UNIT 2- PERFORMANCE –BASED ASSESSMENT

TAKE ACTION/ LEARNING EXERCISE

Do what is asked.
1. How would you compare traditional assessment from performance -based assessment?
How do they differ from each other?

 Traditional assessments are “tests” taken with paper and pencil that are usually
true/false, matching, or multiple choice. These assessments are easy to grade,
but only test isolated application, facts, or memorized data at lower-level thinking
skills. Traditional assessment provides little evidence of what a language learner
actually can do with the language.

In order to evaluate what a language learner can do with the language, a student
must be evaluated using various performance tasks and assessments.

 Performance assessments include authentic assessments, alternative

assessments, and integrated performance assessments.

Learners must use more complex, higher-order thinking skills. They must reason,
problem-solve, or collaborate with others to produce individual responses.
Rubrics, provided ahead of time so learners know their expectations, are used to
evaluate students on multiple competency levels.

In Herman, Aschabacher, and Winters, 1992, alternative assessment, authentic

assessment, and performance-based assessment “require students to generate
rather than choose a response.”

2. Give your own account on the nature of performance -based assessment.

 For me, using performance-based assessment can help the teacher observe and
makes judgment about the students' demonstration of a skill or in creating a
product, constructing a response, or making a presentation.

SELF-CHECK
Directions: Please assess HONESTLY the degree of your learnings on the unit you have just
studied. Where 5-is the highest and 1 is the lowest.
DEGREE OF LEARNINGs
INDICATORS
5 4 3 2 1
I understand the concept presented in this learning 
episode.
I can differentiate traditional assessment from 
performance-based assessment.

I can discuss concepts on my own words.

I am aware of the learnings I gained from this lesson.
REFLECTION
Answer the questions:
1. What did you learn most?

 I learn about the Traditional and Performance-based assessment and how it is

used in teacher and learning.

2. What did you learn least?

 The least I learn is how can the Traditional Assessment can enhance the thinking
skills of the students .

3. What 1 question do you have in mind?

 How can the Traditional Assessment can enhance the thinking skills of the
students?
LESSON 2- PERFORMANCE –BASED ASSESSMENT: ITS DOMAINS, FOCUS,
ADVANTAGES AND LIMITATIONS

TAKE ACTIONS/ LEARNING EXERCISE

Write the answers on your answer sheet.
1.Extended-response performance tasks - Teacher X used realistic situation in the testing
materials.
2. Restricted-response performance tasks -Teacher x asked the students to apply the
knowledge gained in the lesson.
3. Greater Realism of the Tasks -Teacher x used one of the features of PBA in Science II
asking the students to present their experimental design. What features of PBA do
you think she’s using?
4. -5. Give the advantages and limitations of using performance -based assessment. Briefly
explain it.
 The advantages of Performance-Based Assessment are, it assesses complex
learning outcomes, the process as well as the product, communicates
instructional goals that relate to real world context, the process as well as the
performance, involves the students in the process of assessing their own growth,
recognizes that students can express what they know and can do in different
ways, Specific, direct and understandable information about the students are
available to parents, evaluates the 'whole students', enhances the professional
skills of teachers through collaboration with other teachers and can establish a
framework for observing students that is consistent with the principles of child
development. Those advantages helps students to learn in a more complex way
of learning and gaining knowledge and skills. While the limitations are, the
constructing of performance assessment is time consuming, scoring often
questionable because it is not reliable, most especially if the scoring guide or
rubrics are not properly prepared and it measure only limited scope of learning
objectives. Those limitation gives the teacher a hard time in assessing and giving
grades or scoring.

SELF- CHECK
Directions: Please HONESTLY assess the degree of your learnings in this episode you have
studied. Where 5-is the highest and 1 is the lowest.
DEGREE OF LEARNINGs
INDICATORS
5 4 3 2 1
I understand the concept presented in this learning 
episode.

I can discuss concepts on my own words.

I am aware of the learnings I gained from this lesson.
I can apply the knowledge gained in my daily 
activities.

I can evaluate the degree of my learnings gained.
REFLECTION
Answer the questions:
1. What 3 things you have learned most?

 I learned most on how the Performance-Base Assessment work well in cognitive,

psychomotor and Affective skills of the learners, also the advantages and
limitations of this assessment.

2. What two things you have learned least?

 I least learn the Restricted-response Performance Task and the Extended-

response Performance Task.

3. What 1 question do you have in mind?

 Does the limitation have an impact in making a lesson and teaching process?
LESSON 3 -DEVELOPING PERFORMANCE-BASED ASSESSMENT

TAKE ACTIONS/LEARNING EXERCISE

Do what is asked.

1. Enumerate the steps in developing PBA. Briefly discuss each.

1. Define the purpose of assessment

In this step, the teacher should clearly define the purpose of assessment.
It is considered in making decision in the subsequent steps of the process. It means you
should stipulate the purpose of an assessment, is it intended to measure the learnings
acquired of the students? Is it intended to know what you might do in order to enhance
your teaching process? Or both?. By that, the goal of making an assessment will be
achieved.

2. Determine the skills, learning outcomes and taxonomy level

This step requires to properly identify the skills or competencies that are suitable
for the utilization of performance –based assessment. PBA only assesses higher order
thinking skills or complex cognitive outcomes, receiving, responding, and valuing for
affective outcomes and psychomotor skills. The teacher should create a list of learning
outcomes that specifies knowledge, skills, and etc that are appropriate for performance
assessment.

3. Design and develop activity or performance task

the teacher should involve the activities, the availability of classroom resources,
and the data needed to judge the quality of the students’ performance, from which the
students/learners will apply what they have learned in designing theassessment. It is
important to consider the term “application” of the acquired learning of the leaner which
are in line with the issues, concepts, or problems that are important in the development of
the subject matter or learning instructions

2. List skills that you would like to assess using process, product and performance.

Process Product Performance

• Pagpalaliwanag ng Iba’t • Kagalingan at kasanayan • Sa pamamagitan
ibang uri ng Pang- abay sa pagtukoy ng iba’t ibang uri ng PPT ay Mailalahad ng
ng Pang- abay. maayos ang iba’t ibang uri ng
pang- abay.
• Makapag-panood ng isang • Kasanayan sa pag-gamit • Sa isang pangkat na
bidyo tungkol na naglalahad ng mga “Pang-abay” sa mayroong apat na miyembro
ng mga halimbawa sa ilalim pangungusap ay gumawa ng isang bidyo
ng “Iba’t ibang uri ng ulat sa pamamagitan ng
pang-abay” video editor na hindi lalagpas
sa 10 minuto.

• Pagpapakita kung paano • Kahusayang sa paggawa ng • Pag-gawa ng isang blog na

ang tamang pagbuo ng pangungusap at kwento na naglalamang ng sanaysay
salitabat estruktura na inaayos ang estruktura ng patungkol sa kanilang
makikita ang iba’t bang uri wika na mayroong nakapaloob karanasan noong nakaraan
ng pang-abay na mga pang-abay semana santa na kakikitaan
ng mga pang-abay.

3. In matrix form, describe the methods on how to score essay and performance task.
What to score? Rubrics Descriptions
Essay Analytical Analytical rubrics is very applicable in scoring essay in
consideration to the following;

• It is a type of rubric that provides information

regarding performance in each component parts
of a task, making it useful for diagnosing specific
strengths and weaknesses of the learners (Gareis
and Grant, 2008).

• It is very useful when the teachers wants to

provide diagnostic information and feedback for
the learner and is more useful for formative
assessment during instruction (Mcmillan, 2001).

• It can also be can also be utilized by the teacher

when there is a for the students to assess their
own product or work in a process called self-
assessment

Performance Analytical/ Performance task can be applied by analytical or holistic

task Hollistic rubric for scoring given the fact that the term “
performance task “ is in general form compared with
“essay” which is specific. In order to know what type of
rubric to be applied in assessing specific task, it should
and must be specified to whether it is essay, singing,
dancing, painting, etc. Depending also to what the
teacher want to do (or his/her goal) in assessing a
specific task.

In holistic, it is is a type of rubric that requires the teacher

to score an overall process or product as a whole (Nitko
and Mertler, 2001). It is advisable to use is when a
teacher wants a fast result of students’ performance; in a
detailed feedback in specific criteria.

In analytical, It is a type of rubric that provides information

regarding performance in each component parts of a
task, making it useful for diagnosing specific strengths
and weaknesses of the learners (Gareis and Grant,
2008).

It is very useful when the teachers wants to provide

diagnostic information and feedback for the learner and is
more useful for formative assessment during
instruction (Mcmillan, 2001).

It can also be can also be utilized by the teacher when

there is a for the students to assess their own product or
work in a process called self-assessment

4. Make both analytic and holistic rubrics using your prepared list of skills in assessing process,
product and performance.
 HOLISTIC RUBRICS
CRITERIA
Score Description
5 Demonstrate the complete understanding in content of the problem. All
requirements of task are completely emphasized and included in the presentation.

4 Demonstrates considerable understanding in content of the problem. Most of the

requirements of task are emphasized and included in the presentation

3 Demonstrates partial understanding in the content of the problem. Some of the

requirements of task are emphasized and included in the presentation.

2 Demonstrate little understanding in content of the problem. Many requirements of

task are missing in the presentation.

1 Demonstrate no understanding in the content of the problem.

0 no response/task not attempted.

ANALYTICAL RUBRIC

CRITERIA
Beginning 1 Developing Accomplished Exemplary Score
2 3 4
Content Demonstrate Demonstrate Demonstrate Demonstrate the
less emphasis more mostly the complete
on the content emphasis on emphasis on emphasis on
of the the content of the content of The content of
problem. Many the problem. the problem. the problem. All
of Some of the Almost all the the necessary
The necessary necessary necessary information were
Information information information completely well-
are missing. were were well presented.
presented. -presented.

Creativity Demonstrate Good use of Very good use Excellent use of

less creativity props and and utilization props and design
in the designs of props and presentation. All
presentation. during the design in the the necessary
No available presentation. presentation. props and design
props and Some props Almost the were completely
designs during and design Necessary and effectively
the are present. props and utilize.
presentation. design are
present.
Individual Demonstrate Demonstrate Demonstrate Demonstrate
participation no interest in little interest more interest in strong interest
the topic. Only about the the topic. about the topic
two members topic. Some of Almost the All the members
of the group the members members were of the group
participated in of the group actively were completely
the actively participated in and actively
presentation. participated the participated in
in the presentation. the presentation.
presentation.
Audience Demonstrate Demonstrate Demonstrate Demonstrate
awareness no interest in little interest more interest in strong interest
 the topic. Little about the the topic. about the topic.
impact to topic. Raises Raises Significantly
increase audience audience increases
audience understanding understanding audience
understanding and and awareness understanding
of knowledge knowledge in in almost points and awareness
on the topic some points of the topic. of complete
of the topic. points of the
topic.

How are your essays, demonstration and performance in class scored by your teachers?
 My teachers usually gave first a rubrics on how to attain the expected outcome of
specific activities that was given. The directions should follow by the learners for
them to get what is ask for and to get the grade they wanted.

SELF- CHECK
Directions: Please HONESTLY assess the degree of your learnings in this episode you have
studied. Where 5-is the highest and 1 is the lowest.
DEGREE OF LEARNINGs
INDICATORS
5 4 3 2 1
I understand the concept presented in this learning 
episode.

I can discuss concepts on my own words.
I am aware of the learnings I gained from this lesson. 
I can apply the knowledge/skills gained in this 
learning episode.
I can evaluate my own outputs in applying the 
concepts /skills of preparing rubrics in my field of
specialization.

REFLECTION
Answer the questions:
1. What 3 things you have learned most?

 I deeply understand the reason why it is relevant to use this method of

assessment, i have learned, how to create our rubrics in the process, product and
assessment task, also steps in developing based-assessment and the method of
scoring essay and performance-based.

2. What two things you have learned least?

 I have learn least on how creating scoring points and the methods of scoring
performance task.

3. What 1 question do you have in mind?

 What are the types of rubric and scoring points and their advantages?

LESSON 4- THE SCORING RUBRICS

ACTIONS TAKEN/ LEARNING EXERCISE
Do what is asked.
1. What are the types of rubrics? Explain briefly.

 There are two types of rubrics, the Holistic and Analytic rubric. Holistic rubric is a
type of rubric that requires the teacher to score an overall process or product as a
whole while Analytic rubric is a type of rubric that provides information regarding
performance in each components parts of a task, making it useful for diagnosing
specific strengths and weaknesses of the learners.

2. Why teachers use rubrics in performance assessment?

 Rubrics are powerful tool for booth teaching and assessment, it can improve
students performance, as well as monitor it, students become more thoughtful
judges of the quality of their own and others work. Teachers appreciate rubrics
because their “accordion” nature allows them to accommodate heterogeneous
classes.

3. In what way, scoring rubrics advantageous to learners and teachers?

 It is very important to use a rubric in assessing learners performances because

students can identify the basis on how they are evaluated, it allows the students
to assess their own performance or products of works while teachers can use a
small amount of their time to evaluate the performance of the students, provide
specific feedbacks on the performance of the learners and it will serve as
standards when preparing the tasks/activities against its measure and progress is
documentated.

4. How do teachers determine the types of scoring tools for performance assessments?

 In order to determine the types of scoring tools for performance assessments you
must have a careful planning because there are different steps that should be
followed in order to have a basis in the scoring rubric. The first step is the
feasibility of scoring system because there are factors that we should consider in
making it. Lastly, the criteria you made must clear, specific and precise because
this will serve as your guide to assess the performance of the learners. Since
there are 2 types of rubrics that can be used, the criteria that was made must be
clear, precise, and accurate because this will serve as your guide.

SELF-ASSESSMENT
Directions: Read carefully the questions and answer them with your own ideas. Provide
your own answer sheets.
1. Define the following words:
a. Performance-based assessment

 In general, a performance-based assessment measures students' ability to apply

the skills and knowledge learned from a unit or units of study. Typically, the task
challenges students to use their higher-order thinking skills to create a product or
complete a process

b. Process performance-based assessment

 Process oriented performance based assessment evaluates the actual task

performance. It does not emphasize on the output or product of the activity. This
assessment aims to know what processes a person undergoes when given a
task.

c. Product performance-based

 product oriented assessment is a kind of assessment where in the assessor

views and scores the final product made and not on the actual performance of
making that product.

 It is concern on the product alone and not on the process. It is more concern to
the outcome or the performance of the learner. It also focuses on achievement of
the learner.

 Product assessment focuses on evaluating the result or outcome of a process.

d. Performance task

 A performance task is any learning activity or assessment that asks students

to perform to demonstrate their knowledge, understanding and proficiency.
Performance tasks yield a tangible product and/or performance that serve as
evidence of learning.

e. Performance criteria

 Performance criteria are the expression of what is to be measured and why

(i.e., how success is defined). The selection process involves identifying
dimensions and/or variables relevant to an enterprise's successful operation.
Relevancy is the most important concern in selecting performance variables

2. What are the different kinds of performance-based assessment? Explain each briefly.

 A product refers to something produced by students providing concrete

examples of the application of knowledge. Examples can include brochures,
reports, web pages and audio or video clips. These are generally done
outside of the classroom and based on specific assignments.

 Performances allow students to show how they can apply knowledge and
skills under the direct observation of the teacher. These are generally done in
the classroom since they involve teacher observation at the time of
performance. Much of the work may be prepared outside the classroom but
the students “perform” in a situation where the teacher or others may observe
 the fruits of their preparation. Performances may also be based on in-class
preparation.

 Process-oriented assessments provide insight into student thinking,

reasoning, and motivation. They can provide diagnostic information on how
when students are asked to reflect on their learning and set goals to improve
it. Examples are think-alouds, self/peer assessment checklists or surveys,
learning logs, and individual or pair conferences

3. When do we use performance-based assessment?

 We use performance-beses assessment when we let our learners do their

outputs.

4. Cite some learning objectives where you can utilize performance-based activities.

 Perform appropriate skills essential in performing basketball

 Apply knowledge and skills learned in the course during an emergency scenario.
 Demonstrate how to care for a person who is choking.
 Discuss the nature, history of the game.

5. Present and discuss the different ways of assessing and recording performance-based
activities.

 Checklist refers to an observation instrument that defines performance whether

it is certain or uncertain, or present or not present.

 Narrative/Anecdotal is a continuous description of student behavior as it occurs,
 recorded without judgment or interpretation.
 Rating scale is a checklist that allows an evaluator to record information on a
scale, noting finer distinction like the presence or absence of a behavior.

 Memory approach is an approach where the teacher observes the students
when performing the tasks without taking any notes.

6. When do we use process performance-based assessment and product performance

assessment?

 We use the process-performance based assessment when:

 There is no product

 The process is orderly and directly observable

 Correct procedure/steps are crucial to later success

7. What are the limitations of assessing students’ performance using performance-based

assessment?
Limitations of performance-based Assessment

Constructing performance assessment is time consuming.

 Unlike any other types of assessment, PBA is time consuming to be constructed as it
main consideration are the diversity of the leaners to be assessed. The preparations are
anchored to the different natures of the leaners considering their individual differences,
perspective in learning, behavior and adaptation.

 Scoring often questionable because it is not reliable, most especially if the scoring guide
or rubrics are not properly prepared.

It is true that scoring is often questionable because if we consider the individuals

differences including the perspective in learning, behavior and adaptation, the scoring is
always dependent on it. That is the main factor why it is questionable and reliable, or in
short not all students/learners are the same in mental, physical, and emotional aspects

 It measures only a limited scope of learning objectives. Since one of the advantage of the
PBA is “Specific, direct and understandable information about the students are available
to parents”, as mentioned. PBA appeared to measures only a limited scope of learning as
it only caters the “specific” of aspects of learning to be measured

8. Cite some advantages of performance-based assessment over traditional assessment.

Traditional Assessment

 Tests taken with paper and pencil that are usually true/false, matching or
multiple choice.
 Easy to grade, but only test isolated application, facts or memorized
data at lower-level thinking skills
 Provides little evidence of what a learner actually do.

Performance Assessment

 It includes authentic assessments, alternative assessments and

integrated assessments
 Learners use more complex, higher –order thinking skills. They must
reason, problem-solve or collaborate with others to produce individual
responses.
 Rubrics provided ahead of time so learners know their expectations, are
used to evaluate students on multiple competency levels.
 It requires student to generate rather than choose a response
 Require the learners to perform in realistic situation

9. Is the performance-based assessment a substitute to a traditional method of assessing

the performance of students?

 YES, It is an alternative form of assessing the performance of students that

represents a set of strategies for the application of knowledge and skills through
the performance of tasks. It also provides the teacher the information on the
students understand and apply knowledge and it allows the teacher to integrate
performance assessment in the instructional process.

10. Present and discuss the different steps in developing performance-based assessment.
  Define the purpose of assessment
 The teacher should clearly define the purpose of assessment.it is
considered in making decision in the subsequent steps of the process. It
means you should stipulate the purpose of an assessment, is it intended
to measure the learnings acquired of the students? Is it intended to know
what you might do in order to enhance your teaching process? Or both?.
By that, the goal of making an assessment will be achieved.

 Determine the skills, learning outcomes and taxonomy level

 This step requires to properly identify the skills or competencies that are
suitable for the utilization of performance –based assessment. PBA only
assesses higher order thinking skills or complex cognitive outcomes,
receiving, responding, and valuing for affective outcomes and
psychomotor skills. The teacher should create a list of learning outcomes
that specifies knowledge, skills, habits of the mind and social skills that
are appropriate for performance assessment.

 Design and develop activity or performance task

 In this step, the teacher should involve the activities, the availability of
classroom resources, and the data needed to judge the quality of the
students’ performance, from which the students/learners will apply what
they have learned in designing the assessment. It is important to consider
the term “application” of the acquired learning of the leaner which are in
line with the issues, concepts, or problems that are important in the
development of the subject matter or learning instruction

11. Why is it very important to discuss the constraint in performance-based assessment?

 Constraints play a very important role in demonstrating the competencies desired

form the students.

12. What is the importance of scoring rubrics in assessing the performance of the students?

 Scoring rubric - is important in assessing the performance of the students

because of the following reasons:
- It allows consistency and objectivity in scoring.
- It clarifies the criteria.
- Students can identify the basis of how they will be evaluated.
- Allows students to assess their own performance and their peers’
performance.
- Provide specific feedback on the student’s performance.

13. What are the advantages of analytic rubric over holistic rubric?

 The following are the advantages of analytic rubric over holistic rubric:
- Analytic rubric is useful when teachers want to provide diagnostic
information and feedback for the learner.
- More useful for formative assessment.
- Analytic rubric allows students to identify their strengths and
weaknesses more clearly.

14. Give five examples of performance task in the areas of Mathematics, Physical education,
Science, and English that you have planned to teach.

MATHEMATICS
- Solve math problem
 - Drawing a Cartesian plane
- Create a 3D illustration of a polygon
- Demonstrate a technique in multiplying 2 digit numbers
- Demonstrate a technique in calculating square root

PHYSICAL EDUCATION
- Perform a traditional dance
- Demonstrate the different warm-up exercises
- Demonstrate the different hand signals in basketball
- Demonstrate the different swimming strokes
- Perform the different volleyball skills

SCIENCE
- Perform an experiment
- Create an illustration showing the process of water cycle
- Explain the concept of Photosynthesis
- Demonstrates the different movements of tectonic plates
- Compare and Contrast sedimentary rock from igneous rock

ENGLISH
- Write an essay
- Write an free-verse poem
- Perform an extemporaneous speech
- Perform a stylistic analysis on a specific literary piece
- Perform interpretative reading

15. Develop a holistic rubric to evaluate the performance task used in mathematics and
Physical Education from item 14.
Rubric for the Performance task in Mathematics
Scores Description
5 Demonstrates excellent performance
(Student is excellent in solving a math problem, drawing a Cartesian plane, creating
a 3D illustration of a polygon, demonstrating a technique in multiplying 2 digit
numbers, and demonstrating a technique in calculating square root.)
4 Demonstrate good performance
(Student is good in solving a math problem, drawing a Cartesian plane, creating a 3D
illustration of a polygon, demonstrating a technique in calculating square root.)
3 Demonstrates fair performance
(Student is fair in solving a math problem, drawing a Cartesian plane, creating a 3D
illustration of a polygon, demonstrating a technique in calculating square root.)
2 Demonstrate poor performance
(Student is poor in solving a math problem, drawing a Cartesian plane, creating a 3D
illustration of a polygon, demonstrating a technique in calculating square root.)
1 Demonstrate extremely poor performance
(Student is extremely poor in solving a math problem, drawing a Cartesian plane,
creating a 3D illustration of a polygon, demonstrating a technique in calculating
square root.)

Rubric for the Performance Task in Physical Education

5 Demonstrates excellent performance
(Student demonstrates excellent performance in performing a traditional dance,
 demonstrating the different warm-up exercises, demonstrating the different hand
signals in basketball, demonstrating the different swimming strokes and in
performing the different volleyball skills.
4 Demonstrate good performance
(Student demonstrates good performance in performing a traditional dance,
demonstrating the different warm-up exercises, demonstrating the different hand
signals in basketball, demonstrating the different swimming strokes and in
performing the different volleyball skills.
3 Demonstrate good performance
(Student demonstrates fair performance in performing a traditional dance,
demonstrating the different warm-up exercises, demonstrating the different hand
signals in basketball, demonstrating the different swimming strokes and in
performing the different volleyball skills.
2 Demonstrate poor performance
(Student demonstrates poor performance in performing a traditional dance,
demonstrating the different warm-up exercises, demonstrating the different hand
signals in basketball, demonstrating the different swimming strokes and in
performing the different volleyball skills.
1 Demonstrate extremely poor performance
(Student demonstrates extremely poor performance in performing a traditional
dance, demonstrating the different warm-up exercises, demonstrating the different
hand signals in basketball, demonstrating the different swimming strokes and in
performing the different volleyball skills.

16. Develop an analytic rubric to evaluate the performance task used in science and English
from item number 14.

Rubric for the Performance task in Science

Criteria 3 2 1 Student’s score
Excellent Satisfactory poor
Creativity The illustration The illustration The illustration
of the process of the process of the process
of a water cycle of a water cycle of a water cycle
is creative is somehow does not show
creative. any sign of
creativity.
Accuracy The illustration The illustration The illustration
of the process of the process of the process
of a water cycle of water cycle is of water cycle is
is accurate. somehow not accurate.
accurate.
Clarity The process of The process of The process of
water cycle was the water cycle the water cycle
clearly was somehow was not clearly
illustrated in the clearly illustrated.
illustration illustrated in the
made. illustration
made.
Total Score:

Rubric for the Performance task in English (Essay)

Criteria 3 2 1 Student’s score
Excellent Satisfactory poor
Grammar and Appropriate use Minimal Several
Spelling skill of grammar and grammar errors grammar errors
no spelling and very few and numerous
errors spelling errors spelling errors
Organization Strong and Adequate Weak
skill logical organization and organization
organizational topical and topical
and topical development development
development
Communication Ideas are clear, Ideas are Ideas are not
skill (Content) detailed and somewhat clear, clear and
supported detailed and supported and
supported with much
detail
Total Score:

17. Develop learning objectives in a certain chapter of a subject in your area of specialization
where you can use the performance-based assessment in evaluating the students’
performance.
TOPIC LEARING OBJECTIVES PERFORMANCE/ACTIVITY
Kulturang Popular Ang mag-aara ay dapat na:
 Malaman ang  Sapamamagitanng
kulturang popular sa tinalakay na kulturang
komiks, telebisyon at popular ang mga
radyo. mag-aaral ay makikita
 Malalaman kung ang pag usbong ng
anong konsepto ng kultura sa iba’t bang
mga kulturang ito sa larang.
tao.  Sa pamamagitan ng
 Makagawa ng bidyo- ulat ang mga
isang presentasyon mag-aaral ay
na nagpapakita ng malalaman ang
mga kulturang naging konseptong kulturang
popular sa telebisyon, popular sa tal.
komiks at radyo.  Masining na
ipahahayag ang mgao
maitatampok ang mga
kulturang popular.

18. Are the scores of students using the performance-based assessment always reliable?
Why?

 Scores of students using performance based assessment is not always reliable. It

is because although we use rubrics to avoid being subjective, there is still a
possibility for teachers to commit error in judging making the scores unreliable.

19. Is it possible to commit an error when a teacher observes and judges the performances
of the students? Present and describe the possible errors that can be committed?

 Yes, it is possible to commit an error when a teacher observes and judges the
performance of the students. These errors can be generosity error, severity error
and halo effect.
o Generosity error is committed when a teacher overrates the
performance of the students or favors the high performing
students in the class.
o Severity error is when the teacher favors the low performing
students in the class.
 o Halo effect is committed when judging individual characteristics
in terms a general impression (Gronlund, 1998). These types of
errors can also be committed by the evaluator in portfolio
assessment.
o Personal biased is committed when judging individual in terms of
student’s fame, and academic track line.

20. Present some issues related to grading when using performance-based assessment.

 Lack of transparency in the assessment system

 Classroom assessment techniques are rare
 There is no flexibility in programme grading.

21. In the area of your specialization, identify five (5) learning outcomes that can be best
measured by performance-based assessment. For every learning outcome, develop two
performance tasks.
Topic Learning outcomes Performance task
. Panulaang Filipino Ang mag-aaral ay inaasahan 1. Makpagsulat ng isang
na: sanaysay tungkol sa dating
 Malaman at maibigay kaalaman sa Panulaan.
ang kahulugan ng
Panulaang Filipino 2. Magsagawa ng bagyuhang
utak tungkol sa mga
nalalaman tungkol sa
Panulaang Filipino
 Matukoy ang mga 1.Makagawa ng timeline
Panulaan sa panahon patungkol sa mahahalagang
bago dumating ang pangyayari sa bawat panahon
kastila, panahon ng tungkol sa makabuluhang
kastila, Amerikano, pangyayari sa Panulaan
Hapones at ng 2. Makagawa ng sariling
kasakukuyang kathang tula sa bawat
Republika. panahon..

 Matalakay ang mga 1. Mailahad ng buo ang tulang

akdang naging usal- ito.
usapan at nakapag
bukas ng isip sa mga 2. Maipakita sa pamamagitan
Filipino ng graphic organizer ang mga
aral ng mga tulang ito.

 Makapagtampok ng 1. Makagawa ng isang bidyo

mga mahuhusay na ulat tungkol sa talambuhay
manunulat sa bawat ng mga manunulat.
panahon. 2. Sa pamamagitan ng isang
blog mailahad ang naging
inspiasyonng mga manunulat
sa paggawa ng mga akdang
ito.
 Masining na paggawa 1. Makagawa ng isang
ng isang tula mabiang tula .
patungkol sa 2. paggawa ng Bidyo na
panunuligsa sa ating mismong itinutula mo ang
Gobyerno iyong ginawnag tula.
22. Give the different factors to consider in deciding extended performance task in the
classroom assessment. Which of the given factor is the most important why?

 It is important to consider the subject matter in deciding extended performance

task where the teacher should assure if the topic is less structured but needs a
boarder scope.

23. Construct a checklist or rating scale that is used to measure the effectiveness of the
performance of the students.
a. Presentation of the oral report

Direction: Put a check mark in a designated area.

Observations YES NO
1. Student are able to present and obviously rehearsed in
the presentation
2. The student present the report creatively
3. The discussion is related to the topic
4. The student emphasize the important details of the topic.
5. The student deliver the topic interesting

b. Setting up laboratory equipment

Direction: Put a check mark in a designated area.

Observations YES NO
1. Students follow instruction before setting up laboratory
equipment
2. Students keep all laboratory equipment clean
3. Students are able to set the equipment’s properly
4. Students keep the laboratory equipment with handle and
care
5. Students are able to disconnect and connect the parts of
equipment

c. Solving algebraic problems

Observations YES NO
1. Students are able to follow the formula to get the solution
2. Students are able to answer the given data
3. Students are able to get an answer quickly
4. Students are able to define the variables in solving
algebraic problems
5. Students are able to write an equation using variables

d. Working with a group cooperatively

Observations YES NO
1. Students are able to follow the formula to get the solution
2. Students are able to answer the given data
3. Students are able to get an answer quickly
4. Students are able to define the variables in solving
algebraic problems
5. Students are able to write an equation using variables

e. Ballroom dancing
 Criteria 1 2 3 4 5
Below Acceptable Good Very Outstanding
standard Good
Choreography
Execution
Connection
between the
dancers

24. Prepare a checklist for assessing the ability to bake a cake. Is the rating scale on
checklist the best for this purpose? What are the advantages of each rating scale and
checklist?

Criteria 1 2 3 4 5
Below Acceptable Good Very Outstanding
standard Good
Knowledge of the process and steps
in baking
Ability to use measuring cups and
spoon. Ability to measure ingredients
accurately
Ability to mix ingredients properly
Skill in decorating a cake
Posture and eye and body
coordination
 In assessing the ability to bake a cake, I believe the rating scale is the best
assessment tool to use. When we use rating scale we can evaluate and record
information on a scale and take note of the finer distinction like the presence or
absence of a behavior. Furthermore, using rating scale the teacher or the
evaluator can indicate to what degree the standards are met.

25. Develop a checklist or rating scale for assessing the following products:

a. Painting

Criteria 1 2 3 4 5
Below Acceptable Good Very Outstand
standard Good ing

Use of the different shapes,

patterns and symmetry.
Choice of color
Texture in both visual and
physical
Emotional appeal
Skill and technique employed

b. Drawing the map of the Philippines

Criteria Yes No
The drawing shows accuracy
The drawing shows
completeness
The drawing is neat and
presentable
The drawing is made with clarity

c. Writing a short story/historical event/poem

Criteria 1 2 3 4 5
Below Acceptable Good Very Good Outstanding
standard
Plot
(Sequence and order of
events in the story)
Character development
Style of writing
(the use of language,
sentence structure, the
use of imagery)
Conflict
Theme
(central idea or meaning of
a story)

d. Writing an application letter

Criteria YES NO
The letter has a professional appearance, tone and style
The format of the letter is clear
The content of the letter includes all the required information
(address, date, salutation, body closing, and signature
The letter had no spelling and grammar errors
The letter has a good face validity

e. Making a project in Technology and Livelihood Education

Opinions Strongly Agree Neutral Disagree Strongly

Agree (A) (N) (D) Disagree
(SA) 4 3 2 (SD)
5 1
The project is
easy to
implement
The project is
beneficial to the
community
The project is
echo friendly
The project is
significant
The project gives
opportunities to
the community
UNIT 3- Assessing Affective Learning Outcomes

TAKE ACTION/ LEARNING EXERCISES

Do what is asked.
1. Fill-- in the table below:

Program/ Subject Topic Level of Affective Learning Methods Types of

Major Domain Outcomes/Objectives used Assessment
per domain Tools

BSED- Filipino Maikling Receiving Level 1 Formative

FILIPINO Kwento Assessment
Listening to the story
of your classmates
with respect.
Responding Level 2 Formative
Assessment
Participate in class
discussion affectively.
Valuing Level 3 Diagnostic
Assessment
Demonstrate ideas in
class in a nice
manner and (2)
showing the ability to
justify it.
Organization Level 4 Diagnosed
Assessment
Explaining the
thoughts and ideas
conveyed from the
story; (2) and relating
his/her own
experiences
Characterization Level 5 Diagnostic
by a value Assessment
Showing willingness
to do all the task that
are given;(2) and
applying the moral of
 the story in real life
situation.

2. Develop assessment tools based on the matrix you prepared.

 Through the use of teacher observation, the teacher can easily identify if the
following affective domain and objectives are attained

3. Prepare rubrics for the assessment tools developed and evaluate your work.

Skills Excellent Very Good Good

Appropriate use of
voice
Good choice of story

Level of affective
domain are achieve

SELF- CHECK
Directions: Please HONESTLY assess the degree of your learnings in this episode you have
studied. Where 5-is the highest and 1 is the lowest.
DEGREE OF LEARNINGs
INDICATORS
5 4 3 2 1
I understand the concepts presented in this learning /
episode.
I can discuss concepts on my own words. /
I am aware of the learnings I gained from this lesson. /
I can apply the knowledge/skills gained in this /
learning episode.
I can evaluate my own outputs in applying the /
concepts /skills of formulating learning objectives,
determining the methods used, and creating
appropriate assessment tools.

REFLECTION
Answer the questions:
1.What 3 things have you learned most?
 The 3 things I have learned is about the affective domain, Assessment tools and
rubrics which are very helpful in making an assessment in the future.

2.What two things have you learned least?

  Maybe, the steps in developing the assessment tools. I’m having a hard time
making an assessment tool , 2 days had already passed before I can make an
effective assessment tools that can address the objectives that has been stated.

3.What 1 question do you have in mind?

 Is their any technique that can help me in making an assessment tool easily and
without consuming too much time.

SELF- ASSESSMENT
Directions: Read carefully the questions and answer them with your own ideas. Provide
your own answer sheets.
1. Define the following terms briefly:

 Affective learning outcome

- are intended learning outcomes that involve attitudes, motivation
and values.

 Affective domain
- one of the three domains that deals with things in emotional
concept such as feelings, values, attitude, and motivation.

 Motivation

- pertains to the need, want, and willingness within the individual

that drives him/her to do something.

 Attitude
- pertains to the learned or established predisposition to respond
unto something or someone in favorable or unfavorable manner.

2. Present and discuss the different levels of affective domain. Give them example for each
level.

Level 1: Receiving (Attention). It is concerned with getting, holding and directing student’s
attention. The student’s attention is illustrated when listening attentively to the discussion
of the teacher, participating to all the classroom activities, and being aware of the
importance of learning and classroom proceedings.

Examples: listening to the ideas of others with respect.

Level 2: Responding (Interest). It is concerned with the active participation of the learners
by showing interest on what they are doing. Interest can be shown by completing the
assigned work, active participation of the students in class discussion, volunteering for
tasks, showing interest in the subject enjoying helping others, and willingness to answer
questions.

Examples: Participating in class discussion actively.

Level 3: Valuing (Preference/Appreciation). Refers to the willingness to be perceived by

the others as valuing certain ideas, materials, phenomenon, or behavior.

Examples; (1) Demonstrating belief in the democratic process and; (2) showing the ability
to solve problems.

Level 4: Organization (Philosophy of Life). It is concerned with the development of

philosophy of life by bringing out the values of the students together to form a value
system that will determine relationships among values and resolve conflicts.

Examples: (1) explaining the role of systematic planning in solving problems; and (2)
prioritizing time effectively to meet the needs of the organization, family, and self.
 3. Develop affective learning objective in the levels of receiving, responding, valuing,
organization, and characterization by value.

Levels of Affective Domain Affective Learning Objectives

Level 1- Receiving (Attention) Recognize what a story is all about.
Level 2- Responding (Interest) Present examples of the elements of the
story.
Level 3- Valuing Apply the elements in creating a story.
(Preference/Appreciation)
Level 4- Organization (Philosophy of Life) Arrange the events in the story based on
the elements.
Level 5- Characterization by a Value Identify the events in the story and reflect
(Lifestyle) based on life experiences.

4. Discuss the three methods of assessing affective learning outcomes.

 Teacher Observation- it is a detailed record of observation on the behaviors of

the learners during the learning process. Also, is a systematic record on the
observation about the presence or absence of affective outcomes. There are two
components of Teacher’s Observation which is the structured and unstructured
observation. The unstructured observation does not need any scales and the
teacher has a freedom on what he/she will write on the observation that she
observed. On the other hand, Structured observation needs to have scales to
determine if the outcomes should met.

 Student self-report- is a method of assessing affective learning outcomes that

allows students to express their feelings or attitudes toward the given specific
classroom activity. There are two components stated which is constructed
response format and selected response format. In the constructed response
format it can be a completion type or essay to determine or assess the student’s
behavior towards the learning outcomes while in the selected-response format it
can be a form of checklist, rating scales or any scales used to assess their
perceptions in teaching and learning process.

 Peer-rating- it is one of the easiest or simple methods in assessing the affective

learning outcomes of the students because they assess their own classmate on
the behavior of them during the learning process it can be a form of sociometric
approach and the guess who approach. It can also be used to assess
interpersonal traits.

5. Construct a rating scale for the following situations:

a. Measuring attitudes toward science activities.

Strongly Agree Neutral Disagre Strongly

OPINIONS Agree (A) (N) e Disagree
(SA) 4 3 (D) (SD)
5 2 1
1. I am eager to learn about science.
2. Science is exciting
3. Science is one of the subject that is
important
4. Science activities are amazing
5. Science activities is fun
6. I don’t understand science lesson
and activities
7. I am aware that having a science
activities can develop your
communication skills and
interpersonal skills,
8. I participate actively in science
activities
9. I am confident enough to answer
science activities accurately.
10. Science is boring

b. Measuring study habits

OPINIONS Strongly Agree Neutral Disagre Strongly

Agree (A) (N) e Disagree
(SA) 4 3 (D) (SD)
5 2 1
1. I prefer to study alone
2. I rely on my stock knowledge
3. I listen to music when I am studying
4. I used to study in the because I can
focus answering
5. I prefer studying with groups
6. I ate chocolates or foods when I am
studying
7. I always do my homework at home
8. I used to review my lesson before the
exam
9. I prefer to study in the morning
10. Creating a reviewer to summarize the
topics and coverage of the exam.

c. Measuring attitudes toward laboratory activities

OPINIONS Strongly Agree Neutral Disagree Strongly

Agree (A) (N) (D) Disagree
 (SA) 4 3 2 (SD)
5 1

1. I cooperate with my group mates in

doing laboratory activities
2. I clean the laboratory equipments
after using it
3. I follow the rules and regulations in
entering the laboratory.
4. I minimize noise in the laboratory
5. I always safe keep the things in the
laboratory
6. I make sure the equipment that I used
are properly be put back on the
designated area.
7. I believe that I can do laboratory
activities
8. I think laboratory activities is exciting
9. I don’t have interest in doing
laboratory activities
10. I do share my insights about
laboratory activities.

6. Construct a checklist for the following activities:

a. Group project presentation

Skills Good Very Good Excellent

Sharing ideas and
Knowledge
Individual mastery
and Participation
Group Decision
Making
Brainstorming and
Preparations
Observation and
Instructions

b. Performing laboratory experiments

CONTENT YES NO
1. All the group members participate in the laboratory activities.
2. Answer the questions imposed by their teacher and classmates
3. Perform their assigned task correctly
4. Present creatively the laboratory activities
5. Follow the instructions given in performing laboratory experiments

(Note: Self-Assessment will be compiled in your working portfolio)