Module 3

PERFORMANCE-BASED ASSESSMENT

Activity 5 
Pretend that you are a JHS teacher and your principal asked you to
use traditional assessment in your class but you prefer to use performance-
based assessment to see if your students acquire the knowledge and skills
that you have taught them. How will you convince your principal that
performance-based assessment is more appropriate for your class? Write a
letter to your principal explaining why it is better to use performance-based
assessment. Your output will be evaluated using the following rubric.  
8 points
September 18, 2020

DR. BELA G. PADILLA

Principal III
Baras Senior High School

Greetings in the name of student welfare!

This is to inform your good office with regards to the changes of using Performance-
Based Assessment instead of using the Traditional Assessment. The following are the
reasons:
1. The subject that I am teaching is TLE and it requires students perform real life
tasks and use it in their daily living.
2. I believe that with the use of performance-based assessment, my objective will
be accomplished in a way that everything I taught will be applied, not just stuck in
their heads.
3. Also learning will take place and will be in long term learning. It will really help the
students in the long run.
4. Students will be able to perform and showcase what they can do on what they
know.
5. The creativity, talent, and skills will be showcased and enhanced.
6. Using PBA will help me give complete evidence if the students really learned the
subject.
7. And most importantly, the students will be imbued with the desirable knowledge,
skills and the school will be successful in its mission and vision.

Taking everything into consideration will help the students, teachers and the school to
continue providing a quality education for all.
I hope and pray for your most favorable response. Thank you and may God bless us all.

Very truly yours,

(Sgd.) GIMARL B. GARROVILLAS

Subject Teacher

Approved:
BELA G. PADILLA Ph.D.
Principal III
Baras Senior High School

Module 3
PERFORMANCE-BASED ASSESSMENT

Activity 6
Make a concept map showing the strengths and limitations of
performance-based assessment. Please be guided by the following rubric.
(30 points)
 Module 4

PROCESS-ORIENTED PERFORMANCE-BASED
ASSESSMENT 
Activity 7
For each of the following tasks, identify at least three (3) process-
oriented learning competencies:
1. TASK: Construct an angle bisector using a straightedge and a
compass. 
LEARNING COMPETENCIES Students must be able to:
a. Know and be familiar with the tools used in constructing an angle
bisector.
b. Construct a line from midpoint to base.
c. Construct an angle bisector that will result into an angle with two (2)
equal parts.

2. TASK: Constructing three-dimensional models of solids from card-

boards.
LEARNING COMPETENCIES Students must be able to:
a. Know the different tools to be used in creating three-dimensional (3D)
shapes.
b. Cut the cardboard with accurate and exact measurement.
c. Be creative in the presentation of the three-dimensional models.

3. TASK: Writing an essay about the EDSA III.

LEARNING COMPETENCIES Students must be able to:
a. Observe the organization of words, thoughts and ideas -
cohesion and cohesiveness.
b. Use appropriate words and language.
c. Create a sensible content with no/minimal grammatical errors.
4. TASK: Performing a skit on the importance of a national language.
LEARNING COMPETENCIES Students must be able to:
 a. Create a humorous piece on the importance of national
language.
b. Perform in an orderly and creative manner.
c. Convey messages and impact to the viewers.

5. TASK: Role-playing to illustrate the concept of Filipino family values.

LEARNING COMPETENCIES Students must be able to:
a. Showcase  the Filipino Family values.
b. Portray the roles effectively and with excellence.
c. Promote teamwork and active participation of the group.

Example:
Task: Recite a poem by Edgar Allan Poe, “ THE RAVEN”
Objectives: The activity aims to enable the students to recite a poem
entitled “The Raven” by Edgar Allan Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem ;

Module 4

PROCESS-ORIENTED PERFORMANCE-BASED
ASSESSMENT 
Activity 8
Choose any two ( 2 ) activities below and then construct your own
analytic and holistic rubrics . Your output will be evaluated using the
following rubric.  
1. Use evidence to solve a mystery.
2. Participate a debate.
 3. Infer the main idea of a written piece.
4. Draw a picture that illustrates what’s described in a story or article. Explain what you have
drawn, using details from the story or article 
5. Write a research paper.
6. Apply a scoring rubric to a real or simulated piece of student work. 
7. Evaluate the quality of a writer’s arguments.
8. Determine alternative courses of actions, of giving advantages and disadvantages of each
9. Propose or justify a way to resolve a problem.
10. Design a museum exhibit.
11. Develop a classification scheme for something and explain and justify the categories.
12. Justify one point of view on an issue and then justify the opposing view.
13. Analyze how a particular system works and the way the components work together to affect
each other.
14. Write a summary of the article.
15. Compare and contrast two stories or articles.

PARTICIPATE A DEBATE
ANALYTICAL RUBRIC

CRITERIA 5 4 3 2 1
EXCELLE VERY GOOD FAIR POOR
NT GOOD

Thoughts and Present a Give a Clear in Unclear in Not clear

ideas complete clear some parts some at all
 support the and clear justificati but not all parts. parts.
side and justification on of the the time.
viewpoint. of the side side in
 all most
throughout parts.
the debate.

Delivery and use Present Give Give clear Give a few Did not
of the very strong clear and reasons give any
arguments arguments, argument relevant and examples
 Strong use s and reasons. examples. and
opening examples relevant reasons.
statement and facts to examples
and support the .
rebuttal. side,
always give
striking
statements.

Rebuttal Present Give Give few Give a not No

 Confidence conviction some effective so effective
in the and give effective counter effective counter
delivery of effective counter arguments. counter argument
thoughts. counter argument argument. s were
arguments. s. made.

Presentation, Thoughts Style Few style Few styles Did not

style, voice, are features features are not use style
gestures, presented were were used used and was
expression and very well used convincingl convincingl not
impact and most y.  y. convincin
 Impressed organized. times. g.
the Use all
facilitator style
and the features
viewers. convincingl
y.

PARTICIPATE A DEBATE
HOLLISTIC RUBRIC

SCOR DESCRIPTION
E
25 Presents complete and clear arguments.
 Give strong opening statements and effective counter arguments.
Uses facts and relevant information.
Shows confidence in delivering his/her thoughts with conviction
and striking statements.
The voice is very clear, gestures and facial expressions are used
convincingly.
20 Present some and clear arguments.
Give some examples, reasons and give some effective counter
arguments.
Used style features most of the time.
15 Present a few clear arguments.
Give a few examples, reasons and counter arguments.
Only a few feature styles were used.
10 Give unclear arguments in most parts.
Give only a little relevant information and examples.
And most of the counter arguments are not used effectively and
convincingly.
5 Not clear in all parts.
Did not give examples, reasons, and were not effective in giving
counter arguments. Need to improve more.

WRITE A SUMMARY OF THE ARTICLE

ANALYTICAL RUBRICS

4 3 2 1
CRITERIA
VERY ACCEPTABL BARELY NOT
ACCEPTABLE E ACCEPTABL ACCEPTABL
E E

Show clear and Shows Somehow Did not

Understandi total understandi shows show
ng of the understanding ng of the understandi understandi
article of the article. article. ng of the ng of the
article. article.
Relevance Create sensible Deliver a Deliver a Did not
and impact and impactful good fair/nice contain a
of the ideas. idea/content content. sensible
content . content.
Organization Present Words and Somehow Did not
of words and cohesion and every connects to show
thoughts cohesiveness. paragraph is the next organization
connected. paragraph. of words and
language
used.
Free from Only have Have few There are
Composition grammar and minimal grammar many
spelling errors, grammar and spelling grammar
used  and spelling errors. and spelling
appropriate errors. errors.
punctuation
marks, and
capitalization.

WRITE A SUMMARY OF THE ARTICLE

ANALYTICAL RUBRICS

SCOR DESCRIPTION
E
4 The understanding of the article is really evident.
The summary contains a very sensible and impactful content.
Shows organization of words and has cohesion and
 cohesiveness.
Free from any grammatical, spelling, capitalization and
punctuation mark errors.
3 Shows understanding of the article.
Contains good and connected ideas.
Minimal errors in the composition were seen.
2 Somehow shows understanding of the article.
Contains fair ideas and connections.
Have few composition errors.
1 Did not show full understanding of the article. The content is not
relevant enough. Need to improve in organizing words, ideas and
composition.

ACTIVITY 9

1. Difference between "general" and "specific" task oriented rubrics

It is really important for us educators to know the how we can be able to come up with a
decision that is fair and square in the performance of the students. To come up with
what you are going to expect from the product/performance of the students, we have to
know the strategy we will use if it is general or specific to the task. The "general"
approach is used if the students are not doing the same tasks; assess reasoning, skills,
tasks, and products. However, the criteria are general across task so the feedback may
not be specific enough. On the other hand, the "specific" approach is used
when assessing knowledge, performance and consistency of scoring is really important.
Specific approach uses rubrics that are unique to a specific therefore; it is more reliable
in the assessment of performance. However, we will be having a hard time constructing
rubrics for all of the tasks. That is why we should be knowledgeable of the approach
used in the assessment of the performance in the different tasks of our students.

2. Identify and describe the process of developing scoring rubrics for product oriented
performance based assessment.

When we already know our learning objectives and target competencies for our
students, next to it is the process of developing scoring rubrics for product oriented
performance - based assessment. The very first thing to keep in mind is to set
standards or objectives. This entails the learning objectives and competencies that we
wanted to observe for the learners and the outputs that would determine their level of
performance and proficiency in a specific task. It is simply saying that the first step is to
a target of what the students need to learn, accomplish, and acquire. The second thing
to decide is to know what kind of a rubric is better suited for the activity if it is analytical,
holistic, general, and specific or hybrid. Third thing to consider is to identify the definition
or details of the criteria for the lowest level of performance to the highest. It is suggested
to have at least three (3) levels of performance. The fourth thing to do is to compare the
process until you come up with the distinction or which is better on how to assess
learners' performance. The fifth thing to remember is to define and use descriptors of
work in each score category for us to come up with a good and exact judgement about
the performance and the product. And the sixth and last step is to test the validity and
reliability of our rubrics by simply asking two or more of our colleagues who score the
same set of projects or output and correlate their individual assessments. It is never
wrong to ask for guidance. It is better to be safe than sorry.

ACTIVITY 10

1. Make a creative Food Pyramid made from recyclable materials available at your
home.
2. Prepare a delicious and appealing breakfast for a teenager.
3. Perform the different types and style of table setting.
4. Make a healthy meal for a senior citizen.
5. Draw a "padron" or pattern of a sando.
6. Create a logo of your dream business.
7. Make a delicious non-alcoholic beverage/drink.
8. Create an art or a product made out of the indigenous materials present in your
municipality (bamboo, shell, water lilly, etc.)
9. Create a weekly meal plan for the family.
10. Make at least five (5) napkin folding.

GARROVILLAS, GIMARL B.

Authentic Assessment

1. Students must be able to:

1. Know and understand the importance of Meal Planning;
2. Identify the factors that affects food choices;
3. Value the health and nutrition; and
4. Create a Weekly Meal Plan for the family.
b. TASK: Students must be able to create a Meal Plan for the family for 1 week
considering the family resources or income; food availability; health and nutrition;
family structure and size; and interest.
c. CRITERIA: 

Food choice 40%

Health and nutrition 40%
 Presentation 10%
Creativity and Style 10%
4. Levels of performance

A. EXCELLENT
B. VERY GOOD
C. GOOD
D. POOR