Process Oriented

Performance -Based
Assessment
1. Process Oriented
Learning Competencies

INSTITUTE OF EDUCATION AND TEACHER TRAINING

 OBJECTIVE
Formulate process-oriented learning
competencies

INSTITUTE OF EDUCATION AND TEACHER TRAINING

 Learning Competencies
are defined as groups or clusters
of skills and abilities needed for a
particular task.

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Example of a process-oriented learning
competencies are:

1. Create a brochure in order to spread awareness

about COVID-19 virus and its disease.
2. Deliver a persuasive speech before a class.

INSTITUTE OF EDUCATION AND TEACHER TRAINING

2. Tasks Designing

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 OBJECTIVE
• Design process-oriented learning activities.

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Task designing should relate to your
learning competencies that you want
to evaluate and develop for your
learners.

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Each task should be given instruction on what to
do and what output to contribute to the group
for the creating of the final output.

This is what we called “Scaffolding”.

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 Product-Oriented
Performance -Based
Assessment
1. Product- Oriented
Learning Competencies

INSTITUTE OF EDUCATION AND TEACHER TRAINING

 OBJECTIVES
1. Give meaning of product-oriented assessment
of student learning.
2. Express the significance of product-oriented
performance-based assessment.

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Product-Oriented Assessment

A product refers to something produced by

students providing concrete examples of the
application of knowledge.
A product is the output/outcome in performing
a task which is concrete or real and can be
assessed.

INSTITUTE OF EDUCATION AND TEACHER TRAINING

Product-Oriented Assessment

A product refers to something produced by

students providing concrete examples of the
application of knowledge.
A product is the output/outcome in performing
a task which is concrete or real and can be
assessed.

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Learning Competencies

Target tasks can also include behavior

expectations targeting complex tasks that
students are expected to achieve.

Products can include a wide range of student

works that target specific.

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Learning Competency

Beginner: Does the finished product illustrate the

minimum expected parts.

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Learning Competency

Skilled level: Does the finished product or project

contain additional parts and function on top of
the minimum requirements which tend to
enhance the final output.

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Learning Competency

Expert level: Does the finished product contain

basic minimum parts and function, have
additional features on top of the minimum and is
aesthetical pleasing.

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2. Task Designing

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 OBJECTIVES
create a sample of task design of product-
oriented assessment.

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 Complexity- within the range of ability of the
students.
Appeal- interesting enough so that students
are encouraged to pursue the task to
completion.
Creativity- lead the students into exploring the
various possible ways of presenting the final
outcome.

INSTITUTE OF EDUCATION AND TEACHER TRAINING

 Complexity- within the range of ability of the
students.
Appeal- interesting enough so that students
are encouraged to pursue the task to
completion.
Creativity- lead the students into exploring the
various possible ways of presenting the final
outcome.

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Designing Performance Tasks
Linn (1995)

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1. Focus on learning outcomes that require
complex cognitive skills and students’
performances.
2. Select or develop tasks that represent both
the content and the skills that are central to
important learning outcomes.

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3. Minimize the dependence of task
performance on skills that are irrelevant to the
intended purpose of the assessment task.
4. Provide the necessary scaffolding for
students to be able to understand the task
and what is expected.
5. Construct task direction so that the student's
task is clearly indicated.

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