PERFORMANCE

ASSESSMENT
LESSON 3
 WHAT IS PERFORMANCE
ASSESSMENT?
 Performance assessment is an evaluation method that focuses
on measuring a student's ability to apply their knowledge and
skills to complete a specific task or project. In contrast to
traditional testing that might focus on memorization,
performance assessments are designed to be more authentic,
reflecting real-world scenarios where students would need to
use their learning.
CHARACTERISTICS
OF A GOOD
PERFORMANCE
ASSESSMENT
Authenticity
Reflects real-world application of knowledge
and skills. Ideally, the task should mimic a
situation students might encounter outside the
classroom where they would need to use the
learned concepts.
Clarity
Students understand the task, criteria, and
expectations. There should be no ambiguity
about what they need to do and how their
performance will be judged. This includes
providing clear instructions, rubrics, or specific
success criteria beforehand.
Feasibility

Tasks are achievable within the allotted time

and resources. The assessment shouldn't be
overly complex or time-consuming, leading
to discouragement or frustration.
Fairness

Provides equal opportunity for all students to

demonstrate their learning. The assessment should
be designed to be inclusive and avoid
disadvantaging any particular learning style or
background. Consider offering choices in how
students can demonstrate their understanding.
Balance


Assesses various aspects of knowledge,
skills, and thinking. A good performance
assessment goes beyond rote memorization.
It should also evaluate critical thinking,
problem-solving, communication,
collaboration, and other important skills.
Alignment

The tasks and criteria directly connect to the

specific learning objectives students are
expected to learn. The assessment should
measure what has been taught.
Transparency

The assessment process is clear and

students understand how their work will be
graded. This includes providing rubrics or
clear evaluation criteria beforehand.
Feedback
Provides opportunities for constructive feedback
to be given to students. This feedback should help
them understand their strengths and weaknesses,
and how they can improve their learning. The
assessment itself or a follow-up activity can
facilitate this feedback process.
GENERAL GUIDELINES
IN DESIGNING
PERFORMANCE
ASSESSMENT
1. Start with Clear Learning Objectives

What do you want students to be able to do by the

end of the assessment? Define specific and
measurable learning objectives that outline the
knowledge and skills students are expected to
demonstrate. The assessment tasks should directly
align with these objectives.
2. Design Engaging and Feasible Tasks

Create tasks that are relevant, interesting, and age-

appropriate for your students. Consider the complexity
of the task and ensure it can be completed within the
allocated time and resources. Offer choices in how
students can complete the task to cater to diverse
learning styles and abilities.
3. Develop Clear Assessment Criteria


Establish clear criteria for evaluating student
performance. This can involve creating rubrics that
outline specific expectations and performance levels
for each skill or knowledge area being assessed.
Rubrics should be transparent and easy for students
to understand.
4. Incorporate Differentiation

 Consider the needs and learning styles of all

students when designing tasks. Offer options
for students to demonstrate their understanding
in different ways. This might involve providing
different materials, allowing for group work, or
offering alternative presentation formats.
5. Provide Clear Instructions and Support


Ensure students understand the task,
expectations, and assessment criteria. Offer
clear instructions and answer any questions
students might have. Depending on the
complexity of the task, you might provide
scaffolding or support throughout the
assessment process.
6. Pilot Test and Revise

Before implementing a large-scale

performance assessment, consider
piloting it with a small group of students.
This allows you to identify any areas of
confusion or difficulty and make
necessary adjustments.
How do you conduct performance
assessment?
 Unlike in most traditional tests wherein student responses
can be scored using an answer key, performance
assessments require the teacher's and peers' judgment
when evaluating the resulting products and performances.
This necessitates using a set of predetermined criteria that
are aligned with desired targeted standards or desired
learning outcomes.
The Basic Steps in Planning and
Implementing Performance-
Based or Product-Based
Assessments
1. Define the purpose of performance or
product-based assessment.
 The teacher may ask the following questions?
 Whatconcept, skill, or knowledge of the students
should be assessed?
 At what level should the students be performing?
 Whattype of knowledge is being assessed (e.g.,
remembering to creating)?
2. Choose the activity/output that you will
assess.
 The required performance or output should be feasible given
the time constraints, availability of resources, and amount of
data/materials needed to make an informed decision about
the quality of a student's performance or product. The
performance tasks should be interesting,
challengingmaneevable, and with sufficient depth and
breadth so that valid evaluation about students' learning can
be made.
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. The set of
criteria should be discussed and agreed upon by the teacher and
the students. Performance criteria are important since they
define for the students the types of behavior or attributes of a
product that are expected, as well as allow the teacher and the
students to evaluate a performance or product as objectively and
as consistent as possible.
4 Types of Criteria for
Evaluating Student
Performances
 A.Content Criteria - to evaluate the degree of a student's
knowledge and understanding of facts, concepts, and principles
related to the topic/ subject;
 B.Process Criteria - to evaluate the proficiency level of
performance of a skill or process;
 C.Quality Criteria - to evaluate the quality of a product or
performance; and
 D.Impact Criteria - to evaluate the overall results or effects
of a product or performance.
4. Create the performance rubric

 A rubric is an assessment tool that indicates the performance

expectations for any kind of student work. It generally
contains three essential features: (1) criteria or the aspects of
performance that will be assessed, (2) performance
descriptors or the characteristics associated with each
dimension or criterion, and (3) performance levels that
identifies students' level of mastery within each criterion.
There are different types of rubrics:
A. Holistic Rubric

In holistic rubric, student performance or

output is evaluated by applying all criteria
simultaneously, thus providing a single score
based on overall judgment about the quality
of student's work
B. Analytic Rubric

In analytic rubric, student's work is evaluated

by using each criterion separately, thus
providing specific feedback about the
student's performance or product along
several dimensions
C. General Rubric

Contains criteria that are general and can

be applied across tasks (e.g., the same
rubric that can be used to evaluate oral
presentation and research output)
D. Task-specific rubric

Contains criteria that are unique to a specific

task (i.e., a rubric that can only be used for
oral presentation and another rubric
applicable only for research output)
developing a rubric, please refer to Lesson
5. Assess student's performance/product.

 In assessing a student's work, it is important to adhere to the

criteria set and use the rubric developed. This is to ensure
objective, consistent, and accurate evaluation of student's
performance. It is also important to provide specific and
meaningful feedback and explanation to students on how they
have performed the tasks, clarifying to them what they
understand, what they don't understand, and where they can
improve.
AFFECTIVE
ASSESSMENT
LESSON 4
What is affective assessment? Why asses
affective domain?
 Affective assessment refers to evaluating students'
attitudes, values, beliefs, and emotions. It aims to
understand their emotional and social development, as
well as their motivation, engagement, and interpersonal
skills. Affective assessments can include self-reporting,
observation, interviews, and surveys to determine
students' emotional responses and attitudes toward
learning.
Assessing the affective
domain is important for
several reasons:
1. Understanding Students' Needs.

Ithelps educators understand students' emotional

and social needs, allowing them to provide
appropriate support and guidance.
2. Motivation and Engagement.

By assessing students' attitudes and values,

educators can identify factors that motivate or
hinder learning, leading to strategies to enhance
motivation and engagement.
3. Whole-Person Development.

Education is not just about acquiring

knowledge but also about developing as
individuals. Assessing the affective domain
contributes to students' holistic development,
including their social and emotional growth.
4. Relationship Building

Understanding students' emotions and

attitudes fosters positive teacher-student
relationships, creating a supportive learning
environment where students feel valued and
understood.
5. Tailoring Instruction.

Affective assessment helps educators tailor

instruction to meet individual students' needs
and preferences, making learning more
personalized and effective.