PERFORMANCE

ASSESSMENT TOOLS

Marilou S. Ferrer
Example: Checklist on the use of microscope.
Instruction: Observe the student in a laboratory activity
with the use of microscope. Check ( √ ) the items which
you have seen, which were done appropriately and
mark (X) items which were not appropriately done.
___1. Wipes the slide with lens paper.
___2. Places drop or two of culture on the slide.
___3. Adds few drop of water.
1. CHECKLIST
- Is a tool that consists of a list of
qualities that are expected to be
observed as present or absent.
The presence is to be marked
( √ ) and the absence is marked
( × ).

___4. Places slides on the stage.

___5. Turns to low power lens.
2. Rating Scale
- Is a tool that uses a scale in a number line as a basis to
estimate the numerical value of a performance or a
product. The value is easier to score if the points are in
whole numbers. The most popular rating scale is called
Likert Scale.
Example: Rating scale for a science project.
Instruction: On a scale of 1-10, with 1 as the lowest and 10 as the highest score,
rate the projects on the following elements. Circle the choice of your answer.

1. Purpose/s are clear. 1 2 3 4 5 6 7 8 9 10

2. Relevant to environment problem. 1 2 3 4 5 6 7 8 9 10

3. Use local materials. 1 2 3 4 5 6 7 8 9 10

4. Shows collaborative work. 1 2 3 4 5 6 7 8 9 10

5. Overall impact to humanity. 1 2 3 4 5 6 7 8 9 10

3. Rubrics for Portfolio
- A portfolio is a compilation of the experiences as authentic learning outcomes
presented with evidence and reflections. To assess the total learning experiences
as presented in a wholistic package, an assessment tool called a RUBRIC is
utilized.
“
”
Levels of Assessment for the Levels of Learning Outcomes
- The levels of assessment is also the description of the levels of the learning outcomes and it also use to describe the
levels of assessment.
Levels of learning What to test/ assess? Type of assessment Percentage value in
outcomes/Assessment assessment
Level 1. Knowledge Who, what, when, how Pencil and paper/ non paper 15%
why
Level 2. Process Skills Constructed meaning from Pencil and paper/ non paper 25%
knowledge

Level 3. Understanding Explanations, Pencil and paper 30%

interpretations, applications,
empathy, perspective and
self knowledge.

Level 4. Transfer of understanding to Checklist or rating scale 30%

Products/Performance life situations as products or
performance

total 100%
Assessment Level Tools Highest Weights USE OF LEVELS OF
Score
ASSESSMENT IN THE
CLASSROOM FOR A
Knowledge Objective 25 15% SUMMATIVE TEST
test
Miss Portia Bala will prepare a periodical test for
Process Objective 25 25% the first quarter lesson. This will be a summative
test test that cover Knowledge, Process Skills,
Understanding and Products /Performance. For
Understanding Objective 30 30% every grading period, a summative test is
test/ Essay constructed. To help in the test construction a
Table of Specification (ToS) is developed. ToS
Product Performance 20 30% should reflect the Levels of Learning Outcomes
Product test provided.

Total 100 100%

Placing Value to the Assessment Results from KPUP: The Grading System

The four levels may be employed in the formative assessment but the result is not recorded. It will just tell
how the students are progressing. On the otherhand, KPUP format is required for summative assessment
which are recorded for grading purposes. The computed value of the four levels of assessment will be
described according the value of the composite scores of the students.

The interval scale of computed four levels learning outcomes are given Level of Proficiency Description.

Levels of Proficiency Description Composite Score In Summative

(Grade) in %
Beginning 74 and below
Developing 75-79
Approaching Proficiency 80-84
Proficient 85-89
Advanced 90 and above
LESSON 3: PLANNING,
IMPLEMENTING, EVALUATING;
UNDERSTANDING THE
CONNECTIONS
 The connections

EVALUAT-
ING PLANNING

IMPLEMENTING
PLANNING
 Initial step in or process in the curriculum. It includes determining the
needs through assessment. Needs would include those of the learners, the
teachers, the community and the society as these relate to a curriculum.
After the needs have been identified, the intended outcomes are set.
Intended outcomes should be smart, specific, measurable, attainable, with
result, and with the frame of time. After establishing these, then a
curricularist should find out in planning the ways of achieving the desired
outcomes. Together with the methods and strategies are the identification
the support materials. All of these should be written, and should include
the means of evaluation.
IMPLEMENTIN
G
 A curriculum planner can also be a curriculum implementer. In fact a curriculum
planner who implements the curriculum must have a full grasp of what is to be
done. With a well written curriculum plan, a teacher can execute this with the
help of instructional materials, equipment, resource materials and enough time.
 The curriculum implementer must also see to it that the plan which serves as a
guide is executed correctly. The skill and the ability of the teacher to impart guide
learning are necessary in the curriculum implementation.
 EVALUATIN
G
 The focused of this evaluating is to evaluate. After planning and implementation
was done, it is very necessary to find out if the planned or written curriculum
was implemented successfully and the desired learning outcomes were achieved.
WHAT HAS BEEN PLANNED,
SHOULD BE IMPLEMENTED AND
WHAT HAS BEEN IMPLEMENTED
SHOULD BE EVALUATED.
One cannot assess what was not taught, nor
implement what was not planned.

THANK
YOU!