Assessment in Learning 2

Dr. Teody M. Corachea

Module 2
Performance-based Assessment
Overview

In this module, we will discuss the performance-based assessment. This

performance-based assessment is a system of learning and assessment that allows
students to demonstrate their knowledge and skills in a learning environment that
embraces their higher-order thinking skills, as well as relating it to real-world
situations. This type of learning is an on-going process that allows student-
centered learning and progress monitoring where teachers and students
collaborate and adjust their learning where needed. When planning for
performance-based learning, keep in mind that the content and instruction does
not have to change, but instead of assessing the students’ knowledge from the
content, the student is allowed to demonstrate what they have learned. With
proper preparation and planning, the instructor has full control over what the
content is and how it is taught. Thus, this module will give you insights on the
nature, methods of scoring of performance-based tasks and how to develop a
scoring instrument to assess the performance of the students.

Learning Outcomes

At the end of this module, you are expected to:

1. Define performance-based assessment and the related terms;

2. Describe the nature of performance-based assessment;
3. Describe the methods of scoring essay and performance tasks;
4. List suggestions for preparing performance tasks for assessment;
5. Identify the necessary skills in assessing process, product and performance;
6. Develop scoring rubrics to assess process, product, and performance; and
7. Discuss the steps in developing performance-based assessment.

Performance-based Assessment

Performance-based assessment is a process-based evaluation of student skills

based on how they learn. It fits in with formative and benchmark assessments and can
also be used as a summative assessment. Performance-based assessment engages
students, simulates the authentic application of skills, and provides opportunities for
failure and learning from specific feedback.
Performance-bases assessment is a direct and systematic observation of the
actual performance of students on predetermined performance criteria (Zimmaro,
2003). It is an alternative form of assessing the performance of students that
represents a set of strategies for the application of knowledge, skills, and work habits
through the performance of tasks that are meaningful and engaging to them (Hibbard,
1996).

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Characteristics of Performance-Based Assessment

Seven characteristics of Performance-Based Assessment may help you better

understand what this system is all about.

1. Students Create, Perform, Or Present Their Work

The first main characteristic of performance-based assessment is the goal
of this type of assessment. With “normal” assessments, students are having their
ability to recall and reason tested. In performance-based assessment, your
students are creating, performing, or presenting work that is wholly their own based
on what they’ve learned.

2. Simulation of Real Life Skill

The assessment should be related to how the skills and knowledge learned
in class can be applied.

3. Products may come in Different Forms

The results of a performance-based assessment task come in many forms.
It doesn’t have to be a performance, and it doesn’t have to be written.

4. Time-Limited
The time spent on a performance-based assessment may be short or long
term. Some projects may take several weeks or over the course of a semester.

5. Inside, Outside Class, Or Both

One of performance-based assessment’s unique qualities is the ability to be
done in any combination of inside or outside of class time. Most assessments are
tied to the classroom, but you have the freedom to encourage outside work as well.
Some work is done in class (rehearsing) and some are done outside of class time
(practice, sectionals).

6. May Work Alone or with Others

Unlike most assessments which are tests of individual ability, performance-
based assessments can be structured to allow for students to work together as well
as alone. You’ll still be able to get good data on how the individual is doing by either
requiring specific jobs done in the group or having reflections done by each
member of the group on how their progress is going.

7. Standardized Form for Scoring

For all the above characteristics, you are probably thinking: Hey! I already
do all of this! That’s awesome! But here is the most often forgotten part of
performance-based assessments. There needs to be a clear rubric or set of
expectations for all students. This rubric (not the only option, but the most common
one) is to give students a clear idea of what they’re working towards. And the rubric
must allow for a way to collect at least some individual data on students (even if
they’re working in groups). Rubrics or expectations may be generated by you, the
teacher, or in conjunction with the students.

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Why use performance assessment?

Here are some benefits of performance assessment over standardized testing:

1. Performance assessment looks at higher-order thinking skills and problem-solving

abilities. Other features like time management and clear communication are also
tested in these kinds of assessments. This ultimately leads to a deeper and more
meaningful learning process.

2. High-stakes standardized testing evaluates whether students know enough about

a subject. Performance assessments, on the other hand, measure whether
students can apply the knowledge appropriately in various contexts.

3. If interim goals are created and applied correctly, performance assessments allow
students to monitor themselves. This type of metacognition, particularly in a test
environment, is enormously beneficial to higher-level student learning.

4. Any instructors who use performance assessments need to include the standards
they expect and the steps that they must take in applying the knowledge in the
curriculum. This makes “teaching to the test” a positive teaching and learning
strategy.

5. Performance assessments go hand-in-hand with modern teaching strategies like

active learning and critical thinking. If a student undertakes collaboration and
discussion in a classroom context (and in formative assessment), those learned
skills will be more easily applied and evaluated in summative assessments, and
eventually reflected in students’ performance.

Features of Performance-based Assessment

According to Gronlund (1998), there are features of performance-based
assessment that differ from other types of assessment.
1. Greater realism of tasks. This means that the students must apply the
knowledge and skills by demonstrating a task that shows application in a real-
world situation.
2. Greater complexity of the tasks. The tasks are difficult to understand and
analyze because they are less structured problems that encourage the students
to perform with originality an thinking skills and they may have multiple
solutions.
3. Greater time needed for assessment. Performance-based assessment needs
longer time to assess the performance of the students, because of the difficulty
of designing the tasks, the comprehensive nature of the tasks, and the
increased time needed to evaluate the results.
4. Greater use of judgment in scoring. The evaluator should consider the set of
judging criteria associated with the performance assessment. The scoring
approach must be congruent to the assessment purpose. These must be taken
into consideration because of the complexity of the tasks, originality of the

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responses, and in some cases, the variety of possible solutions that need a
greater use of judgment in scoring.
Domains of Performance-based Assessment
The following shows the domains and examples where performance-bases
assessment is applicable.
A. Communication Skills
1. Writing an essay
2. Delivering a speech

B. Psychomotor Skills
1. Holding a pencil properly
2. Following a procedure when dissecting a frog in the laboratory class
3. Focusing a microscope
4. Bisecting a line

C. Athletic Skills
1. Shooting three points in a basketball game
2. Pitching a strike ball in baseball game
3. Diving

D. Concept Acquisition
1. Skills in acquiring, organizing, and using information

E. Affective Skills
1. Mental and behavioral habits and recognition skills.
2. Sharing sports equipment
3. Obeying traffic rules and regulation
Types of Performance-based Assessment

1. Restricted-Response Tasks
a. Intended performances more narrowly defined than on extended-
response tasks
b. (Sometimes) question may begin like a multiple-choice or short-
answer stem, but then asks for an explanation, justification, etc.
c. (Sometimes) may have introductory material like an interpretive
exercise, but then asks for an explanation of the answer, not just
the answer itself
2. Extended-Response Tasks
a. Activities for single assessment may be multiple and varied
(gather data or information, analyze it, and write a report)
b. Activities may extend over a period of time (a series of drafts and
revisions)
c. Products from different students may be different in focus
(different forms of music, different research topics, etc.)

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Focus of Performance-based Assessment

Performance-based assessment can assess the students’ process,

product, or both depending on the learning outcomes.

Good process is emphasized when:

 There is no product
 The procedure is orderly and directly observable
 Correct procedure is crucial to later success
 Analysis of procedural steps can aid in improving product
 Learning is at an early stage

Good product is emphasized when:

 Different procedures result in an equally good product
 Procedure is not available for observation
 Procedural steps have been mastered
 Product has qualities that can be identified and judged

The following are the four types of accomplishments of the learners using
performance-based assessment.

Accomplishments Examples
Poems, essays, charts, graphs, exhibits,
Products
drawings, maps, etc.
Skills in acquiring, organizing, and using
Complex cognitive processes
information
Physical movements such as dance,
gymnastics, typing, oral presentation,
focusing microscope in laboratory
Observable performance
classes, following sets of procedures
(dissecting a frog), bisecting angles,
following cooking procedures.
Mental and behavioral habits such as
Habit of the mind and social skills persistence and cooperation during
group work, recognition skills.

Advantages of Performance-based Assessment

1. Can assess complex learning outcomes not measured by other means.

2. Can assess process as well as product.
3. Can clearly communicate instructional goals that relate to real-world skills.
4. Can constitute good instruction, not just assessment
5. Implement new "constructivist" approaches to learning and self-evaluation.
6. Engaging (more active and realistic)

Limitations of Performance-based Assessment

1. Scoring often unreliable

2. Time-consuming
3. May be costly (if authentic)
4. Provide only narrow sampling of learning outcomes

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Developing Performance-based Assessment

Teachers are reluctant to use performance-based assessment in the classroom
because they do not have the necessary training to implement such method. Hence,
it is very important to know how to develop performance-based assessment.
Steps in Developing Performance-based Assessment
1. Define the purpose of the assessment
2. Determine the skills, learning outcomes, and taxonomy level.
3. Design and develop activity or performance task
4. Define the performance criteria
5. Creating the scoring rubrics
6. Assess the Performance
7. Specify the Constraints in testing
Performance Task
Performance task provides a common means of assessment. As the term
implies, 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, but they will present their work or create something.
Examples:
 Building a house using popsicle sticks
 Demonstrating the dissection of frog
 Drawing the map of the Philippines
 Writing a poem in iambic form
 Solving math problems
 Writing a sports story
 Translating English paragraph to Filipino
 Demonstrating a modern dance
 Presenting a Mathematics lesson to the class
Suggestions for Constructing Performance Task
It is very important to develop high quality performance assessment that
effectively measures complex learning outcomes.
1. Focus on learning outcomes that require complex cognitive skills and
student performances.
2. Select or develop tasks that represent both content and skills that are central
to important learning outcomes.
3. Minimize the dependence of task performance on skills that are relevant to
the intended purpose of the assessment task.
4. Provide the necessary scaffolding for the students to be able to understand
the task and what is expected from their performance.
5. Clearly communicate performance expectations in terms of the scoring
rubrics by which the performance will be judged.

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Guidelines for Good Performance Task

1. Must be congruent to the purpose of the assessment.
2. Elicits behavior at the level stated in the instructional outcomes.
3. Performance task is interesting, challenging, and fair to all students.
4. Promotes the conveyance of learning to the real world.
5. Includes only important outcomes that are appropriately assessed.
6. Adequately reflects intended learning outcomes.
7. Appropriate for the developmental level of students.
8. The directions of performance task should include what is to be done, how
it is done, and what condition it is done.
9. The directions of performance task should give enough information and
context for successful task completion by all students.
Guidelines for Stating Performance criteria
1. Identify the overall performance or task to be assessed and perform it
yourself or imagine yourself performing it.
2. List the important aspects of the performance or product.
3. Try to limit the number of performance criteria, so they can all be observed
during a student’s performance.
4. If possible, have groups of teachers think through the important behaviors
included in a task.
5. Express the performance criteria in terms of observable student behaviors
or product characteristics.
6. Do not use ambiguous words that may cloud the meaning of the
performance criteria.
7. Arrange the performance criteria in the order in which they are likely to be
observed.
8. Check for existing performance criteria before constructing your own.
Types of Performance Criteria
1. Impact of the performance. It refers to the success of the performance,
given purposes, goals, and the desired results.
2. Work quality and craftsmanship. It refers to the overall quality,
organization, and difficulty of the work.
3. Adequacy of method and behavior. It refers to the quality of procedures
and manner of presentation prior to and during the performance.
4. Validity of content. It refers to the correctness of ideas, skills, and materials
used.
5. Sophistication of knowledge employed. It refers to the complexity or
maturity of knowledge employed.

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Rubric
A rubric is an assessment tool that specifies the performance expectations for
any kind of student work, particularly those that are not traditional in nature, such as
portfolio, outputs or projects, performances, collaborative work, and research.
Generally, it contains three essential features: criteria or the aspects of performance
that will be assessed; descriptors or the characteristics associated with each criterion;
and performance levels that identify students’ level of mastery within each criterion.
Scoring rubrics are used when judging the quality of the work of the learner on
performance assessments. A descriptive scoring schemes that are developed by
teachers or other evaluators to guide in the analysis of the products or processes of
students’ efforts. It is a rating system by which teachers can determine at what level
of proficiency a student is able to perform a task or display knowledge of a concept.
Different Types of Rubrics
Type of Rubric Description
It contains criteria that are general and can be applied
across tasks. This is most convenient for teachers who
General/Generic Rubric do not have the time and skills in developing different
types of rubric as they can reuse the same rubrics for
several tasks or assignment.
It contains criteria that are unique to a specific
performance task to be assessed. This kind of rubric
Task-Specific Rubric is best for instruction and formative assessment since
it will provide the students feedback on what aspects
of their performance or work need to be improved.
A student’s performance or output is evaluated by
applying all criteria simultaneously, thus providing a
Holistic Rubric
single score based on an overall judgment about the
quality of the student’s work
A student’s work is evaluated by using each criterion
Analytic Rubric separately, thus providing specific feedback about a
student’s performance along several dimensions

Sample of Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs

Criterion Excellent Sufficient Insufficient Not Evident
Provided Comments Comments Comments No/few
meaningful/relev include are relevant are comments or
ant feedback on suggestions and and superficial, suggestions
peer’s work, additional appropriate; not relevant, to improve the
output, resources; comments neutral, or work
performance comments include non- performance,
praise specific positive encouraging. or output,
strengths of the feedback comments
work as well as and might be
constructively suggestions interpreted as
address insulting, with
weaknesses with little

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alternatives that understanding

might be of the
considered. assigned task.

Sample Task-Specific Rubric for Reviewer/Critic of Performance

Tasks/Outputs

Excellent Sufficient Insufficient Not evident

Criteria
4 3 2 1
Provided meaningful/relevant feedback on:
Significance of Comments include Comments Comments No/few
the Study suggestions and are relevant are comments or
additional and superficial suggestions;
resources appropriate. and not with little
regarding the relevant. understanding
construct/problem
Theoretical Comments include Comments Comments No/few
basis/conceptual suggestions and are relevant are comments or
framework of the additional and superficial suggestions;
study resources appropriate. and not with little
regarding the relevant. understanding
construct/problem
Methods Comments include Comments Comments No/few
suggestions and are relevant are comments or
additional and superficial suggestions.
resources appropriate. and do not
regarding the provide
construct/problem appropriate
suggestions
on how
research
should be
conducted.
Comments in a Comments praise Comments Comments No/few
positive, specific strengths include are neutral or comments or
encouraging, and of the work/ positive non- suggestions
constructive performance as feedback and encouraging; given to
manner well as suggestions. comments improve the
constructively are not paper;
address relevant to comment might
weaknesses with the study. be interpreted
alternatives that as insulting.
might be
considered.
Grade

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Sample Holistic Rubric for Oral Presentation

Rating Characteristics
Is very organized.
Has a clear opening statement that catches audience’s
interest.
content of report is comprehensive and demonstrates
Exemplary
substance and depth.
Delivery is very clear and understandable, uses
slides/multimedia equipment effortlessly to enhance the
presentation
Is mostly organized.
Has opening statement relevant to topic.
Satisfactory Covers important topics.
Has appropriate pace and without distracting mannerisms.
Look at slides to keep on track.
Has an opening statement relevant to topic but does not give
outline of speech; is somehow disorganized.
Lacks content and depth in the discussion of the topic.
Emerging
Delivery is fast and not clear; some items are not covered well.
Relies heavily on slides and notes and makes little eye
contact.
Has no opening statement regarding the focus of the
presentation.
Does not give adequate coverage of the topic.
Unacceptable
Is often hard to understand, with voice that is too soft or too
loud and pace that is too quick or too slow.
Just reads slides slides too much text.

Sample Analytic Rubric for Oral Presentation

Exemplary Satisfactory Emerging Unacceptable
Standards 4 3 2 1
Has a clear Has opening Has opening Has no
opening statement that statement relevant opening
statement that is relevant to to topic and does statement or
catches the topic and not give outline of has an
audience’s gives outline speech, is irrelevant
interest, of speech, is somewhat statement,
Organization
maintains focus mostly disorganized. gives the
throughout, organized, listener no
summarizes provides focus or outline
main points. adequate road of the
map for the presentation.
listener.
Demonstrates Covers topic, Lacks content and Does not give
substance and uses depth in the adequate
depth, is appropriate discussion of a coverage of the
Content comprehensive, sources, is topic, lacks topic, lacks
shows mastery objective. resources. sources.
of the material.
Has natural Has Delivery is fast, Is often har to
delivery, appropriate some items not understand,
Delivery
projects pace, has no covered well, not has voice that
enthusiasm, distracting understandable. is too soft or

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interest, and mannerisms, too loud, has a

confidence, the is easily pace that is too
report can be understood. quick or too
understood slow,
well. demonstrates
one or more
distracting
mannerisms.
Uses slides Looks at Relies heavily on Just reads
effortlessly to slides to keep slides and notes, slides. Slides
enhance on track, uses makes little eye too much text.
Use of media presentation, an appropriate contact, uses
has an effective number of slides with many
presentation slides. texts.
without media.
Demonstrates Shows ease in Answers Cannot answer
full knowledge answering questions, but not most
of the topic, questions but convincingly/vague questions,
explains and does not or unclear. demonstrates a
elaborates on elaborate. little grasp of
Response to
all questions. information,
Questions has
undeveloped or
unclear
answers to
questions.
Grade

Characteristics of a Good Rubric

A good rubric should have the following qualities:
1. Explicit. A good rubric should contain criteria and performance indicators that
are clear, concrete, and observable as well as relevant and applicable to the
performance task to be assessed.

2. Aligned. A good rubric should contain criteria that are aligned with the expected
quality of performance for a particular task or assignment, as well as with the
intended level of learning outcomes in the subject.

3. Authentic. A good rubric should include criteria and performance indicators or

descriptors that are meaningful and require application of real-life skills.

4. Valid. A good rubric should be able to measure what it intends to measure.

5. Diagnostic. A good rubric should be able to communicate to the students what

are expected of them in the course, allow them to reflect on their performance,
and provide them opportunities to improve on areas that they did not do well.

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Steps in Developing Rubrics

There are five steps in developing rubrics for assessing students’ performance
and product.

Identify the
Identify the
quality Write the
learning Determine the

1 outcomes and
performance
task to be
2 attributes or
indictors of
the
performance
3 Determine
measure
criteris 4 benchmarks
and point
values
5 benchmark or
performance
descriptors for
each criterion
evaluated
task

Types of Scoring Instruments for Performance Assessments

Checklists, rating scales and rubrics are tools that state-specific criteria and
allow teachers and students to gather information and to make judgements about what
students know and can do in relation to the outcomes. They offer systematic ways of
collecting data about specific behaviors, knowledge, and skills.

The quality of information acquired through the use of checklists, rating scales
and rubrics is highly dependent on the quality of the descriptors chosen for
assessment. Their benefit is also dependent on students’ direct involvement in the
assessment and understanding of the feedback provided.

The purpose of checklists, rating scales, and rubrics is to:

1. provide tools for systematic recording of observations
2. provide tools for self-assessment
3. provide samples of criteria for students before collecting and evaluating data
on their work record the development of specific skills, strategies, attitudes, and
behaviors necessary for demonstrating learning
4. clarify students' instructional needs by presenting a record of current
accomplishments.

Tips for Developing Checklists, Rating Scales, and Rubrics

1. Use checklists, rating scales, and rubrics concerning outcomes and standards.
2. Use simple formats that can be understood by students and that will
communicate information about student learning to parents.
3. Ensure that the characteristics and descriptors listed are clear, specific, and
observable.
4. Encourage students to assist with constructing appropriate criteria. For
example, what are the descriptors that demonstrate levels of performance in
problem-solving?
5. Ensure that checklists, rating scales, and rubrics are dated to track progress
over time.
6. Leave space to record anecdotal notes or comments.
7. Use generic templates that become familiar to students and to which various
descriptors can be added quickly, depending on the outcome(s) being
assessed.

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8. Provide guidance to students to use and create their own checklists, rating
scales and rubrics for self-assessment purposes and as guidelines for goal
setting.

Checklists usually offer a yes/no format concerning student demonstration of

specific criteria. This is similar to a light switch; the light is either on or off. They may
be used to record observations of an individual, a group or a whole class.

Rating Scales allow teachers to indicate the degree or frequency of the

behaviors, skills and strategies displayed by the learner. To continue the light switch
analogy, a rating scale is like a dimmer switch that provides for a range of performance
levels. Rating scales state the criteria and provide three or four response selections to
describe the quality or frequency of student work.

Teachers can use rating scales to record observations and students can use
them as self-assessment tools. Teaching students to use descriptive words, such
as always, usually, sometimes and never helps them pinpoint specific strengths
and needs. Rating scales also give students information for setting goals and
improving performance. On a rating scale, the descriptive word is more important than
the related number. The more precise and descriptive the words for each scale point,
the more reliable the tool.

Effective rating scales use descriptors with clearly understood measures, such
as frequency. Scales that rely on subjective descriptors of quality, such
as fair, good or excellent, are less effective because the single adjective does not
contain enough information on what criteria are indicated at each of these points on
the scale.

Narrative/ Anecdotal is a continuous description of student behavior as it

occurs, recorded without judgment or interpretation. The teacher writes a narrative
report of what was done during each of the performances. From this report, he can
determine how well his students met his standards.
Memory Approach is an approach where the teacher observes the students
when performing the tasks without taking any notes. He uses his memory to determine
whether or not the students are successful. This is not recommended to use in
assessing the performance of students.
Constraints in Testing
Performance assessment is a direct form of assessment in which real-world
conditions and constraints play a very important role in demonstrating the
competencies desired from the students. The most common forms of constraints are
time, reference materials, other people, equipment, prior knowledge of the task, and
scoring criteria.

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Errors in Performance-based Assessment

It is true that when teachers utilize performance-based in assessing students’
performance, it can provide very useful information regarding the achievement of the
students. However, it is also possible to commit an error when observing and judging
students’ performance. The possible errors committed when using performance-
based are personal bias, severity error, generosity error, and halo effect. Generosity
error is committed when a teacher overrates the performance of the students or favors
the high-performing students in the class. Severity error is when the teacher favors
the low-performing students in the class. Halo effect is committed when judging
individual characteristics in terms of a general impression.

Summary
Performance-based assessment is a process-based evaluation of student skills
based on how they learn. It fits in with formative and benchmark assessments and can
also be used as a summative assessment. Performance-based assessment engages
students, simulates the authentic application of skills, and provides opportunities for
failure and learning from specific feedback.
The advantages of performance-based assessment are can assess complex
learning outcomes not measured by other means; can assess the process as well as
product; can communicate instructional goals that relate to real-world skills; can
constitute good instruction, not just assessment; implement new "constructivist"
approaches to learning and self-evaluation and engaging (more active and realistic).

The limitations of performance-based assessment are scoring often unreliable,

time-consuming, may be costly (if authentic), and provide only a narrow sampling of
learning outcomes

The steps in developing a performance-based assessment are to define the

purpose of the assessment; determine the skills, learning outcomes, and taxonomy
level; design and development activity or performance task; define the performance
criteria; creating the scoring rubrics; assess the performance; specify the constraints
in testing
Performance task provides a common means of assessment. As the term
implies, 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, but they will present their work or create something.
A rubric is an assessment tool that specifies the performance expectations for
any kind of student work, particularly those that are not traditional in nature, such as
portfolio, outputs or projects, performances, collaborative work, and research.
Generally, it contains three essential features: criteria or the aspects of performance
that will be assessed; descriptors or the characteristics associated with each criterion;
and performance levels that identify students’ level of mastery within each criterion.

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Scoring rubrics are used when judging the quality of the work of the learner on
performance assessments. A descriptive scoring schemes that are developed by
teachers or other evaluators to guide in the analysis of the products or processes of
students’ efforts. It is a rating system by which teachers can determine at what level
of proficiency a student is able to perform a task or display knowledge of a concept.

Suggested Readings
https://www.mextesol.net/journal/index.php?page=journal&id_article=108
https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-
patricia-hilliard
https://tophat.com/blog/performance-assessment/
https://www.slideshare.net/echem101/presentation1-25340366
https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-
grading/rubrics/Pages/types-of-rubrics.aspx

Suggested Videos
https://www.youtube.com/watch?v=yVY6CDWaxoo
https://www.youtube.com/watch?v=kp3rANE8z6s
https://www.youtube.com/watch?v=eiVfghWVQ88
https://www.youtube.com/watch?v=Cf-BT_7vO4U

References
Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing
Co., Inc. Quezon City, Philippines.
Calmorin, L. (2011). Assessment of Students Learning 2. Rex Book Store, Manila
Philippines.
Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012. Classroom Assessment for
Student Learning: Doing It Right—Using It Well, 2nd ed. Upper Saddle River,
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