ST.

PETER’S COLLEGE OF ORMOC

Fr. Ismael Cataag St., Ormoc City, 6541 Leyte, Philippines
Tel. No. (053) 255-4391 Fax: (053) 255-3406

SY 2020-2021 School Theme:

“Embracing Difference: Uniting Benedictine Youth in Christ- Focus on Conversatio and

Community”

Title of Activity:Performance Based Assessment

COURSE&YEAR: BEED 3 SUBJECT CODE:ProfEd7
NAME:Jhoannna Marie Diaz and June Dalumpines
DATE:October 22, 2020

Tasks:
1. Develop learning objectives in a certain chapter of a subject in your area of specialization
where you can use performance-based assessment in evaluating the student’s performance.
1) Distinguish the books in the Old Testament;
2) Relate to their daily life experience some books in the Old Testament;
3) Thank God for His words in the Bible.

2. Give at least 5 examples of performance task based on the given learning objectives.
1) Group Presentation 2) Oral Discussion 3) Concept Map 4)Summarizing 5) Reflection

3. Develop a holistic and/or analytic rubric to evaluate the performance task used in your given
examples.

Oral Discussion
Possible Criteria
Points
90-100 Clear language; Demonstrate a complete
understanding of the subject matter.
Language is precise and varied. Speak clear,
correct English appropriate to the
situation.
80-89 Clear language. Demonstrate a good
understanding of the key concepts, but
explanations could be more detailed.
Adequate vocabulary is used fairly.
70-79 Adequate oral skills but sometimes indicate
confused thinking about a concept.
60-69 Language vocabulary is marginal. Inadequate
and incomplete explanation, indicating poor
understanding of the subject matter.

Reflection

Reflective Aware Reflective

Criterion\Level Unacceptable
novice practitioner practitioner

The language is clear

and expressive. The
Language is
reader can create a
unclear and
mental picture of the
confusing
There are situation being
throughout. Minor, infrequent
frequent lapses described. Abstract
Clarity Concepts are lapses in clarity
in clarity and concepts are
either not and accuracy.
accuracy explained accurately.
discussed or are
Explanation of
presented
concepts makes
inaccurately.
sense to an
uninformed reader.

The learning
Student makes The learning
Most of the experience being
attempts to experience being
reflection is reflected upon is
demonstrate reflected upon is
irrelevant to relevant and
Relevance relevance, but relevant and
student and/or meaningful to
the relevance is meaningful to student
course learning student and
unclear to the and course learning
goals. course learning
reader. goals.
goals.

Student makes
attempts at
The reflection moves
applying the
beyond simple
learning The reflection
description of the
Reflection does experience to demonstrates
experience to an
not move beyond understanding student attempts
analysis of how the
Analysis description of the of self, others, to analyse the
experience
learning and/or course experience but
contributed to student
experience(s). concepts but analysis lacks
understanding of self,
fails to depth.
others, and/or course
demonstrate
concepts.
depth of
analysis.

Interconnections No attempt to There is little to The reflection The reflection

demonstrate no attempt to demonstrates demonstrates
connections to demonstrate connections connections between
previous learning connections between the the experience and
or experience. between the experience and material from other
learning material from courses; past
experience and other courses; experience; and/or
previous other past experience; personal goals.
 Reflective Aware Reflective
Criterion\Level Unacceptable
novice practitioner practitioner

personal and/or
and/or personal
learning
goals.
experiences.

The reflection
There is some
The reflection demonstrates ability
attempt at self-
demonstrates of the student to
criticism, but the
ability of the question their own
self-reflection
Not attempt at student to biases, stereotypes,
Self-criticism fails to
self-criticism. question their preconceptions,
demonstrate a
own biases, and/or assumptions
new awareness
stereotypes, and define new
of personal
preconceptions. modes of thinking as
biases, etc.
a result.

Concept Map

Criteria 3 2 1 0
Concepts Shows an Makes some Makes many Shows no
and understanding mistakes in mistakes in understandin
Terminology of the topic’s terminology or terminology g of the
concepts and shows a few and shows a topic’s
principles and misunderstandi lack of concepts and
uses ngs of concepts understandin principles
appropriate g of many
terminology concepts
and notations
Knowledge Identifies all Identifies Makes many Fails to use
of the the important important incorrect any
Relationship concepts and concepts but connections appropriate
s among shows an makes some concepts or
Concepts understanding incorrect appropriate
of the connections connections
relationships
among them
Ability to Constructs an Places almost Places only a Produces a
Communicat appropriate all concepts in few concepts final product
e through and complete an appropriate in an that is not a
Concept concept map hierarchy and appropriate concept map
Maps and includes assigns linking hierarchy or
examples; words to most uses only a
places connections; few linking
concepts in produces a words;
an concept map produces a
appropriate that is easy to concept map
hierarchy and interpret that is
 places linking difficult to
words on all interpret
connections;
produces a
concept map
that is easy to
interpret

Summarize

Criteria Advance 3 pts Proficient 2 pts Nearing

Proficiency 1 pt
Accuracy of All information is Almost all of the Some information
Information correct and key pieces of was correct.
represents what information are There were
the original correct places that it is
contained evident the
student did not
fully understand
what they had
read.
Content All information is The information Some of the
clear to is clearly written sentences are in
understand. and is the student’s
There is a understandable. words. Some are
connection There is a flow to exactly as written
between all ideas most of the in the original
presented and thoughts and text.
the flow of ideas. Some
thought makes it connections
very between
understandable ideas/sentences
are evident.
Original thoughts All of the Most of the Some of the
sentences are in sentences are in sentences are in
the student’s the student’s the student’s
words. Some words. words. Some are
original thought exactly as written
is shown by in the original
elaborating on text.
topic.
Sentence All sentences are Most sentences Only some
Structure grammatically show correct sentences show
correct, show grammar and correct grammar
 good sentence structure. and structure.
structure and
correct spelling

Group Presentation Rubric

Criteria 4 3 2 1
Content Presentation Presentation Presentation Presentation
had had a had contained
an good amount moments little to
exceptional of where no valuable
amount of material and valuable material.
valuable benefited the material
material class. was present
and was but as
extremely a whole
beneficial to content
the was lacking
class.
Collaboration The The The The
teammates teammates teammates teammates
always worked from sometimes never worked
worked others’ ideas worked from others’
from others’ most from others’ ideas.
ideas. of the time. ideas. It seems as
It was And However it though
evident that it seems like seems only a few
all of the every as though people
group did some certain worked on
members work, people did the
contributed but some not do presentation.
equally to the people as much work
presentation are carrying as
the others.
presentation.
Organization The The There were The
presentation presentation minimal signs presentation
was well had of lacked
organized, organizing organization organization
well ideas but or and
prepared and could preparation. had little
easy have been evidence
to follow. much of
stronger with preparation.
better
preparation.
Presentation Presenters Presenters Presenters Presenters
were all were were were
very occasionally not unconfident
confident in confident consistent and
delivery and with with demonstrated
they their the level of little
did an presentation confidence/ evidence of
excellent however the preparedness planning prior
job of presentation they to
engaging was showed the presentation.
the class. not as classroom but
Preparation is engaging as had
very it could have some strong
evident. been moments
for the class