Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

ASSESSMENT IN
LEARNING 2
EDUC 10
Module 1

NAME: E-MAIL ADDRESS:

Mary Hope A. Rebadomia maryhopealcober@gmail.com
COURSE /SECTION: INSTRUCTOR:
BSED FIL 3C Mrs.Magtang
CONTACT #: TERM:
09957924726 2nd Sem
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

Module I
ASSESSMENT IN LEARNING 2 (ED 10)
BSED Filipino A, B, C, D, and BEED 3A,

MODULE 1: NATURE OF PERFORMANCE-BASED ASSESSMENT and

DESIGNING MEANINGFUL PERFORMANCE-BASED
ASSESSMENT

Intended Learning Outcomes: At the end of this module, the student must
have:
1.Described performance-based assessment through a slogan.
2. Analyzed the nature and essential characteristics of performance-
based assessment using brainstorming and webbing.
3.Designed learning competencies for process and product oriented
performance-based assessment using the given examples as basis.
4. Differentiated process from product performance-based assessment
using the template provided.
5. Created a plan for performance-based assessment following the
guidelines and principles learned by using the matrix provided.

A. INTRODUCTION:
Traditional testing cannot measure a number of skills directly.
Skills requiring the demonstration of students’ understanding by creating an
answer carrying out performance or producing a product which involves
independent judgement, critical thinking and decision-making are best
assessed with performance test. This type of authentic assessment provides
evidence of what the students know and can do in the context of real life. This
module will aid students analyze the nature and essential characteristics of
performance-based assessment and develop a portfolio of performance-based
assessment tools that measures learners’ competencies of a given subject.
B. ACTIVITIES:
Activity 1. “MY SLOGAN”
Think of a slogan that would describe performance-based
assessment. Write three sentences that will describe your slogan.

My Slogan:
Being Determined is seen in your Action.

Sentences:
1. If you are willing to learn you need to listen.

2.Positive Vibes because it can give you determimation.

3.Encouraging words

Activity 2. BRAINSTORMING and WEBBING

Webbing is a graphic organizer that provides picture of how
words or phrases connect to an object, concept or topic.
Brainstorm on the nature of the performance-based assessment and create a
webbing as a graphic organizer.

PBA
ACTIVITY 2
1. Cognitive
2.Physical Movement
3.Your ability to memorize
4.Skills
5.Creativity
6.Task

Activity 3.
Tasks: 1. Identify one process-oriented and one product – oriented
Performance based-assessment
2. Formulate 4 competencies in defining the purposes of the
Process and product performance-based assessment.
Examples below are provided for your reference. Use a
separate sheet for your answer .
C. ANALYSIS
Differentiate process-oriented from product –oriented
performance-based assessment using the template provided below.

PERFORMANCE –BASED ASSESSMENT

PROCESS PRODUCT

concerned with the actual where in the assessor views

task performance Competencies and scores the final product
made and not on the actual
performance of making that
product.
Process oriented performance
based assessment evaluates
the actual task
performance. ... This
assessment aims to know
what processes a person
undergoes when given a task.
Process-oriented
performance-based
assessment is concerned with
the actual task performance
rather than the output or
product of the activity.
The design of the task in this
Task Designing context depends on what the
teacher desires to observe as
output of the students.
Scoring rubrics are descriptive
Scoring Scheme scoring schemes that are
developed by teachers or
other evaluators to guide the
analysis of the products or
processes of students’ efforts
(Brookhart, 1999). Scoring
rubrics are typically employed
when a judgment of quality is
required and may be used to
evaluate a broad range of
subjects and activities.

D. ABSTRACTION
Performance-based assessment is one in which the teacher observes
and makes a judgment about the student’s demonstration of a skill or
competency in creating a product, constructing a response, or making a
presentation (McMillan 2007). It is an alternative form of assessment that
moves away from traditional paper-and-pencil tests (Ferman,2005). It involves
students to produce project, whether it is an oral, written or group
performance. The types of activities that best exemplified performance –based
assessments include writing a research report, solving and conducting
experiments and investigations, return demonstration, speech, skit, role
playing, constructing and implementing seminar plan or creating video
presentation.
The steps in developing a meaningful performance assessment both
process and product that will match to the desired learning outcomes: (1)
Defining the Purpose of Assessment (2) Identifying Performance Task (3)
Developing Scoring Schemes; and (4) Rating the Performance. In defining the
purpose of assessment, learning targets must be carefully identified and taken
in consideration. Performance assessments primarily used four types of
learning targets which are deep understanding, reasoning skills and products
(McMillan, 2007)
E. APPLICATION
Crafting Meaningful Performance-Based Assessment
Choose a topic related to your field of specialization and create a
performance-based assessment following the guidelines and principles in
crafting meaningful performance-based assessment. Use separate sheet for
your answer.

Field of Study: FILIPINO

Course / Year Level: BSED FILIPINO 3C

Topic: Tamang Pagpapakilala sa Klase

Step 1 Defining the Purpose of Assessment.

General Competency: Ang mga Mag-aaral ay kailangan mag dula-dulaan tungkol sa

Pagmamahalan ni Maria Clara at Crisostomo Ibarra.

Specific Competencies: (3)

1. Para malaman nila ang pag-iibigan ni Crisostomo Ibarra at Maria Clara.
2.Mas maipalabas nila ang kanilang talento.
3.Para Marunong silang mag Teamwork.

Step 2 Identifying Performance Task

1.Kagalingan sa paggamit nang wikang Filipino.
2.Mapakita ang tradisyon nang mga Pilipino.
3.Mas maintindihan ang nangyayari noong unang panahon.

Step 3 Scoring Scheme

Holistic Rubric
Analytic Rubric
F. EVALUATION
You are to answer an Online Test to be announced later. Link will be
posted in the google classroom and in our Group Chat.

REFERENCES

Cajigal,R.M. and Mantuano,M.D. (2014). Assessment of Learning 2 . Adriana Publishing

Company , Q.C.

Popham, W. James (2011). Classroom Assessment: What Teachers Need to Know. 4th edition.

Musial, Dian et.al. (2009). Foundation of Meaningful Educational Assessment.

INTERNET SOURCES
https://www.slideshare.net/Dianopesidas/process-and-product-performanebased-assessment

https://educators.brainpop.com/printable/brainstorming-web/

https://www.jing.fm/iclip/oTTRJR_date-clipart-assessment-plan-service-advantages/

https://www.canstockphoto.com/assessment-28697977.html

https://quotesgram.com/quotes-about-assessment-in-education/

Prepared by:

JELIN S. MAGTANG, PhD JOEL LACHICA

Teacher Teacher

Approved by:

REMEDIOS E. ALVAREZ, PhD

Department Head