This document discusses considerations for developing effective performance-based assessments. It addresses identifying learning targets to assess, constructing clear task descriptions, and suggestions for developing high-quality tasks and rubrics. Specifically: - Performance tasks should be identified to communicate the specific skills and criteria students will be assessed on. Task descriptions need to specify content, activities, individual/group work, resources, roles, and scoring. - When constructing tasks, the document recommends focusing on complex cognitive skills, selecting content-aligned tasks, minimizing irrelevant skills, providing scaffolding, and clearly communicating expectations and evaluation criteria. - Rubrics should specify the learning targets, criteria for evaluation, and instructions for completing the task in order to effectively measure student

1. ASSESSMENT
OF LEARNING
2

2. Direction: Write TRUE if the
statement is correct and FALSE if the
statement is incorrect.
1)Performance need to be identified so
that the students may know what tasks
and criteria to be performed.
2)Participation of groups is not being
considered in crafting performance
tasks.

3. 3) Crafting tasks for both process and product-
oriented performance-based assessments
needs careful planning.
4) Some learning targets can be assessed in a
relatively short period of 20 to 30 minutes.
5) 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.

4. KEY TO CORRECTION:
1)Performance need to be identified so
that the students may know what tasks
and criteria to be performed. TRUE
2)Participation of groups is not being
considered in crafting performance
tasks. FALSE
3)Crafting tasks for both process and product-
oriented performance-based assessments
needs careful planning. TRUE

5. 4) Some learning targets can be assessed
in a relatively short period of 20 to 30
minutes. TRUE
5) 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. TRUE

6. Topic:
Identifying Performance
Tasks
Suggestions for
Constructing Performance
Tasks

7. Identifying performance tasks 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:
Identifying Performance Tasks

8. 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?
(NITKO 2011)

9. Do the tasks allow me to assess the
achievement dimensions I need to assess?
What must I 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?
(NITKO 2011)

10. 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

11. Task description should include the following:
1) Content and skill targets to be assessed
2)Description of the student activities
3)Group or individual
4)Help allowed
5)Resource needed
6)Teacher role
7)Administrative process
8)Scoring procedures
(McMillan 2007)

12. 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.

13. Linn (1995) suggested ways to improve
the development of tasks:
1. Focus on learning outcomes that
require complex cognitive skills and
student performances.
2. Select or develop tasks that represent
both the content and the skills that are
central to important learning outcomes.

14. 3. Minimize the difference of task
performance on skills that are
irrelevant to the intended purpose of
the assessment task.
4. Provide the necessary scaffolding
for students to be able to understand
the task and what is expected.

15. 5. Construct task directions so that
the student’s task is clearly indicated.
6.Clearly communicate performance
expectations in terms of the criteria
by which the performances will be
judged.

17. Content 5
Participation 3
Cooperation 2
10

19. Direction: Choose your answer in the box.
Performance Planning groups
Task Period
1) 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.
2) Performance need to be identified so that the
students may know what tasks and criteria to be
performed.

20. 3) Crafting tasks for both process and product-
oriented performance-based assessments needs
careful planning.
4) Some learning targets can be assessed in a
relatively short period of 20 to 30 minutes.
5) Participation of groups must be considered in
crafting performance tasks.
Performance Planning groups
Task Period

21. Read about the two types of
Rubrics and make an example.