UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

ASSESSMENT IN LEARNING II
SUBJECT CODE: MS 114
TOPIC OR LESSON 4: Process-Oriented Performance-Based Assessment
WEEK: 5
SUB-TOPIC/S:
1.1. Process-Oriented Learning Competencies
1.2. Learning Competencies
1.3. Task Designing
1.4. Scoring Rubrics
1.5. Analytic and Holistic Rubrics

OVERVIEW OF THE TOPIC

Too often, we tend to assess students’ learning through their outputs or products or through some kind of
traditional testing. However, it is important to assess not only these competencies but also the processes
which the students underwent in order to arrive at these products or outputs. It is possible to explain why
the students’ outputs are as they are through an assessment of the processes which they did in order to
arrive at the final product. This chapter is concerned with process-oriented and 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.

LEARNING
OUTCOMES
Students are expected to create analytic and holistic rubrics.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

a. Discuss the process-oriented performance-based assessment – learning competencies, task

designing, and analytic and holistic rubrics.
b. Compare and contrast analytic from holistic rubric.
c. Formulate an example of analytic and holistic rubrics.

ENGAGE

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I. Decide whether each of the following assessment tools is for OBSERVATION, PERFORMANCE
SAMPLE or ACTUAL PERFORMANCE.

____________________1. Individual developmental checklist

____________________2. Group developmental record sheet
____________________3. Oral interview sheet
____________________4. Portfolio
____________________5. Behaviour checklist
____________________6. Oral questioning
____________________7. Employability portfolio
____________________8. Self-report checklist
____________________9. Oral presentation checklist
___________________10. Written interview sheet

II. Explain each of the following by presenting an example.

1. Observation-based assessment tool

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2. Performance sample assessment tool

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3. Actual Performance Assessment Tool

_____________________________________________________________________________________
_____________________________________________________________________________________
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EXPLORE
Write your own insight about the article below.

Written Works, Performance Tasks: Here’s How Students Will Be Graded This
School Year – Oct. 12, 2020
With quizzes and periodical examinations no longer feasible under the blended learning setup, the
Department of Education has revised its assessment and grading policy for students in basic education.
Prior to the pandemic, classroom recitations, quizzes and periodical examinations were indispensible
aspects of the learning process.
But the recent shift to distance learning modalities has rendered these traditional assessment tools difficult
to administer, if not totally obsolete. Restrictions imposed due to the corona virus pandemic led to a major
overhaul of the education system globally, including in the Philippines.

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 Last week, the Department of Education (DepEd) formally opened the school year using the
blended learning approach, which provides students with a menu of distance learning options that they
can choose from: modular, online, television and radio-based instruction. For DepEd, the blended
learning approach makes education more inclusive: learning will still continue for students without access
to necessary gadgets and stable internet connectivity, through printed modules or class episodes aired on
television or radio. But this setup also poses challenges, such as the need to have a flexible assessment
and grading system that takes into account the different learning modalities chosen by the students.
On Oct. 4, the day before the opening of classes, DepEd released the interim guidelines for the
assessment and grading of students this school year, which takes into account the new learning setup for
Filipino students. “Distance learning poses challenges for teachers and learners in the conduct of
assessment, including limitations on giving immediate feedback, and the need to account for different
contexts in designing, implementing and grading assessment tasks,” the policy read.
“Schools must adopt assessment and grading practices that can most meaningfully support student
development and respond to varied contexts at this time,” it added.
Written, performance tasks
Prior to the pandemic, public school students were graded based on three summative assessment
tools: written works, performance tasks and quarterly examinations. But with quizzes and examinations
no longer feasible, DepEd says students should be graded based on written works and performance tasks
that will be “administered to assess the content and performance standards that describe the knowledge,
abilities and skills that learners are expected to demonstrate.”
These tasks may be designed to include the student’s learning portfolio, which documents all the
evidence of learning within the grading period and a minimum of four written works and four
performance tasks within the quarter.
For online distance learning, written outputs may include blog posts; reaction or reflection papers; essays;
graphs, charts or maps; problem sets; laboratory reports, and work designs that may be submitted via e-
mail.
Performance tasks may either be products or performance-based activities such as YouTube
campaign videos, multimedia productions uploaded on social media, investigatory projects, musical
arrangements, online debates or presentation, interviews, panel discussions and skills demonstration. For
students using other modes of learning, written outputs may include book or article reviews, essays,
journals, reaction or reflection papers, reports, data recording and analysis, laboratory reports, and
development of work designs and charts.
Performance tasks may involve interviews, multimedia presentations, projects, campaigns, case
studies, multimedia production, portfolios, investigatory projects, collages and diorama making,
designing and implementation of action plans and experiments or investigations. “For the current school
year, quarterly assessments shall not be administered. However, days allotted for quarterly assessments…
may be used for the presentation of major performance for the quarter that addresses the performance
standard,” the policy stated. The 20-percent grade weight for quarterly assessments will be distributed
equally to the two other components, with DepEd noting an emphasis on performance task for some
learning areas.
Assessment, according to DepEd, should be used to inform and improve classroom practices and
promote learning outcomes.
It is used to keep track of the progress of the students in achieving the learning standards and in the
development of 21st century skills, to promote self-reflection and personal accountability among students,
and provide basis for the profiling of student performance. Grading, meanwhile, is defined as “the way of
reporting assessment data by assigning a value to the results as a record of students’ ability, achievement
or progress.” But the implementation of different distance learning delivery modalities has sparked a
larger conversation about the role grades play in student learning, DepEd said. “The grading system
implemented in this interim policy provides reasonable leniency to learners who are put to a larger
disadvantage by the pandemic, but at the same time does not compromise the integrity and principles of
assessment and grading,” it noted.

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Creative, flexible assessment
With the new setup, teachers are tasked to design the assessment to allow for flexibility in
multiple modalities. They must communicate to learners and their parents the design and standards for
grading the assessment, and set up mechanisms to monitor and record progress remotely. “Teachers need
to be creative and flexible in assessing student learning, while still adhering to the principles of quality
assessment practice,” the policy stated. “In distance learning modalities, teachers shall design assessments
bearing the assumption that the learners will asynchronously take them and have open access to various
sources,” it added.
Assessments must also be accompanied with timely, constructive and meaningful feedback to
benefit student learning. With distance or blended learning, DepEd said it is “necessary to utilize
alternative tools and strategies for assessing and supporting learning, while avoiding creating undue
pressure on the teachers, learners and their families.” “Teachers, school leaders, learners and parents must
commit to uphold the integrity of learning and instruction in the context of distance education,” the policy
stressed. Learners must be fairly assessed and graded in the continuation of education during this health
crisis, with the provision of reasonable leniency and considerations for possible difficulties met by the
learner, it said.
DepEd reminded teachers to “set realistic expectations and use their professional judgment to find a good
balance between what is effective and what is feasible to accomplish remotely.”
Students, meanwhile, are expected to be proactive in updating their teacher of their situation,
progress and challenges encountered. They are also encouraged to complete the non-mandatory self-
learning tool that may help them and their teachers keep track of their progress.
When necessary, parents and guardians are also requested to assist in the assessment process, by
communicating with the teachers and guiding their children in accomplishing the assessment tasks.
“DepEd aims to develop independent learners who can study and work on the assessments on their own,”
the policy said. “However, in this school year’s implementation of distance learning modalities, parents
and guardians will play a crucial role in guiding their children in adapting to the changes of distance
learning processes,” it added. The interim guidelines on assessment and grading cover all public schools
in the country, with private schools and other academic institutions offering basic education programs
also encouraged to implement the guidelines.

My Insight:
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EXPLAIN

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 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.

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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 in directly
observable behaviours of the students. Competencies are defined as groups or clusters of skills abilities
needed for a particular task. The objectives generally focus on those behaviours which exemplify a “best
practice” for the particular task. Such behaviours 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 given below:

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 to:
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 starts 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
observable behaviours when reciting a poem. The specific objectives 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. In particular, the teacher must ensure that the
particular learning process to be observed contributes to the over-all understanding of the subject of
course. Some generally accepted standards for designing a task include:
 Identifying an activity that would highlight the competencies to be evaluated, e.g. reciting a
poem, writing an essay, manipulating the microscope etc.

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  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.

Example: The topic is on understanding biological diversity.

Possible Task Design: Bring the students to a pond or creek. Ask them to find all living organisms they
can find living near the pond or creek. 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 organisms,
classifying the organisms and concluding the differences in biological diversity of the two sites.

Science laboratory classes are particularly suitable for a process-oriented performance-based

assessment technique.

SCORING RUBRICS

Rubric is scoring scale used to assess student performance along a task-specific set of criteria.
Authentic assessments typically are criterion-referenced measures, that is, a student’s aptitude on a task is
determined by matching the student’s performance against 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, is typically created which contains the essential
criteria for the task and appropriate levels of performance for each criterion. For example, the following
rubric (scoring scale) covers the recitation portion of a task in English.

Recitation Rubric:
Criteria 1 2 3
Number of Appropriate Hand x1 1-4 5-9 10-12
Gestures
Appropriate Facial Expression X1 Lots of Few inappropriate No apparent
inappropriate facial expression inappropriate
facial expression facial expression
Voice Inflection X2 Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty
Incorporate proper ambiance X3 Recitation Recitation has Recitation fully
through feelings in the voice contains very little some feelings captures ambiance
feelings through feelings in
the voice

As in the given example, a rubric is comprised of two components: criteria and levels of
performance. Each rubric has at least two criteria and at least two levels of performance. The criteria,
characteristics of good performance on a task, are listed in the left-hand column in the illustrated rubric
(number if hand gestures, appropriate facial features, voice inflection and ambiance). Actually, as is
common in rubrics, a short hand is used for each criterion to make it fit easily into the table. The full
criteria are statements of performance such as “include a sufficient number of hand gestures” and
“recitation captures the ambiance through appropriate feelings and tone in the voice.”
For each criterion, the evaluator applying the rubric can determine to what degree the student has
met the criterion, i.e., the level of performance. In the given rubric, there are three levels of performance

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for each criterion. For example, the recitation can contain lots of inappropriate, few inappropriate or no
inappropriate hand gestures.
Finally, the illustrated rubric contains a mechanism for assigning a score to each project.
(Assessments and their accompanying rubrics can be used for purposes other than evaluation and, thus, do
not have to have or grades attached to them.) In the second-to-left column a weight is assigned each
criterion. Students can receive 1, 2 or 3 points for “number of sources.” But appropriate ambiance, more
important in this teacher’s mind, is weighted three (x3) as heavily. So, students can receive 3, 6 or 9 (i.e.,
1, 2 or 3 times 3) for the level of appropriateness in this task.

Descriptors:
The rubric includes another common, but not a necessary, component of rubrics-descriptors.
Descriptors spell out what is expected of students at each level of performance for each criterion. In the
given example, “lots of inappropriate facial expressions,” “monotone voice used” are descriptors. A
descriptor tells students more precisely what performance looks like at each level and how their work
may be distinguished from the work of others for each criterion. Similarly, the descriptors help the
teacher more precisely and consistently distinguish student work.

WHY INCLUDE LEVELS OF PERFORMANCE?

1. 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. Similarly, students better understand
what good (or bad) performance on a task looks like if levels of performance are identified,
particularly if descriptors for each level are included.

2. 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.

3. 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
Most rubrics, like the recitation rubric mentioned, are analytic rubrics. An analytic rubric
articulates levels of performance for each criterion so the teacher can assess student performance on each
criterion.

When to choose an analytic rubric?

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 Analytic rubrics are more common because teachers typically want to assess each criterion
separately, particularly for assignments that involve a larger 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. As
student performance increasingly varies across criteria it becomes more difficult to assign an appropriate
holistic category to the performance. Additionally, an analytic rubric better handles weighting of criteria.

Example of Analytic Rubric

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 a holistic rubric?

So, when may you use a holistic rubric? Holistic rubric tends to be used when a quick or gross
judgment needs to be made. If the assessment is a minor one, such as a brief homework assignment, it
may be sufficient to apply a holistic judgment (e.g., check, check-plus, or no-check) to quickly review
student work. But holistic rubrics can also be employed for more substantial assignments. On some tasks
it is not easy to evaluate performance on one criterion independently of performance on one criterion
independently of performance on a different criterion. For example, many writing rubrics are holistic
because it is not always easy to disentangle clarity from organization or content from presentation. So,
some educators believe a holistic or global assessment of student performance better captures student
ability on certain tasks. Alternately, if two criteria are nearly inseparable, the combination of the two can
be treated as a single criterion in an analytic rubric.

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Example of Holistic Rubric

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 (e.g., a
checklist) or as many as you decide are appropriate. Also, it is not true that there must be an even number
or an odd number of levels. Again, that will depend on the situation.
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
finer, the likelihood of error increases.
Thus, start small. For example, in an oral presentation rubric, amount of eye contact might be an
important criterion. Performance on that criterion could be judged along three levels of performance.

Makes eye contact with Never Sometimes Always

audience

Although these three levels may not capture all the variations in student performance on the
criterion, it may be sufficient discrimination for your purposes. Or, at the least, it is a place to start.
Upon applying the three levels of performance, you might discover that you can effectively group your
students’ performance in these three categories. Furthermore, you might discover that the labels of
“never”, “sometimes” and “always” sufficiently communicate to your students the degree to which they
can improve on making eye contact.
On the other hand, after applying the rubric you might discover that you cannot effectively
discriminate among student performances with just three levels of performance. Perhaps, in your view,
many students fall in between never and sometimes, or between sometimes and always, and neither label

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accurately captures their performance. So, at this point, you may decide to expand the number of levels
of performance to include never, rarely sometimes, usually and always.

Makes eye Never Rarely Sometimes Usually Always

contact

There is no “right” answer as to how many level of performance there should be for a criterion in
an analytic rubric; that will depend on the nature of the task assigned, the criteria being evaluated, the
students involved and your purposes and preferences. For example, another teacher might decide to leave
off the “always” level in the above rubric because “usually” is as much as normally can be expected or
even wanted in some instances. Thus, the “makes eye contact” portion of the rubric for that teacher might
be:

Makes eye contact Never Rarely Sometimes Usually

It is recommended that fewer levels of performance be included initially because such is:

 Easier and quicker to administer

 Easier to explain to students and others
 Easier to expand than larger rubrics to shrink

ELABORA
TE
For each of the following tasks, identify at least three (3) process-oriented learning competencies.

1. Constructing a graphic organizer to illustrate child growth and development

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

EVALUAT
Choose any two (2)Etopics below and then construct your own analytic and holistic rubrics.

1. Using Proper Nouns and Common Nouns in writing simple sentences (English Grade 2)
2. Addition of two-digit numbers without regrouping (Math Grade 2)
3. Identifying the parts of the plant and its function (Science Grade 2)
4. Pagtukoy sa pangngalang pambalana at pantangi (Filipino Grade 2)
5. Creating an artwork using different kinds of lines (MAPEH Grade 2)

SCOR
RUBRIC FOR EVALUATION E
3– The explanation is 2 – The explanation 1– The explanation is 0.5 – The 0–
RELEVAN

directly relevant to is relevant to the quite relevant to the explanation is not Has no
the topic. Every detail topic. Most of the topic. Only few of the clear and has a very explanation
CE

points toward the details contribute to details contribute to rough transition of

topic. the development of the development of the idea. The details are
the topic. topic. not relevant to the
topic.

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 3– The explanation 2– The explanation 1– The explanation 0.5 – The 0–
EVIDEN

ARGUM
shows at least 9 shows at least 6 to 8 shows at 3 to 5 explanation shows at Has no
CE/ correct/valid correct/valid correct/valid evidences most 2 correct/valid explanation
evidences to support evidences to support to support his/her evidences to support
his/her answer. his/her answer. answer. his/her answer.

2– The explanation is 1.5 – The 1– The explanation is 0.5 – The 0–

CLARITY

clear, has a very good explanation is clear, somewhat clear and explanation is not Has no
flow of discussion, has a good transition, has a rough transition clear and has a very explanation
every detail is most of the details from one idea to rough transition of
connected to each are connected to each another. ideas.
other. other.
2– The explanation 1.5 – The 1– The explanation 1.5 – The 0–
TECHNI-
CALITY

has no error in explanation has 1 to has 3 to 4 errors in explanation has at Has no

grammar, spelling, 2 errors in grammar, grammar, spelling, and least 5 errors in explanation
and punctuations. spelling, and punctuations. grammar, spelling,
punctuations. and punctuations.

OVERALL SCORE:

REFERENC
ES
Rosita L. Navarro, Ph.D., Rosita De Guzman-Santos, Ph.D (2013) Authentic Assessment of Student Learning
Outcomes- Assessment of Learning 2 (2nd Edition)

Rosita De Guzman-Santos, Ph.D. (2007) Advanced Methods in Educational Assessment and Evaluation-
Assessment of Learning 2

ADDITIONAL
MATERIALS

Written Works, Performance Tasks: Here’s How Students Will Be Graded This School Year
https://onenews.ph/written-works-performance-tasks-here-s-how-students-will-be-graded-this-
school-year

Rubrics
https://www.slideshare.net/gayvasan/rubrics-ppt

PREPARED BY:

Ms. Desiree S. Isidro Ms. Liezl Baja Ms. Monique Patal

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