Learning Assessment Strategies

An Experimental Taxonomy-Based Field Study Program

5
Outcome-Based
LEARNING
EXPERIENCE
Performance-Based Assessment

Outcome- Based Learning Experience 5: Performance-Based Assessment

 Learning Assessment Strategies
An Experimental Taxonomy-Based Field Study Program

5.1 EXPOSURE
Reviewing the focus of learning of the intended learning outcomes in a given unit of work

Discuss with your CT your plan to design a performance test which can be used in a unit
of work. CT can suggest the subject area and the unit you will be working on. You may ask your
CT if a unit plan is available for the selected unit. If no unit plan available, get hold of the
textbook being used for this unit. It can suggest the learning outcomes.

Subject: ENGLISH Grade Level: __________

Title of Unit: _____________________________

List down the learning outcomes in Column 1 of the table below. Then indicate the focus of
learning or level of assessment for each one in Column 2. You have learned this in your course,
Assessment of Student Learning 1.

If you were to assess these target outcomes, write the assessment technique you can appropriately
use for each one in the third column.

Learning Outcome Focus of Learning Assessment Technique

(Knowledge, Skill, (objective test, oral test,
Understanding, essay, performance test)
Performance)

1. Identify the parts of the Knowledge. Objective Test

sentence.

2. Site and explain the Understanding Essay

different parts of the sentence.

3. To assess the learner’s Performance Performance Test

ability in composing a
sentence.

4. Explain how the sentence is Knowledge Objective Test

produced.

5. Elaborate the importance of Understanding Essay

having a correct sentence.

Outcome- Based Learning Experience 5: Performance-Based Assessment

 Learning Assessment Strategies
An Experimental Taxonomy-Based Field Study Program

6. Perform the given task Skill Performance Skill

regarding speaking.

5.2 PARTICIPATION
Developing a task specification for a performance-based assessment

Discuss your completed matrix with your CT particularly the focus of each learning
outcome. Agree on the target outcomes that aim to make the learners perform or demonstrate a
task. List them in the table below.

Examples of these outcomes are "write a letter of invitation," "draw an advocacy plan for
proper waste disposal," "design an experiment to show cause and effect relationship involving plant
growth." Notice the learners are asked to do a particular task.

Learning outcomes focusing on performance

1. To assess the learner’s ability in pronouncing words and phrases.
2. Perform the given task regarding proper pronunciation of words and phrases.
3. Apply what they have learned about the topic.

Select one learning outcome from your list. Observe that this learning objective cannot be
assessed using objective type of test. It calls for a performance-based assessment since the
learner has to produce an output. With your CT's permission, prepare a Task Spec ification for this.
Below isa an example of Task Specification with all its parts. Study the parts carefully using the guide
questions.

Task Specification

What does the Objective give? Objective:

To assess the learners' ability to create an experimental plan

How does the Task Task Description:

Description differ from the The learner will design an experiment showing the effet of the
Objective? amount of water on plant growth. The design will be written
on paper for submission.

What are instructions for? Instructions (for learners)

Notice that the context for the "We have just finished our lesson on designing an experiments

Outcome- Based Learning Experience 5: Performance-Based Assessment


task is also given.
What is the Scoring Criteria
for? Can you give another
criterion for evaluating the
plan in this example?
What is the Rubric for?
Rubrics are used as the basis
of giving accurate grade to the
performance of the students
and their ability to answer
some sort of question
regarding the task that the
teachers had been given them.
Now you can prepare your
Task Specification for the
learning outcome you have
selected in your list. Follow
the suggested parts.
Outcome- Based Learning Experience 5: Performance-Based Assessment
Learning Assessment Strategies
An Experimental Taxonomy-Based Field Study Program
on plant growth. Now you will design your own experiment
showing the effect of amount of water on plant growth."
"It is important for your plan to show how you will manipulate
your independent variable (i.e amount of water) to see its effect
on your dependent variable (i.e plant growth)."
Show the parts of your plan: Objective, Variables, Materials,
Procedure, Schedule of Observation
Scoring Criteria:
Completeness of Plan
Rubric
Exemplary All parts especially the Procedure
are concisely and very satisfactorily
described.
Very Good All parts are given and satisfactorily
described.
Good All parts are given minimal
description
Fair All parts are given but no
description
Needs Improvement Parts are incomplete and without
description
Task Specification
Objective:
Task Description:
Directions (for learners)
Scoring Criteria:
Rubric:
 Learning Assessment Strategies
An Experimental Taxonomy-Based Field Study Program

Show your output to your CT and make plans for its administration.

5.3 IDENTIFICATION
Administering and scoring performance-based test

If you schedule will allow, you can assist you CT in administering the performance test
and in scoring the learners' output / product using the rubric that you have devised. Discuss with
your CT what needs to be prepared in administering the performance test.

Were the learners able to follow the instructions?

Yes, because the instructions were clear and can easily be understood by the learners.

Which parts need to be improved so they will understand the task better?

I think the part that needs to be improved is the instruction because it needs to be clearer
so that learners could answer more actively without hesitation that they could give out
any wrong answer.

When you were scoring the learners' output, did you think your rubric was appropriate?

I was scoring the output of the learners because the rubrics are made to make a proper
judgement and give grades that are accurate according to the student’s performance.

Were you able to discriminate between those who can produce better output from those
who cannot, using rubric?

No because I do believe that every one has their own originality and uniqueness in
conducting their own lesson.

5.4 INTERNALIZATION
Summarizing the purpose of each component of a task specification for a
performance test

Go over what you have completed in the earlier activities. Summarize what you have
learned by answering the questions below.

1. What learning outcomes require performance-based assessment? Why can't you use
traditional testing to assess this type of target outcomes?

Outcome- Based Learning Experience 5: Performance-Based Assessment

 Learning Assessment Strategies
An Experimental Taxonomy-Based Field Study Program

The learning outcome that requires performance-based assessment was to assess the
learner’s ability in composing a correct sentence. I can’t use the traditional testing
because it requires the use of oral recitation and on the spot grading and the skills of the
students are recorded as well.

2. Describe the purpose of every element of a Task Specification.

a. Objective:

Objectives are used as basis whether the learning outcomes that the teacher prepares are
met or achieved every after the class. It also serves as the target goal of the teacher that
needs to be achieved.

b. Task Descriptions:

Task Descriptions are used to identify what kind of task does the students would be

performing and how it will be performed. The reason when and why it needs to be

performed. It is also the whole description of the activity.

Instructions:
Instructions are used to serve as the guide for the students or what they will be doing on
the specific task that they are assigned to do.

c. Scoring and Criterion:

Scoring criterion serve as the basis for the proper grading of the students. These will have
the sentences that indicate the criteria on how to give grades to the learners.

d. Rubric:

Rubrics are used to give proper grades to the students. It covers the things that needs to
be followed during the grading process.

5.5 DISSEMINATION
Writing a persuasive paper on the use of non-traditional assessment

Given what you have experienced in preparing for non-traditional assessment like
performance test, how can you convince your future co-teachers to use non-traditional
assessment or performance-based assessment? Prepare a short but convincing paper on this.

Outcome- Based Learning Experience 5: Performance-Based Assessment

 Learning Assessment Strategies
An Experimental Taxonomy-Based Field Study Program

As a future teacher, we need to use non-traditional assessment of performance-based

assessment because nowadays we need to evaluate and see the actual process of the learners
doing a certain project or demonstration as an object of learning. With the use of this kind of
assessment, students are expected to be able to apply knowledge learned in class which can also
solve problems in the everyday task.

Outcome- Based Learning Experience 5: Performance-Based Assessment