UNIT 2: PERFORMANCE

ASSESSMENT
PERFORMANCE ASSESSMENT
• An approach to educational assessment that requires
students to directly demonstrate what they know and
are able to do through open-ended tasks such as
constructing an answer, producing a project, or
performing an activity.
• This assessment measures how well students apply
their knowledge, skills, and abilities to authentic
problems.
FEATURES OF AUTHENTIC/PERFORMANCE
ASSESSMENT

1. A n e m p h a s i s o n d o i n g o p e n - e n d e d activities
for which there is n o correct objective a n s w e r a n d
that m a y a s s e s s higher thinking
2. Direct m e t h o d s of evaluation
3. Self - a s s e s s m e n t
4. A s s e s s m e n t of g r o u p p e r f o r m a n c e a s well a s
individual p e r f o r m a n c e
5. Extended period of time for a s s e s s m e n t
• Performance assessment can be Process –
oriented or Product – oriented.

• The learner is made either to demonstrate the

skills or the process learned or show the
product of the application of learned
knowledge and skills.
 TYPES OF PERFORMANCE
ASSESSMENT
• Process – oriented
Learning outcomes in the form of procedural
knowledge require demonstration of the process
or procedure.
Example:
Defends written research report
( Practical Research 2, Grade 12 )
 TYPES OF PERFORMANCE
ASSESSMENT
• Product – oriented
Students’ performance may lead to a concrete
product.
Example:
Makes a lesson plan following the inductive
lesson development
( Principles of Teaching, College of Education )
GUIDELINES FOR PERFORMANCE
ASSESSMENT
Airasian & Russell (2008) cited four issues that
must be considered in the use of performance
assessment, namely:

1) Establishing a clear purpose

2) Identifying observable criteria
3) Providing an appropriate setting
4) Judging or scoring the performance
ESTABLISHING A CLEAR PURPOSE

• What is the purpose of the performance

assessment – to assign a grade, to evaluate
student’s progress, to generate products to be
included in a learning portfolio, or to provide
student’s sample of work for college
admission?
IDENTIFYING OBSERVABLE CRITERIA

• These criteria of good performance are made clear to

students at the beginning of the teaching – learning
process to help them focus on their learning.

• These observable criteria also help the teacher or any

one assessing for the matter make his/her
observations more systematic and focused.
 PROVIDING AN APPROPRIATE
SETTING
• Will you observe the target behavior in a
natural setting like observing a student teacher
teach as he/she teaches in a real classroom or
observe her in an announced and prepared
demonstration teaching with her classmates
acting as students?
 JUDGING OR SCORING THE
PERFORMANCE
• To judge or score the product or the process /
behavior demonstrated, a scoring rubric is a
must, to ensure objectivity of scoring.
 GRASPS
• Is a model advocated for by Grant Wiggins and Jay
McTighe to guide teachers in designing authentic
performance – based assessment.
• It is a form of assessment that engages learners to
employ their thinking skills and demonstrate
application of essential knowledge, conceptual
understanding, and skills acquired throughout a unit
of learning.
 GRASPS
G – goal
R – role
A – audience
S – situation
P – product
S – standards and Criteria Indicators
 GOAL
• Provide a statement of the task
• Establish the goal of the task; state the
problem, challenge or obstacle in the task.
Example: (Science class)
Instil health-consciousness among the young
by particularly paying attention to their eating
habits.
 ROLE
• Define the role of the students in the task.

• State the job of the students for the task.

Example:
You are officers of Health Club and one of your
objectives as a club is to promote health
consciousness among the students.
 AUDIENCE
• Identify the target audience within the context
of the scenario.

Example:
Your brochure is intended for all high school
students in your school
 SITUATION
• Explain the situation. What’s the context?
What is the challenge?

Example:
Most high school students are fond of junk
foods and soft drinks. A big number of students
are obese and underweight.
 PRODUCT
• Clarify what the students will create and why
they will create it.
Example:
Come up with a brochure on healthy eating
habits. Brochure should: 1) focus on healthy
eating habits, 2) include graphics and 3) use
simple, non-technical English language
 STANDARDS AND CRITERIA

• Identify specific standards for success.

• Give rubrics to the students or develop them
with the students.
 STANDARDS AND CRITERIA

Example:
You will be graded along the following criteria:
1) accuracy of content -10pts
2) organization of information -10pts
3) clarity of content -10pts
4) appropriateness of graphics/pictures -10pts
5) attractiveness / appearance of brochure – 10pts
6) grammatical accuracy -10pts
 Goal Instil health-consciousness among the young by particularly paying
attention to their eating habits.
Role You are officers of Health Club and one of your objectives as a club
is to promote health consciousness among the students.
Audience Your brochure is intended for all high school students in your
school
Situation Most high school students are fond of junk foods and soft drinks. A
big number of students are obese and underweight.
Product Come up with a brochure on healthy eating habits. Brochure should:
1) focus on healthy eating habits, 2) include graphics and 3) use
simple, non-technical English language
Standards and You will be graded along the following criteria:
Criteria 1) accuracy of content -10pts
Indicators 2) organization of information -10pts
3) clarity of content -10pts
4) appropriateness of graphics/pictures -10pts
5) attractiveness / appearance of brochure – 10pts
6) grammatical accuracy -10pts
 DIFFERENTIATING PERFORMANCE
TASKS FOR DIVERSE LEARNERS

• Differentiation is an instructional strategy used at all

levels of K-12 education to meet the needs of
students with diverse abilities.
• Differentiated performance tasks 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.
 FROM A LIST OF ZACH BURRUS, DAVE MESSER
AND JUDITH DODGE, HERE ARE SOME WAYS OF
DIFFERENTIATING ASSESSMENTS:

• Designing tiered activities

• Scaffolding struggling learners
• Challenging advanced learners with more mid – stimulating
activities
• Adjusting questions
• Compacting
• Flexible grouping
• Flexible assignments and tasks based on students’ learning
styles
• Learning contracts
 SCORING RUBRICS
• “A coherent set of criteria for students’ work that includes
descriptions of levels of performance quality on the
criteria.” (Brookhart, 2013)
• McMillan (2007) defines scoring rubric as a “scoring
guide that uses criteria to differentiate between levels of
student proficiency.”
• Popham (2011) describes scoring rubrics as the “scoring
procedures for judging students’ responses to
performance tests.”
PARTS OF A SCORING RUBRIC

There are 2 major parts of Scoring Rubric

• Coherent sets of criteria
• Descriptions of levels of performance for these
criteria.
 HOW MANY LEVELS OF PERFORMANCE
SHOULD I INCLUDE IN MY RUBRIC?

• There is no specific number of levels a rubric

should or should not possess.
• A rubric can have a few as two levels of
performance (e.g., A checklist) or as many as
you decide as appropriate.
• Also, it is not true that there must be an even
number or an odd number of levels. This will
depend on the situation.
TYPES OF SCORING RUBRICS

• Analytic Rubrics
An analytic rubric articulates levels of
performance for each criterion so the teacher
can assess student performance on each
criterion.
 Criteria Weight 1 2 3
Number of
appropriate hand X1 1–4 5–9 10 – 12
gestures

Appropriate Lots of Few No apparent

facial expression X1 inappropriate inappropriate inappropriate
facial expression facial expression facial expression

Voice inflection Monotone voice Can vary voice Can easily vary
X2 used inflection with voice inflection
difficulty

Incorporate Recitation Recitation has Recitation fully

proper ambiance contains very some feelings captures
through feelings X3 little feelings ambiance
in the voice through feelings
in the vice
TYPES OF SCORING RUBRICS

• Holistic Rubrics
A holistic rubric does not list separate levels
of performance for each criterion. Instead, it
assigns a level of performance by assessing
performance across multiple criteria as a
whole.
3 – Excellent Speaker
• Included 10 – 12 changes in hand gestures
• No apparent inappropriate facial expressions
• Utilized proper voice inflection
• Can create proper ambiance for the poem
2 – Good Speaker
• Included 5 – 9 changes in hand gestures
• Few inappropriate facial expressions
• Had some inappropriate voice inflection changes
• Almost creating proper ambiance
1 – Poor Speaker
• Included 1 – 4 changes in hand gestures
• Lots of inappropriate facial expressions
• Used monotone voice
• Did not create proper ambiance
 PROCESS OF DEVELOPING SCORING
RUBRICS

• Step 1:Identify the appropriate criteria to

assess.
• Step 2: Identify the levels of mastery
• Step 3: Write a quality definition for each
level of mastery and evaluation criteria.
 PROCESS OF DEVELOPING SCORING
RUBRICS

Other than (1, 2, and 3) here are other level of

performance used in scoring rubrics:
• Not meeting (standard), Approaching (standard),
Meeting (standard), Exceeding (standard)
• Exemplary, Proficient, Marginal, Unacceptable
• Advanced, Intermediate High, Intermediate, Novice
 ANOTHER TYPE OF RUBRIC

• General Rubrics
- Are particularly useful for fundamental skills
such as writing, mathematics problem solving
and general traits like creativity.
- Contains criteria that are generally across task
that’s why they can be re – used.
 ANOTHER TYPE OF RUBRIC

• Task – specific Rubrics

- Is unique to a specific task.
- Time consuming and difficult to create for all
the different task you’d like to assess, however
it makes scoring easier.
CHECKLIST AND RATING SCALES

• Checklists and rating scales differ from

scoring rubrics in the sense that they lack
descriptions of performance quality which is
one of the two main characteristics of scoring
rubrics.
• Like rubrics, checklist and rating scales,
however, do have criteria.
 CHECKLIST
• “A list of specific characteristics with a place for
marking whether that characteristic is present or
absent.”
• Are used when learning outcomes are defined
by the existence of an attribute.
• Also used to make sure students have “followed
directions for an assignment, that they have all
the required parts of some project or that they
have followed format requirements for a report.”
Example (Sentence Skills Checklist)

My Sentence
_____ begins with a capital letter
_____ ends with a period (.) or a question mark (?) or
an exclamation point(!)
_____ is a complete thought
_____ has a naming part ( subject) and a telling part
(predicate)
 RATING SCALE

• A list of specific characteristics with a place

for making the degree of which each
characteristic is displayed.
ACTIVITY 2

I. GRASPS

Directions: Create a performance task

scenario according to your field of
specialization and design it using GRASPS
model.
II. RUBRICS
Directions: Choose an activity on each category below and construct your own
Analytic and Holistic scoring rubrics.

PROCESS – BASED ACTIVITIES

• Participate in a debate
• Write a research paper
• Compare and contrast two stories or article
• Evaluate the quality of a writer’s arguments
• Design a museum exhibit

PRODUCT – BASED ACTIVITIES

• Scrapbook on “EDSA I Revolution”
• Laboratory output in “Frog Dissection”
• Evaluating a kinder piano performance
• Group activity on “Genomic shapes through paper folding”
• Essay on “Why Jose Rizal should be the National Hero?”