Performance Assessment

PERFORMANCE
ASSESSMENT
Is an assessment activity or set of activities
that require students to generate products or
performance that provide direct or indirect evidence of
their knowledge, skills and abilities in an academic
content domain.
Performance test- is an assessment that requires an
examinee to actually perform a task or activity,
rather than simply answering questions referring to
specific parts.
- Require students to demonstrate that they have
mastered specific skills and competencies by
performing or producing something.
TYPES EXAMPLES
A. Product-based assessment
VISUAL PRODUCTS Charts, illustrations, graphs, collages,

video presentations and art exhibits.
KINESTHETIC PRODUCTS Puzzles, games, sculpture, exhibits and

dance recital.
WRITTEN PRODUCTS Journals, diaries, logs, reports, abstracts,

letters, poems, story, essay, and research
paper.
VERBAL PRODUCTS Audiotapes, debates, lectures, voice
recording and scripts.
B. PERFORMANCE- BASED ASSESSMENT
ORAL PRESENTATIONS/DEMONSTRATIONS Paper presentation, poster presentation, individual

or group report on assigned topic, skills
demonstration such as baking, teaching and
problem solving.
DRAMATIC/CREATIVE PERFORMANCES Dance, recital, role playing and playing musical
instruments.
PUBLIC SPEAKING Debate, mock trial, simulations, interviews, panel

discussion, story telling and poem reading.
ATHLETIC SKILLS DEMONSTRATION/ Playing basketball, baseball , soccer, volleyball

COMPETITION and other sports.
What are the characteristics of a
good performance assessment.
1. It is authentic that includes performance task 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.
• 3. it allows students to be involved in the process of
evaluating their own and their peer’s 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.
•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.
• 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.
What are the general guidelines
in designing
performance assessment?
1.What are the outcomes to be assessed?
2.What are the capabilities/skills implicit or
explicit in the expected outcomes?
3.What are the appropriate performance
assessment task or tools to measure the
outcome 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 student’s

performance level?
7. What are specific
performance indicators for
each criteria?
INTENTED LEARNING TEACHING-LEARNING PERFORMANCE
OUTCOMES ACTIVITIES ASSESSMENT TASK
At the end of the course, the
students should be able to:
Perform dance routines and Lecture, class discussion, Culminating dance, class
creatively combine variations movement exercises, dance recitals, practical test for each
with rhythm, coordination, demonstration, actual dancing type of dance, reflection
correct footwork technique, with teacher and partners, papers, peer evaluation rating.
frame, facial and body collaborating learning.
expression.
Participate in dance socials Required attendance and Actual dance performance in
and other community fitness participation in school and school or community
advocacy projects. community dance programs, reaction/reflection
performances. papers.
HOW DO YOU CONDUCT
PERFORMANCE
ASSESSMENT
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?
A. What concept, skill, or knowledge of students should be
assessed?
B. At what level should the students be performing?
C. What type or knowledge is being assessed?
2. Choose the activity/ output that you will assess.
The required performance or output should be
feasible given the time constraints, availability or
resources, and amount of data/materials needed to
make an informed decision about the quality of a
students performance or product.
• 3. Define the criteria.
Criteria are guidelines or rules for judging students responses, products,
or performances.
4 types of criteria that can be used for evaluating student performances:
A. CONTENT CRITERIA- to evaluate the degree of a students 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.
•4. Create the performance rubric.
• A rubric is an assessment tool that

indicates the performance
expectations for any kind of student
work.
TYPES OF RUBRICS
A. 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 work.
B. Analytic rubric- students work is evaluated by using
each criterion separately, thus providing specific
feedback about the students 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 ( 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.

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PERFORMANCE

VISUAL PRODUCTS Charts, illustrations, graphs, collages,

KINESTHETIC PRODUCTS Puzzles, games, sculpture, exhibits and

WRITTEN PRODUCTS Journals, diaries, logs, reports, abstracts,

ORAL PRESENTATIONS/DEMONSTRATIONS Paper presentation, poster presentation, individual

PUBLIC SPEAKING Debate, mock trial, simulations, interviews, panel

ATHLETIC SKILLS DEMONSTRATION/ Playing basketball, baseball , soccer, volleyball

• At the start of the class, it is important that the

5. Are the performance tasks authentic and representative

6. What criteria should be included to rate student’s

• A rubric is an assessment tool that

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