UNIT 3 :

Product-Oriented
Performance-Based
Assessment
Presentation
Overview
Topic Product-Oriented Learning
1. Competencies

Topic 2. Task Designing in Product-Oriented

Performance-Based Assessment

Topic 3. Scoring Systems for Product- Oriented

Performance-Based Assessment
TOPIC PRODUC T- ORIE
NTEDLEARNING
1 C OM PETENC
IES
Learning Objectives

At the end of the lesson, you are

expected to:
• distinguish product- oriented
assessment from process- oriented
assessment; and,
• construct product- oriented
learning competencies.
 seeks to assess
PRODUCT-ORIENTED
through performance a finalized
PERFORMANCE-BASED
product
should meet that requirements.
specific
ASSESSMENT
A product refers to something
produced by students providing
concrete examples of the
application of knowledge.
Examples can include brochures,
reports, web pages and audio or
video clips.
Gronlund (1998) recommends to teachers
that they use product-oriented assessment if:

1. Different procedures result in an equally

good product.
2. Procedures are not available for
observation;
3. The have been mastered
procedures
already; and, qualities that can be
4. identified
Products and judged.
have
Product-oriented assessment competencies
according to Navarro & Santos (2013):
Product-Oriented
Learning
Competencies
Example of Product-Oriented Assessment Competencies
Incorporating the 3 Levels of Learning Competencies
DepEd Order No. 73, s.2012 attached example
of assessment strategies that teachers can use
for performance bases assessment.
 T A S KD E S I G N I N
TOPIC G R O DI UN C T - O R I E
P
NTEDPERFORM A
2 NC E-
BASED ASSESS
Learning Objectives
M ENT
At the end of the lesson, you are
expected to:
• identify appropriate tasks for
p ro d uc t- oriented performance-
based assessment; and
• design tasks for p ro d uc t-
oriented performance- based
assessment.
 Specifying Testing constraints
- teachers will impose conditions during
the performance test. These conditions
may include time, equipment, scoring
criteria, and prior knowledge of the task.

04
Specifying the scoring Rubrics
- the goal when scoring performance
test is to do justice to the time spent
developing them and the
effort

03
expended by students taking them.
Designing the Assessment Context
- teacher creates a task/situation that
will allow learners to demonstrate the

02
knowledge, skills, and attitudes that
they have acquired.

4 Steps in Developing Deciding What to

Test
Performance Tests by
01
-ofteacher creates a that
objectives
Kubiszyn & Borich list
specifies the
(2007) knowledge, skills,
habits of mind,
indicators and of
outcomes
 When choosing what tasks for students, use the
following questions as a guide suggested by
Considerations in Wiggins (1992):

Task Designing a.What does the mathematics, history,

science, “doing of art,
so forth” look and feel like
professional andmake
who living working to
their
fields in the real world? in
those

b.What are the projects and tasks performed by those

professionals that can be adapted to school
instruction?

c.What are the roles that those professional acquire

that learners can r e- create in the classroom?
 There is no single formula or recipe that guarantees
a valid product- oriented performance test...
Considerations in
Task Designing Even if the task is complex, make sure that the
students are able to visualize the competencies
you want them to demonstrate.
Design a task with a narrow domain but can
measure a wide range of behavior.
Allow learners to exhibit varying procedure in
accomplishing the product.
Accomplishing the product should
considerable mental require effort and
place
demands on the persistence and high
determination of
the individual learner.
Criteria in task designing in product-oriented
assessment according to Navarro & Santos
(2013):
within the range of
project is produced in order
ability of the students
to attain a learning
objective

interesting enough so that

students are encouraged to
lead the students into pursue the task to
exploring the various completion.
possible ways of presenting
the final outcome.
 SC ORING SY
TOPIC 3 STEM S FORPRODU
P
CETR FO
- O RR
I EMNATNECDE - B
ASEDASSESSM EN
T
Learning Objectives

At the end of the lesson, you are

expected to:
• differentiate checklist, rating
scale, and rubrics; and
• construct scoring systems for
product- oriented performance-
based assessment.
 Performance tasks are known to be time
WHY consuming in terms of scoring.
RUBRICS? In
addition, performance tasks are prone to
subjective scoring which can turn an
authentic performance test to
inaccurat one. Hence, thean goal when
e
scoring performance test is to do justice
to the time spent developing them and
the effort expended by students taking
them.
Categories of Scoring
Systems
Kubiszyn & Borich (2007) identified three categories of scoring system to
use when scoring a p r o d u c t - oriented test or p e r f o r m a n c e - task in general.
Categories of Scoring
Systems
RATING
CHECKLIST RUBRIC
SCALE

contains lists of traits require that the test can be holistic and
or characteristics that developer first analytic. When
can be scored as identify the most making a rubric,
present as either salient characteristics educato
present or absent. or primary traits when rs
emphasized the
observing the importance of clear
product. and comprehensible
quality levels.
 1. Determine specific outcomes to observe
GUIDELINES and assess.
IN MAKING 2.Decide what to look for. Write down criteria
or

CHECKLIST evidence that indicates the student is

demonstrating the outcome.

3. Enumerate all attributes and characteristics you wish to observe relative to
the concept being assessed.
4. Arrange these attributes as a “shopping” list of characteristics
5. Ensure students know and understand what the criteria are.
6. Target your observation by selecting four to five students per class and
one or two specific outcomes to observe.
7. Share observations with students, both individually and in a group. Make
the observations specific and describe how this demonstrates or promotes
thinking and learning.
EXAMPLE OF A CHECKLIST
 Rating Scale is a dimmer which you can
adjust the intensity of the light but a
GUIDELINES IN checklist is basic light switch that just

MAKING turns on and off light.

Rating scales state the criteria and provide
RATING
three or four selections
SCALE describe response the to frequency
student work. quality or of
Effective rating scales use descriptors with
clearly understood measures, such as
frequency.
EXAMPLE OF A RATING SACLE
GUIDELINES I N
MAKING
RUBRIC
there are two types
rubrics; of analytic
holistic. and
When making a rubric,
educators emphasized the
importance of clear and
comprehensible quality
levels. Alberta Education
(2008) proposes that
teachers follow the
following guidelines:
 asks the teacher to score the overall process or
product as a whole

HOLISTIC all criteria are assessed simultaneously;quick

scoring
RUBRIC used when the teacher wants a quick judgment
of the students' performancE.
c a n be used for summative assessment

TWO TYPES OF SCORING RUBRIC

gives detailed information on the performance
each criterion is evaluated separately; time
ANALYTIC
consuming to score
used when the teacher wants to identify the RUBRIC
strengths and weaknesses of the students' work
in e a c h criterion
c a n be used for formative assessment
EXAMPLE OF A HOLISTIC RUBRIC I N
EVALUATING AN INFOGRPAHIC OUTPUT
EXAMPLE OF AN ANALYTIC RUBRIC I N
EVALUATING AN INFOGRPAHIC OUTPUT
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.weareteachers.com%2Falternative-
e du cati o n -project-b a s e d -
learning%2F&psig=AOvVaw3PWlDmll0604_QfBAdjI_F&ust=1645879659238000&source=images&cd=vfe
&ved=0CAsQjRxqFwoTCIDY3a7InPYCFQAAAAAdAAAAABAU

https://www.google.com/url?
sa=i&url=https%3A%2F%2Fwww.hometownlife.com%2Fstory%2Fnews%2F2019%2F09%2F27%2Fnorthvilles-
a m e r m a n -elementary-s c h o o l -e arns-national-
honor%2F3790373002%2F&psig=AOvVaw2jaeBUE6A5wzD8932EixJS&ust=1645879939990000&source=ima
ges&cd=vfe&ved=0CAsQjRxqFwoTCKiD7anJnPYCFQAAAAAdAAAAABAD

RESOURCES: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.semanticscholar.org%2Fpaper%2FUsing-
Likert-Type-Data- i n- Social-Science- Research%253A-
Subedi%2F272e04832f6c15470e9de0ca45a2e0b40433b342&psig=AOvVaw24QvZdiknKZLZpnYbO-
W6x&ust=1645889495317000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLi6o_TsnPYCFQAAAAAdAA
AAABAa

https://teaching.cambriancollege.ca/assess/rubrics/holistic/

https://teaching.cambriancollege.ca/wp-content/uploads/2019/10/Infographic-Holistic-Rubric.png

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THANK YOU
FORLIS
TENING AND
P ARTICIP ATI