PROCESS-ORIENTED

PERFORMANCE-BASED
ASSESSMENT

PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
PERFORMANCE-BASED
ASSESSMENT
Performance Some performance
assessment is a tasks are
measure of designed to have
assessment based on students
authentic tasks such demonstrate their
as activities, understanding by
exercises, or problems applying their
that require students knowledge to a
to show what they particular situation.
can do.
 PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
- is concerned with the actual task
performance rather than the output or
product of an activity.

- Process oriented performance based

assessment evaluates the actual task
performance. It does not emphasize on
the output or product of the activity. This
assessment aims to know what processes
a person undergoes when given a task.
LEARNING COMPETENCIES

The learning objectives in process-

oriented performance based
assessment are stated in direct
observable behaviors of the students.

Competencies are defined as groups

or cluster of skills and abilities needed
for a particular task.
 An example of learning competencies for process-oriented is
given below:

TASK: Recite a Poem by Edgar Allan Poe, “The Raven”.

OBJECTIVES: The activity aims to enable the students to
recite a poem entitled “The Raven” by Edgar Allan Poe.
Specifically:
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 ambience of the poem through appropriate
rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

Note: The specific objectives identified constitute the

learning competencies.
 The following competencies are simple
competencies:
 speak with a well-modulated voice;
 Draw a straight line from one point to another
point;
 Color a leaf with a green crayon.

The following competencies are more complex

competencies:
 Recite a poem with 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 green crayon
TASK DESIGNING
learning tasks need to be carefully planned. In particular, the
teacher must ensure that the particular learning process to be
observed contributes to the overall understanding of the
subject or course.
Some generally accepted standards for designing a task
include:
o identifying an activity that would highlight the
competencies to be evaluated. e.g. Reciting a poem, writing
an essay, manipulating the microscope.
o identifying an activity that would entail more or less the
same sets of competencies. If an activity would result in too
many possible competencies then the teacher would have
difficulty assessing student’s competency on the task.
o Find a task that would be interesting and enjoyable for
the students.
SCORING RUBRICS

 RUBRIC is a scoring scale used to

assess student performance a long a
task-specific set of criteria.
 a RUBRIC, which contains the
essential criteria for the task and
appropriate levels of performance is
typically created to measure
student’s performance.
For example, the following rubric(scoring scale) covers the actual
performance of the task in an English class.
CRITERIA 1 2 3
Number of
Appropriate 1-4 5-9 10-12
Hand Gestures x1

Appropriate
Facial x1 Lots of Few of No apparent
Expressions inappropriate inappropriate inappropriate
facial expression facial expression facial expression

Voice Inflection
x2 Monotone voice Can vary voice Can easily vary voice
used inflection with inflection
difficulty

Incorporate
Proper Recitation Recitation has Recitation fully
Ambiance x3 contains very some captures ambiance
Through little feelings feelings through feelings in the
Feelings in the voice
Voice
DESCRIPTORS

it spells out what is expected of students at each

level of performance for each criterion.
it tells students more precisely what performance
looks like at each level and how their work
maybe distinguished from the work of others fro
each criterion.
descriptors help the teacher more precisely and
consistently distinguish between student work
Examples of descriptors are given below:
CRITERIA 1 2 3

Number of
Appropriate 1-4 5-9 10-12
Hand Gestures x1

Appropriate
Facial x1 Lots of Few of No apparent
Expressions inappropriate inappropriate inappropriate
facial expression facial expression facial expression

Voice Inflection
x2 Monotone voice Can vary voice Can easily vary
used inflection with voice
difficulty inflection

Incorporate
Proper Recitation Recitation has Recitation fully
Ambiance x3 contains very some captures ambiance
Through little feelings feelings through feelings in the
Feelings in the voice
Voice
 WHY INCLUDE LEVELS
OF PERFORMANCE?
Clearer expectations
-students know what is expected of them and teachers know what to look
for in student performance.

More consistent and objective assessment

-Levels of performance permit teacher to more consistently and objectively
distinguish between good and bad performance, or between superior,
mediocre and poor performance, when evaluating student work

Better feedback
- identifying levels of performance allows teacher to provide more
detailed feedback to students.
 PRODUCT-ORIENTED
PERFORMANCE BASED
ASSESSMENT
- product oriented assessment is a kind of
assessment where in the assessor views and
scores the final product made and not on the
actual performance of making that product.
- It is concern on the product alone and not on the
process. It is more concern to the outcome or the
performance of the learner. It also focuses on
achievement of the learner.
- Product assessment focuses on evaluating the
result or outcome of a process.
LEARNING COMPETENCIES

the learning competencies associated with

products or outputs are linked with an assessment
with three levels of performance manifested by
the product,namely:

 novice or beginner’s level

 Skilled level
 Expert level
There are other ways to state product-oriented
learning competencies. For instance, we can define
learning competencies for products or outputs in the
following way:
Level 1 : Does the finished product or project
illustrates the minimumexpected parts or
functions? ( Beginner)
Level 2 : Does the finished product or project
contains additional parts and functions on top of
the minimum requirements which tend to enhance
the final product? (skilled level)
Level 3: Does the finished product contains the
basic minimum parts and functions, have the
additional features on top of the minimum, and is
aesthetically pleasing? (Expert level)
Example of a holistic rubric
ACTIVITY
1

Given a task/activity below, construct

your own scoring rubric.

- Dance practicum in MAPEH subject

ACITVITY
2

In an activity below, develop

your own scoring rubrics

-Scrapbook on “EDSA I
Revolution”
THANK YOU AND
GOD BLESS!!!