PROCESS-ORIENTED LEARNING COMPETENCIES
determined set of criteria, a rubric, or scoring
 Process-oriented performance-based
assessment is concerned with the actual task
performance rather than the output or product
of the activity.
 Competencies are groups/clusters of skills
abilities needed for a particular task
 Learning objectives in process-oriented
performance based assessment are stated in
directly observable behaviors of the students
 The objectives generally focus on those
behaviors which exemplify a ‘best practice’ for
the particular task.
 Such behavior range from: BEGINNER – EXPERT
TASK: Recite a poem by Edgar Allan Poe ‘The Raven’
OBJECTIVES (COMPETENCIES):
 Recite the poem from memory without
referring to notes
 Use appropriate hand and body gestures in
delivering the piece
 Maintain eye contact with the audience while
reciting the poem
 Create the ambiance of the poem through
appropriate rising and falling intonation
 Pronounce the words clearly and with proper
stress
TASK DESIGNING
 Learning tasks need to be carefully planned.
 The learning task must contribute to the overall
understanding of the subject or course.
 Task must highlight the competencies to be
evaluated
 Task must entail the target competencies
 Task must be interesting and enjoyable
TOPIC: UNDERSTANDING BIOLOGICAL DIVERSITY
POSSIBLE TASK DESIGN:
 Bring the students to a pond or creek. Ask them
to find all living organisms they can find living
near the pond or creek. Also, bring them to the
school playground to find as many living
organisms they can. Observe how the students
will develop a system for finding, classifying and
concluding biological diversity of the two sites.
SCORING RUBRICS
 RUBRIC is scoring scale used to assess students
performance along a task-specific set of criteria.
 Authentic assessment typically are criterion-
referenced measures, that is, a student’s
aptitude on a task is determined by matching
the student’s performance against a set of
criteria to determine the degree to which the
student’s performance meets the criteria for
the task.
 To measure student performance against a pre-
scale, is typically created which contains the
essential criteria for the task and appropriate
levels of performance for each criterion.
DESCRIPTORS
 Spell out what is expected of students at each
level of performance for each criterion
 Tell students more precisely what performance
looks like at each level and how their work may
be distinguished from the work of others for
each criterion.
 Help the teacher more precisely and
consistently distinguish between student work
LEVEL OF PERFORMANCE
 Clearer expectations
 More consistent and objective assessment
 Better feedback
ANALYTIC VERSUS HOLISTIC RUBRICS
 ANALYTIC RUBRIC articulates levels of
performance for each criterion
 HOLISTIC RUBRIC assigns a level of performance
by assessing performance across multiple
criteria as a whole.
PRODUCT-ORIENTED LEARNING COMPETENCIES
 Learning needs to be connected to the lives of
the students through relevant tasks that focus
on students’ ability to use their knowledge and
skills in meaningful ways
 The actual student performance-based
assessment is assessed through a product
 Learning needs to be connected to the lives of
the students through relevant tasks that focus
on students’ ability to use their knowledge and
skills in meaningful ways
 The actual student performance-based
assessment is assessed through a product
 Learning needs to be connected to the lives of
the students through relevant tasks that focus
on students’ ability to use their knowledge and
skills in meaningful ways
  The actual student performance-based
assessment is assessed through a product
3 LEVELS OF LEARNING COMPETENCIES
 NOVICE/BEGINNER
 SKILLED
 EXPERT
OTHER NOMENCLATURES
 LEVEL 1
 (illustrates the minimum requirements)
 LEVEL 2 (
 (contain additional parts on top of minimum
requirements)
 LEVEL 3
 (contain the minimum, have additional parts,
aesthetically pleasing- an example for others)
EXAMPLE: THE PRODUCT DESIRED IS A SCRAPBOOK
ILLUSTRATING THE HISTORICAL EVENT CALLED EDSA I
PEOPLE POWER
LEARNING COMPETENCIES
The scrapbook presented by the students must:
1. Contain pictures, newspaper clippings, and
other illustrations for the main characters of
EDSA I namely CA, FVR, JPE, FEM, Cardinal Sin
2. Contain remarks and captions for the
illustrations made by the student himself for
the roles played by the characters of EDSA I
3. Be presentable, complete, informative, and
pleasing to the reader of the scrapbook
TASK DESIGNING
 The level of complexity of the project needs to
be within the range of ability of the students
 The project must be appealing to the students
 The project needs to encourage students to
exercise creativity and divergent thinking
 Teacher must bear in mind that the project is
produced to attain a learning objective.
SCORING RUBRICS
 Scoring rubrics are descriptive scoring schemes
that are developed by teachers to guide the
analysis of the products or processes of
students’ efforts (Brookhart, 1999)
 Scoring rubrics are typically employed when a
judgement of quality is required
CRITERIA SETTING
 MAJOR CRITERIA FOR PRODUCT ASSESSMENT:
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics
ASSESSING THE AFFECTIVE DOMAIN
THE THREE DOMAINS
 COGNITIVE
 AFFECTIVE
 PSYCHOMOTOR
THE AFFECTIVE DOMAIN
 Unlike the cognitive domain that emphasizes
measurements of reasoning and the mental
faculties, the affective domain describes
learning objectives that emphasize a feeling
tone, an emotion, or a degree of acceptance or
rejection.
 It is admittedly, a far more difficult domain to
objectively analyse and assess since affective
objectives vary from simple attention to
selected phenomena to complex but internally
consistent qualities of character and
conscience.
TAXONOMY OF THE AFFECTIVE DOMAIN
RECEIVING (being aware: differentiate, accept)
RESPONDING (being committed: comply, follow)
VALUING (willing to be seen by others)
ORGANIZATION (relating to values already held)
CHARACTERIZATION (to act consistently)
FOCAL POINTS OF THE AFFECTIVE DOMAIN
 ATTITUDES. The mental predisposition to act
that is expressed by evaluating a particular
entity with some degree of favor or disfavour.
 COMPONENTS OF ATTITUDES
 COGNITIONS (beliefs)
 AFFECT (feelings)
 BEHAVIROAL INTENTIONS (goals, aspirations)
 EVALUATION (imputations of goodness or
badness)
 MOTIVATION. A reason or set of reasons for
engaging in a particular behavior, especially
human behavior.
  Human beings have WANTS and DESIRES which
influence their behavior.
 Only UNSATISFIED needs can influence behavior
 SELF-EFFICACY. The impression that one is
capable of performing in a certain manner or
attaining certain goals
 It is a belief that one has the capabilities to
execute the courses of actions required to
manage prospective situations

DEVELOPMENT OF ASSESSMENT TOOLS

 SELF-REPORT
 RATING SCALES
 SEMANTIC DIFFERENTIAL SCALES
 THURSTONE AND LIKERT SCALES
 CHECKLISTS