COLLEGE OF TEACHER EDUCATION

BALIDIO,JOEYLYN S.
BSED SCIENCE III
Module 3 (Week 5-8)
PERFORMANCE – BASED
ASSESSMENT

Learning Activities:
A. Answer the following questions:
1. When do we use performance-based assessment?
Traditional instruction was not enough to keep our students completely engaged, take ownership of
their work, and activate their higher-order thinking skills in the twenty-first century. With a little planning,
preparation, and progress monitoring, any teacher may apply active learning in their own classroom
through performance-based learning and assessment.
If you wish to examine a student’s ability to apply the skills and knowledge they received in a unit or
unit of study, this type of assessment is quite effective. Typically, the activity requires pupils to execute
a procedure using higher order thinking skills. If you’re a teacher who wants to learn more about the
goals and processes of teaching and learning, this evaluation is crucial. If you want your students to
know what you anticipate of them and how they will be graded. Allow your pupil to think about why
something worked or didn’t work. Students are more motivated when they have the opportunity to take
charge of their own learning. The assessment process can help students study more deeply.
One reason why performance-based assessment can assist generate increased student learning and
higher student achievement is that the assessment process can foster deeper student understanding
about the assessment issue. As a result, assessment is used since students are required to create a
unique response to one or more of the assessment’s prompts. This allows educators to see what kids
are capable of rather than just what they know. Well-crafted performance assessments will assist
teachers in determining the levels of students’ knowledge, allowing them to rectify any
misunderstandings and provide training to encourage greater thinking and learning.
This allows educators to see what kids are capable of rather than just what they know. Well-crafted
performance assessments will assist teachers in determining the levels of students’ knowledge,
allowing them to rectify any misunderstandings and provide training to encourage greater thinking and
learning. We often seek to discover more about students’ levels of understanding than just what they
know as educators. This includes understanding more about what concepts kids grasp and letting
students apply what they’ve learned to solve challenges. And one method to do it is to use
performance-based evaluations.

2. Cite some learning objectives where you can utilize performance-based assessment.

• The student will provide physical examples

when asked to show the difference between
displacement and distance.

• The student will, when given formulas and

quantities associated with variables, solve the
mathematical relationship for the unknown(s).
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3. When do we process performance-based assessment and product performance-based

assessment?
Process-oriented performance-based evaluations focus on real task performance rather than the
activity’s outcome or product.While students' outputs that create actual evidence of their knowledge
and mastery of the subject matter are referred to as product performance based assessment.
4. Is performance-based assessment a substitute to traditional method of assessing the
performance of students? Why?
Yes, performance-based evaluation is a viable alternative to traditional methods of evaluating student
performance. Because performance tests are acceptable for judging if kids are meeting state-
mandated higher criteria. It is the most effective alternate way for assessing pupils’ knowledge and
determining their competence.

5. Why is it very important to discuss the constraints in performance-based assessment?

Discussing constraints in performance-based assessment is really needed because it will help teachers
to guide themselves in planning and impementing this kind of assessment. Knowing the limitations of
implementing this assessment will be benefit for instructor when they need to use it.

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

• I believe so, because the term "reliability" expressly relates to score. The student will be more
productive and develop as a result of the dependable scores, as will the teacher, who will be able to
increase their teaching efficacy. To determine the dependability of the results, teachers must employ
a variety of teaching strategies in order to inspire students' efforts and ensure their accuracy.

B. Give/do what is asked in the following statements:

1. Give five examples of performance task in the areas of Mathematics, Physical Education,
Science, and English.

• Mathematics
Explaining and solving mathematical concepts
Using mathematical reasoning in solving
Solving Matrix
Provide examples of measurement and unit of conversion and solving problem
Graphing: Geometry practice

•English
Writing narrative
Writing informal essay

•Physical Education
Performing cha cha
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Presenting the benefits of fitness through graphic organizer

• Science
Scientific explanation
Analyzing and observing science experiment

2. Develop a holistic rubric to evaluate the performance task used in Mathematics and Physical
Education from your answer in question no.1
Explaining and solving mathematical concepts
Score Description

4 Explanation show complete

understanding of the
mathematical concepts used to
solve problems

3 Explanation show substancial

understanding of the
mathematical concept used to
solve prpblems

2 Explanation show some

understanding of the
mathematical concepts used to
solve problems

1 Explanation show very limited of

understanding of the
mathematical concepts used to
solve prpblems.

Using mathematical reasoning in solving

Score Description

4 Use complex and refined

mathematical reasoning to solve
problems

3 Uses effective mathematical

reasoning to solve problems

2 Sometimes used an effective

strategy to solve problems
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1 Rarely uses an effective strategy

to solve problems

Graphing: Geometric practice

Category 4 3 2 1

Neatness and Exceptionally well Neat and relatively Lines are Appearsessy
attractiveness designed, neat and attractive nearly drawn and thrown
attractive but the together in a
drawings hurry. Lines
Colors that go well
appears quite are visibly
together are used to
plain crooed or
make the drawings
disconnected
more readable

Accuracy and All drawings are done Most drawings are Some Few drawings
drawings correctly and are easy done correctly and drawings are are done
to see are easy to see done correctly correctly and
and are easy are easy to
to see see.

Each drawing has a Most drawings Some Few drawings

clear, neat label that have a clear, neat drawings have not clear
describes it. It is clear label that describe a clear, neat
which drawing is it label that
being described. describe it

Each drawing has a Most drawings has Some Few drawings

set of clear, neat a set of clear, neat drawings have are unclear,
labels that describe labels that a set of
the parts of the describes the parts clear,meat
drawings. It is clear of drawing labels that
which part is being describes the
described parts of the
drawing

Solving matrix

Criteria 1 2 3 4 Score

Identify solving No attempt Inappropriate Appropriate Appropriate

evaluation matrix variable definition variables variables
defined defined
imprecisely precisely with
units

Organize No attempt Inappropriate Incomplete Appropriate

available attempt attempts attempt with
information clear
explanation
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Model the No attempt Inappropriate Appropriate Appropriate

problem attempt attempt with attempt with
minor errors no errors

Execute the No attempt Inappropriate Appropriate Appropriate

model attempt attempt with method with
arithmetic no errors
errors

Evaluate the No attempt An attempt but Incomplete Complete

results fails to explain explaination explanations
solution, provide with correct
units labeling

Provide examples of measurement and unit of conversion and solving problem.

Score Criteria

4 Provides 3 problems examples

of measurement and unit of
conversion. The student
demonstates the process of
getting the answer.

3 Provides 2 problem examples of

measurement and unit of
conversion. The student
demonstrates the process of
getting the answer

2 Provides 1 problem example of

unit measurement and unit
conversion. The student
demonstrate the process of
getting the answer

1 Student failed to provide and

answer problem example

PHYSICAL EDUCATION
Performing cha cha

Score Description

2 Consistently in time with the

music
Execute basic steps consistently
Consistently transitions
smoothly from step to step
Works well with partner. No
need to look at the feet, is
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confident in helping partners to

work together
Proper hand place hand is
consistently done

1 In time with the music most of

the time
Execute basic steps often
Often transitions smoothly from
step to step
Works well with partner most of
the time. Helps partner who are
not sure of timing, sequence,
etc.
Proper hand placement is often
done

0 No timing with music

Have many errors in basic steps
most of the time
Transition is not smoothly from
step to step
Do not fit in partner. No
confidence in helping partners to
work well
Proper hand placement is
incorrect

Performing folk dance

Score

Criteria 1 Well prepared Able to perform Some mistake in Lost of

and confident the sequence step sequence, mistakes in
se following sequence and
other dancers completely
for help dependent
upon other
dancers

Criteria 2 Movements well Mostly Generally with A lot of

coordinated with coordinated with the beat, but mistakes in
music, tempo, music, only a many timing steps and
changes and few mistakes mistakes timing in
pauses music
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Criteria 3 Completely Good focus and Loses focus on Not focused

focused and focus with mistakes and have no
connect with audience connection
audience with audience

Explaining the benefits of exercise

Criteria Description
Criteria 3 Explaining the benefits of
exercise is very clear and we’ll
presented in the video

Criteria 2 Explanation of the benefits of

exercise is few clear and
presented in the video

Criteria 1 Explanation of the benefits of

exercise is unclear and not well
presented in the video

Holistic Rubrics in presenting the benefits of officiating fitness either through graphic
organizers or any multimedia presentation

Criteria 4 3 2 1 Score

All content Most of the content The content is Content is

throughout the is accurate but generally typically
presentation is there is one piece accurate, but confusing or
accurate. There of information that one piece of contains
are no factual ight be inaccurate information is more than
errors. clearly flawed or one factual
inaccurate error.

Presentation Presentation Presentation Presentation

shows shows some shows an is a rehash of
considerable originality and attempt at other
originality and inventiveness. The originality and people’s
inventiveness. The content and ideas inventiveness ideas and
content and ideas are presented in an on 1-2 cards graphics and
are presented in a interesting way. shows very
unique and little attempt
interesting way at original
thought

Group delegated Group delegates Group Group often

tasks and shares tasks and shares delegates task is not
responsibility responsibility and shares effective in
effectively all the effectively most of responsibility delegating
time the time effectively some tasks and or
of the time sharing
responsibility
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Holistic Rubrics : Performing different lead up games

Score Description

4 Performed the games with high

levels of fitness and fun

3 Performed the games with

average level of fitness and fun

2 Performed the games with a little

level of fitness and fun

1 Performed the games tired and

stressed

3. Develop an analytic rubric to evaluate the performance task used in Science and English from
your answer in question no.1
Analytic rubrics in science area
Scientific explanation

Criteria 4 3 2 1

Claim The claim The claim The claim is No claim is

demonstrate a deep demonstrate an inaccurate and provided
understanding of the understanding of the implausible
science topic science claim

Evidence All evidence used to Most evidence used Some evidence No evidence
support the claim is to support the claim is used to support is provided
accurate, sufficient accurate, sufficient claim accurate ,
and appropriate and appropriate sufficient and
appropriate

Reasoning Thoroughly relates Somewhat relates to Reasoning is No reasoning

evidence to a evidence to a illogical, is given
scientific principle in scientific principles in inaccurate and
order to support the order to support the incomplete
claim, reasoning is claims, reasoning is
logical, complete and most logical,
accurate complete and
accurate

Writing quality Writing uses clear, Writing uses clear Writing uses Writing does
and clarity consise and and understandable clear and not use clear
expressive language language understandable language
language
Writing
conventional
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Writing accurately Writing accurately terminology

includes scientific includes scientific and
Writing
terms and vocabulary term and vocabulary vocabulary
conventional
terminology

Analyzing and observing science experiment

Criteria 4 3 2 1

Quality of Students Students Students Student

observations, observations and observations and observations observations and
analysis and analysis are correct analysis are correct and analysis analysis are
illustrations in lab thoughtful and logical and logical are correct incorrect or too
sheet but lack vague to
thought understand

Quality and depth Student discussion Student discussion Student Student

of discussion elegantly explain accurately explain discussion discussion barely
their experiment their experiments moderately explain their
explain their experiment
experiment

Quality of Student conclusion Student conclusion Student Student

conclusuon states precisely the states accurately the conclusion conclusion does
answer to the answer to the states not really anwer
question of the question of the vaguely the the answer to the
experiment experiment answer to the question of the
question of experiment
the
experiment

English
Writing narrative
Quality

Criteria 4 3 2 1

Narrative elements Details three Has two or more Has tow or Has one event
ormore events, events, details and a more events, or none, no
richly detailed, with sense of closure few details details and no
a sense of closure and no sense closure
of closure

Sequencing Uses temporal Uses three or more Uses one or Uses no

words in a way that temporal words two temporal temporal
exceeds the appropriately words words or uses
teaching model appropriately them
inappropriately
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Grammar Periods, capital Most periods and Few periods No enough

letters and spaces capital letters are and capital spacing,
are all where they where they should be letters, not capitalization,
should be enough periods are
spacing inconsistent

Spelling All sight words are Most sight words are Few sight Unintelligible
spelled correctly, spelled correctly, words are spelling
harder words are harder words are spelled
stretch out stretch out correctly,
harder words
are not stretch
out

Revision Show evidence of Shows evidence of Few changes No revision or

revision and changes and has with prompting revision did
reworking, content information added not help with
added to help with with prompting meaning
meaning

Presentation Handwriting is Handwriting is good, Handwriting is Handwriting is

neat, picture has picture has details or messy, picture very messy,
many details and labels has few details picture has no
labels details

Writing informal essay

Criteria Expert Accomplished Capable Beginner

Quality of writing Piece was written in Piece was written in Piece had little Piece had no
an extraordinary style, an interesting style. style. Give style and gives
very informative and Somewhat some new no new
we’ll organized informative and information but information
organized poorly and very poory
organized organized

Grammar, usage Correct grammar, Few spelling and A number of So may

and mechanics usage and mechanics punctuation errors, spelling, spelling,
minor grammatical punctuation or punctuation
error grammatical and
error grammatical
errors

Criteria 4 3 2 1

Main/topic ideas Main/topic ideas Main/ topic idea Main/topic Main/topic

sentences sentence is clear, sentence is either idea sentence idea is unclear
correctly placed and unclear or incorrectly is unclear and and
is restarted in closing placed and is incorrectly incorrectly
sentence. restated in closing placed and is placed and is
sentence restated not restated
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I’m He closing
sentence

Supporting details Paragraph (s) has Paragraph (s) has Paragraph (s) Paragraph
three or more two supporting has one have no
supporting details details sentences supporting supporting
sentences that relate that relate back to the details detail
back to the main idea main idea sentence that sentence that
relate back to relate back to
the main idea the main idea
Elaborating detail Each supporting Each supporting Each Each
sentence details sentence has detail sentence has supporting supporting
three or more atleast two details detail
elaborating detail eleborating detail sentencebhas sentence has
sentence sentence one no eleborating
eleborating detail
detail sentence
sentence

Legibility Legible handwriting Marginally legible Writing is not Writing is not

handwriting legible I’m legible
placed in
placed.

Mechanics and Paragraph has no Paragraph has one or Paragraph Paragraph

grammar error punctuation, two punctuation, has three to has six or
capitalization and capitalization and five more
spelling spelling errors punctuation, punctuation,
capitalization capitalization
and spelling and spelling
errors errors

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

Some concerns with grading when utilizing performance-based assessment include the fact that it is
time-consuming, depends largely on student initiative and desire, can be costly, and relies on certain
skill sets of students with subjective results. It also frequently relies on the learners’ individual skills,
such as their flexibility or eagerness to learn, as well as their creative thinking.
5. Construct a checklist or rating scale that is used to measure the effectiveness of the

performance of the students.

a. Presentations of oral report

Content 1 2 3

(Does not meet (Barely meets (Goes beyond

expectations) expectations expectations

Appropriate introduction
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Quality of presentation

Voice inflections

Eye contact

Prepared

b. Setting up laboratory equipment

c. Solving algebraic problems

Criteria Beginner Intermediate Mastery Total

1 2 3
Computation Computation shows Includes correct Show mastery of
no evidence computation with computing and
already some kind of provide best
approach solution and
correct
computation
Approach to the Unable to generate Begins in a Clear and
problem strategies in solving reasonable way but organized
algebraic expression doesn’t finish or method
leaves out important
parts of solutions
Explanation Explanation to the Explanation is basics Demonstrate
problems is and lacks of thinking with a
confusing elaboration clear and
sequential
solution
Understanding Attempts but Demonstrate Excellent
demonstrate no understanding of the understanding of
understanding of the problem the problems
problem
Organization of Lacks organization Work demonstrate Show step by
thought of thought some organization step process of
solving the
expression

. Total scores:

d. Working with a group cooperatively

Content YES No
Contribute meaningfully to group
work
Demonstrate a cooperative and
supportive attitude.
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Maintained focus on the task on

hand
Contributes significantly to the
success of the activity.

e. Ballroom dancing

Criteria
Good posture gives a
look of elegance and
present confidence.
Balance and control is
improved and allows
your dance partner to
connect well to your
body
Dancing couples are
elegance and have
confidence
Dance on time with
music
Telling a story and
showing creativity in
performance
Dance outwardly and
really express
themselves on the
dancefloor
Dancers have strong
stamina and have fun
while dancing
Dancing couples have
chemistry and fit
emotionally together,
neatness of
appearance and flow
of choreography

. Using any of the Rubrics on the web, develop a checklist or rating scale for assessing the
following products:
a. Painting
Criteria Yes No
Painting is done with
quality
Visual appeal is neat,
accurate and colored
in
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Have strong originality

of idea
Artwork is completed
with substancial
evidence of effort,
finishing touches and
good presentation
Show unique ideas

b. Drawing the map of the Philippines

Criteria Yes No
Drawing is very neat and very
well organized
Effort put in activity
All lines are on the correct angle
Names of place are clear
Finished with a great deal of
patience
Student has exceeded
expectations of his/her ability
levels

c. Writing a short story

Content Excellent Proficient Needs
(10pts) (5 pts) improvement
(1 pts)
Originality of ideas
Appropriateness of setting
Development of
characters and plot
Use of dialogue, point of
view, irony, symbolism
and theme
Organization of flow of
study

d. Writing an application letter

Criteria Excellent – 3 pt Good – 2 pt Poor – 1 pt
List all the required
requirements: personal
information, experiences,
educations, skills, honors.
Description of work
experience and education
background highlight
applicants strength while
matching the job
qualifications
Items listed in
Chronological order. Very
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easy to identify key ideas

and skills
Use formal vocabulary to
describe work experience
and education
background precisely and
concisely.
Strong action verbs are
used.
No grammatical errors,
punctuation errors and
typos.