College of Education

ED 107- ASSESSMENT OF LEARNING 2

Module 4 - DESIGNING MEANINGFUL PERFORMANCE-BASED ASSESSMENT

NAME: VERONICA O. FIEDACAN YEAR&SECTION: BSED- ENGLISH 3B

ACTIVITY
Activity 1.
Create a concept map by differentiating the process-oriented from product-oriented
performance-based assessment using the template provided. Note: You may show your
own creativeness/style. 10 pts
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Activity 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 performance tasks. Follow the format below.10 pts.
Field of Specification Learning Competencies Performance Tasks
EN8OL-IVi-1.5: 1. Prepared Speech
Deliver a manuscript/ Presentation
memorized oral speech with 2. Memorized Monologue
ease and fluency before an Performance
audience 3. Memorized Manuscript
Speech
EN9LC-Ia-3.6: 1. DIY Video Presentation
ENGLISH
Perform a task by following 2. Recipe Execution
instructions 3. Assembly Task
EN10OL-IIc-3.11: 1. Impromptu Speaking
Use the correct sound of 2. Extemporaneous Speech
English when delivering Performance
impromptu and 3. Dialogue Integration
extemporaneous speech

Activity 3.
Develop your own analytic rubric and holistic rubric including rating for a
performance-based assessment. 10 pts.
Analytic Rubrics for Comic Strip about Communication Barriers

5 3 1
The chosen barrier The chosen barrier The chosen barriers
CONTENT was illustrated in was slightly was not illustrated
(Diction, the comic-story illustrated in the in the comic-story
Grammar, and properly and the comic- story and properly. The story
Organization) story is clear and the story is slightly is unclear and
organize. organize and clear. unorganized.
Uses colors and the Uses colors and the The characters and
drawing of drawing of settings are plain
CREATIVITY
characters and characters and and not well-drawn.
(Drawing and
setting are clear setting are slightly
Colors)
and well-drawn clear and slightly
well-drawn.
ORIGINALITY The comic- story The content is self- The comic-story is
(Self-made was originally made mad but the not self-made and
characters and and created by own characters and copied from the
storyline) ideas. setting are inspired internet.
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to other comic or
cartoon story.
TOTAL: /15

Holistic Rubric for Comic Strip about Communication Barriers

Excellent: The comic strip demonstrates exceptional understanding of
communication barriers, effectively portraying various types of barriers with
clarity and creativity. The storyline is engaging, with clear exposition, conflict,
4 and resolution. Themes are explored with depth and insight. The comic strip
features exceptional visual elements, including detailed artwork, vibrant colors,
and creative panel layouts. Visuals effectively convey the story and enhance
the reader's understanding of communication barriers.
Good: The comic strip presents a solid understanding of communication
barriers, depicting several types of barriers with clarity and creativity. The
storyline is engaging, with clear exposition and conflict. Themes are explored
3 with some depth. The comic strip includes strong visual elements, with clear
artwork, appropriate use of color, and well-structured panel layouts. Visuals
support the story and contribute to the reader's understanding of
communication barriers.
Fair: The comic strip includes basic depictions of communication barriers, but
may lack clarity or creativity. The storyline is somewhat engaging, with limited
exposition and conflict. Themes are explored at a surface level. The comic
2
strip includes basic visual elements, with adequate artwork, color, and panel
layouts. Visuals somewhat support the story but may lack consistency or
impact.
Poor: The comic strip lacks clear depictions of communication barriers, with
confusion or inconsistency in presentation. The storyline is unclear or
disjointed, lacking coherent exposition, conflict, or resolution. Themes are
1 superficial or absent. The comic strip lacks strong visual elements, with
simplistic artwork, limited color, or cluttered panel layouts. Visuals do not
effectively support the story or enhance understanding of communication
barriers.
0 Boring and need improvement
Activity 4.
From the discussion of the steps in designing performance-based assessment, choose a
topic related to your specialization and create a performance-based assessment
following the guidelines and principles of crafting meaningful performance-based
assessment. 15 pts
Field of Study: English
Grade/Year Grade 10
Level:
Topic: Oral Communication (Public Speaking)
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STEP 1. Defining the Purpose of Assessment
General Competency: EN10OL-Ie-3.16.1: Employ the techniques in public speaking in
a
sample public speaking situation
Specific  Identify the demographics, interests, and needs of the
Competencies: audience in a public speaking situation.
 Effectively use appropriate gestures, facial expressions,
and body language to enhance the delivery of the speech.
 Foster audience engagement through active listening,
interaction, and participation.

STEP 2. Identifying Task

Performance- based Assessment: Public Speaking Presentation
Task Description: Students will deliver a 5-7 minute public speaking presentation on a
topic of their choice. The presentation will be assessed based on their ability to employ
techniques of effective public speaking.
Instructions:
 Students will select a topic that interests them and is appropriate for a public
speaking setting. Topics may range from current events, personal experiences,
academic subjects, or any other area of interest.
 Students will prepare their presentation, paying attention to the organization,
content, delivery techniques, and use of visual aids.
 Students will deliver their presentation to the class or a designated audience. They
should aim to engage the audience, convey their message clearly and effectively,
and demonstrate confidence and poise throughout their delivery.
 After each presentation, peers and/or the instructor will provide feedback based on
the specified criteria for effective public speaking techniques. Feedback may
include strengths, areas for improvement, and suggestions for enhancing the
presentation.

STEP 3. Scoring Scheme

This assessment will be using analytical rubrics in evaluating the performance that will
evaluate some important objectives of the performance, such as the content of the speech,
delivery, gesture and expression, and its impact to the audience.
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EVALUATION/ASSESSMENT
Answer comprehensively: 25 pts.
1. Explain each the four types of learning targets used in performance assessment. 5 pts.
ANSWER: Here the four learning targets used in performance task assessment:

 Deep Understanding- Performance assessment helps in developing and improving the

learners’ deep understanding, it encourage the learners to involve in a task that will
challenge them to analyze and understand a certain context to complete the task given
to them.
 Reasoning- it is essential in performance assessment since it assesses learners' ability
to think logically, make informed judgments, and draw valid conclusions based on
evidence and logical principles.
 Skills- it requires the students or learners to demonstrate their skills. It involves
evaluating learners' proficiency in performing specific tasks, applying techniques or
procedures, and demonstrating mastery of practical skills relevant to the learning
objectives.
 Product- these are the completed tasks or outputs of the students where the students
use the knowledge and skills they learned.
2. What is rubric? Why is it important? 5 pts.
ANSWER: Rubric in general is scoring tool used to evaluate the quality of performance or
outputs of the learners based on the predetermined criteria. It is important both to the assessor
or teacher and the learners, since it serves as the guide of the teacher or assessor on how they
will evaluate the works or performance the learners, likewise to the students or learners
wherein it serves as their guide how they will perform or accomplish the task given to them.
Also, rubric improve the scoring consistency and validity of the evaluation.
3. In defining the purpose of assessment, learning targets must be carefully identified
and taken into consideration. Why? 5 pts.
ANSWER: Identifying and considering the learning targets is essential in defining the
purpose of assessment because it provides clarity to the things or knowledge that the students
are expected to know, understand, and perform. Identifying learning targets will help the
assessor or teacher to align the assessment activities and instructional strategies to the
objectives of the curriculum. Also, it helps the teachers identify appropriate instructional
strategies and assessment approach based on individual learning goals. Generally, identifying
the learning target will help not only the teacher but also the students to accomplish the
objectives of the curriculum.
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4. What is the main objective of rating the performance of the students? 5 pts.
ANSWER: The main objective of rating the performance of the students is to assess their
progress, achievements, strength, and the areas that need improvement in relation to a
specific learning objective. It also allows for targeted feedback and guidance, which can lead
to better learning outcomes and overall academic development. Ratings can motivate students
by recognizing their achievements and setting benchmarks for improvement. In short, the
goal of rating is to assess the students’ improvement and growth.
5. What is the advantage of giving students a chance to assess their own progress? 5 pts.
ANSWER: The advantage of giving students a chance to assess their own progress or self-
assessment is that it will enables the students to identify and understand their own strength,
weaknesses, and learning style. Self- assessment gives the students an awareness to which
areas they need an improvement and the areas they need to enhance, also, it encourages the
students to set a goals and be more focus on accomplishing the task. This also inspired or
motivate the students to do their best on their performances and outputs. Overall, self-
assessment has a positive impact to the students and serve as the motivation and reflection of
the students to their past performances and outputs.
Write the letter of the best answer. If the answer is not found among the options, write
E. 5 pts.
C Which is the first step to consider in defining the performance tasks in developing a
scoring rubrics?
A. Rating the rubrics.
B. Formulating the description task.
C. Identifying the purpose of assessment.
D. Describing the dimension of performance.
C During the parent- teacher conference, the mother of one of the students of Teacher Aissa
complained about the grade received by his child as part of the performance- based
assessment in Science. The grade given was 78 and it was found out that it should be 81.
What should teacher Aissa do?
A. Change the grade if the parent asks to change the grade.
B. Change some entries of the computation of the grade to make it exactly 81.
C. Change the grade and explain what went wrong with process.
D. Tell the parent that the additional three point will be added to the grade in the next
performance assessment.
A Which of the following statements describes performance- based assessment?
A. It requires students to create product or demonstrate process.
B. It uses paper- and- pencil as an assessment approach.
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C. It is done only for physical education course.
D. It directly measure a number of skills.
C What is the main purpose of follow-up conference with students regarding their
performance rating?
A. It clarifies misbehavior done by the students.
B. It is an avenue for establishing rapport with the students.
C. It identifies the strengths and limitations of the students.
D. It serves as a venue to change the given grades to the students.
D Which should Teacher Patrick John consider in constructing performance tasks?
A. Focus on learning outcomes that require limited cognitive skills.
B. Construct multiple task directions to indicate clearly the students' tasks.
C. Communicate performance expectations to the class president who will relay to his
classmates.
D. Provide the necessary scaffolding for students to understand the task and what is
expected.