Before creating a plan to assess learner performance, let's find out four elements should be added in planning that are the purpose and learning outcome, assessment context, holistic rubric and testing constraints.
      1. The purpose of assessment plan and the learning outcome:
          In any assessment plan, the purpose or purposes of the assessment plan needs to be considered as to collect information that may be used in conjunction with subjective information to make better education decisions. It should create a list of objectives that specifies the knowledge, skills, habits of mind and indicators, of the outcomes that will be the focus of teacher's instruction. For example,
      Objective: The students will be able to demonstrate identify what formula that will be used to solve the mathematics problems.
      Learning Outcome: By the end of the semester, the students will identify formulas and use them to solve the problem.
      2. Assessment Context:
          The assessment context also needs to be considered how the students will be able to demonstrate the knowledge, skills and attitudes that the learners have acquired. There are some tasks that should be the same issues, concepts, and problems that important people who working in the field face every day. They may from the newspapers, popular book, or interviews with professionals as reported in the media. They should center on issues, concepts, or problems that are important to the text area. As on the example has shown above, the assessment context of the outcome that would appreciating that mathematics is a discipline that helps solve real-world problems in which by the end of semester, students can identify the math's formulas and show how to use them to solve the real problems.
      3. Holistic Rubric:
          In assessment performance, there are four types of accomplishments from learners: products, complex cognitive processes, observable performance and habits of mind and social skills.
          - Products: poems, essays, charts, graphs, exhibits, drawings, map, etc.
          - Complex cognitive: skills in acquiring, organizing, and using information.
          - Observable performance: physical movements as in focusing a microscope; following a recipe.
          - Habits of mind and social skills: mental and behavioral habits such as persistence and cooperation and recognition skills.
          One example of the products that the learner must be able to use information and knowledge to solve a problem, answer a question, or perform another task such as graph the results of the market analysis.
      4. Testing Constraints:
          There are several common from of test constraints that they are time, reference material, other people, equipment, prior knowledge of the task, and scoring criteria.
         - Time: How much time should a learner have to prepare, re-think, revise, and finish a test?
         - Reference material: Should learners be able to consult dictionaries, textbooks, notes, etc., as they take a test?
         - Other people: May learners ask for help from peers, teachers, experts, etc., as they take a test or complete a project?
         - Equipment: May learners use computers, calculators, etc. to help them solve problems?
         - Prior knowledge of the task: How much information on what they will be tested should learners receive in advance?
         - Scoring criteria: Should learners know the standards by which the teacher will score the assessment?
      Now let examine an assessment plan that is used to look in students learning and used to guide the teacher's instruction in the classroom. As we have known that assessment is a tool that begins and ends successful teaching. At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned. There are four steps to plan and design a performance assessment or test.
      Step 1: Deciding What to Test: The first step in developing a performance test is to create a list of objectives that specifies that knowledge, skills, habits of mind, and indicators of the outcomes that will be the focus of teacher's instruction.
      Step 2: Designing the Assessment Context: This step is to create a task, simulation, or situation that will allow learners to demonstrate the knowledge, skills, and attitudes that they have acquired.
      Step 3: Specifying the Scoring Rubrics: One of the principal limitations of performance tests is the time required to score them. Teachers can accomplish this by developing carefully constructed scoring systems, called rubrics.
      Step 4: Specifying Testing Constraints: There are six common forms of test constraints that they are time, reference material, other people, equipment prior knowledge of the task, and scoring criteria.