Rodriguez, Clarissa Mae M

1. A ) Define and differentiate process oriented and product-oriented performance-

based assessment. Give examples in the context of mathematics.
 Process oriented performance-based assessment evaluates the actual task. This
assessment aims to know what processes a person undergoes when given a task.
 Product-Oriented assessment is a kind of assessment where in the assessor views and
scores the final product made and not on the actual performance of making that product.

Process oriented performance-based Product-Oriented performance–based

assessment
 It does not emphasize on the
output or product of the activity.
 It is concerned with the actual task
performance rather than the output
or product of an activity
 This requires performance that is
taking place in the moment with
the teachers’ presence.
 The learning objectives in process-
oriented performance-based
assessment are stated in direct
observable behaviors of the
students.
 Competencies are defined as
groups or cluster of skills and
abilities needed for a particular
task.
assessment
 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.
 The learning competencies
associated with products or
outputs are linked with an
assessment with three levels of
performance manifested by the
product, namely:
 novice or beginner’s level
 skilled level
 expert level
But there are also ways to state
product-oriented learning
competencies. For instance, we
can define these 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? (NOVICE)
 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
output? (SKILLED)
 LEVEL 3: Does the finished
product contains the basic
minimum parts and functions,
have the additional features on top
of the minimum, and is
 aesthetically pleasing? (EXPERT)

Examples of process-oriented performance-based assessment in the context of

mathematics:
Task 1: Create a model for four-point geometry using GeoGebra. Work by pair.
o This is considered as a process – oriented performance-based assessment
only if it is done actual inside the class or with the presence of the teacher
which he/she assess and facilitate the class.
Task 2: Solve the problem on the board and explain how you arrive with the
answer.
o By letting the student solve a problem on the board and explaining the
steps he/she did to arrive with his/her answer, the teacher can easily assess
his/her performance base on the process.

Examples of product-oriented performance-based assessment in the context of

mathematics:
Task 1: Create a representation of a cubic prism made out of card
board.
o Creating a representation of a cubic prism made out of card board may
took a lot of time, that is why the assessor might give this as a project and
the product of it will be the one to be scored.
Task 2: Math homework or Problem sets
o The assessor scores the homework or problem set given based on the
answers or output of the student.

1. B ) Define analytic and holistic rubric

 Analytic rubric is a scoring procedure in which products or performance are evaluated for
selected dimensions, with each dimension receiving a separate score. (McTighe &
Ferrara).
It articulates level of performance for each criterion so the teacher can assess student
performance on each criterion.
 Holistic Rubric Is a scoring procedure yielding a single score based upon an overall
impression of a product or performance. (McTighe & Ferrara). It does not list separate
levels of performance for each criterion. It assigns a level of performance by assessing
performance across multiple criteria as a whole.
 1. C ) When to use analytic and holistic rubric?
 Analytic rubrics
 Tend to work well for complex assignments. There are several benefits to
choosing an analytic rubric: They allow more specific feedback for students,
which can be particularly useful in guiding revision.
 Best used when making judgements about each criterion separately, then
weighting and combining each judgement to make an overall decision on the
quality of the response.
 Useful when assessing discrete skills and knowledge
 Essays, lab reports, literature reviews, case studies, reflective journals, and
annotated bibliographies.
Holistic rubrics
 Best to use when there is no single correct answer or response and the focus is on
overall quality, proficiency, or understanding of a specific content or skills.
 Used when making an overall or holistic judgement about the quality of the
response by considering all criteria together.
 Useful for assessing higher-order, interrelated skills, and knowledge
 Useful for tasks that are holistic in nature e.g. works of art, creative writing,
engineering design, projects
 Oral presentations, short blog entries/discussion board posts, portfolios, and
multimedia projects.

1. D ) Give atleast two examples of analytic and holistic rubrics in mathematics.

Analytic rubric in Problem Solving

Category 4 3 2 1
Understanding the Identified special Understood the Understood enough to Didn't understand
Problem factors that problem. solve part of the enough to get
influenced the problem or to get part started or make
approach before of the solution. progress.
starting the
problem.
Solving the Approach was Approach would Approach would only Approach didn't
Problem efficient or work for the lead to solving part of work.
sophisticated. problem. the problem.
Shows Competent Makes a general Shows complete Shows some Shows
Use of rule about the competence in using competence in using incompetent use of
Mathematics solution that can mathematics mathematics, skips mathematics
be applied to some important steps,
another or omits some
problem important information

Holistic Rubric in Mathematical Communication

4 Uses mathematical language (terms, symbols, signs, and/or representations) that
is highly effective, accurate, and thorough, to describe operations, concepts, and
processes.

3 Uses mathematical language (terms, symbols, signs, and/or representations) that

is partially effective, accurate, and thorough to describe operations, concepts and
processes.

2 Uses mathematical language (terms, symbols, signs and/or representations) that is

minimally effective and accurate, to describe operations, concepts, and processes.

1 An incorrect response— attempt is made.

0 Off task, off topic, illegible, blank or insufficient to score

Analytic Rubric in Mathematics Problem Set

Criteria 4 3 2 1
Solution 90% - 100% of the steps Almost all (85% - Most (75% - More than 75%
and solutions have no 89%) of the steps 84%) of the steps of the steps
mathematical errors and solutions and solutions and solutions
have no have no have
mathematical mathematical mathematical
errors errors errors
Mathematical Works Correct terminology and Correct Correct There is a little
and Notation notation are always used, terminology and terminology and use, or a lot of
making it easy to notation are notation are used, inappropriate
understand what was usually used, making it use, of
done making it fairly sometimes not terminology
easy to easy to and notation.
understand what understand what
was done was done
Neatness and The works presented in a The works The works The work
Organization neat, clear, organized presented in a presented in an appears sloppy
fashion that’s easy to neat and organized fashion and
read organized fashion but maybe hard to unorganized. It
that is usually read. is hard to know
easy to read what
information
goes together.

Holistic Rubric in Mathematics Presentation

4 A correct solution and an appropriate strategy are shown or explained and the
solution is shown with correct label or description if necessary.
3 A complete, appropriate strategy is show or explained but:
 an incorrect solution is given due to a simple computational or other error or no solution is
given.
A correct solution is given with no solution strategy or explanation shown.
A correct solution and appropriate strategy is shown or explained, but not labeled correctly when
necessary.

2 Some parts of an appropriate strategy are shown or explained, but some key elements are
missing.
Some parts of an appropriate strategy are shown or explained, along with some inappropriate
parts. Appropriate strategy shown or explained, but implemented incorrectly.

1 Some work or explanation beyond re-copying data, but work would not lead to a correct solution.
One or more incorrect approaches attempted or explained.

0 No work or solution shown or explained.

Incorrect solution and no work shown or explained.