DALUBHASAAN NG LUNGSOD NG LUCENA
(Formerly City College of Lucena)
Isabang, Lucena City
Tel. No. & Telefax No. (042) 797-1671
Module 4 Title: Designing Meaningful Performance-Based Assessment
Overview:
This module will discuss on how to design a meaningful performance-based assessment. Designing
performance assessment entails critical processes which start from the tasks that the teacher wants to assess.
Comprehensive planning and designing of performance-based assessment should be taken into consideration.
Time needed to complete: 9 hours
Module Objectives:
At the end of these module, you should be able to develop a clear and practical understanding of the following:
A. Expanded views on the purpose of assessment
B. Creating a meaningful performance-based assessment
Learning Outcome/s:
After the successful completion of the module, you should have the ability to:
A. Understand the process of making performance-based assessment
B. Create analytic and holistic rubrics
Course Materials:
Watch: https://www.youtube.com/watch?v=Cf-BT_7vO4U
https://www.youtube.com/watch?v=yVY6CDWaxoo
Read : Designing Meaningful Performance-Based Assessment, ASSESSMENT IN LEARNING 2 (pp. 56-75) R.M. Cajigal,
et al. Adriana Publishing Co., Inc. (2014)
Activities: For each of the following tasks, identify at least three(3) process-oriented learning competencies:
1. Constructing a graphic organizer to illustrate child growth and development
2. Writing an essay about Covid-19 pandemic
3. Role playing to illustrate the challenges of the medical personnel during Covid-19 outbreak.
Formative: Answer the following questions:
1. Enumerate and discuss the four types of learning targets used in performance assessment.
(ANSWER ON THE QUESTIONS ABOVE IS ON PAPER)
2. How can you make a meaningful performance-based assessment?
1st STEP: Define the purpose of the assessment
The purpose and learning target of the assessment should be identified first. Writing objectives aligned with three
domains of learning would be a great start.
2nd STEP: Identifying performance task
Next is to choose a preformance taks that relates to the purpose of the assessment. It can be set of structured or
unstructured tasks. There are factors to be considered in creating one.
3rd STEP: Develop scoring scheme
Next is to develop scoring scheme for the performance task. One of the most common and appropriate scoring
scheme is rubric. There are different kinds which one can utilize.
4th STEP: Rating the performance
Final step is to rate the students performance/product in accordance with the scoring scheme being used. Make
sure that there is no bias. It is important to rate students accurately and precisely.
Summative:
1. Create both analytic and holistic rubrics for:
a.) Baking Choco moist cake
Baking Choco Moist Cake
(holistic rubric)
SCORE
5
4
3
2
Criteria
All steps were followed with great precision. It was perfectly cooked. The cake
was perfectly dense. The taste is very similar to the standard.
Most steps were followed with great precision. It was slightly under/over
cooked. The cake was slightly underly/overly dense. The taste is slightly similar
to the standard.
Only few steps were followed with great precision. It was under/over cooked.
The cake was underly/overly dense. The taste is similar to the standard.
Some steps were not followed. It was under/over cooked. The cake was
underly/overly dense. The taste is different to the standard.
Baking Choco Moist Cake
(analytic rubric)
CATEGORY
Step by step
procedure.
Cake doneness.
Taste compared to
standard.
5
All steps were
followed with great
precision.
Cake was perfectly
moist.
The cake tastes
exactly like the
standard.
DESCRIPTION
4
Few steps were not
followed with great
precision.
Cake was a slightly
under/overcooked.
The cake tastes
similar to the
standard.
3
There were few
missed steps.
Cake was under/over
cooked.
The cake taste
different from the
standard.
b.) Table setting (American Service)
Table Setting (American Service)
(holistic rubric)
5
4
3
2
Criteria
All utensils were placed on the table. All utensils on the table were properly
arranged. All utensils were accurately placed.
There were 1-2 utensils that were not placed on the table. All utensils on the
table were properly arranged. All utensils on the table were accurately placed.
There were 1-2 utensils that were not placed on the table. 1-2 utensils on the
table were not properly arranged. 1-2 utensils on the table were not accurately
placed.
There were more than 3 utensils that were not placed on the table. Morethan 3
utensils on the table were not properly arranged. Morethan 3 utensils on the
table were not accurately placed.
Table Setting (American Service)
(analytic rubric)
CATEGORY
The utensils placed on
the table.
Utensils’ position
accuracy
Utensils’ arrangement
5
All utensils were
placed on the table.
DESCRIPTION
4
1-2 utensils were not
placed on the table.
All utensils on the
table were accurately
placed.
All utensils on the
table were properly
arranged.
1-2 utensils on the
table were
inaccurately placed.
1-2 utensils on the
table were improperly
arranged.
3
More than 3 utensils
were not placed on
the table.
More than 3 utensils
on the table were
inaccurately placed.
Morethan 3 utensils
on the table were
improperly arranged.
2. Using a Venn diagram, compare and contrast the Analytic and Holistic Rubrics
Assessments
For Further Study:
Process-Oriented Performance-Based Assessment. AUTHENTIC ASSESSMENT OF STUDENT LEARNING
OUTCOMES 2ND EDITION (pp. 32-54) R.L.Navaro,Ph.D. et al, Lorimar Publishing,Inc. Copy Right 2013
Prepared by:
Florian E. Manzanilla