PRODUCT-ORIENTED

PERFORMANCE-BASED
ASSESSMENT
PERFORMANCE-BASED ASSESSMENT

Performance-based
Has led to the use of a variety of
Assessment has been used
alternative ways of evaluating student
progress (Journals, checklists, portfolios,
interchangeably with
projects, rubrics, etc.) as compared to
“Authentic
more Assessment”
Traditional Methods andof
Measurement (Paper-and-pencil testing).
“Alternative Assessment”.
 PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
1. Product-oriented
2. Task
Learning
Competencies Designing
3. Scoring
Rubrics
PRODUCT-ORIENTED
LEARNING
COMPETENCIES
1. Product-Oriented Learning
Competencies
 PRODUCT
Can include a wide range
of students work that target
specific skills.
 Some Examples include
Communication Skills such as those;

• Demonstrated in Reading
• Writing
• Speaking • Listening
• Psychomotor Skills requiring
physical abilities to perform a
given task.
 RUBRICS
Using Rubrics is one way that
teachers can evaluate or assess
students performance or proficiency
in any given task as its relate to a
final product or learning outcome.
 P-OLC Target at least
three (3) Levels;
• Novice or Beginners
Level
• Skilled Level • Expert Level
 Other ways to
State P-OLC;
Level 1: Does the finished
product or project illustrate the
minimum expected parts or
functions? (Beginner)
Level 2:
Does the finished product or
project contain additional parts
and functions on top of the
minimum requirements which
tend to enhance the final output?
(Skilled Level)
Level 3:
Does the finished product
contain the basic minimum parts
and functions, have additional
features on top of the minimum,
an is aesthetically pleasing?
(Expert Level)
 Product-Oriented
Performance Based Learning
Competencies (P-OPBLC)

Evidence-based
 2. TASK
DESIGNING
A. Complexity B. Appeal

D. Goal-
C. Creativity
Based
 A. Complexity
The level of complexity of
the project needs to be
within the range of ability of
the student.
 B. Appeal
The project or activity
must be appealing to
the students
.
 C. Creativity
The project needs to
encourage students to
exercise creativity and
divergent thinking.
 D. Goal-Based
Finally, the teacher must bear
in mind that the project is
produce in order to attain a
learning objective.
3. SCORING
RUBRICS
 Scoring rubrics are descriptive scoring
schemes that are developed by teachers
or other evaluator to guide the analysis of
the products or processes of students
efforts (Brookhart, 1999).
 Are typically employed when a judgment
of quality is required and maybe use to
evaluate a broad range of subjects and
activities.
 Scoring Rubrics provide at least
two (2) Benefits in the
Evaluation Process:
First, they support the examination of the
extent to which the specified criteria have
been reached.
Second, they provide feedback to students
concerning how to improve their
performance.
 KEYS TO
REMEMBER!
The ultimate consideration in using
a scoring rubrics for assessment is
really the “PURPOSE OF THE
ASSESSMENT”.
 3.1 Criteria Setting
The criteria of 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 • Accuracy
• Creativity • Aesthetics
• Comprehensiveness
 From the major criteria the next task is
to identify substatements that would
make the major criteria more focused
and objective.
Example: If we’re scoring an essay “Three
Hundred Years of Spanish Rule
in the Philippines”
Major Criterion: “Quality”
• Interrelates the chronological
events in the interesting
manner.
• Identifies the key players in
each period of the Spanish
rules and the roles that they
play.
• Succeeds in relating the
history of Philippines
Spanish Rule (rated as
professional, not quiet
professional and novice).
Examples of Scoring
Rubrics Design to
Evaluate College
Writing Samples
 SUBSTATEMENTS
 Effective transitions are
use throughout.
 A professional format is used.
The graphics are descriptive and clearly
support the documents purpose.
 ADEQUATE
The document can be easily followed. A
combination of the following are apparent in
the document.
1. Basic transition are used,
2. Are structured format is used,
3. Some supporting graphics are provided, but
are not clearly explained.
 The document contains minimal
distractions that appear in a
combination of the following
forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
 Needs Improvement
Organization of document
is difficult to follow due to
a combination of
following:
1. Inadequate Transition
2. Rumbling Format
3. Insufficient or Irrelevant
Information
4. Ambiguous Graphics
 The document contains
numerous distractions that
appear in the combination of the
following forms:
1. Flow in thought
2. Graphical Presentation
3. Grammar/Mechanics
 INADEQUATE
There appears to be no
organization of the documents
contents.
Sentence are difficult to read and
understand.
Other instances in which scoring
rubrics may be used
successfully:
• Evaluate Group Activities
• Extended projects
• And oral presentations
 OTHER METHODS
Authentic Assessment schemes
apart from scoring rubrics exists in
the arsenal of the teacher.
EXAMPLE: CHECKLIST
CHECKLIST
 Enumerate a set of desirable
characteristics for a certain product
and the teacher marks those
characteristics which are actually
observed.
PROCESS OF DEVELOPING
SCORING RUBRICS
First Step;
• 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.
Second Step;
• The identification and
definition of the
criteria for the lowest
level of performance.
 THE END.
THANK YOU!