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MIU MAE O. MOSONES
BSED 2B
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PED 108 Assessment in Learning
B
I
U
PERFORMANCE
ASSESSMENT
What is a
Performance
Assessment?
DEFINITION
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PERFORMANCE
ASSESSMENT
WHAT IS PERFORMANCE ASSESSMENT?
In performance assessment,
students are required to
explicitly demonstrate what they
know and can do through open-ended
tasks such as crafting an answer,
completing a project, or executing
an activity as part of their
educational assessment.
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PERFORMANCE
ASSESSMENT
DEFINITION
Students' achievement of complex
learning standards, their capacity
to apply concepts acquired to
solve problems, and their ability
to anticipate what will happen in
this presidential election can all
be assessed through performance
evaluation.
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PERFORMANCE
ASSESSMENT
DEFINITION
Through numerous performance
activities, a performance assessment
entails applying and demonstrating
skills and knowledge. A performance
evaluation is used to promote student
learning and measure the success of
instructional programs. These tests
assess a student's ability to apply
what they've learned rather than
whether or not they can recollect it.
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Performance tasks must be carefully
constructed so that student
responses truly reflect the
information and skills we are
attempting to assess. Students must
be able to focus on those things in
order to "show what they know,"
therefore performance standards
must be clear.
CLASSROOM RULES
Here are some
guidelines on how to
develop a performance
assessment tools:
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GUIDELINES IN
DEVELOPING
PERFORMANCE
ASSESSMENT TOOLS
PED 108 ASSESSMENT IN LEARNING
GUIDELINES
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1. IDENTIFY GOALS OF
THE PERFORMANCEBASED ASSESSMENT.
WHAT ARE THE OUTCOMES TO BE
ASSESSED?
Here, will identity what are the
things that he/she expects that
the students could provide during
and the end of the performance or
task given.
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2. SELECT THE APPROPRIATE
COURSE STANDARDS.
What are the tools that could be
used that appropriately, that is
applicable to the assessment?
Here, the teacher will identify the
appropriate course standards that
could definitely help the students
measure their performance during the
assessment.
GUIDELINES
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GUIDELINES
3. REVIEW ASSESSMENTS AND
IDENTIFY LEARNING GAPS.
Review the previous assessments
created and identify what are the
lackings generated in that previous
assessment. Upon identifying,
create a way that those gaps will
be filled during the current
assessment created.
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GUIDELINES
4. DESIGN THE SCENARIO.
Think carefully if the task
created is connected to real-life
scenarios. Review all the details
regarding the task to know what
are the things to reconsider.
IS THE TASK CONNECTED TO
REAL-LIFE CONTEXT?
GUIDELINES
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5. CREATING A CRITERIA
WHAT ARE THE CRITERIAS THAT SHOULD
BE INCLUDED?
Here, criterias are created by
identify what are the things that
should be involved and considered.
This is to make sure that the
criteria that was generated is
connected to the performance
created which could carefully
assess the students' performance.
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6. SPECIFIC
PERFORMANCE FOUND IN
CRITERIAS
GUIDELINES
WHAT ARE THE SPECIFIC PERFORMANCE
THAT COULD BE FOUND ON EACH
CRITERION?
This indicates what are the
abilities that could be developed
and found in each criteria
created. Shows how connected does
performance generated to the
criteria or rubrics created.
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PED 108