PRODUCT- ORIENTED

ASSESSMENT

REPORTERS:
IMIE L. BESITULO
CHERRY ANN U. ORILLO
 Objectives

At the end of the lesson:

-you will be able to understand the

meaning of Product-Oriented Assessment.

-you will able to know the importance of

Scoring Rubric.
 Review

 Process- Oriented Assessment

[1] 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.
 Review

Two types of learning Competencies

-Simple Competencies
-Complex Competencies

 Task Designing
 Scoring Rubric
-
 Product-Oriented
Assessment

[2]A product refers to something produced
by students providing concrete examples of
the application of knowledge.

[3]A product is the output/outcome in

performing a task which is concrete or real
and can be assessed.
 Product- Oriented
Assessment

[1]Performance-based tasks require
performance-based assessments in which the
actual student performance is a assessed
through a product, such as a completed
project or work that demonstrates levels of
task achievement.
 
 [3] Performance assessment of process and
product refers to the on-the-spot evaluation of
performance behavior of the student to
determine his interest and willingness to
perform the task. The quality of the product
depends on the performance of the student to
perform.
 
[4] Student products provide tangible indicators
of the application of knowledge and skills. Many
educators believe that product assessment is
especially” authentic” because it closely
resembles the real work outside of school.
 Learning Competencies

[1]Target tasks can also include behavior
expectations targeting complex tasks that
students are expected to achieve.

 Products can include a wide range of student

works that target specific.
 
 [1]There are ways to state product-oriented assessment
competencies:

 Level 1.(Beginner). Does the finished product illustrate the

minimum expected parts.
 Level 2.(Skilled level). Does the finished product or project
contain additional parts and function on top of the minimum
requirements which tend to enhance the final output.
 Level 3.(Expert level). Does the finished product contain
basic minimum parts and function, have additional features
on top of the minimum and is aesthetical pleasing.
 Task Designing

[1]The Design of the task in this context
depends on what the teacher desires to
observe as outputs of the student.

Complexity- within the range of ability of the

students.
Appeal- interesting enough so that students
are encouraged to pursue the task to
completion.
 
 Creativity- lead the students into exploring
the various possible ways of presenting the
final outcome.
Goal- Based-project is produced in order to
attain a learning objectives.
 Scoring Rubric

[1]Scoring rubrics are typically employed
when a judgment of quality is required and
may be used to evaluate a broad range of
subject and activities.
Criteria Setting
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetic
 [5] Rubric for assessment of oral production (sample)
accuracy

communication text
Self-correction


vocabulary structure

4 Message successfully and accurately Message carried in series of Broad vocabulary; No significant errors, Appropriate to task, many
communicated complete sentences when extensive & effective control of supporting details; exceeds
appropriate use of studied words grammatical all requirements
structures studied

3 Message almost entirely

communicated
Message carried mostly by complete
sentences when appropriate
Generally accurate
with some errors,
Generally accurate;
few significant errors
Sufficient for ask, adequate
supporting details; meets
adequate use of in areas studied all requirements
studied words

2 Message generally comprehensible Message carried primarily by short

phrase or single words
Errors in vocabulary
interfere with
Several significant
errors in areas
Limited, somewhat
incomplete; meets most
communication studied requirements

1 Message communicated with great

difficulty
Message carried only by single
words
Inadequate, repetitive
or in carried
Constant patterns of
error in areas studied
Lacking, incomplete; meets
few requirements
vocabulary

0 No show, no speech, no effort

 References

[1] Navarro, R., Santos, R.,Chapter5: Product-
Oriented, Performance-based Assessment, Authentic
Assessment of Learning Outcomes, Assessment
Learning 2, Second Edition,44-48.
[2]W.I. Griffith, Hye-Yeon Lim (2012), Performance-
Based Assessment: Rubrics, Web 2.0 Tools and
Language Competencies, Mextesol Journal, Vol.36
No.1.[from:http:/mextesl.net/journal/index.php?
page=&id_article=108]
 [3]Calmorin, L., (2011),Chapter 2:Authentic
Assessment and Assessment of Process and Product,
Assessment of Student Learning 2, First
Edition,pp.31-32.

 [4]Mctighe, J.,& Ferrara, S.,(1998), Performance-
Based Assessment in the Classroom, Educational
Assessment, pp.
7[from:http://jaymctighe.com/wordpress/wp-
content/uploads/2011/04/Performance-Based-
Assessment-in-the-Classroom.pdf
 [5] Developing Rubric for Performance-Based
Assessment, Languages Other Than English Center
for Educator Development,
pp.18[http;//www.sedl.org/loteced/modules/mod
5_TR.pdf