Lesson 5

Proscess-Oriented and Product-Oriented Perfor-

mance-Based Assessment

Figure 5.1 Students and teacher while having their role playing; Clearly the pupils are role playing animals.

T he performance-based assessment provides a means for the teacher to assess learning objectives that cannot be measured
by traditional tests like multiple-choice, true or false, etc. The performance-based assessment provides a basis for teachers
to evaluate both the effectiveness of the process or procedure used and the product resulting from the performance of the tasks.
Learning Objectives DISCUSSION
Performance assessments are assessments in which students demonstrate
their knowledge and skills in a non-traditional way. These assessments are fo-
1. Differentiate pro- cused on demonstration rather than written responses or objective tests. The per-
cess-oriented perfor- formance-based assessment could be in the form of a product or process. Product
mance-based assessment is completed works or tangible works, such as term papers, reports, projects, and
from a product-oriented drawings in which students use their knowledge. In situations in which there is
performance-based as- no actual product, teachers can assess the process and the behaviors that the stu-
sessment. dents demonstrate. Giving an oral presentation, singing a song, or demonstrating a
tennis swing are examples of processes that could be assessed.
2. Design performance Process-oriented evaluations are based on observing the development of the
tasks that will assess learning processes as they occur in the student throughout the lesson. It is a step-
both process and prod- by-step interaction where there are input and output at all times between the
uct. teacher and the student. During a process-oriented evaluation, the student is al-
lowed to make mistakes, as they constitute an important part of the entire exercise.
An example of a process-oriented evaluation is the teaching of writing. Time and
patience are worth the investment in this type of evaluation because the teacher
can see how much the student is learning. https://www.enotes.com/homework-help/
Prepared by what-do-you-know-about-product-oriented-process-367368.
When assessing a process, teachers may be interested in examining students’
Jose Ariel R. Ibarrientos, LPT, PhD
Professor cognitive processes as well. Teachers can learn a great deal about a student’s think-
ing by assigning a process task. For example, if a teacher wants to understand the
thinking processes behind her students’ knowledge of force and acceleration, she
might assign students an activity in which they perform experiments to determine
Assessment of how fast objects will roll down an incline. In this example, the teacher would
Learning 1 have students make predictions first, then complete the experiments. The student
predictions allow the teacher to gauge their understanding of the scientific princi-
ples behind the experiment (https://study.com/academy/lesson/performance-assess-
ments-product-vs-process.html)
Lesson 5
The product-oriented evaluation seeks to assess performance through a finalized product that should meet specific require-
ments. The teacher may or may not choose to engage in the process that will bring about the final product, because that is not
what is being considered. Rather than through interaction, the product-oriented evaluation is often accompanied by a rubric
that the student evaluates himself to see if the expectations of the final product are being met. It is a summative, and not a
formative type of evaluation that could work as a short-term solution, for specific projects. An example of a product-oriented
evaluation is, for instance, writing homework due the next day that must include certain things to achieve a good score. https://
www.enotes.com/homework-help/what-do-you-know-about-product-oriented-process-367368.

Sample Product-Oriented Performance-based Assessment and Process-Oriented Performance-based Assessment

Languages
Product-Oriented PBA Process-Oriented PBA
•Campaigns •Debates
•Case studies •Interview
•Collages •Multimedia presentations
•Compositions •Panel Discussions
•Literary analysis •Presentations
•Multimedia productions •Project Making
•Portfolios •Roleplays
•Research projects •Speech delivery
•Story/poem writing •Storytelling/reading
Math
Product-Oriented PBA Process-Oriented PBA
•Diagrams •Constructing graphs from a survey conducted
•Mathematical Investigatory projects •Multimedia presentations
•Models/making models of geometric •Outdoor Math
figures •Probability experiments
•Number representations •Problem-posing
•Reasoning and proof through recitation
•Using manipulative to show Math concepts
•Using measuring tools/device
Science
Product-Oriented PBA Process-Oriented PBA
•Collages and diorama making •Community involvement
•Leaflet, poster, and slogan making •Debate
•Map construction •Interviews
•Research work •Issue-awareness campaigns
•Timelines •News reporting
•Presentation and multimedia presentations
•Role plays
•Simulations
Edukasyon sa Pagpapakatao
Product-Oriented PBA Process-Oriented PBA
•Argument Analyses •Issue awareness campaigns
•Expressing their feelings and ideas •Presentations and multimedia presentations
through art activities •Roleplays
•Journal responses •Preparation of action plans (Plano sa pag-
•Letter writing sasabuhay)
•Song and poem writing •Implementation of action (Pagsasagawa ng
plano)
•Situation anaylsis (Pagsusuri)
Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD
Lesson 5
Edukasyon sa Pagpapakatao (EsP)
Product-Oriented PBA Process-Oriented PBA
•Argument Analyses •Issue awareness campaigns
•Expressing their feelings and ideas •Presentations and multimedia presentations
through art activities •Roleplays
•Journal responses •Preparation of action plans (Plano sa pag-
•Letter writing sasabuhay)
•Song and poem writing •Implementation of action (Pagsasagawa ng
plano)
•Situation anaylsis (Pagsusuri)
Music
Product-Oriented PBA Process-Oriented PBA
•Creating a simple musical arrangement •Multimedia presentations
•Musical analysis/song analysis •Musical presentation
•Musical research •Skills demonstration (singing, playing musical
•Writing program notes instruments)
Arts
Product-Oriented PBA Process-Oriented PBA
•Art criticism and appreciation compila- •Art production
tions •Multimedia presentations
•Art exhibit •Skills demonstration (drawing, coloring,
•Art projects painting)
•Portfolio •Stage/bulletin board production
PE
Product-Oriented PBA Process-Oriented PBA
•Article/journal review •Creating a personalized exercise program
•Personal fitness and health logs •Physical activity participation
•Portfolio •Physical activity/fitness assessment
•Role plays
•Skills Demonstration

Health
Product-Oriented PBA Process-Oriented PBA
•Journal responses •Debates
•Personal fitness and health logs •Design and implementation of fitness and
•Portfolio health campaigns
•Issue-awareness campaigns
•Roleplays
TLE
Product-Oriented PBA Process-Oriented PBA
•Technical drawing output •Skills demonstration
•Prototype building •Skills application
•Products/projects using locally available •Laboratory exercises
materials •Oral tests
•Design, creation, and layout of outputs/diag-
nose and repair equipment

Soure: DepEd order #8 s. 2015

Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD

Lesson 5
Suggestions for Writing Performance Tasks
1. The performance task should integrate the most essential aspects of the content being assessed with the most
essential skills. Thus, the performance task should include the major concepts, principles, and processes that are
important in the subject area. In DepEd, the agency is implementing the Most Essential learning competencies
(MELC) to help teachers focus instruction on what is most essential and indispensable competencies.

2. The task should be authentic. According to Grant Wiggins (1998), as cited by Mc Millan (2004), an assignment
is authentic if it
• is realistic.
• requires judgment and innovation.
• asks the student to “do” the subject.
• replicates or simulates the contexts in which adults are “tested” in the workplace or civic or personal life.
• assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to nego-
tiate a complex task.
• allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine per-
formances and products.

3. Structure the task to assess multiple learning targets. Design a task that can assess students’ knowledge, skills,
and attitude based on the learning target.

4. Structure the task so that you can help students succeed. Provide tasks will an opportunity for students to increase
their proficiency by asking questions, providing resources, and giving feedback.

5. Think through what students will do to be sure that the task is feasible. Tasks should be realistic and can be ac-
complished in a specified time or date. Materials or resources for the tasks should also be available.

6. The task should allow for multiple solutions. Unlike a traditional assessment, a performance task could have
different answers or solutions depending on how the students respond to the task. There should be multiple correct
answers for a performance task and it should not be confined to only one solution or answer.

7. The task should be clear. Following direction is important in any assessment. Not following the direction may
lead to a wrong answer. Thus, teachers should make a clear statement as to what is expected for students to perform
so that the latter can perform correctly the desired task.

8. The task should be challenging and stimulating to students. Make your task challenging, fun, interesting, exciting
to help students become more engaged and motivated to perform the task.

9. Include explicitly stated scoring criteria as part of the task. Set the criteria to which the students will be graded.
The scoring criteria or rubrics must be known to the students before the performance of the task.

10. Include constraints for completing the tasks. According to Tombari and Borich (1999) as cited by Mc Millan
(2204), constraint’s include
Time. How much time would be allowed to complete the performance or product?
Reference material. What other resources or information or information would typically be available?
Other people. What kind of support would be provided by peers, experts, and others?
Equipment. What kind of equipment would be available?
Prior knowledge of the task. How much information would be provided in advance?
Scoring criteria. What are the scoring criteria by which the performance or product will be judged?

Performance Task 1: A Research on the cause and effect of the COVID-19 pandemic
Process:
Product:

Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD

Lesson 5
TASK 2
Tasks 2
Select topics from your field of specialization. Design process-oriented PBA and product-oriented PBA based on
the topic you have chosen

Topic Process-Oriented PBA Product-Oriented PBA

Ex. Phil. Music Playing musical instrument Creating Musical arrangement
1.
2.
3.
4.
5.

Tasks 3
Watch the YouTube videos for a better understanding of performance-based assessment.

Performance-Based Assessment: Making Math Relevant

https://www.youtube.com/watch?v=KZomm-1BbYQ

Performance-Based Assessment: Engaging Students in Chemistry

https://www.youtube.com/watch?v=zvYSVEmcjHM

Performance-Based Assessment & Learning

https://www.youtube.com/watch?v=yYcGO1Izs-U

Assessment
MULTIPLE CHOICE. Read the statements carefully. Choose the best answer and shade the box that corresponds
to the letter of your choice. (40 points)

1. Mr. A tasked her students to showcase their skills in playing basketball. What learning target is he assessing?
A. Knowledge C. Process-oriented performance
B. Reasoning skills D. Product-oriented performance

2. Which type of assessment would be most applicable in skills subjects?

A. Selected response C. Portfolio Assessment
B. Rating scale D. Performance assessment

3. Teacher B wanted to measure students’ oral communication skills. What is the most appropriate performance
assessment activity for this?
A. Debate C. Reading journal
B. Reflection paper D. Roleplaying

4. Teacher C asked her students to show how to play the piano. What learning target is she assessing?
A. Reasoning C. Products
B. Knowledge D. Skills

5. Teacher D rated her student in a Chemistry class about the proper way of using laboratory materials and equip-
ment, and if they follow the specified procedures in handling chemical reagents. What mode of assessment should
she use?
A. Process-oriented assessment C. Portfolio assessment
B. Product-oriented assessment D. Alternative assessment

Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD

Lesson 5
Suggestions for Writing Performance Tasks

References:

•Mc Millan, James H. (2007) Classroom Assessment: Principles and Practice.

•Miller, M.D., Linn, R.L., and Gronlund, N.E. (2013). Measurement and assessment in teaching.
11th ed.
•Performance-Based Assessment: Engaging Students in Chemistry
•https://www.youtube.com/watch?v=zvYSVEmcjHM
•Performance-Based Assessment: Making Math Relevant
•https://www.youtube.com/watch?v=KZomm-1BbYQ
•Performance-Based Assessment & Learning
•https://www.youtube.com/watch?v=yYcGO1Izs-U
•Ubiña-Balagtas, M, et. all (2020). Assessment in Learning 2.
•“What is the difference between product oriented and process oriented evalua-
tion?” eNotes Editorial, 17 Oct. 2012, https://www.enotes.com/homework-help/
what-do-you-know-about-product-oriented-process-367368. Accessed 21
July 2020.

Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD