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ASSESSMENT IN

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LEARNING 2

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CHAPTER 3:
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PRODUCT- ORIENTED PERFORMANCE-

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BASED ASSESSMENT
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 PRODUCT- ORIENTED PERFORMANCE-
BASED ASSESSMENT

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Performance-Based Education

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 A student-centered educational approach in which the

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students are the focus of the learning process

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 The students are engaged in activities in order for them to
develop a specific targeted skills

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Performance Assessment

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 The manner through which the teacher observes or makes
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judgment on student’s competencies emphasizing on the
ability to perform the task.
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 The teacher may observe or make judgments on students’

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competencies by focusing on the output or experiences made

from the task performed.
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 3.1 PRODUCT-ORIENTED
LEARNING COMPETENCIES

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Product-Oriented Learning Competencies

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Le v e l s o f Le a rn i n g C o m p e t e n c y

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 N o v i c e o r B e g i n n e r ’ s Le v e l
 S k i l l e d Le v e l

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 E x p e r t Le v e l

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N o v i c e o r B e g i n n e r ’ s Le v e l

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 D o e s t h e fi n i s h e d p ro d u c t o r p ro j e c t i l l u s t r a t e t h e m i n i m u m ex p e c t e d p a r t s o r

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functions?

S k i l l e d Le v e l o. ou
 D o e s t h e fi n i s h e d p ro d u c t o r p ro j e c t c o n t a i n a d d i t i o n a l p a r t s a n d f u n c t i o n s o n
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t o p o f t h e m i n i m u m re q u i re m e n t s w h i c h t e n d t o e n h a n c e t h e fi n a l o u t p u t ?
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E x p e r t Le v e l
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 D o e s t h e fi n i s h e d p ro d u c t c o n t a i n t h e b a s i c m i n i m u m p a r t s a n d f u n c t i o n s ,
h a v e a d d i t i o n a l f e a t u re o n t o p o f t h e m i n i m u m , a n d i s a e s t h e t i c a l l y p l e a s i n g ?
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 3.1 PRODUCT-ORIENTED
LEARNING COMPETENCIES

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Example

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 The desired product is a scrapbook illustrating the origin of
the universe, earth, and life.

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Novice or Beginner’s Level
 The final product possess the correct dimension (5x5x5)-

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(minimum requirement)

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Skilled Level
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 The final product is sturdy, made of durable cardboard and
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properly fastened together
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Expert Level
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 The final product is pleasing to the eyes, preferably properly

colored for the aesthetic purposes
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 3.2 TASK DESIGNING

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The design of the task depends on what the teacher desire to
observe as outputs of the students.

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 Complexity– it should be within the range of the ability of

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the students.

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 Appeal– the project should be appealing to the students and

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should lead to self-discovery of information by the students.

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 Creativity – it needs to encourage students to exercise
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creativity and divergent thinking.
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 Goal-Based– the project is produced to attain a learning

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objective.
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 3.3 SCORING RUBRICS

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Sc ori ng Rubr i c s

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 These are de sc ri pti ve sc ori ng sc heme s tha t are de ve l oped by

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teac he rs to gui de the a na l y si s of the produc ts or proc e sses of
stude nts’ effor t.

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Cri te ri a Se tti ng

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 Cri te ri a a re state me nts w hi ch i denti fy “w hat rea l l y c o unts” i n the

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fi nal output.
 Qua l i ty
 Cre ati v i ty o. ou
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 Co mprehensi v ene ss
 Ac c ura cy
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 Ae stheti c s
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W he n are sco ri ng r ubr i cs appro pr i ate e v al uati on tec hni ques?

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 E ssay
 E v al uati on group di scussi o ns
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studyOral
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 3.3 SCORING RUBRICS

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W h e re a n d w h e n th e s c or i n g r u b r i c s a re d o e s n o t d e p e n d on t h e g r a d e
le v el o r le v e l o r s u b je c t , b u t r a th e r on t h e p u r p os e of a s s e s s m en t .

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O th e r M e t h od s

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 C h e c k l i s ts a re a p p ro p r ia t e f or ev a l u a t io n wh en t h e i n f orm a t i on t h a t is

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s o u g h t i s l im it e d t o t h e d et erm i n a ti o n w h e t h e r s p e c i fi c c r it e r ia h a v e
b ee n m e t .

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 S c or i n g r u b r i c s a re b a s e d o n d e s c r i p ti v e s c a le a n d s u p p or t t h e

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e v a l u a ti o n t o th e ex te n t t o w h ic h c r it er i a h a v e b e e n m e t .
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 B en efi ts of th e S c or i n g Ru b r ic s
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 T h e y s u p p o r t th e ex a m i n a t io n of t h e ex te n t to w h i c h t h e s p e c i fi e d
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c r i te r i a h a v e b e e n re a c h e d .
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 T h e y p ro v i d e f e e d b a c k s to th e s tu d e n t s c o n c e rn i n g h ow t o i m p ro v e t h e i r
p er fo rm a n c e s .
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 3.3 SCORING RUBRICS

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Pro c e s s of D e v e lo p i n g S c o r in g Ru b r i c s

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ST E PS :

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 I d en ti fy t h e q u a l iti e s a n d a tt r ib u te s t h a t y ou w i s h t o ob s e r v e in t h e

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s tu d en ts ou t p u t s th a t w o u l d d em on s t ra t e t h e ir le v e l o f p rofi c ie n c y.

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 D e c id e w h e th e r a h o li s ti c or a n a n a l y ti c a l r u b r ic w ou l d b e a p p ro p r i a t e .

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 I d en ti fy a n d d efi n e t h e c ri t er i a f or th e to p le v el a n d l o we s t le v e l of
p er fo rm a n c e .
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 C rea t e a d d i ti on a l c a te g or i es s u c h a s a v er a g e , e t c . e a c h s c ore c a t eg or y
s h o u l d b e d e fi n ed s \ u s in g d es c r i p to r s o f th e w or k r a t h e r t h a n v a l u e -
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j u d g m e n t a b o u t t h e w or k .
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 Te s t w h e th e r th e s c or i n g r u b r i c s i s rel i a b le . A s k tw o o r m ore t ea c h e rs t o
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s c o re th e s a m e s et o f p ro je c t s o r ou tp u ts a n d c o rre la t e t h ei r in d iv i d u a l
a s s e s s m e n t.
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