Reflection on Process Oriented Performance-Based

Performance-based assessment attempts to measure the degree to which a student

can practically apply the knowledge they have been taught (Fredrick, 2017). Compared to
formal assessment which mainly focused on cognitive knowledge, performance based
assessment tools touches both cognitive and psychomotor domain of the students. In this
performance-based assessment, students’ understanding and how they apply the
concepts are the main targets of this tool.

One of the two types of performance-based assessment is the product-oriented

performance-based assessment wherein the focus is on the process or the procedure
performed by the student. Designs are varied depending on the purpose of the tool.
Process oriented assessment tool can be used to set instructional goals, track student
growth, provide coaching and feedback, make decisions on students’ promotion and
many other. In teaching Science, where laboratory exercises are most frequently used
activity, process oriented performance based assessment is suitable to evaluate student’s
application of a certain scientific skill. Many topics in Biology are process-based wherein
the understanding of the process is important in order to follow the lesson. Also, different
techniques in laboratory, and methods of experimentation are being taught in the subject
wherein students are required to learn the process or the task itself.

Like the topic I chose, the heat-fix method requires the students to learn the
process of staining. Staining is a pre-requisite skill in order to perform other scientific skills
so it is important for the students to know and master it. This assessment design is best
suited on this lesson rather than multiple choice item where process is being written in
the test questionnaire. Skills acquisition and hands-on experience are the goals of the
lesson that is why there’s no other way of assessment but through performance. The
assessment tool also served as a guide for instruction and make a decision if the student
is ready to proceed to the next skill or topic.

There is an assessment tool that is best suited for each specific topic/lesson. It is
our role as teachers to critically choose the appropriate assessment tool for the topic in
order to attain fair and reliable judgment.