Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.
MODULE No. 6
Designing Performance Assessment
Module Introduction:
To start, let us have a brief recap on the previous lesson. 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. It is used for assessing learning outcomes that involve designing or creating projects or
products such as research papers, art exhibits, reflective essays, and portfolios.
On the other hand, performance-based tasks include actual performances of making those products, such as carrying out
laboratory experiments, exhibiting creative and artistic talents, such as dancing, painting, and playing a musical instrument, and
demonstrating writing skills through extemporaneous essay article review, and reflective papers
WEEK 3
DAY 6
LESSON NO. 6
LESSON TITLE
Designing Performance Assessment
DURATION/HOURS 1.5 hours
SPECIFIC
At the end of the session, the students are expected to:
LEARNING
a. identify the guidelines in designing performance assessment; and
OUTCOME/S:
b. familiarize the characteristics of a good performance assessment.
TEACHING LEARNING ACTIVITIES
Preliminary Activities:
Task 1: K-W-L Chart
Directions: Fill out the WHAT I KNOW Column and the WHAT I WANT TO KNOW Column on the chart with the given topic.
Leave the last column blank. (10pts.)
PERFORMANCE ASSESSMENT
What I KNOW
What I WANT TO KNOW
What I LEARNED
Processing:
Discussion of Concept No. 1: What are the general guidelines in designing performance assessment?
❖ 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. To guide you in designing performance
assessments, the following questions may be addressed:
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 assessment tasks or tools to measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging, challenging, and
measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students' performance level?
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Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.
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.
Discussion of Concept No. 2: How do you conduct performance assessment?
❖ Conducting Performance Assessment
Unlike in most traditional tests wherein student responses can be scored using an answer key, performance assessments
require the teacher's and peers' judgment when evaluating the resulting products and performances. This necessitates using
a set of predetermined criteria that are aligned with desired targeted standards or desired learning outcomes. The following
are the basic steps in planning and implementing performance based or product based assessments:
1. Define the purpose of performance or product-based assessment. 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)?
2. 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.
3. Define the criteria. Criteria are guidelines or rules for judging student responses, products, or performances. Before
conducting the assessment, the performance criteria should be predetermined. The set of criteria should be discussed and
agreed upon by the teacher and the students. Performance criteria are 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 performance
or product as objectively and as consistent as possible. 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; and
D. impact criteria - to evaluate the overall results or effects of a product or performance.
4. 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)
5. 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 student's 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.
References: Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila, Philippines: Rex Bookstore, Inc.
Formative: K-W-L Chart
Directions: Go back on the KWL Chart that you have filled out in Task 1 in the Preliminary Activities. Fill out the last column and
show what you have learned. (5pts.)
Synthesis: Short-Response Essay
Directions: Give a brief answer to the question below.
* How is performance assessment being conducted?
ASSESSMENT
Directions: Give a brief answer to the question below.
1. What are the types of performance assessments?
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Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.
RESOURCE/S
2. What are the characteristics of a good performance assessment?
3. What are the general guidelines in designing performance assessments?
4. What are the basic steps in conducting performance-based or product-based assessments?
▪ Assessment in Learning 2 – Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila,
Philippines: Rex Bookstore, Inc.
Prepared by:
JEDAHLYN ROSE D. BALAD-ON, LPT
Instructress
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