PRODUCT-ORIENTED

PERFORMANCE-
BASED
ASSESSMENT
 Performance-Based Education poses
a challenge for teachers to design
instruction that is task-oriented.
 The learning needs to be connected
to the lives of the student through
relevant task that focus on students’
ability to use their knowledge and skill
in meaningful ways.
 Performance-Based Tasks require
Performance-Based Assessment.
 Performance-Based Assessment has
been used interchangeably with
“authentic assessment” and
“alternative assessment”
1. Product-Oriented
Learning
Competencies
 Products can include a wide range
of student works that target specific
skills.
Example:

Communication Skills such as those

demonstrated in reading, writing, speaking, and
listening, or psychomotor skills requiring physical
abilities to perform a given task. Target task can
also include behaviour expectations targeting
complex task that students are expected to
achieve. Using rubrics is one way to assess the
students performance.
 The 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
target at least three (3) levels:

1.Novice or Beginner’s Level

2. Skilled Level
3. Expert Level
 Learning Competencies for products or outputs in
the following way:

Level 1: Does the finished product or project

illustrate the minimum expected parts or
functions? (Beginner)

Level 2: Does the finished product or project

contain additional parts and functions on top of the
minimum requirements which tend to enhance the
final output? (Skilled level)
Level 3: Does the finished product contain
the basic minimum parts and functions,
have additional features on the top of
minimum, and is aesthetically pleasing?
(Expert level)
Example: The desired product contain the basic minimum
made out of cardboard in an elementary geometry class.

Learning-Competencies: The final product submitted by

the student must:

1. Possess the correct dimension (5” X 5” X 5”) –

(minimum specifications)

2. Be sturdy, made of durable cardboard and properly

fastened together – (skilled specification)

3. Be pleasing to the observer, preferably properly

colored for aesthetic purposes – (expert level)
Example: The desired output consists of the output in typing
class.

Learning Competencies: The final typing outputs of the

students must:

1. Possess no more than five (5) errors in spelling – (minimum)

specifications)

2. Possess no more than five (5) errors in spelling while

observing proper format based on the document to be
typewritten – (skilled level)

3. Possess no more than five (5) errors in spelling, has the

proper format, and is readable and presentable – (expert
level)
Task Designing
The Concept Include in Task Designing
1.Complexity- the level of complexity of the
project needs to be within the range of
ability of the student.

2. Appeal- the project or activity must be

appealing to the student.

3. Creativity- it must encourage the student to

exercise creativity and divergent thinking.
4. Goal-Based- the project is produced in
order to attain a learning objective.
Example:

Paper folding is a traditional Japanese

art. However, it can be used as an activity to
teach the concept of plane and solid figures in
geometry. Provide the students with a given
number of colored papers and ask them to
construct as many plane and solid figures
from these papers without cutting them (by
paper folding only)
Scoring Rubrics
Scoring Rubrics are descriptive scoring
schemes that are developed by the
teachers or other evaluators to guide
the analysis of the products or
processes of students’ effort
(Brookhart, 1999)
Scoring Rubrics are typically
employed when a judgement of
quality is required and may be used
to evaluate a broad range of subjects
and activities.
3.1 Criteria Setting
- The criteria for scoring rubrics are statements
which identify “what really counts” in the final output.

1. Quality
2. Creativity

3. Comprehensiveness

4. Accuracy

5. Aesthetic
Example:

If we were scoring an essay on: “Three

Hundred Years of Spanish Rule in the Philippines”,
the major criterion “Quality” may possess the
following sub statements:

1. Interrelates the chronological events in an

interesting manner

2. Identifies the key players in each period of the

Spanish rule and the roles that they played.
3. Succeeds in relating the history of
Philippine Spanish rule (rated as
Professionals, Not quite professional,
and Novice)
The example scoring rubrics exemplifies what is
called a “holistic scoring rubric”. Each category
describes the characteristics of a response that
would receive the respective score. By this, it
increases the likelihood that two independent
evaluators would assign the same score to a given
response. In effect, this increases the objectivity of
the assessment procedure using rubrics. In other
words we are increasing the “inter-rater reliability”
When are Scoring Rubrics an
appropriate evaluation technique

1.There are many instances that scoring

rubrics may be used successfully.

2. Rubrics scoring cuts across disciplines

and subject matter for they are equally
appropriate.
Other Methods
1. Checklist- enumerate a set of desirable
characteristics for a certain product and marks
if the characteristic exist.

The ultimate consideration in using a scoring

rubrics for assessment is really the “purpose of
the assessment”
Two benefits of Scoring Rubrics in
Evaluation Process

1.Support the examination of the extent

to which specified criteria have been
reached.

2. It provide feedback to students

concerning how to improve their
performances.
General Vs. Task-Specified
Scoring Rubrics can be used to
assess or evaluate specific task or
general or broad category of task.
Example for General:

We are interested in assessing the students’

oral communication skills. Then, a general scoring
rubrics may be developed and used to evaluate
each performance of the student. The general
scoring rubrics are shown to the student which
then allow them to improve on their previous
performance.
Example for Specific:

Suppose the main purpose of the oral presentation

is to determine the students’ knowledge of the facts
surrounding the EDSA I revolution, then perhaps a
specific scoring rubrics is necessary. A general scoring
rubrics may not be adequate since events such as EDSA I
(and EDSA II) differ on the situations surrounding factors
(what cause the revolution) and the ultimate outcome
of the events. Thus, evaluating the students’ knowledge
about the event, it will necessary to used specific
scoring rubrics.
Process of Developing Scoring Rubrics

1.The identification of the qualities and

what the teacher wishes to observe in
the students’ outputs.

2. Decide whether holistic or an analytic

would be more appropriate.

3. Defining the criteria on the top level of

performance.
4. Defining the criteria for the lowest level
of performance

5. Remember that each score category

should be defined using descriptors of the
work rather then value-judgement about
the work.

6. Test the Realibility.

Resources
1. The K-12 teachers of State Colorado
(1998) has developed an on-line set of
general, holistic scoring rubrics that are
designed for the evaluation of various
writing system.
2. The Chicago Public School (1999)
maintain an extensive electronic list of
analytic and holistic scoring rubrics that
span the broad array of subjects
represented throughout K-12 education.
3. In Danielson, mathematics teachers
developed a collection of reference books
that contain scoring rubrics that are
appropriate to the elementary, middle
school and high school mathematics
classrooms (1997a, 1997b; Danielson &
Marquez, 1998).
Resources are also available to assist
college instructor who are interested in
developing and using scoring rubrics in
their classrooms:

1. Kathy Schrock’s Guide for Educators

(2000) contains electronic materials for
both pre-college and the college
classrooms.
2. In The Art and Science of Classroom
Assessment: The Missing Part of Pedagogy,
Brookhart (1999) provides a brief, but
comprehensive review of the literature on
assessment in the college classroom. This
includes a description of scoring rubrics and
why their use is increasing in the college
classroom.
3. Moskal (1999) has developed a web site
that contains links to a variety of college
assessment resources, including scoring
rubrics.
The resources described represent
only a fraction of those that are
available:

1.The ERIC Clearinghouse on

Assessment and Evaluation [ERIC/AE]
provides several additional useful
web sites. One of this:
 Scoring Rubrics- Definitions &
Constructions (2000b), specifically
addresses questions that are frequently
asked with regard to scoring rubrics. This
site also provides electronic links to web
resources and bibliographic references to
books and articles that discuss scoring
rubrics.
THE END