Performance-based assessment in social studies curriculum emphasizes student demonstration of skills and knowledge through authentic tasks. Teachers must carefully plan, design, and implement performance tasks to enhance learning. Performance tasks can take various forms including position papers, surveys, role-plays, community action plans, and business proposals. While time-consuming, performance assessment allows students flexibility and aligns with constructivist learning principles. Teachers must provide scoring rubrics and facilitate the process. Portfolio assessment involves students collecting artifacts showcasing learning progress over time, and can take the form of growth, project, achievement, competence or celebration portfolios.

1. USING PERFORMANCE-
BASED ASSESSMENT IN
SOCIAL STUDIES
GROUP 8
LESSON 21

2. OBJECTIVES
Analyze the relevance of performance-
based assessment in the K-12
curriculum
Identify the requisites in crafting a
performance task
Characterize how to plan and
implement performance- based
assessment

3. In the implementation of the k-12 curriculum,
performance-based assessment has given more
emphasis with the introduction of the performance
task.
In the grading system, the performance task has the
largest weight which generally constitutes half of the
evaluation sources in determining the student's grade.
Teachers must have the knowledge of how to properly
and carefully plan, design and implement
performances that would greatly enhance student
learning and skills development.
INTRODUCTION

4. Performance-based assessment (PBA) is a form of
classroom assessment utilized by teachers through
observing and making judgments regarding the
learner`s demonstration of knowledge and skills by
means of creating a product, making presentations,
and constructing a response.
WHAT IS A PERFORMANCE-
BASED ASSESSMENT?
The performance-based assessment is a form of
alternative assessment that is carried out in the
context of authentic tasks. This may be
accomplished by individuals, or by group, written
or oral.

5. One misconception about PBA is that it
only enhances selected skills among
learners like cognitive, leaving the other
skills at stake.
We have to understand that performance
tasks are beyond memorization itself.
In the performance or creation of products,
learners must have a basic understanding of
the topic so as for them to accomplish tasks.
In the process, they also gain values such as
trust, respect, nd accountability.

6. Performance-based
tasks may include:
Skills demonstration
1.
3. Oral work
4. Multimedia presentations
2. Group presentation
5. Multimedia presentations

7. Teach the requisite
knowledge
For example, if the teacher asks the learners to
create a reaction paper, the teacher must discuss
first the nature and purpose of the reaction paper
and the procedures for doing such before letting
the learners to proceed with the task.
The performance will not succeed if the essential
elements are not taught properly. It is a mortal sin for
teachers to allow students to create a product or
perform a task without discussing first the knowledge
they have to possess.

8. Create and
communicate the
scoring rubric
It gives the learners a glimpse of what
aspects of the performance or product
should be given more emphasis
It also promotes their creativity in what
they do
It promotes fairness on the side of the
teachers, particularly in the evaluation of
the product or performance.
A scoring rubric contains all the criteria that
learners must attain in order for them to
reach a favorable grade.

9. Be a Facilitator
Teachers must also give the learners
enough time for them to practice or
create their tasks.
Teachers must be very careful in
assisting the learners so they to target
and exemplify the desired goals and
outcomes.
Teachers should never fail to discuss the
results among the learners so that they
will know what to continue and what to
enhance among them.

10. STRENGTHS AND LIMITATIONS OF
PERFORMANCE-BASED ASSESSMENT

11. STRENGTHS
01
Performance tasks that are
authentic can actually
harness various learning
targets at a time.
Performances and products
are both manifestations of
learning targets which easily
show whether or not the
learners understood the
topic or exemplified the
skills.
Performance assessment clearly
identifies and clarifies learning
targets.
02
One good characteristic of
PBA is that learners have
the freedom to choose
what type of performance
or product they would use
to showcase their learning.
It gives them the flexibility
that would enable them to
benchmark the things they
are good at.
This encourages learners to
show more and give their
best.
Performance assessment
allows students to exhibit their
own skills, talents, and
expertise.
03
This type of assessment
allows the learners to
use their schema and
create their own
knowledge at their own
pace.
It also gives the learners
an opportunity to
showcase their creativity
to demonstrate their
learnings.
Performance assessment
advocates the constructivist
principle of learning.

12. STRENGTHS
04
PBA has a huge array of
choices that can actually
align with the learning
targets.
Teachers can base
performance tasks on basic
assessment strategy nd
they can also create their
own, depending on the
situation.
Performance assessment uses
a variety of approaches to
student evaluation.
05
This kind of assessment
enables teachers to see
the alignment of what is
asked with what is
performed.
It gives the teachers the
opportunity to evaluate
whether the performance
or product harnessed the
learning standards.
Performance assessment
allows teachers to explore
the main goal and processes
of teaching and learning.

13. LIMITATIONS
01
Performance assessment is
very demanding.
Teachers need to make sure
that the learning targets can
all be harnessed in a single
performance or product.
Teachers must give enough
time for learners to practice
or create the task and time
for the performance itself.
Teachers must again create
a reliable scoring rubric to
avoid personal biases.
The development of high-
quality performance
assessments is a tedious
process.
02
Unlike traditional
assessment, performance
assessment takes days to
accomplish all
performances, depending
on the number of
individuals or groups.
Teachers have to make
sure that there is a huge
amount of time allotted
from the start of practice
to the implementation
proper.
Performance assessment
requires a considerable
amount of time to administer.
03
A complex
performance or
product requires much
time to score. Hence,
crafting of a high-
quality scoring rubric is
recommended to
shorten the scoring
time.
Performance assessment
takes a great deal of time
to score.

14. LIMITATIONS
04
Performance assessment
allows learners to
demonstrate their
learnings in various ways
which may result in
different products,
performances, responses,
etc.
This could affect the
scoring capabilities of
teachers, especially in
observing and evaluating
performances of different
types.
Performance task scores may
have lower reliability.
05
The selective nature of
performance tasks
may diminish student
motivation if they
cannot accomplish
tasks.
Performance task
completion may be
discouraging to less able
students.

15. TYPES OF PERFORMANCE
TASKS IN SOCIAL STUDIES
The optimum goal of a performance task is to target all learning outcomes aligned
with goals, objectives, activities, and assessments.
Performance tasks must promote active participation and lifelong learning should
also possess the ability to be integrated into various disciplines and real life.
performance tasks must be challenging on the level of learners that they should see
the task are worth practicing and striving for
performance tasks can be in the form of problem-solving, inquiry tasks,
determining a position, demonstration tasks, exhibits, or presentation tasks.

16. Here are some performance
tasks that can be used in social
studies:
Position Paper
Output
constructed
publishable
reaction paper
on socio-political
issues
Outcome Example
Students will create a
sound reaction paper
on political dynasties,
Students will identify
and analyze the pros
and cons of political
dynasties.

17. Position Paper
Output

18. Here are some performance
tasks that can be used in social
studies:
Sample Survey
Problem
Output
collaboratively
completed
survey research
on social
problems in the
local community
Outcome Example
Students will conduct a
small-scale survey regarding
the environmental and
social problems in a
barangay. The information
that will be gathered will be
analyzed and presented
through an oral
presentation.

19. Sample Survey
Problem
Output

20. Here are some performance
tasks that can be used in social
studies:
Role-play/
Drama
Output
presented
performance that
mirrors the
community`s needs
and wants which can
be easily achieved by
working together.
Outcome Example
Students will role-play
the roles and concerns of
the community members
like population growth,
expansion of economic
activities, pollution, and
social dysfunctions.

21. Role-play/
Drama
Output

22. Here are some performance
tasks that can be used in social
studies:
Community
Action Plan
Output
planned programs for
local interest and
engage in community
based work for
positive cause
Outcome Example
Students will assess the
needs of the community
based on observations.
The results of the survey
will be presented in the
class and then be given to
the authorities for proper
action.

23. Community
Action Plan
Output

24. Here are some performance
tasks that can be used in social
studies:
Business/
Product
Proposal
Output
student-ventured
economic activities
that require them to
use the concepts of
supply and demand
Outcome Example
Students will prepare
their own product. In
front of a set of panelists,
the students will present
their products. If
approved, the students
shall market their
products on social media.

25. Business/
Product
Proposal
Output

26. Here are some performance
tasks that can be used in social
studies:
Exhibit
Output
student-planned and
organized exhibit on
cultural identify
Outcome Example
Each student will create
an artwork that
symbolizes their ethnic
affiliation. All products
shall be displayed for
public viewing

27. Exhibit
Output

28. Steps in Creating Performanced-
Based Assessment

29. 1) Defining the
Purpose of
Assessment
As teachers, always keep in mind that in choosing assessment
strategies, you must always rely on the learning targets.
It also gives the teachers a glimpse of what is expected of
students to create or perform which will become the basis of
the teachers' evaluation.
Identifying the purpose of PBA, teachers can identify what set
of skills can be developed among the learners.
Examples are cognitive skills, social skills, affective skills, and
psychomotor skills.

30. 2) Identifying the
Appropriate Task
Focus on learning outcomes that require complex cognitive skills and student performances.
Select or develop tasks that represent both the content and the skills central to the
important learning outcomes.
Minimize the difference of task performance on skills that are irrelevant from the intended
purpose of the assessment task.
Provide the necessary scaffolding for students to be able to understand the task and what is
expected.
Construct task directions so that the students' task is clearly indicated.
Clearly communicate performance expectations in terms of the criteria by which the
performances will be judged.
Teachers can now proceed to identify and/or create aligned performance tasks. You must
understand that in identifying the task, you must be able to identify the competencies or
learning targets to see the connections between the task and the desired performance.
Identified recommendations to improve performance tasks:

31. 3) Using Rubrics as an
Assessment Tool
Clear statements of the level of knowledge you expect the student to achieve for them to
receive a given grade
The dimensions of the quality of work you expect the student to achieve
Commentaries describing your expectations of knowledge and quality that distinguishes
each grade band (e.g., ABCDF)
What are the essential elements of high-quality work?
How many levels of achievement are to be described?
Are the criteria for each level clearly described?
The teachers must see to it that no other hindering factors may come along the way,
particularly in the scoring process. To ensure the reliability of scores, teachers have to use
scoring rubrics.
Scoring rubrics usually contain the following components:
Keep a few questions in mind while developing an instructional rubric.

32. The Basic Components Of Scoring
Rubrics

34. Types of Scoring Rubric

35. ANALYTIC
RUBRIC
This kind of scoring rubric requires
teachers to identify major skills that are
relevant and aligned with what is
intended to measure.
It determines the specific and detailed
criteria that learners must achieve.
When criteria are defined in a detailed
manner, teachers will not face any
difficulty in assigning scores to a
performance or a product.
Each criterion is defined based on a
certain degree of performance, thereby
creating better diagnostic information.

36. HOLISTIC
RUBIC
This kind of rubric allows teachers to
evaluate a performance or a product
based on the perspective of its overall
quality.
Each criterion is defined generally and
then assigned a score. This gives the
teachers an overall grasp of what
should be evaluated among the
learners.
It also allows the teachers to rate very
quickly, thus saving more time for the
performance.

37. DESIGNING LEARNING
PORTFOLIOS IN SOCIAL
STUDIES
GROUP 8
LESSON 22

38. OBJECTIVES
Identify the nature and relevance of
portfolio assessment
Recognize the types and characteristics
of a portfolio
Design your own portfolio assessment

39. INTRODUCTION
In recent decades, the educational milieu
has drastically changed, moving away from
the lenses of traditional perspectives.
A portfolio assessment is another
alternative assessment that can also
cater to the ends of both teachers and
learners.
When you say PORTFOLIO it is a
collection of artifacts that are gathered
in a dynamic, purposeful, and ongoing
process that determines the learner's
progress.

40. Purpose of Portfolio Assessment

41. Portfolio creation is a systematic purposeful process of collecting
learners' works to document their efforts, achievement, and progress
toward the attainment of learning targets.
Purpose
A portfolio is not merely a collection of products but also the lessons
that the learners gained in the process of making the portfolio.
a. It emphasizes both content and performance or holistic
learning

42. b. It connects children`s products with specific national
standard
This form of assessment aligns its goals with what is required in the
curriculum. The performances or products made by the students are
stored or collated in the portfolio.
c. It highlights skills across the curriculum
The nature of portfolio assessment is that it does not confine its goals
to a specific discipline. It can also surface and enhance skills that are
seen not only in social studies but also in the languages, mathematics,
and science

43. d. It demonstrates progress on specific, individualized
learning outcomes
When implemented in an individual manner, the learners may have a
grasp of their own progress as compared to group activities.
e. It celebrates the child
Among any other purpose of portfolio assessment, the optimum goal is
to celebrate the accomplishment of the child, no matter how huge or
small the progress is. It allows the learners to gain intrinsic motivation
as they also socialize with others` progress.

44. Types of Portfolio Assessment

45. Here are some types of
portfolios that can be used in
social studies:
Growth
Type of Portfolio
To show progress
toward one or
more learning goals
Purpose Artifacts to Collect
Artifacts from
before, during, and
after learning

46. Here are some types of
portfolios that can be used in
social studies:
Project
Type of Portfolio
To document the
trajectory of a
project
Purpose Artifacts to Collect
All drafts of works
during the creation of
the product or
performance

47. Here are some types of
portfolios that can be used in
social studies:
Achievement
Type of Portfolio
To demonstrate the
current level of
achievements over a
collection of learning
targets
Purpose Artifacts to Collect
Artifacts compromising
a representative sample
or achievement

48. Here are some types of
portfolios that can be used in
social studies:
Competence
Type of Portfolio
To provide evidence
of having attained
competence in one
or more areas
Purpose Artifacts to Collect
Artifacts representing
the highest level of
acheivement

49. Here are some types of
portfolios that can be used in
social studies:
Celebration
Type of Portfolio
To showcase the
best work or what
the learner is most
proud of
Purpose Artifacts to Collect
Learners` choice based
on the quality of work
or preference

50. Steps in Developing Portfolio
Assessment

51. This principle means that you have to know the end goal of all the
activities that you implement inside your classroom.
In the process-based portfolio assessment, teachers give more
emphasis on the process of constructing and completing the
required elements.
A product-based portfolio gives more weight to the end product
itself which is reflective of the entire effort of the learners.
Knowing the purpose and focus of the portfolio positions the
teachers in a place of guiding and facilitating the learners and the
attainment of learning outcomes.
1) Identify the
overall purpose
and focus
Product
Process

52. Teachers can now decide on the technical aspect.
As presented in the figure, teachers can use a traditional
portfolio which is a tangible portfolio, or an electronic
portfolio which can be presented on a compact disc
(CD) or in a universal serial bus (USB) flash drive.
Keeping this in mind, teachers can also infuse both
traditional and electronic portfolios at the same time.
2) Identify the
physical
structure
Traditional
Portfolio
Electronic
Portfolio

53. presentation of a view of society;
written description of different cultures,
institutions, and professions;
discussion of equality, justice, democracy, freedom, rights, and other
large social concepts;
drawing of artifacts;
timelines;
position paper on social issues;
investigation on social issues; and
proposal to respond to a social issue.
A good portfolio must have a specific theme that learners and teachers
must uphold.
Several artifacts in social studies portfolios, which are:
3) Determine the
sources of
content

54. Allowing the students to know these areas will help them
in distinguishing what to pursue and what should be
given emphasis.
During these times, teachers must always back up the
children as a facilitator willing to help them achieve
what is expected of them.
Here comes the principle of scaffolding where teachers
must give due support in the areas that are unclear and
difficult for the learners.
4) Determine the
student reflection
guideline

55. Part of the success of portfolio assessment is when teachers are able to create
or adapt scoring rubrics aligned with the learning targets.
Teachers use standardized scoring rubrics which leaves a great question about
the reliability and validity of the results.
It is recommended that in creating and/or using scoring rubrics, teachers must
assess the alignment of the criteria with the expected learning targets.
5) Identify the
scoring rubric
then evaluate

56. It is very much important to emphasize their scores and how they landed
those scores. In that way, the children will know the strengths
of their portfolio which can actually allow them to continue doing them.
On the other hand, the weaknesses, just the same as strengths, must also
be pointed out as references for them to avoid.
Teachers must keep in mind that they are still dealing with children.
The processing of scores could actually make or break the children.
Therefore, the teachers must be guided regarding the proper disclosure
of scores.
6) Communicate the
results of the portfolio
evaluation

57. GROUP 8 MEMBERS:
Edward Lagrimas
Jake Beliber
Prea Vehear Silamor
Mary Jean Catapia
Apple Panteriore
Ella May Benosa
Jolina Amoroso
Reziel Cornelio