MODULE Process Oriented Performance -

2 Based Assessment

Module Overview This module will journey you on how to write a process oriented
learning competencies, design a process oriented performance-
based activity coupled with authentic assessment such as scoring
rubrics.
Module Outcomes 1. Formulate process oriented learning competencies.
2. Describe process oriented performance-based assessment.
3. To design a process oriented learning activities and create
a scoring rubrics to evaluate them.
Lessons in the Lesson 1: Process Oriented Learning Competencies
Module
Lesson 2: Task Designing
Lesson 3: Scoring Rubrics

Lesson 1 Process Oriented Learning Competencies

Learning Outcomes Formulate a process oriented learning competencies

Time Frame 2 sessions

This is the first lesson of Module 2 in the Assessment of Learning
2 course. You will study about process oriented learning
competencies through an activity and you will describe how you
understood it through a reflection. You will also formulate a
process oriented learning competencies from an activity that you
are thinking for your students to do.

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 Process Oriented Learning Competencies Formulation
1. Browse the K to 12 Curriculum Guide and focus on your
discipline.
2. Identify what grade level and topic to work on.
3. Think about an activity you want your student to do based
on the topic that you’ve chosen in order to develop a
particular skill on them.
4. Determine the processes that your students will have to go
Activity through in order for them to develop their knowledge, skill
and attitude.
5. Try combining those skills in order for your students to
perform a particular task.
6. Write a draft of it.
7. Continue to enhance the first draft of the competency you
want to target for your students.
Questions to build up the activity
1. What’s the salient point of the K to 12 Curriculum Guide
based on your chosen discipline?
2. What grade level you chose to work on and what topic?
3. Do you have an activity in mind where in your students
will do in order for them to develop a particular skill?
4. What processes will the students have to go through in
Analysis order to develop their knowledge, skills and attitude?
5. Have you thought of a task or performance for the
development of the skills of students?

It is important to assess students’ learning not only through their

outputs or products but also the processes which the students
underwent in order to arrive at these products or outputs.

Learning entails not only what students know but what they can do
with what they know. It involves knowledge, abilities, values,
Abstraction attitudes and habits of mind that affect academic success and
performance beyond the classroom.

Competencies are defined as groups or clusters of skills and

abilities needed for a particular task. The objectives focus on the
behaviors which exemplify “best practice” for the particular task.

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 Such behavior range from a “beginner” or novice level up to the
level of expert.

Example of a process oriented learning competencies are:

1. Create a brochure in order to spread awareness about
Covid19 virus and its disease.
2. Deliver a persuasive speech before a class.

In creating a brochure the students have to develop skills on

gathering data or researching, manage the data to be included in
the brochure, writing skills, skills in design and lay out. Also, this
is a group work so they will also develop their collaboration skills,
communication skills and technology skills which are the 21st
skills needed by the students in the 21st century education.

In delivering a persuasive speech before a class, students will be

developing skills on using appropriate voice quality, skill in hand
gestures, establishing rapport with the audience, facial expression,
skills in pronunciation and proper diction.
It’s Your Turn Activity
Using the K to 12 Curriculum Guide as your reference, determine
at least two topics in your area of specialization and formulate
process oriented learning competencies of each of the topics.

Reflection
Write a short reflection about your learning on this module.
Application
The skills that you develop in formulating process oriented
learning competencies will be strengthen as we move on with
learning about task designing. Congratulations for working on it!

Closure

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LESSON 2 Tasks Designing

Learning Outcomes Design a process oriented learning activities.

Time Frame 2 sessions

This is the second lesson of Module 2 in the Assessment of
Learning 2 course. After learning how to formulate process
oriented learning competencies, you will have to go back to
Lesson 1 by reviewing what activity/ies you want your learners
to do in order to develop their knowledge, skills and attitude.
You will then have to design the task.

From Lesson 1, you were able to identify two topics based on

your discipline and have already written learning competencies
for identified topics.

Now, think of an activity that would highlight the competencies

to be evaluated.

Activity
Identify an activity that would entail more or less the same sets
of competencies.

Find a task that would be interesting and enjoyable for the

students.
Questions to work on
1. Have you already thought of an activity from the two
identified topics in the K to 12 Curriculum Guide based
on your discipline?
2. Where you able to identify activity? Kindly describe
the activity identified and explain how the students will
Analysis have to go through about the said activity?
3. Have you or your students determine the task to be
performed?

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 When designing a task, see to it that what you are trying to
target are the competencies that you set at the beginning of the
lesson through an activity.

Using Taskonomy, you will have to identify what task will be

given to your learners. If it is a group work activity, determine
the tasks and distribute to the members of each group.

Abstraction
For example, if the activity that you want your students to do is
to create a brochure as your learning competency. You need to
identify the researchers of the group who will take charge of the
relevant and correct information to be included in the brochure,
a writer who will be writing articles for the brochure, a lay out
artist for the proper placement of written article, and a designer
for color blending and proper placement of articles and
graphics.

Each task should be given instruction on what to do and what

output to contribute to the group for the creating of the final
output. This is what we called “Scaffolding”. Learners will be
properly guided if we give them correct Scaffolds that they can
use as guide in the process of creating the output.

Task designing should be connected with your learning

competencies that you want to evaluate and develop for your
learners. This is to see to it that each learner will become an
active member of the group, will develop accountability and
responsibility through the given task. This will also ensure
proper monitoring of progress of the learners.

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 It’s your Turn Activity:
Now after your analysis on the topics you’ve chosen and after
formulating learning competencies based on the topics. You
will now decide what activity to give to your learners.

Identify the tasks for each learner if it an individual activity and

Application
for each of the members of the group if it is a group work or
collaborative learning.

Make sure that the instruction is clear for every task so each
learner should be guided.

Make scaffolds to guide learners on the right direction as they

create the desired outputs, outcome or performance.
Congratulations for successfully designing a task for your
learners based on your chosen topic. Continue the momentum
until you will be able to complete all the lessons in Module 2.
For take home activity please try to research and read about
authentic assessment using rubrics because that will be the last
lesson for this module.

Closure

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LESSON 3 Scoring Rubrics

Learning Create a scoring rubric to evaluate the process of the activities to

Outcomes target the learning competencies.

Time Frame 2 sessions

Integrating assessment methods throughout the learning cycle
engages students and enhances teaching and learning. In this
module, students will explore ways to make assessment part of the
teaching and learning cycle in your classroom.
World’s Best Chocolate Chips
You will have to work as a group and you will be thinking what
criteria to assess a world’s best chocolate chips. Have three kinds
of chocolate chips that is available in the market. You have to mark
the chocolate chips A, B, & C.
You will using the matrix scaffold below to come up with an
evaluation tool in order to assess the world’s best chocolate chips.
Activity Think of words to describe the criteria you want to include when
assessing chocolate chips. Let’s say we want to include
crunchiness, taste, size and texture.
In each cell describe what to you is excellent when it comes to
crunchiness, taste, size and texture. Write it in every cell, start from
excellent, then to needs improvement columns and then work on
the middle part later.
Criteria/ Excellent Satisfactory
Very Needs
Performance Satisfactory Improvement
level
4 3 2 1

Crunchiness

Taste

Size

Texture

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 After you filled up all the cells in the matrix, its time for you to start
evaluating the chocolates chips using the evaluation tool that you
created.
Use the table below as scaffold in evaluating your chocolate chips.
The chocolate with the highest result will be the winner.
Criteria/Performance A B C
Level
Crunchiness
Taste
Size
Texture
Questions to work on
1. How do you find the activity?
2. Where you able to describe properly each criterion in the
matrix?
3. Do you find it easy or difficult to describe each criterion and
its level of performance?
4. What makes it easy or difficult?
Analysis 5. What did you learn from the activity?

Assessment purposes
 Gauge student needs
 Encouraging collaboration and self-direction
 Monitoring progress
 Checking understanding and encouraging metacognition
 Demonstrating understanding
Abstraction
What is Formative assessment?
The kind of assessment that occurs before and during a unit of
study is called formative assessment, because it helps to form an
understanding of learning that is in progress.

When do I use formative assessment?

Formative assessment is part of learning and can be embedded
during classroom work. You probably already do formative

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 assessment, but may not realize it. It includes, for example,
observing students, having students share their work, or reviewing
student work. Formative assessment may be done by teachers as
well as students for themselves and their peers.
Using Rubrics as a tool for formative assessment
A rubric is a versatile and flexible instrument that can support
assessment for all purposes and can be used with many different
methods.

Benefits of rubrics
1. Rubrics can be used for both formative and summative
assessment
- students can use rubric as they work on a product or
performance to help them assess their work, and a teacher
can use the same rubric to make a final assessment or grade.
Rubrics of 21st century skills can help students think about
their learning processes while they work projects in order to
reflect and set goals.

2. Other kinds of instruments can be developed from

rubrics.
- Checklist can be expanded into rubrics, and the highest
level of a rubric can often be made into a checklist. Rubrics
can also be modified into scoring guides to assign points or
grades to final products and performances.

3. Students can use rubrics throughout a project or unit

for self and peer-assessment
-Rubrics give students the language and concrete
descriptions they need to assess their own products,
performances and processes and to give feedback to peers.

4. Rubrics can make instruction more effective.

- Rubrics set out the learning expectations for a unit and
can be used to plan instruction in 21st century skills.
Modeling the behaviors describe in the highest level of a
rubric gives students concrete examples of a skill, and
helps them to self-assess their skills and give their peers
good feedback.

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 Process-oriented assessment is done before, during and after of a
particular activity, which we called assessment timeline. Let’s take
a look in the brochure making activity, the students will have to
start brainstorming about the articles, writings, photos, lay-out that
they are going to make and include in the brochure.

First, is the brainstorming part, you can start using peer and self-
assessment which are considered assessments before the conduct of
an activity.

Checklist for Small Group Activity to be used as a peer assessment

tool

Not
Observed
Criteria Observed
Shared relevant information
during small group sharing
Helped the group develop
good ideas for the brochure.
Gave helpful suggestions
regarding the making of the
brochure.
Accepted suggestions from
others.
Listened carefully to other
group members during
brainstorming activity.

Second, is during the making of an activity that is the next part of

assessment timeline, you can assess the students per group through
a peer collaboration rubric to monitor their progress.

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 Peer Assessment Collaboration Rubric

Criteria/ 4 3 2 1

Performanc Excellent Very Satisfactory Needs

e Level Satisfactory Improvement

Participation Group Group Group Group member

member member member did not
participate participated participated participate,
d fully most of the but wasted wasted time, or
and was time and was time worked on
always on on task most regularly or unrelated
task in a of the time. was rarely material.
group. on task.

Leadership Group Group Group Group member

member member member did not assume
assumed sometimes usually leadership or
leadership assumed allowed assumed it in a
in an leadership in others to nonproductive
appropriat an assume manner
e way appropriate leadership,
when way. alternatively,
necessary or often
by helping dominated
the group the group.
stay on
track,
encouragi
ng group
participati
on, posing
solutions
to
problems,
and
having a
positive
attitude.
Listening Group Group Group Group member
member member member did not listen
listened usually sometimes to others and
carefully listened to did not listen often
to others’ others’ to others’ interrupted
ideas. ideas. ideas. them.

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 Feedback Group Group Group Group member
member member member did not offer
offered offered occasionally constructive or
detailed, constructive offered useful
constructi feedback constructive feedback.
ve when feedback,
feedback appropriate. but
when sometimes
appropriat the
e comments
were
inappropriate
or not useful.

Cooperation Group Group Group Group member

member member member did not
treated usually often did not complete most
others completed complete of the assigned
respectfull assigned assigned tasks on time
y and tasks on time tasks on and often
shared the and did not time, forced the
workload hold up group to make
fairly. progress on and held up last-minute
the projects completion adjustments
because of of project and changes to
incomplete work. accommodate
work missing work.

Summary of the Peer Assessment Collaboration Rubric

Group Partici Leaders Listen Feed Coopera Time
Member pation hip ing back tion Manage
ment

[Copyright © 2010 Intel Corporation. All rights reserved. Adapted

with permission. Intel, the Intel logo and the Intel Education
Initiative are trademarks of Intel Corporation or its subsidiaries in
the U.S. and other countries.]

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 Third, is after the activity has been done, you have to assess the
output of the students or the group. This is the last part of an
assessment timeline.

Example of Rubrics for the Brochure as an activity for process-

oriented learning.

Brochure Grading Rubric

CATEGORY 5 4 3 2 1
The
The
brochure
The brochure The brochure brochure's The brochure
has
has attractive has some has limited has no
exceptionall
Attractiveness formatting formatting formatting formatting
y attractive
& Organization and well- and and and
formatting
organized organized of organization organization
and well-
information. information. of of material.
organized
information.
information.
Use of facts
Use of facts and quantity Use of facts
Use of facts of Use of facts
and the and quantity
and quantity information and quantity
quantity of of
of about the of
information information
information aims and information
Content - about the about the
about the goals of about the
Accuracy/ aims and aims and
aims and mathematics aims and
Quantity goals of goals of
goals of education is goals of
mathematic mathematics
mathematics good but not mathematics
s education education is
education is consistent. education is
is present but
very good. limited.
exceptional. limited.

Brochure
Brochure has Brochure has Brochure has Brochure has
Writing - has
very good good limited no
Organization exceptional
organization. organization. organization organization
organization
Grammatical
There are
There very There are There are mistakes are
no
few some several so numerous
Writing - grammatical
grammatical grammatical grammatical that the
Grammar mistakes in
mistakes in mistakes in mistakes in readability of
the
the brochure. the brochure. the brochure. the brochure
brochure.
is impaired.
Graphics go Graphics go Graphics go Graphics do
well with well with the well with the not go with
Graphics not
Graphics/ the text and text, but there text, but the
present in the
Pictures there is a are so many there are too accompanyin
brochure.
good mix of that they few and the g text or
text and distract from brochure appear to be

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 graphics. the text. seems "text- randomly
heavy". chosen.
Careful and
Careful and Careful and
accurate
accurate accurate
records are Sources are Sources are
records are records are
kept to not not
kept to kept to
document documented documented
document the document the
Sources the source accurately or accurately or
source of source of
of all of the are not kept are not kept
most of the some of the
facts and on many facts on any facts
facts and facts and
graphics in and graphics. and graphics.
graphics in graphics in
the
the brochure. the brochure.
brochure.

It’s Your Turn Activity

After learning what an authentic assessment is all about such as
rubrics, it’s your turn to create a rubric based on the activity that
you decided upon in Lesson 2 of this module.

Application
Congratulations for creating your own rubric, this simply means
that you now grasp the meaning of authentic assessment and how it
can help maximize the potential of each learner.

Closure
References Brochure Grading Rubric
{ HYPERLINK
"https://www.gresham.k12.or.us/site/handlers/filedownload.ashx?m
oduleinstanceid=573&dataid=1819&FileName=Brochure%20Rubri
c_1.pdf" }

Intel Education.“Assessment in the 21st Century Classroom”.

Retrieved from
{ HYPERLINK
"https://educate.intel.com/download/K12/elements/assess_html/" \l
"asst_m3_l0_a1_01" }

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