Republic of the Philippines

ISABELA STATE UNIVERSITY

Rang-Ayan, Roxas, Isabela

MODULE 2

SED PROF 222 ASSESSMENT IN LEARNING 2

ADVISER: MARILENE MATUSALEM

PREPARED BY:
DOMINGO MAY ROSE P.
GARCIA ABEGAIL D.
GUYA REYMOND G.
 Module 2 Process-oriented Performance Based
Assessment

Objectives:

a. The student will determine what process-oriented

performance based assessment is.
b. They will give some insights about what would they have
learned about the topic.

2.1 Process-Oriented, Learning Competencies

It is important to assess students’ learning not only through their

outputs or products but also the processes which the students
underwent in order to arrive at these products or outputs.

Learning entails not only what students know but what they can do
with what they know.

It involves knowledge, abilities, values, attitudes and habits of mind

that affect academic success and performance beyond the classroom.

Information about outcomes is important. To improve outcomes, we

need to know about student experience along the way - about the
curricula, teaching, and kind of students that lead to particular
outcome

Assessment can help us understand which students learn best under

what conditions; which such knowledge come the capacity to improve
the whole of their learning.
Process-oriented performance-based assessment is concerned with the
actual task performance rather than the output or product of the
activity.

PERFORMANCE ASSESSMENT

What is Performance Assessment?

One in which a teacher observes and makes a judgment about the

student’s demonstration of a skill or competency in creating a
product, constructing a response, or making a presentation.
Emphasize on student’s ability to perform tasks by producing their
own work with their knowledge and skills.

Examples: singing, playing a piano, performing gymnastics or

completed paper, project

Characteristics of Performance Assessment

• Students perform, create, construct, produce, or do something

• Deep understanding and/or reasoning skills are needed and

assessed

• Involves sustained work, often days

• Calls on students to explain, justify and defend

• Involves engaging ideas of importance and substance

• Relies on trained assessor’s judgments for scoring

• Multiple criteria and standards are pre-specified

• No single “correct” answer

 Strengths & Weaknesses of Performance Assessments
STRENGTH WEAKNESS

Integrates assessment with instruction Reliability maybe difficult to establish

Learning occurs during assessment Measurement error due to subjective nature of

scoring

Provides opportunity for formative assessment Inconsistent students’ performance across time
may result in accurate conclusions

More authentic Requires considerable teacher time to prepare

and student time to complete

More , engaging active involvement of students Difficult to plan for amount of time needed

Emphasis reasoning skills

Teachers establish criteria to identify successful

performance

Emphasis on application of knowledge

Encourage students self-assessment

LEARNING COMPETENCIES
Competencies are defined as groups or clusters of skills and abilities
needed for a particular task.

The objectives focus on the behaviors which exemplify “best

practice” for the particular task.

Such behavior range from a “beginner” or novice level up to the level

of expert.

Example

• Task: Recite a Poem by Edgar Allan Poe, “The Raven”

Objectives: to enable the students to recite a poem entitled “The

Raven” by Edgar Allan Poe.

Specifically:

1. Recite the poem from memory without referring to notes;

2. Use appropriate hand and body gestures in delivering the piece;

3. Maintain eye contact with the audience while reciting the poem;

4. Create ambiance of the poem through appropriate rising and falling

intonation;

5. Pronounce the words clearly and with proper diction.

The specific objectives identified constitute the learning competencies
for this particular task.

Examples of simple competencies:

– Speak with a well-modulated voice

– Draw a straight line from one point to another point

– Color a leaf with a green crayon.

Examples of complex competencies

• Recite a poem with feeling using appropriate voice quality, facial

expression and hand gestures

• Construct an equilateral triangle given three non-collinear points

• Draw and color a leaf with green crayon

REFERENCES

Diano E. Pesidas MAT-Math Samar State University

https://www.slideshare.net/Dianopesidas/process-and-product-
performancebased-assessment

https://www.slideshare.net/renarch/process-oriented-
performancebased-assessment-17091526
2.2 TASK DESIGNING

Objectives

a. Identify the means of task designing.

b. Determine what the purpose task is designing.
c. The students will give insights about the topic.

WHAT IS TASK DESIGNING?

TASK DESIGN

It is manner of how a task plan and its workflow are organized. In other words,
the meaning actually stands for how profoundly a task’s plan is projected. The
better task design, the less administrative questions and problems may appear
during the work.
FOR EXAMPLE:

 The topic is on understanding biological diversity.

 Learning task need to be carefully planned.
 Science laboratory classes are particularly suitable for a process-oriented
performance-based assessment technique.
 The teacher must ensure that the particular task learning processes to be observed
contributes to the overall understanding of the subject or course.

POSSIBLE TASKS DESIGN

 Bring the students to a pond or creek, ask them to find all living organism they
can find living near the pond. Also, bring them to the school playground to find as
many living organisms they can. Observe how the students will develop a system
for finding such organism, classifying the organism and concluding the
differences in biological diversity of the two sites.

PROCESS-ORIENTED LEARNING COMPETENCIES

  Identifying an activity that would highlight the competencies to be
evaluated.
 Identifying an activity that would entail more or less the same sets of
competencies.
 Finding a task that would be interesting and enjoyable for the students.
Information about outcomes is of high importance: where students ‘end up’
matters greatly.
Process-oriented performance-based assessment is concerned with the actual
task performance rather that the output or product of the activity.
But to improve outcomes, we need to know about students experience along the
way.
Assessment can help us understands which students learn best under what
conditions.
TASK DESIGN

 The design of the task depends on what the teacher desires to observe as outputs of
the students.
1. COMPLEXITY- It should be within the range of the ability of the students.
2. APPEAL- the project should be appealing to students and should lead to self-
discovery of information by the students.
3. CREATIVITY- it needs to encourage students to exercise creativity and
divergent thinking.
4. GOAL-BASED- the project is produced to attain a learning objective. Thus,
reinforcing learning.
Example;

Paper folding is a traditional Japanese art. However, it can be used as an activity to teach the
concept of plane and solid figures in geometry. Provide the students with a given number of
colored papers and ask them to construct as many plane and solid figures from these papers
without cutting them ( by paper folding only.)

REFERENCES
https://prezi.com/w1a7ijlrvao6/process-oriented-performance-based-assessment

2.3 SCORING RUBRIC

Objectives:

 1. To identify if what the use of scoring rubrics

 2. To evaluate what should rubrics can be used in every type of evaluating  

 3. To know on how evaluate students output in the future

Scoring rubrics • - are descriptive scoring schemes that are developed by the teachers or
other evaluators to guide the analysis of the products or process of students’ efforts. • - are
typically employed when a judgment of quality is required and maybe used to evaluate a
broad range of projects activities. 3.3 scoring rubrics
Criteria Setting • The criteria for a scoring rubrics are statements which identify “what
really counts” in the final output.  
Major criteria for product assessment” • Quality • Creativity • Comprehensiveness •
Accuracy • Aesthetics  
Sub statements
Topic:  Three hundred years of Spanish rule in the Philippines • 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.
3.3 scoring rubrics
    When are the scoring rubrics an appropriate evaluation technique? • - Grading essays is
just one      example of performances that may be evaluated using scoring rubrics.  
Scoring rubrics may be used: • Evaluate group activities • Extend projects and oral
presentations  
Authentic assessment • Checklist may be used rather than scoring rubrics in the evaluation of
essays.  
Checklist • Enumerate a set of desirable characteristics which are actually observed.  
Scoring rubrics • Based on descriptive scales and support the evaluation of the extent to
which criteria have met. • “purpose of assessment”  
Benefits of scoring rubrics in the evaluation process  
 Support the examination of the extent to which the specified criteria have been reached. • 2.
Provide feedback to students concerning how to improve their performances. 3.3 scoring
rubrics

General vs. Task Specific

2/2
 1. The identification of the qualities and attributes that the teacher wishes to
observe in the students’ outputs that would demonstrate their level of
proficiency.
2. Determined whether holistic or an analytical rubric would be more
appropriate
3. The identification and definition of the criteria for lowest level of
performance. Process of development scoring rubrics  
A note of caution: • It is suggested that each score category should be defined using
descriptors of the work rather than value-judgment about the work (Brookhart, 1999) • For
example,” student’s sentences contain no errors in subject-verb agreements,” is preferable
over, “student’s sentences are good”.  

References:

https://www.net/denisevalino/assessment-of-student-learning-2-rubrics