Lesson 21

Using Performance-
based
Assessment in Social
Studies
Objectives
- Analyze the relevance of performance-based
assessment in the K-12 curriculum
- Identify the requisites in crafting a
performance task
- Characterize how to plan and implement
pérformance-based assessment
Introduction
In the previous section, we have discussed the
nature, differences, and usage of traditional and
authentic assessments. In that, there was a mention
of the different kinds of authentic assessments, and
one of which is the assessment that has to be
performed. This assessment type is the centerpiece
of this lesson.
In most instances, teachers always rely on the paper-
and-pen type of test which generally measures the
knowledge and understanding of the learners, not their
ability to carry out the performance. With the
implementation of the K-12 curriculum, performance-
based assessment has been given more emphasis with
the introduction of the performance task.
In the grading system, the performance task has the largest
weight which generally constitutes half of the evaluation
sources in determining the student grade. This now gives
us the idea that teachers must have the knowledge on how
to properly and carefully plan, design, and implement
performances that would greatly enhance student learning
and skills development. In this lesson, we are going to dive
into the various theoretical frameworks and basic
application of the performance task in social studies
education.
Think
What is Performance-Based Assessment?
Many have changed in the field of assessment. Some advocates have argued
that teachers and curriculum planners must uphold assessment types that promote
authentic learning which encourages lifelong learning.
However, it was previously
mentioned that both traditional and authentic assessments are useful depending on
the required competencies to be carried out. Hence, we have to cultivate the
notion
that social studies teachers must be flexible and become well-rounded to
facilitate.
Lesson 22
Designing Learning
Portfolios in
Social Studies