1.

Defining the Purpose of Assessment

Five Questions to Consider in Determining Competencies

Five Questions
What important cognitive skills or
attributes do I want my students to
develop?
What social and affective skills or
attributes do I want my students to
develop?
What metacognitive skills do I want
my students to develop?
What types of problems do I want my
students to be able to solve?
What concepts and principles do I
want my students to be able to
apply?
Examples
 Communicate effectively in
writing, employ algebra to solve
real-life problems
 Work independently, appreciate
individual differences
 Reflect on the writing process,
self-monitor progress while
working on an independent
project
 Perform research, predict
consequences
 Understand cause-and-effect
relationships, use principles of
ecology and conservation

1.2 Process and Product-Oriented Performance-Based Assessment

Example of process-oriented performance-based assessment in which the main

domain is Oral Language and Fluency (Enclosure No.4, DepEd Order No.73, s.
2012)

Example 1: English Grade 7

Content Standard: The students demonstrate oral language proficiency and
fluency in various social contexts.
Performance Standard: The learner proficiently renders rhetorical pieces.
Task: Oral – Aural Production (The teacher may use dialogues
or passages from other written or similar texts).
Specific Competencies:
1. Observe the right syllable stress pattern in different categories.
2. Observe the use of the rising and falling intonation, rising intonation,
and the combination of both intonation patterns in utterances.
3. Demonstrate how prosodic patterns affect understanding of the
message.
Example 2: Filipino Grade 7
Kakayahan (Domain) : Pag-unawa sa Napakinggan

Pamantayang Pangnilalaman (Content Standard) : Naipamamalas ng mga

mag-aaral ang pang-unawa sa paksa ng akdang napakinggan.

Pamantayan sa Pagganap para sa Aralin (Performance Standard) : Ang mga

mag-aaral ay nakasusulat ng talata na may kaugnayan sa paksa ng akdang
napakinggan.

Kakayahan:
1. Nakapagbabahagi ng mga nasaliksik na impormasyon.
2. Nakapag-uugnay ng mga nasaliksik na impormasyon sa paksa ng
akdang napakinggan.
3. Natutukoy ang ilang akda o awitin na may pagkakatulad sa paksa ng
akdang napakinggan.

Example 3: Creating a Book Cover Taken from a Digital Camera

Performance Task: Creating a Book Cover
Competencies: The students should be able to:
1. Generate appropriate shots for book cover using digital camera;
2. Use a page lay-out software (MS Publisher) or presentation software
(MS Powerpoint);
3. Create a size estimation of image, shapes, and textbox in terms of
importance, emphasis and visual hierarchy; and
4. Demonstrate skills in information design principles such as clarity,
balance, relevance, contrast, alignment, repletion and proximity.

Process-Oriented Performance Task on Problem-Solving and Decision-

Making

Example 4: Problem-Solving and Decision-Making Performance Task

Key Competencies:
1. Uses reading skills and strategies to comprehend and interpret what is
read.
2. Demonstrate competence in speaking and listening as tools for
learning.
3. Construct complex sentences.

Your friend is going through a difficult time. You have tried talking
about the issue but to no avail. After much thought you recall a book you
had read where the character went through a similar experience as your
friend. How might the book help your friend deal with the problem? What
other sources of information or resources could you find t help your friend?
What might be some strategies your friend could use? Use your writing skills
to compose a letter to your friend as to why he should read the book or
resources you have collected. Be sure your letter contains examples from the
readings, your feelings and encouragement.

As a problem solver, devise a plan to meet with your friend to

identify possible solutions to the problem after he has read the materials. Be
sure you are considerate of feelings and outline steps you’ll take to make
sure your discussion is one of the collaborations.

You will be assessed on your ability to make informed decisions,

your ability to create a letter with complex sentences, your ability to solve
problem and your ability to work collaboratively with a peer.

Performance Task for Product-Oriented Performance-Based Assessment

Competency: Prepare Useful Solution

Performance Task

Barangay Luntian is celebrating its 50 th anniversary with the

theme “Kalikasan Ko, Mahal Ko”. The barangay captain called for a council
meeting to discuss the preparations for the program. As a councilor, you are
asked to take charge of the preparation of “Natural Beverage” for the guests.
This healthful drink should promote your locally produced fruits or
vegetables as well as health and wellness. On your next council meeting, you
will present your plan for the preparation of the drink and let the council
member do the taste testing. The council members will rate your drink based
on the following criteria: Practicality, Preparation, Availability of materials,
Composition of solution (drink).

Analytic Rubric for Oral Presentation: An Interpretative Reading

Category 4 3 2 1
Characterization Voice, facial Voice, facial Voice, facial Voice, facial
expressions and expressions and expressions and expressions and
body language body language body language body language
clearly often contribute sometimes rarely
contribute to to the selected contribute to contribute to
the selected character the selected the selected
character character. character.
Preparedness Student is Students seems The student is Student does
completely pretty prepare somewhat not seem at all
prepared and but night have prepared, but it prepared to
has obviously needed a couple is clear that present.
rehearsed more rehearsal. rehearsal was
lacking.
Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles
and distinctly and distinctly and distinctly or cannot be
all (100-95%) all (100-95%) most (94-85%) understood or
the time and the time but of the time and mispronounces
mispronounces mispronounces mispronounces more than one
no words. one word. no more than word.
one word.
Volume Volume is loud Volume is loud Volume is loud Volume often
enough to be enough to be enough to be too soft to be
heard by all heard by all heard by all heard by all
audience audience audience audience
members at members at members at members.
least 90% of the least 90% of the least 80% of the
time. time. time.

Holistic Rubric for Oral Report

5 Excellent: The students clearly describe the question studied and
provide strong reasons for its importance. Specific information is given
to support the conclusions that are drawn and described. The delivery
is engaging, and sentence structure is consistently correct. Eye contact
is made and sustained throughout the presentation. There is strong
evidence of preparation, organization and enthusiasm for the topic. The
visual aid is used to make the presentation more effective. Questions
from the audience are clearly answered with specific and appropriate
information.
4 Very Good: The student described the question studied and provides
reasons for its importance. An adequate amount of information is given
to support the conclusions that are drawn and described. The delivery
and sentence structure are generally correct. There is evidence of
preparation, organization and enthusiasm for the topic. The visual aid
is mentioned and used. Questions from the audience are answered
clearly.
3 Good: The student describes the question studied and conclusions are
stated, but supporting information is not as strong as a 4 or 5. The
delivery and sentence structure are generally correct. There is some
indication of preparation and organization. The visual aid is mentioned.
Questions from the audience are answered.
2 Limited: The student states the question studied but fails to fully
describe it. No conclusions are given to answer the question. The
delivery and sentence structure are understandable, but with some
errors. Evidence of preparation and organization is lacking. The visual
aid may or may not be mentioned. Questions from the audience are
answered with only the most basic response.
1 Poor: The students make a presentation without stating the question
or its importance. The topic is unclear, and no adequate conclusions
are stated. The delivery is difficult to follow. There is no indication of
 preparation or organization. Questions from the audience receive only
the most basic, or no response.
0 No oral presentation is attempted.