Written Report

Process-Oriented Performance-Based Assessment

This chapter is concerned with process-oriented performance based assessment. Assessment
is not an end in itself but a vehicle for educational improvement. Its effective practice, then,
begins with and enacts a vision of the kinds of learning we most value for students and strive to
help them achieve. Assessment is most effective when it reflects an understanding of learning
as multidimensional, integrated, and reveal in performance over time. Learning is a complex
process. It entails not only what students know but what they know; it involves not only
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 overtime so as to reveal change, growth, and-increasing degrees of
integration. Such an approach aims for a more complete and accurate picture of learning.

Process-Oriented Learning
Competencies
Information about outcomes
is of high importance; where
students “end up” matters
greatly. But to improve
outcomes. We need to know
about student experience along
the way – about the curricula,
teaching, and kind of
student effort that lead to
particular outcomes.
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.
 2.1.1 Learning
Competencies
The learning objectives in
process-oriented performance
based assessment are stated
indirectly observable
behaviors of the students.
Competencies are defined as
groups or clusters of skills and
abilities for needed for a
particular task. The objectives
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. An example
of learning competencies for a
process-oriented performance
based assessment is:
Task: Recite a Poem by Edgar
Allan Poe, “The Raven”
Objectives:
The activity aims 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 the ambiance of the
poem through appropriate rising
and falling intonation;
5. Pronounce the words clearly
and with proper diction.
 Notice that the objective
started with a general statement
of what is expected of the
student from the task
(recite a poem by Edgar Allan
Poe) and then breaks down the
general objective into easily
identified constitute
the learning competencies for
this particular task. As in the
statement of objectives using
Bloom’s taxonomy,
the specific objectives also
range from simple observable
processes to more complex
observable processes e.g.
creating an ambiance of the
poem through appropriate rising
and falling intonation. A
competency is said to be
more complex when it consist
of two or more skills.
Process-Oriented Learning Competencies
Information about outcomes is of high importance; where students “end up” matters greatly. But
to improve outcomes. We need to know about student experience along the way – about the
curricula, teaching, and kind of student effort that lead to particular outcomes. 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 indirectly
observable behaviors of the students. Competencies are defined as groups or clusters of skills
and abilities for needed for a particular task. The objectives 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. An example of learning competencies for a process-
oriented performance based assessment is:

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

Objectives:
The activity aims 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 the ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.
Notice that the objective started with a general statement of what is expected of the student
from the task (recite a poem by Edgar Allan Poe) and then breaks down the general objective
into easily identified constitute the learning competencies for this particular task. As in the
statement of objectives using Bloom’s taxonomy, the specific objectives also range from simple
observable processes to more complex observable processes e.g. creating an ambiance of the
poem through appropriate rising and falling intonation. A competency is said to be more
complex when it consists of two or more skills.

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 expressions and hand
gestures;
- Construct an equilateral triangle given three non-collinear points
- Draw and color a leaf with green crayon

Task Designing
Learning tasks need to be carefully planned. Some generally accepted standards for designing
at ask include:
1. Identifying an activity that would highlight the competencies to be evaluated.
2. 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.
3. 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 is, 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 is typically create.

Scoring Rubric
Rubric - [1]is a scoring scale used to assess student performance along a task.
- is an authentic assessment tool used to measure student’s work.
- [4]is a generic scoring tool used to evaluate a student’s performance in a given outcome area.
(McTighe & Ferrara)
- [5] is a rating system by which teachers can determine at what level of proficiency a student is
able to perform a task or display knowledge of a concept.

Descriptors - [2] It spells out what is expected of students at each level of performance.

- It helps the teachers more

precisely and consistently
distinguish student work.
2 Types of Rubric
1. Analytic Rubric-[1] articulates
level of performance for each
criterion so the teacher can assess
student
performance on each criterion.
 - [4]a scoring procedure in
which products or performance
are evaluated for selected
dimensions, with each dimension
receiving a separate score.
(McTighe & Ferrara)
2. Holistic Rubric- [1]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
- It helps the teachers more precisely and consistently distinguish student work.

2 Types of Rubric
1. Analytic Rubric - [1] articulates level of performance for each criterion so the teacher can
assess student performance on each criterion.
- [4] a scoring procedure in which products or performance are evaluated for
selected dimensions, with each dimension receiving a separate score. (McTighe &
Ferrara).
2. Holistic Rubric- [1] 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.