LESSON 3:

PERFORMANCE
ASSESSMENT
Presented by : GROUP 2
 INTENDED
the end ofLEARNING
the lesson, students are expected to:

OUTCOME:
a. Design appropriate performance assessment
tools for intended student learning outcomes,
b. Demonstrate knowledge and skills in developing
performance assessment tools that are most
applicable to a particular student outcome, and
c. Satisfy the following indicators of success to be
considered as successful in this culminating
performance task.
PERFORMANCE TASK
SUCCESS INDICATORS
Knowing the Identify the
various types of appropriate
performance performance
assessment tools assessment tool for
a specific
Create a or
performance
Designing performance
product
performance assessment tool
assessment tools that is aligned with
the desired learning
outcomes (DLO) and
the teaching and
WHAT IS PERFORMANCE
ASSESSMENT?
-an assessment activity or set of activities that require
students to generate products or performance that
provide direct or indirect evidence of their knowledge
skills, and abilities in an academic content domain.

-it provides teachers with information about how well a

student understands and applies knowledge and goes
beyond the ability to recall information.
 WHAT IS PERFORMANCE
ASSESSMENT?
-it is used for assessing learning outcomes that involve
designing or creating projects or products such as
research papers, art exhibit, reflective essays and
portfolios.
-performance-based tasks include actual performances of
making those products, such as carrying laboratory
experiments, exhibiting creative and artistic talents, such
as dancing, painting, and playing a musical instrument,
and demonstrating writing skills through extemporaneous
essay writing, article review, and reflective papers.
 EXAMPLES OF
PRODUCT-BASED AND
PERFORMANCE-BASED
TYPES EXAMPLES
ASSESSMENT
A. PROUCT-BASED
ASSESSMENT
• Visual Products -charts, illustrations,
graphs, collages,
murals, maps, timeline
flows, diagrams,
posters,
advertisements, video
• Kinesthetic presentations,
-diorama, art
puzzles
Products exhibitssculpture,
games,
exhibits, dance recital
• Written -journals, diaries, logs,
Products reports, abstracts,
letters, thought or
position papers,
poems, story, movie/
TV scripts, portfolio,
essay, article report,
research paper, thesis
• Verbal Products -audiotapes, debates,
lectures, voice
recording, scripts
 TYPES EXAMPLES
B. PERFORMANCE-BASED
ASSESSMENT
• ORAL -paper presentation,
PRESENTATION/ poster presentation,
DEMONSTRATI individual or group
report on assigned
ONS topic, skills
demonstration such as
baking, teaching,
• DRAMATIC/ problem solving
-dance, recital,
CREATIVE dramatic enactment,
PERFORMANCE prose or poetry
S interpretation, role
playing, playing
• PUBLIC -debates, mock trial,
SPEAKING simulations,
interviews, panel
discussion, storytelling,
poem reading

• ATHLETIC
SKILLS -playing basketball,
baseball, soccer,
DEMONSTRATI volleyball, and other
ON/ sports
COMPETITION
 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. As it involves an
authentic task, it should convey its
purpose and reflect its relevance to the
students, their discipline, and the outside
world as a whole.
2. It provides opportunities for students to
show both what they know and how well
they can do what they know

Performance assessment should achieve a

balanced approach wherein it gives students
opportunities to show their knowledge-and-
skill competencies. Since the main goal of
teaching and learning is for students’
acquisition and application of knowledge and
skills, course assessments should therefore
help answer the questions “Do the students
know it?” and “How well can they use what
they know”? to determine whether the
3. It allows student 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.
 TO GUIDE YOU IN DESIGNING
PERFORMANCE ASSESSMENTS, THE
FOLLOWING QUESTIONS MAY BE
1.WHAT ARE THE OUTCOMES TO BE ASSESSED?
ADDRESSED:

2.WHAT ARE THE CAPABILITIES/SKILLS IMPLICIT OR

EXPLICIT IN THE EXPECTED OUTCOMES?

3. WHAT ARE THE APPROPRIATE PERFORMANCE

ASSESSMENT TASKS OR TOOLS TO MEASURE THE
OUTCOME AND SKILLS?
4. ARE THE SPECIFIC PERFORMANCE TASKS ALIGNED WITH THE
OUTCOMES AND SKILLS INTERESTING, ENGAGING,
CHALLENGING, AND MEASURABLE?
 TO GUIDE YOU IN DESIGNING
PERFORMANCE ASSESSMENTS, THE
FOLLOWING QUESTIONS MAY BE
ADDRESSED:
5. ARE THE PERFORMANCE TASKS AUTHENTIC AND
REPRESENTATIVE OF REAL-WORLD SCENARIOS?

6. WHAT CRITERIA SHOULD BE INCLUDED TO RATE

STUDENTS’ PERFORMANCE LEVEL?

7.WHAT ARE SPECIFIC PERFORMANCE INDICATORS FOR

EACH CRITERION?
 Intended Teaching- Performance
Learning Learning Assessment
Outcomes Activities Tasks
At the end of the course,
the students should be
able to:
• Perform dance routines Lecture, class discussion,
Culminating dance
and creatively combine movement, exercises,
class recitals, practical
variations with rhythm, dance demonstration,
test for each type of
coordination, correct actual dancing with
dance, reflection
footwork technique,frame, teacher and partners,
papers, peer
facial and body expression collaborative learning
evaluation rating

• Participate in dance Required attendance and Actual dance performance

socials and other participation in school and in school or community
community fitness community dance programs,
advocacy projects. performances reaction/reflection papers
HOW DO YOU CONDUCT
PERFORMANCE
ASSESSMENT?
Unlike in most traditional tests
wherein students responses can be
scored using an answer key,
performance assessments require
the teacher’s and peers’ judgement
when evaluating the resulting
products and performances.
THE FOLLOWING ARE THE BASIC STEPS
IN PLANNING AND IMPLEMENTING
PERFORMANCE-BASED OR PRODUCT-
BASED ASSESSMENTS:
1.Define the purpose of performance or product-based
assessment.

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

3. Define the criteria. Criteria are guidelines or

rules for judging student responses, products,
or performances. Before conducting the
assessment, the performance criteria should be
predetermined.
These are the 4 types of CRITERIA used
for evaluating students performances.

A. Content criteria
B. Process criteria
C. Quality criteria
D. Impact criteria

4.Create the performance rubric- a rubric is an

assessment tool that indicates the performance
expectations for any kind of student work
THESE ARE THE DIFFERENT TYPES OF
RUBRICS:

A. Holistic rubric

B. Analytic rubric

C. General rubric

D. Task-specific rubric
5. Assess student’s performance/product

It is important to adhere to the criteria set

and use the rubric developed to ensure
objective, consistent, and accurate
evaluation of student’s performance.
Provide constructive criticism to help the
students understand and improve their
performance.
 REVIEW ABOUT
PERFORMANCE
ASSESSMENT:
1.Types of performance
assessments
2.Characteristics of good
performance assessments
3. General guidelines in designing
performance assessments
4.Basic steps in conducting
performance-based or product-
 THANK
YOU!
GROUP 2
LEADER: ANGEL NECOR
MEMBERS:
LIESHELLE ANN CATURAN
JERALENE ESPARTERO
ALDRIN JONES ALAVATA
MARIEL SIASON
MYZY BENEDICTO
KIRSTIE ASHLEY GINDAP