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ALTERNATIVE ASSESSMENT
All assessments that differ
from the traditional pencil
and paper test.
AUTHENTIC ASSESSMENT
(POPULARIZED BY GRANT WIGGINS, 1989)
Conveys the idea that assessments should
engage students in applying knowledge
and skills in the same way they are used
in the real world outside of school.

PERFORMANCE ASSESSMENT
(encompassing many of the characteristics of both authentic and
alternative assessment)
This refers to the variety of tasks and situations in which
students demonstrate their understanding and
thoughtfully apply knowledge, skills, and habits of mind.
There are many ways to successfully complete tasks,
based on the learners’ multiple intelligences and learning
styles.
This does not have a single answer.
PERFORMANCE ASSESSMENT
Performance assessments are assessments in which students
demonstrate their knowledge and skills in a non-written fashion. These
assessments are focused on demonstration versus written response.
Playing a musical instrument, identifying a chemical in a lab, creating a
spreadsheet in computer class, and giving an oral presentation are just
a few examples of performance assessments.

These types of assessments provide educators with an alternative

method to assess students' knowledge and abilities, but they must be
used with a specific purpose in mind.
process or procedure used [e.g.
approach to data collection,
manipulation of instruments)

product resulting from performance

of a task [e.g. completed report of
results, completed art work).
• In which the
actual
students’
performance is
assessed
through a
product.
 PRODUCT-ORIENTED
PERFORMANCE-BASED ASSESSMENT
A product is a tangible creation by a student that could take the form
of a poster, drawing, invention, etc. Performance assessments are
useful in assessing these products in order to gauge a student's level of
understanding and ability.
For example, asking a student to create an invention for a science class
that incorporates Newton's laws of gravity would be a way to assess a
product and the student's knowledge of scientific principles.
 PROCESS-ORIENTED
PERFORMANCE-BASED ASSESSMENT
Sometimes we don't have a product to assess and must assess a process. In
situations with no tangible product, teachers must assess the process and the
behaviors that students display. Giving an oral presentation, singing a song, or
demonstrating a tennis swing are examples of processes that could be assessed.

When assessing a process, teachers may be interested in examining students'

cognitive processes as well. Teachers can learn a great deal about a student's
thinking by assigning a process task. For example, if a teacher wants to understand
the thinking processes behind her students' knowledge of force and acceleration,
she might assign students an activity in which they perform experiments to
determine how fast objects will roll down an incline. In this example, the teacher
would have students make predictions first, then complete the experiments. The
student predictions allow the teacher to gauge their understanding of the scientific
principles behind the experiment.
 Process-Oriented
Performance-Based Assessment
• It is concerned with the actual task performance rather
than the output or product of an activity.
• This assessment aims to know what processes a person
undergoes when given a task.
STRENGTHS OF PERFORMANCE ASSESSMENT
1. Performance assessment clearly identifies and clarifies learning targets.
Authentic performance tasks such as real-world challenges and situations can
closely match with the various complex learning targets. This offers a direct way
to assess what the students know and can do within the variety of realistic
contexts.
2. Performance assessment allows students to exhibit their own skills, talents,
and expertise. Tasks show integration of the student's skills, knowledge and
abilities, provide challenge and opportunities to exhibit their best creation. This
also assesses the ability "to do" of the students.
STRENGTHS OF PERFORMANCE ASSESSMENT
3. Performance assessment advocates constructivist principle of learning.
Students are more engaged in active learning and give more opportunities to
demonstrate their learning in different ways in complex tasks. Students use their
previous knowledge to build a new knowledge structures and be actively involved
in exploration and inquiry through different tasks.
4. Performance assessment allows students to exhibit their own skills, talents,
and expertise. Tasks show integration of the student's skills, knowledge and
abilities, provide challenge and opportunities to exhibit their best creation. This
also assesses the ability "to do" of the students.
STRENGTHS OF PERFORMANCE ASSESSMENT
5. Performance assessment allows the teachers to explore the main goal
and processes of teaching and learning process. Teachers may reflect and
revisit learning targets, curriculum and instructional practices, and standards as
they utilize performance-based assessment, They may use a variety of teaching
strategies and techniques, and explore how students will use the instructional
material and resources given to them.
WEAKNESSES OF PERFORMANCE ASSESSMENT
1. Development of high-quality performance assessment is a tedious process.
2. Performance assessment requires a considerable amount of time to
administer.
3. Performance assessment takes a great deal of time to score.
4. Performance task score may have lower reliability.
5. Performance task completion may be discouraging to less able students.
Multiple evaluation criteria. The student's performance must be judged
using more than one evaluation criterion.

Pre-specified quality standards. Each of the evaluative criteria on which a

student’s performance is to be judged is clearly explicated in advance of
judging the quality of the student's performance.

Judgmental appraisal. Unlike the scoring of selected-response tests in

which electronic computers and scanning machines can, once
programmed, carry on without the need of humankind, genuine
performance assessments depend on human judgments to determine
how acceptable a student's performance really is.
POLICIES ON CLASSROOM ASSESSMENTS
ISSUED BY DEPED

Link: https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf

Link: https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_031.pdf
PERFORMANCE TASK
Performance tasks refer to assessment tasks that “allow learners to
show what they know and are able to do in diverse ways. They may
create or innovate products or do performance-based tasks [including]
skills demonstrations, group presentations, oral work, multimedia
presentations, and research projects.
It is important to note that written outputs may also be considered as
performance tasks.
DO 31, s. 2020
PERFORMANCE TASK
PERFORMANCE TASK
PERFORMANCE TASK
PERFORMANCE TASK (FACE TO FACE)
PERFORMANCE TASK (FACE TO FACE)
PERFORMANCE TASK (FACE TO FACE)
PERFORMANCE TASK (FACE TO FACE)
PERFORMANCE TASK (FACE TO FACE)
PERFORMANCE TASK (FACE TO FACE)
PERFORMANCE TASK (FACE TO FACE)
FORMAT OF THE PERFORMANCE TASK
Apply your knowledge, understanding, and skills of …[lesson] in doing the
performance task.
[Give the situation]… You will create … [product] or you will do/perform
[performance]. … [Give the details.] Your output will be graded according
to the following criteria: [give the standards]

Details:
• Group or individual
• Help allowed
• Resources needed
• Time frame
FORMAT OF THE PERFORMANCE TASK
Ilapat ang iyong kaalaman, pag-unawa, at kasanayan sa pagsasalaysay [topic] sa
paggawa ng ”performance task”.
May pagdiriwang ng ikapitong kaarawan ang iyong pamangkin. Nahilingan ka nito na
magkuwento sa kaniyan mga bisita. [situation] Lilikha ka nga sarili mong alamat at
isasalaysay mo ito nang pasalita sa masining na paraan. [performance]
Tiyakin na ang pagsasalaysay na gagawin ay nakabatay sa sumusunod na pamantayan:
[standards]
A. Malikhaing pagsasalayasay .............................................50 puntos
B. Paraan nga pagsasalaysay ...............................................30 puntos
• Tono at lakas ng tining
• Wastong bigkas ng mga salita
C. Dating sa tagapakinig ........................................................20 puntos
Kabuuan ..................................100 puntos
You will produce advocacy materials for the prevention of alcohol drinking with shared responsibility from
the family for a healthy family life.
Create a material that advocates for the prevention of alcoholism. Choose from any of the following:
[ ] Song/Poem
Write a song or poem that centers on the alternative hobbies that you can replace alcohol drinking. The
song or poem may also discuss how alcohol can ruin someone’s life.
[ ] Artwork/Poster
Draw and/or paint an artwork that depicts the causes and effects of alcohol drinking. You can also use
recycled materials like empty bottles/cans of alcohol to create a 3D artwork. Write a 1-paragraph
description of your masterpiece.
[ ] Video
Create a video presentation that shows alcoholism in the Philippines and how the government works on it.
Write a short synopsis of your video.
Performance Standard:
The learner establishes
correspondence among various
types of phenomena and use the
data extracted from their
relationship to simplify, abstract,
and analyze experience.
Performance Standard:
The learner recognizes the
properties of quadratic functions
and apply them to real-life
situations.
Check the website: https://www.deped.gov.ph/wp-
content/uploads/2020/10/DO_s2020_031.pdf for other
performance assessment types.