PRODUCT-ORIENTED

PERFORMANCE-BASED
ASSESSMENT
What is Performance-based Assessment?
■ It is a direct and systematic observation of the actual
performance of students based on the predetermined
performance criteria.

■ Sometimes referred to as “authentic assessment” or “alternative

assessment”

■ An alternative form of assessing the performance of students

that represents a set of strategies for the application of
knowledge, skills, and work habits through the performance of
tasks that are meaningful and engaging to them.
What is a Product-Oriented
Performance-Based Assessment?

■ “Product” is the actual creation of students that can be viewed or

touched by the teacher.

■ An assessment where the actual student performance is

assessed through a product*, such as completed project or work
that demonstrates level of task achievement.

• Poems, essays, charts, drawings, maps, etc.

Product-Oriented Learning Competencies
■ Products can include a wide range of student works that target
specific skill/s.

■ Learning competencies associated with products or outputs are

linked with an assessment of the level of “expertise” manifested
by the product.

■ Target at least three (3) levels:

 Novice or beginner’s level
 Skilled level
 Expert level
Levels of Learning Competencies
■ Level 1: Does the finished product illustrate the minimum
expected parts or functions? (Beginner)

■ Level 2: Does the finished product contain additional parts and

functions on top of the minimum requirements which tend to
enhance the final output? (Skilled)

■ Level 3: Does the finished product contain the basic minimum

parts and functions, have additional features on top of the
minimum, and is aesthetically pleasing? (Expert)
Task Designing
■ The design of the task in this context depends on what the
teacher desires to observe as outputs of the students.
• Complexity: The level of complexity of the project needs to
be within the range of ability of the students.
• Appeal: The project or activity must be appealing to
the students.
• Creativity: The project needs to encourage students to
exercise creativity and divergent thinking.
• Goal-Based: The product is produced in order to attain a
learning objective.
Features of an Effective Performance
Assessment Task
1. Intended learning outcomes should clearly state and use this as a
guide in designing a performance task.
2. Students should be active participants, not passive selectors of a
single answer.
3. Students are expected to demonstrate their ability to apply their
knowledge and skills to real life situation.
4. A clear, logical set of performance-based activities that students
are expected to follow should be evident.
5. Rubrics should be available to help assess the level of proficiency
in the students’ performance or response.
 Example:

Paper folding is a traditional Japanese art.

However, it can be used as an activity to teach the
concept of plane and solid figures in geometry.
Provide the students with a given number of
colored papers and ask them to construct as many
plane and solid figures from these papers without
cutting them (by paper folding only)
Scoring Rubrics
■ Are descriptive scoring schemes that are developed by teachers
(or other evaluators) to guide the analysis of the products or
processes of students’ efforts (Brookhart, 1999)

■ Scoring rubrics are typically employed when a judgment of quality

is required and may be used to evaluate a broad range of subjects
and activities.

■ A rating system by which teachers can determine at what level of

proficiency a student is able to perform a task or display
knowledge of a concept.
Types of Rubrics
1. Holistic rubric

 is a type of rubric that requires the teacher to score an overall

process or product as a whole.

 its advantages are its simplicity and the ability to provide a

reasonable summary rating.

 advisable to use when a teacher wants a fast result of

students’ performance; a single rating is already enough to
define it.
2.Analytic Rubric
 A type of rubric that provides information regarding performance in
each component parts of a task, making it useful for diagnosing
specific strengths and weaknesses of the learners.

 Very useful when the teacher wants to provide diagnostic

information and feedback for the learner and is more useful for
formative assessment during instruction.

 Students are able to identify their strengths, as well as their

weaknesses more clearly.
General versus Task-Specific
General Scoring Rubrics Task-Specific Scoring Rubrics

Contain criteria that are general across Criteria are unique to a specific task
tasks

Advantage: Can use the same rubric Advantage: More reliable assessment of
across different tasks performance on the task

Disadvantage: Feedback may not be Disadvantage: Difficult to construct

specific enough rubrics for all specific tasks
Development of Scoring Rubrics
1. Be sure the criteria focus on important aspects of the
performance.
2. Match the type of rating with the purpose of the assessment.
3. The descriptions of the criteria should be directly observable.
4. The criteria should be written so that students, parents, and
others understand them.
5. The characteristics and traits used in the scale should be clearly
and specifically defined.
6. Take appropriate steps to minimize scoring error.
7. The scoring system needs to be feasible.
Criteria Setting
 The criteria for scoring rubrics are statements which identify
“what really counts” in the final output. The following are the
most often used major criteria for product assessment:

• Quality
• Creativity
• Comprehensiveness
• Accuracy
• Aesthetics
Process of Developing Scoring Rubrics
The development of scoring rubrics goes through a process.
(1)Entails the identification of the qualities and attributes that the
teacher wishes to observe in the students’ outputs that would
demonstrate their level of proficiency .
(2)A decision has to be made whether a holistic or an analytic rubric
would be more appropriate.
(3)Identification and definition of the criteria for the lowest level of
performance.
(4)Test whether the scoring rubric is reliable by asking other teachers
(or evaluators) to score the same set of projects or outputs and
correlate their individual assessments.
Resources for Rubrics
■ For K-12 teachers, the State of Colorado (1998) has developed an on-
line set of general, holistic scoring rubrics that are designed for the
evaluation of various writing assessments.
■ Danielson has developed a collection of reference books that contain
scoring rubrics that are appropriate to the elementary, middle school
and high school mathematics classrooms (1997a, 1997b; Danielson &
Marquez, 1998)
■ For college instructors, Kathy Schrock’s Guide for Educators (2000)
contains electronic materials for both the pre-college and the college
classroom.
■ In The Art and Science of Classroom Assessment: The Missing Part of
Pedagogy, Brookhart (1999) provides a brief but comprehensive
review of the literature on assessment in the college classroom.
■ Moskal (1999) has developed a website that contains links to a variety of
college assessment resources, including scoring rubrics.
■ The ERIC Clearinghouse on Assessment and Evaluation [ERIC/AE]
provides several additional useful websites.
• Scoring Rubrics – Definitions & Constructions (2000b) – specifically
addresses questions that are frequently asked with regard to scoring
rubrics.
■ “Performance Assessment Scoring”
(http://www.pgcps.pg.k12.md.us/~elc/scoringtasks.html)
■ “Scoring Rubrics: What, When, & How?”
(http://pareonline.net/getvn.asp?v=7&n=3)
■ “RubiStar Rubric Generator” (http://rubistar.4teachers.org/)
■ “Rubrics from the Staff Room for Ontario Teachers”
(http://www.quadro.net/~ecoxon/Reporting/rubrics.htm)
■ “Teacher Rubric Maker” (http://www.teach-nology.com/web_tools/rubrics/)
Types of Scoring Instruments for Performance
Assessments
1.Checklist
 refers to an observation instrument that defines
performance whether it is certain or uncertain, or present or
not present.
 Checklist works well in describing what students can
perform.
 In using the checklist, the evaluator has to indicate only
whether or not certain elements are present in the
performances.
Example of Checklist for Mathematical Skills
Direction: Check YES if skills have been demonstrated by the student/s or check NO if not.
Skills YES NO

1. Identifies fraction less than one.

2. Arranges fraction according to ascending order or descending order.

3. Expresses mixed fraction to improper fraction and vice versa.

4. Reduces fraction to lowest term.

5. Adds fraction correctly.

6. Subtracts fractions correctly.

7. Multiplies fractions correctly.

9. Divides fractions correctly.

10. Solves the different applications of fractions.

2. Narrative/Anecdotal
is a continuous description of student behavior as it occurs,
recorded without judgment or interpretation. The teacher
writes a narrative report of what was done during each of the
performances.
3. Memory Approach
 is an approach where the teacher observes the students
when performing the tasks without taking any notes. He uses
his memory to determine whether or not the students are
successful.
4. Rating Scale
 is a checklist that allows an evaluator to record information
on a scale, noting the finer distinction like the presence or
absence of a behavior.
Example of Rating Scale on Delivering a Speech

1 2
3 4 5
Criteria (Below class (Acceptable; Meets
(Good) (Very Good) (Outstanding)
standard) class standard)
The speech is well organized. 1 2 3 4 5

The student shows 1 2 3 4 5

persuasiveness in delivering
the speech.
The student uses proper 1 2 3 4 5
diction in the delivery of the
speech.
The student shows proper 1 2 3 4 5
posture.
The student establishes eye 1 2 3 4 5
contact in the whole duration
in the delivery of the speech.