Process Oriented

Performance
Based Assessment
 Lesson Objectives
The following presentation and collection of
resources will focus on students developing the
skills to achieve the following:

1 2 3 4
Provide an objective Determine two or Analyze the Cite strong and
summary of a text more themes or development of thorough textual
central ideas of a text themes or ideas over evidence to support
the course of the text their analysis
Introduction
Teachers have a variety of techniques,
strategies and assessments that help the
students understand a specific lesson or
topic. Process Oriented Performance Based
Assessment is a more comprehensive
approach and understanding of the students
abilities and competencies.
 Introduction
This assessment focuses on giving tasks
and problem solving skills to the students
which improves the performance and
critical thinking of the students, unlike the
traditional assessments that measures if
the students remembered the discussed
lesson.
 Process Oriented Learning
Competencies
Information about student outcomes holds
significant value as the destination of students'
educational journey is paramount. However, to
enhance these outcomes, understanding the
student experience throughout their academic
path is crucial. This encompasses aspects such as
curricula, teaching methods, and initial
performance levels.
 Process Oriented Learning
Competencies
Firstly, it provides clarity and structure for
evaluation of the student work by creating
and implementing clear criteria and
expectations. By defining specific levels of
performance, educators can effectively
assess the student progress and provide
targeted feedback.
 Process Oriented Learning
Competencies
Second, including multiple levels of
performance allows for nuanced assessment
of student work. Starting with a smaller
number of levels and expanding as necessary
which enables the educators to make
meaningful distinctions in student
performance without overwhelming
conclusion of results.
 Process Oriented Learning
Competencies
Third, the flexibility to adjust the number of
levels of performance based on the task and
context is crucial. While few criteria may
require only a few broad categories to
effectively evaluate student performance,
others will benefit from more detailed
distinctions.
 Process Oriented Learning
Competencies
In conclusion, including levels of
performance in a rubric enhances the
effectiveness and fairness of
assessment practices.
 Learning Competencies
Competencies are defined as groups or clusters of skills and
abilities needed for a particular task.
The objectives focused on those behaviors which exemplify as "best
practice" for the particular task.
The learning objectives in process-oriented performance based
assessment are stated in directly observable behaviors of the
students.
 Learning
Competencies
Functional competencies
Interpersonal competencies
Critical thinking competencies
 Examples
Task : Recite a poem by Frank O'Hara, "Having a coke with
you" Objectives: The activity aims to enable the
students to recite the poem “Having a coke with
you" by Frank O'Hara, specifically to:

1. Recite the poem from memory without referring

to notes;
2. Maintain eye contact with the audience while
reciting the poem;
3. Create the ambiance of the poem through
appropriate rising and falling intonation;
4. Pronounce the words clearly and with proper
diction
Simple competencies
Speak with well modulated voice
Draw a straight line from one point to another point
Color leaf with green crayon

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 necessitate meticulous
planning, especially regarding the
alignment of the learning process
with the broader comprehension of
the subject or course. Several
universally acknowledged criteria for
task design encompass:
Task Designing
Identifying an activity that effectively showcases the
competencies under evaluation, such as reciting a poem,
writing an essay, or conducting a microscopic
examination.
Selecting an activity that aligns closely with the
competencies to be assessed. If an activity encompasses too
broad a range of competencies, evaluating the student's
proficiency becomes challenging for the teacher.
Choosing tasks that are engaging and enjoyable for
students, as activities like essay writing can sometimes be
perceived as monotonous and laborious by students.
 Examples
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.
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, a
student's aptitude on a task is determined by
matching the student's performance against a
set of criteria
It has three parts: 1) performance criteria; 2)
rating scale; and 3) descriptors or indicators.
Examples
 Criteria, characteristics of good performance on a task
Level of Performance, for each criterion, the evaluator
applying the rubric can determine to what degree the student
has met the criterion

Mechanism for assigning a score to each project

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 between student work.
 Why include levels of performance?
First Including levels of performance in a rubric
plays several important purposes. Firstly, it provides
clarity and structure for evaluation of the student
work by creating and implementing clear criteria
and expectations. By defining specific levels of
performance, educators can effectively assess the
student progress and provide targeted feedback.
 Why include levels of performance?
Second, including multiple levels of performance
allows for nuanced assessment of student work.
Starting with a smaller number of levels and
expanding as necessary which enables the educators
to make meaningful distinctions in student
performance without overwhelming conclusion of
results.
 Why include levels of performance?
Third, the flexibility to adjust the number of levels of
performance based on the task and context is crucial.
While few criteria may require only a few broad
categories to effectively evaluate student
performance, others will benefit from more detailed
distinctions.
Why include levels of performance?
In conclusion, including levels of
performance in a rubric enhances the
effectiveness and fairness of assessment
practices.
 Analytical Vs. Holistic Rubrics
Two Types of Rubrics:
Holistic Rubrics
A holistic rubric provides a
single score based on the
overall quality or
understanding of specific
content or skills.
Advantage: Applicable for many tasks, quick
scoring, efficient for grading large groups.

Drawbacks: Less concise for detailed grading,

not diagnostic of strengths and weaknesses,
criteria cannot be weighted.
When to Use Holistic Rubrics
For summative assessments or brief
homework assignments with a single or few
performance criteria.
When errors in some parts of the process can
be tolerated as long as the overall quality is
high.
When feedback to be provided is general in
nature.
 Analytical Vs. Holistic Rubrics
Two Types of Rubrics:
Analytical Rubrics
An analytic rubric provides
a score for each criterion
and includes descriptions
for different levels of
performance.
Advantage: Detailed feedback, ability to weight
criteria, focus on strengths and weaknesses,
consistency in grading.

Drawbacks: Time-consuming to develop,

potential variation in scoring if levels of
performance are not well-defined.
When to use analytical rubrics?
For formative assessments aiming to provide
detailed feedback for students' improvements.
For assessments that test complicated or
multiple attributes.
Suitable for assessment tasks involving open-
ended or qualitative responses such as essays,
research reports, oral presentations, and
capstone reports.
Process Oriented
Performance
Based Assessment