily use four types

of learning targets which are deep
understanding,reasoning,skills,and products.
( McMillan, 2007)
 Deep understanding

The essence of performance assessment includes the developpment of

student’s deep understanding. The idea is to involve students
meaningfully in hands-on-activities for extended periods of time so
that their understanding is rich and more extensive than what can be
attained by more conventional instruction and traditional paper-and-
pencil assessments.
 This focuses on the use of knowledge and skills.
 Reasoning

Reasoning is essential with performance assessment

as the students demonstrate skills and construct
product.
Students are given problem to solve or are asked to
make a decision or other outcome, such as a letter to
the editor or school newsletter, based on information
that is provided.
 Skills

 In addition to logical and reasoning skills, students are required to demonstrate communication,
presentation and psychomotor skills. These targets are suited to performance assessment.
Psychomotor Skills
 Psychomotor skills describe clearly the physical action required for a given task. These maybe
developmentally appropriate skills or skills that are needed for specific tasks; fine motor skills
(holding a pen, focusinga microscope, and using scisscors), gross motor actions (jumping and lifting),
more complex athletic skills (shooting a basketball or playing soccer), some visual skills, an verbal/
auditory skills for young children. These skills also identify the level at which the skill is to be
performed.
 Generally,deep understanding and reasoning involve-in-depth, complex thinking about what is known
and application of knowledge and skills in novel and more sophisticated ways.
 Skills include student profiency in reasoning, communication, psychomotor tasks.
 Products

are completed works, such as term

papers, projects, and other assignments
in which students use knowledge and
skills.
 1.2 Process and Product-Oriented
Performance-Based Assessments

If the learning outcomes deal on the procedures which you could
specify, then it focuses, on process assessment.
In assessing the process, it is essential also that assessment should
be done while students are performing the prcoedures or steps.
Learning targets which require students to demonstrate process
include the procedures of proper handling/manipulating of
microscope, or steps to be done when in an earthquake drill.
 Mathematical operations ,reciting a poem, and constructing a table
of specifications are other examples of this target.
 Example of process oriented performance-based
assessment in which the main domain is Oral
Language and Fluency [Enclosure No. 4 , DepEd
Order No. 73 , 2012):
Example: English Grade 7
Content Standard : The students demonstrate oral language proficiency and
fuency in various social contexts.
Performance Standards: The learner proficiency renders rhetorical pieces.
Task: Oral -Aural Production (The teacher my use dialogs or passages from
other written or smilar texts).
Specific Competencies:
1.Observe the rght syllable stress pattern in different categories.
2.Observe the use of he rising and falling intonation,rising intonation,and the
combination of both intonation pattern utterances.
3. Demonstrate how prosodic patterns affect understanding of the message.
 Example 2: Filipino Grade 7

Kakayahan (domain): Pag unawa sa Napakinggan

Pamantayang Pangnilalaman (Content Standard): Naipamalas ng mga mag-aaral ang
pag-unawa sa paks ng akdang napakinggan.

Pamantayan sa Pagganap parasa aralin (Performance Standard): Ang mga mag-aaral

ay nakasulat ng talata na may kaugnayan sa paksa ng akdang napakinggan.
Kakayahan:
1.Nakapagbabahagi ng mga nasaliksik na impormasyon.
2.Nakapa-uugnay ng mga nasaliksik na impormasyon sa paksa ng akdang
napakinggan.
3.Natutukoy ang ilang akda o awitin na may pagkakatulad sa paksa ng akdang
napakinggan.
Usually ,the learning objectives start with a general competency which is the main
target of the task, and it follows with specific competencies which are observable
on the target behavior or competencies.
Nitko (2011) suggested focusing assessment on the product students produce if it
most or sll of the evidence about their achievements of the learning targets is
found in the product itself, and a little or none of the evidence you need to
evaluate students is found in the procedures they use or the ways in which they
perform.
Example of learning targets which require students to produce products include
building a garden,conducting classroom-based researches,publishing newspapers,
and creating commercials or powerpoint presentation.
 In the given examples 1 and 2 for English and Filipino Grade 7
domains, product -oriented performance based assessments can
be stated as:
Use the correct prosodic patterns
(stress,intonation,phrasing,pacing,tone) in rendering various
speech acts or in oral reading activities, and
Nakakasulat ng talatang nagsasalaysay ng ilang pangyayari sa
kasalukuyan na may kaugnayan sa paksa ng akdang napakinggan.
 Below is another example of product-oriented performance-
based assessment task:
Example 3: Creating a Book Cover Taken from a Digital
Camera

Performance Task: Creating A Book Cover

Competencies: The students should be able to:
Generate appropriate shots for book cover using digital camera;
Use a page lay-out software (MS Publisher) or presentation
software (MS Powerpooint);
Create size estimation of image, shapes,and textbox I terms of
importance, emphasis,and visual hierarchy; and
Demonstrate skills in information design principles such as
clarity, balance, relevance, contrast, alignment,repetition and
proximity.
Product-oriented competencies require students to
demonstrate multiple levels of metacognitive skills
which require the use of complex procedural skills
for creating authentic product.
The discussion on the steps on designing
performance-based assessment shall be focused on
the process and product assessments.
 2. Identifying Performance Tasks

Having a clear understanding of the purpose of

assessment, the next step is to identify
performance tasks which measure the learning
target you are about to assess.
 Below are some questions that should be
answered in designing tasks:

• What ranges tasks do learning targets imply?

• Which parts of the tasks should be structured,and to what degree?
• Does each task require students to perform all the important elements implied by
the learning targets?
• Do the task allow me to assess the achievement dimensions I need to assess?
• What must I tell students about the task and its scoring to communicate to them
what they need to perform?
• Will students with different ethnic and social backgrounds interpret my task
appropriately?

Nitko 2011
Performance needs to be identified so that the students may know what tasks
and criteria to be performed.
Task description include the following:
1.Content and skill targets to be assessed
2.Description of the students activities
3.Group or individual
4.Help allowed
5.Resource needed
6.Teacher role
7. Administrative process
8.Scoring procedures
Choose a task in which students have the ability to demonstrate
knowledge and skills from classroom activities or other similar
ways.
In creating performance tasks, one should specify the learning
targets, the criteria by which you will evaluate performance,
and the instructions for completing the task.
Some learning targets can be assessed in a relatively short
period to 20 to 30 minutes.
Examples are conducting opinion survey and gathering of data
for research which need more the two weeks and done outside
the class. With these activities, the result can make a valid
generalization of how students achieved the learning target.
Participation of groups must consider also in crafting
performance task.
 2.1 Suggestions for Constructing
Performance Tasks

Linn (1995) suggested two ways to improve the development of tasks:

1.Focus on learning outcomes that require complex cognitive skills and student
performances. Task needed to be developed or selected in light of important learning
outcomes.
2.Select or develop tasks that represent both the content and the skills that are central to
important learning outcomes. It is important to specify the range of content and resources
students can use in performing task.
3.Minimize the differences of task performance on skills that are irrelevant to the intended
purpose of the assessment task. The key here is to focus the attention of the assessment.
Example is the ability to read complicated texts and the ability to communicate clearly are
both important learning outcomes, but they are not necessarily the intent of a particular
assessment.
4.Provide the necessary scaffolding for students to be able to understand the task and what
is expected. Challenging task often involve ambiguities and require students into
experiment, gather information, formulate hypothesis, and evaluate their own progress in
solving a problem. Students need to have a prior knowledge and skills required to address
the problem.
5.Construct task directions so that the student’s task is clearly indicated. Vague directions
can lead such a diverse array of performances that it becomes impossible to rate them in
fair or reliable fashion.
6.Clearly communicate performance expectations in terms of the criteria by which the
performances will be judged. Specifying the criteria to be used in rating performances helps
clarify task expectations for students.
Crafting tasks for both process and product-oriented
performance-based assessments needs careful planning.
Engagement,elaboration, and experience are some factors
to consider in making authentic tasks which make it
different to traditional assessmeNt. Task should also center
on the concepts, principles, and issues that are important to
the context of the subject matter.
 Below is the checklist for writing good
performance tasks:

Checklist for Writing Performance Task

Are essential content and skills targets integrated?
Are multiple targets included?
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

Variety of tools can be used for assessment depending on the

nature of performance it calls for.
Some ways of assessing the student’s performance could be be
the utilization of anecdotal records, interviews, direct
observations using checklist or likert scale, and the use of rubrics
especially for the performance-based assessment.
 3.1 Rubrics as an Assessment Tool

Different authorities defined rubrics, viz:

•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 expectations for assignment. (Levy,2005)
•A scoring guide that uses criteria to differentiate between levels of student
proficiency. (McMillan,2007)
•Descriptive scoring schemes that are developed by the teachers or evaluators
to guide the analysis of products or processes of students’ effort.
(Brookhart,1999)
•The scoring procedures for judging students’ responses to performance tests.
(Popham, 2011)
  A rubric that’s used to score students’ responses
to a performance assessment has, at minimum
three important features:
 Evaluative criteria. These are the factors to be used in determining the
quality of a students’responses.
 Descriptions of qualitative differences for evaluating criteria. For
each evaluative criterion, a description must be supplied so qualitative
distinctions in students’ responses can be made using the criterion.
 An indication of whether a holistic or analytic scoring approach
is to be used.The rubric must indicate whether the evaluative criteria are to be
applied collectively in a form of holistic scoring or on criterion-by-criterion
basis in the form of analytic scoring.
 3.2 Types of Rubrics

The structure of the rubrics changed when measuring different learning

targets. Generally, rubrics can be classified into two major types: analytic
and holistic rubrics.
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. Teacher can assess easily the specific concept understanding.
Skills or product with a separate component. Each criterion for this kind
of rubric receives a separate score thus providing better diagnostic
information and feedback for the students as a form of formative
assessment.
 Category 4 3 2 1

Characterization Voice, facial Voice, facial Voice, facial Voice, facial

expressions and body expressions and body expressions and body expressions and body
language often language often language sometimes language rarely
contribute to the contribute to the contribute to the contribute to the
selected character. selected character. selected character. selected character.

Preparedness Speaks clearly and Student seems pretty The student is Student does not seem
distinctly all (100-95%) prepared but might somewhat prepared, at all prepared to
The time, and have needed a couple but it is clear that present.
mispronounces no more rehearsal rehearsal was lacking.
words.

Speaks clearly Volume is loud enough Speaks clearly and Speaks clearly and Often mumbles or
to be heard by all distinctly all (100-95%) distinctly most (94- cannot be understood
audience members at the time, but 85%) of the time and or mispronounces
least 90% of the time. mispronounces one mispronounces no more than one word.
word. more than word.

Volume Volume is loud enough Volume is loud enough Volume often too soft
to be heard by all to be heard by all to be heard by all
audience members at audience members at audience members.
least 90% of the time. least 80% of the time.
Holistic Rubric- it requires the teacher to make a judgment about
the overall quality of each student response. Each category of the
scale contains several criteria which shall 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.
5 Excellent. The students clearly describes 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.
4 Very good. The student described the question 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.
3 Good. The student describes 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.
2 Limited. The student states the question studied, but fails to fully describe it. No conclusion 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 students make 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.
 Rubric Development

Stevens and Levi’s Introduction to Rubrics (2005)

enumerated the steps in developing rubric.
Basically, rubrics are composed of task description,
scale, dimensions and description of dimensions.
 Title:
Task Description:

Task Description
 Task description involves the performance of the students. Tasks can be taken from
assignments, presentations, and other classroom activities. Usually, task descriptions are being
set in defining performance tasks.
 Community development
Task Description: Each student will make a 10 minute presentation
on his/her observation, experiences, analysis and interpretation of
developing community.

Dimension: this is a set of criteria which serves as basic for evaluating students
output or performance.
 Community Development
Task Description: each student will make a 10 minute presentation on his/her
observation, experiences, analysis and interpretation of developing community.
Excellent Competent Needs Work

Knowledge/Understanding The presentation The presentation the presentation uses little

20% demonstrates a depth of knowledge that is accurate relevant or accurate
historical understanding by with only minors in information, not even that
using relevant and accurate accuracies and that is which was presented in
details to support the generally relevant to the class or in the assigned
student’s thesis research is student’s thesis. Research texts. Little or no research is
thorough and goes beyond is adequate but does not apparent.
what was presented in class go much beyond what was
or in the assigned texts. presented in class or in the
assigned text.
Thingking/Inquiry 30% The presentation is centered the presentation shows an The presentation shows no
around a thesis, which shows analytical structure and a analytical structure and no
highly developed awareness central thesis, but the central thesis.
of historiographic or social analytic is not always fully
issues and a high level of developed or linked to the
conceptual ability thesis.
Communication 20% The presentations is imaginative The presentation includes The presentation includes no
and effective in conveying ideas appropriate visual aids, but these visual aids or includes visual aids
to the audience. The prenter are too few, are in a format that that are inappropriate or too
responds effectively to audience makes them difficult to use or small or messy to be understood.
reactions and questions. understand, or the presenter The presenter makes no mention
does not refer to or explain them of them in the presentation.
in the presentations
Use of Visual Aids 20% The presentation includes The presentation includes The presentation includes no
appropriate and easily approapriate visual aids, but visual aids or includes visual
understood visual aids, which the these are too few, are in a aides that are inapproapriate or
presenter refers to and explains format that makes them difficult to small or messy to be
at appropriate moments in the to use or understand, or the understood. The presenter
presentation. presenter does not refers to or makes no mention of them in the
explain them in the presentation. presentation.
Presentation Skills 10% The presentation clearly and The presentation clearly and The presenter cannot be heard
loudly enough to be heard, using loudly enough to be heard, but so unclearly that she or he
eye contact, a lively tone, tends to drone or fails to use eye cannot understood. There is no
gestures, and body language to contact, gestures, and body attempt to connect with the
engage the audience. language consistently or audience through eye contact,
effectively at times. gestures, or body language.
Below is the suggested rubric in assessing student’s performance with corresponding scoring scheme.

Score
Criteria 4 3 2 1 Weight Rating
(25) (18.75) (12.50) (6.24)

Practically The solution can The solution can The solution can The solution can 25%
be used most of be used from be used be used rarely.
the time. time to time occasionally
Preparation Easy to prepare. The preparation Difficult to Very difficult to 25 %
is moderately prepare prepare
easy.
Availability of Materials are Materials are Materials are Materials 25 %
materials/Ingredi available in the available in the seasonal in the available in the
ents locality whole locality most of locality locality.
year round. the time.
Component of The solution is The solution is The solution is The 25%
solutions tasty and the tasty but the good enough but solutionneeds
amounts of the amount of solute sovent used has more planning in
solute and is a bit more that exceeded the terms of the
solvent what is needed solute dissolved. amount of solute
complement. and solvent to be
used.
Total Score:
 Below is an example of the rubrics assessing process-oriented performance;
• Dialog/ Conversation Completion Rubric (Process)
Needs Practice/ With Good most of the time Skilled/ Independent Total score
Assistance (14 pts) (20 pts)
(7 pts)
At the start of the • Forgets to look at • Looks at the person • Looks at the person
conversation the other person he is talking to he is talking to
• Forgets how to • Initiates • Iniatiates
iniate a conversation conversation
conversation greetings or greeting or question
• Doesn’t pause to question • Pauses to allow the
allow other person • Pause to allow the other person to
to talk other person to answer
• Stands/ Sit too close respond • Stands about an
or far way • Stands about an arm’s length away
• Interrupts other arm’s length away • Waits until the other
person while they person stops talking
are conversing before adding
information
During the conversation • Forget to maintain eye • Maintain eye contact • Maintain eye contact
contact during the during the conversation during conversation
conversation • Uses the other person’s • Uses the other person’s
• Forgets to use the other name during the name during the
person’s name during conversation conversation
the conversation • Stays on the topic • Stays on the topic
• Forgets to stay on the • Adds more information. • Add s more information
same topic • Takes turns even if only • Takes turn even if only
• Forget to add more adding a nod adding a nod
information about the • Uses appropriate facial
topic expressions and body
• Forgets to language
take turns • Employs the use
proficient use of
prosodic patterns
through the information-
exchange
At the end of the • Doesn’t allow the • Makes sure each • Makes sure each
conversation other person to the other had the change other had the chance
talk to speak to speak
• Doesn’t use closing • Uses a good • Uses a good
sentence during topic terminating terminating
termination expression to end the expression to end the
• Doesn’t compliment conversation conversation
the other person • Compliment the other • Compliments the
• Doesn’t use a person other person
handshake • Uses a handshake
 Rating the Performance
 This is the final step in performance-based assessment, determining the learning
outcomes of the students. The main objective of rating the performance to be
objective consistent. Be sure also that the scoring system is feasible as well. in most
of the classroom? situations, the teacher is both the observer and the rater. if there are
some important; instructional decision to be made, additional raters must be
considered in order to make? scoring more fair.
Since performance-based assessment involves professional judgment, some common
errors in rating should be avoided; personal bias and halo effect. McMillan (2007)
stated‘lii‘ that personal bias results in three kinds of error, generosity error occurs
when the teacher: tends to give higher scores; severity error results when the teachers
use the low end of the scale and underrate student performances; and the central
tendency error in which the students are rated in the middle. On the other hand, halo
effect when the teacher’s general impression of the students affects scores given on
individual traits or performance.
Students, on the other hand, can assess their own progress. Student participation need
not to be limited to the use of assessment instruments. it is also useful to have
students help develop the instrument. in some practices, students rate themselves and
compare their rating with the teacher-in-charge. With this, the teacher can elaborate
and explain to each student the reasons for rating and discuss the gap between the
rating most especially in an individual conference.
Conference, peer and self-evaluation of output enable teachers to understand better
curriculum and instructional learning goals and the progress being undertaken
towards the achievement of the goals. These too can better diagnose the strengths and
limitations of the students and most importantly, this activity develop self-reflection
and analysis skills of both teachers and the students.
 - End of Slides -
Thank You For Listening :)