LESSON 1.
1: While the second purpose asks the question: Did
HIGH QUALITY ASSESSMENT IN RETROSPECT
TOPICS:
 Purpose of Assessment
 Targets in assessment
INTRODUCTION
 Classroom assessment is very important in
monitoring the learning of students.
 Classroom Assessment is an an act or
process of collecting and interpreting
information about students’ learning. In
line with this, why do you think that
assessment should be of high quality?
 High quality assessment plays a very
important role in the teaching and learning.
It provides useful measures of student
performance.
 High quality assessment is essential in all
assessments. Sound assessments arise from
clear achievement targets. Valid
assessments reflect clear achievement
targets. Begin any assessment design with a
clear sense of WHY.
High quality assessments can be achieved if:
 Evaluation is based on clearly stated
objectives;
 Evaluation procedures and techniques
should be selected in terms of clearly stated
objectives.
 Evaluation should be comprehensive.
 Evaluation should be continuous and an
integral part of the teaching-learning
process
 Evaluation should be diagnostic.
 Evaluation should be cooperative.
 Evaluation should be used judiciously.
 In achieving clarity of learning targets,
teachers must offer international teaching.
International teaching means that all
instruction and classroom activities are
aimed at specific learning targets. Hence,
teachers need to begin with well-defined
targets to be able to develop assessments
that:
1. Reflect exactly what is taught; and
2. What students are expected to learn
In this topic we will focus on the purpose
and targets of high quality assessment.
What are the purposes of Assessment?
 Provide feedback to students.
 Serves as a diagnostic tool for instruction.
The first purpose usually asks the question: Was
the instruction effective?
the students achieve the intended learning
outcome?
Can you relate the purposes of assessment to your
future work as a teacher? How?
What is a Learning Target?
 A learning target is a statement of students’
performance that includes both the
description of what students should know,
understand and be able to do at the end of
unit or instruction and be feasible about the
criteria for judging the level of performance
demonstrated.
 Terms that are always associated with
learning target are goals, objectives,
competency, outcome, standard, and
expectation.
What is a Learning Target?
 The word “learning” is used to convey that
targets’ emphasis is on the importance of
how students will change.
 The learning target is composed of content
and criteria. Content is what students
should know and be able to do while
Criteria are dimensions of student
performance used for judging attainment.
 The CONTENT includes observable
behavior & special condition. Observable
behavior answers “What will the students
do to learn the lesson?” This is introduced
by an active verb which is doable or
performable by the student while the
SPECIAL CONDITION answers the question
“How?” “How will the students do what
was stated in the observable behavior?”
OBSERVABLE BEHAVIOR & SPECIAL
CONDITION should always be PARALLEL.
 CRITERION on the other hand ask the
question “How much do you expect
students to learn, perform or master the
lesson?”
For example: What students need to
know?
(CONTENT – includes observable
behavior & special condition)
 Students will explain their
understanding on the effect of the
sun on seasons, length of day,
weather and climate by using a
graphic organizer.
Criterion is added:
 Students will explain correctly their
understanding on the effect of the
sun on seasons, length of day,
weather and climate by using a
graphic organizer.
  Students will explain correctly their
understanding on the effect of the
sun on seasons, length of day,
weather and climate by using a
graphic organizer.
What will the students do to learn the lesson?
How will the students do it in learning the lesson?
How much do you expect them to learn, perform
or master the lesson?
LESSON 1.2:
HIGH QUALITY ASSESSMENT IN RETROSPECT
TOPICS:
 Methods of assessment
 Sampling in assessment
 Accuracy in assessment
INTRODUCTION
 The most important aspect of choosing a
method is ensuring that the method will
provide the evidence needed to determine
the extent to which the goal or outcome
was achieved. Decisions about which
assessment methods to utilize should be
based primarily on the data that is needed
for the specific goals and outcomes being
assessed, not on past data collection efforts
or convenience.
 In this lesson, the topics on assessment
method, sampling and accuracy under high
quality assessment will be continued. There
are three varied methods of assessments
will be presented namely the direct and
indirect methods; and the qualitative and
quantitative methods with their
corresponding examples and the most
popular classroom assessment methods
used by the teachers are: objective tests,
essay, performance-based, oral questioning,
and teacher observation. Sampling and
accuracy in assessment were also included
for the discussion.
ACQUISITION OF NEW KNOWLEDGE
What are assessment methods?
 Assessment methods are ways to ascertain
(measure) student achievement level
associated with solid student learning
outcomes (SLOs).
 Outcome is a generic term for goals,
objectives and/or aims.
 A specific assessment method is selected
for a specific outcome which answer the
question “how do I measure outcome?”.
Assessment methods include both direct and
indirect method
1. Direct methods
 Are measurements strategies that require
students to actively demonstrate
achievement levels related to institutional
and program specific learning outcomes.
 Focus on collecting evidence on student
learning or achievement directly from
students using work they submit
(assignment, term paper, etc.) Or by
observing them as they demonstrate
learned behaviours, attitudes, skills, or
practice.
 Examples of direct method: capstone
project, certification of licensure exam,
entrance/exit interview, performance,
portfolio, pre/post test, rubrics, standard
tests, intellectual competitions, course
assessments
 Advantages:
o Require students to actively
demonstrate their knowledge,
attitudes, and/or skills
o Provide data to directly measure
expected outcome
o Demand less abstract
interpretation
o Usually easier to administer
2. Indirect method
 This method requires the faculty and
student life staff to infer actual students’
abilities, knowledge and values rather than
observing direct evidence of learning or
achievement.
 Indirect assessment is gathering information
through means other than looking at actual
samples of student work, (e.G. Surveys, exit
interviews), and focus groups
 Provides perceptions of students, faculty, or
school people (often alumni and employers)
who are interested the program, service or
institution.
 Expand on or confirm what is discovered
after first using direct method.
 Examples of indirect method: alumni
survey, faculty survey, tracking students
data, external reviews, curriculum and
syllabus analysis, course evaluation survey,
employer survey, focus or group, graduate
survey
 Advantages:
o Relatively easy to administer
o Provide clues about what
could/should be assessed directly
o Able to flesh out subjective areas
direct assessments cannot capture
 o Particularly useful to ascertaining
values and beliefs
o Surveys can be given to many
respondents at the same time
QUALITATIVE AND QUANTITATIVE METHODS
1. Qualitative assessment method – tells you
why?
 This method collects data that does
not lend itself to quantitative data
but rather to interpretive criteria;
data or evidence are often
representative words, pictures,
descriptions, examples of artistic
performance, etc.
 Examples: open-ended questions,
think aloud, e-portfolio, focus group,
one-on-one interview, observation
or shadowing, role play or
simulation, thought experience
2. Quantitative assessment method – tells
you what?
 This method collects representative
data that are numerical and lend
themselves to numerical summary
or statistical analysis
 Examples: surveys, true or false or
multiple-choice test
VALID AND RELIABLE METHODS
 Valid. The method is appropriate to
academic discipline and measures what it is
designed to measure.
 Reliable. The method yields consistent data
each time it is used and persons using the
method are consistent in implementing the
method and interpreting the data.
Before exploring the potential assessment
methods, it might be useful to reflect on the
following questions:
 What are the learning outcomes that you
are going to assess?
 Which existing modes of assessment
promote the desired learning outcomes?
Which do not?
 To what extent are current assessment
methods challenging, authentic and
holistic?
 What kind of skill and knowledge are being
demonstrated in each assessment task?
 Are all learning outcomes equally
important?
 Does the weighting of each assessment task
reflect the importance of the related
intended learning outcomes?
 How will your class size influence your
choice of assessment?
 How will resource constraints influence your
choice of assessment?
 What technologies can you use to support
the assessment?
What is sampling?
 A test is a sample of behavior, products or
performances from a larger domain of
interest.
 Teachers could never ask students all of the
possible test questions about fourth-grade
arithmetic. So they select sample of
problems that represent the important
parts of the domain.
 It means that for a certain period of time
like midterm coverage, there are many
topics that were taken and it follows that
there are many learning to be tested.
 In this case, sampling of assessment will
only draw out representative test items
form the topic coverage to be tested those
sample test items were decided to be
constructed once the table of specifications
was made.
What is accuracy in assessment?
 The accuracy of assessment is measured
based on its validity and reliability.
 Validity generally refers to how accurately a
conclusion, measurement, or concept
corresponds to what is being tested. For this
lesson, we will focus
on validity in assessments.
 Validity is defined as the extent to which
an assessment accurately measures what it
is intended to measure while
reliability refers to the extent to which
an assessment method or instrument
measures consistently the performance of
the student.
 Assessments are usually expected to
produce comparable outcomes, with
consistent standards overtime and between
different learners and examiners.
LESSON 2
TOPICS: Nature, Characteristics and Related Terms
INTRODUCTION
What is an authentic assessment?
 Authentic assessment evaluates the
students’ collective skills and
abilities to perform and
 demonstrate the tasks in real-world
situation for them to determine
how much they have learned with
meaningful application.
 It includes performance tests and
portfolio assessment.
 Another definition from Mueller
(2011), he defined Authentic
Assessment as a form of assessment
in which the students are asked to
perform real-world tasks and
demonstrate meaningful application
of essential knowledge and skills.
ACQUISITION OF NEW KNOWLEDGE
Nature of Authentic Assessment / Four Important
reasons to strive to assess students authentically
in the class (adapted from the Authentic
Assessment Toolbox by Mueller, 2014)
1. Authentic Assessments are Direct
Measures: Authentic assessments give
students the chance to not only know the
content, but to actually apply the
knowledge in a meaningful way. It allows for
more direct evidence of learning the skill
through demonstration or application.
2. Authentic Assessments Capture the
Constructive Nature of Learning: Research
in education and learning has concluded
that students need to construct their own
meaning and knowledge, not simply be fed
knowledge to be received passively.
Students need to create their own meaning
and construct knowledge based on their
own experience of the world combined with
the new information they receive.
3. Authentic Assessments Integrate
Teaching, Learning, and Assessment: When
authentic assessments are integrated
throughout the course, it allows students to
work with the instructor and build their
own learning while completing the
assessment. An example of this would be a
scenario that allows students to construct
their own knowledge while moving through
the experience, picking up pieces of
knowledge as they go. This integrated
teaching, learning, and assessment
experience is in contrast to traditional
assessment where the teaching and
learning come first and the assessment
happens after – independent of the
teaching and learning.
4. Authentic Assessments Provide Multiple
Paths to Demonstration: Research shows
that multiple and varied assessments give
the best indication of student learning
(Wiggins, 1998). We all have different
learning styles and also best demonstrate
what we have learned in different ways.
Using only one method to assess students
may not show the big picture as some
students may express themselves better
using different mediums.
Characteristics of Authentic Assessment
1. It requires the students to perform
meaningful tasks in real-world situation.
2. It promoted the development of the higher
order thinking skills because the evaluators
including self and peer have to think wisely
and precisely the rating most appropriate to
the students’ performance from excellent
down to poor.
3. It tenders direct evidence of application and
construction of knowledge and skills
required.
4. It includes portfolio collection of entries.
5. It demonstrates application of a particular
knowledge and skills.
6. It fosters role-playing of the lessons learned
by the students which serves as show
window to them.
7. It identifies performance of students’
acquired skills and expertise.
8. It assesses directly holistic projects by
multiple human judgment like self, peer,
subject teacher, and teacher-adviser.
9. It trains the students to evaluate their own
work as well as to their peer.
10. It is designed on criterion-referenced
measure rather than norm-referenced
measure.
Related terms on authentic assessment
Phases of Authentic Assessment
1. Identifying the most important knowledge
and skills that students should be able to
demonstrate as a result of their learning
activities.
2. Determining the criteria and standards of
outcomes performance and the acceptable
evidence that may be presented as proof of
outcomes’ attainment
3. Implementation of the supporting activities
that will facilitate the attainment of the
desired student learning outcomes.
4. Measuring the extent at which the students
are attaining the desired learning outcomes.
5. Interpreting the assessment results and
evaluating whether they indicate
 attainment of the desired learning
outcomes and utilizing them for continuous
improvement.
Examples of Authentic Assessments in different
disciplines
 Nursing- Provide a case study of a patient
and ask students to assess and create a plan
of care
 Business- Develop a
business/marketing/sales plan for an
imaginary (or real) company in a student's
area of interest.
 Computer Science- Troubleshoot a
problematic piece of code; Develop a
website/app to solve a particular problem
and/or meet a set of criteria
 Psychology- Examine/critique a case study
from multiple theoretical positions
 Public Affairs or Service Learning Courses-
Consider how a community agency might be
impacted by a particular challenge (budget
cuts, infrastructure outage, public health
crisis, etc.)
 Biology/Chemistry- Draw a diagram of how
a process works, indicating what happens if
X occurs
 History- Engage in a role play of a particular
event in history; describe what might have
happened if one element of a historical
event had changed.
LESSON 3.
WHY USE AUTHENTIC ASSESSMENT?
TOPICS:
 Principles of authentic assessment
 Traditional assessment vis-a-vis authentic
assessment
INTRODUCTION:
 Why use authentic assessment? There are
reasons why authentic assessment will be
implemented in the classroom aside from
the traditional assessment. According to
Stiggins, R. (1987), “The common practice
of using recall and recognition objective the
skills and knowledge they have mastered.”
Another from Newton Public Schools,
“Authentic assessments are products
and/or performance correlated with real life
experiences.” There are also other
terminologies used for authentic
assessment and they are: performance
assessment, alternative assessment and
direct assessment.
 Authentic assessment is the most popular
model for alternative assessment. It is an
approach in the assessment of students
learning that refers to the use of
assessment strategies or tools that allow
learners to perform or create a product that
is meaningful to the learners as they are
based on the real world contexts.
ACQUISITION OF NEW KNOWLEDGE:
Principles of Authentic Assessment
1. Focus assessment on what really matters;
2. Ensure that assessments are valid
indications of student competence;
3. Use assessment to support student
learning; and
4. Develop assessment practices that use the
teacher’s time efficiently
DIFFERENCE BETWEEN TRADITIONAL
ASSESSMENTS BETWEEN AUTHENTIC
ASSESSMENTS
Traditional Assessment (TA)
 By "traditional assessment" (TA), it is
referred to as the forced-choice measures
of multiple-choice tests, fill-in-the-blanks,
true-false, matching and the like that have
been and remain so common in
education. Students typically select an
answer or recall information to complete
the assessment. These tests may be
standardized or teacher-created. They may
be administered locally or state wide, or
internationally.
 In the TA model, the curriculum drives
assessment. "The" body of knowledge is
determined first. That knowledge becomes
the curriculum that is
delivered. Subsequently, the assessments
are developed and administered to
determine if acquisition of the curriculum
occurred.
Authentic Assessment (AA)
 AA, assessment drives the curriculum. That
is, teachers first determine the tasks that
students will perform to demonstrate their
mastery, and then a curriculum is developed
that will enable students to perform those
tasks well, which would include the
acquisition of essential knowledge and
skills. This has been referred to as planning
backwards (e.g., McDonald, 1992).
 For example, if I were a golf instructor and I
taught the skills required to perform well, I
would not assess my students' performance
by giving them a multiple choice test. I
would put them out on the golf course and
ask them to perform. Although this is
 obvious with athletic skills, it is also true for
academic subjects. We can teach students
how to do math, do history and do science,
not just know them. Then, to assess what
our students had learned, we can ask
students to perform tasks that "replicate
the challenges" faced by those using
mathematics, doing history or conducting
scientific investigation.
Defining Attributes of Traditional and Authentic
Assessment
Attributes Traditional Authentic
Assessment Assessment
1.Action/op Selecting a Performing a
tions Response Task
2. Setting Contrived simulation/Real
/imagined -life
3. Method Recall/Recogniti Construction/A
on pplication
4. Focus Teacher- Student-
structured structured
5. Outcome Indirect Evidence Direct Evidence
Authentic Assessment Complements Traditional
Assessment
 A teacher cannot choose between AA and
TA. It is likely that a mixture of the two will
best meet your needs. Mastery and
knowledge and skills which is the focus of
traditional assessment must be encouraged
among the students to form foundation on
which will be built the activities that will
require students to demonstrate and
perform the tasks that they are expected to
perform in the real world.
 For example, if I had to choose a chauffeur
from between someone who passed
the driving portion of the driver's license
test but failed the written portion or
someone who failed the driving portion and
passed the written portion, I would choose
the driver who most directly demonstrated
the ability to drive, that is, the one who
passed the driving portion of the test.
However, I would prefer a driver who
passed both portions. I would feel more
comfortable knowing that my chauffeur had
a good knowledge base about driving
(which might best be assessed in a
traditional manner) and was able to apply
that knowledge in a real context (which
could be demonstrated through an
authentic assessment).
LESSON 4:
DEVELOPING AUTHENTIC CLASSROOM
ASSESSMENT
TOPICS:
 A framework for authentic assessment
 Authentic assessment development
process
INTRODUCTION
 In this lesson, the students will be
introduced to the framework used for
authentic assessment and to design and to
develop/design an authentic task by
following the authentic assessment
steps/process. As pre-service teachers,
students will be trained on how to design
the task that is parallel to how the task will
be assessed through the process.
ACQUISITION OF NEW KNOWLEDGE
A framework for authentic assessment
 Five dimensions framework of authentic
assessment were distinguished: (a) the
assessment task, (b) the physical context, (c)
the social context, (d) the assessment result
or form, and (e) the assessment criteria.
These dimensions can vary in their level of
authenticity (i.e., they are continuums).
 It is a misconception to think that
something is either authentic or not
authentic (Cronin, 1993; Newmann &
Wehlage, 1993), because the degree of
authenticity is not solely a characteristic of
the assessment chosen; it needs to be
defined in relation to the criterion situation
derived from professional practice. For
example; carrying out an assessment in a
team is authentic only if the chosen
assessment task is also carried out in a team
in real life.
 The main point of the framework is that
each of the five dimensions can resemble
the criterion situation to a varying degree,
thereby increasing or decreasing the
authenticity of the assessment.
Authentic assessment development process
Step 1. Identify the standards
 Standards like goals, are statements of what
students should know and be able to do.
However, standards are typically narrower
in scope and more amenable to assessment
than goals. Ex. Students will be able to add
correctly two-digit numbers.
Step 2. Select an authentic task
 Find a way students can demonstrate that
they are fully capable of meeting the
standard. The language of a well-written
standard can spell out what a task should
 ask students to do to demonstrate their
mastery of it.
Step 3. Identify the Criteria of the task
 What does good performance in this task
look like? Or how will i know they have
done a good job on this task>
Criteria: indicators of a good performance
task
Characteristic of a good criterion: clearly
stated, brief, observable, statement of
behavior, written in a language students
understand
Ex. Standard: the student will conduct
banking transaction
Task: make deposits, withdrawals or cash
checks at a bank
Criteria: Selects needed forms (deposit,
withdrawal), Fill in forms with necessary
information, endorses check, locates open
teller, states type of transaction
Step 4. Create the rubric.
 Once you have identified the criteria you
want to look for an indicators of good
performance, you next decide whether to
consider the criteria analytically or
holistically.
LESSON 5:
WHAT AND WHY OF PERFORMANCE ASSESSMENT
TOPICS:
 Meaning, nature and purpose of
Performance Assessment
 Types of Performance Task: Process-based
and Product-based
 Principles of performance assessment
INTRODUCTION
 To be able to learn or enhance your skills on
how to develop or design good and
effective performance assessment task and
tools, you need to be aware of the
principles of performance assessment
which you need to learn in this lesson.
ACQUISITION OF NEW KNOWLEDGE
MEANING AND NATURE OF PERFORMANCE
ASSESSMENT
Performance assessment
 is a type of alternative assessment that
refers to assessing student learning by
requiring a student to perform a task or
develop a product as a demonstration of
one’s learning.
 The focus of the assessment is on providing
opportunity for the students to apply what
they have learned through tasks
performance and or product creation.
 The emphasis is on what students know and
what they can do. If the task to be
demonstrated closely resembles what is
typically performed or experienced in the
real world, then performance assessment is
also more realistic.
 is a testing that requires a student to create
an answer or a product that demonstrate
his/her knowledge or skills (Rudner &
Boston, 1991).
 implies that the student need to
demonstrate skills by actual performance
of a certain task rather than just making on
an answer sheet. The term performance
assessment usually includes essays to
demonstrate writing skills or content
knowledge.
 provides a basis of teachers to evaluate
both the effectiveness of the process or
procedure used (e.g. approach to data
collection, manipulation of instruments)
and the product resulting from performance
of a task (e.g. completed report of results,
completed art work).
 Is an assessment activity or set of activities
that require students to generate products
or performances 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. It is used for assessing
learning outcomes that involve designing or
creating projects or products such as
research papers, art exhibits, reflective
essays, and portfolio.
Purpose of performance assessment
 To define valued outcomes for students.
 To capture students’ time and attention.
 To generate appropriate student learning
activities.
 To help students internalize the discipline’s
standard.
 To identify opportunities for improvement
Types of performance task:
 Process-based. This is also called process-
oriented, performance-based assessment.
This assessment is concerned with the
actual task performance rather than the
output or product of an activity. It also
evaluates the actual task performance. It
does not emphasize on the output or
product of the activity. This assessment
 aims to know what processes a person
undergoes when given a task.
LEARNING COMPETENCIES The learning
objectives in process-oriented performance
based assessment are stated in direct
observable behaviors of the students.
Competencies are defined as groups or
cluster of skills and abilities needed for a
particular task.
An example of learning competencies for process-
oriented is given below:
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: (Process answers the question
how?)
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;
4. Create the ambience of the poem
through appropriate rising and falling
intonation;
5. Pronounce the words clearly and with
proper diction.
Note: The specific objectives identified
constitute the learning competencies.
The following competencies are simple
competencies:
 Speak with a well-modulated voice
 Draw a straight line from one point to
another point
 Color a leaf with green crayon
The following competencies are more complex
competencies:
 Construct an equilateral triangle given
three noncollinear points
 Recite a poem with feeling using
appropriate voice quality , facial
expressions and hand gestures
 Draw and color leaf with green crayon
TASK DESIGNING - learning tasks need to be
carefully planned. In particular, the teacher
must ensure that the particular learning
process to be observed contributes to the
overall understanding of the subject or course.
Some generally accepted standards for
designing a task include:
 identifying an activity that would highlight
the competencies to be evaluated. e.g.
Reciting a poem, writing an essay,
manipulating the microscope.
 identifying an activity that would entail
more or less the same sets of competencies.
If an activity would result in too many
possible competencies then the teacher
would have difficulty assessing student’s
competency on the task.
 Find a task that would be interesting and
enjoyable for the students.
RUBRIC, which contains the essential criteria
for the task and appropriate levels of
performance is typically created to measure
student’s performance. RUBRIC is a scoring
scale used to assess student performance
along a task-specific set of criteria.
2. Product-based. This is also called Product-
Oriented Performance Based Assessment.
This product oriented assessment is a kind of
assessment where in the assessor views and
scores the final product made and not on the
actual performance of making that product.
It is concern on the product alone and not on
the process. It is more concern to the
outcome or the performance of the learner.
It also focuses on achievement of the
learner. Product assessment focuses on
evaluating the result or outcome of a
process.
LEARNING COMPETENCIES. The learning
competencies associated with products or
outputs are linked with an assessment with
three levels of performance manifested by
the product, namely: novice or beginner’s
level, skilled level, and expert level.
There are other ways to state product-
oriented learning competencies. For
instance, we can define learning
competencies for products or outputs in the
following way:
 Level 1: Does the finished product or
project illustrates the minimum
expected parts or functions? (
Beginner)
 Level 2: Does the finished product or
project contains additional parts and
functions on top of the minimum
requirements which tend to
enhance the final product? (skilled
level)
 Level 3: Does the finished product
contains the basic minimum parts
and functions, have the additional
features on top of the minimum, and
 is aesthetically pleasing? (Expert
level)
Example:
The desired product is a representative of a
cubic prism made out of cardboard in an
elementary geometry class.
Learning Competencies: The final product
submitted by the students must:
 Possess the correct dimension
(5”x5”x5”) – (minimum specification)
 Be sturdy, made of durable cardboard
and properly fastened together –
(skilled specification)
 Be pleasing to the observer, preferably
properly colored for aesthetic purposes
– (expert level)
Task Designing. The design of the task
in this context depends on what the
teacher desires to observe as outputs
of the students. The concepts that may
be associated with task designing
include:
a. Complexity. The level of complexity
of the project needs to be within
the range of ability of the students
while projects that are too
complicated will most likely
frustrate them.
b. Appeal. The project or activity must
be appealing to the students. It
should be interesting enough so the
students are encouraged to pursue
the task to completion. It should
lead to self-discovery of
information by the students.
c. Creativity. The project needs to
encourage students to increase
creativity and divergent thinking.
Given the same set of materials and
project inputs, how does one best
present the project? It should lead
to students into exploring the
various possible ways of presenting
the final output.
d. Goal-based. in here, the teacher
must bear in mind that the project
is produced in order to attain a
learning objective. Thus, projects
assigned to students not just for the
sake of producing something but
for the purpose of reinforcing
learning.
Criteria Setting for Scoring Rubrics
The criteria for scoring rubrics are statement
which identify “what really counts” in the final
output. The following are the most often used
major criteria for the product assessment:
quality, creativity, comprehensiveness,
accuracy, and aesthetic.
Product-based assessment also provides
information about how a student understand
and applies knowledge and involve hands-on
tasks or activities that students must complete
individually or in small groups. Below are types
of product-based assessment and their
examples.
TYPES EXAMPLES
Visual Products charts, illustrations, graphs, collages,
murals, maps, timeline flows,
diagrams, posters, advertisements,
video presentations, art exhibits
Kinaesthetic diorama, puzzles, games, sculpture,
Products exhibits, dance recital
Written journals, diaries, logs, reports,
Products 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
Principles/Characteristics of a good
performance assessment
 It is authentic, that is, it includes
performance tasks that are meaningful
and reliable.
 It provides opportunity for students to
show both what they know and how
well they can do what they know.
 It allows students to be involved in the
process of evaluating their own and
their peers’ performance and outputs.
 It assesses more complex skills.
 It explains the task, required elements,
and scoring criteria to the students
before the start of the activity and the
assessment.
LESSON 6.1.
DEVELOPING PERFORMANCE TASKS
TOPICS:
 Design Performance Task
 Goal, Role, Audience, Situation, Products,
Standards (GRASPS) Model: A guide to
developing authentic performance Task.
INTRODUCTION
 Performance Task is what students are
required to do in the performance
assessment, either individually or in groups.
The task can vary in subject and by level of
complexity. Some performance task are
 specific to a content area, and others
integrate several subjects and skills. In this
lesson, you will know the suggestions on
how to design a task and how to design a
task using the GRASPS model.
ACQUISITION OF NEW KNOWLEDGE
Design Performance Task
The following are suggestions in
designing/developing performance task and the
ways in improving scoring (Gronlund, Linn & Miller,
2009).
1. Focus on learning outcomes that require
complex cognitive skills and student
performance.
2. Select or develop tasks that represent both
content and skills that are central to
important learning outcomes.
3. Minimize the dependence of task
performance on skills that are relevant to
the intended purpose of the assessment
task.
4. Provide the necessary scaffolding for the
students to be able to understand the task
and what is expected from their
performance.
5. Construct task directions so that the
student’s task is clearly indicated.
6. Clearly communicate performance
expectations in terms of the scoring rubrics
by which the performance will be judged.
What Is A Goal, Role, Audience, Situation,
Products, and Standards (GRASPS) Model?
Goal, Role, Audience, Situation, Products,
Standards (GRASPS) Model: A guide to developing
authentic performance task.
Wiggins and McTighe’s (2010), proponent of
GRASPS model is an excellent starting point in
developing an authentic performance task..
GRASPS is an acronym for:
 Goal – states the problem or challenge to
be resolved.
 Role – explains who students are in the
scenario and what they are being asked to
do.
 Audience – who the students are solving
the problem for, who they need to convince
of the validity and success of their solution
for the problem. (Remember, the audience
is not limited to the instructor.)
 Situation – provides the context of the
situation and any additional factors that
could impede the resolution of the
problem.
 Product, Performance, and Purpose –
explains the product or performance that
needs to be created and its larger purpose.
 Standards and Criteria for Success –
dictates the standards that must be met and
how the work will be judged by the
assumed audience.
Example 1:
Constructing a Task Scenario (G.R.A.S.P.S. -
mathematics example)
Goal: The goal (within the scenario) is to minimize
costs for shipping bulk quantities of M&Ms.
Role: You are an engineer in the packaging
department of the M&M Candy Company.
Audience: The target audience is non-engineer
company executives.
Situation:  You need to convince penny-pinching
company officers that your container design will
provide cost-effective use of the given materials,
maximize shipping volume of bulk quantities of
M&Ms, and be safe to transport.
Product/Performance and Purpose: You need to
design a shipping container from given materials
for the safe and cost-effective shipping of the
M&Ms. Then you will prepare a written proposal in
which you include a diagram and show
mathematically how your container design provides
effective use of the given materials and maximizes
the shipping volume of the M&Ms.
Standards & Criteria for Success: Your container
proposal should... provide cost-effective use of the
given materials, maximize shipping volume of bulk
quantities of M&Ms, be safe to transport, and your
models must make the mathematical case.
Example 2:
Constructing a Task Scenario (G.R.A.S.P.S. - social
studies example)
Goal:  Your goal is to help a group of foreign visitors
understand the key historic, geographic and
economic features of our region.
Role: You are an intern at the Regional Office of
Tourism.
Audience: The audience is a group of nine foreign
visitors (who speak English).
Situation: You have been asked to develop a plan,
including a budget, for a four-day tour of the
region. Plan your tour so that the visitors are
shown sites that best illustrate the key historical,
geographic and economic features of our region.
Product/Performance and Purpose: You need to
prepare a written tour itinerary and a budget for
the trip. You should include an explanation of why
each site was selected and how it will help the
visitors understand the key historic, geographic and
economic features of our region. Include a map
tracing the route for the tour. [Optional: Provide a
budget for the trip.]
Standards & Criteria for Success: Your proposed
tour plan needs to include... an itinerary and route
map, the key historical, geographic and economic 2. Logical- perform a mental
features of the region - a clear rationale for the Mathematical or arithmetic calculation;
selected sites, accurate and complete budget Number Smart create a process to
figures measure something
difficult; analyze how
LESSON 6.2: something works
DEVELOPING PERFORMANCE TASK 3. Musical or Music perform a musical piece;
TOPICS: Smart review a musical work,
1. Differentiating Performance Tasks for diverse compose a song; coach
learners someone to play a
2. Scoring Rubrics: Types, Components, musical instrument
Development, and Interpretation and Utilization 4. Bodily-Kinesthetic perform a skit;
or Body Smart demonstrates sports
INTRODUCTION technique; create a mime
 Performance tasks appropriate for diverse to display something;
learners can be given in the form of letting perform a dance
them perform the tasks that are related to
multiple intelligences and learning styles. 5. Spatial-Visual or design a costume;
 Scoring Rubrics are used when judging a Picture Smart interpret a painting;
quality of the work of the learners on create a room layout;
performance assessments. They are also paint a picture
forms of scoring guide that are used in
evaluation the level of performance of 6. Interpersonal or teamwork; demonstrate a
students or products resulting from the People Smart feeling through body
performance task. Moskal (200), defined language
scoring rubrics as a descriptive scoring
schemes that are developed by teachers or 7. Intrapersonal or create one’s own rule or
other evaluators to guide in the analysis of Self Smart task; reflect
the products or processes of students
efforts. 8. Spiritual / about religion and
 The content of this lesson is about the Existential ultimate issues – prayer,
performance tasks appropriate for diverse 9. Naturalist or Nature natural Environment -
learners and the types, components and Smart - observe the leaf structure;
development of scoring rubrics. The advocate cleanliness,
content of this lesson is about the recycle materials
performance tasks appropriate for diverse
learners and the types, components and 10. Moral about ethics,
development of scoring rubrics. humanity and
value of life
ACQUISITION OF NEW KNOWLEDGE
Differentiating Performance Tasks for diverse
learners
 What are diverse learners? They are
learners with different ways; with different
learning styles (audio, visual and tactile);
has different strengths, interests, needs and
language; someone which is not captured 2. Performance task related to Learning
by ‘traditional ways’ of teaching; has one Styles
size does not fit all. Learning styles of students can be assesses by the
1. Performance task using multiple following:
Intelligences LEARNING STYLE TASK TO PERFORM
MULTIPLE TASK TO Auditory Transcribe audio, listen to lectures,
INTELLIGENCES PERFORM Learn best when listen to educational songs and
hearing the rhymes, listen to rhythm
1. Linguistic or write a set of instructions; material. instruments, do recitation, practice
Language Smart speak on a subject; edit a singing and reading aloud
written piece of work;
speeches; story-telling
 Auditory Transcribe audio, listen to lectures,
Learn best when listen to educational songs and
hearing the rhymes, listen to rhythm
material. instruments, do recitation, practice
singing and reading aloud
Visual Illustrate visual images, do
Learn best when matching games, draw pictures and
seeing the material diagrams, play puzzles,
watching/observing someone do
something, produce printed
material, illustrate charts, paint
pictures, make posters, design wall
strips,
and is more useful for formative assessment
during instruction (McMillan, 2001).
 With this type of rubric, the students can be
able to identify their strengths, as well as
their weaknesses more clearly.
 This rubric can also be utilized by the
teacher when there is a need for the
students to assess their own product or
work in a process called self-assessment.
Components of a scoring rubric
1. Holistic Rubric

Tactile/ Haptic do things that involve manual

Learn best when doing and touching, do long nature
incorporating the walks, design model kits, do yard
sense of touch work, gardening, play textured
and/or motion. puzzles and manipulatives, typing
instead of writing, present drama
or dance, do lab experiments,
build models

Types of Scoring Rubrics 2. Analytic Rubric

1. Holistic Rubric On the left side, the criteria describe the
 It is a type of rubric that requires the key elements of a student work or product. At
teacher to score an overall process or the top, the rating scale identifies levels of
product of a whole (Nitko & Mertler, performance. Under each section of the rating
2001)this means the evaluator provide the scale, the indicators provide examples or
overall quality of the performance of concrete descriptors for each level of
students by yielding a single score to performance.
represent a specific category of
accomplishment.
 The advantage of this rubric is its simplicity
and the ability to provide a reasonable
summary rating. McMillan, 2001), stated
that in this type of rubric, all traits are
efficiently combined, the work is quickly
scored and it provides a one-score result.
Development of scoring rubrics
2. Analytic Rubric McMillan(2001) listed the steps in
 It is a type of rubric that provides developing rubrics used in assessing the
information regarding performance in each performance, process, product, or both the e
component parts of a task, making it useful process and product of the students for
for diagnosing specific strength and classroom use
weaknesses of the learners (Gareis & Grant,
2008). Interpretation and Utilization.
1. Be sure that the criteria focus on the
 In this type of rubric, the evaluator
important aspects of the performance. The
evaluates each criterion separately. This
teacher should identify the different
means that the rater scores each given
attributes that are most important and
criterion independently from others and
related to the learning outcomes of the
sum up each score in each component to
particular content that is going to be
come up with the final result.
assessed.
 The total score of the product or
2. Match the type of rating with the purpose
performance of the students will be the
of the assessment. The purpose of
sum of the ratings of all the parts being
assessment is very important in the type of
evaluated.
the rating scheme that will be utilized by
 Analytic rubrics are very useful when the
the teacher, rater, or evaluator on the
teacher wants to provide diagnostic
performance of the students. Use holistic
information and feedback for the learner
 rubric if the purpose of assessment is more
global and needs an overall judgment, while
analytic rubric if the purpose is to provide
feedback about the different aspects of
performance.
3. The descriptions of the criteria should be
directly observable. Make descriptions
focused on the behaviors or characteristics
of the performance or product that is
directly observed.
4. The content should be written so that
students, parents, and others understand
them. Take note that the criteria should be
shared and discussed first with the
students before the instruction so they will
incorporate the descriptions as standards
when doing their task/s or activities. Make
sure that the descriptions used are clearly
stated so that they can apply them very
well in their work. Write the descriptions so
they can be easily comprehended by the
students and other stakeholders. Pay
attention also to the words and phrases of
the criteria. It is equally important that you
give examples to the students to clearly
illustrate the given descriptions and use
them as their pattern when doing the
task/s assigned to them.
5. The characteristics and traits used in the
scale should be clearly and specifically
defined. After describing the criteria, assign
a rating scale or possible point that shows
an excellent performance or poor
performance. There is a need for you to
discuss the details of the descriptions to
avoid ambiguity. The words must be clear
and not ambiguous.
6. Take appropriate steps to minimize scoring
error. Our ultimate goal here is to make
sure that our scoring system is objective
and reliable. When using performance-
based assessment, it involves a professional
judgment. In this case, errors in scoring
should be avoided in order to achieve
objectivity and consistency in scoring.
There are some possible errors when using
performance-based assessment, such as
personal bias, generosity error, severity
error, central tendency error, and halo
effect.
7. The scoring system needs to be feasible.
There are factors to consider to limit the
number and complexity of the criteria to be
evaluated or assessed. First, the time
consumed in developing the scoring criteria
and the scoring. Second, the students’
focus on limited number of aspects of their
performance. Third, the difficulty and time
consumption to keep all the facets in mind
if holistic descriptions are too complex.
Lastly, the difficulty in summarizing and
synthesizing too many separate dimensions
into a brief report of evaluation (McMillan,
2001).
 Generosity error is committed when
a teacher overrates the performance
of the students or favors the high
performing students in the class.
 Severity error is when the teacher
favors the low performing students
in the class.
 Halo effect is committed when
judging individual characteristics in
terms of a general impression
(Grunland, 1998)
Interpretation and Utilization of Rubrics
Uses of rubrics
Heide Goodrich Andrade, an expert in rubric
development , discussed the uses of rubrics in
the assessment process.
1. Rubrics are powerful tools for both teaching
and assessment. Rubrics can improve
student performance, as will as monitor it,
by making teachers’ expectation clear and
by showing students how to meet these
expectations. The result is often marked
improvements in the quality of student
work and in learning. Thus, the most
common argument for using rubrics is they
help define “quality”.
2. Rubrics are useful in that they help
students become more thoughtful judges of
the quality of their own and others’ work.
When rubrics are used to guide self- and
peer-assessment, students become
increasingly able to spot and solve problems
on their own and one another’s work.
Repeated practice of peer assessment,
especially self-assessment, increases the
student’s sense of responsibility for their
own work and cuts down on the number of
“Am I done yet?” question.
3. Rubrics reduces the amount of time
teachers spend evaluating students’ work.
Teachers tend to find that by the time a
piece has been self- and peer-assessed
based on a rubric, they have little left to say
about it. When they do have something to
say, they often simply circle an item in the
rubric, rather than struggle to explain the
flaw or strength they have noticed; or figure
out what to suggest in terms of
improvements. Rubrics provide students
with more informative feedbacks about
 their strengths and in what area they need
to improve.
4. Teachers appreciate rubrics because their
“accordion” nature allows them to
accommodate heterogeneous classes. The
examples here have three or four gradations
of quality, but there is no reason they
cannot be “stretched” to reflect the work of
both gifted and those with learning
disabilities.
5. Rubrics are easy to use and to explain.
Students were able to articulate what they
had learned, and by the end of the year
could be accurate with their evaluations.
Parents were very excited about the use of
rubrics. During parent conferences, I used
simple rubric to explain to parents their
purpose, and how they were used in class.
The reaction of parents were very
encouraging. They knew exactly what their
child needed to do to be successful.