Chapter 1 Lesson 2:

Learning Targets for

Performance and
Product-Oriented
Assessment

Prepared by:
Bestudio, M., Casas, A., Dapar, L., Lolo, R.G., Salas, D.I., & Vergel, J.A.
At the end of the topic,
you will be able to:
o Formulate learning strategies that can be
assessed through performance and product-
oriented assessment; and
o Create an assessment plan using alternative
methods of assessment.
What is a
Performance-Based
Assessment?
A performance-based assessment measures students’ ability to apply the
skills and knowledge learned from a unit or units of study.

The task challenges students to use their higher-order thinking skills to

create a product or complete a process (Chun, 2010).

It is conducted by listening to, observing, and talking with students as they

complete the task.

It is an ongoing process that helps teachers uncover a student’s ability to

think and reason.

Teachers are able to adapt their own practice according to the student
performance.
 It gives teachers new methods in assessing
student achievement (ibid). Hence, instead of giving
students to select a response, this type of
assessment requires students’ active participation
through demonstration of their skills and
Benefits of knowledge.
Performance
Assessment The use of their higher-order thinking skills in
creating a process or a product is required in method
evaluation (Chun, 2010). Learning tasks are beyond
rote memorization; thus letting the students apply,
analyze and create.
 What makes authentic performance tasks?
● Be built around topics or issues of interest to the students
● Replicate real-world communication contexts and situations
● Involve multi-stage tasks and real problems that require
creative use of language rather than simple repetition
● Require learners to produce a quality product or
performance
● Evaluation criteria and standards are known to the students;
● Involve interaction between assessor and person assessed
● Allow for self-evaluation and self-correction as students
proceed.
 Characteristics of Performance-Based Assessment
(Lund & Kirk, 2019)
Require Require the presentation of worthwhile or meaningful tasks
designed to be representative of performance in the field.

Emphasize Emphasize higher-level thinking and more complex learning

Articulate Articulate criteria in advance so that students know how they will
be avaluated

Embed Embed assessments so firmly in the curriculum that they are

practically indistinguishable from the instruction.

Expect Expect students to present their work publicly when possible.

Involve Involve examination process as well as the products of learning.

 Components of dynamic, authentic
performance-based assessment

Performance-based assessment assesses either the process in

achieving the learning outcomes or the product of the learning
outcomes or even both depending on the learning objectives.
It involves doing rather than just knowing about a certain task.
When using performance-based assessment, the teacher will
either use process-oriented performance-based assessment or
product-oriented performance-based assessment.
The teacher should know when to use the two types of performance-
based assessment.
 2 Types of
Performance-based
Assessment

✓ Process-oriented
✓ Product-oriented
 Process-Oriented
Performance-Based
Assessment
Process-oriented performance-based
assessment is concerned with the
actual task performance rather than
the output or product of the activity.

It aims to know what processes a

person undergoes when given a task.
“Learning entails not only what
students know but also what they
can do with what they know.”
Learning Competencies:
• Competencies are
defined as groups or
clusters of skills and
abilities needed for a
particular task.
 • The objectives generally focus
on those behaviors which
exemplify a “best practice” for
the particular task.

• Such behavior range from a

“beginner” or “novice” level
up to the level of “expert.”
Task: Recite a Poem by Edgar Allan Poe, “The Raven.”
Objective: The activity aims to enable students to recite a poem
entitled “The Raven” by Edgar Allan Poe.
Specifically:
1. Recite a 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 ambiance of the poem through appropriate rising
and falling intonation; and
5. Pronounce the words clearly and with proper diction.
Simple Competencies:
✓ Speak with a well-modulated voice

✓ Color a leaf with a green color

Complex Competencies:
✓ Recite a poem with feeling using

appropriate voice quality, facial expression,

and hand gestures
✓ Draw and color a leaf with a green crayon
Task Designing

Learning tasks need to be carefully planned. Some

generally accepted standards for designing a task include:

✓ Identifying an activity that would highlight the

competencies to be evaluated.
✓ Identifying an activity that would entail more or less the
same sets of competencies.
✓ Finding a task that would be interesting and enjoyable for
the students.
Product-Oriented
Performance-Based
Assessment
Product-oriented performance based
assessment is a kind of assessment
wherein the assessor views and
scores the final product made and
not on the actual performance of
making that product.
A product refers to something
produced by students providing
concrete examples of the application
of knowledge.
The learning competencies associated
with products or outputs are linked with
an assessment of the level of “expertise”
manifested by the product. Thus, the
product-oriented learning competencies
target at least three (3) levels:
- novice or beginner’s level
- skilled level
- expert level
Level 1: Does the finished product or
project illustrates the minimum
expected parts or functions? (Novice)
 Example: The desired task product is a
scrapbook illustrating the historical
event called Edsa I People Power

Minimum Specification: Contain pictures,

newspaper clippings, and other illustrations of
the main characters of EDSA I.
Level 2: Does the finished product or
project contains additional parts and
functions on top of minimum
requirements which tend to enhance
the final output? (Skilled)
 Example: The desired task product is a
scrapbook illustrating the historical event
called Edsa I People Power
Minimum Specification: Contain pictures, newspaper
clippings and other illustrations of the main characters of
EDSA I.

Skilled Level: Contain remarks and captions for the

illustrations made by the student himself for the roles
played by the characters of EDSA I People Power.
Level 3: Does the finished product or
project contains the basic minimum
parts and functions, have additional
features on top of minimum, and is
aesthetically pleasing? (Expert)
 Example: The desired task product is a
scrapbook illustrating the historical event
called Edsa I People Power
Minimum Specification: Contain pictures, newspaper clippings,
and other illustrations of the main characters of EDSA I.

Skilled Level: Contain remarks and captions for the illustrations

made by the student himself for the roles played by the characters
of EDSA I People Power.

Expert Level: Be presentable, complete, informative, and pleasing

to the reader of the scrapbook.
 Example for assessing the output of short term tasks:
The desired output consists of the output in a typing class.

Learning competencies:
The final outputs of the student must:
1. Possess no more than five errors in spelling (minimum
specification)
2. Possess no more than five errors in spelling while observing
proper format based on the document to be typewritten
(skilled level)
3. Possess no more than five errors in spelling, has the proper
format and is readable and presentable.
 Product-oriented performance-based
learning competencies are evidence-based.

The teacher needs concrete evidence

that the student has achieved a certain
level of competence based on
submitted products and projects.
 Task Designing

When designing assessment tasks, teachers should

always remember that the purpose of the task is to
provide opportunities for students to demonstrate what
they have achieved or learned. Hence, it is essential to
determine the learning competencies to be exhibited by
the students. The learning competencies will be the basis
of the teachers in designing tasks.
Task designing (process-oriented
performance-based assessment)
When choosing the best assessment task, it is necessary to be
guided by the following criteria outlined by Boud (1998).
● The task is authentic and set in a realistic context.
● They are worthwhile learning activities in their own right.
● The assessments permit a holistic rather than a fragment approach.
● The task is not repetitive for either student or assessor- they should work as a
productive use of time for all those involved.
● The assessment prompts student self-assessment.
● The task is sufficiently flexible for students to tailor them to their own needs
and interests.
● The assessment is not likely to be interpreted by students in a way
fundamentally different to that of the designer.
● The task does not make assumptions about the subject matter or the learner
which are differentially perceived by different groups of students, and which
are irrelevant to the task.
EXAMPLE:
Topic: Understanding Biological Diversity

Possible Task Design:

● Bring the students to the pond or creek
● Ask them to find all living organisms near the pond or creek
● Bring them to school playground to find as many living
organisms they can find

Observe how the students will develop a system finding such

organisms, classifying the organisms, and concluding the
differences in biological diversity of the two sites.
Task Designing
How should a teacher design a task for product-
oriented performance-based assessment?

The design of the task in this context depends on

what the teacher desires to observe as output of
the students.
The concepts that may be associated with task
designing include:

Complexity. The level of complexity of the project

needs to be within the range of ability of the
students.

Appeal. It should be interesting enough so that

students are encouraged to pursue the task to
completion.
 Creativity. The projects need to encourage
students to exercise creativity and divergent
thinking.

Goal-Based. The project is produced in order to

attain a learning objective.
 Scoring Rubrics
Using rubrics can help evaluate
student performance or proficiency in
any given task as it relates to a final
product or learning outcome.
 Planning Alternative Assignments:
● Define a concrete and unambiguous instructional outcome/goal
that you want to assess. Make sure that you include both
subject-matter content and a set of skills/operations that a
successful student would exhibit.
● Define what can be assessed through performance assessment,
and what can be assessed through objective performance
measures.
● Create tasks/assignments that elicit this behavior.
● Decide what kind of guidance you can provide while still allowing
students to learn independently.
● Try the assessment out and make revisions as necessary.
Here are some additional useful questions to ask yourself, when you are
deciding on what assessment to choose:
• Do you want to test acquisition of content knowledge, or the ability to
apply that knowledge?
• Do you want to assess a product that a student has produced or the
process by which they produced it?
• Do you want to assess any of the following: writing ability, speaking skills,
creativity, use of technology, or collaboration?
• Are specific time constraints important?
• What kind of content knowledge should students be able to demonstrate
and at what level?
• What higher order thinking skills do you want students to develop and be
able to demonstrate?
• Which assessment methods would allow you to understand how well
students are achieving learning outcomes? Did you include more than one
assessment type in your course?
Lists of Alternative strategies