Republic of the Philippines

Commission on Higher Education

Region V (Bicol)

Polangui Community College

A.Y 2021-2022

ASSESSMENT IN LEARNING 2
CHAPTER 5:
PRODUCT-ORIENTED
PERFORMANCE BASED-
ASSESSMENT

Submitted by:

IBARRETA, RUBILYN O.

BSED-FILIPINO 3

Submitted to:

MR. CRISTOBAL SAYAGO

INSTRUCTOR

March 10, 2022

 CHAPTER 5:
PRODUCT-ORIENTED PERFORMANCE BASED-
ASSESSMENT

EXERCISES:
A. Differentiate between a "process-oriented" and a "product-oriented" performance
based-assessment.

 Process-oriented performance based-assessment is focused with real task

performance rather than the activity's outcome or product. The real work
performance is evaluated using a process-oriented performance-based assessment.
It does not place a premium on the activity's output or product. This assessment
seeks to determine what procedures a person goes through when assigned a task.
Meanwhile, A product-oriented performance based-assessment is one in
which the assessor looks at and rates the finished product rather than the actual
performance of making that thing. It is just concerned with the product and not
with the process. It is also a method of assessment in which actual student
performance is evaluated through a product such as a completed project or work
that reflects a level of task achievement.

B. Differentiate between a "general" and "specific" task oriented scoring rubrics.

 General Scoring Rubric include requirements that are applicable to all tasks.
These can be reused for different activities, however the feedback may be general.
Meanwhile, the Specific Scoring Rubrics are used to assess specific tasks and
include criteria and descriptions that represent specific aspects of the evoked
performance. A task-specific rubric can be used to provide an accurate assessment
of task performance. However, creating rubrics for all of the numerous tasks you'd
like to assess can be time consuming and challenging.

C. What factors determine the use of scoring rubrics over other authentic assessment
procedures? Explain.

 Scoring rubrics are more useful than authentic assessment techniques when
criterion-referenced measurements are required. This measurement enables
teachers to compare her students' performance. Scoring Rubrics include a
descriptive scoring plan that teachers or assessors use to analyze student
 achievement levels. Scoring rubrics are a highly efficient criterion-referenced
measure that is recommended over any other authentic assessment procedure. It
enables teachers to differentiate the performance of each student.

D. Identify and describe the process of developing scoring rubrics for product-oriented
performance based-assessment.

 In order to create a scoring rubric for product-oriented assessment, the teacher

must first design a test for the specific performance-based assessment. Teachers
should emphasize the complexity, inventiveness, and attractiveness of their students'
work in product-oriented assessments. As a result, the teacher will establish criteria
for what truly matters in the final product. Quality, creativity, comprehensiveness,
accuracy, and beauty are frequently used major criteria. Following the formation of
the primary criterion, the following stage is to identify substatements that should
highlight the major criteria.

E. Select five (5) from the following and develop a scoring rubric for each.

 Evaluating performance in argumentation and debate

DEBATE SCORING RUBRIC

CRITERIA 1 2 3 4

Poor Average Good Excellent

Organization and Clarity Unclear in Clear in some Most clear and Completely
most parts parts but not orderly in all clear and
✓ Viewpoints and responses over all parts orderly
are outlined both clearly presentation
and orderly

Use of Arguments Few or no Some relevant Most reasons Most

relevant reasons given given, most relevant
✓ Reasons are given to reasons given relevant reasons given
support viewpoints in support

Use of Examples and Facts Few or no Some relevant Many Many

relevant examples/facts examples/facts relevant
✓ Examples and Facts are supporting given given most supporting
given to support reasons examples/facts relevant examples/fact
s given

Use of Rebuttal (In terms of No effective Few effective Some effective Many
defense) counter- counter- counter- effective
argument made argument made argument made counter-
 CRITERIA 1 2 3 4

Poor Average Good Excellent

✓ Arguments made by the argument

other teams are responded made
to and dealt with effectively

Presentation Style Few style Few style All style All style
features were features were features were features were
✓ Tone of voice, use of used, not used used, most used
gestures, and level of convincingly convincingly convincingly convincingly
enthusiasm are convincing
to audience

 Scrapbook on "EDSA I Revolution"

SCRAPBOOK SCORING RUBRIC

CRITERIA 1 2 3 4
Writing There are The scrapbook The scrapbook The scrapbook
Grammar numerous contains more contains no more contains no
grammatical than five than five grammatical
problems grammatical grammatical errors
throughout the errors errors
text

Writing The information The information The information The information

Organization is considered to is well-organized, is organized into is well-organized,
be disorganized however the well-structured with well-written
paragraphs are paragraphs paragraphs and
poorly subheadings
constructed

Writing There are There are at least There are no Throughout the
Mechanics numerous five capitalization more than five scrapbook, the
capitalization and or punctuation capitalization or capitalization and
punctuation mistakes punctuation punctuation are
problems mistakes correct
throughout the
text

Attractiveness The reader is The content in The scrapbook is The scrapbook

and Organization confused by the the scrapbook is visually appealing features quite
scrapbook's well-organized and contains appealing style
formatting and well-organized and material that
content information is well-organized
organizing

Content Less than half of More than half of The majority of All of the facts in
Accuracy the facts in the the facts in the the information the scrapbook is
scrapbook is scrapbook is in the scrapbook correct
correct correct is correct

 Evaluating a kinder piano performance

KINDER PIANO PERFORMANCE SCORING RUBRIC

CRITERIA 1 2 3 4

Good Very Good Proficient Excellent

Hand Position Most of the Wrists are For the most Wrists are
time, wrists are flexible for some part, the wrists flexible and
painfully higher of the are comfortable pleasant, with
than the bridge. performance, and flexible. fingers curved
As she/he plays, however they The majority of throughout the
many of her/his are sometimes the time, the performance
fingers are painfully higher fingers are
straight and than the bridge. curved
fanned out like Sometimes the
pancakes fingers are
straight, and
other times they
are shaped like
a pancake

Notation Throughout the On sometimes, There are no There are no

majority of the incorrect notes discernible discernible
performance, are heard. incorrect notes. incorrect notes.
incorrect notes Memory loss There may be a There have been
are played. occurs on minor lapse in no memory
During the occasion, but recollection or a
 majority of the the pupil blunder, but the losses
performance, recovers learner recovers
the student has swiftly and
memory loss easily

Body Posture Too close to the Too close to the Student is Student is
piano/too far piano/too far seated a seated a
away Slumped away comfortable comfortable
down. During Occasionally, distance away distance away
the her/his posture from the piano, from the piano,
performance, slumps, her/his with body with body
he appears feet are twisted slightly forward somewhat
uneasy and or stretched, and feet put forward and
uncomfortable. and she/he apart for feet put apart
appears uneasy strength on a for strength,
during the constant basis, and an overall
performance. with just the look of
occasional confidence and
slouch or power.
fumble.

Artistic The song has no The performer We nearly fully The performer
Expression positive effect appears to be relax when we and the
on the linked to his/her listen to music. audience are
performer. The music, and we The odd burp is both connected
song does not want to be, even frightening, but to the music,
have a if we may not be the player comfortable and
favorable able to relax in appears to be confident in the
impact on the the song due to confident, so we performance's
audience. occasional can relax once beauty
Occasionally, errors more
performance
stalls

Rhythmic The majority of Some of the For the most The tempos and
Accuracy the performance part, the tempos rhythms are
performance is features and rhythms consistent
played at incorrect are consistent. throughout the
incorrect tempos and The scales are performance.
tempos and rhythms. Scales stable, with no The scales are
rhythms. The are occasionally fumbling stable, with no
 scales are shaky and fumbling
erratic and clumsy
occasionally
stop

 Essay on "Why Jose Rizal Should be the National hero"

ESSAY SCORING RUBRIC

CRITERIA 4 3 2 1
Grammar and Presentation Presentation Presentation Work has four
Spelling has no has no more has three or more spelling
misspelling or than two misspelling errors and/or
grammatical misspelling and/or grammatical
errors and/or grammatical errors
grammatical errors
errors

Organization Information in Student Reader has Sequence of

logical, presents difficulty information is
interesting information in following work difficult to
sequence which logical sequence beacuse student follow
reader can which reader jumps around
follow can follow

Content Student Student is at Student is Student does

Knowledge demonstrate full ease with uncomfortable not have grasp
knowledge content, but with content of information;
(more than fails to and is able to student cannot
required) elaborate demonstrate answer
basic concepts questions about
subjects

Neatless Work is neatly Work has one Work has three Work is illegible
done or two areas or four areas
that are sloppy that are sloppy

References Work displays Reference Work does not Work displays

the correct section was have the no references
number of completed appropriate
 references, incorrectly number of
written required
correctly references

 Oral presentation on the piece "Land of Bondage, Land of Free"

ORAL PRESENTATION SCORING RUBRIC

CRITERIA 4 3 2 1

Excellent Good Average Poor

Content Shows a full Shows a good Shows a good Does not seem
understanding understanding understanding to understand
of the topic of the topic of parts of the the topic well
topic

Preparedness Student is Student seem Student is Student does

completely pretty prepared somewhat not seem at all
prepared and but might have prepared but it prepared to
has obviously needed a couple is clear that present
rehearsed more rehearsals rehearsal is
lacking

Speaks Clearly Speaks Clearly Speaks Clearly Speaks Clearly Often rumbles
and distinctly and distinctly and distinctly or cannot be
all (100-90%) all (100-90%) most (94-85%) understood or
the time and the time and the time and mispronounces
mispronounces mispronounces mispronounces more than a few
no words a few words no more than words
one word

Enthusiasm Facial Facial Facial Very little use of

expression and expression and expression and facial expression
body language body language body language and body
generate a sometimes are used to try language. Did
strong interest generate a generate not generate
and enthusiasm strong interest enthusiasm much interest in
about the topic and enthusiasm about the topic the topic being
about the topic presented
 CHAPTER 5:
PRODUCT-ORIENTED PERFORMANCE BASED-
ASSESSMENT

EXERCISES:
A. Differentiate between a "process-oriented" and a "product-oriented" performance
based-assessment.

B. Differentiate between a "general" and "specific" task oriented scoring rubrics.

C. What factors determine the use of scoring rubrics over other authentic assessment
procedures? Explain.

D. Identify and describe the process of developing scoring rubrics for product-oriented
performance based-assessment.

E. Select five (5) from the following and develop a scoring rubric for each.

1. Essay on "Why Jose Rizal Should be the National hero"

2. Essay on "Should the power industry be Deregulated"

3. Oral presentation on the piece "Land of Bondage, Land of Free"

4. Oral presentation on the piece "Rhyme of the Ancient Marines"

5. Scrapbook on "EDSA I Revolution"

6. Group activity on "Geometric Shapes through paper folding"

7. Specimen preservation in a biological diversity class

8. Evaluating an output of a typing class

9. Writing a short computer program on "Roots of a Quadratic equation"

10. Group activity on solutes and solvents

11. Laboratory output in frog dissection

12. Laboratory output in determining the gravitational constant using a free fall
experiment

13. Evaluating an art work on candle-blowing exercise

14. Evaluating a kinder piano performance

15. Evaluating performance in argumentation and debate