CHAPTER 2:

PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
Assessment of Learning 2
PROCESS-ORIENTED PERFORMANCE-
BASED ASSESSMENT

• Information about outcomes is of high importance; where students “end up”

matters greatly. However, to improve outcomes, we need to know about
student experience about the curricula, teaching, and kind of student effort
that led to particular outcomes.

• Process-oriented performance-based assessment is concerned with the actual

task performance rather than the output or product of the activity.
PROCESS-ORIENTED PERFORMANCE-
BASED ASSESSMENT
• A process-oriented, performance-based assessment is a type of evaluation
that focuses on both the process a student uses to complete a task and the
quality of the final outcome.

• It emphasizes the methods, strategies, and steps a student employs

throughout the task, rather than solely assessing the end product.
 Formulating Learning Objectives in the Process-Oriented
Performance-Based Assessment

The learning objectives in the process-oriented performance-based assessment are

stated indirectly observable behaviors of the students.

Competencies are defined as groups or clusters of skills and abilities needed for a
particular task.

The objectives generally focus on those behaviors which exemplify a "best

practice" for the particular task. Such behaviors range from a beginner" or novice
level up to the level of an expert.
Example of learning competencies for a process-oriented
• The objective starts with a general statement
performance based assessment is
of what is expected of the student from the
task ;
• Then breaks down the general objective into
easily observable behaviors when reciting a
poem.
• The specific objectives identified constitute
the learning competencies for this particular
task.
• The specific objectives also range from simple
observable processes to more complex
observable processes.
 A competency is said to be more complex when it consists of
two or more skills.

The following are simple The following are more complex

competencies: competencies:

• Recite a poem with feeling using

• Speak with a well-modulated
appropriate voice quality, facial
voice;
expressions, and hand gestures;
• Draw a straight line from one point
• Construct an equilateral triangle given
to another point;
three non-collinear points;
• Color a leaf with a green crayon
• Draw and color a leaf with a green
crayon
 TASK
DESIGNING
TASK DESIGNING

• Task designing refers to the process of creating

structured activities or assignments that are
intended to facilitate learning, assess
understanding, and achieve specific educational
objectives.
Learning tasks need to be carefully planned. Some generally
accepted standards for designing at ask include:

1. Identifying an activity that would highlight the

competencies to be evaluated.

Example:

• reciting a poem
• writing an essay
• manipulating the microscope.
Learning tasks need to be carefully planned. Some generally
accepted standards for designing at ask include:

2. Identifying an activity that would entail more or less the

same sets of competencies.

If an activity results in too many possible competencies,

the teacher would have difficulty assessing the student's
competency on the task.
Learning tasks need to be carefully planned. Some generally
accepted standards for designing at ask include:

3.
Finding a task that would be interesting and enjoyable
for the students.

Tasks such as writing an essay are often boring and

cumbersome for the students.
 Process-oriented performance assessments have several strengths and weaknesses

STRENGTHS
• Authentic Assessment: They provide a realistic and authentic way to assess students'
skills and knowledge by focusing on real-world tasks and problem-solving processes.

• Promotes Deep Learning: Students engage in meaningful learning experiences as they

apply their knowledge and skills to solve authentic problems.
 Process-oriented performance assessments have several strengths and weaknesses

WEAKNESSES
• Time-consuming: Designing, implementing, and assessing process-oriented
performance tasks can be time-consuming for both teachers and students.

• Resource Intensive: Process-oriented assessments may require additional

resources, such as materials, technology, and expertise, to create and administer
effectively.
SCORING
RUBRIC
SCORING RUBRIC

• A rubric is a scoring scale used to assess student

performance along with a task-specific set of criteria.

• A rubric or scoring scale that contains the essential

criteria is typically created to measure student
performance against a predetermined set of criteria.
EXAMPLE
A rubric comprises two components: criteria and levels of performance. Each
rubric has at least two criteria and at least two levels of performance.

• The criteria, characteristics of good performance on a task are listed in the

left-hand column in the rubric above (number of hand gestures,
appropriate facial features, voice inflection, and ambiance).
• The full criteria are statements of performance such as "include a
sufficient number of hand gestures" and "recitation captures the ambiance
through appropriate feelings and tone in the voice."

For each criterion, the evaluator applying the rubric can determine to what
degree the student has met the criterion, i.e., the level of performance.
TWO MAIN
TYPES OF
RUBRIC

• Analytic
• Holistic
Analytic Rubric

• articulates the level of performance for each criterion so the teacher can assess
student performance on each criterion.

• a scoring procedure in which products or performance are evaluated for selected

dimensions, with each dimension receiving a separate score. (McTighe & Ferrara)

• analytical rubrics are designed to assess students' work based on specified criteria
and different degrees of quality of outputs.
EXAMPLE
How to create Analytic Rubric?
1 2
Identify the Criteria
• Determine the key
criteria or dimensions
that you want to assess.
These criteria should
align with the objectives
or goals of the task or
assignment.
• Break down each criterion
into specific components or
descriptors that capture
different levels of
performance within that
criterion.
Define Performance
Levels
• Establish clear
performance levels or
categories for each
criterion. Typically,
rubrics include multiple
levels (e.g., excellent,
proficient, basic,
inadequate).
• Describe what each level of
performance looks like for each
criterion. Use specific language
and examples to differentiate
between levels.
3 4
Develop Descriptors
• Write detailed
descriptors for each
performance level
within each criterion.
These descriptors
should clearly outline
the characteristics or
attributes associated
with each level.
• Ensure that the descriptors are
observable, measurable, and
objective to facilitate consistent
and reliable scoring.
HERE ARE THE 5 STEPS ON CREATING AN
Organize the Rubric
• Structure the rubric in a
clear and logical format.
You may choose to
organize it by criteria,
with each criterion
listed separately, or by
performance levels,
with levels listed across
the top or side.
• Include a clear title and any
necessary instructions or
explanations to guide users in
understanding and applying the
rubric.
ANALYTIC RUBRIC
5
Review and Refine
• Review the rubric to
ensure that it accurately
reflects the objectives of
the task or assignment
and the expectations for
performance.
• Seek feedback from colleagues,
experts, or stakeholders to identify
any areas for improvement or
clarification.
• Make any necessary revisions or
refinements based on feedback
and testing to ensure the rubric is
valid, reliable, and practical for its
intended use.
 ADVANTAGES OF
ANALYTIC RUBRIC
• Provides thorough feedback on a number
of areas of development as each criterion is
assessed individually (i.e., the student
knows what to improve on).
• Dimensions can be weighed to reflect the
relative importance of each criteria.
DISADVANTAGES OF
ANALYTIC RUBRIC
• Takes more time to create and use than
a holistic rubric.
• If each point for each criterion is not well-defined, instructors may not
decide on the same score. (Imagine you're judging a cooking contest.
If the rules aren't clear about what makes a dish good (like taste,
presentation, or originality), each judge might have their own idea of
what's important. So, one judge might give high scores for taste, while
another might focus on presentation. This can lead to different judges
giving different scores, because they're not all looking at the same
things in the same way.
HOLISTIC RUBRIC

• Holistic rubric does not list separate levels of

performance for each criterion. It assigns a level of
performance by assessing performance across multiple
criteria as a whole.

• a scoring procedure yielding a single score based upon an

overall impression of a product or performance.
(McTighe & Ferrara)
ADVANTAGES OF
HOLISTIC RUBRIC
• Simplicity: Holistic rubrics are often simpler and more straightforward than analytic
rubrics.

• Efficiency: Holistic rubrics are efficient to use, especially when evaluating large numbers
of assessments. It saves time by reducing the amount of decisions the grader has to make.

• Focus on Big Picture: Highlight what the learner is competent to do rather than what they
cannot do.
DISADVANTAGES OF
HOLISTIC RUBRIC
• Lack of Specificity : Holistic rubrics provide overall assessments without breaking down
specific criteria or components of performance

• Subjectivity : Holistic rubrics rely heavily on the judgment of the assessor, which can
introduce subjectivity into the evaluation process.

• Limited Feedback : May not offer detailed feedback to students on their performance.
EXAMPLE
 When to choose an
analytic rubric?

Analytic rubrics are more common because teachers typically want to assess
each criterion separately, particularly for assignments that involve a more
significant number of criteria.

As student performance increasingly varies across criteria, assigning an

appropriate holistic category to the performance becomes more difficult. In
addition, an analytic rubric better handles the weighting of criteria.
 When to choose a holistic
rubric?

Holistic rubrics tend to be used when a quick or gross judgment needs to be

made. Suppose the assessment is a minor one, such as a brief homework
assignment. In that case, it may be sufficient to apply a holistic judgment to
review student work quickly. However, holistic rubrics can also be
employed for more substantial assignments. It is not easy to evaluate
performance on one criterion independently of performance on a different
criterion on some tasks.

Some educators believe a holistic or global assessment of student

performance better captures student ability on specific tasks.
STEPS IN DESIGNING A RUBRIC

• Determine learning outcomes.

• Decide on the structure of the rubrics.

• Identify levels of performance or aspects of the

product that reflect the learning outcomes.

• Weigh the dimensions and determine the range

of points.
FOUR ESSENTIAL FEATURES OF A RUBRIC

• Task description or a description title of the task

students are expected to produce.
• Scale ( or scoring ) that describes the level of mastery.
• Components or criteria students are to attend in
completing the assignment or task.
• Description of the performance quality (performance
descriptor of the components/dimensions of each level
of mastery.
THANK
YOU