Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND

TECHNOLOGY
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED

COLLEGE OF EDUCATION

rd
PROF. ED. 6 | Assessment of Learning 1 | 3 Lecture |Dr. Jonathan L. Mañas, LPT

I. WHAT IS PERFORMANCE ASSESSMENT?

✔ One in which a teacher observes and makes a judgment about the student’s
demonstration of a skill or competency in creating a product, constructing a response,
or making a presentation.
✔ Emphasis on student’s ability to perform tasks by producing their own work with their
knowledge and skills.
✔ Examples: singing, playing a piano, performing gymnastics or completed paper,
project

II. CHARACTERISTICS OF PERFORMANCE ASSESSMENT

• Students perform, create, construct, produce, or do something

• Deep understanding and/or reasoning skills are needed and assessed
• Involves sustained work, often days
• Calls on students to explain, justify and defend
• Involves engaging ideas of importance and substance
• Relies on trained assessor’s judgments for scoring
• Multiple criteria and standards are prespecified
• No single “correct” answer

III. STRENGTHS & WEAKNESSES OF PERFORMANCE ASSESSMENTS

Strengths Weaknesses

✔ Integrates assessment with ∙ Reliability may be difficult to establish ∙

instruction ✔ Learning occurs during Measurement error due to subjective
assessment nature of the scoring
✔ Provides opportunity for formative ∙ Inconsistent student performance
assessment across time may result in inaccurate
✔ More authentic conclusions
✔ More engaging, active involvement of ∙ Requires considerable teacher time to
students prepare and student time to
✔ Emphasis on reasoning skills complete
✔ Teachers establish criteria to identify ∙ Difficult to plan for amount of time
successful performance needed
✔ Emphasis on application of
knowledge ✔ Encourages student self-
assessment
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IV. PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

∙ It is important to assess students’ learning not only through their outputs or products but
also the processes which the students underwent in order to arrive at these products or
outputs.
∙ Learning entails not only what students know but what they can do with what they
know.
∙ It involves knowledge, abilities, values, attitudes and habits of mind that affect
academic success and performance beyond the classroom.

V. PROCESS-ORIENTED LEARNING COMPETENCIES

• Information about outcomes is important. To improve outcomes, we need to know

about student experience along the way - about the curricula, teaching, and kind of
students that lead to particular outcomes.
• Assessment can help us understand which students learn best under what conditions;
which such knowledge comes the capacity to improve the whole of their learning. •
Process-oriented performance-based assessment is concerned with the actual task
performance rather than the output or product of the activity.

VI. LEARNING COMPETENCIES

• Competencies are defined as groups or clusters of skills and abilities needed for a
particular task.
• The objectives focus on the behaviors which exemplify “best practice” for the particular
task.
• Such behavior range from a “beginner” or novice level up to the level of expert.
Example
Task: Recite a Poem by Edgar Allan Poe, “The Raven”
Objectives: to enable the students to recite a poem entitled “The Raven” by Edgar
Allan Poe.

Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

• The specific objectives identified constitute the learning competencies for this particular
task.
Examples of simple competencies:
– Speak with a well-modulated voice
– Draw a straight line from one point to another point
– Color a leaf with a green crayon
Examples of complex competencies
 ∙ Recite a poem with feeling using appropriate voice quality, facial expression and
hand gestures
∙ Construct an equilateral triangle given three non-collinear points
∙ Draw and color a leaf with green crayon

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VII. TASK DESIGNING - Standards for designing a task

1. Identifying an activity that would highlight the competencies to be evaluated. 2.

Identifying an activity that would entail more or less the same sets of competencies. 3.
Finding a task that would be interesting and enjoyable for the students. Example
Topic: Understanding biological diversity
Possible Task Design
– Bring the students to the pond or creek
– Ask them to find all living organisms near the pond or creek
– Bring them to school playground to find as may living organisms they can find.

Observe how the students will develop a system for finding such organisms, classifying the
organisms and concluding the differences in biological diversity of the two sites.

VIII. SCORING RUBRICS

• Rubric is a scoring scale used to assess student performance along a task-specific set of
criteria.
• Authentic assessment are criterion-referenced measures;
– A student’s aptitude on a task is determined by matching the student’s
performance against a set of criteria to determine the degree to which the
student’s performance meets the criteria for the task.
Example:

Criteria 1 2 3

Number of
inappropriate
Appropriate hand gestures
facial expression
Appropriate facial expression
10 - 12
X1 1-4 X2 Monotone
voice used

No apparent
X1 Lots of
inappropriate facial expression

Voice inflection Can easily vary voice inflection

Incorporate proper ambiance through feelings in the voice

X3 Recitation feelings Recitation fully through feelings in the
contains very little Recitation has some captures ambiance voice
feelings

• Descriptors - descriptors spell out what is expected of students at each level of

performance for each criterion.

• It tells students what performance looks like at each level and how their work may be
distinguished from the work of others for each criterion.

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WHY INCLUDE LEVELS OF PERFORMANCE?
1. Clearer expectations
• Students know what is expected of them and teachers know what to look for in
student’s performance.
• Students better understand what good performance on the task looks like if levels of
performance are identified.
2. More consistent and objective assessment
3. Better feedback
4. Analytic versus holistic rubrics

An analytic rubric articulates levels of performance for each criterion so that teacher can
assess students’ performance on each criterion. Holistic rubric does not list separate levels of
performance for each criterion. Instead, it assigns a level of performance across multiple
criteria as a whole.
• Example of Analytic Scoring Rubric (for a Writing Sample)
• Objective: Write a character study
Scoring Rubric
1. Ideas 20 points ✔ Creative presentation 5
✔ Variety of character traits presented 10
✔ Vivid mental pictures 5
2. Organizations 10 points ✔ Logical presentation of topics 2
✔ Definite pattern discernible 5
✔ Conclusion follows from details 3
3. Development 20 points ✔ All details relevant 10
✔ Use of a variety of literary devices 5
✔ Variety in sentence structure 5
4. Conventions 10 points ✔ Grammatical constructions 3
✔ Spelling 2
✔ Punctuation 3
✔ Handwriting 2

∙ Example of Holistic Rubric

∙ Objective: Write a paper to persuade the reader to accept clearly defined point of view
 and course of action.
Holistic Scoring Rubric (a paper on “persuading the reader …)
1. Little or no evidence of the skill
a. Inappropriate language for the intended audience
b. Few or no supporting arguments
c. Details lacking or irrelevant
2. Competent performance
a. Clear and appropriate language for the intended audience
b. Most supporting arguments are plausible and relevant
c. Most details are relevant
d. Evidence of some innovative thinking
3. Outstanding performance
a. Clear, interesting, and appropriate language
b. Many plausible and relevant supporting arguments
c. Ideas are creative and well-expressed

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WHEN TO CHOOSE AN ANALYTIC RUBRIC?
– For assignments that involve a larger number of criteria
WHEN TO USE HOLISTIC RUBRIC?
– When a quick or gross judgment needs to be made.
– If the assignment is a minor one such as brief assignment (e.g. check, check plus,
or no check) to quickly review student work.
HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE IN MY
RUBRIC? • No specific number of levels
• Will vary depending on the task and your needs
• Start with at least three levels and then expand if necessary.
Example:

Makes eye contact with audience: never sometimes always

Makes eye contact: never rarely sometimes usually always

__________________________________________________________________________________________

Exercises
A. For each of the following tasks, identify at least three process-oriented learning
competencies.
1. Constructing an angle using a straight edge and a compass
2. Writing an essay about EDSA I
3. Performing a play on the importance of national language
4. Role to illustrate the concept of Filipino family values
5. Constructing three-dimensional models of solids from card boards

B. Choose any 5 activities and construct your own scoring rubrics

 1. Devise a game
2. Participate in a debate
3. Write a research paper
4. Design a museum exhibit
5. Evaluate the quality of a writer’s argument
6. Write a summary of an article
7. Compare and contrast two stories or articles
8. Draw conclusion from a text

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I. PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
∙ Poses a challenge for teachers to design instruction that is task-oriented. ∙ Based
on the premise that learning needs to be connected to the lives of the students
through relevant tasks that focus on students’ ability to use their knowledge and
skills in meaningful ways.

II. PRODUCT-ORIENTED LEARNING COMPETENCIES: Products can include a wide range of

student works that target specific skills.
Examples: Communication skills such as those demonstrated in reading, writing,
speaking, and listening, or psychomotor skills requiring physical abilities to perform a
given task.

∙ Using rubrics can help evaluate student performance or proficiency in any given task as
it relates to a final product or learning outcome. The learning competencies
associated with products or outputs are linked with an assessment of the level of
“expertise” manifested by the product.
3 Levels: Novice or beginner level ---- Skilled level --- Expert level

III. OTHER WAYS TO STATE PRODUCT- ORIENTED LEARNING COMPETENCIES 1. Level 1: Does the
finished product or project illustrate the minimum expected parts or functions?
2. Level 2: Does the finished product or project contain additional parts and functions on
top of the minimum requirements?
3. Level 3: Does the finished product contain the basic minimum parts and functions,
have additional features on top of the minimum, and is aesthetically pleasing?

Example: The desired product is a representation of a cubic prism made out of

 cardboard in an elementary geometry class.

Learning competencies: The final product submitted by the students must:

1. Possess the correct dimensions (5”x5”x5”)
2. Be sturdy, made of durable cardboard and properly fastened together 3. Be
pleasing to the observer, preferably properly colored for aesthetic purposes

Example: The product desired is a scrapbook illustrating the historical event called
EDSA I People Power.

Learning competencies: The scrapbook presented by the students must: 1. Contain

pictures, newspaper clippings, and other illustrations of the main characters of EDSA I
2. Contain remarks and captions for the illustrations made by the student himself for
the roles played by the characters of EDSA I People Power
3. Be presentable, complete, informative and pleasing to the reader of the scrapbook

Example for assessing output of short-term tasks. The desired output consists of the
output in a typing class

Learning competencies: The final typing outputs of the students must:

1. Possess no more than five errors in spelling
2. Possess no more than 5 errors in spelling while observing proper format based on the
document to be typewritten

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3. Possess no more than 5 errors in spelling, has the proper format, and is readable and
presentable Product-oriented performance based learning are evidence based

IV. TASK DESIGNING: The design of the task depends on what the teacher desires to observe
as outputs of the students.
1. Complexity. It should be within the range of the ability of the students 2. Appeal. The
project should be appealing to students and should lead to self-discovery of information
by the students.
3. Creativity. It needs to encourage students to exercise creativity and divergent thinking.
4. Goal-based. The project is produced to attain a learning objective. Thus, reinforcing
learning.

V. SCORING RUBRICS: These are descriptive scoring schemes that are developed by
teachers to guide the analysis of the products or processes of students’ efforts.

∙ Criteria Setting: Criteria are statements which identify “what really counts” in the final
output. Example:
1. Quality
2. Creativity
3. Comprehensiveness
4. Accuracy
5. Aesthetics
 Identify sub statements that would make the major criteria more focused and objective.
Example: Essay on “The Three Hundred Years of Spanish Rules in the Philippines” Quality
✔ Interrelates the chronological events in an interesting manner
✔ Identifies the key players in each period of the Spanish rule and the roles that they
played
✔ Succeeds in relating the history of Philippine Spanish rule

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⮚ Organization of document is difficult to follow due to a combination of the following:
1. Inadequate transitions
2. Rambling format
3. Insufficient or irrelevant information
4. Ambiguous graphics

⮚ The document contains numerous distractions that appear in the combination of the
following forms:
1. Flow in thought
2. Graphical presentation
3. Grammar/mechanic

⮚ There appears to be no organization of the document’s contents

⮚ Sentences are difficult to read and understand.

⮚ When are scoring rubrics an appropriate evaluation technique?

1. Essay
2. Evaluate group activities
3. Oral presentations

⮚ Where and when a scoring rubric is used does not depend on the grade level or
subject, but rather on the purpose of the assessment.
 V. OTHER METHODS
✔ Checklists are appropriate for evaluation when the information that is sought is
limited to the determination of whether specific criteria have been met. ✔ Scoring
rubrics are based on descriptive scales and support the evaluation of the extent to
which criteria have been met. If the purpose of assessment have been met.
✔ Benefits of scoring rubrics:
1. They support the examination of the extent to which the specified criteria
have been reached.
2. They provide feedback to students concerning how to improve their
performances

VI. PROCESS OF DEVELOPING SCORING RUBRICS

1. Identify the qualities and attributes that you wish to observe in the students’ outputs
that would demonstrate their level of proficiency
2. Decide whether a holistic or analytical rubric would be appropriate In analytic scoring
rubric, each criteria is considered one by one and the descriptions of the scoring levels
are made separately while in holistic rubric, the collection of criteria is considered
throughout the construction of each level of the scoring rubric and the result is a single
descriptive scoring schemes.
3. Identify and define the criteria for the top level and lowest level of performance. 4.
Create additional categories such as average, etc. Each score category should be
defined using descriptors of the work rather than value-judgment about the work
Example: “Student’s sentences contain no errors in subject-verb agreements”, is
preferable than “student’s sentences are good”
5. Test whether scoring rubric is reliable. Ask two or more teachers to score the same set
of projects or outputs and correlate their individual assessments

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VII. GUIDELINES FOR STATING PERFORMANCE CRITERIA
1. Identify the steps or features of the performance or task to be assessed imagining
yourself performing it, observing students performing it or inspecting finished products. 2.
List the important criteria of the performance or product.
3. Try to keep the performance criteria few so that they can be reasonably observed and
judged.
4. Have teachers think through the criteria as a group.
5. Express the criteria in terms of observable student behavior or product characteristics. 6.
Avoid vague and ambiguous words like correctly, appropriately, and good. 7. Arrange
the performance assessment instruments to use or modify them before constructing them.

SCORING RUBRIC FOR RESPONSE JOURNAL QUESTIONS

3 – Excellent. Answers are very complete and accurate. Most answers are supported with
specific information from the reading, including direct quotations Sentence structure is
varied and detailed Mechanics are accurate, including spelling, use of capitals, and
appropriate punctuation.
 2 – Good. Answers are usually complete and accurate. These answers are supported with
specific information from the reading. Sentence structure is varied. Mechanics are generally
accurate including spelling, use of capitals, and appropriate punctuation.

1 – Needs Improvement. Answers are inaccurate. These answers need to be supported with
specific information. Sentence structure is incomplete. Mechanics need significant
improvement.

__________________________________________________________________________________________

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