Foundation University

COLLEGE OF EDUCATION

Dumaguete City, 6200

SECOND SEMESTER (1st Term)

LEARNING MATERIAL IN EDU 106 A: ASSESSMENT IN LEARNING 2

DESIGNING MEANINGFUL PERFORMANCE-BASED ASSESSMENT

LEARNING OUTCOME

Develop a portfolio of performance-based assessment tools that measure learner’s

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 student’s 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
What important cognitive skills or attributes
do I want my students develop?
What social and effective skills or attributes
do I want my students to develop?
What metacognitive skills do I want my
students to develop?
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?
Examples
• Communicate effectively in writing,
employ algebra to solve real-life
problems
• Work independently, appreciate
individual differences
• Reflect on the writing process, self-
monitor progress while working on an
independent project
• Perform research, predict
consequences
• Understand cause-and-effect
relationships, use principles of
ecology and conservation
Herman (1992)
 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.

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 use four types of learning targets
which are deep understanding, reasoning, skills, and products (McMillan, 2007).

Deep Understanding (HOTS)

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

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 that are needed for specific task: 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.
Generally, deep understanding and reasoning involve in-depth, complex thinking about
what is known and application of knowledge and skills in novel and more sophisticated ways.
Skills include student proficiency in reasoning, communication and psychomotor tasks.

Products
Are completed 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 proficiently 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 pattern in different categories.
2. Observe the use of the rising and falling 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 Naipamamalas ng mga mag-aaral ang pag-unawa sa paksa
(Content-Standard): ng akdang napakinggan.
Pamantayan sa Pagganap para Ang mga mag-aaral ay nakasusulat ng talata na may
sa aralin (Performance kaugnayan sa paksa ng akdang napakinggan.
Standard):
Kakayahan:
1. Nakapagbabahagi ng mga nasaliksik na impormasyon.
2. Nakapag-uugnay ng mga nasaliksik na impormasyon sa paksa ng akdang napakinggan.
3. Nakatutukoy ang ilang kada 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.
Sometime, even though you teach specific process, the learning outcomes simply imply
that the major focus is product that the students produce. 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 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-base 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
• Nakasulat ng talatang nagsalaysay 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?
(Nitko, 2011)
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

2. Description of the student’s activities
3. Group or individual
4. Help allowed
5. Resource needed
6. Teacher role
7. Administrative process
8. Scoring procedures
(McMillan, 2007)
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.

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 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 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 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
Adapted from Educational Planning, Portland Public Schools
The example below shows performance task for product-oriented performance-based
assessment:

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 counselor, you are asked to take charge of the preparation of “Natural Beverage”
for the guests. This healthful drink should promote 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)
Taken from Enclosure No. 4, DepEd Order No. 73, S. 2012
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?
McMillan (2007)
Regardless of whether these are process or product-oriented performance tasks, clearly
stated performance critical to the cause 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 tolls 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 discipline, 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.
• Description 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.
(Popham, 2011)
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 teachers will use in evaluating. In the development
and scoring of rubrics, Nitcko (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?
• How can I make my scoring efficient and less time-consuming?
• 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?
• 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 changes 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 connect
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
expression and expressions and expressions and expressions and
body language body language body language body language
clearly often contribute sometimes rarely contribute
contribute to to the selected contribute to to the selected
the selected character. the selected character.
character. character
Preparedness Student is Student seems The student is Student does
completely pretty prepared somewhat not seem at all
prepared and but might have prepared, but it prepared to
has obviously need a couple is clear that present.
rehearsed. more rehearsal. rehearsal was
lacking.
Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles
and distinctly all and distinctly all and distinctly all or cannot be
(100-95%) the (100-95%) the (94-85%) of the understood or
time, and time, but 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 the least 90% of the least 80% of the
time. time. time.
Take from RubiStar, rubistart.4teachers.org
Holistic Rubric. It requires the teacher to make a judgement 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 describe 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, operation 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 are
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.
From http://www.middleweb.com/rubricsHG.html

3.3 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.

TITLE
Task Description:

Scale Level 1 Scale Level 2 Scale Level 3

Dimension 1
Dimension 2
Dimension 3
Dimension 4
Basic Rubric Grid Format
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
Task Description
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 (200):

• 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 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
Scales
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.
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 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/Understanding
20%/ 20points
Thinking/Inquiry 30%/
30points
Communication 20%/
20points
Use of Visual aids 20%/
20points
Presentation Skills 10%/
10points
Dimensions
Description of the Dimensions
Dimensions should contain description of the level of performance as standard of
excellence accompanied with examples. This allows both the teacher and the students to 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 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/Understanding The presentation The presentation The presentation
20%/ 20points demonstrates a uses knowledge uses little relevant
depth of historical that is generally or accurate
understanding by accurate with only information, not
using relevant and minor inaccuracies even that which
accurate details to and that is was presented in
support the generally relevant class or in the
student’s thesis. to the student’s assigned texts.
Research is through thesis. Research is Little or no research
and goes beyond adequate but does is apparent.
what was not go much
presented in class beyond what was
in the assigned presented in class
texts. or in the assigned
text.
Thinking/Inquiry 30%/ The presentation is Presentation shows The presentation
30points centered around a 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 20%/ The presentation is Presentation The presentation
20points imaginative and techniques used fails to capture the
effective in are effective in interest of the
conveying ideas to conveying main audience and/or is
the audience. The ideas, but they are confusing in what
presenter responds a bit unimaginative. to be
effectively to Some questions communicated.
audience reactions from the audience
and questions. remain
unanswered.
Use of Visual aids 20%/ The presentation The presentation The presentation
20points 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
the presenter format that makes too small or messy
refers to and them difficult to to be understood.
explains at use or understand, The presenter
appropriate or the presenter makes no mention
 moments in the does not refer to or of them in the
presentation. explain them in the presentation.
presentation.
Presentation Skills 10%/ The presenter The presenter The presenter
10points speaks clearly and speaks clearly and cannot be heard so
loudly enough to be loudly enough to unclearly that she
heard, using eye be heard but tends or he cannot
contact, a lively to drone or fails to understand. There
tone, gestures, and use eye contact, is no attempt to
body language to gestures, and body connect with the
engage the language audience through
audience. consistently or eye contact,
effectively at times. gestures, or body
language.
Description of the Dimensions (Steven and Levy, 2005)
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 (see example: Preparing Useful Solution),
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 The solution The 25%
can be used solution can be used solution
most of the can be occasionally. can be
time used from used
time to rarely.
time.
Preparation Easy to The Difficult to Very 25%
prepare. preparation prepare difficult to
is prepare
moderately
easy
Availability Materials are Materials Materials Materials 25%
of available in are are seasonal available
materials/ the locality available in in the in the
ingredients whole year the locality locality locality.
round. most of the
time.
Component The solution The The solution The 25%
of solutions is tasty and solution is is good solution
the amounts tasty but enough but needs
of the solute the amount solvent used more
and solvent of solute is has planning
complement. a bit more exceeded in terms
than what the solute of the
is needed. dissolved. amount of
solute and
solvent to
be used.
TOTAL
SCORE

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

 Dialog / Conversation Completions Rubric (Process)

Needs Practice/ Good most of the Skilled/ Total

With Assistance time Independent score
(7 pts) (14 pts) (20 pts)
At the start of • Forgets to • Looks at the • Looks at the
the look at the person he is person he is
conversation other person talking to talking to
• Forgets how • Initiates • Initiates
to initiate to conversation conversation
a greetings or greetings or
conversation question question
• Doesn’t • Pauses to • Pauses to
pause to allow the allow the
allow other other person other person
persons to to respond to answer
talk • Stands about • Stands about
• Stands/sits an arm’s an arm’s
too close or length away length away
far away • Waits until
• Interrupts to the other
other person stops
persons talking
while they before
are adding
conversing information
During the • Forgets to • Maintain eye • Maintaining
conversation maintain eye contact eye contact
contact during the during the
during the conversation conversation
conversation • Uses the • Uses the
• Forgets to other other
use the other person’s person’s
person’s name during name during
name during the the
the conversation conversation
conversation • Stays on the • Stays on the
• Forgets to topic topic
stay on the • Adds more • Adds more
same topic information information
• Forgets to about the about the
add more topic topic
information • Takes turns • Takes turns
about the even if only even if only
topic adding a nod adding a nod
• Forgets to • Uses
take turns appropriate
facial
expressions
and body
language.
• Employs the
proficient
use of
prosodic
patterns
though the
 information-
exchange
At the end of • Doesn’t • Makes sure • Makes sure
the allow the each other each other
conversation other person had the had the
to talk chance to chance to
• Doesn’t use speak speak
closing • Uses a good • Uses a good
sentences terminating terminating
during topic expression expression
termination to end the to end the
• Doesn’t conversation conversation
compliment • Compliments • Compliments
the other the other the other
person person person
• Doesn’t use • Uses a
a handshake handshake
SCORE
From DepEd Order No. 73, S. 2012

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 decisions to be made, additional raters must be considered in order to make scoring
fairer.
Since performance-based assessment involves professional judgement, 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 occurs when the teacher’s
general impression of the students affect scores given on individual traits or performance.
Students, on the other hand, can assess their own progress. Students’ 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 develops self-reflection and analysis skills of both the
teachers and the students.