CHAPTER 4: PROCESS-

ORIENTED, PERFORMANCE-
BASED ASSESSMENT
What is Performance-Based?
One of in which a teacher observes and makes a
judgement about student’s demonstration of a
skill or competency in creating product ,
constructing a response or making a
presentation.
Assessment is not an end in itself but a vehicle
for educational improvement.
Assessment is most effective when it reflects an
understanding of learning as multidimensional,
integrated, and revealed in performance over
time. Learning is a complex process.
 1. PROCESS-ORIENTED LEARNING
COMPETENCIES
 Information about outcomes is of high
importance; where students “end-up” matters
greatly.
 Assessment can help us understand which
students learn best under what conditions; with
such knowledge comes the capacity to
improve the whole of their learning.
 1.1 LEARNING COMPETENCIES
 The 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.
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 to:
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 intonations;
5. pronounce the words clearly and with proper diction.
 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 a green color.
 2. TASK DESIGNING
Learning tasks need to be carefully planned.
 Identifying an activity that would highlight the
competencies to be evaluated, e.g. reciting a
poem, writing an essay, manipulating the
microscope etc.
 Identifying an activity that would entail more
or less the same sets of competencies.
 Finding a task that would be interesting and
enjoyable for the students.
 3. SCORING RUBRICS
Rubrics is scoring scale used to assess students
performance along a task-specific set of criteria.
Authentic assessments 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 the criteria for
the task.
 RECITATION RUBRICS
Criteria1 1 2 3
Number of X1 1-4 5-9 10-12
Appropriate
Hand Gestures

Appropriate X1 Lots of Few No apparent

Facial appropriate inappropriate inappropriate
Expression facial expression facial expression facial expression

Voice Inflection X2 Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty

Incorporate X3 Recitation Recitation has Recitation fully

proper contains very some feelings captures
ambiance little feelings ambiance
through feelings through feelings
in the voice in the voice
 The recitation can contain lots of
inappropriate, few inappropriate or no
inappropriate hand gestures.
 Finally, the illustrated rubric contains a
mechanism for assigning a score to each project.
In the second to left column a weight is assigned
each criterion. Students can receive 1, 2 or 3
points for “number of sources.” but appropriate
ambiance, more important in this teachers mind,
is weighted three times (x3) as heavily. So,
students can receive 3, 6 or 9 points for the level
of appropriateness in this task.
 DESCRIPTORS
The rubric includes another common, but not a
necessary, component of rubrics – descriptors.
Descriptors spell out what is expected of students
at each level of performance for each criterion.
In the given example, “ lots of inappropriate
facial expressions,” monotone voice used” are
descriptors.
WHY INCLUDES LEVELS
OF PERFORMANCE?
 1. Clearer expectations
It is very useful for the students and the teacher if the
criteria are identified and communicated prior to
completion of the task.
2. More consistent and objective assessment
In addition to better communicating teacher expectations,
levels of performance permit the teacher to more
consistently and objectively distinguish between good
and bad performance, or between superior, mediocre and
poor performance, when evaluating student work.
 3. Better feedback
Furthermore, identifying specific levels of
student performance allows the teacher to
provide more detailed feedback to students.