Evaluation Tool for Theme-Based Authentic Performance and Assessment Design
Grade Level
Performance Evidence
Criteria
Description of
Performance
Assessment contents
must be clearly congruent
Fitness for Purpose
with competencies and
performance standards.
The content of
assessment tasks must
Authenticity represent real-life
problems/activities of the
assessed subject area.
The assessment content
must comprise methods
Cognitive Complexity
that measure students’
different cognitive levels.
The assessment must get
students to deal with
Meaningfulness meaningful problems that
provide worthwhile
learning experiences.
The assessment
requirements are
Cost-Effectiveness economical and within the
availability of learner’s
resources.
TOTAL
Rating Scale: 16-14
10-8
This material was developed by Prof. Maria Ruth M. Regalado, Associate Professor, Philippine Normal University, Manila, for DepEd-Surigao del Sur -- A Training Workshop on Designing Theme-based Authentic Learning Experiences
and Assessment held in November 2020.
Quarter
ANALYTIC SCORE
4 3
All competencies across
learning areas are
measured by the
performance evidence
All assessment tasks use
real-life problems/ activities
of the assessed subject
area
All assessment tasks elicit
thinking processes and
higher-order skills
All assessment tasks
provide worthwhile learning
experiences revolving
around the theme
All requirements of different
assessment tasks are
economical, and within the
availability of learner’s
resources
– (Pinakamadayaw) Excellent
– (Sakto Da) Average
Scoring Rubric
1 to 2 competencies across
learning areas are not
measured by the
performance evidence
1 to 2 assessment tasks do
not use real-life problems/
activities of the assessed
subject area
1 to 2 assessment tasks do
not elicit thinking processes
and higher-order skills
1 to 2 assessment tasks do
not provide worthwhile
learning experiences
revolving around the theme
5 and more requirements of
different assessment tasks
are economical, and within
the availability of learner’s
resources
POINTS
2 1
3 to 4 competencies across
learning areas are not
measured by the
performance evidence
3 to 4 assessment tasks do
not use real-life problems/
activities of the assessed
subject area
3 to 4 assessment tasks do
not elicit thinking processes
and higher-order skills
3to 4 assessment tasks do
not provide worthwhile
learning experiences
revolving around the theme
3 - 4 requirements of
different assessment tasks
are economical, and within
the availability of learner’s
resources
13-11 – (Madayaw) Good
7-below – (Padayawon Pa) Needs Improvement
[ ] Holistic [ ] Analytic
5 and more competencies
across learning areas are
not measured by the
performance evidence
5 and more assessment
tasks do not use real-life
problems/activities of the
assessed subject area
5 and more assessment
tasks do not elicit thinking
processes and higher-order
skills
5 and more assessment
tasks do not provide
worthwhile learning
experiences revolving
around the theme
1 or 2 requirements of
different assessment tasks
are economical, and within
the availability of learner’s
resources
 Evaluation Tool for Theme-Based Authentic Performance and Assessment Infographics
Grade Level Quarter

Performance Evidence Scoring Rubric [ ] Holistic [ ] Analytic

ANALYTIC SCORE POINTS

Criteria Description of Performance
4 3 2 1
1 to 2 topics or messages 3 to 4 topics or messages 5 and more topics or
All topics or messages are
Presentation of topics and purpose must be are not clear, not concise are not clear, not concise messages are not clear,
Topic and Purpose clear, concise and easily
clear and concise and cannot be easily and cannot easily be not concise and cannot be
understood
understood understood easily understood
Details must support the main idea without All labels support the continuity of 1 to 2 labels distract the 3 to 4 labels distract the 5 and more labels distract the
Details distracting the continuity of the process. the process continuity of the process continuity of the process continuity of the process
1 to 2 graphics used do not 3 to 4 graphics used do not 5 and more graphics used do
Graphics must relate to the topic and must All graphics used represent
Graphics Relevance represent the information appropriately. information appropriately
represent the information represent the information not represent the information
appropriately appropriately appropriately
5 and more colors, shapes,
Colors, shapes, sizes, and arrangements of All colors, shapes, sizes, and 1 to 2 colors, shapes, sizes, 3 to 4 colors, shapes, sizes, and
sizes, and arrangements of
arrangements of graphics and arrangements of graphics arrangements of graphics
Visual Appeal graphics must contribute meaning to the contribute meaning to the overall contribute meaning to the contribute meaning to the overall
graphics
overall message. contribute meaning to the
message overall message message
overall message
3 and more erroneous
Mechanics and Capitalization, punctuation and 1 erroneous capitalization or 2 erroneous capitalization,
Writing mechanics must be applied correctly grammar are correct throughout. punctuation and grammar punctuation and grammar.
capitalization, punctuation and
Grammar grammar.

TOTAL

Rating Scale: 16-14 – (Pinakamadayaw) Excellent 13-11 – (Madayaw) Good

10-8 – (Sakto Da) Average 7-below – (Padayawon Pa) Needs Improvement

Evaluation Tool for Theme-Based Authentic Performance and Assessment Rubrics

This material was developed by Prof. Maria Ruth M. Regalado, Associate Professor, Philippine Normal University, Manila, for DepEd-Surigao del Sur -- A Training Workshop on Designing Theme-based Authentic Learning Experiences
and Assessment held in November 2020.
 Grade Level Quarter

Performance Evidence Scoring Rubric [ ] Holistic [ ] Analytic

ANALYTIC SCORE POINTS

Criteria Description of Performance
4 3 2 1
Each criterion is distinct, Criteria being assessed Criteria being assessed
Criteria being assessed
Performance criteria are distinct, clear and clearly delineated and fully can be identified, but are are unclear, inappropriate
Performance Criteria are clear, appropriate and
meaningful appropriate not clearly differentiated or have
distinct
for the tasks and outputs or appropriate significant overlap
Each level is distinct and Distinction between Some distinction between
progresses in a clear and levels is made, but is not Little/no distinction
Performance levels are distinct, clear and levels of achievement is
Performance Level logical order totally clear how well between levels of
meaningful apparent but not totally achievement can be made
clear
The descriptors describe differences in All descriptors are logical, Descriptors are logical, Descriptors are logical, but Descriptors are not logical,
performance that are observable and observable and measurable observable but not not observable and not not observable and not
Performance Level
measurable and clearly articulate what the for each criterion at each measurable for each measurable for each measurable for each
Descriptors
expectations are for each performance level level of mastery. criterion at each level of criterion at each level of criterion at each level of
for a given criterion mastery. mastery. mastery.
All points in a rubric are Points in a rubric are Points in a rubric are Points in a rubric are
evenly distributed which evenly distributed but give distributed but noticeably poorly distributed and have
Scoring The scoring must be reliable indicate the degree to which a slight hint for tend to be subjective in a strong tendency to be
a student performed a given subjectiveness to the measuring student’s subjective in measuring
task student’s performed task performed task student’s performed task.
TOTAL

Rating Scale: 16-14 – (Pinakamadayaw) Excellent 13-11 – (Madayaw) Good

10-8 – (Sakto Da) Average 7-below – (Padayawon Pa) Needs Improvement

SUMMARY OF FINDINGS

This material was developed by Prof. Maria Ruth M. Regalado, Associate Professor, Philippine Normal University, Manila, for DepEd-Surigao del Sur -- A Training Workshop on Designing Theme-based Authentic Learning Experiences
and Assessment held in November 2020.
 Grade Level Quarter

AREA EVALUATED SUMMARY OF FINDINGS SPECIFIC RECOMMENDATIONS FOR IMPROVEMENT

Theme-Based Design

Assessment Rubrics

Infographics

Evaluated by:

This material was developed by Prof. Maria Ruth M. Regalado, Associate Professor, Philippine Normal University, Manila, for DepEd-Surigao del Sur -- A Training Workshop on Designing Theme-based Authentic Learning Experiences
and Assessment held in November 2020.