Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education . i just want to share.

1. Steps in developing
performance based assessment

2. Define the purpose of the assessment

3. Determine the skills, learning outcomes and
taxonomy level.
• A limited time in classroom assessing, so what we do now?
• DETERMINE SKILLS
• DECIDE WHICH LEARNING OUTCOME WILL BE A PERFORMANCE BASED OR
TRADITIONAL BASED
• BUT PERFORMNCE BASED ASSESSMENT IS ONLY ASSESSES HIGHER ORDER
THINKING SKILLS OR COMPLEX COGNITIVE OUTCOMES , RECEIVING,
RESPONDING, AND VALUING FOR EFFFECTIVE OUTCOMES AND
PSYCHOMOTOR SKILLS.
• SHOULD CREATE A LIST OF SKILLS APPROPRIATE IN PERFORMANCE BASED
ASSESSMENET.

4. DESIGN AND DEVELOP PERFOEMANCE TASK
• CREATE AN ACTIVITY OR TASK THAT WILL ALLOW THE STUDENTSTO
DEMONSTRATE KNOWLEDGE, SKILLS AND ATIITUDES THAT THEY HAVE
LEARNED: NOW, WHAT SHOULD CONSIDER?
• TIME ALLOTED
• AVAILABILITY OF CLASSROOM RESOURCES
• DATA NEEDED TO JUDGE THE QUALITY OF STUDENT’S PERFORMANCE
• ACTIVITY SHOULD IN LINE WITH ISSUES, CONCEPTS, PROBLEMS THAT ARE
IMPORTANT FOR THE DEVELOPMENT OF SUBJECT MATTER

5. SOME QUESTIONS THAT STARTED WITH THE
ACTIVITY AND TASK. (KUBISZYN AND BORICH,
2007)
• WHAT DOES THE “DOING MATHEMATICS, HISTORY, SCIENCE, ART,
WRITING AND SO FORTH” LOOK FEEL LIKE TO FROFESSIONALS WHO
MAKE THEIR LIVING WORKING THOSE FIELDS IN THE REAL WORLD?
• what are the projects and tasks performed by those professionals
that can be adapted to the school instruction?
• What are the roles or habits of mind that those professionals acquire
that the learners re-create in the classroom?

6. What is PERFORMANCE TASK?
• As the term implied, the students will be asked to do something. The
students will not just answer questions such as those questions asked
in selected response test format or essay writing, they will present
their work or create something.

7. Some examples of performance
tasks in different areas are:
• a. Building a house using
popsicle sticks
• b. Demonstrating the dissection
of frog
• c. Drawing the map of the
Philippines
• d. Writing a poem in iambic form
• e. Solving Math problems
• f. Writing a sports story
• g. Translating English paragraph
to Filipino
• h. Demonstrating a modem
dance,
• i. Presenting a Mathematics
lesson to the class
• j. Writing a 10-item, matching
type of test; and
• k. Presenting a five-minute
drama performance.

8. Effective performance assessment
• Intended learning outcomes
should clearly state and use this
as a wide designing a
performance task.
• Students should be active
participants, not passive
selectors of a single answer.
• Students are expected to
demonstrate their ability to
apply their knowledge and skills
to real life situation.
• A clear, logical set of
performance-based activities
that students are expected to
follow should be evident.
• Rubrics should be available to
help assess the level of
proficiency in the students'
performance or response.

9. Suggestions for Constructing Performance
Task
• Focus on learning outcomes that
require complex cognitive skills.
• select or develop tasks that
represent both content and skills
that are central
• Minimize the dependence of task
performance on skills that are
relevant to the intended purpose
of the assessment task
• provide the necessary scaffolding
for the students to be able to
understand the task and what is
expected from their performance.
• Construct task directions so that
the student's task is clearly
indicated.
• clearly communicate performance
expectations in terms of the
scoring rubrics by which the
performance will be judged.

10. Guidelines for Good Performance Task
• a. Performance task must be congruent to
the purpose of the assessment.
• b. Performance task elicits behavior(s)at
the level(s)stated in the instructional
outcomes.
• c. Performance task is interesting,
challenging, and fair to all students.
• d. Performance task is authentic; hence,.
It promotes the conveyance of learning to
the real world.
• e. Performance task includes only
important outcomes (performance and
product) that are appropriately assessed.
• f. Performance task adequately reflects
intended learning outcomes.
• g. Performance task is appropriate for the
developmental level of students.
• h. The directions of performance task
should include what is to be done, how it
is done, and what condition it is done
• i. The directions of performance task
should give enough information and
context for successful task completion by
all students

11. WHAT IS PERFORMANCE CRITERIA?
• THESE ARE THE SPECIFIC BEHAVIOURS THAT STUDENTS SHOULD
PERFORM TO PROPERLY CARRY OUT A PERFORMANCE OR PRODUCE
A PRODUCT. IT FOCUSES EITHER PERFORMANCE OR PRODUCT. THIS
SHOULD BE
• SPECIFIC
• CLEARLY STATED
• AND OBSERVABLE

12. GUIDELINES IN STATING PERFORMANCE
CRITERIA (AIRASIAN 2000)
• Identify the overall performance or
task to be assesed and perform it
yourself or imagine yourself
performing it.
• List the important aspects of the
performance or product.
• Try to limit the number of
performance criteria, so they can all
be observed during a pupil's
performance.
• If possible, have groups of teachers
think through the important behaviors
included in a task.
• Express the performance criteria in
terms of observable pupil behaviors or
product characteristics.
• Do not use ambiguous words that may
cloud the meaning of the
Performance criteria.
• Arrange the performance criteria in
the order in which they are likely to be
observed.
• Check for existing performance
criteria before constructing your own.

13. Types of Performance Criteria
• a. Impact of performance. It refers
to the success of the performance,
given purposes, goals, and the
desired results.
• b. Work quality and craftsmanship.
It refers to the overall quality,
organization, and difficulty of the
work.
• c. Adequacy of method behavior. It
refers to the quality of procedures
and manner of presentation prior
to and during the performance.
• D. Validity of content. It refers to
the correctness of ideas, skills, and
materials used.
• E. Sophistication of knowledge
employed. It refers to the
complexity or maturity of
knowledge employed.

14. Guidelines for Good Judging Criteria
(Gallagher, 1998)
This can be implemented or adopted
in actual judging of the students'
performance.
a. Communicate essential
achievement standard of the
assessed outcome(s)
b. Operationalize the outcome they
intend to reflect
c. Apply across context that calls for
similar behavior,
d. Focus on current instruction, not
prior learning
e. Observable,
f. Essential for judging performance
of the task adequately
g. Communicate to others what
constitutes excellence; and
h. Appropriate for the students.

15. Use the following to evaluate the criteria as a
whole
• Criteria are present to each
outcome assessed
• All criteria associated with an
outcome sufficient describe the
critical aspect of performance –
what is necessary to observe to
determine successful
performance
• Criteria are shared with students
when appropriate.

16. Create the scoring rubrics
• Scoring rubrics – used when judging the quality of the work of the
learners on the performance assessment.
• scoring Rubrics are descriptive scoring schemes that are developed by
teachers or other evaluators to guide in the analysis of the products
or processes of students‘ efrorts. (Moskal, 2000)
• Another definition of rubrics is a rating system by which teachefs can
determine at what level of proficiency a student is able to perform a
task or display knowledge of a concept; you can define the different
levels of proficiency for each criterion. (Airasian, 2000).

17. Types of rubrics
• Holistic rubric is a type of rubric that requires the teacher to score an
overall process or product as a whole (Nitko and Mertler, 2001).
• Some of the advantages of holistic rubric are its simplicity and the ability to
provide a reasonable summary rating.
• Holistic rubric is advisable to use when a teacher wants a fast result of
students‘ performance; a single rating is already enough to define it.
However, it does not provide a detailed feedback in specific criteria.

18. • Analytic Rubrics - Analytic rubric 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).
• This type of rubric, the evaluator evaluates each criterion separately.
• Analytic rubric is very useful when the teacher wants to provide diagnostic
information and feedback for the teamer and is more useful for formative
assessment during instruction (Mcmillan, 2001).

19. Uses of rubrics
• Rubrics are powerful tool in both teaching and assessment.
• Rubrics are useful in that they help the students become more
thoughtful judges the quality of their own and others’ work.
• Rubrics reduces the amount of time teachers send evaluating
students’ work.
• Teachers appreciate rubrics because their "accordion“ nature allows
them to accommodate heterogeneous classes.
• Rubrics arc easy to use and to explain.

20. Advantages of Using Rubrics
• Allow consistency and objectivity in scoring across the given criteria
• Clarify the criteria in more specific terms
• Students can identify the basis on how they are to be evaluated
• Allow the students to assess their own performance, products, or works
• Teachers can use a small amount of time to evaluate the performance of the students
• Students can evaluate their own performance and the performance of their classmates
• Provide specific feedbacks on the performance of the students, especially analytic
scoring
• Serve as standards when preparing the tasks/activities against its measure and progress
is documented and
• Provide students feedback about their strengths and weaknesses according to their
performance.