1. Assessment of Learning
2

2. !

3. Activity
How does the event work?
Individual teams are given the same
building items – papers, scissors and tape,
nothing else!
The task is simple, to build the tallest
free standing structure that can support the
weight of the coins at it's tallest point for a
specified time (10 secs.).
Paper Tower
Activity

5. Criteria(Criterion)
a standard on which a judgment may be based
are statements which identify “what really
counts” in the final output
Example:
Quality
Creativity
Comprehensiveness
Accuracy
Aesthetics

6.  are the specific behaviors that student
should perform to properly carry out a
performance or produced a product
 specific observable standards by which
student performances or products will be
assessed
 specific measurable statements defining
performance required to meet learning
outcomes
Performance Criteria

7.  specific
 clearly stated
 observable
Performance Criteria should be:

8. Where can we find Criteria the most?
RUBRICS

9. Performance criteria identify the qualities that
define good work.
Purpose
Features
Critique
Connections

10. Guidelines for Stating Performance Criteria
1.Identify the steps or features of the performance or
task to be assessed imagining yourself performing
it, observing students performing it or inspecting
finished products.
2.List the important criteria of the performance or
product.
3.Try to keep the performance criteria few so that
they can be reasonably observed and judged.

11. 4. Have teachers think through the criteria as a
group.
5. Express the criteria in terms of observable student
behavior or product characteristics.
6. Avoid vague and ambiguous words like correctly,
appropriately, and good.
7. Arrange the performance assessment instruments
to use or modify them before constructing them.

12. Types of Performance Criteria
1. Impact of the performance
2. Work quality and craftsmanship
3. Adequacy of method and behavior
4. Validity of content
5. Sophistication of knowledge employed

13. Guidelines for Good Judging Criteria
1.Communicate essential achievement standards of
the assessed outcome(s)
2.Operationalized the outcome they intend to reflect
3.Apply across context that calls for similar behavior
4.Focus on current instruction, not prior learning
5.Observable
6.Essential for judging performance of the task
adequately
7.Communicate to others what constitutes
excellence
8.Appropriate for the students

15. Group cooperation
30%
- Unity as a group (no.
of participating
members)
Creativity 40%
- Tallest Tower
Quality 40%
- Strongest tower
WINNING TOWER

17. Errors in performance-based
assessment

18. Possible Errors
Personal bias
a tendency of a teacher to believe that some
students, ideas, etc., are better than others that
usually results in treating some people unfairly

19. Severity errors
is when the teacher favors the low performing
students in the class
Generosity errors
is committed when a teacher overrates the
performance of the students or favors the high
performing students in the class

20. Halo effects
is committed when judging individual
characteristics in terms of a general impression.

23. Prepared by:
Aira B. Bustamante
ED-33