LESSON 4

Lesson Title Designing Meaningful Performance-Based Assessment

Let’s Hit These

 At the end of this lesson, you should be able to develop a portfolio

of performance-based assessment tools that measures learners’
competencies of a given subject.

Let’s Read

Designing performance assessment entails critical processes which start

from the task; that the teacher wants to assess. A well-designed performance
assessment helps the student to see the connections between the knowledge,
skills, and abilities they have learned from the classroom, including the
experiences which help them to construct their own meaningful of knowledge.
The following steps will guide you in developing a meaningful performance
assessment. both process and product that will match to the desired learning
outcomes.

Lesson 4.1 DEFINING THE PURPOSE OF ASSESSMENT

The first step in designing performance-based assessment is to define the

purpose of assessment. Defining the purpose and target of assessment provides
information on what students need to be performed in a task given. By
identifying the purpose, teachers are able to easily identify the weaknesses and
strengths of the students' performance. Purpose must be specified at the
beginning of the process so that the proper kinds of performance criteria and
scoring procedures can be established. Basic questions which teachers ask it
determining possible learning competencies to be considered are listed below.

Five Questions to Consider in Determining

Competencies
Five Questions Examples
What important cognitive skills or  communicate effectively in
attributes do I want my students writing, employ algebra to
to develop? solve real-life problems
What social and affective skills or  work independently,
attributes do I want my students appreciate individual
to differences
develop?
What metacognitive skills do I  reflect on the writing
want my students to develop? process, self-monitor progress

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?
while working on an
independent project
 perform research,
predict consequences
 understand cause-and-
effect relationships, use
principles of ecology and
conservation

Basically, the teacher should select those learning targets which can be
assessed by performance which fits to the plan along with the assessment
techniques to be utilized for measuring other complex skills and performances.

Four Types of Learning Targets Used in Performance Assessment

 Deep Understanding
The essence of performance assessment includes the development of
students' deep understanding. The idea is to involve students
meaningfully in hands-on activities for extended periods of time so
that their understanding is rich and more extensive than what can be
attained by more conventional instruction and traditional paper-and-
pencil assessments. This focuses on the use of knowledge and skills.
 Reasoning
Reasoning is essential with performance assessment as the students
demonstrate skills and construct products. Typically, students are given
a problem to solve or are asked to make a decision or other outcome,
such as a letter to the editor or school newsletter, based on information
that is provided.
 Skills
In addition to logical and reasoning skills, students are required to
demonstrate communication, presentation, and psychomotor skills.
These targets are ideally suited to performance assessment.

Psychomotor Skills
Psychomotor skills describe clearly the physical action required for a
given task. These may be developmentally appropriate skills or skills
that are needed for specific tasks: fine motor skills (holding a pen,
focusing a microscope, and using scissors), gross motor actions (jumping
and lifting), more complex athletic skills (shooting a basketball or
playing soccer), some visual skills, and verbal / auditory skills for
young children. These skills also identify the level at which the skill is
to be performed.
 Products
Are completed works, such as term papers, projects, and other
assignments in which students use their knowledge and skills.
Process and Product-Oriented Performance-Based Assessments

In defining the purpose of assessment, the teacher should identify whether

the students will have to demonstrate a process or a product. If the learning
outcomes deal on the procedures which you could specify, then it focuses on
process assessment. In assessing the process, it is essential also that assessment
should be done while the students are performing the procedures or steps.
Learning targets which require students to demonstrate process include the
procedures of proper handling / manipulating of microscope, or steps to be done
when in an earthquake drill. Mathematical operations, reciting a poem, and
constructing a table of specification are other examples of this target.
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 variou

Performance Standard: The learner proficiently renders rhetorical pieces.

Task: Oral — Aural Production (The teacher may use dialogs or passages from ot

Specific Competencies:
Observe the right syllable stress pattern in different categories.
Observe the use of the rising and falling intonation, rising intonation, and the combination of both i
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 pagunawa s

Pamantayan sa Pagganap para sa aralin (Performance Standard): Ang mga mag- aaral ay nakasusu

Kakayahan:
Nakapagbabahagi ng mga nasaliksik na impormasyon.
Nakapag-uugnay ng mga nasaliksik na impormasyon sa paksa ng akdang napakinggan.
Natutukoy ang ilang akda o awitin na may pagkakatulad sa paksa ng akdang napakinggan.
 Usually, the learning objectives start with a general competency which is the
main target of the task, and it follows with specific competencies which are
observable on the target behavior or competencies. This can be observed also in
defining the purpose of assessment for product-oriented performance-based
assessment.
Sometimes, eventhough you teach specific process, the learning outcomes
simply implies that the major focus is product that the student produces. Nitko
(2011) suggested focusing assessment on the product students produce if most or
all of the evidence about their achievement of the learning targets is found in the
product itself, and little or none of the evidence you need to evaluate students is
found in the procedures they use or the ways in which they perform.
Assessment of products must be done if the students will produce a variety
of better ways to produce high quality products, sometimes, method or sequence
does not make much difference as long as the product is the focus of the
assessment.
Examples of learning targets which require students to produce products
include building a garden, conducting classroom-based researches, publishing
newspaper and creating commercials or powerpoint presentation.
In the given examples 1 and 2 for English and Filipino Grade 7 domains,
product-oriented performance-based assessment can be stated as:
o Use the correct prosodic patterns (stress, intonation, phrasing, pacing,
tone) in rendering various speech acts or in oral reading activities, and
o Nakasusulat ng talatang nagsasalaysay ng Hang pangyayari sa
kasalukuyan na may kaugnayan sa paksa ng akdang napakinggan.
Below is another example of product-oriented performance-based
assessment task

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

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

Product-oriented competencies require students to demonstrate multiple

levels of metacognitive skills which require the use of complex procedural skills
for creating authentic product. The discussion on the steps of designing
performance-based assessment shall be focused on the process and product
assessments.
Lesson 4.2 IDENTIFYING PERFORMNACE TASK

Having a clear understanding of the purpose of assessment, the next step is

to identify performance tasks which measure the learning target you are about to
assess. Some targets imply that the tasks should be structured; others require
unstructured tasks. Below are some questions that should be answered in
designing tasks:
o What ranges of tasks do the learning targets imply?
o Which parts of the tasks should be structured, and to what degree?
o Does each task require students to perform all the important
elements implied by the learning targets?
o Do the tasks allow me to assess the achievement dimensions I need to
assess?
o What must I tell students about the task and its scoring to
communicate to them what they need to perform?
o Will students with different ethnic and social backgrounds interpret my
task appropriately?
Performance needs to be identified so that students may know what tasks
and criteria to be performed. In this case, a task description must be prepared to
provide the listing of specification of the tasks and will elicit the desired
performance of the students. Task description should include the following:

1. Content and skill targets to be assessed Description of the student activities Group or
2. Help allowed Resource needed Teacher role Administrative process Scoring procedure
3.
4.
5.
6.
7.
8.

Tasks on the other hand should be meaningful and must let the student be
personally involved in doing and creating the tasks. This could be done by
selecting a task which has personal meaning for most of the students. Choose a task
in which students have the ability to demonstrate knowledge and skills from
classroom activities or other similar ways. These tasks should be of high value,
worth teaching to, and worth learning as well.
In creating performance tasks, one should specify the learning targets, the
criteria by which you will evaluate performance, and the instructions for
completing the task. Include also the time needed to complete the tasks. Be sure
students understand how long a response you are expecting. Some learning
targets can be assessed in a relatively short period of 20 to 30 minutes. But it also
depends on the learning targets which necessitate a longer time. Examples are
conducting opinion survey and gathering of data for research which need more
than two weeks and done outside of the class. With these activities, the results can
make a valid generalization of how the students achieved the learning target.
Participation of groups must be considered also in crafting performance
tasks. Some tasks require cooperative or collaborative learning or in group
tasks.
With this, the number of tasks must be given an attention as well, as a rule, the
fewer the number of tasks, the fewer targets can be assessed in a given
performance.

Suggestion for Constructing Performance Task

The development of high-quality performance assessments that effectively
measure complex learning outcomes requires attention to task development and
to the ways in which performances are rated.
1. Focus on learning outcomes that require complex cognitive skills
and student performances. Tasks need to be developed or selected in
light of important learning outcomes. Since performance-based tasks
generally require a substantial investment of student time, they should be
used primarily to assess learning outcomes that are not adequately
measured by less time-consuming approaches.
2. Select or develop tasks that represent both the content and the skills
that are central to important learning outcomes. It is important to specify
the range of content and resources students can use in performing task. In
any event, the specification of assumed content understandings is critical in
ensuring that a task functions as intended.
3. Minimize the difference of task performance on skills that are
irrelevant to the intended purpose of the assessment task. The key here
is to focus on the attention of the assessment. Example is the ability to read
complicated texts and the ability to communicate clearly are both important
learning outcomes, but they are not necessarily the intent of a particular
assessment.
4. Provide the necessary scaffolding for students to be able to understand
the task and what is expected. Challenging tasks often involve ambiguities
and require students to experiment, gather information, formulate
hypothesis, and evaluate their own progress in solving a problem. However,
problems cannot be solved in a vacuum. Students need to have a prior
knowledge and skills required to address the problem. These
prerequisites can be a natural outcome of prior instruction or may be
built into the task.
5. Construct task directions so that the student's task is clearly indicated.
Vague directions can lead to such a diverse array of performances that it
becomes impossible to rate them in a fair or reliable fashion. By design,
many performance-based tasks give students a substantial degree of
freedom to explore, approach problems in different ways, and come up with
novel solution.
6. Clearly communicate performance expectations in terms of the criteria
by' which the performances will be judged. Specifying the criteria to be
used in rating: performance helps clarify task expectations for a student.
Explaining the criteria that will be used in rating performances not only
provides students with guidance on how to focus their efforts, but helps to
convey priorities for learning outcomes.

Example of 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 to 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 collaboration.
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.
The example below shows performance task for product-oriented
performance-based assessment:

Competency: Prepare Useful Solution

Performance Task

Barangay Luntian is celebrating its 50th 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).
Crafting tasks for both process and product-oriented performance-based
assessments needs careful planning. Engagement, elaboration, and experience
are some factors to consider in making authentic tasks which make it different to
traditional assessment. Tasks should also center on the concepts, principles, and
issues that are important to the context of the subject matter. Moreover, teachers
must know what they want to observe before performance criteria can be
identified. Below is the checklist for writing good performance tasks:
 Checklist for Writing Performance Task
 Are essential content and skills targets integrated?
 Are multiple targets included?
 Is the task authentic?
 Is the task teachable?
 Is the task feasible?
 Are multiple solutions and paths possible?
 Is the nature of the task clear?
 Is the task challenging and stimulating?
 Are criteria for scoring included?
 Are constraints for completing the task included?

Regardless of whether these are process or product-oriented

performance tasks, clearly stated performance criteria are critical to the success
of both instruction and assessment. Criteria in the real essence of performance-
based assessment define the target process and product, guide and help the
students on what should be taught and done, and provide a target in assessing the
performance of the students.
Lesson 4.3 DEVELOPING SCHORING SCHEMES
There are different useful ways to record the assessment of students'
performance. Variety of tools can be used for assessment depending on the nature
of the performance it calls for. As teacher, you need to critically examine the
task to be performed matched with the assessment tools to be utilized. Some
ways of assessing the students' performance could be the utilization of
anecdotal records, interviews, direct observations using checklist or likert scale,
and the use of rubrics especially for the performance-based assessment.

 Rubric as an Assessment Tool

Rubrics nowadays have been widely used as assessment tool in
various disciplines, most especially in the field of education. Different
authorities defined rubrics, viz:
 Set of rules specifying the criteria used to find out what the
students know and are able to do so. (Musial, 2009)
 Scoring tool that lays out specific expectations for assignment
(Levy, 2005)
 A scoring guide that uses criteria to differentiate between levels
of student proficiency. (McMillan, 2007)
 Descriptive scoring schemes that are developed by teachers or
evaluators to guide the analysis of products or processes of
students' effort (Brookhart, 1999).
 The scoring procedures for judging students' responses to
performance tests (Popham, 2011)
A rubric that's used to score students' responses to a performance
assessment has, at minimum, three important features:
 Evaluative criteria. These are the factors to be used
in determining the quality of a students' response.
 Descriptions of qualitative differences for evaluating
criteria. For each evaluative criterion, a description must be
supplied so qualitative distinctions in students' responses can be
made using the criterion.
 An indication of whether a holistic or analytic scoring
approach is to be used. The rubric must indicate whether the
evaluative criteria are to be applied collectively in a form of
holistic scoring or on a criterion-by-criterion basis in the form
of analytic scoring.
Rubrics are used also to communicate how teachers evaluate the
essence of what is being assessed. Rubrics not only improve scoring
consistency, they also improve validity by clarifying the standards of
achievement the teacher will use in evaluating. In the development
and scoring of rubrics, Nitko (2011) suggested some questions which
the teacher should address:
 What important criteria and learning targets do I need to asses?
 What are the levels of development (achievement) for each of these
criteria and learning targets?
 Should I use a holistic or an analytic scoring rubric?
  Do I need to use a rating scale or a checklist as my
scoring scheme?
 Should my students be involved in rating their own performance?
 How can I make my scoring efficient and less time-consuming?
 What do I need to record as the result of my assessments?
 What are some useful methods of recording students' responses to
performance tasks?

 Types of Rubrics

1. Analytic Rubric. It requires the teacher to list and identify the

major knowledge and skills which are critical in the
development of process or product tasks. It identifies specific
and detailed criteria prior to assessment. Teachers can assess
easily the specific concept understanding, skills or product with
a separate component. Each criterion for this kind of rubric
receives a separate score, thus, providing better diagnostic
information and feedback for the students as a form of
formative assessment.

Analytic Rubric for Oral Presentation:

An Interpretative Reading
Category 4 3 2 1
Characterization Voice, facial Voice, facial Voice, facial Voice; facial
expressions expressions expressions expressions
and body and body and body and body
language language often language language
clearly contribute to sometimes rarely
contribute to the selected contribute to contribute to
the selected character. the selected the selected
character. character. character.
Preparedness Student is Student seems The student is Student does
completely pretty somewhat not seem at all
prepared and prepared but prepared, but prepared to
has obviously might have it is clear that present.
rehearsed. needed a rehearsal was
couple more lacking.
rehearsal.
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.
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 least 90% of least 80% of
the time. the time. the time.
2. Holistic Rubric. It requires the teacher to make a judgment about
the overall quality of each student response. Each category of
the scale contains several criteria which shall be given a single
score that gives an overall rating. This provides a reasonable
summary of rating in which traits are efficiently combined,
scored quickly and with only one score, thus, limiting the
precision of assessment of the results and providing little specific
information about the performance of the students and what
needs for further improvement.
Holistic Rubric for Oral Report
5 Excellent: The students clearly describes the question studied
and provides 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 is
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.
 Rubric Development
Stevens and Levi's Introduction to Rubrics (2005) enumerated the
steps in developing rubric. Basically, rubrics are composed of task
description, scale, dimensions, and description of dimensions.

Task Description
Task description involves the performance of the students. Tasks can
be taken from assignments, presentations, and other classroom
activities. Usually, task descriptions are being set in defining
performance tasks.

Example:
Community Development
Task Description: Each student will make a 10-minute presentation on
his/ her observations, experiences, analysis and interpretation of
developing community. Student may use his/her own community as a
sample and look into its changes over the past 10 years. He / She may
use any form or any focus of presentation, but it's a must to have a thesis
statement, not just an exposition. The presentation should include table,
graphs, photographs, maps, landmarks, and conclusions for the
audience.
Scale Level 1 Scale Level 2 Scale Level 3
Dimension 1
Dimension 2
Dimension 3
Dimension 4

Scale
The scale describes how well or poorly any given task has been
performed and determine to what degree the student has met a
certain criterion. Generally, it is used to describe the level of
performance. Below are some commonly used labels.
 Sophisticated, competent, partly competent, not competent
 Exemplary, proficient, marginal, unacceptable
 Advanced, intermediate high, intermediate, novice
 Distinguished, proficient, intermediate, novice
 Accomplished, average, developing, beginning

Example:
Community Development
Task Description: Each student will make a 10-minute presentation on
his/ her observations, experiences, analysis and interpretation of
developing community. Student may use his/her own community as a
sample and look into its changes over the past 10 years. He / She may
use any form or any focus of presentation, but it's a must to have a thesis
statement, not just an exposition. The presentation should include table,
graphs, photographs, maps, landmarks, and conclusions for the
audience.
 Excellent Competent Needs Work
Dimension 1
Dimension 2
Dimension 3
Dimension 4

Dimensions
This is a set of criteria which serves as basis for evaluating student
output or performance. The dimensions of rubric lay out the parts and
how tasks are divided into its important components as basis also for
scoring the students.

Example:
Community Development
Task Description: Each student will make a 10-minute presentation on
his/ her observations, experiences, analysis and interpretation of
developing community. Student may use his/her own community as a
sample and look into its changes over the past 10 years. He / She may
use any form or any focus of presentation, but it's a must to have a thesis
statement, not just an exposition. The presentation should include table,
graphs, photographs, maps, landmarks, and conclusions for the
audience.
Needs
Excellent Competent
Work
Knowledge/Understanding
20% / 20 points
Thinking/Inquiry 30%/30
points
Communication 20%/20
points
Use of Visual aids 20%/20
points
Presentation Skills 10%/10
points

Description of the Dimension

Dimensions should contain description of the level of performance as
standard of excellence accompanied with examples. This allows both
the teachers and the students to identify the level of expectation and
what dimension must be given an emphasis.

Example:
Community Development
Task Description: Each student will make a 10-minute presentation on
his/ her observations, experiences, analysis and interpretation of
developing community. Student may use his/her own community as a
sample and look into its changes over the past 10 years. He / She may
use any form or any focus of presentation, but it's a must to have a thesis
statement, not just an exposition. The presentation should include table,
graphs, photographs, maps, landmarks, and conclusions for the
audience.

Excellent Competent Needs Work

Knowledge/Un The presentation The presentation The presentation
derstanding demonstrates a uses knowledge that uses little relevant
depth of historical is generally or accurate
20% understanding by accurate with only information, not
using relevant and minor inaccuracies even that which was
accurate details to and that is generally presented in class
support the student's relevant to the or in the assigned
thesis. student's thesis. texts.
Research is Research is Little or no research
thorough and goes adequate but does is apparent.
beyond what was not go much beyond
presented in class what was presented
or in the assigned in class or in the
texts. assigned text.

Thinking/ The presentation is The presentation The presentation

Inquiry 30% centered around a shows an analytical shows no analytical
thesis, which shows structure and a structure and no
highly developed central thesis, but central thesis.
awareness of the analytical is not
historiographic or always fully
social issues and a developed or linked
high level of to the thesis.
conceptual ability.
Communication The presentation is Presentation The presentation
20% imaginative and techniques used are fails to capture the
effective in effective in interest of the
conveying ideas to conveying main audience and/or is
the audience. The ideas, but they are a confusing in what is
presenter responds bit unimaginative. to be
effectively to Some questions communicated.
audience reactions from the audience
and questions. remain unanswered.
Use of Visual The presentation The presentation The presentation
aids 20% includes includes includes no visual
appropriate and appropriate visual aids or includes
easily understood aids, but these are visual aids that are
visual aids, which too few, are in a inappropriate or too
the presenter refers format that makes small or messy to be
to and explains at them difficult to use understood.
appropriate or understand, or The presenter
moments in the the presenter does makes no mention of
presentation. not refer to or them in the
explain them in the presentation.
the presentation.
Presentation The presenter The presenter The presenter
Skills 10% speaks clearly and speaks clearly and cannot be heard so
loudly enough to be loudly enough to be unclearly that she or
heard, using eye heard but tends to he cannot
contact, a lively drone or fails to understood.
tone, gestures, and use eye contact,
 body language to gestures, and body There is no attempt
engage the language to connect with the
audience. consistently or audience through
effectively at times. eye contact,
gestures, or body
language.

Below is an example of rubric assessing process-oriented performance:

Dialog/Conversation Completion Rubric (Process)

Needs Practice
Skilled /
/ With Good most of the Total
Independent
Assistance (7 time (14pts) Score
(20pts)
pts)
At the start of the  Forgets to look at  Looks at the person he  Looks at the
conversation the other person is talking to person he is
 Forgets how to  Initiates conversation talking to Initiates
initiate a greetings or question conversation
conversation  Pauses to allow the greetings or
 Doesn't pause to other person to question
allow other respond  Pauses to allow
person to talk  Stands about an arm's the other person
 Stands/sits too length away to answer.
close or far away  Stands about an
 Interrupts other arm's length
person while away
they are  Waits until the
conversing other person
stops talking
before adding
information

During the  Forgets to  Maintain eye contact  Maintain eye

conversation maintain eye during the contact during
contact during conversation the conversation
the conversation  Uses the other  Uses the other
 Forgets to use person's name during person's name
the other the conversation during the
person's name  Stays on the same conversation
during the topic  Stays on the
conversation  Adds more same topic
 Forgets to stay information about the  Adds more
on the same topic information
topic  Takes turns even if about the topic
 Forgets to add only adding a nod  Takes turns
more even if only
information adding a nod
about the topic  Uses
 Forgets to take appropriate
turns facial
expressions and
body language
At the end of the  Doesn't allow  Makes sure each  Makes sure
conversation the other other had the each other
person to talk chance to speak had the
 Doesn't use  Uses a good chance to
closing terminating speak
sentence expression to end  Uses a good
during topic the conversation terminating
termination  Compliments the expression to
 Doesn't other person end the
compliment conversation
the other Compliments
person the other person
 Doesn't use a  Uses a
handshake handshake
Score
Lesson 4.4 RATING THE PERFORMANCE

This is the final step in performance-based assessment, determining the

learning outcomes of the students. The main objective of rating the performance is
to be objective and consistent. Be sure also that the scoring system is feasible as
well. In most of the classroom situations, the teacher is both the observer and
the rater. If there are some important instructional decision to be made,
additional raters must be considered in order to make scoring more fair.
Since performance-based assessment involves professional judgment,
some common errors in rating should be avoided; personal bias and halo effect.
McMillan (2007) stated that personal bias results in three kinds of error, generosity
error occurs when the teacher tends to give higher scores; severity error results
when the teachers use the low end of the scale and underrate student
performances; and the central tendency error in which the students are rated in
the middle. On the other hand, halo effect occurs when the teacher's general
impression of the students affects scores given on individual traits or performance.
Students, on the other hand, can assess their own progress. Student
participation need not to be limited to the use of assessment instruments. It is also
useful to have students help develop the instrument. In some practices, students
rate themselves and compare their ratings with the teacher-in-charge. With this,
the teacher can elaborate and explain to each student the reasons for rating and
discuss the gap between the rating most especially in an individual conference.
Follow up- conference, peer and self-evaluation of output enable teachers
to understand better curriculum and instructional learning goals and the progress
being undertaken towards the achievement of the goals. These too can better
diagnose the strengths and limitations of the students and most importantly, this
activity develop self-reflection and analysis skills of both the teachers and the
students.
Activity No. 4

Crafting Meaningful Performance-Based Assessment

From the discussion of the steps in designing performance-based
assessment, choose a topic related to your field of specialization and create a
performance-based assessment following the guidelines and principles of crafting
meaningful performance-based assessment.

Field of Study:
Grade / Year Level:
Topic:

Step 1: Defining the Purpose of Assessment

Step 2: Identifying Performance Task
General Competency:

Specific Competencies:
Step 3: Scoring Scheme

Create a scoring rubric from the task formulated. Show how

each element of writing and implementing scoring are presented.
Follow strictly the steps presented in designing rubric.