Product-Oriented Performance - Based Assessment

PRODUCT-
ORIENTED
PERFORMANCE-
BASED
ASSESSMENT
What is Performance-Based Assessment?
Speaking: Jemelline A. Palomeno

 It is a direct and systematic observation of the actual performance of

students based on the predetermined performance criteria.


 Sometimes referred to as “authentic assessment” or “alternative

assessment.”


 Sometimes referred to as “authentic assessment” or “alternative

assessment.”
 An alternative form of assessing the performance of students that
represents a set of strategies for the application of knowledge, skills, and
work habits through the performance of tasks that are meaningful and
engaging to them.

01
WHAT IS PRODUCT-
ORIENTED
PERFORMANCE-BASED
ASSESSMENT?
Product-Oriented
Performance-Based
Assessment

Product-Oriented
Performance-Based
Assessment
■ “Product” is the actual creation of students that can be viewed or

touched by the teacher.

Product-Oriented
Performance-Based
Assessment
■ “Product” is the actual creation of students that can be viewed or

touched by the teacher.
■ An assessment where the actual student performance is assessed
through a product*, such as completed project or work that
demonstrates level of task achievement.
Examples: Poems, essays, charts, drawings, maps, etc.

02
PRODUCT-ORIENTED
LEARNING
COMPETENCIES
Speaking: Lilian A. Guinto

Student
Performances
targeted tasks that lead
to a product or overall
learning outcome.

Target Tasks
Student behavior expectations
Performances targeting complex
tasks that students are
expected to achieve.
learning outcome.

Target Tasks
Student behavior expectations
Performances targeting complex
tasks that students are
expected to achieve.
learning outcome. Products
include a wide range of
student works that
target a specific skills.

Product-Oriented
Learning Competencies

Product-Oriented
 Learning competencies associated with products or outputs are linked

with an assessment of the level of “expertise” manifested by the
product.

Product-Oriented
 Learning competencies associated with products or outputs are linked

with an assessment of the level of “expertise” manifested by the
product.
Target at least three (3) levels:

a. Novice or beginner’s level
b. Skilled level
c. Expert level

Level 1:
Does the finished
product or project
illustrate the minimum
expected parts or
functions?
(Beginner)
Level 2:
Does the finished product
or product project contain
additional parts and
functions on top of the
minimum requirements
which tend to enhance the
final output?
(Skilled)
Level 3:
Does the finished product
contain the basic minimum
parts and the functions,
have additional features on
top of the minimum and is
aesthetically pleasing?
(Expert)
Example:

Example:
The product desired is a scrapbook illustrating the historical event called EDSA I
People Power

Example for assessing output of
short-term tasks
The desired output consists of the output in a typing class
Learning competencies: The final typing outputs of the students must:
1. Possess no more than five errors in spelling (beginner)

short-term tasks

2. Possess no more than 5 errors in spelling while observing proper format based
on the document to be typewritten (skilled)

short-term tasks

2. Possess no more than 5 errors in spelling while observing proper format based
on the document to be typewritten (skilled)
3. Possess no more than 5 errors in spelling, has the proper format, and is
readable and presentable (expert)

03
TASK
DESIGNING
Speaking: Shiela Marie C. Siarez

Task Designing

Task Designing
The design of the task depends on what the teacher desires to observe as
outputs of the students.

Task Designing
a) Complexity: The level of complexity of the project needs to be
within the range of ability of the students.

Task Designing
b) Appeal: The project or activity must be appealing to the students
and should lead to self-discovery of information by the students.

Task Designing
c) Creativity: The project needs to encourage students to exercise
creativity and divergent thinking.

Task Designing
c) Creativity: The project needs to encourage students to exercise
creativity and divergent thinking.
d) Goal-Based: The project is produced to attain a learning objective.
Thus, reinforcing learning.
X A MP L
E
E

Paper folding is a traditional Japanese
Art. However, it can be used as an
activity to teach the concept of plane
X A MP L and solid figures in geometry. Provide

E the students with a given number of
E colored papers and ask them to
construct as many plane and solid
figures from these papers without
cutting them (by paper folding only).

04
SCORING
RUBRICS
Speaking: Erika France S. Demillo

What is Scoring Rubric?

■ A coherent set of criteria for students' work that includes

descriptions of levels of performance quality on the criteria;

■ A coherent set of criteria for students' work that includes

descriptions of levels of performance quality on the criteria;
 A descriptive scoring schemes developed by teachers or other

educators to guide the analyses of the processes or products of
students’ efforts (Brookhart, 1999).

Scoring Rubrics

Difference of Scoring Rubrics between Process-
Oriented and Product-Oriented
CRITERIA SETTINGS (Process-Oriented)

(Example: Criteria for Recitation)

1. Number of appropriate hand gestures


2. Appropriate facial expression


3. Voice inflection


3. Voice inflection
4. Incorporate proper ambiance through feelings in the voice

What are the purposes of Scoring Rubrics?

 As an assessment tool, the main purpose of a rubric is to assess student’s

performance or work.


 For some performances, we observe the students in the process of doing
something; like using equipment or maybe discussing an issue. (Process-
Oriented)


 For some performances, we observe the students in the process of doing
something; like using equipment or maybe discussing an issue. (Process-
Oriented)
 For other performances, we observe the product that is the result of
student’s work; like a finished bookshelf or a written report. (Product-
Oriented)

Types of Performances that can be assessed
with Scoring Rubrics
TYPES OF PERFORMANCE EXAMPLES
PROCESSES (Process-Oriented)
 Doing push-ups
 Physical skills
 Playing musical instrument
 Use of equipment
 Making speech to the class; reading
 Oral Communication
aloud
 Work habits
 Working independently
PRODUCTS (Product-Oriented)
 Constructed objects
 Wooden bookshelf; handmade apron
 Written essays, themes, reports,
 Essays about COVID-19 cases in the
term papers Philippines; Term paper about the
 Other academic projects that
New Normal Education
demonstrate understanding of  Model/diagram of Solar system;
concepts Concept map

Lastly, rubrics give structure to
observations. Matching your
observations of a student's
work to the descriptions in the
rubric averts the rush to
judgment that can occur in
classroom evaluation situations.

05
PARTS OF A
RUBRIC
Speaking: Emily Mae C. Digal

ANALYTIC RUBRIC EXAMPLE

TITLE

DESCRIPTION

CRITERIA

FACEBOOK POST

SCALE / LEVEL OF
PERFORMANCE

WEIGHT

DESCRIPTOR
S

DESCRIPTOR
S
5
5
5
4
2
5
Speaking: Emily Mae C. Digal 26/3O
HOLISTIC RUBRIC EXAMPLE

06
PROCESS OF
DEVELOPING SCORING
RUBRICS

1. Identify the
product /
output you
want to assess.

2. Determine the
criteria to assess
students’
outputs.

3. Develop a
rating scale.

4. Develop the
quality of
descriptors.

5. Test your
rubric.

Question:

Question:
Why must teachers share
the rubrics among their
students?

07
WHY ARE
RUBRICS
IMPORTANT?
Speaking: Symon dela Cruz
Rubrics help
teachers teach.

Rubrics help
coordinate
instruction and
assessment.

Rubrics help
students learn.

Thanks!

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PRODUCT-

Speaking: Jemelline A. Palomeno

 It is a direct and systematic observation of the actual performance of

Speaking: Jemelline A. Palomeno

 It is a direct and systematic observation of the actual performance of

 Sometimes referred to as “authentic assessment” or “alternative

Speaking: Jemelline A. Palomeno

 It is a direct and systematic observation of the actual performance of

 Sometimes referred to as “authentic assessment” or “alternative

Speaking: Jemelline A. Palomeno

Speaking: Jemelline A. Palomeno

■ “Product” is the actual creation of students that can be viewed or

Speaking: Jemelline A. Palomeno

■ “Product” is the actual creation of students that can be viewed or

Speaking: Jemelline A. Palomeno

Speaking: Lilian A. Guinto

Speaking: Lilian A. Guinto

Speaking: Lilian A. Guinto

Speaking: Lilian A. Guinto

Speaking: Lilian A. Guinto

 Learning competencies associated with products or outputs are linked

Speaking: Lilian A. Guinto

 Learning competencies associated with products or outputs are linked

Target at least three (3) levels:

Speaking: Lilian A. Guinto

Speaking: Lilian A. Guinto

Speaking: Lilian A. Guinto

Learning competencies: The final typing outputs of the students must:

1. Possess no more than five errors in spelling (beginner)

Speaking: Lilian A. Guinto

Learning competencies: The final typing outputs of the students must:

1. Possess no more than five errors in spelling (beginner)

Speaking: Lilian A. Guinto

Learning competencies: The final typing outputs of the students must:

1. Possess no more than five errors in spelling (beginner)

Speaking: Lilian A. Guinto

Speaking: Shiela Marie C. Siarez

Speaking: Shiela Marie C. Siarez

Speaking: Shiela Marie C. Siarez

Speaking: Shiela Marie C. Siarez

Speaking: Shiela Marie C. Siarez

Speaking: Shiela Marie C. Siarez

Speaking: Shiela Marie C. Siarez

X A MP L and solid figures in geometry. Provide

Speaking: Shiela Marie C. Siarez

Speaking: Erika France S. Demillo

Speaking: Erika France S. Demillo

■ A coherent set of criteria for students' work that includes

Speaking: Erika France S. Demillo

■ A coherent set of criteria for students' work that includes

 A descriptive scoring schemes developed by teachers or other

Speaking: Erika France S. Demillo

Speaking: Erika France S. Demillo

Speaking: Erika France S. Demillo

Speaking: Erika France S. Demillo

1. Number of appropriate hand gestures

Speaking: Erika France S. Demillo

1. Number of appropriate hand gestures

Speaking: Erika France S. Demillo

1. Number of appropriate hand gestures

Speaking: Erika France S. Demillo

1. Number of appropriate hand gestures