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    Performance Assessment: Group:3

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    Bimbo Ogoy
    The document discusses performance assessment and provides guidelines for developing effective performance tasks. It defines performance assessment as activities that require students to generate products or performances providing evidence of their knowledge and skills. The document also outlines the characteristics of good performance assessments and the general process for conducting performance assessments, including defining outcomes and criteria, choosing assessment tasks, and using rubrics to evaluate student performance.

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    Download as PPTX, PDF, TXT or read online from Scribd

    Performance Assessment: Group:3

    Uploaded by

    Bimbo Ogoy
    15 views8 pages
    The document discusses performance assessment and provides guidelines for developing effective performance tasks. It defines performance assessment as activities that require students to generate products or performances providing evidence of their knowledge and skills. The document also outlines the characteristics of good performance assessments and the general process for conducting performance assessments, including defining outcomes and criteria, choosing assessment tasks, and using rubrics to evaluate student performance.

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    The document discusses performance assessment and provides guidelines for developing effective performance tasks. It defines performance assessment as activities that require students to generate products or performances providing evidence of their knowledge and skills. The document also outlines the characteristics of good performance assessments and the general process for conducting performance assessments, including defining outcomes and criteria, choosing assessment tasks, and using rubrics to evaluate student performance.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    15 views8 pages

    Performance Assessment: Group:3

    Uploaded by

    Bimbo Ogoy
    The document discusses performance assessment and provides guidelines for developing effective performance tasks. It defines performance assessment as activities that require students to generate products or performances providing evidence of their knowledge and skills. The document also outlines the characteristics of good performance assessments and the general process for conducting performance assessments, including defining outcomes and criteria, choosing assessment tasks, and using rubrics to evaluate student performance.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 8

    Performance

    Assessment
    GROUP:3
    Noli Boy Bautista
    Lan Wayne Nico Es trada
    Jhon Roland Cuison
    Mar y rose Mac apin ig
    Bimbo Og oy
    Objective:
    • At the end of the lesson the student should able to:

    • Demonstrate your knowledge and skills in developing


    performance assessment tools that are most applicable to a
    particular student outcome.

    • Perform successfully the above culminating performance tasks

    • Learn or enhance your skils on how to develop good and


    eff ective performance assessment tools.
    What is Performance
    Assessment?
    • Performance Assessment is
    an assessment activity or set
    of activities that require
    students to generate
    products or performances
    that provide direct or indirect
    evidence of their knowledge,
    skills, and abilities in an
    academic content domain.
    2 types of Performance assessment

    A.PRODUCT-BASED B. PERFORMANCE-BASED
    ASSESSMENT ASSESSMENT

    • Visual Product • Oral


    Presentation /Demonstration
    • Kinesthitic Products
    • Dramatic /Creative Per formance

    • Written Products • Public Speaking

    • Verbal Products • Athletic Skills Demonstration /


    Competition
    What are the characteristics of a good performance
    assessment
    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 peer performance output.

    4. It assesses more complex skills.

    5. It explains the task, required elements, and scoring criteria to the


    start of the activity and the assessment
    What are the general guidelines in designing
    performance assessment?
    1. What are the outcomes to be assessed?

    2. What are the capabilities /skills implicit or explicit in the expected outcomes?

    3. What are the appropriate per formance assessment tasks or tools to measure the
    outcomes and skills

    4. Are the specifi c per formance task aligned with the outcomes and skills interesting,
    engaging, challenging, and measurable?

    5. Are the per formance task authentic and representative of real-world scenarios?

    6. What criteria should be included to rate student ’s per formance level

    7. What are specifi c per formance indicators for each criterion?


    How do you conduct performance assessment?

    1.Defi ne the purpose of performance or product-


    based assessment.

    2.Choose the activity/output that you will assess.

    3.Defi ne the criteria.

    4.Create the performance rubric

    5.Assess student’s performance /product

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