MODULE 2

INTRODUCTION

The teacher typically relied on paper-and-pencil tests, which assess students'

knowledge and comprehension rather than their actual performance. With the
nationwide implementation of Outcome-Band Education (OBE), a greater emphasis will
be placed on evaluating student outcomes through real-world (authentic) tasks that
require students to participating in activities or producing products.

When it reflects an understanding of learning as multidimensional, integrated,

and revealed in performance over time, assessment is most effective. The process of
learning is work and accomplish something. Performance-based assessment refers to
assessments in which students demonstrate their metacognitive knowledge and
comprehension skills by complex. It includes not only what students know but also what
they can do with what they know. It also includes values, attitudes, and mental practices
that have an impact on academic success and performance outside of the classroom.

The understanding should be reflected in the assessment by using a variety of

methods, including those that can be used for actual performance. These methods
should be used over time to show change, growth, and increasing degrees of
integration. A more complete and accurate picture of learning is the goal of such an
approach.

OUTLINES

CHAPTER 3: NATURE OF PERFORMANCE- BASED

Chapter Intended Learning Outcome

At the end of the chapter, you should be able to analyze the nature and the
essential characteristics of performance-based assessment.

1. Meaning and Characteristics

2. Types of Performance Tasks

2.1Solving Problem
2.2Completing and Inquiry
2.3Determining a Position

2.4 Demonstration Task

2.5 Developing Exhibits
2.6 Presentation Task
2.7 Capstone Performance
 3. Strengths and Limitations
3.1 Performance assessment clearly identifies and clarifies learning targets
3.2 Performance assessment allows students to exhibit their own skills,
talents, and expertise
3.3 performance assessment advocates the constructivist principle of learning
3.4 performance assessment uses a variety of approaches to student
evaluation
3.5 performance assessment allows teachers to explore the main goal and
processes of the teaching and learning process

CHAPTER 4: DESIGNING MEANINGFUL PERFORMANCE-BASED ASSESSMENT

Chapter Intended Learning Outcome

At the end of the chapter, you should be able to develop a portfolio of
performance- based assessment tools that measures learners' competencies of a given
subject

4. Defining the Purpose of Assessment

4.1 Four Types of Learning Targets in Performance Assessment
Deep Understanding
Reasoning
Skills
Products
4.2 Process and Product-Oriented Performance-Based Assessments

5. Identifying Performance Task

5.1 Suggestions for Constructing Performance Tasks
Focus on learning outcomes that require complex cognitive skills and
student performance
Select of develop tasks that represent both the content and the skills
that are central to important learning outcomes
Minimize the difference of task performance on skills that are irrelevant
to the intended purpose of the assessment task
Provide the necessary scaffolding for students to be able to
understand the task and what is expected
Construct task directions so that the student’s task is clearly indicated
Clearly communicate performance expectations in terms of the criteria
by which the performances will be judged

6. Developing Scoring Schemes

 6.1 Rubrics as an Assessment Tool
6.2 Types of Rubrics
6.3 Rubric Development
7. Rating the Performance

4: 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 is to be
objective and consistent.

Three kinds of error

1. generosity error
2. severity error
3. central tendency error

BODY OF THE MODULE

Chapter 3: Nature of Performance- Based Assessment

Overview
Traditional testing cannot measure a number of skills directly. Skills requiring the
demonstration of students understanding by creating an answer, carrying out
performance, or producing a product which involves independent judgment, critical
thinking and decision- making are best assessed with performance test. This type of
authentic assessment provides evidence of what the students know and can do in the
context of real life. This chapter gives an introduction to performance assessment. It
discusses the nature, principles, types, advantages, and limitations of performance-
based assessment.
Section Intended Learning Outcome
Apply the principles in constructing and interpreting performance-based
assessment.
Chapter Intended Learning Outcome
At the end of the chapter, you should be able to analyze the nature and the
essential characteristics of performance-based assessment.

In the previous section, we examined the principles of high-quality assessment

by integrating basic concepts of assessment and discussing thoroughly the different
types of assessment being utilized in the teaching and learning process.
These forms of assessment have been very effective in determining learning outcomes
of the students. Most of the time, the teacher relied on paper and pencil test which
measure knowledge and understanding not the ability of the learners to actually carry
out the performance. With the implementation of the Outcome-Based Education (OBE)
across the country, greater emphasis shall be given in assessing student outcomes
through real life (authentic) which requires students to work and carry on tasks to
perform and do something. Assessment in which students carry out activities or produce
product in demonstrating the metacognitive knowledge, understanding and skills is
called Performance-Based Assessment.
1. Meaning and Characteristics

Performance Based Assessment is one in which the teacher observes and

makes judgment about the student's demonstration of a skill or competency in creating
a product constructing a response, or making a presentation
(McMillan, 2007).
In this assessment, the emphasis is on the students' ability to perform tasks by
producing their own authentic work with their knowledge and skills. Performance-Based
Assessment (PBA) is an alternative form of assessment that moves away from
traditional paper-and-pencil tests (Ferman, 2005). It involves students producing a
project, whether it is an oral, written, individual or group performance.
The students an engaged in creating a final project that exhibits understanding of
concepts they have learned Performance-based assessments process the creative
aspect of the students in bringing out what they know and what they can do through
different performance tasks such as exhibits, projects and work samples. Hands-on
experiences allow them to be more critical motivated and involved when they are
allowed to perform on their own. Students can acquire and apply knowledge, skills and
work habits through the different performance tasks which are meaningful and engaging
to the students.

Types of activities that best exemplified performance-based assessments include

writing a research report, solving and conducting experiments and investigations, return
demonstration, speech, skit, role playing constructing and implementing seminar plan
creating video presentation. It is stipulated in the DepEd Order No. 7, s. 2012 that the
highest level of assessment focuses on the performances (product) which the students
are expected to produce through authentic performance tasks. The assessment at this
level should answer the question, “Which product(s) or performance (s) do we want
students to produce as evidence of their learning or understanding?" or "How do we
want them to provide evidence that they can transfer their learning to real life
situations?" Moreover, Linn (1995) stated that performance assessments provide a
basis of teachers to evaluate both the effectiveness of the process or procedure used
(eg. approach to data collection, manipulation of instruments) and the product resulting
from performance of a task (eg. completed report of results, completed art work). Unlike
simple tests of factual knowledge, there is unlikely to be a single right or best answer.
Rather, there may be multiple performances and problem solutions that may be judged
to be excellent. Problem formulation, the organization of ideas, the integration of
multiple types of evidence, and originality are all important aspects of performance that
may not be adequately assessed by paper-and-pencil tests.
Performance products are outputs produced by the students that provide
concrete examples of their knowledge and understanding of the subject matter. These
performances allow them to demonstrate the application of what they have learned with
their schemata as well Students may also engage in some tasks which are useful not
only within the four walls of the school such as doing field work, demonstrating rules
and guidelines, and engaging into extension services Process-oriented assessments
provide insights on the students' critical thinking, logic and reasoning skills. These will
lead them to independent learning and set goals for future use.
Some performance assessment proponents contend that genuine performance
assessments must possess at least three features (Popham, 2011):

 Multiple evaluation criteria. The student's performance must be judged using

more than one evaluation criterion.
 Pre-specified quality standards. Each of the evaluative criteria on which a
student's performance is to be judged is clearly explicated in advance of judging
the quality of the student's performance.
 Judgmental appraisal. Unlike the scoring of selected response tests in which
electronic computers and scanning machines can, once programmed, carry on
without the need of humankind, genuine performance assessments depend on
human judgments to determine how acceptable a student's performance really is.

All educational institution expects students to demonstrate different skills in

various learning areas and most often subjected to classroom performance
assessment. Some characteristics of this assessment which can be observed in the
actual classroom setting may include student performance, creation, construction and
production of product which can assess deep understanding and reasoning skills. The
performance involves engaging Ideas of Importance and substance which students can
explain, Justify, and defend. Lastly, the performance should be grounded in real-word
contexts which calls for authenticity of the performance.

2. Types of Performance Tasks

The main objective of the performance task is to capture all the learning targets
which shall be aligned to the teaching and learning objectives, activities and
assessment. Thus, the focus of performance-based assessment is the final output that
must be developed or completed these could be in form of problem-solving,
demonstration, tasks and other authentic experiences that would Influence the thinking
processes, skills and products required from performance tasks. Below are some
performance-based assessment tasks (Musial, 2009):

2.1Solving a problem. Critical thinking and problem solving are important skills that
need to be sharpened and developed by the learners Teachers may include activities
and make sense of complex authentic problems or issues to be solved by the students.
This helps the students become independent thinkers and learners for life, and help
them meet the challenges of the 21" century.
2.2Completing and Inquiry. An Inquiry tasks is one in which the students are asked to
collect data in order to develop their understanding about a topic or issue. Examples of
Inquiries include science investigation, research-based activities, survey and Interviews
or Independent studies. Students determine what data are needed and under what
conditions that data should be collected, present data and develop conclusions.
2.3Determining a position. This task requires students to make decision or clarify a
position. Case analysis and issue related activities or debate are some examples of this
task.
2.4Demonstration Task. This task shows how the students use knowledge and skills to
complete well-defined complex tasks Students explain or describe how something
works or how to do something when they perform these tasks.
Examples are: demonstrating steps or procedures of cooking, explaining the earthquake
safety procedures and demonstrating how to set up microscope for viewing slides. The
focus of demonstration tasks is accuracy in clarifying the steps of process as well as
careful reasoning concerning the rationale for each step of the process.
2.5Developing Exhibits. Exhibits are visual presentations or displays that need little or
no explanation from the creators. An exhibit is offered to explain, demonstrate or show
something Classroom applications include exhibit of best works, pictures or paintings,
projects or even portfolios.
2.6Presentation Task. This is a work or task performed in front of an audience.
Storytelling, singing and dancing, musical play or theatrical acting are some
presentations which demonstrate presentations tasks.
2.7Capstone Performances. These are tasks that occur at the end of a program of
study and enable students to show knowledge and skills in the context that matches the
world of practicing professionals. These tasks Include research paper, practice
teaching, Internship or on-the job training. With the different types of performance tasks,
the teacher may decide what and when materials should be used, specifies the
Instructions for performance, describes the kinds of outcomes toward which students
should work, tells the students they are being assessed, and gives students
opportunities to prepare themselves for the assessment. Performance tasks on the
other hand, can be performed also in a typical and natural setting which give students
opportunity to perform particular activity which the teacher would like to assess.

3. Strengths and Limitations

As we explored the nature of performance assessment and examined the
different types of assessment tasks, several authorities discussed the advantages of
performance assessments over other assessments.
3.1. Performance assessment clearly identifies and clarifies learning targets.
Authentic performance tasks such as real-world challenges and situations can closely
match with the various complex learning targets. This offers a direct way to assess what
the students know and can do within the variety of realistic contexts.
3.2. Performance assessment allows students to exhibit their own skills, talents,
and expertise. Tasks show integration of the student's skills, knowledge and abilities,
provide challenge and opportunities to exhibit their best creation.
This also assesses the ability “to do” of the students.
3.3. Performance assessment advocates constructivist principle of learning.
Students are more engaged in active learning and give more opportunities to
demonstrate their learning in different ways in complex tasks.
Students use their previous knowledge to build a new knowledge structure and be
actively involved in exploration and inquiry through different tasks.
3.4. Performance assessment uses a variety of approaches to student evaluation.
This offers students a variety of way of expressing their learning and increases the
validity of student's evaluation Teachers may share criteria of assessment before the
actual evaluation so that students can use this criteria as well.
3.5. Performance assessment allows the teachers to explore the main goal and
processes of teaching and learning process. Teachers may reflect and revisit
learning targets, curriculum and instructional practices, and standards as they utilize
performance-based assessment. They may use a variety of teaching strategies and
techniques, and explore how students will use the instructional material and resources
given to them.

Though performance assessments offer several advantages over traditional

objective assessment procedures, they have some distinct limitations as well.

1. Development of high-quality performance assessment is a tedious process.

Performance assessment needs careful planning and implementation. It is very time
consuming to construct good tasks. Teachers have to make sure that the performances
expected from the students are authentic and match the outcome to be assessed and
not with other qualities that are not part of the outcomes to be assessed. Quality scoring
rubrics are difficult to create as well.
2. Performance assessment requires a considerable amount of time to
administer. Paper-and-pencil takes 15 to 20 minutes per tasks to complete depending
on the number of items. Most authentic tasks take a number of days to complete. Most
of the time, performance assessment is administered to small groups of students unlike
traditional testing which is simultaneously administered to an entire class.
3. Performance assessment takes a great deal of time to score. The more complex
the process and performance, the more time you can expect to spend on scoring. To
reduce the scoring time, crafting a high quality rubrics is recommended.
4. Performance task score may have lower reliability. This resulted to inconsistency
of scoring by teachers who interpret observation quite differently. With complex tasks,
multiple correct answers, and fast-paced performances, scoring depends on teachers'
own scoring competence.
5. Performance task completion may be discouraging to less able students. Some
tasks that require students to sustain their interest for a longer time may discourage
disadvantaged students. They may have partial knowledge of the learning target but
may fail to complete the task because it does not allow them to utilize this partial
knowledge effectively and efficiently.
A summary of strengths and weaknesses of performance assessment is presented
below.

Strengths
Weaknesses
CHAPTER 3: LEARNING KEY POINTS
Performance-Based Assessment is one in which the teacher observes and
makes a judgment about the student's demonstration of a skill or competency in
creating a product, constructing a response, or making a presentation (McMillan, 2007).
Performance-Based Assessment (PBA) is an alternative form of assessment that
moves away from traditional paper and pencil tests (Ferman, 2005). It Involves students
to produce project, whether it is an oral, written or group performance.
Types of activities that best exemplified performance-based assessments Include
writing a research report, solving and conducting experiments and Investigations, return
demonstration, speech, skit, role playing, constructing and implementing seminar plan
or creating video presentation.
Linn (1995) stated that performance assessments provide a basis for teachers to
evaluate both the effectiveness of the process or procedure used (eg approach to data
collection, manipulation of instruments) and the product resulting from performance of a
task (eg, completed report of results, completed art work).
Genuine performance assessments must possess at least three features: (a)
Multiple evaluation criteria; (b) Pre-specified quality standards; and (c) Judgmental
appraisal (Popham, 2011).
Performance task could be in the form of problem solving, demonstration,
developing exhibits, presentation tasks and other authentic experiences.
Chapter 4: Designing Meaningful Performance- Based Assessment

Overview
As we learned the nature of performance-based assessment, its characteristics, type
advantages and limitations, the next step is to design it aligned to the learning goals.
Focusing on the knowledge and skills targeted, you will need to think of some tasks
which must be performed authentically. Clearly, comprehensive planning and designing
of performance-based assessment should be taken into consideration.

Chapter Intended Learning Outcome

At the end of the chapter, you should be able to develop a portfolio of
performance- based assessment tools that measures learners' competencies of a given
subject. Designing performance assessment entails critical processes which start from
the tasks that the teacher wants to assess.
A well-designed performance assessment helps the student to see the
connections between the knowledge, skills, and abilities they have learned from the
classroom, including the experiences which help them to construct their own meaning of
knowledge. The following steps will guide you in developing a meaningful performance
assessment. Both process and product that will match to the desired learning outcomes.

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 target of assessment provides information on
what students need to be performed in a task given. By identifying the purpose,
teachers are able to easily identify the weaknesses and strengths of the student
performance. Purpose must be specified at the beginning of the process so that the
proper kinds of performance criteria and scoring procedures can be established. Basic
questions which teachers ask in determining possible learning competencies to be
considered are listed below.

Five Questions to Consider in Determining Competencies

F
Questions
Examples
Basically, the teacher should 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.

1.1Four Types of Learning Targets Used in Performance Assessment

In defining the purpose of assessment, learning targets must be carefully
identified and taken in consideration. 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 development of students'
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 products. Typically, students are given a 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 ideally suited
to performance assessment.

 Psychomotor Skills
Psychomotor skills describe clearly the physical action required for a given task these
may be developmentally appropriate skills or skills that are needed for specific tasks:
fine motor skills (holding a pen, focusing a microscope, and using scissors), gross motor
actions (jumping and lifting), more complex athletic skills (shooting basketball or playing
soccer), some visual skills, and 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 proficiency in reasoning, communication and
psychomotor tasks.
Products
Are completed works, such as term papers, projects, and other assignments in
which students use their knowledge and skill.
1.2Process and Product-Oriented Performance-Based Assessments
In defining the purpose of assessment, the teacher should identify whether the
students will have to demonstrate a process or a product. 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 the
students are performing the procedures 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 specification are either example 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, S. 2012):
Example 1: English Grade 7

Specific Competencies:
1. Observe the right syllable stress pattern in different categories.
2. Observe the use of the rising and falling Intonation, rising intonation, and the
combination of both intonation patterns in utterances.
3. Demonstrate how prosodic patterns affect understanding of the message. Example
2: Filipino Grade 7

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 are competencies. This can be observed also in defining the
purpose of assessment for product-oriented performance-based assessment.
Sometimes, even though you teach specific process, the learning outcomes simply
Implies that the major focus is product that the student produces Nitko (2011)
suggested focusing assessment on the product students produce If most or all of the
evidence about their achievement of the learning targets is found in the product itself,
and 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.
Assessment of products must be done if the students will produce a variety of
better ways to produce high quality products, sometimes, method or sequence does not
make much difference as long as the product is the focus of the assessment.
Examples of learning targets which require students to produce products
Include building a garden, conducting classroom-based researches, publishing
newspaper and creating commercials or powerpoint presentation.
In the given examples 1 and 2 for English and Filipino Grade 7 domains, product-
oriented performance-based assessment 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
 Nakasusulat 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

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 of 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.
Some targets imply that the tasks should be structured; others require unstructured
tasks. Below are some questions that should be answered in designing tasks:
 What ranges of tasks do the 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 tasks 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 students may know what tasks and
criteria to be performed. In this case, a task description must be prepared to provide the
listing of specification of the tasks and will elicit the desired performance of the students
Task description should include the following:
1. Content and skill targets to be assessed
2. Description of the student activities
3. Group or individual
4. Help allowed
5. Resource needed

6. Teacher role
7. Administrative process
8. Scoring procedures
(McMillon 2007)
 Tasks on the other hand should be meaningful and must let the student be
personally involved in doing and creating the tasks. This could be done by selecting a
task which has personal meaning for most of the students. Choose a task in which
students have the ability to demonstrate knowledge and skills from classroom activities
or other similar ways. These tasks should be of high value, worth teaching to, and worth
learning as well.
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. Include the time needed to complete the tasks. Be sure students understand how
long a response Tare expecting. Some learning targets can be assessed in a relatively
short period of 20 to 30 minutes. But it also depends on the learning targets which
necessitate a longer time. Examples are conducting opinion survey and gathering of
data for research which need more than two weeks and done outside of the class. With
these activities, the results can make a valid generalization of how the students
achieved the learning target.
Participation of groups must be considered also in crafting performance tasks.
Some tasks require cooperative or collaborative learning or in group tasks. With this, the
number of tasks must be given an attention as well, as a rule, the fewer the number of
tasks, the fewer targets can be assessed in a given performance.
2.1 Suggestions for Constructing Performance Tasks
The development of high-quality performance assessments that effectively measure
complex learning outcomes requires attention to task development and to the ways in
which performances are rated Linn (1995) suggested ways to improve the development
of tasks:
1. Focus on learning outcomes that require complex cognitive skills and student
performances. Tasks need to be developed or selected in light of important learning
outcomes. Since performance-based tasks generally require a substantial Investment of
student time, they should be used primarily to assess learning outcomes that are not
adequately measured by less time-consuming approaches.
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. In any event, the specification of
assumed content understandings is critical in ensuring that a task functions as intended.
3. Minimize the difference of task performance on skills that are irrelevant to the
Intended purpose of the assessment task. The key here is to focus on 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 tasks often Involve ambiguities and require
students to experiment, gather Information, formulate hypothesis, and evaluate their
own progress in solving a problem. However, problems cannot be solved in a vacuum.
Students need to have a prior knowledge and skills required to address the problem.
These prerequisites can be a natural outcome of prior
Instruction or may be built into the task.
5. Construct task directions so that the student's task is clearly indicated.
Vague directions can lead to such a diverse array of performances that it becomes
impossible to rate them in a fair or reliable fashion. By design, many performance-based
tasks give students a substantial degree of freedom to explore, approach problems in
different ways, and come up with novel solution.
6. Clearly communicate performance expectations in terms of the criteria by
which the performances will be judged. Specifying the criteria to he used in rating
performance helps clarify task expectations for a student. Explaining the criteria that will
be used in rating performances not only provides students with guidance on how to
focus their efforts, but helps to convey priorities for learning outcomes.
Example of Process-Oriented performance task on Problem-Solving and
Decision-Making
Example 4 Problem Solving and Decision-Making Performance Task

Performance-based assessment:
 Regardless of whether these are process or product-oriented performance tasks,
dearly stated performance criteria are critical to the success of both instruction and
assessment Criteria in the real essence of performance-based assessment define the
target process and product guide and help the students on what should be taught and
done, and provide a target in assessing the performance of the students.

3: Developing Scoring Schemes

 There are different useful ways to record the assessment of student
performance. Variety of tools can be used for assessment depending on the nature of
the performance it calls for. As teacher, you need to critically examine the task to be
performed matched with the assessment tools to be utilized. Some ways of assessing
the students' performance could 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.
3.1Rubrics as an Assessment Tool
Rubrics nowadays have been widely used as assessment tool in various disciplines,
most especially in the field of education. 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 (Mustal, 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 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)

What important criteria and learning targets do I need to asses?

What are the levels of development (achievement) for each of these criteria and
learning targets?
 Should I use a holistic or an analytic scoring rubric?
 Do I need to use a rating scale or a checklist as my scoring scheme?
 Should my students be involved in rating their own performance?
 How can I make my scoring efficient and less time-consuming?
 What do I need to record as the result of my assessments?
 What are some useful methods of recording students' responses to performance
tasks?
3.2 Types of Rubrics
The structure of the rubrics change 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. Teachers 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, 17providing better
diagnostic information and feedback for the students as a form of formative
assessment. 2
1
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
observations, experiences, analysis and interpretation of developing community
Student may use his/her own community as a sample and lock into its changes over the
past 10 years. He / She may use any form or any focus of presentation, but it's a must
to have a thesis statement, not just an exposition. The presentation should include
table, graphs, photographs, maps, landmarks, and conclusions for the audience.

Scale level 1
Scale
The scale describes how well or poorly any given task has been performed and
determine to what degree the student has met a certain criterion. Generally, it is used to
describe the level of performance. Below are some commonly used labels compiled by
Huba and Freed (2000):
 Sophisticated, competent, partly competent, not yet compete.
 Exemplary, proficient, marginal, unacceptable
 Advanced, Intermediate high, intermediate, novice
 Distinguished, proficient, intermediate, novice
 Accomplished, average, developing, beginning

Community Development
Task Description: Each student will make a 10-minute presentation on his/ her
observations, experiences, analysis and interpretation of developing community
Student may use his/her own community as a sample and look into its changes over the
past 10 years. Ile / She may use any form or any focus of presentation, but it's a must to
have a thesis statement, not just an exposition. The presentation should include table,
graphs, photographs, maps, landmarks, and conclusions for the audience.
Excellent
Scales Dimensions

This is a set of criteria which serves as basis for evaluating student output of
performance. The dimensions of rubric lay out the parts and how tasks are divided into
it important components as basis also for scoring the students.

Community Development
Task Description: Each student will make a 10-minute presentation on his/ her
observations, experiences, analysis and Interpretation of developing community.
Student may use his/her own community as a sample and look into It’s changes over
the past 10 years. He/She may use any form or any focus of presentation, but It's a
must to have a thesis statement, not just an exposition. The presentation should include
table, graphs, photographs, maps, landmarks, and conclusions for the audience.

Description of the Dimensions

Dimensions should contain description of the level of performance as standard of
excellence accompanied with examples. This allows both the teachers and the students
to identify the level of expectation and what dimension must be given an emphasis.
Community Development
Task Description: Each student will make a 10-minute presentation on his/ her
observations, experiences, analysis and interpretation of developing community.
Student may use his/her own community as a sample and look into its changes over the
past 10 years. He/She may use any form or any focus of presentation, but it's a must to
have a thesis statement, not just an exposition. The presentation should include tables,
graphs, photographs, maps, landmarks, and conclusions for the audience. Graphs,
photographs, maps, landmarks, and conclusions for the audience.
of
 Usually, a rubric should contain a mechanism for assigning score for each output
or performance a numerical value is assigned at each level of performance. In the given
performance task measuring product-oriented output (See Example: Preparing Useful
Solution), below is the suggested rubric in assessing students' performance with
corresponding scoring scheme: t

4: 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 is to be
objective and 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 that personal bias results in three kinds of error, generosity
error occurs when the teacher tends to give higher stores; 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 occurs 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 ratings 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.
Follow up 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 the teachers and the students.

CHAPTER 4 LEARNING KEY POINTS

 Steps in developing a meaningful performance assessment both process and

product that will match to the desired learning outcomes: (1) Defining the
Purpose of Assessment; (2) Identifying Performance Task; (3) Developing
Scoring Schemes; and (4) Rating the Performance.
 In defining the purpose of assessment, learning targets must be carefully
Identified and taken in consideration.
 Performance assessments primarily used four types of learning targets which are
deep understanding, reasoning, skills, and products (McMillan, 2007).
 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 the students are performing the
procedures or steps.
 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. This can be observed also in defining the
purpose of assessment for product-oriented performancebased assessment.
 Performance needs to be identified so that students may know what tasks and
criteria to be performed. In this case, a task description must be prepared to
provide the listing of specification of the tasks and will elicit the desired
performance of the students.
 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. Include also the time needed to complete the tasks.
 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.