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Performance Based and Traditional Assessment

The document provides rubrics for scoring poem reading and storytelling performances. For poem reading, criteria include dramatic appropriateness of delivery style, voice and articulation, and physical presence. An outstanding performance captures the poem through delivery and fully engages the audience. For storytelling, criteria include voice quality, audience contact, use of props, and knowledge of the story. The best performances involve the audience and demonstrate a strong command of the story through confident delivery without notes. The document then differentiates between performance-based and traditional assessment. Performance-based assessment requires students to apply complex thinking skills in realistic situations, like performances, and is evaluated using rubrics. Traditional assessment relies on paper tests of isolated facts and memor

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Crismarie Atiwag
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59 views

Performance Based and Traditional Assessment

The document provides rubrics for scoring poem reading and storytelling performances. For poem reading, criteria include dramatic appropriateness of delivery style, voice and articulation, and physical presence. An outstanding performance captures the poem through delivery and fully engages the audience. For storytelling, criteria include voice quality, audience contact, use of props, and knowledge of the story. The best performances involve the audience and demonstrate a strong command of the story through confident delivery without notes. The document then differentiates between performance-based and traditional assessment. Performance-based assessment requires students to apply complex thinking skills in realistic situations, like performances, and is evaluated using rubrics. Traditional assessment relies on paper tests of isolated facts and memor

Uploaded by

Crismarie Atiwag
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CRISMARIE T.

ATIWAG

Poem Reading Rubric Scoring

Criteria Outstanding (30pts) Good (20pts) Average (15)


Dramatic Style of delivery Poem is neither Poem is overshadowed
Appropriateness reflects internalization overwhelmed nor by significant
of poems, all gestures enhanced by style of distracting gestures,
and movements fell delivery. facial expression or
essential to poem’s accents; over emoting,
success. inappropriate tone.
Voice and Articulation Very clear, crisp Clear, appropriate Inaudible, slow,
mastery of rhythm and intonation and pacing. distracting rhythm,
pace, skillful use of hurried and
volume and intonation. mispronunciation.
Physical Presence Authoritative, body Comfortable, eye Stiff, Lacks eye contact
language and eye contact are at times with audience, shows
contact show unsure, at times nervousness
compelling stage confident.
presence.
Overall Performance Captivating Poem Enjoyable Ineffective: does
Reading Performance: disservice to poem
successfully delivers
poem

Story Telling Rubric Scoring

Criteria Excellent Very good Poor


Voice Has a loud and clear Usually speaks loudly Speak softly or too fast,
voice, speaks slowly and clearly, correct incorrect
and pronounce well, pronunciation, explains pronunciation, does
explains unfamiliar some unfamiliar words. not know the
words. unfamiliar words.
Audience Contact Storyteller looks at the Storyteller looks at the Storyteller does not
audience and involves audience sometimes look at the audience
them with questions. and involves only few and there is no
questions. engagement with
them.
Props Outstanding use of Good use of props but Poor use of props/ No
props appropriate in some are not props
the storytelling. appropriate.
Knows the Story Knows the story well, Knows the story pretty Does not know the
practiced telling the well, use notes at story, reads from notes
story and uses no times, fairly confident.
notes, speaks with
confidence.

Differentiate performance based and traditional assessment method.

Performance- Based assessment is where learners must use more complex, higher-order
thinking skills. It requires students to perform in realistic situations. Students participate in
specific tasks, interviews, or performances that are appropriate to the audience and setting.
Rubrics is provided so learners know their expectations it is used to evaluate students on
multiple competency levels. On the other hand, traditional assessment are “tests” taken with
paper and pencil that are usually true/false, matching, or multiple choice. These assessments
are easy to grade, but only test isolated application, facts, or memorized data at lower-level
thinking skills. Traditional assessment provides little evidence of what a language learner
actually can do with the language. Generally, performance- based assessment requires creativity
while traditional assessment method is a pure knowledge based.

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