EDU216 REVIEWER - Visible performance-based work (as a

result of assessment) generates data

By: Angel Grace Aque
that inform curriculum and instruction.
Chapter 1: 21st Century Assessment Processes for responding to
assessments are thoughtfully
Introduction developed, incorporating best
 21st Century marked by the practices in feedback and formative
development of information, assessment
computers, automation, and B. Flexible
communication which penetrate
human being in the world. - Assessment need to be adaptable to
Automatically, it has the effect to an students’ settings. Rather than the
educational system which applied identical approach that works in
including a model of teaching (Akib & traditional assessment, 21st century
Mushin, 2018). approaches are more versatile.
 It demands a lot of changes, C. Integrated
development, and re-engineering of
systems in different fields for this - Assessments are to be incorporated
generation to thrive. Teachers need to into day-to-day practice rather than as
be equipped in order to prepare them add - ons at the end of instructions or
to cater the needs of the learners in during a single specified week of the
the 21st Century. Curricula also are school calendar.
updated to address the needs of the
D. Informative
community in relation to the demands
of the 21st century. - The desired 21st century goals and
 On the other hand, students’ skills to objectives are clearly stated and
learn must be developed. They need explicitly taught. Students display their
to develop critical and creative range of emerging knowledge and
thinking, effective communication and skills.
collaboration, and a globally
E. Multiple
competitive attitude in study and in
work. These skills to be honed must - Methods an assessment continuum
be assessed, not just simply to get that includes of spectrum of strategies
numerical results but more so, to take is the norm. Students demonstrate
the results of assessment as guide to knowledge and skills through relevant
take further action. tasks, projects, and performances.
 Educators need to focus on: what to Authentic and performance based
teach; how to teach it; and how to assessment is emphasized. There is
assess it (Greenstein, 2012; recognition of and appreciation for the
Schmoker, 2011 as cited by Cajigal & processes and products of learning.
Mantuano, 2014).
F. Communicated
The Assessment and Teaching of 21st
- Communication of assessment data is
Century Skills project (atc21s.org) has a core
clear and transparent for all
belief that alignment of goals with learning
stakeholders. Results are routinely
and assessment is essential to policy and
posted to a database along with
practice.
standards-based commentary, both of
1. Characteristics of the 21st Century which must be available and
Assessment comprehensible at all levels. Students
receive routine feedback on their
A. Responsive progress, and parents are kept
 informed through access to visible  Linn and Gronlund (2000), cited by Cajigal
progress reports and assessment and Mantuano (2014), described the
data. relevance of assessment in instructional
decision by classifying the varied assessment
G. Technically
procedures according to use in classroom
- Sound Adjustments and instruction.
accommodations are made in the
assessment process to meet the Placement assessment - measures entry
student need and fairness. Students behavior
demonstrate what they know and how
Formative assessment – monitors learning
they can apply that knowledge in ways
progress
that are relevant and appropriate for
them. Diagnostic assessment – identifies causes of
H. Systemic learning progress

- Twenty-first century assessment is Summative assessment – measures end of

part of a comprehensive and well course achievement
aligned assessment system that is
balanced and inclusive of all students,  Linn (1999), cited by Cajigal and Mantuano
constituents, and stakeholders and (2014), said that informed decision-making in
designed to support improvement at all education is very important because of the
levels. benefits it can bring about. Topmost of these
benefits is the enhancement of students’
2. Instructional Decision in Assessment learning and development.
 The major objective of educational
assessment is to have a holistic appraisal of 2.3 Types of Educational Decision
a learner, his/her environment and
Kubiszyn and Borich (2002), cited by Cajigal
accomplishments.
and Mantuano (2014), classified the different
 The educational assessment process educational decisions into eight (8)
starts in analyzing the criterion together with categories. These types of decisions are
the teaching-learning situation after which, described briefly below. (refer to ppt)
the kind of evidence that are appropriate to
use for assessment of the individuals are set. 3. Outcome-Based Assessment

 This helps to determine the strengths, All assessment and evaluation activities must
weaknesses, needs and personality be founded on the identified student intended
characteristics, skills and abilities of the learning outcomes (ILO). These ILOs should
learner (Bloom, 1970 as cited by Cajigal and be identified and clarified with students so
Mantuano, 2014) that it will be an effective teaching-learning
process as the teachers commence the
2.1 Decision-making at Different Phases learning activities through delivery of the
of TeachingLearning Process lessons.

Assessments can be used as basis for 3.1 Student Learning Outcome Student
decision-making at different phases of the Learning Outcome
teaching-learning process. The table below
depicts the different phases of the teaching-  is the totality of accumulated knowledge,
learning process, how and what decisions are skills, and attitudes that students develop
made by the teachers: (Refer to the PPT) during a course of study. And this serve as
basis for assessing the extent of learning in
2.2 Assessment in Classroom Instruction an Outcome Based Education (OBE).
 Outcome Based Assessment must be Good learning outcomes give emphasis to
continuously done during the entire teaching- the application and integration of the
learning both by the teachers and students to knowledge and skills acquired in a particular
ensure that the activities are aligned with the unit of instruction (e.g. activity, course
expected outcomes set for the students by program, etc.), and emerge from a process of
the teacher (Cajigal and Mantuano, 2014). reflection on the essential contents of the
activity, course, program, etc.
3.2 Sources of Student Expected Learning
Outcome 1. Very specific, and use verbs (that makes
expectations clear). By being very specific, it
 There are several factors that need to be informs students of the standards by which
considered in defining the outcomes, to they will be assessed, and ensures that
ensure that need to be considered in defining student and instructor goals in the course are
the outcomes, to ensure that these are aligned.
aligned with the set directions of the program
and evaluation setting in general. 2. Focused on the learner: rather than
explaining what the instructor will do in the
Following are the factors that need to be course, good learning outcomes describe
considered in crafting the student knowledge or skills that the student will
expected learning outcomes: employ, and help the learner understand why
that knowledge and those skills are useful
1. Mission statement of the school. and valuable to their personal, professional,
and academic future.
2. Mandated policies on competencies and
standards issued by government education 3. Are realistic: all passing students should be
agencies. able to demonstrate the knowledge or skill
described by the learning outcome at the
3. Competencies expected by different
conclusion of the course. In this way, learning
professions, business and industry.
outcomes establish standards for the course.
4. Development plan and goals as well as the
4. Focus on the application and integration of
current thrusts of both the national and local
acquired knowledge and skills: good learning
governments.
outcomes reflect and indicate the ways in
5. Current global trends and developments so which the described knowledge and skills
that graduates can compete globally. may be used by the learner now and in the
future.
6. General 21st century skills focusing on the
following: 5. Good learning outcomes prepare students
for assessment and help them feel engaged
 Oral and written communication in and empowered by the assessment and
evaluation process.
 Quantitative reasoning ability together with
scientific methodology 6. Offer a timeline for completion of the
desired
 Analyzing, synthesizing and developing
creative solutions. Chapter 2: TYPES OF ASSESSMENT

 Use of technology Introduction

 Information literacy  Assessment of student learning requires

the use of variety of techniques for measuring
3.3 Characteristics of Good Learning outcomes which plays a significant role in
Outcome effective teaching and learning processes.
 It shall be used primarily as quality A. The Context of the Assessment
assurance to track students’ progress to the
attainment of standards, promote self- • Realistic activity or context
reflection, and personal accountability for
one’s learning and provide a basis for the • The task is performance-based.
profiling of student program (DepEd No. 73,
• The task is cognitively complex
s.2012)
B. The Role of the Student
1. Traditional and Authentic Assessment
• A defense of the answer or product is
 Traditional assessments are the
required.
conventional method of testing which usually
produce a written document such as quiz, • The assessment is formative.
exam, standardized test and achievement
test. Law and Eckes (1995), stated that • Students collaborate with each other or with
traditional assessments are single-occasion the teacher.
tests which measure what learners can do at
a particular time. C. The Scoring

 Traditional assessments are indirect and • The scoring criteria are known or student-
inauthentic measures of students learning developed.
outcomes. This kind of assessment is
standardized and for that reason, they are • Multiple indicators or portfolios are used for
one-shot, speed-based, and norm referenced scoring.
(Bailey, 1998 as cited by Cajigal & Mantuano,
• The performance expectation is mastery
2014). Traditional assessment often focus on
learner’s ability of memorization and recall, AUTHENTIC ASSESSMENT
which are lower level of cognition skills
(Smaldino, 2000 as cited by Cajigal & In the present K to 12 curriculum, the
Mantuano, 2014). students are expected to produce products or
performances through authentic tasks. This
 Authentic assessment focuses on the should reflect what teachers want their
analytical and creative thinking skills, students to do with their learning and
students to work cooperatively and that demonstrate the use in real life situation.
reflect student learning, student achievement, Wiggins (1989), cited by Cajigal and
and student attitudes of relevant activities Mantuano (2014), argues that teachers
(Cajigal & Mantuano, 2014). should “test those capacities and habits we
think are essential and test them in context.
 Assessment is authentic when it measures
Make them replicate within reason, the
performances or products which have
challenges at the heart of each discipline”
realistic meaning that can be attributed to the
success in school. Activities, questions and Authentic assessment has four basic
problems with “real world” satisfy the criterion characteristics:
that it needs to be an authentic intellectual
work the given situation or contextual realism 1. The task should be representative of
of the tasks (Cajigal and Mantuano, 2014). performance in the field.

DIMENSIONS OF AUTHENTICITY 2. Attention should be paid to teaching and

learning criteria for assessment.
The commonly reported dimensions of
authenticity are grouped into three broad 3. Self-assessment should play a great role.
categories (Frey, 2012 as cited by Cajigal &
Mantuano, 2014)
4. When possible, students should present students more freedom on how they will
their work publicly and defend it. demonstrate what they have learned.

USES of AUTHENTIC ASSESSMENT • By carefully identifying the criteria of good

performance on the authentic task ahead of
1. Authentic assessments are direct time, the teacher can still make comparable
measures. The main purpose of authentic judgements of student performance even
assessment is to be able to use the acquired though student performance might be
knowledge and skills in the real world. Forms expressed quite differently from student to
of assessment task must be applied in student.
authentic situations.
Attributes of Traditional and Performance
• This could be done also by teachers asking Assessments ( Refer to the PPT)
the students to use what they have learned in
some meaningful way, (e.g. Conducting a 2. Formative Evaluation and Summative
science experiment-hypothesis testing, Evaluation
developing feasibility study, calculating
savings) Assessment for Learning pertains to the
use of formative evaluation to determine and
2. Authentic assessments capture improve students’ learning outcomes.
constructive nature of learning, In a
constructivist point of view, learners should Assessment of Learning uses summative
create knowledge and meaning based from evaluation which provides evidence of
schemata. student’s level of achievement in relation to
curricular learning outcomes.
• Thus, assessments cannot just ask students
to repeat information they have received. Teaching and learning plans are based on
Students must also be asked to demonstrate the results of formative assessment which
that they have accurately constructed provides feedback on the effectiveness of
meaning about what they have been taught. teaching and learning process as seen from
Moreover, students must be given the the students learning.
opportunity to engage in the construction of
meaning. Summative assessments on the other hand,
is used to determine how much students
3. Authentic assessments integrate teaching, have learned at the end of the term, unit or
learning, and assessment. In the authentic academic year. Summative assessment is
assessment model, the same authentic task one basis for determining the final grade as
used to measure the students’ ability to apply demonstrated from the achievement of the
the knowledge or skills is used as a vehicle students.
for student learning.
Classroom-based “formative assessment”
• Problem solving and decision-making skills has also taken on an increasingly important
are best exemplified by this purpose. role in education policy in recent years.
Students are learning the process of
developing a solution to a problem by simply • Formative assessment refers to the
applying the meaningful concepts. frequent, interactive assessment of student
progress to identify learning needs and shape
4. Authentic assessments provide multiple teaching (OECD, 2005 cited by Cajigal and
paths to demonstration. Students may have Mantuano, 2014). It is a planned process in
different ways by which they could which the teacher or students use
demonstrate what they have learned. assessment-based evidence to adjust
Similarly, authentic tasks tend to give the ongoing learning and instruction. Without any
inter- or intra- individual consensus as to
what the term formative assessment means, Norm-referenced assessment gives us
it is difficult to have a well-formed body of information on what the student can perform
research (Popham, 2011 cited by Cajigal and by comparing to another student.
Mantuano, 2014).
• It describes student performance in the
Formative assessment can be defined more class by comparing to others. Teachers can
specifically as “All those activities undertaken actually rank the achievement of their
by teachers, and by their students in students; as a result, there is a limited
assessing themselves, which provide percentage of competition for those who are
information to be used as feedback to modify high scorers.
the teaching and learning activities in which
they are engaged” (Black & William, 1998 as Criterion-referenced assessment describes
cited by Cajigal and Mantuano, 2014). the performance of the students without
reference to the performance of others which
Formative assessment occurs at three (3) uses preset criteria or predefined and
points of instruction: absolute standard or outcomes.

(1) during instruction; • Usually, it describes student’s mastery of

the course content, thus, there is no
(2) between lessons; and competition for a limited percentage for a high
score.
(3) between units.
4. Contextualized and Decontextualized
Most formative assessments occur during Assessment
instruction (William & Leahy, 2007 as cited by
Cajigal and Mantuano, 2014). This is when In contextualized assessment, the focus is
the teachers are actively engaged in on the students’ construction of functioning
assessing student progress as they instruct. knowledge and the students’ performance in
application of knowledge in the real work
Formative assessment fosters learning with context of the discipline area. Assessment
understanding which benefits both teachers tasks reflect the goal of learning. It uses
and students by providing the teachers with performance-based tasks which are authentic
information on student learning needs. in nature. It describes assessment practices
which measure skills and knowledge in
• By enabling appropriate-adaptation of
dealing with specific situations or perform
course material and teaching strategies,
specific tasks which the students have
formative assessment promote a reflective
identified as important and meaningful to
teaching process that results in better
them. Application of the skills and knowledge
teaching and better evaluations from students
must be in the context of the real worlds as
(Richlin, 1998).
possible.
• High-quality feedback to students can
According to Biggs (2011), (mentioned by
model the learning process, although it could
Cajigal and Mantuano , 2014),
also foster “learned dependence” in which
decontextualized assessment includes
learning goals are subsumed under
written exams and terms papers, which are
performance goals (Yorke, 2003 as cited by
suitable for assessing declarative knowledge,
Cajigal and Mantuano, 2014).
and do not necessarily have a direct
3. Norm and Criterion-Referenced connection to a real-life context. It focuses on
Assessment declarative knowledge and/or procedural
knowledge in artificial situations detached
from the real-work context.
While both contextualized and One positive implication that may result from
decontextualized learning and assessment holistic assessment is that the students are
each has its role in evaluating learning competent to handle assessment tasks
outcomes, in practice, accurately (Sadler, 2009 as mentioned by
Cajigal and Mantuano, 2014). Most students
• decontextualized assessment has been provide the requirements of most assessment
overemphasized compared to the place tasks.
declarative knowledge has in the curriculum.
Both must be assessed appropriately. A • Through holistic assessment, the students
common mistake is to assess only the lead-in are able to develop decisive and investigative
declarative knowledge, not the functioning skills that permit them to handle assessment
knowledge that emerges from it (Biggs and tasks effectively.
Tang, 2011 as cited by Cajigal and
Mantuano, 2014). Chapter 3: Nature of Performance – Based
Assessment
5. Analytic and Holistic Assessment
Nature of Performance – Based Assessment
Analytic assessment refers to specific Traditional testing cannot measure a number
approach in the assessment of learning of skills directly. Skills requiring the
outcomes. In this procedure, students are demonstration of students’ understanding by
given feedback on how well they are doing on creating and answer; carrying out
each important aspect of specific task performance, or producing a product which
expected from them. Assessment then is involves independent judgment, critical
made specific based on the importance of the thinking, and decision making are best
performance. With this, assessment shouldn’t assessed with performance test. This type of
be undertaken in part but must address the authentic assessment provides evidence of
whole performance. what the students know and can do in the
context of real life.
Holistic assessment refers to a global
approach in the assessment of a student- 1. Meaning and Characteristics
learning outcome. Sadler (2009), (cited by
Cajigal and Mantuano, 2014) pointed out that Performance – Based Assessment (PBA)
in holistic assessment, the teacher or the
assessor has to develop complex mental • Is one in which the teacher observes and
responses to a student’s work and in makes a judgment about a students’
evaluating the student’s work, the assessor demonstration of a skill or competency in
provides a grade and supports it with a valid creating a product, constructing a response,
justification for assigning the grade. or making a presentation (McMillan, 2007)

Holistic assessment could be in the form of • Is an alternative form of assessment that

reflection papers and journals, peer moves away from traditional paper-and –
assessment, self-assessment, group pencil tests (Ferman, 2005)
presentation and portfolio.
• It involves students producing a project,
• The application of the various assessment whether it is an oral, written, individual or
methods need to be tailored in a way that it group performance.
will enhance a student’s personal strength.
Performance – Based Assessment (PBA)
Subsequently, the correct application of
holistic assessment in the various areas of
study is expected to improve the student’s
learning outcome (Akubuilo, 2012 as cited by
Cajigal and Mantuano, 2014)
• It process the creative aspect of the the final output that must be developed or
students in bringing out what they know and completed.
what they can do through different
performance tasks such as exhibits, projects, 2.1 Solving a Problem
and work samples.
• Critical thinking and problem solving are
Types of activities includes: important skills that

• Writing research report, solving and need to be sharpened and developed by the
conducting experiments and investigations, learners.
return demonstration, speech, skit, role
playing, constructing and implementing • Problem-solving is a mental process that
seminar plan or creating video presentation. involves discovering,analyzing, and solving
problems.
The highest level of assessment focuses on
the performance (product) which the students • The ultimate goal of problem-solving is to
are expected to produce through authentic overcome obstacles and find a solution that
performance tasks (DepEd Order No. 7, s. best resolves the issue.
2012)
• Critical thinking and problem solving are
• Performance assessment provide a basis of important skills that need to be sharpened
teachers to evaluate both the effectiveness of and developed by the learners.
the process or procedure used and the
Sample includes:
product resulting from performance of a
task(Linn, 1995). • Conversion
Features of Performance Assessment 2.2 Completing an Inquiry
Multiple Evaluation Criteria Specific learning processes that students
engage in during inquiry-learning include:
• The students performance must be judged
using more than one evaluation criterion. • Creating questions of their own.
Pre-Specified Quality Standards • Obtaining supporting evidence to answer
the question(s).
• Each of the evaluative criteria on which a
student’s performance is to be judged is • Explaining the evidence collected.
clearly explicated in advance of judging the
quality of the student’s performance. • Connecting the explanation to the
knowledge obtained from the investigative
Judgmental Appraisal process.
• Performance assessments depend on An inquiry task is one in which the students
human judgments to determine how are asked to collect data in order to support
acceptable a student’s performance really is. their understanding about a topic or issue.
2. Types of Performance Tasks 2.3 Determining a Position
The main objective of the performance task is • The task requires students to make decision
to capture all the learning targets which shall or clarify a position.
be aligned to the teaching and learning
objectives, activities and assessment. The Samples include;
focus of performance-based assessment is
• Case analysis,
• Issue related activities • Dancing

• Debate • Musical play

2.4 Demonstration Task • Theatrical acting

• This task shows how the students use 2.7 Capstone Performance
knowledge and skills to complete well-defined
complex tasks. • These are tasks that occur at the end of the
program of study and enable students to
• Students explain or describe how something show knowledge and skills in the context that
works or how to do something. matches the world of professionals.

• The focus is accuracy in clarifying the steps These includes;

of process as well as careful reasoning.
• Research paper
Samples include;
• Practice teaching
• Demonstrating steps
• Internship
• Procedures of cooking
• On-the-job training
• Explaining the earthquake with realia.
3. Strengths and Limitations
2.5 Developing Exhibits
The nature of performance assessment was
• Exhibits are visual presentations or displays explored, and examined the different types of
that need little or no explanation from the assessment tasks, several authorities
creators. discussed the advantages of performance
assessments over other assessment.
• Is offered to explain, demonstrate, or show
something. 3.1 Performance assessment clearly
identifies and clarifies learning targets.
Examples include;
• Authentic performance tasks such as real
• History fairs world challenges and situations can closely
match with the various complex learning
• Art exhibitions, targets.
• Best works, • Offers a direct way to assess what the
students know and can do within the variety
• Pictures or paintings or even
of realistic contexts.
• Portfolios
3.2 Performance assessment allows students
2.6 Presentation Task to exhibit their own skills, talents and
expertise.
• This is a work or task performed in front of
an audience. • Tasks show integration of the students
skills, knowledge and abilities, provide
Examples that demonstrate presentation task challenge and opportunities to exhibit their
includes; best creation.

• Storytelling 3.3 Performance assessment advocates

constructivist principle of learning.
• Singing
Students are more engaged in • Paper-and-pencil takes 15 – 20 minutes per
tasks to complete.
• Active learning and give more opportunities
to demonstrate their learning in different ways • Authentic tasks take a number of days to
in complex tasks. complete.

• Use their previous knowledge to build new • Performance assessment is administered in

knowledge structures. small groups.

• Actively involved in exploration and inquiry • Traditional testing is administered to an

through different tasks. entire class

3.4 Performance assessment uses a variety 3. Performance Assessment Takes a Great

of approaches to student evaluation. Deal of Time to Score.

• This offers students a variety of way of • The more complex the process, the more
expressing their learning and increases the time to spend on scoring.
validity of students evaluation.
• Crafting a high quality rubric is
• Teachers may share criteria of assessment recommended to reduce scoring time.
before the actual evaluation so that students
can use this criteria as well. 4. Performance Task Score May Have Lower
Reliability.
3.5 Performance assessment allows the
teachers to explore the main goal and • Inconsistency of scoring by teachers who
processes of teaching and learning process. interpret observations differently.

• Teachers may reflect and revisit learning • Scoring depends on teachers’ own scoring
targets, curriculum and instructional competence.
practices, and standards as they utilize
performance based assessment. 5. Performance Task Completion may be
Discouraging to Less Able Students.
• May use a variety of teaching strategies and
techniques and explore how students will use • Some tasks that require students to sustain
the instructional material and resources given their interest for a longer time may
to them. discourage disadvantaged students.

Limitations of Performance Assessment • May fail to complete the task because it

over Traditional Objective Assessment does not allow to utilize this partial
Procedure knowledge.

1. Development of High Quality Performance (Refer to the PPT Summary of Strengths and
Assessment is a Tedious Process. Weaknesses of Performance Assessment)

• Performance assessment needs careful

planning and implementation.
Chapter 4: Designing Meaningful
• Time consuming to construct good tasks. Performance-Based Assessment

• Quality scoring rubrics are difficult to create. Introduction

2. Performance Assessment requires a Designing performance assessment entails

Considerable Amount of Time to Administer. critical processes which start from the tasks
that the teacher wants to assess. A well-
designed performance assessment helps the
student to see the connections between the Reasoning is essential with
knowledge, skills, and abilities they have performance assessment as the students
learned from the classroom, including the demonstrate skills and construct products.
experiences which help them to construct Typically, students are given a problem to
their own meaning of knowledge. solve or are asked to make a decision or
other outcome, such as a letter to the editor
Defining the purpose of Assessment or school newsletter based on information
that is provided.
Provides information on what students need
to perform in a task given. By identifying the 3. Skills
purpose, teachers are able to easily identify
the weaknesses and strengths of the Psychomotor skills describe clearly the
students' performance. physical action required for a given task.

Purpose most be specified at the beginning Example: fine motor skills (holding a pen,
of the process so that the proper kinds of focusing a microscope, and using scissors),
performance criteria and scoring procedures gross motor action (jumping and lifting), more
can be established. complex athletic skills (shooting a basketball
or playing soccer), some visual skills, and
Five Questions to Consider in Determining verbal/auditory skills for young children.
Competencies (Refer to PPT)
4. Product
1.1 Four Types of Learning Targets Used
in Performance Assessment Are completed works, such as term paper,
projects, and other assignments in which
In defining the purpose of assessment, students use their knowledge and skills.
learning targets must be carefully identified
and taken in consideration. Performance 1.2 Process and Product-Oriented
assessments primarily use four types of Performance-Based Assessments
learning targets which are: (McMillan, 2007
as cited by Cajigal and Mantuano, 2014). In defining the purpose of assessment, the
teacher should identify whether the students
1. Deep Understanding will have to demonstrate a process or a
2. Reasoning product.
3. Skills
4. Products Process – steps, actual performance task,
procedures and demonstration
1. Deep Understanding
Product – Final Output, Result
The essence of performance
assessment includes the development of PROCESS BASED-ASSESSMENT
students’ deep understanding. The idea is
to evolve students meaningfully in hands-on is concerned with the actual task
activities for extend periods of time so that performance rather than the output or product
their understanding is rich and more of the activity.
extensive than what can be attained by more
If the learning outcomes deal on the
conventional instruction and traditional paper-
procedures, then it focuses on process
and-pencil assessment. This focuses on the
assessment.
use of knowledge and skills.
It is essential that assessment should be
2. Reasoning
done while the students are performing the
procedures or steps.
(Refer to the PPT for specific example) It is concerned on the product alone and not
on the process. Focused the achievement of
The learning objectives start with a …. the learner.

General Competency - main target of the Focus on evaluating the result or outcome of
task, and it follows with the process.

Specific Competencies - observable on the

target behavior or competencies

Even though you teach specific process, the

learning outcomes simply implies that the
major focus is product that the student
produces.

Nitko (2011), cited by Cajigal and Mantuano

(Refer to the PPT for examples)
(2014), suggested focusing assessment on
the product student produce if most or all of 2: Identifying Performance Tasks
the evidence about their achievement of the
learning targets is found in the product itself, Having a clear understanding of the purpose
and little or none of the evidence you need to of assessment, the next step is to identify
evaluate students is found in the procedures performance tasks which measure the
they use or the ways in which they perform. learning target you are about to assess.
Some targets imply that the tasks should be
Assessment of products must be done if the structured; others require unstructured tasks.
students will produce a variety of better ways Below are some questions that should be
to produce high quality products, sometimes, answered in designing tasks:
method or sequence does not make much
difference as long as the product is the focus
of the assessment.

Examples of learning targets which require

students to produce products include building
a garden, conducting classroom-based
researchers, publishing newspaper and
creating commercials or powerpoint
presentation.

Performance needs to be identified so that

the students may know what tasks and
PRODUCT-ORIENTED criteria to be performed. In this case, a task
description must be prepared to provide the
competencies require students to
listing of specification of the tasks and will
demonstrate multiple levels of metacognitive
elicit the desired performance of the students.
skills which require the use of complex
Task description should include the following:
procedural skills for creating authentic
product. 1. Content and skill targets to be
assessed
2. Description of the student activities
 3. Group or individual to task development and to the ways in which
4. Help allowed performance are rated. Linn (1995), cited by
5. Resource needed Cajigal and Mantuano (2014), suggested
6. Teacher role ways to improve the development of tasks.
7. Administrative process
8. Scoring procedures

Tasks on the other hand should be 1. Focus on learning outcomes that

meaningful and must let the students be require complex cognitive skills and
personally involved in doing and creating the student performances.
task. This could be done by selecting a task 2. Select or develop tasks that represent
which has personal meaning for most of the both the content and the skills that are
students. Choose a task in which students central to important learning outcomes.
have the ability to demonstrate knowledge 3. Minimize the difference of task
and skills from the classroom activities or performance on skills that are
other similar ways. These tasks should be of irrelevant to the intended purpose of
high value, worth teaching to, and worth the assessment task.
learning as well. 4. Provide necessary scaffolding for
students to be able to understand the
In creating performance tasks, one should task and what is expected.
specify the learning targets, the criteria by 5. Construct task directions so that the
which you will evaluate performance, and the student’s task is clearly indicated.
instructions for completing the tasks. Include 6. Clearly communicate performance
also the time needed to complete the tasks. expectations in terms of the criteria by
Be sure students understand how long a which the performances will be judged.
response you are expecting. Some learning
targets can be assessed in a relatively short 1. Focus on learning outcomes that
period of 20 to 30 minutes. But it also require complex cognitive skills and
depends on the learning targets which student performances. Tasks need to be
necessitate a longer time. Examples are developed or selected in light of
conducting opinion survey and gathering of importance learning outcomes. Since
data for research which need more than two performance-based tasks generally
weeks and done outside of the class. With require a substantial investment of student
these activities, the result can make a valid time, they should be used primarily to
generalization of how the students achieved assess learning outcomes that are not
the learning target. adequately measured by less-consuming
approaches.
Participation of groups must be considered
also in crafting performance tasks. Some 2. Select or develop tasks that
tasks require cooperative or collaborative represent both the content and the
learning or in group tasks. With this, the skills that are central to important
number of tasks must be given an attention learning outcomes. It is important to
kas well, as a rule, the fewer the number of specify the range of content and
tasks, the fewer targets can be assessed in a resources students can use in performing
given performance. task. In any event, the specification of
assumed content understandings is
2.1 Suggestions for Constructing critical in ensuring that a task functions as
Performance Tasks intended.

The development of high-quality performance 3. Minimize the difference of task

assessments that effectively measure performance on skills that are
complex learning outcomes requires attention irrelevant to the intended purpose of
the assessment task. The key here is to are some factors to consider in making
focus on the attention of the assessment. authentic tasks which make it different to
Example is the ability to read complicated traditional assessment. Tasks should also
texts and the ability to communicate center on the concepts, principles, and
clearly are both important learning issues that are important to the context of
outcomes, but they are not necessarily the the subject matter. Moreover, teachers
intent of a particular assessment. must know what they want to observe
before performance criteria can be
identified.

4. Provide necessary scaffolding for Checklist for Writing Performance Task

students to be able to understand the
task and what is expected. Challenging
tasks often involve ambiguities and
require students to experiment, gather
information, formulate hypothesis, and
evaluate their own progress in solving a
problem. However, problems cannot be
solved in a vacuum. These prerequisites
can be a natural outcome of prior
instruction or may be built into task.

5.Construct task directions so that the

student’s task is clearly indicated.
Vague directions can lead to such a Regardless of whether these are process or
diverse array of performances that it product-oriented performance tasks, clearly
becomes impossible to rate them in a fair stated performance criteria are critical to the
or reliable fashion. By design, many success of both instruction and assessment.
performance-based tasks give students a Criteria in the real essence of performance-
substantial degree of freedom to explore, based assessment define the target process
approach problems in different ways, and and product, guide and help the students on
come up with novel solution. what should be taught and done, and provide
a target in assessing the performance of the
6. Clearly communicate performance students.
expectations in terms of the criteria by
which the performances will be judged. 3: Developing Scoring Schemes
Specifying the criteria to be used in rating
performance helps clarify task Variety of tools can be used for assessment
expectations for a student. Explaining the depending on the nature of the
criteria that will be used in rating performance it calls for. As teacher, you
performances not only provides students need to critically examine the task to be
with guidance on how to focus their performed matched with the assessment
efforts, but helps to convey priorities for tools to be utilized.
learning outcomes.
Some ways of assessing the student’s
Process and Product-Oriented performance could be the utilization of
Performance Based Assessment anecdotal records, interviews, direct
observations using checklist or Likert
Crafting tasks for both process and scale, and the use of rubrics especially for
product-oriented performance-based the performance-based assessment.
assessments needs careful planning.
Engagement, elaboration, and experience Rubrics nowadays have been widely used as
assessment tool in various disciplines, most
especially in the field of education. Different In the development and scoring of rubrics,
authorities defined rubrics via: Nitko (2011) suggested some questions
which the teacher should address:
Set of rules specifying the criteria used to
find out what the students know and are able  What important criteria and learning
to do so (Musial, 2009) targets do I need to assess?
 What are the levels of development
Scoring tool that lays out specific (achievement) for each of these
expectations for assessment (Levy, 2005) criteria and learning targets?
 Should I use a holistic or an analytic
scoring rubric?
A scoring guide that uses criteria to  Should my students be involved in
differentiate between levels of student rating their own performance?
proficiency. (McMillan, 2007)  How can I make my scoring efficient
and less time-consuming?
Descriptive scoring schemes that are  What do I need to record as the result
developed by teachers or evaluators to guide of my assessments?
the analysis of products or processes of  What are some useful methods of
students’ effort (Brookhart, 1999) recording student’s responses to
performance tasks?
The scoring procedures for judging
students’ responses to performance tests 3.2 Types of Rubrics
(Popham, 2011)
The structure of the rubrics change when
A rubric that’s used to score students’ measuring different learning targets.
responses to a performance assessment has, Generally, rubrics can be classified into two
at minimum, three (3) important features: major types: analytic and holistic rubrics.
1. Evaluate Criteria – determining the 1. Analytic Rubric – detailed, specific
quality of students response 2. Holistic Rubric – generalized
2. Descriptions of qualitative differences
for evaluating criteria – for each Analytic Rubric.
evaluative criterion, a description must
be supplied so qualitative distinctions It requires the teacher to list and identify the
in student’s responses can be made major knowledge and skills which are critical
using the criterion. in the development of process or product
3. An indication of whether a holistic or tasks. It identifies specific and detailed criteria
analytic scoring approach is to be used prior to assessment. Teachers can assess
easily the specific concept and detailed
3.1 Rubrics as an Assessment Tool criteria prior to assessment.

Rubrics Teachers can assess easily the specific

concept understanding, skills or product with
are used also to communicate how teachers a separate component. Each criterion for this
evaluate the essence of what is being kind of rubric receives a separate score, thus,
assessed. Rubrics not only improve scoring providing better diagnostic information and
consistency, they also improve validity feedback for the students as a form of
(acceptable, evidence/proof) by clarifying the formative assessment.
standards of achievement the teacher will use
in evaluating.
 Task description involves the
performance of the students. Task can be
taken form assignments, presentations, and
another classroom activities. Usually, task
description are being set in defining
performance tasks.

Scale

The scale describes how well or poorly

any given task has been given been
performed and determine to what degree the
student has meet a certain criterion.
Holistic Rubric. Generally, it is used to describe the level of
performance. Below are some commonly
It requires the teacher to make a judgment used labels compiled by Huba and Freed
about the overall quality of each student (2000):
response. Each category of the scale
contains several criteria which shall be given
a single score that gives an overall rating.
This provides a reasonable summary of rating  Sophisticated, competent, partly
in which traits are efficiently combined, competent, not yet competent
scored quickly and with only one score, thus,  Exemplary, proficient, marginal,
limiting the precision of assessment of the unacceptable
results and providing little specific information  Advanced, intermediate high,
about the performance of the students and intermediate, novice
what needs for further improvement.  Distinguished, proficient, intermediate,
novice
 Accomplished, average, developing,
beginning

Dimensions

This is a set of criteria which serves as basis

for evaluating student output or performance.
The dimensions of rubric lay out the parts and
how tasks are dividend into its important
components as basis also for scoring the
students.

3.3 Rubric Development Description of the Dimensions

Stevens and Levi’s Introductions to Rubrics Dimension should contain descriptions of the
(2005) enumerated the steps in developing level of performance as standard of
rubric. Basically, rubrics are composed of excellence accompanied with examples. This
task description, scale, dimensions, and allows both the teachers and the students to
descriptions of dimensions. identify the level of expectation and what
dimension must be given an emphasis.

4. Rating the Performance

Task Description
RATING THE PERFORMANCE
This final step in performance-based Chapter 5
assessment, determining the learning
outcomes of the students. The main objective Affective Learning Competencies
of rating the performance is to be objective
and consistent. Be sure also that the scoring Cognitive Domain
system is feasible as well, the teacher is both
Analytical,Numerical,Measurable,Reasoning,
the observer and the rater. If there are some
Tangible,Knowledge(Comprehension,Evaluati
important instructional decision to be made,
on,Analysis)
additional raters must be considered in order
to make scoring more fair. Affective Domain
Since performance-based assessment Values,Meaning,Unmeasurable,Intuition,
involves professional judgment, some Intangible,Wisdom(Attitude,Interest,Feelings)
common errors in rating should be avoided;
personal bias and also halo effect. McMillan Importance of Assessing Affective
(2007) started that personal bias results in Domain
three kind of error;
1.Affective variables are excellent predictors
1. Generosity error occurs when the for student future performance.
teacher tends to give higher scores
2. Severity error results when the 2.Teachers should assess that there’s more
teachers use the low end of the scale to being a successful teacher than helping
and underrate student performances students obtain high scores on achievement
3. Central tendency error in which the test.
students are rated in the middle
4. Halo effect occurs when the teacher’s 3.Information regarding students’ affect can
general impression of the students help teachers teach more effectively.
affects scores given on individual traits
INTRODUCTION
or performance.
Besides Students’ academic performance,
Students, on the other hand, can assess
there are other dimensions of learners that
their own progress. Student participation
need to be assessed also. These are
need not to be limited to the use of
aptitudes and attitudes that are related to
assessment instruments. It is also useful to
the academic achievements of learners
have students help develop the instrument. In
(Tanner, 2001).
some practices, students rate themselves
and compare their rating with the teacher-in- Experience appears to be consistent from
charge. With this, the teacher can elaborate student to student (since they belong to the
and explain to each student the reasons for same class and were given the same
rating and discuss the gap between the rating activity), still some perform better than
most especially in an individual conference. others. This difference among students
needs to be part of the information to assess
Follow up- conference, peer and self-
students better.
evaluation of output enable teachers to
understand better curriculum and instructional The learners ’attitudes towards academic
learning goals and the progress being tasks influence their achievements (Harter,
undertaken towards the achievement of the 1988; Lefrancois, 1994).
goals. These can better diagnose the
strengths and limitations of the students and
most importantly, this activity develops self-
reflection and analysis skills of both the ATTITUDE
teacher and the students.
 - is associated with what is called the  Maximizing the motivation to learn at
individual’s affective domain and present and in the future
affect adds a significant dimension to  Preventing students from dropping out
assessment. If there is a relationship of school
between how students feel about a
task and their performance, it is but 2. Affective Traits and Learning Targets
necessary for the teachers to assess
affect and then do something to Affective refers to variety of traits and
influence affect.It is not just to help dispositions that are different from
students like the activities they do but knowledge, reasoning, and skills (Hohn,
to do it better. 1995).
- measures are part of the broader
These are emotions or feelings that one has
category of personality measures. This
toward someone or something.
area of assessment is significant since
information about personality Attitudes, values, self-concept, citizenship,
characteristics gives more information and other traits are usually considered to be
that will help in predicting how a non-cognitive, include more than emotion or
particular set of learners will likely feelings. Most kinds of student affect involve
respond to certain learning situation. both emotion and cognitive beliefs.

1. Importance of Affective Targets

 Researchers have established the

clear link between affect and
cognitive learning (Ormrod, 2004).
 Students are more proficient in
problem-solving if they enjoy what
they do.
 Students who are in good mood and
emotionally involved are more likely
to pay attention to information,
remember it meaningfully and apply it.
 Too much anxiety obstructs
learning, and greater motivation is
necessary for maximum performance. Shown in the table above are the different
A more positive environment fosters affective traits and its corresponding
good student engagement and description:
learning than in a classroom with
negative climate (Fraser, 1994). Learning Targets

Positive affective traits and skills are essential  Attitude targets

for:  Value Targets
 Motivation Targets
 Effective learning  Academic self-Concept Targets
 Being involved and productive member  Social Relationship Targets
of our society  Classroom environment Targets
 Preparing for occupational and
vocational satisfaction and productivity 2.1 Attitude Targets
(example: work habits, willingness to
learn, interpersonal skills)
McMillan (1980) defines attitudes as internal
states that influence what students are likely
to do. The internal state can in some degree
determine positive or negative or favorable
or unfavorable reaction toward an object,
situation, person or group of objects, general
environment, or group persons.

One can identify the positive or negative

attitudes that a person intends to foster or at
least keep track of because these attitudes
are related to current and future behavior:
Some of these attitudes are listed in the table
below:

In researches conducted by social

psychologists, they found that attitudes
consist of three components or contributing
factors (Forsyth, 1999):

1. An affective component of positive or

negative feelings

2. A cognitive component describing a

worth or value

3. A behavioral component indicating a

willingness or desire to engage in particular
actions.