Module 4.

Designing Meaningful Performance-Based Assessment

DESIGNING
MEANINGFUL
PERFORMANCE-BASED
ASSESSMENT
In the previous module, we study the nature of performance-based

assessment. The nature of performance-based assessment, characteristics of

Module 4. Designing Meaningful Performance-Based Assessment

performance tasks and other related concepts were dealt. In this section, we will

try to study on how to design a meaningful performance-based assessment.

SELF-CHECK!!!

After finishing this module, you are expected to

achieve the following intended learning outcomes
1. Develop correct rubrics for performance-based assessment.
2. Relate the concept learned in classroom assessment.

LEARNING RESOURCES
For further readings, you may refer to the following books;

Student Workbook and Portfolio in Assessment of Student Learning 1 by;

Stimson T. Camano
Assessment of Learning 1 by: Cajigal R. M., et.al

Or you may visit.

http://www.ruelpositive.com/designing-meaningful-performance-based-assessment

EXPLORE!!!!
As we learned the nature of performance-based assessment,

its characteristics, types, advantages and limitations, the next step is to design it

aligned to the learning goals. Focusing on the knowledge and skills targeted, you
Module 4. Designing Meaningful Performance-Based Assessment

will need to think of some tasks which must be performed authentically. Clearly,

comprehensive planning and designing of performance-based assessment

should be taken into consideration.

DEFINING THE PURPOSE OF ASSESSMENT

The first step in designing performance-based assessment is to define the

purpose of assessment. Defining the purpose and target of assessment provides

information on what students need to be performed in a task given. By identifying

the purpose, teachers are able to easily identify the weaknesses and strengths of

the students’ performance. Purpose must be specified at the beginning of the

process so that the proper kinds of performance criteria and scoring procedures

can be established. Basic questions which teachers ask in determining possible

learning competencies to be considered are listed below.

Basically, the teacher should select those learning targets which can be

assessed by performance which fits to the plan along with the assessment

techniques to be utilized for measuring other complex skills and performance.

Four Types of Learning Targets Used in Performance Assessment

In defining the purpose of assessment, learning targets must be carefully

identified and taken in consideration. Performance assessments primarily use

four types of learning targets which are deep understanding, reasoning, skills,

and products (McMillan, 2007).

1. Deep Understanding
Module 4. Designing Meaningful Performance-Based Assessment

The essence of performance assessment includes the development of

students’ deep understanding. The idea is to involve students meaningfully in

hands-on activities to extended periods of time so that their understanding is rich

and more extensive than what can be attained by more conventional instruction

and traditional paper-and-pencil assessments. This focuses on the use of

knowledge and skills.

2. Reasoning

Reasoning is essential with performance assessment as the students

demonstrate skills and construct products. Typically, students are given a

problem to solve or are: asked to make a decision or other outcome, such as a

letter to the editor or school newsletter; based on information that is provided.

3. Skills

In addition to logical and reasoning skills, students are required to

demonstrate communication, presentation, and psychomotor skills. These targets

are ideally ‘ m to performance assessment.

Psychomotor Skills

Psychomotor skills describe clearly the physical action required for a given

tasks. These may be developmentally appropriate skills or skills that are needed

for specific tasks: fine motor skills (holding a pen, focusing a microscope, and

using scissors gross motor actions (jumping and lifting), more complex athletic

skills (shooting basketball or playing soccer), some visual skills, and verbal /

auditory skills for your children. These skills also identify the level at which the

skill is to be performed.
Module 4. Designing Meaningful Performance-Based Assessment

Generally, deep understanding and reasoning involve in-depth, complex

thinking about what is known and application of knowledge and skills in novel

and more sophisticated ways. Skills include student proficiency in reasoning,

communication and psychomotor tasks.

4. Products

Are completed works, such as term papers, projects, and other

assignments in which students use their knowledge and skills.

Process and Product-Oriented Performance-Based Assessments

In defining the purpose of assessment, the teacher should identify whether

the students will have to demonstrate a process or a product. if the learning

outcomes deal on the procedures which you could specify, then it focuses on

process assessment, in assessing the process, it is essential also that

assessment should be done while the students are performing the procedures or

steps.

Learning targets which require students to demonstrate process include

the procedures of proper handling / manipulating of microscope, or steps to be

done when in an earthquake drill. Mathematical operations, reciting a poem, and

constructing a table of specification are other examples of this target.

Example of process-oriented performance-based assessment in which the

main domain is Oral Language and Fluency (Enclosure No. 4, DepEd Order No.

73, S. 2012);

Example 1. English Grade 7

Module 4. Designing Meaningful Performance-Based Assessment

Content Standard: The students demonstrate oral language proficiency and

fluency in various social contexts.
Performance Standard: The learner proficiently renders rhetorical pieces.
Task: Oral – Aural Production (The teacher may use dialogs or passages from
other written or similar texts).

Specific Competencies:
 Observe the right syllable stress pattern in different categories.
 Observe the use of the rising and falling intonation, rising intonation, and
the combination of both intonation patterns in utterances.
 Demonstrate how prosodic patterns affect understanding of the message.

Example 2. Filipino Grade 7

Kakayahan (domain): Pag-unawa sa Napakinggan

Pamantayang Pangnilalaman (Content Standard): Naipamamalas ng mga

mag-aaral ang pagunawa sa paksa ng akdang napakinggan.

Pamantayan sa Pagganap para sa aralin (Performance Standard): Ang mga

mag-aaral av nakasusulat ng talata na may kaugnayan sa paksa ng akdang
napakinggan.

Kakayahan:
Nakapagbabahagi ng mga nasaliksik na impormasyon.
Nakapag-uugnav ng mga nasaiiksik na impormasyon sa paksa ng akdang
napakinggan.
Natutukoy ang ilang akda o awitin na may pagkakatulad sa paksa ng
akdang napakinggan.

Usually, the learning objectives start with a general competency which is

the main target of the task, and it follows with specific competencies which are

observable on the target behaviour or competencies. This can be observed also

in defining the purpose of assessment for product-oriented performance-based

assessment.

Sometimes, even though you teach specific process the learning

outcomes simply implies that the major focus is product that the student
 Module 4. Designing Meaningful Performance-Based Assessment

produces. Nitko (2011) suggested focusing assessment on the product students

produce if most or all of the evidence about their achievement of the learning

targets is found in the product itself, and little or none of the evidence you need

to evaluate students is found in the procedures they use or the way in which they

perform.

Assessment of products must be done if the students will produce a

variety of better ways to produce high quality products, sometimes, method or

sequence does not make 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 researches, publishing

newspaper and creating commercials or PowerPoint presentation.

In the given examples 1 and 2 for English and Filipino Grade’7 domains,

product – oriented performance-based assessment can be stated as:

 Use the correct prosodic patterns (stress, intonation, phrasing, pacing, tone) in

rendering various speech acts or in oral reading activities, and

 Nakasusulat ng talatang nagsasalaysay rig iiang pangyayari sa kasalukuyan ng

may kaugnayan sa paksa ng akdang napakinggan.

Below is another example of product-oriented performance-based assessment

task.

Example 3. Creating a Book Cover Taken from a Digital Camera

Performance Task: Creating A Book Cover

Module 4. Designing Meaningful Performance-Based Assessment

Competencies: The students should be able to:

 Generate appropriate shots for book cover using digital camera;
 Use a page lay-out software (MS Publisher) or presentation software (MS
Powerpoint);
 Create size estimation of image, shapes, and textbox in terms of
importance, emphasis and visual hierarchy; and
 Demonstrate skills in information design principles such as clarity,
balance, relevance, contrast, alignment, repetition and proximity.

Product-oriented competencies require students to demonstrate multiple

levels of metacognitive skills which require the use of complex procedural skills

for creating authentic’ product. The discussion on the steps of designing

performance-based assessment shall be focused on the process and product

assessments.

IDENTIFYING PERFORMANCE TASK

Having a clear understanding of the purpose of assessment, the next step

is to identify performance tasks which measure the learning target you are about

to assess. Some targets imply that the tasks should be structured; others require

unstructured tasks. Below are some questions that should be answered in

designing tasks:

What ranges of tasks do the learning targets imply?

Which parts of the tasks should be structured, and to what degree?

Does each task require students to perform all the important elements

implied by the learning targets?

Do the tasks allow me to assess the achievement dimensions 1 need to

assess?
Module 4. Designing Meaningful Performance-Based Assessment

What must l tell students about the task and its scoring to communicate to

them what they need to perform?

Will students with different ethnic and social backgrounds interpret my task

appropriately?

Performance needs to be identified so that students may know what tasks

and criteria to be performed. In this case, a task description must be prepared to

provide the listing of specification of the tasks and will elicit the desired

performance of the students. Task description should include the following:

 Content and skill targets to be assessed

 Description of the student activities

 Group or individual

 Help allowed

 Resource needed

 Teacher role

 Administrative process

 Scoring procedures

Tasks on the other hand should be meaningful and must let the student he

personally involved in doing and creating the tasks. This could be done by

selecting a task which has personal meaning for most of the students. Choose a

task in which students have the ability to demonstrate knowledge and skills from

classroom activities or other similar ways. These asks should be of high value,

worth teaching to, and worth learning as well.

Module 4. Designing Meaningful Performance-Based Assessment

In creating performance tasks, one should specify the learning targets, the

criteria by which you will evaluate performance, and the instructions ‘for

completing the task. Include also the time needed to complete the tasks. Be sure

students understand how long a response you are expecting. Some learning

targets can be assessed in a relatively short period of 20 to 30 minutes. But it

also depends on the learning targets which necessitate-a longer time. Examples

are conducting opinion survey and gathering of data for research which need

more than two weeks and done outside of the class. With these activities the

results can make a valid generalization of how the students achieved the learning

target.

Participation of groups must be considered also in crafting performance

tasks. Some tasks require cooperative or collaborative learning or in group tasks.

With this, the number of tasks must be given an attention as well, as a rule, the

fewer the number of tasks; the fewer targets can be assessed in a given

performance.

Suggestions for Constructing Performance Tasks

The development of high-quality performance assessments that effectively

measure complex learning outcomes requires attention to task development and

to the ways in which performances are rated. Linn (1995) suggested ways to

improve the development of tasks:

1. Focus on learning outcomes that require complex cognitive skills and

student performances. Tasks need to be developed or selected in light of

important learning outcomes. Since performance-based tasks generally require a

 Module 4. Designing Meaningful Performance-Based Assessment

substantial investment of student time, they should be used primarily to assess

learning outcomes that are not adequately measured by less time-consuming

approaches.

1. Select or develop tasks that represent both the content and the skills that

are central to important learning outcomes. It is important to specify the range

of content and resources students can use in performing task. In any event, the

specification of assumed content understandings is critical in ensuring that a task

functions as intended.

2. Minimize the difference of task performance on skills that are irrelevant to

the intended purpose of the assessment task. The key here is to focus on the

attention of the assessment. Example is the ability to read complicated texts and

the ability to communicate clearly are both important learning outcomes, but they

are not necessarily the intent of a particular assessment

3. Provide the necessary scaffolding for students to be able to understand the

tasks 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. Students need to have a prior knowledge and skills required

to address the problem. These prerequisites can be a natural outcome of prior

instruction or may be built into the task.

4. Construct task directions so that the student’s task is clearly indicated.

Vague directions can lead to such a diverse array of performances that it

becomes impossible to rate them in a fair or reliable fashion. By design, many

 Module 4. Designing Meaningful Performance-Based Assessment

performance-based tasks give students a substantial degree of freedom to

explore, approach problems in different ways and come up with novel solution.

5. Clearly communicate performance expectations in terms of the criteria by

which the performances will be judged. Specifying the criteria to be used in

rating performance helps clarify task expectations for a student. Explaining the

criteria that will be used in rating performances not only provides students with

guidance on how to focus their efforts, but helps to convey priorities for learning

outcomes.

Example of Process-Oriented performance task on Problem Solving and

Decision-making:

Example 4. Problem-Solving and Decision-Making Performance Task

Key Competencies:
1. Uses reading skills and strategies to comprehend and interpret what are
read.
2. Demonstrate competence in speaking and listening as tools for learning.
3. Construct complex ‘sentences.

Your friend is going through a difficult time. You have tried talking about
the issue but to no avail. After much thought you recall a book you had read
where the character went through a similar experience as your friend. How might
the book help your friend deal with the problem? What other sources of
information or resources could you find I; to help your friend? What might be
some strategies your friend could use? Use your writing skills to compose a letter
to your friend as to why he should read the book or resources you have
collected. Be sure your letter contains examples from the readings, your feelings
and encouragement.
As a problem solver, devise a plan to meet with your friend to identify
possible solutions to the problem after he has read the materials. Be sure you
are considerate of feelings and outline steps you’ll take to make sure your
discussion is one of collaboration.
You will be assessed on your ability to make informed decisions, your
ability to create a letter with complex sentences, your ability to solve problem and
your ability to work collaboratively with a peer.
Module 4. Designing Meaningful Performance-Based Assessment

The example below shows performance task for product-oriented performance-

based assessment:

Competency: Prepare Useful Solution

Performance Task
Barangay Luntian is celebrating its 50th anniversary with the theme
“Kalikasan Ko, Mahal Ko”. The barangay ‘captain called for a council meeting to
discuss the preparations for the program. As a councillor you are asked to take
charge of the preparation. of “Natural Beverage” for the guests. This healthful
drink should promote your locally produced fruits or vegetables as well as health
and wellness. On your next council meeting, you will present your plan for the,
preparation of the drink and let the council member do the taste testing. The
council members will rate your drink based on the following criteria: Practicality,
Preparation, Availability of materials, Composition of solution (drink).

Crafting tasks for both process and product-oriented performance-based

assessments needs careful planning. Engagement, elaboration, and experience

are some factors to consider in making authentic tasks which make it different to

traditional assessment. Tasks should also center on the concepts, principles, and

issues that are important to the context of the subject matter. Moreover, teachers

must know what they want to observe before performance criteria can be

identified. Below is the checklist for writing good performance tasks:

Checklist for Writing Performance Tasks

YES NO

1. Are essential content and skills targets integrated?

2. Are multiple targets included?

3. Is the task authentic?

4. Is the task teachable?

5. Is the task feasible?

Module 4. Designing Meaningful Performance-Based Assessment

6. Are multiple solutions and paths possible?

7. Is the nature of the task clear?

8. Is the task challenging and stimulating?

9. Are criteria for scoring included?

10. Are constraints for completing the task included?

Regardless of whether these are process or product-oriented performance

tasks, clearly stated performance criteria are critical to the success of both

instruction and assessment. Criteria in the real essence of performance-based

assessment define the target process and product, guide and help the students

on what should be taught and done and provide a target in assessing the

performance of the students.

DEVELOPING SCORING SCHEMES

There are different useful ways to record the assessment of students’

performance. Variety of tools can be used for assessment depending on the

nature of the performance it calls for. As teacher, you need to critically examine

the task to be performed matched with the assessment tools to be utilized. Some

ways of assessing the students’ performance could be the utilization of anecdotal

records, interviews, direct observations using checklist or Likert scale, and the

use of rubrics especially for the performance-based assessment.

Rubrics as an Assessment Tool

 Module 4. Designing Meaningful Performance-Based Assessment

Rubrics nowadays have been widely used as assessment tool in various

disciplines most especially in the field of education. Different authorities defined

rubrics,viz:

 Set of rules specifying the criteria used to find out what the students know and

are able to do so. (Musial, 2009)

 Scoring tool that lays out Specific expectations for assignment (Levy, 2005)

 A scoring guide that uses criteria to differentiate between levels of student

proficiency. (McMillan, 2007)

 Descriptive scoring schemes that are developed by teachers or evaluators to

guide the analysis of products or processes of students’ effort (Brookhart. 1999).

 The scoring procedures for judging students’ responses to performance tests

(Popham, 2011)

A rubric that’s used to score students’ responses to a performance

assessment has, at minimum, three important features:

1. Evaluative criteria. These are the factors to be used in determining the

quality of a students’ response.

2. Descriptions of qualitative differences for evaluating criteria. For

each evaluative criterion, a description must be supplied so qualitative

distinctions in students’ responses can be made using the criterion.

3. An indication of whether a holistic or analytic scoring approach is to

be used. The rubric must indicate whether the evaluative criteria are to be

applied collectively in a form of holistic scoring or on a criterion-by-criterion

basis in the form of analytic scoring

Module 4. Designing Meaningful Performance-Based Assessment

Rubrics are used also to communicate how teachers evaluate the essence

of what is being assessed. Rubrics not only improve scoring consistency, they

also improve validity by clarifying the standards of achievement the teacher will

use in evaluating. In the development and scoring of rubrics, Nitko (2011)

suggested some questions which the teacher should address:

What important criteria and learning targets do l need to asses?

What are the levels of development (achievement) for each of these

criteria and learning targets?

Should i use a holistic or an analytic scoring rubric?

Do i need to use a rating scale or a checklist as my scoring scheme?

Should my students be involved in rating their own performance?

How can I make my scoring efficient and less time-consuming?

What do l need to record as the result of my assessments?

What are some useful methods of recording students’ responses to

performance tasks?

Types of Rubrics
The structure of the rubrics changes when measuring different learning

targets. Generally, rubrics can be classified into two major types: analytic and

holistic rubrics.

 Analytic Rubric. It requires the teacher to list and identify the major

knowledge and skills which are critical in the development of process or

product tasks. It identifies specific and detailed criteria prior to

assessment. Teachers can assess easily the specific concept

Module 4. Designing Meaningful Performance-Based Assessment

understanding, Skills or product with a separate component. Each criterion

for this kind of rubric receives a separate score, thus, providing better

diagnostic information and feedback for the students as a form of

formative assessment.

 Holistic Rubric. It requires the teacher to make a judgment about the

overall quality of each student 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 in which traits

are efficiently combined, scored quickly and with only one score, thus,

limiting the precision of assessment of the results and providing little

specific information about the performance of the students and what

needs for further improvement.

Rubric Development.

Stevens and Levi’s introduction to Rubrics (2005) enumerated the steps in

developing rubric. Basically, rubrics are composed of task description, scale,

dimensions, and description of dimensions.

Task Description

Task description involves the performance of the students. Tasks can be

taken from assignments, presentations, and other classroom activities. Usually,

task descriptions are being set in defining performance tasks.

Scale
Module 4. Designing Meaningful Performance-Based Assessment

The scale describes how well or poorly any given task has been

performed and determines to what degree the student has met a certain criterion.

Generally, it is used to describe the level of performance. Below are some

commonly used labels compiled by Huba and Freed (2000).

 Sophisticated, competent, partly competent, not yet competent

 Exemplary, proficient, marginal, unacceptable

 Advanced, intermediate high, intermediate, novice

 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

divided into its important components as basis also for scoring the students

Description of the Dimensions

Dimensions should contain description of the level of performance as

standard of excellence accompanied with examples. This allows both the

teachers and the students to identify the level of expectation and what dimension

must be given an emphasis.

RATING THE PERFORMANCES

This is the final step in performance-based assessment, determining the

learning outcomes of the students. The main objective of rating the performance

is to be objective and consistent. Be sure also that the scoring system is feasible
Module 4. Designing Meaningful Performance-Based Assessment

as well in most of the classroom situations, the teacher is both the observer and

the rater. If there are some important instructional decisions to be made,

additional raters must be considered in order to make scoring more fair.

Since performance-based assessment involves professional judgment,

some common errors in rating should be avoided; personal bias and halo

effect. McMillan (2007) stated that personal bias results in three kinds of

error; generosity error occurs when the teacher tends to give higher

scores; severity error results when the teachers use the low end of the scale

and underrate student performances; and the central tendency error in which

the students are rated in the middle. On the other hand, halo effect occurs when

the teacher’ general impression of the students affects scores given on individual

traits or performance.

Students, on the other hand, can assess their own progress. Student

participation needs not to be limited to the use of assessment instruments. it is

also useful to have student help develop the instrument. in some practices,

students rate themselves and compare their ratings with the teacher-in-charge.

With this, the teacher can elaborate and explain to each student the reasons for

rating and discuss the gap between the ratings most especially in an individual

conference.

Follow up-conference, peer and self- evaluation of output enable teachers

to understand better curriculum and instructional learning goals and the progress

being undertaken towards the achievement of the goals. These too can better

diagnose the strengths and limitations of the students and most importantly, this
Module 4. Designing Meaningful Performance-Based Assessment

activity develops self-reflection and analysis skills of both the teachers and the

students.

DISCUSSION BOARD
We will now try to interact with each other in a two way

process at a least possible way! I will post a question/s and try to answer it on

your own.

1. What can you say about the development of performance-based

assessment?

2. How do we create a performance task?

3. What are the considerations in crafting performance-based assessment

tasks?

POST COMPETENCY CHECKLISTS

Let us try to determine if you learned something from our topic. Answer the
following Self-Assessment Question.

SELF – ASSESSMENT QUESTION 7

1. Create a concept map on rubrics.

2. In your field of specialization, identify several learning outcomes which can
be best measured with performance-based assessment tasks. For each
learning competency, formulate three tasks.
Field of Specialization

Learning Competencies Performance Tasks

Module 4. Designing Meaningful Performance-Based Assessment

1.

2.

3.