PROCESS-

PROCESS-
ORIENTED
ORIENTED
PERFORMANCE-
PERFORMANCE-
BASED
BASED
ASSESSMENT
ASSESSMENT
BY:
BY:
ELLAINE
ELLAINE
LIMOSINERO
LIMOSINERO
 PERFORMANCE BASED ASSESSMENT

 Assesses the demonstration of their learning

 An alternative assessment that is designed to encompass a
better overall representation of student progress.

 Assessment is MOST effective when it reflects an

understanding of learning as MULTIDIMENTIONAL,
INTEGRATED, and revealed through PERFOMANCE overtime.
 Learning is a complex process. It entails not only what
students know but what they can do with what they know.
 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)
 PROCESS-PERFORMANCE BASED
ASSESSMENT
 These learning competencies should start from general statement, and then breaks down
to easily observable behaviors.
example:
TASK: Recite a poem by Edgar Allan Poe
OBJECTIVES: This 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.
PROCESS-PERFORMANCE BASED
ASSESSMENT

SIMPLE COMPETENCIES COMPLEX COMPETENCIES

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

 Draw and color a leaf with 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.

TASK DESIGNING (WHY AND HOW)

 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 them the bio
diversity of the two sites.
 PROPER ASSESSMENT TOOL (Scoring
Rubrics)

 Rubric
A scoring scale used to assess student
performance along a task-specific set of
criteria.
 RECITATION RUBRIC
CRITERIA Weigh Level of Performance
t
Number of appropriate x1 1-4 5-9 10-12
hand gestures
Appropriate facial x1 Lots of Few No apparent
expression inappropriate inappropriate inappropriate
facial expression facial expression facial expression
Voice inflection x2 Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty
Incorporate proper x3 Recitation Recitation has Recitation fully
ambiance through feelings contains very come feelings captures
in the voice little feelings ambiance
through feelings
in the voice
  CRITERIA
 A characteristics of a good performance task
 e.g. Number of appropriate hand gestures” in full
criteria would be “Includes a sufficient number of

Parts of 
hand gestures”

LEVEL OF PERFORMANCE
a  the degree the students have met the criterion

SCORING  Descriptors – spell out what is expected of

students at each level of performance for each
criterion (lots of inappropriate, monotone voice)
RUBRIC  Tells the student what a performance looks like
at each level.
 Helps distinguish student’s work.
 WEIGHT
 Mechanism for assigning scores to each project.
WHY INCLUDE LEVELS OF
PERFORMANCE?

 CLEARER EXPECTATION
 Students know what is expected on them and teachers know what to look for in student’s
performance

 MORE CONSISTENT AND OBJECTIVE ASSESSMENT

 Teachers objectively distinguish between good and a bad performance.

 BETTER FEEDBACK
 Allows teachers to provide better feedback to students.
  ANALYTIC RUBRIC
 Articulates levels of performance for
each criterion so the teacher can assess
student performance on each criterion

TYPES
 HOLISTIC RUBRIC
OF  Does not list separate levels o
RURIC performance for each criterion. Instead,
a holistic rubric assigns level of
performance by assessing performance
across multiple criteria as a whole. A
more global picture of the student’s
performance in the entire task.
ANALYTIC
RUBRIC
HOLISTIC
RUBRIC
WHEN TO USE A RUBRIC?

ANALYTIC RUBRIC HOLISTIC RUBRIC

 Is more common and assesses tasks that involve a larger

number of criteria.  Is used when a quick or gross
 It better handles weight on criteria judgment needs to be made.

 Is used for judging minor

assessment.
HOW MANY LEVELS
OF PERFORMANCE Make eye Never Sometime alway
SHOULD I INCLUDE contact s s
with
IN MY RUBRIC? audience

• There is no specific number

of levels a rubric should or Make eye Neve Rarel Sometime Usual alway
should not possess. It will contact r y s ly s
vary depending on the task with
and your needs. audience

• It can have as few as two Make eye Neve Rarel Sometime Usual
levels of performance or as
contact r y s ly
many as you decide is
with
appropriate.
audience
RECOMMENDATIONS

Fewer levels of performance should be included because:

 It’s easier and quicker to administer

 Easier to explain to students
 Easier to expand
THE END

THANK YOU!