UNIT II PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

WHAT IS PERFORMANCE-BASED ASSESSMENT?

Performance-based assessment intends to measure the student's ability to apply the
knowledge and skills that they have learned or acquired from the lesson or the unit
of study.

WHAT IS PERFORMANCE-BASED ASSESSMENT?

Research has shown that performance- based assessment provides a means to assess
higher-order thinking skills and helps teachers and principals support students in
developing a deeper understanding of content

WHAT IS PERFORMANCE-BASED ASSESSMENT?

Performance-based assessment shifts the focus from content measures to student
performance measures. a

WHAT IS PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT?

Process-oriented performance- based assessment is concerned with the actual task
performance rather than the output or product of the activity.

PROCESS-ORIENTED LEARNING COMPETENCIES

Process-oriented performance- based assessment is concerned with the actual task
performance rather than the output or product of the activity.

PROCESS-ORIENTED LEARNING COMPETENCIES

Competencies are defined as groups or clusters of skills and abilities needed for a
particular task.

AN EXAMPLE OF LEARNING COMPETENCIES FOR A PROCESS- ORIENTED

PERFORMANCE-BASED ASSESSMENT IS

English
Task: Recite the poem "Invictus" by William Ernest Henley
Objectives:
The activity aims to enable the students to recite a poem entitled "Invictus."
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;
and
5. Pronounce the words clearly and with proper diction.
Note: The specific objectives identified constitute the learning competencies
AN EXAMPLE OF LEARNING COMPETENCIES FOR A PROCESS- ORIENTED
PERFORMANCE-BASED ASSESSMENT IS

A competency is said to be more complex when it consists of two or more skills.

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
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
Learning tasks need to be carefully planned. Some generally accepted standards for
designing a task 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.

TYPES OF RUBRICS

1.Analytic Rubric
Analytic rubric articulates the level of performance for each criterion so the teacher
can assess student performance on each criterion. It is a scoring procedure in which
products or performance are evaluated for selected dimensions, with each dimension
receiving a separate score.

2. Holistic Rubric
The holistic rubric 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.
3. Primary Trait Rubrics
Primary trait rubrics focus on one key trait or criterion for assessment, such as
organization, content knowledge, or creativity. These rubrics provide a clear and
focused evaluation based on the most important aspect of the task. Focus on one key
trait or criterion.

4. Single-Point Rubrics
Single-point rubrics outline criteria and performance levels, but instead of providing
descriptors for each level, they describe only what meeting the standard looks like.
This type of rubric allows for more flexibility and interpretation in assessment.
Describe meeting the standard without detailed descriptors.

5. Checklist Rubrics
Checklist rubrics consist of a list of criteria or tasks that students must complete,
with checkboxes indicating whether each criterion has been met. They are often used
for simple or procedural tasks where the focus is on completion rather than quality.
Use checkboxes to indicate completion of tasks.

6. Rating Scale Rubrics

Rating scale rubrics use numerical or qualitative scales to rate student performance
on each criterion. These rubrics provide a more quantitative assessment of student
work, with scores assigned based on predetermined levels of achievement. Assign
scores based on predetermined levels of achievement.