Performance assessment involves students performing real-world tasks that demonstrate meaningful application of knowledge and skills. It uses authentic, real-life situations that integrate prior knowledge and higher-order thinking skills. Students explain, justify and defend their reasoning on sustained work over days or weeks. Performance is directly observable. Formative assessment collects, interprets, and uses information to help teachers improve student learning. It should measure clearly defined learning objectives, use appropriate test items for the outcomes, and improve student learning.

1. Discussant:
Miss Florabel M. Biasong

4.  learning that occurs in actual
settings that are relevant to
today’s real world problems
and to the students’ experiences.

6. It is a form of assessment in which
students are asked to perform
real-world tasks that
demonstrate meaningful application
of essential knowledge and skills.

8. testing  alternative assessment
 summative  formative
 contrived  real-life
 recall / recognition  construction/application
 teacher-structured  student-structured
 indirect evidence  direct evidence
 outcomes only  process & outcomes
 skills  integrated skills
 skill-focused  task-based
 isolated facts  application of knwledge

9.  external evaluation  student self-evaluation
 single correct answer  many correct answers
 individuals  groups
 after instruction  during instruction
 secret criteria  public criteria
 paper & pen  performance type
 multiple choice type  supply
 selecting a response  performing a task /
constructing a response

11.  Students perform, construct, produce, or do
something
 Uses close-real-life situations
 Integrates prior knowledge and uses HOTS
 Reasoning skills needed and assessed so
students explain, justify and defend.
 Involves sustained work, often days and
weeks.
 Performance is directly observable.

12. The collection,
interpretation and
use of information
to help teachers
make better
decisions to
improve student
learning.

14. 1. Assessment test should
measure clearly defined
learning competencies
that are in harmony with
the lesson objectives.

15. 2. Assessment test
should measure a
representative sample of
the learning tasks
included in the
instruction.

16. 3. Assessment test should include the
type of test items that are most
appropriate for measuring the desired
learning outcomes.

17. 4. Assessment should fit the
particular uses that will be
made of the results.

18. 5. Assessment tests should
be as reliable as possible
and should then be
interpreted with caution.

19. 6. Assessment tests
should improve
student learning.