process and product

oriented
performance-based
assessment
BY: CYRA SANDOVAL
 learning objectives
At the end of these weeks, the pre-service teacher (PST)
should be able to:
a. Identify portfolio assessment
b. Discuss rubric-grading and reporting system using
the updated DepEd K to 12 memoranda; &
c. Prepare localized differentiated instruction-based,
and authentic assessment methods.
 performance-based
assessment
Performance assessment is a measure of
assessment based on authentic tasks such as
activities, exercises or problems that require
students to show what they can do.
 performance-based
assessment
Some performance tasks are
designed to have students
demonstrate their
understanding by applying their
knowledge to a particular
situation.
 process-oriented
performance-based
assessment
vs
product-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.
learning competencies
The learning objectives in the process-oriented
performance-based assessment are stated in
direct observable behaviors of the students.
An example of learning competencies for process-
oriented 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:
1. Recite the sonnet 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 sonnet;
4. Create ambiance of the poem through
appropriate rising and falling intonation;
5. Pronounce the words clearly and with
proper diction.
 simple
competencies
1. Speak with a well-
modulated voice
2. Draw a straight line from
one point to another point.
3. Color a leaf with a green
crayon
complex
competencies
1. Recite a poem with feeling
using appropriate voice
quality, facial expression
and hand gestures
2. Construct an equilateral
triangle given three non-
collinear points
3. 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 overall
understanding of the subject or course.
Some generally accepted standards for designing
tasks includes:
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.
 scoring rubric
Rubric is a scoring scale used to assess student
performance along a task-specific set of criteria.
Example: the ff. rubric (scoring scale) covers the actual performance of the task in an English Class.
 two types of rubric
1. Analytic Rubric: Breaks out criteria for
distinguishing between levels of performance on
each criterion.
2. Holistic Rubrics: Provides comprehensive
descriptions of each level of performance.
There is no specific number of levels a rubric should or should
not possess. it will vary on the task and your needs as long as
you decide that it is appropriate.

Generally, it is better to start with a smaller number of levels of

performance for a criterion and then expand when necessary.

We also need to be aware of the essential parts of a rubric so

that when we make one, we know where to put its
corresponding parts.
 product-oriented performance-
based assessement
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.
learning competencies
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?
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?
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?
Example 1: The desired product is a representation of a cubic prism
made out of cardboard in an elementary geometry class.

Learning competencies: The final product

submitted by the students must:
Possess the correct dimensions (5″x5″x5″)
Be sturdy, made or durable cardboard
and properly fastened together
Be pleasing to the observer, preferably
properly colored for aesthetic purposes.
Example 2: The product desired is a scrapbookn illustrating the
historical event called EDSA I People Power.

Learning competencies: The scrapbook presented by the students

must:
Contain pictures, newspaper clippings and other illustrations of
the main characters for EDSA I
Contain remarks and captions for the illustrations made by the
student himself for the roles played by the characters of EDSA I
People Power
Be presentable, complete, informative and pleasing to the reader
of the scrapbook
 criteria setting
Criteria are statements which identify "what really counts" in the
final output.

Example:
Quality
Creativity
Comprehensiveness
Accuracy
Aesthetics
example of analytic rubric
example of holistic rubric
 references
https://www.slideshare.net/Dianopesidas/process-and-product-
performanebased-assessment

https://visitmeatwp.wordpress.com/process-vs-product-
oriented-performance-based-assessment/

https://www.slideshare.net/CherishAngelicMondilla/process-
oriented-performancebased-assessment-71051364?
from_action=download&slideshow_id=71051364
thank you!!!