Module 4:

PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

Performance Based Assessment

- Assesses the demonstration of their learning
- An alternative assessment that is designed to encompass a better overall representation of student
progress

Process-Performance Based Assessment

- Concerned with the actual task performance rather than the output or product of the activity.
- The learning objectives in process oriented performance based assessment are stated in directly
observable behaviors (Learning Competencies)
- These learning competencies should start from a general statement, and then breaks down to easily
observable behaviors.

Example:
Task: Recite a Poem by Edgar Allan Poe
Objectives: The activity aims to enable the students to recite a poem entitled “The Raven” by Edgar
Allan Poe
1. Recite the 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
5. Pronounce the words clearly and with proper diction

Simple Competencies Complex Competencies

Speak with a well-modulated
voice
Draw a straight line from one
point to another
Color a leaf with a green
crayon
Recite a poem with a
feeling using appropriate
voice quality, facial
expressions and hand
gestures
Construct an equilateral
triangle given three non-
collinear points
Draw and color a leaf with
a green crayon

Task Designing (Why and How)

How to design tasks?

1. Identify the activity that would highlight the competencies to be evaluated (reciting a poem, writing
an essay, manipulating a microscope)
2. Identify an activity that entails more or less the same set of competencies
3. Finding interesting and enjoyable tasks (writing an essay is boring)

Example:
The topic is on Understanding biological diversity
Possible Task Design: Bring the students to a pond or creek and ask them to find all living organisms
as they can find. Bring them to a school playground too.
How to assess: Observe how the students will develop a system on finding organisms, classifying and
concluding the differences between the bio diversity of the two sites.
Examples of Rubrics Used in Performance Based Assessment

Example: Recitation Rubric

Criteria Weight Level of Performance

Number of X1 1-4** 5-9** 10-12**
Appropriate
Hand Gestures
Approapriate X1 Lots of Few No inappropriate
Facial Appropri inappropriat facial expression
Expression ate e facial **
facial expression**
expressi
on**
Voice Inflection X2 Monoton Can vary Can easily vary voice
e voice inflection inflection**
used** with
difficulty**
Incorporate X3 Recitatio Recitation Recitation fully
proper ambience n has some captures ambience
through feelings contains feelings** through feelings in
in the voice little the voice**
feelings*
*

3 – Excellent Speaker
- Includes 10-12 changes in hand gestures
- No apparent inappropriate facial expressions
- Utilizes proper voice inflection
- Can create proper ambiance for the poem
2 – Good Speaker
- Includes 5-9 changes in hand gestures
- Few inappropriate facial expressions
- Have some inappropriate voice inflection
changes
- Almost creating proper ambiance
1 – poor Speaker
- Includes 1-4 changes in hand gestures
- Lots of inappropriate facial expressions
- Uses monotone voice
- Cannot create proper ambience