PROCESS AND PRODUCT

ORIENTED ASSESSMENT
 Objectives:

Define the Process and Product Oriented Assessment.

 Describe thier learning competencies.

 Explain Target Task of Product Oriented Assessment.

 PROCESS ORIENTED ASSESSMENT
 Its concerd with the actual task performance rather
than the output ot product of an activity.
 Evaluate the actual task performance, it does not
emphasize on the output or product of an activity. These
assessment aims to know what processes a person
undergoes when given task.
Learning Competencies
The learning objectives in Process Oriented
Assessments are started in direct observable behavior of
the students.
Competencies are defined as groups or cluster of skills
and abilities needed for a particular task.
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 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 ambience of the poem through appropriate rising and falling
intonation;
5. Pronounce the words clearly and with proper diction.
PRODUCT ORIENTED 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 demonstrate level of task achievement.

Examples : poem, essays, charts, drawing and maps.

PRODUCT ORIENTED LEARNING COMPETENCE

• Product can include a wide range of students works

that target specific skills.

• Learning competencies associated with product or

outputs are linked with an assessment of the level of “
expertise “ manifested by the product.
• Learning needs to be connected to the lives of the
students through relevant task that focus on
students ability to use thier knowledge and skills in
meaningful ways.
Target Tasks
• Includes behavior expectation targeting complex task that students
are expected to achieve.

Rubrics
• One way that the teacher can evaluate or assess students performance
or proficiency in any given task as relates to a final product or learning
outcomes.