Characteristics of A Good Performance Assessment

Republic of the Philippines
Benguet State University

College of Teacher Education
DEPARTMENT OF ELEMENTARY TEACHER EDUCATION
La Trinidad, 2601, Benguet
ASSESSMENT IN LEARNING 2
PCK 132
CHARACTERISTICS OF A GOOD PERFORMANCE ASSESSMENT

(Report Title)
Performance assessment, also known as “authentic assessment”, is a form of assessment in

which students are asked to perform real-world tasks that demonstrate meaningful application of
essential knowledge and skills (Mueller,2008). These assessments involve the demonstrating and
applying knowledge, skills, and work habits through performance tasks. The primary aim of
performance assessment is not to render an evaluation, but to improve student learning. When
students perform tasks that are meaningful and engaging to them, they are able to take ownership of
their learning and effectively work, either independently or in collaboration, depending on the
requirement of the task.
Characteristics Of A Good Performance Assessment
1. It is authentic which includes tasks that are meaningful and realistic

 Performance assessment should present or require tasks that are realistic and related to
everyday life.
 It involves an authentic task, it should convey its purpose and reflect its relevance to the
students, their discipline, and the outside world as a whole.
 For example, in an Arts class, students might create artwork inspired by famous artists or
artistic movements, using a variety of materials and techniques to express themselves and
communicate ideas, and then display their masterpieces in a gallery exhibition for their peers
and families to enjoy.
2. Provides opportunities for students to demonstrate their knowledge and understanding,

as well as their ability to apply and execute that knowledge effectively
 Performance assessment should achieve a balanced approach wherein it gives students
opportunities to show their knowledge-and-skill competencies.
 Since the main goal of teaching and learning is for students acquisition and application of
knowledge and skills, course assessments should therefore help answer the questions "Do
the students know it?" and "How well can they use what they know?" to determine whether
the students have actually achieved this goal.
 For instance, in Social Studies, students research a historical figure or event and create a
timeline or biography detailing important dates, facts, and contributions. They may also act
out a skit or deliver a speech pretending to be the historical figure, showcasing their
understanding and communication skills.
3. Allows students to be involved in the process of evaluating their own and their peers’
performance and output
 Performance assessment should allow students to be involved in the process of evaluating
themselves and their peers.
 It should give students the opportunity for self- reflection or self-assessment, as well as to be
involved in evaluating their classmates' performance.
 Self-assessment allows students to make judgment about their learning process and products
of learning, track their progress, and identify the areas where to focus or improve on.
 For example, in a Language Arts class, students can partner up to review and provide
feedback on each others' writing assignments. They can use checklists or rubrics provided by
the teacher to evaluate elements such as grammar, punctuation, organization, and creativity.
4. It assess more complex skills

 Performance assessment differs from traditional tests by focusing on higher-order cognitive
skills rather than simple memorization or recall tasks, requiring students to apply knowledge
to solve real-world and meaningful problems.
Republic of the Philippines
Benguet State University
College of Teacher Education
DEPARTMENT OF ELEMENTARY TEACHER EDUCATION
La Trinidad, 2601, Benguet
ASSESSMENT IN LEARNING 2
PCK 132
 Allows students to engage in more challenging activities that require various skills, such as
planning and decision-making, problem-solving, critical thinking, communication, and creative
skills, among others.
 For instance, students could be presented with a real-world problem or challenge, such as
pollution in their local community or endangered species in their region, and tasked with
finding possible solutions. They would need to research the issue, consider different
perspectives, and propose creative and practical ideas for addressing the problem.
5. Explains the task, required elements and scoring criteria to the students before the start of
the activity and the assessment
 At the start of the class, it is important that the requirements of the subject are presented and
explained to the students.
 These include the required tasks, activities or projects, the expected quality and level
performance or output, the criteria to be included for assessment, and the rubric to be used.
 Students should be actively engaged in the assessment process from the beginning, by providing
them assessment options, getting them involved in discussions and decision-making on
performance standards and criteria, allowing them opportunity to give feedback on teacher-made
rubrics and to revise them, and training them on how to apply rubric for self- and peer-
assessment.
 For instance, before starting an art project, students are told they will be creating a collage using
recycled materials. Students can suggest any material to be used in making collage. Required
elements include incorporating at least three different types of recycled materials and expressing
a theme or message through their artwork. Scoring criteria could include creativity, use of
materials, and adherence to the theme.
In summary, a good performance assessment should be authentic, provide opportunities for

students to demonstrate their knowledge and skills, involve students in evaluating their own and
peers' work, assess complex skills, and clearly explain the task, required elements, and scoring
criteria to the students. By incorporating these characteristics, performance assessments can
effectively promote student learning, engagement, and overall growth in various disciplines.
References:
Mueller, J. (2008). The authentic assessment toolbox: Enhancing student learning through
online faculty development. Journal of Online Learning and Teaching, 1, 1-7.
http://jolt.merlot.org/documents/vol1_no1_mueller_001.pdf.
Ramos, M. (2023). Characteristics Of A Good Performance Assessment. Accessed at

https://www.slideshare.net/MhellyRamos/characteristics-of-a-good-performance-assessment
https://pdo.ascd.org/lmscourses/PD11OC108/media/Designing_Performance_Assessment_M2_Read
ing_Assessment.pdf
https://assets.vbt.io/public/files/1870/Intro_to_Performance_Tasks_by_Jay_McTighe.pdf
Group 1
Members:
Domiong, Jezebel
Pawil, Priscilla S.
Vicente, Cynthia

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Republic of the Philippines

Benguet State University

Performance assessment, also known as “authentic assessment”, is a form of assessment in

Characteristics Of A Good Performance Assessment

1. It is authentic which includes tasks that are meaningful and realistic

2. Provides opportunities for students to demonstrate their knowledge and understanding,

4. It assess more complex skills

In summary, a good performance assessment should be authentic, provide opportunities for

Ramos, M. (2023). Characteristics Of A Good Performance Assessment. Accessed at

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