Educ 7/Assessment in Learning 2/Lecture Notes 1

Overview

As we learned the nature of performance-based assessment, its characteristics, types, advantages and limitations, the next
step is to design it aligned to the learning goals. Focusing on the knowledge and skills targeted, you will need to think of some
tasks which mustbe performed authentically. Clearly, comprehensive planning and designing of performance-based assessment
should be taken into consideration.

Intended Learning Outcome

At the end of the chapter, you should be able to develop a portfolio of performance-based assessment tools that measures
learners’ competencies of a given subject.

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 in 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 attributes do I want my Communicate effectively in writing, employ algebra to solve
students to develop? real-life problems
What social and affective skills or attributes do I want my Work independently, appreciate individual differences
students to develop?
What metacognitive skills do I want my students to develop? Reflect on the writing process, self-monitor progress while
working on an independent project

What types of problems do I want my students to be able to Perform research, predict consequences
solve?
What concepts and principles do I want my students to be able Understand cause-and-effect relationships, use principles of
to apply? ecology and conservation

1.1 Four Types of Learning Targets Used in Performance Assessment

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).

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 in 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.

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Educ 7/Assessment in Learning 2/Lecture Notes 2
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.

Products
Are computed works, such as term papers, projects, and other assignments in which students use their knowledge and skills.

1.2 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 various social contexts.
Performance Standard: The learner proficiency renders rhetorical pieces.

Task: Oral-Aural Production (The teacher may use dialogs or passages from other written or similar texts).

Specific Competencies:
1. Observe the right syllable stress 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 pag-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 mag mananaliksik na impormasyon sa paksa ng akdang napakinggan.
3. 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, even though 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.

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Educ 7/Assessment in Learning 2/Lecture Notes 3
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:

• Use the correct prosodic patterns (stress, intonation, phrasing, pacing, tone) in rendering various speech acts or in oral
reading activities, and
• Nakasusulat ng talatang nagsasalaysay ng ilang 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:
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 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, repetition and
proximity.

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.

2. Identifying Performance Tasks

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:
• What ranges of tasks do the learning targets imply?
• Which parts of the tasks should be structured, and to what degree?
• Does each task require students to perform all the important elements implied by the learning targets?
• Do the tasks allow me to assess the achievement dimensions I need to assess? What must I tell students about the task
and its scoring to communicate to them what they need to perform?
• 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:
• Content and skills targets to be assessed
• Description of the student activities
• Group or individual
• Help allowed
• Resource needed
• Teacher role
• Administrative process
• Scoring procedures

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

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Educ 7/Assessment in Learning 2/Lecture Notes 4
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 achieve 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.

2.1 Suggestions for Constructing Performance Tasks

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. Linn (1995) suggested ways to improve the
development of tasks:

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:

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Educ 7/Assessment in Learning 2/Lecture Notes 5
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 Tasks

 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.
3. Developing Scoring 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.
3.1 Rubrics 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’ response 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 b e applied collectively in a form of a holistic scoring or on a criterion-by-criterion basis
in the form of analytic scoring.

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Educ 7/Assessment in Learning 2/Lecture Notes 6
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?
3.2 Types of Rubrics
The structure of the rubrics change when measuring different learning targets. Generally, rubrics can be classified into
two major types: analytic and holistic rubrics.
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 and body expressions and body expressions and body expressions and body
language clearly language often language sometimes language rarely
contribute to the contribute to the contribute to the contribute to the
selected character selected character selected character selected character
Preparedness Student is completely Student seems pretty The student is Students does not
prepared and has prepared but might somewhat prepared, seem at all prepared to
obviously rehearsed. have needed a couple but it is clear that present.
more rehearsal rehearsal was lacking.
Speaks clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all (100- distinctly all (100- distinctly all (94-85%) cannot be understood
95%) the time, and 95%) the time, and the time, and or mispronounces
mispronounces no mispronounces one mispronounces no more than one word
word. word. more than word.
Volume Volume is loud Volume is loud Volume is loud Volume is often too
enough to be heard by enough to be heard by enough to be heard by soft to be heard by all
all audience members all audience members all audience members audience members.
at least 100% of the at least 90% of the at least 80% of the
time. time. time.

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.

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.

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Educ 7/Assessment in Learning 2/Lecture Notes 7
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.

3.3 Rubric Development

Steven 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.
Title
Task Description:
Scale 1 Scale 2 Scale 3
Dimension 1
Dimension 2
Dimension 3
Dimension 4

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.
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
compiled by Huba and Freed (2000):

• Sophisticated, competent, partly competent, not yet competent

• Exemplary, proficient, marginal, unacceptable
• Advanced, intermediate high, intermediate, novice
• Distinguished, proficient, intermediate, novice
• Accomplished, average, developing, beginning
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,

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Educ 7/Assessment in Learning 2/Lecture Notes 8
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
layout the parts and how tasks are divided into its important components as basis also for scoring the students.
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 interpretation, but it’s a must to have a
thesis statement, not just an exposition. The presentation should include table, graphs, photograph, maps, landmarks, and
conclusions for the audience.
Excellent Competent Needs Work
Knowledge/Understanding
20%
Thinking/inquiry
10%
Communication
20%
Use of Visual Aids
20%
Presentation Skills
10%

Description of Dimensions
Dimensions should contain description of the level of performance as standard of excellence accompanied with
examples. This allows both the teachers and the students identify the level of expectation and what dimension must be given an
emphasis.
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 tables, graphs, photographs, maps, landmarks,
and conclusions for the audience.

Excellent Competent Needs Work

Knowledge/ Understanding The presentation
20% demonstrates a depth of
historical understanding by
using relevant and accurate
details to support the
student’s thesis.
Research is thorough and
goes beyond what was
presented in class or in the
assigned texts.
Thinking/inquiry The presentation is centered
30% around a thesis, which shows
highly developed awareness
of historiographic or social
The presentation uses
knowledge that is generally
accurate with only minor
inaccuracies and that is
generally relevant to the
student’s thesis.
Research is adequate but
does not go much beyond
what was presented in class
or on the assigned text.
The presentation shows an
analytical structure and a
central thesis, but the
analytical is not always fully
The presentation uses little
relevant or accurate
information, not even that
which was presented in class
or in the assigned texts.
Little or no research is
apparent.
The presentation shows no
analytical structure and no
central thesis.

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Educ 7/Assessment in Learning 2/Lecture Notes
issues and a high level of
conceptual ability.
Communication The presentation is
20% imaginative and effective in
conveying ideas to the
audience. The presenter
responds effectively to
audience reactions and
questions.
Use of Visual Aids The presentation includes
20% appropriate and easily
understood visual aids, which
the presenter refers to and
explains at appropriate
moments in the presentation.
Presentation Skills The presenter speaks clearly
10% and loudly enough to be
heard, using eye contact, a
lively tone, gestures, and
body language to engage the
audience.
developed or linked to the
thesis.
Presentation techniques used
are effective in conveying
main ideas, but they are a bit
unimaginative. Some
questions from the audience
remain unanswered.
The presentation includes
appropriate visual aids, but
these are too few, are in a
format that makes them
difficult to use or understand,
or the presenter does not
refer to or explain them in
the presentation.
The presenter speaks clearly
and loudly enough to be
heard but tends to drone or
fails to use eye contact,
gestures, and body language
consistently or effectively at
times.
9
The presentation fails to
capture the interest of the
audience and/or is confusing
in what is to be
communicated.
The presentation includes no
visual aids or includes visual
aids that are inappropriate or
too small or messy to be
understood.
The presenter makes no
mention of them in the
presentation.
The presenter cannot be
heard so unclearly that she or
he cannot understood.
There is no attempt to
connect with the audience
through eye contact, gestures,
or body language.

Usually, a rubric should contain a mechanism for assigning score for each output or performance. A numerical value is
assigned at each level of performance. In the given performance task measuring product-oriented output, below is the suggested
rubric in assessing students’ performance with corresponding scoring scheme:

Score
Criteria 4 3 2 1 Weight Rating
(25) (18.75) (12.50) (6.25)
Practicality The solution The solution The solution The solution 25%
can be used can be used can be used can be used
most of the from time to occationally rarely
time time
Preparation Easy to The Difficult to Very difficult 25%
prepare preparation is prepare to prepare
moderately
easy
Availability of Materials are Materials are Materials are Materials are 25%
materials/ingredients available in the available in seasonal in the not available
locality whole the locality locality in the locality
year round most of the
time
Component of The solution is The solution is The solution is The solution 25%
solutions tasty and the tasty but the good enough needs more
amounts of the amount of but solvent planning in
solute and solute is a bit used has terms of the
solvent more than exceeded the amount of
complement what is needed solute solute and
dissolved. solvent to be
used.
Total Score

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Educ 7/Assessment in Learning 2/Lecture Notes 10

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

Dialog/Conversation Completion Rubric (Process)
Needs Practice/With Good most of the Skilled/independent Total Score
Assistance time (20 pts)
(7pts) (14 pts)
At the start of the • Forgets to look at • Looks at the person • Looks at the person
conversation the other person he is talking to he is talking to
• Forgets how to • Initiates • Initiates
initiate a conversation conversation
conversation greetings or question greetings or
• Doesn’t pause to • Pauses to allow the question
allow other to talk other person to • Pauses to allow the
• Stands/sits too close respond other person to
or far away • Stands about an answer
• Interrupts other arm’s length away • Stands about an
person while they arm’s length away
are conversing • Waits until the other
person stops talking
before adding
information
During the • Forgets to maintain • Maintain eye • Maintain eye
conversation eye contact during contain during the contact during the
the conversation conversation conversation
• Forgets to use the • Uses the other • Uses the other
other person’s name person’s name person’s name
during the during the during the
conversation conversation conversation
• Forgets to stay in • Stays on the same • Stays on the same
the same topic topic topic
• Forgets to add more • Adds more • Adds more
information about information about information about
the topic the topic the topic
• Forgets to take turns • Takes turns even if • Takes turns even if
only adding a nod. only adding a nod
• Uses appropriate
facial expressions
and body language.
• Employs the
proficient use of
prosodic patterns
through the
information
exchange
At the end of the • Doesn’t allow the • Makes sure other • Makes sure each
conversation other person to talk had the chance to other had the chance
• Doesn’t use closing speak to speak
sentence during • Uses a good • Uses a good
topic termination terminating terminating
• Doesn’t compliment expression to end expression to end
the other person the conversation the conversation.
• Doesn’t use a • Compliments the • Compliments the
handshake other person. other person
• Uses a handshake.
Score

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.

Chapter 4: Designing Performance-Based Assessment

Educ 7/Assessment in Learning 2/Lecture Notes 11
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.

Chapter 4: Designing Performance-Based Assessment