Name: Princess Jean G.

Delos Reyes
Course Title: EDUC 107- Assessment of Learning 2
Course Code: 7614
Time: 6:30-7:30 P.M.
Course Teacher: Mr. Pedrito M. Castillo II
Let’s Analyze!
Activity 1. You have learned so much about the different features and characteristics of
performance-based assessment. At this point, we have to dig deeper to better understand
performance-based assessment. Your task is to differentiate these types of performance – based
assessments by completing the table provided for you.

A. Extended and Restricted Type Performance-based Assessment

Restricted Assessment Extended Assessment

Features: Features:
1. Restricted type of performance-based 1. Extended type of performance-based
assessment refers to narrowly defined and assessment refers to complex, elaborate, and
specific tasks. time-consuming tasks.
2. It requires students’ brief responses from 2. It requires students to collaborate with one
the assessment tasks given by teachers. another in achieving the assessment tasks.
3. This includes performance tasks that are 3. This includes performance tasks that are
vastly structured and have a limited scope. less structured, broader in scope, and requires
the utilization of varied range of information.
4. This type of assessment measure students’ 4. This type of assessment facilitates the
specific skills and require their narrow skills development and improvement of students’
in performing the tasks. independent learning skills.
5. This assessment is helpful in diagnosing 5. This assessment provide students with
students’ difficulty and makes it easier for greater autonomy and opportunity for self-
teachers to focus their observation and assessment and self-improvement.
feedback.
Examples: Examples:
1.Construct a one-page reflection paper 1. Develop a research paper and present it in
describing experiences from the class’ front of the defense panel members.
outreach program.
2. Deliver a one-minute speech about the 2. Perform a reader’s theater presentation.
assigned topic.
3. Create a line graph from the presented set 3. Diagnose and repair a motor.
of data.
4. Demonstrate how to focus a microscope. 4. Explain the findings of the conducted
science experiment.
5.Draw a Venn diagram showing three 5. Conduct a historical reenactment of the
similarities and differences of traditional and EDSA People Power Revolution I.
authentic assessments.

B. Product and Process-oriented Performance-based Assessment

Product-oriented Assessment Process-oriented Assessment

Features: Features:
1. In product-oriented type of performance- 1. Process-oriented type of performance-
based assessment, assessors evaluate and based assessment focuses on students’ actual
provide scores to the final product created by performance of tasks and does not include the
students. output or products.
2. In this assessment, the learning 2. In this assessment, the learning outcomes
competencies are associated with three levels are identified as students’ direct observable
of performance exhibited by the product behaviors.
specifically, the beginner’s level, skilled
level, and the expert level.
3. This assessment does not include students’ 3.This assessment intends to know what
actual performance or the process of creating processes students undergo in order to
the product. achieve the given task.
4. This assessment allows students to 4.This assessment enables students to
demonstrate the application of knowledge demonstrate how they can incorporate
through the product as a concrete knowledge and skills under the teacher's
manifestation of learning. direct observation.
5. This assessment is commonly created 5. In this assessment, most of the
outside of the classroom and based on performance may be practiced outside the
particular assignments. classroom, but students’ perform in a setting
 where the teacher or others may witness the
fruits of their training.
Examples: Examples:
1. Brochures 1. Oral reports
2. Research projects 2. Role-plays
3. Web pages 3. Demonstrations
4. Audio-visual presentations 4. Oral recitations
5. Portfolios 5. Classroom debates