Lesson 3 Performance Assessment

LESSON 3
PERFORMANCE
ASSESSMENT
In this lesson, you are expected to:
• design appropriate performance

assessment tools for intended student
learning outcome
What is Performance
Assessment?
 Performance assessment is an assessment
activity or set of activities that requires
students to generate Products or
Performances that provide direct or indirect
evidence of their knowledge, skills and abilities
in an academic content domain.
Types Examples
A. Product-Based Assessment
Visual Products Charts, Illustrations, Graphs, Collages,

Maps, Timeline Flows, Diagrams, Posters,
Advertisement, Video, Presentations, Art
exhibits
Kinesthetic Product Diorama, Puzzles, Games, Sculpture,
exhibits, Dance recital
Written Products Journals, Diaries, Logs, reports, abstracts,
letters, thought or position papers, poems,
story, movie/ TV scripts, portfolio, essay,
article report, research paper, and thesis
Verbal Products Audiotapes, debates, lectures, voice
recording, scripts.
B. Performance-Based Assessment
Oral Presentation/ Demonstration Paper presentation, poster
presentation, individual or group
report on assigned topics, skills
demonstration such as baking,
teaching, problem solving
Dramatic/ Creative Performances Dance, recital, dramatic enactment,
prose or poetry interpretation, role
playing, playing musical instruments.
Public Speaking Debates, mock trial, simulations,
interviews, panel discussion, story
telling, poem reading
Athletic Skills demonstration/ Playing basketball, baseball, soccer,
Competition volleyball and other sports
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.
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 peers' performance and
output.
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.
5. It explains the task, required elements, and scoring
criteria to the students before the start of the activity
and the assessment.
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?
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?
7. What are specific performance indicators for each

criterion?
Intended Learning Teaching-Learning Performance
Outcomes Activities Assessment Tasks
At the end of the course, the
student should be able to:
• Perform dance routines Lecture, class Culminating dance class

and creatively combine discussion, movement recitals, practical test for
variation with rhythm, exercises, dance each type of dance,
coordination, correct demonstration, actual reflection papers, peer
footwork technique, dancing with teacher evaluation rating
frame, facial, and body and partners,
expression collaborative learning
• Participate in dance Required attendance Actual dance performance

socials and other and participation in in school or community
community fitness school and community programs, reaction/
advocacy projects dance performances reflection 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.
Teacher may ask the following question?
 What concept, skill or knowledge of the student should be assessed?

 At what levels should the students be performing?
 What type of knowledge is being assessed?
2. Choose the activity/output that you will assess
 The required performance or output should be feasible
given the time constrains, availability of resources, and
amount of data/materials needed to make an informed
decision about the quality of student’s performance or
product
3. Define the criteria.
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
4. Create the performance rubric.
 A rubric is an assessment tool that indicates

the performance expectations for any kind
of student work.
There are different types of rubrics:
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.
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
General rubric - contains criteria that are

general and can be applied across tasks
Task-specific rubric - contains criteria that
are unique to a specific task
5. Assess student's performance/product.
 In assessing student’s work, it is important to

adhere to the criteria set and use the rubric
developed
Thank you!
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LESSON 3

• design appropriate performance

Visual Products Charts, Illustrations, Graphs, Collages,

2). It provides opportunities for students to show both

4). It assesses more complex skills.

2. What are the capabilities/skills implicit or explicit in the

3. What are the appropriate performance assessment tasks

5. Are the performance tasks authentic and representative of

6. What criteria should be included to rate students'

7. What are specific performance indicators for each

• Perform dance routines Lecture, class Culminating dance class

• Participate in dance Required attendance Actual dance performance

1). Define the purpose of performance or product-based

 What concept, skill or knowledge of the student should be assessed?

C. Quality criteria - to evaluate the quality of

 A rubric is an assessment tool that indicates

General rubric - contains criteria that are

5. Assess student's performance/product.

 In assessing student’s work, it is important to

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