How do you conduct performance assessment?

 Unlike in most traditional tests wherein student responses can be scored using an answer key,
performance assessments require the teacher's and peers' judgment when evaluating the resulting
products and performances. This necessitates using a set of predetermined criteria that are aligned
with desired targeted standards or desired learning outcomes.
The following are the basic steps in planning and implementing performance- based or product-based
assessments:
1. Define the purpose of performance or product-based assessment.
The teacher may ask the following questions?
 What concept, skill, or knowledge of the students should be assessed?
 At what level should the students be performing?
 What type of knowledge is being assessed (e.g., remembering to create)?

2. Choose the activity/output that you will assess.

 The required performance or Output should be feasible given the time constraints, availability of
resources, and amount of data/materials needed to make an informed decision about the quality of
a student's performance or product.
 The performance tasks should be interesting, challenging, achievable, and with sufficient depth and
breadth so that valid evaluation about students' learning can be made.

3. Define the criteria

 Criteria are guidelines or rules for judging such as responses, products. or performances.
 Before conducting the performance criteria should be predetermined.
 The set of criteria should be discussed and agreed upon by the teacher and the students.
 Criteria are important since they define for the students the types of behavior or attributes of a
product that are expected, as well as allow the teachers and the students to evaluate a performance or
product as objectively and consistent as possible.
There are four types of criteria that can be evaluating student performances:
A. Content Criteria - To evaluate the degree of a student's knowledge and understanding of facts,
concepts, and principles related to the subject.
B. Process Criteria - To evaluate the proficiency level of performance skill or process.
C. Quality Criteria - to evaluate the quality of a product or performance
D. Impact Criteria - to evaluate the overall results or effects of a product or performance.
4. Create the performance rubric.
 A rubric can be considered as an assessment tool that indicates the performance expectation for
any kind of student work.
It generally contains three essential features:
(1) criteria or the aspects of performance that will be assessed,
(2) performance descriptors or the character associated with each dimension or criterion
(3) performance levels identifies students' level of mastery within each criterion.
There are different types of rubrics:
A. Holistic Rubric - In holistic rubric, student performance or output evaluated by applying all criteria
simultaneously, thus providing a score based on overall judgment about the quality of student’s work.
B. Analytic Rubric - in analytic rubric, student's work is evaluated by each criterion separately, thus providing
specific feedback about student's performance or product along several dimensions.
C. General Rubric - contains criteria that are general and across tasks and can be use for similar task or
performances. (e.g., the same rubric that can be used to evaluate presentation and research output).
D. Task-Specific Rubric - contains criteria that are unique to a specified (i.e., a rubric that can only be used for
oral presentation and analytic rubric applicable only for research output). Assesses a specific task. Unique
criteria are assessed separately. However, it may not be possible to account for each and every criterion
involved in a particular task which could overlook a student’s unique solution.
5. Assess student's performance/product
 In assessing a student’s work, it is important to adhere to the criteria set and use the rubric
developed. This is to ensure objective, consistent, and accurate evaluation of student's
performance.
 It is also important to provide specific and meaningful feedback and explanation to students on
how they have performed the tasks, clarifying to them what they understand, what they don't
understand. and where they can improve.

Frederick Herzberg – He Advocated the 2 factor theory of motivation factors and hygiene factors.
Motivators are related to self-growth and self-actualization, while hygiene factors are related to salary and
work conditions.
The theory suggests that having high hygiene factors can prevent dissatisfaction, but only motivators can
ensure satisfaction. The theory is based on interviews with employees about their good and bad experiences
at work.
Benjamin Bloom- Inventor Taxonomy of Educational Objectives for Knowledge Based Goals.
Revised Taxonomy of Educational Objectives for Knowledge Based Goals
Remember
Understand
Apply
Analyze
Evaluate and
Create
David Krathwohl - Inventor of Taxonomy of Educational Objectives for Affective Based Goals