Xianne Kaye M.

Fernandez
BS SCIED 3A
EDUC 312 - Assessment of Learning 2
Chapter 4a: Designing Meaningful Performance-Based Assessment
Tasks:
1. Identify a process-oriented and product-oriented performance.
2. Formulate competencies in defining the purposes of the assessment.

Expected Performance
(Criterion in which the
Orientation Topic General Competency Specific Competencies
performance
task will be judged)

Process Earth Science: The learners shall be The learners will be able to: Criterion: Holistic Rubric
Origin and able to… (Scoring guide).
1. Describe the
Structure
1. Make a concept map characteristics of Earth 1. DEPTH OF COVERAGE
of The Earth: and use it to explain that are necessary to (Knowledge)
Universe, Solar how the geosphere, support life.  The students have key
System, Earth hydrosphere, 2. Explain that the Earth vocabulary terms been
and Earth atmosphere, and consists of four effectively integrated.
Systems biosphere are subsystems, across whose  The student explained
interconnected. boundaries matter and concepts/relationships in his or
energy flow. her words.
3. Use Creativity to illustrate 2. CONNECTION AND
the concept map. ORGANIZATION
 The connections between ideas
 logical are accurate.
 The images been used to have
enhanced the ideas.
 The link labels are correct and
precise.
 The quantity and complexity of
the map nodes reflect deep
understanding.
3. DELIVERY
 Voice is well modulated and
clear.
 Have good presence and aura.
4. APPEARANCE
 Display professionalism.
 Tidy
 Maintain eye contact
 Posture and composure.

Product Earth Science: The learners shall be The learners will be able to: Criterion: Analytic Rubric
Earth Processes: able to: (Scoring guide).
1. Illustrate how rocks and
Plate Tectonic
Build a three- soil move downslope due 1. CONSTRUCTION/
dimensional model of a to direct action of gravity. MATERIALS
geologic fault. Choose 2. Cleary show the type of  Appropriate materials were
one type of plate plate boundary chosen: selected and creatively
boundary and Convergent, Divergent, or modified in ways that made
make a model of how Transform Fault Boundary them even better.
the plates move and at 3. Show/Color Earth’s 2. EFFORT
least one result of the Layers on the plate  Great care taken in
movement. boundary pieces construction process so that
4. Have a result of the the structure is neat and
movement of the
 attractive.
3. BASE
boundary. Must match
 Model is securely attached to a
what would happen
base.
correctly; For example:
4. LABELS
mountains, valleys,
 Type of Plate Boundary is
earthquakes, trench, mid-
labeled and shown (arrows).
ocean ridge,
 Result of movement (what did
etc.
it cause).
5. The model must be
 Definition of plate boundary
securely attached to a
chosen.
base.
 Layers of earth colored on
plates and/or added effects.