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MODULE 2
PERFORMANCE-BASED ASSESSMENT

INTRODUCTION

Assessment is most effective when it reflects an understanding of learning as multidimensional,

integrated, and revealed in performance over time. Learning is a complex process. It entails not only what
students know but what they can do with what they know; it involves not only in knowledge and abilities but
values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.
Assessment should reflect these understandings by employing a diverse array of methods, including those that
call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of
integration. Such an approach aims for a more complete and accurate picture of learning.

COURSE LEARNING OUTCOMES

At the end of the module, students are expected to:

1. Differentiate between a “process-oriented” and a “product-oriented “performance-based assessment.

2. Identify and describe the process of developing scoring rubrics for product-oriented performance.
3. Appreciate the value of collaborative learning.
CONTENTS OF THE MODULE
This module contains the following lessons:
Lesson 3: Process-Oriented Learning Competencies
Lesson 4: Product-Oriented Performance-Based Assessment

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you would understand the lesson entirely.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you acquire
the SLOs.
4. Feel free to chat, call, text or send me an email if you have questions, reactions, or reflections about the
module’s contents or activities.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

LESSON 3
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PROCESS-ORIENTED LEARNING COMPETENCIES

LEARNING OUTCOMES
At the end of the lesson, the learners should be able to:

1. Gain knowledge about the process-oriented learning competencies.

2. Develop their skills in mastering the Scoring Rubrics.
3. Appreciate the value of collaborative learning.

MOTIVATION/PROMPTING QUESTIONS
How do we assess students based on their performance output?

DISCUSSION

Information about outcomes is high of importance; where students end up matters greatly. But to improve
outcomes, we need to know about student experience along the way---about curricula, teaching and kind of
student effort that lead to particular outcome.

Assessment can help us understand which students learn best under what conditions; with such knowledge
comes 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.

LEARNING COMPETENCIES

The learning objectives in process-oriented performance-based assessment are stated in directly observable
behaviors of the students. Competencies are defined as group or clusters of skills and abilities for needed for a
particular task. The objectives are generally focus on those behaviors which exemplify a ”best practice” for the
particular task. Such behaviors range from a “beginner” or novice level up to the level of an expert.

The following competencies are 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;

The following competencies are more 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.

TASK DESIGNING
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Learning task need to be carefully planned. In particular, the teacher must ensure that the particular learning
process to be observed contributes to the overall understanding of the subject or course. Some generally
accepted standards for designing a task include:

 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. If an activity would
result in too many possible competencies then the teacher would have difficulty assessing the student’s
competency on the task.
 Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an essay
are often boring and cumbersome for the students.

SCORING RUBRICS

Rubric is a scoring scale used to assess student performance along a task-specific set of criteria. Authentic
assessments typically are criterion-referenced measures, that this student’s aptitude on a task is determined by
matching the student’s performance against a set of criteria to determine the degree to which the student’s
performance meets the criteria for the task. To measure student performance against a pre-determined set of
criteria, a rubric, or scoring scale which contains the essential criteria for the task and appropriate levels of
performance for each criterion is typically created.

DESCRIPTORS

The above rubric includes another common, but not a necessary, components of rubrics ------- descriptors.
Descriptors spell out what is expected of students at each level of performance for each criterion.

WHY INCLUDE LEVELS OF PERFORMANCE?

Clearer expectations

It is very useful for the students and the teacher if the criteria are identified and communicated prior to
completion of the task. Students know what is expected of them and teachers know what to look for in student
performance.

More consistent and objective assessment

In addition to better communicating teacher expectations, levels of performance permit the teacher to more
consistently and objectively distinguish between good and bad performance, or between superior mediocre and
poor performance, when evaluating student work.

Better feedback

Furthermore, identifying specific levels of student performance allows the teacher to provide more detailed
feedback to students. The teacher and the students can more clearly recognize areas that need improvement.

Analytic Versus Holistic Rubrics

For a particular task you assign students, do you want to be able to assess how well the students perform on
each criterion, or do you want to get a more global picture of the students’ performance on the entire task? The
answer to that question is likely to determine the type of rubric you choose to create or use – analytic or holistic.
Analytic Rubric
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Most rubrics are analytic rubrics. An analytic rubric articulates levels of performance for each criterion so the
teacher can assess student performance on each criterion.

Holistic Rubric

In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a holistic
rubric assigns a level of performance by assessing performance across multiple criteria as a whole.

When to choose an analytic rubric

Analytic rubrics are more common because teachers typically want to assess each criterion separately,
particularly for assignments that involve a large number of criteria. It becomes more and more difficult to assign
a level of performance in a holistic rubric as the number of criteria increases.

How many levels of performance should I include in my rubric?

There is no specific number of levels a rubric should or should not possess. It will vary depending on the task
and your needs. A rubric can have as few as two levels of performance.

Generally, it is better to start with a smaller number of levels of performance for a criterion and then expand, if
necessary. Making distinctions in student performance across two or three broad categories is difficult enough.
As the number of levels increases, and those judgments become finer, and the likelihood of error increases.

Learning Activities/Exercises
Activity No. 1
For each of the following tasks, identify at 3 process oriented learning competencies and explain each.

1. Constructing an angle bisector using a straight edge and a compass.

2. Constructing three-dimensional models of solids from card boards.
3. Writing an essay about the EDSA III
4. Performing a skit on the importance of a national language.
5. Role playing to illustrate the concept of Filipino family values.

Activity No. 2
Choose any five activities below and then construct your own scoring rubrics.
1. Use evidence to solve a mystery.
2. Devise a game.
3. Participate in a debate.
4. Infer the main idea of a written piece.
5. Draw a picture that illustrates what’s described in a story or article. Explain what you have drawn, using
the details from the story or article.
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6. Write a research paper.

7. Apply a scoring rubric to a real or stimulated piece of student work.
8. Write an outline of a text or oral support.
9. Propose and justify a way to resolve a problem.
10. Design a museum exhibit.

Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment

Activity No. 1
Create your own rubric base on your own desired topic.

Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Learning Activities/Exercises
Answers to Learning Activity/Exercise 1

*varied answers

Answers to Learning Activity/Exercise 2

*varied answer*

Practice Task/Assessment
Answers to Practice Task / Assessment 1
*varied answers

Assignment
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Make a learning insight on what you have learned in lesson three (100 words only).

References/Reading Materials
Cajigal,Ronan M., MA.Ed. and Mantuano, Maria Leflor D., MA,Ed., Assessment of Learning 2
Santos, Rosita De Guzman, Ph. D., Advanced Methods in Educational Assessment and Evaluation

LESSON 4
PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
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LEARNING OUTCOMES
At the end of the lesson, students are expected to:

1. Identify strategies on the task designing.

2. Familiarize with issues related to the learning competencies.
3. Apply practice for the topic.

MOTIVATION/PROMPTING QUESTIONS
Are the learning competencies important in a certain type of assessment?

DISCUSSION

PRE- ORIENTED LEARNING COMPETENCIES

Student performances can be defined as targeted tasks that lead to a product or overall learning outcome.
Products can include a wide range of student’s works that target specific skills. Some examples include
communication skills such as those demonstrated in reading, writing, speaking, and listening, or psychomotor
skills requiring physical abilities to perform a given task. Target tasks can also include behavioral expectations
targeting complex tasks that students are expected to achieve.

The learning competencies associated with products or outputs are linked with an assessment of the level of
“expertise” manifested by the product. Thus, product-oriented learning competencies target at least three levels:
novice or beginner’s level, skilled level, and expert level. Such levels correspond to Bloom’s taxonomy in the
cognitive domain in that they represent progressively higher levels of complexity in the thinking processes.

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 illustrate the minimum expected parts or functions? (beginner)
LEVEL 2: Does the finished product or project contain additional parts and functions on top of the minimum
requirements which tend to enhance the final output? (Skilled level)
LEVEL 3: Does the finished product contain the basic minimum parts and functions, have additional features
on top of the minimum, and are aesthetically pleasing? (Expert Level)
TASK DESIGNING
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COMPLEXITY
The level of complexity of the project needs to be within the range of ability of the students. Projects that are
too simple tend to be uninteresting for the students while projects that are too complicated will most likely
frustrate them.

APPEAL
The project or activity must be appealing to the students. It should be interesting enough so that students are
encouraged to pursue the task to completion. It should lead to self-discover of information by the students.

CREATIVITY
The project needs to encourage students to exercise creativity and divergent thinking. Given the same set of
materials and project inputs, how does one best present the project? It should lead the students into exploring
the various possible ways of resenting the final output.

GOAL-BASED
Finally, he teacher must bear in mind that the project is produced in order to attain a learning objective. Thus,
projects are assigned to students not just for the sake of producing something but for the purpose of reinforcing
learning.

GENERAL VERSUS TASK SPECIFIC

In the development of scoring rubrics, it is well to bear in mind that it can be used to assess or evaluate specific
tasks or general or broad category of tasks. For instance, suppose that we are interested in assessing the
student’s oral communication skills. Then, a general scoring rubric may be developed and used to evaluate
each of the oral presentations given by that student. After each such oral presentation of the students, the
general scoring rubrics is shown to the students which then allows them to improve on their previous
performance. Scoring rubrics have this advantage of instantaneously providing a mechanism for immediate
feedback.

In contrast, suppose now that the main purpose of the oral presentation is to determine the students’ knowledge
of the facts surrounding the EDSA 1 revolution, then perhaps a specific scoring rubrics would be necessary. A
general scoring rubric for evaluating a sequence of presentations may not be adequate since in general, events
such as EDSA 1 and EDSA 2 differ on the surrounding factors and the ultimate outcomes of these events.
PROCESS OF DEVELOPING SCORING RUBRICS
The development of scoring rubrics goes through a process. The first step in the process entails the
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identification of the qualities and attributes that the teacher wishes to observe in the students outputs that would
demonstrate their level of proficiency. These qualities and attributes from the top level of the scoring criteria for
the rubrics. Once done, a decision has to be made whether a holistic or an analytical rubric would be more
appropriate. In an analytic scoring rubric, each criterion is considered one by one and the descriptions of scoring
levels are made separately. This will result in separate descriptive scoring schemes for each of the criterion or
scoring factor.

Learning Activities/Exercises
Activity No. 1

A. Differentiate between a “general” and “specific” task oriented scoring rubrics.

B. Identify and describe the process of developing scoring rubrics for product-oriented performance-based
assessment.
C. Differentiate between a process-oriented and a product-oriented performance-based assessment.
D. Identify and describe he process if developing scoring rubrics for product-oriented performance-based
assessment.

Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment
For each of the following, develop scoring rubrics:
1. Essay on “Why Jose Rizal should be the national hero”.
2. Essay on “Should the power industry be deregulated?”
3. Oral presentation of the piece “Land of Bondage, Land of the Free”
4. Scrapbook on “ EDSA I Revolution”
5. Group activity on “Geometric shapes through Paper Folding”

Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
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Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Answers to Learning Activity/Exercise 1

*Varied Answers
Answers to Learning Activity/Exercise 2
*Varied answers

Answers to Practice Task / Assessment 1

*Varied answers

Personal Reflection

1. What are some of the difficulties that I have encountered while I was working on this module?
2. What are the most interesting topics that I have gathered as I was studying the lesson?

References/Reading Material
Cajigal, Ronan M., MA.Ed. and Mantuano, Maria Leflor D., MA. Ed., Assessment of Learning 2
Santos, Rosita De Guzman, Ph. D., Advanced Methods in Educational Assessment and Evaluation