Individual Type Written Report

Product-Oriented Performance Based Assessment

• product oriented assessment is a kind of assessment where in the assessor views and scores
the final product made and not onthe actual performance of making that product.
• It is concern on the product alone and not on the process. It is more concern to the outcome
or the performance of the learner. It also focuses onachievement of the learner.
• Product assessment focuses on evaluating the result or outcome of process.

Learning Comptencies

the learning competencies associated with products or outputs are linked with the assessment
with three levels of performance manifested by the product namely:
• novice or the beginners level
• skilled level
• expert level

There are other ways to state product-oriented learning competencies. For instance, we can
define learning competencies for products or outputs in the following way:
Level 1: Does the finished product or project illustrates the minimum expected parts or
functions? ( Beginner)
Level 2 : Does the finished product or project contains additional parts and functions on top of
the minimum requirements which tend to enhance the final product? (skilled level)

Level 3: Does the finished product contains the basic minimum parts and functions, have the
additional features on top of the minimum, and is aestheticaly pleasing ? (Expert level)

Example 1
The desired product is a representation of a cubic prism made out of cardboard in an
elementary geometry class.
Learning competencies: The final productt submitted by the students must:
Possess the correct dimensions (5"x5"x5").

Be sturdy, made of durable cardboard and properly fastened together.

Be pleasing to the observer, preferably properly colored for aesthetic purposes

Example for assessing output of short-term tasks

The desired output consists of the output in a typing class
Learning competencies:
The final typing outputs ofthe students must:
• Possess no more than five errors in spelling
• Possess no more than 5 errors in spelling while observing proper format based on the
document to be typewritten
• Posses no more than 5 errors in spelling, has the proper format, and is readable and
presentable
• Product-oriented performance based learning are evidence-baséd

Scoring Rubrics
These are descriptive scoring schemes that are developed by teachers to guide the analysis of
the products or processes of students' efforts.

Criteria Setting
Criteria are statements which identify "what really counts" in the final output.

Example:
Quality
Creativity
Comprehensiveness
Accuracy
Aesthetics
Identify substatements that would make the major criteria more focused and objective.
Example: Essay on "The Three Hundred Years of Spanish Rules in the Philippines"
Quality
•Interrelates the chronological events in an interesting manner
• Identifies the key players in each period of the Spanish rule and the roles that they played
• Succeeds in relating the history of Philippine Spanish rule

When are scoring rubrics an appropriate evaluation technique?

• Essay
• Evaluate group activities
• Oral presentations
Where and when a scoring rubric is used does not depend on the grade level or subject, but
rather on the purpose of the assessment

Other Methods
Checklists are appropriate for evaluation when the information that is sought is limited to the
determination of whether specific criteria have been met.
Scoring rubrics are based on descriptive scales and support the evaluation of the extent to
which criteria have been met. If the purpose of assessment have been met.

Analytical Rubric for Graphic Display of Data

1 2 3 4

Title The title does The graph The graph 10

not reflect what contains the containsa title

the data show title that that clearly

or the title is generally tells tells what the

missing. what the data data show

show
 Label Only some Some parts of All parts of the 20

partsof the the graph are graph are

graph are inaccurately correctly

correctly labeled labeled

labeled

or labels are

missing

Accuracy The data are Data All data are 50

inaccurately representation accurately

represented, contains minor represented on

contain major errors the graph

errors, or are

missing

Neatness The graph is The graph is The graph is 20

sloppy and generally neat very neat and

difficult to read and readable easy to read

Example of Holistic Rubric

• Organization of document is difficult to follow due to a combination of the following:

1. Inadequate transitions

2 . Rambling format

3. Insufficient or irrelevant information

4. Ambiguous graphics

• The document contains numerous distractions that appear in the combination of the
following forms:

1. Flow in thought

2.Graphical prese ntati on

3. Grammar/mechanics

• There appears to be no organization of the document's contents

• Sentences are difficult to read and understand