PERFORMANCE

ASSSESSMENT
Discussant
s
What is performance assessement?
Performance assessment is an assessment activity or set of
activities that require students to generate products or
performances that provide direct or indirect evidence of their
knowledge, skills, and abilities in an academic content domain

It provides teachers with information about how well a student

understands and applies knowledge and goes beyond the ability to
recall information.

Both product-based and performance-based assessments provide

information about how a student understands and applies
knowledge and involve hands-on tasks or activities that students
must complete individually or in small groups. Below are examples
of product-based and performance-based assessments
 A. Product-Based
Assessment
Visual Products Examples: charts, illustrations, graphs,
collages, murals, maps, timeline flows,
diagrams, posters, advertisements, video
presentations, art exhibits
Kinesthetic Products Examples: diorama, puzzles, games,
sculpture, exhibits, dance recital
Writtern Products Examples:journals, diaries, logs, reports,
abstracts, letters, thought or position
papers, poems, story, movie/TV scripts,
portfolio, essay, article report, research
paper, thesis
Verbal Products
Examples: audiotapes, debates, lectures,
voice recording, scripts
 B. Performance-Based
Assessment
Oral Presentations/ Examples: paper presentation, poster
Demonstrattion presentation, individual or group report on
assigned topic, skills demonstration such
as baking, teaching, problem solving
Dramatic/Creative Examples: dance, recital, dramatic
Perfomances enactment, prose or poetry interpretation,
role playing, playing musical instruments
Public Speaking Examples: Speaking debates, mock trial,
simulations, interviews, panel discussion,
story. telling, poem reading
Athletic Skills Examples: Playing basketball, baseball,
Demonstration/ soccer, volleyball, and other sports
Competition
What are the characteristics of a good
performance assessment?
1. It is authentic, that is, it includes performance
tasks that are meaningful and realistic.

Performance assessment should present

or require tasks that are realistic and
related to everyday life. As it involves an
authentic task, 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.
Performance assessment should achieve a
balanced approach wherein it gives students
opportunities to show their knowledge-and-skill
competencies. Since the main goal of teaching and
learning is for students' acquisition and application
of knowledge and skills, course assessments should
therefore help answer the questions "Do the
students know it?" and "How well can they use
what they know?" to determine whether the
students have actually achieved this goal.
3. It allows students to be involved in the process
of evaluating their own and their peers'
performance and output.

Performance assessment should allow

students to be involved in the process of
evaluating themselves and their peers.
It should give students the opportunity
for self-reflection or self-assessment, as
well as to be involved in evaluating their
classmates' performance.
4. It assesses more complex skills.
Unlike traditional tests that usually assess a single
skill and require simple tasks such as
remembering or recalling of concepts,
performance assessment usually taps higher-
order cognitive skills to apply knowledge to solve
realistic and meaningful problems. As such,
performance assessment allows students to
engage in more challenging activities that require
various skills, such as planning and decision-
making, problem-solving, critical thinking,
communication, and creative skills, 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. These include the required
tasks, activities or projects, the
expected quality and level performance
or output, the criteria to be included for
assessment, and the rubric to be used.
What are the general guidelines in designing
performance assessment?
The learning outcomes at the end of the course serve as the
bases in designing the performance assessment tasks. With the
learning outcomes identified, the evidence of student learning
that are most relevant for each learning outcome and the
standard or criteria that will be used to evaluate those evidence
are then identified.
 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
To guide you in assessment tasks or tools to measure the
designing outcomes
4. Are theand skills? performance tasks aligned
specific
with the outcomes and skills interesting,
performance
engaging, challenging, and measurable?
assessments, the
5. Are the performance tasks authentic and
following questions representative of real-world scenarios?
may be addressed:
6. What criteria should be included to rate
students' performance level?
7. What are specific performance indicators for
each criterion?
Furthermore, the choice of teaching and
learning activities is also of utmost
importance in choosing the performance
assessments to use. There should also be an
alignment among the learning outcomes,
the teaching learning activities, and
assessment tasks.
For example, in a Physical Education-Dance class, the following three-course
components should be explicitly clear and linked, as shown below:

Performance-
Intended Learning Teaching-Learning
Assessment Task
Outcomes Activities
At the end of the course,
the students should be
able to:
Perform dance routines Lecture, class discussion, Culminating dance class
and creatively combine movement exercises, recitals, practical test for
variations with rhythm, dance demonstration, each type of dance,
coordination, correct actual dancing with reflection papers, peer
footwork technique, teacher and partners, evaluation rating
frame, facial and body collaborative learning
expression.
Participate in dance Required attendance and Actual dance
socials and other participation in school and performance in school or
community fitness community dance community programs,
advocacy projects. performances reaction/ reflection papers
How do you conduct performance assessment?
The following are the basic steps in
planning and implementing
performance- based or product-based
assessments:
Define the criteria. Criteria are guidelines or rules for
judging student responses, products, or performances

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)?
 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. The performance tasks should be interesting,
challenging, achievable, and with sufficient depth and
breadth so that valid evaluation about students'
learning can be made.
 Before conducting the
assessment, the performance
criteria should be predetermined.
The set of criteria should be
discussed and agreed upon by
Define the purpose of the teacher and the students.
performance or product- Performance criteria are
based assessment. important since they define for
the students the types of
behavior or attributes of a
product that are expected, as well
as allow the teacher and the
students to evaluate a
There are four types of criteria that can be used for
evaluating student performances

A. content criteria - to evaluate the degree of a student's

knowledge and understanding of facts, concepts, and principles
related to the topic/ subject;
B. process criteria - to evaluate the proficiency level of
performance of a skill or process;

C. quality criteria - to evaluate the quality of a product or

performance;
D. impact criteria - to evaluate the overall results or effects of a
product or performance.
 Create the performance rubric.

A rubric is an assessment tool that indicates the performance

expectations for any kind of student work. It generally
contains three essential features:

(1) criteria or the aspects of performance that will be

assessed, (2) performance descriptors or the characteristics
associated with each dimension or criterion, and (3)
performance levels that identifies students' level of mastery
within each criterion.
There are different types of rubrics:

A. holistic rubric - in 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

B. analytic rubric - in 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
C. general rubric - contains criteria that are general and
can be applied across tasks (e.g., the same rubric that can
be used to evaluate oral presentation and research output)

D. task-specific rubric - contains criteria that are unique to

a specific task (i.e., a rubric that can only be used for oral
presentation and another rubric applicable only for research
output)
 Assess student's performance/product.

In assessing a student's work, it is important to

adhere to the criteria set and use the rubric
developed. This is to ensure objective,
consistent, and accurate evaluation of students
performance. 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.
Thank you, Beyonce!