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  • Collaborative Learning Task - Product-Oriented Performance-Based Assessment

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    chariesse
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    1. The document outlines a collaborative activity where students are asked to create a graphic organizer showing the advantages and disadvantages of using product-oriented performance-based assessment in class. 2. As part of the activity, students must select a subject matter and decide on a possible product or output to present. They must then state the product-oriented learning competencies achieved in 3 levels based on the final product. 3. An example is given where the subject is science and the product is a flower vase made of recyclable materials. The competencies are outlined at basic, skilled, and expert levels related to use of materials, creativity, and durability.

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    1. The document outlines a collaborative activity where students are asked to create a graphic organizer showing the advantages and disadvantages of using product-oriented performance-based assessment in class. 2. As part of the activity, students must select a subject matter and decide on a possible product or output to present. They must then state the product-oriented learning competencies achieved in 3 levels based on the final product. 3. An example is given where the subject is science and the product is a flower vase made of recyclable materials. The competencies are outlined at basic, skilled, and expert levels related to use of materials, creativity, and durability.

    Copyright:

    © All Rights Reserved
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    5 views2 pages

    Collaborative Learning Task - Product-Oriented Performance-Based Assessment

    Uploaded by

    chariesse
    1. The document outlines a collaborative activity where students are asked to create a graphic organizer showing the advantages and disadvantages of using product-oriented performance-based assessment in class. 2. As part of the activity, students must select a subject matter and decide on a possible product or output to present. They must then state the product-oriented learning competencies achieved in 3 levels based on the final product. 3. An example is given where the subject is science and the product is a flower vase made of recyclable materials. The competencies are outlined at basic, skilled, and expert levels related to use of materials, creativity, and durability.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    Pr

    oduct
    -Or
    ient
    edPerfor
    mance-
    Based
    Assessment
    Gr
    oupNo.3

    Col
    l
    abor
    ati
    veAct
    ivi
    ty:

    A.Dir
    ecti
    on:Createagraphi
    corgani
    zert
    hatshowstheadvant
    ages
    anddisadvant
    agesofusi ngPr
    oduct-
    Ori
    entedPer
    formance-
    Based
    Assessmentinclass.

    Pr
    oduct-
    Ori
    ented
    Per
    for
    mance-Based
    Assessment

    Adv
    atanges Di
    sadv
    ant
    ages

     Ithelpst eachersin
     Can possi
    bly
    evaluati
    ng a
    resul
    ts
    student'
    s
    competit
    ions
    performance
    among
    throughapr oduct.
    student
    s.
     This type of
     Student
    's
    assessmenti ncl
    ude
    focused mor e
    a wi de range of
    on the product
    studentwor ks that
    outcomesr at
    her
    targetspecif
    icskill
    s
    thantheprocess
    such as
    ofmaking.
    communi cati
    on and
    psy chomotorski
    l
    ls.
     Students may
    l
    ead t o deci
    eve
     It has l earning
    thei
    rworks.
    competenci
    es t hat
    are divi
    ded i
    nto3
    l
    ev el
    s which hel p
    student
    s to
    max i
    mize t
    heir
    knowledge and
    B.Task:Selectasubjectmat t
    eranddecidewhatpossi
    bleproduct
    oroutputthest udent
    swi llpresenttoyou.From t
    hefi
    nal-
    product
    pr
    esented,whatar ethel earningcompetenciesyoubel
    iev
    emust
    beachievedbyt hestudent s?Inthr
    ee(3)level
    s,st
    atet
    heproduct-
    ori
    ent
    edlear ni
    ngcompet encies.

    Subj
    ectMat
    ter
    :
    Sci
    ence

    Product
    /Output
    :
    Theproductdesi
    redi
    saf
    lowerv
    asemadeofr
    ecy
    clabl
    emat
    eri
    als.

    Product-OrientedLear ningCompet encies:


    Thef i
    nalpr oductsubmi tt
    edbyt hestudent smust:
    1.Used70per centrecy cl
    edmat eri
    alstocr eat
    ethefl
    owervase.
    (minimum speci fi
    cati
    ons)
    2.Creativelyusedt her ecycledmat erial
    s, appl
    yuni
    queideaby
    makingor iginaldesigns.( skil
    ledspeci f
    icati
    ons)
    3.Bepr esent able,havehighdur abi
    li
    ty,andcanbeusedi nreall
    if
    e
    sett
    ing.(exper tlevel)

    Rubri
    cs:
    Creati
    vity–4
    Organizati
    on–5
    ContentKnowledge–5
    Quali
    tyofwr i
    ti
    ng–3
    Grammarusageandmechanics–3
    Tot
    al:20

    Member s:
    Belamia,Chari
    esseP.
    Berjame,Madely nC.
    Cami ner
    o,Germai ne
    Deqenia,RexaJaneS.
    Ramos, JeanRose
    Saycon,Karyll
    e
    Sesuelos,Sheil
    laMae

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