PROCESS-ORIENTED

PERFORMANCE-
BASED
ASSESSMENT
Assessment in Learning 2
BSED SST-3A
Welcome, students!
 INTRODUCTION:

One of the characteristics of that makes assessments of high quality is being

authentic.
Performance-based assessment provides tasks that are relevant in real-life
situations.
INTRODUCTION;
This unit introduces process-oriented performance-based
assessment.
In this unit, you will learn the nature of process oriented
performance-based assessment, designing learning tasks and
create scoring rubrics appropriate for this type of
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.
 Process-Oriented
Performance-Based
Assessment
Process-Oriented Performance-Based Assessment It is concern with
the actual task performance rather than the output or product of
the activity. It assesses and observes the procedures and experiences

of the students in achieving the learning outcomes.

It requires a step by step interaction between the students and teacher. Thus,
it is expected that during the process. The student can commit mistakes and
the teachers corrects the errors of the learners.With the use of this types of
assessments, the students will help them achieve best outputs.
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.
Process-Oriented
Learning
Competencies
•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 outcomes.
 Process-Oriented
Learning
Competencies
Assessment can help us understand which students learn best
under what conditions; which 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
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.
 Learning
Competencies
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.
Task Designing
Standards for designing a task
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.
3.Finding a task that would be interesting and enjoyable for the
students.
Task Designing
Example:
•Topic: Understanding biological diversity
•Possible Task Design
-Bring the students to the pond or creek
-Ask them to find all living organisms near the pond or creek
-Bring them to school playground to find as may living organisms
they can find.
*Observe how the students will develop a system for finding
such organisms, classifying the organisms and concluding the
differences in biological diversity of the two sites.
 Scoring Rubrics
Rubric is a scoring scale used to assess student performance along a task-specific
set of criteria.
Authentic assessment are criterion-referenced measures;
-A 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.
Scoring Rubrics
Example:
 Scoring Rubrics
Why include levels of performance?
1.Clearer expectations
•Students know what is expected of them and teachers know what to look for in
student’s performance.
•Students better understand what good performance on the task looks like if
levels of performance are identified.
 Scoring Rubrics
Why include levels of performance?
2.More consistent and objective assessment
3.Better feedback
4.Analytic versus holistic rubrics
An analytic rubric articulates levels of performance for each
criterion so that teacher can assess students performance on each criterion.
Holistic rubric does not list separate levels of performance for
each criterion. Instead, it assigns a level of performance across multiple
criteria as a whole.
 Example of Analytic Scoring
Rubric (for a Writing Sample)
Objective: Write a character study:
 Example of Holistic Rubric
Objective: Write a paper to persuade the reader to accept clearly defined
point of view and course of action
1.When to choose an analytic rubric
-For assignments that involve a larger number of criteria
When to use holistic rubric?
-When a quick or gross judgment needs to be made
-If the assignment is a minor one such as brief assignment (e.g. check,
check-plus, or no check) to quickly review student work.
 How many levels of
performance should I include in
my Rubric?
•No specific number of levels
•Will vary depending on the task and your needs
•Start with at least three levels and then expand if necessary.
THANK
YOU
See you next time!
REPORTERS;
ANA MARIE JOY CLARITO
JINKY MAE CLAVO