Good Morning!

Performance
Assessment
Lesson 3
Objectives:
At the end of the lesson, the students should
be able to:

• know and design appropriate performance

assessment tools for intended student learning
outcomes.
Do you have an
idea what is
Performance
Assessment?
Performance Assessment
An assessment activity or set of
activities that require students to
generate products or performances
that provide direct or indirect evidence
of knowledge, skills, and abilities in an
academic content domain.
 Types of
Performance
Assessment
Product-Based
Assessment
Used for assessing learning outcomes
that involve designing or creating
projects or products.
Product-Based Assessment
Example Tasks:
Visual products (charts, graphs, posters, maps,
etc.)
Kinesthetic products (diorama, puzzles,
sculptures, games, etc.)
Written products (journals, diaries, reports,
essay, research papers, etc.)
Verbal products (audiotapes, debates,
lectures, voice recordings, scripts, etc.)
Performance-Based
Assessment
Used for assessing learning outcomes
that includes actual performances of
making those products.
Performance-Based Assessment
Example Tasks:
Oral Presentations/Demonstrations (paper
presentation, individual/group report, skills
demo, etc.)
Dramatic/Creative Performances (dance, recital,
dramatic enactment, role playing, etc.)
Public Speaking (debates, interviews, simulations,
story-telling, poem reading, etc.)
Athletic Skills Demonstrations (playing basketball,
baseball, soccer, volleyball, etc.
 What are the
characteristics of a
good performance
assessment?
1. It is authentic, that is, it includes
performance tasks that are
meaningful and realistic.
It should convey its purpose and
reflect its relevance to the students,
their discipline, and the outside
world as a whole.
2. It provides opportunities for students
to show both what they know and how
well they can do what they know.
It should achieve a balance
approach wherein it gives students
the opportunities to show their
knowledge-and-skill competencies.
3. It allows students to be involved in the
process of evaluating their own and
their peers’ performance and output.
Self-assessment allows them to make
judgement about their process and
products of learning. Peer assessments
allows them to give constructive feedbacks
that can be used for improvement and
revision of their work.
4. It assesses more complex
skills.
It allows students to engage in more
challenging activities that require
various skills, such as planning and
decision-making, problem-solving,
critical thinking, among others.
5. It explains the task, required elements, and
scoring criteria to the students before the
start of the activity and the assessment.

At the start of the class, it is important

that the requirements of the subject are
presented and explained to the
students.
 General Guidelines in
Designing Performance
Assessment
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected
outcomes (e.g., problem-solving, decision-making, critical thinking,
communication skills)?
3. What are the appropriate performance assessment tasks or tools to
measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and
skills interesting, engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of the real-
world scenarios?
6. What criteria should be included to rate student’ performance
level?
7. What are specific performance indicators for each criterion?
Three-Course Components to Link:
Intended Learning
Outcome
At the end of the course,
the students should be able to:
Perform dance routines and creatively
combine variations with rhythm,
coordination correct footwork technique,
frame, facial and body expression.
Participate in dance socials and other
community fitness advocacy projects.
Teaching-Learning
Activities
Lecture, class discussion, movement
exercises, dance demonstration,
actual dancing with the teacher and
partners, collaborative learning
Required attendance and
participation in school and
community dance performances
Performance
Assessment Tasks
Culminating dance class recitals, practice
test for each type of dance, reflection
papers, peer evaluation rating
Actual dance performance in school or
community programs, reaction/reflection
papers
Basic Steps in Planning and
Implementing
PERFORMANCE-BASED or
PRODUCT-BASED
ASSESSMENTS
1. Define the purpose of the 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.
3. Define the Criteria
Four types of criteria:
1. Content criteria (to evaluate degree of a student’s
knowledge and understanding of facts, concepts,
and principles related to the topic/subject)
2. Process criteria (to evaluate the proficiency level of
performance of a skill or process)
3. Quality criteria (to evaluate the quality of a product
or performance)
4. Impact criteria (to evaluate the overall results or
effects of a product or performance)
4. Create the performance rubric.
Three essential features of a rubric:

Criteria or the aspects or performance that will

be assessed.
Performance descriptors or the characteristics
associated with each dimension or criterion
Performance levels that identifies students’
level of mastery within each criterion
4. Create the performance rubric.
Example Rubric:
4. Create the performance rubric.
Types of Rubrics:
Holistic rubric (student performance or output is evaluated by
applying all criteria simultaneously, thus providing a single
score based on overall judgment about the quality of student’s
work)
Analytic rubric (student’s work is evaluated by using each
criterion separately, thus providing specific feedback about the
student’s performance or product along several dimensions)
General rubric (contains criteria that are general and can be
applied across tasks)
Task-specific rubric (contains criteria that are unique to a specific
task)
5. Assess student’s performance/product.
In assessing student’s work, it is important to
adhere to the criteria set and use the rubric
developed. 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.
Thanks for
Listening!
Any Questions?