LESSON 5: Process-oriented Performance-based

Assessment
Intended Learning Outcomes:

ILO1. Identify the learning competencies based on process-oriented performance

assessment. (CLO 2)
ILO2. Create a rubric for a process-oriented performance-based assessment. (CLO 2)

Introduction:
Too often, we tend to assess students’ learning through their outputs or products
or through some kind of traditional testing. However, it is important to assess not only
these competencies but also the processes which the students underwent in order to
arrive at these products or outputs. It is possible to explain why the students’ outputs are
as they are through an assessment of the processes which they did in order to arrive at
the final product. This lesson is concerned with the process-oriented, performance-based
assessment.
Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and revealed in performance over time. Learning is a
complex process. It entails not only what students know but what they can do with what
they know; it involves not only knowledge and abilities but values, attitudes, and habits of
mind that affect both academic success and performance beyond the classroom.
Assessment should reflect these understandings by employing a diverse array of
methods, including those that call for actual performance, using them over time so as to
reveal change, growth, and increasing degrees of integration. Such an appropriate aims
for a more complete and more accurate picture of learning (Navarro, et. al. 2013).

Preliminary Questions

1. What is a process-oriented performance-based assessment?

2. Why is it important to assess the actual task performance other than the
product or output?

Preparation

Word cloud Activity

Using pollev.com or menti.com, ask the students to give a word/ words that
are connected to process-oriented performance-based assessment.
Afterwards, write a short definition or explanation on what it is all about from
the word cloud formed.

Presentation
Information about outcomes is of high
importance; where students “end up”
I. Process-Oriented matters greatly. But to improve
Learning outcomes. We need to know about
Competencies student experience along the way –
about the curricula, teaching, and kind of student effort that led to particular
outcomes. Assessment can help us understand which students learn best under
what conditions; with such knowledge comes the capacity to improve the whole of
their learning. Process-oriented performance-based assessment is concerned with
the actual task performance rather than the output or product of the activity. It is an
evaluation that depends on the teacher's observations. The teacher watches the
student in order to know their actual reading and writing ability. Some of the children
do not test well and that the test grade is not a true reflection of what are their
capabilities and skills. It is concerned with the actual task performance rather than
the output or product of the activity (Navarro, et.al, 2013).

1.1 Learning Competencies

The learning objectives in process-oriented performance based assessment are

stated indirectly observable behaviors of the students. Competencies are defined as
groups or clusters of skills and abilities for 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.
An example of learning competencies for a process-oriented performance based
assessment is:
Task: Recite a Poem by Edgar Allan Poe, “The Raven”
Objectives:
The activity aims to enable the students to recite a poem entitled “The Raven” by
Edgar Allan Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

Notice that the objective started with a general statement of what is expected of
the student from the task (recite a poem by Edgar Allan Poe) and then breaks down the
general objective into easily identified constitute the learning competencies for this
particular task. As in the statement of objectives using Bloom’s taxonomy, the specific
objectives also range from simple observable processes to more complex observable
processes e.g. creating an ambiance of the poem through appropriate rising and falling
intonation. A competency is said to be more complex when it consists of two or more
skills.
The following competencies are simple competencies
- Speak with a well-modulated voice
- Draw a straight line from one point to another point
- Color a leaf with a green crayon
The following competencies are more complex competencies
- Recite a poem with feeling using appropriate voice quality, facial expression
and
hand gestures
- Construct an equilateral triangle given three non-collinear points
- Draw and color a leaf with green crayon.

2. Task Designing
Learning tasks need to be carefully planned. In particular, the teacher must ensure that
the particular learning process to be observed contributes to the overall understanding of
the subject or course. Some generally accepted standards for designing a task include:
 Identifying an activity that would highlight the competencies to be evaluated.
  Identifying an activity that would entail more or less the same sets of
competencies. If an activity would result in too many possible competencies then
the teacher would have difficulty assessing the student’s competency on the task.
 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.
For Example: The topic is on understanding biological diversity.
Possible Task Design: Bring the students to a pond or creek. Ask them to find all
living organisms they can find living near the pond or creek. Also, bring them to the
school playground to find as many living organisms they can. Observe how the
students will develop a system for finding such organisms, classifying the organism
and concluding the differences in biological diversity of the two sites.
However, with this new normal, process-oriented performance based is
quite challenging to us teachers but it can still be possible by letting our students record
their actual performance(Navarro, et. al. 2013).

3. Scoring Rubrics

Rubric is a scoring scale used to assess student performance along a task-specific

set of criteria. Authentic assessments typically are criterion-referenced measures, that
is, student’s aptitude on a task is determined by matching the student’s performance
against a set of criteria to determine the degree to which the student’s performance
meets the criteria for the task. To measure student performance against a pre-
determined set of criteria, a rubric, or scoring scale which contains the essential
criteria is typically created.

Source: https://www.slideshare.net/Dianopesidas/process-and-product performanebased-

assessment
 As in the given example, a rubric is comprised of two components: criteria and levels
of performance. Each rubric has at least two criteria and at least two levels of
performance.

Descriptors

Descriptors spell out what is expected of students at each level of performance for
each criterion. In the given example, “lots of inappropriate facial expressions”,
“monotone of voice used” are some examples of descriptors. A descriptor tells
students more precisely what performance looks like at each level and how their work
maybe distinguished from the work of others for each criterion. Similarly, the
descriptors help the teacher more precisely and consistently distinguish between
student work.

Why Include Levels of Performance?

1. Clearer expectations – it is very useful for the students and the teacher if the criteria
are identified and communicated prior to completion of the task. Students know what
are expected of them and teachers know what to look for in student performance.
2. More consistent and objective assessment – in addition to better communicating
teacher expectations, levels of performance permit the teacher to more consistently
and objectively distinguish between good and bad performance, or between superior,
mediocre and poor performance, when evaluating student work.
Better feedback – identifying specific levels of student performance allows the
teacher to provide more detailed feedback to students. The teacher and the students
can more clearly recognize areas that need improvement(Navarro, et. al. 2013).

Analytic Versus Holistic Rubrics

Analytic rubrics
 two-dimensional rubrics with levels of achievement as columns and assessment
criteria as rows.
 allows you to assess students' achievements based on multiple criteria using a
single rubric.
 You can assign different weights (value) to different criteria and include an overall
achievement by totaling the criteria; written in a table form.
 provides several scores for the task, one for each different category being
evaluated.

Holistic rubrics

 single criteria rubrics (one-dimensional) used to assess participants' overall

achievement on an activity or item based on predefined achievement levels;
 performance descriptions are written in paragraphs and usually in full
sentences.
 does not list separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing performance
across multiple criteria as a whole.
 it provides a single score to summarize a student's performance on a given
task

Sources:
 Navarro, et. al, 2013. Authentic Assessment of Student Learning Outcomes
https://www.slideshare.net/renarch/process-oriented-performancebased-
assessment-17091526

Sources:
 https://www.slideshare.net/CherishAngelicMondilla/process-oriented-performancebased-
assessment-71051364

Practice

Output # Process-
__ oriented
A. For each of the following tasks, identify at least three(3)
Performa
process-oriented learning competencies.

1. nce
Constructing a graphic based
organizer to illustrate child growth and development.

2.
Assessme
Constructing three-dimensional models of solids from cardboards.
nt
3. Writing an essay about the EDSA II People Power Revolution

4. Performing a skit on the importance of a national language

5. Role playing to illustrate the concept of Filipino family values

Performance
Output # Process-
__ oriented
Group Performance Task
Performa
Choose any one from amongncethe
based
activities below and then construct your
own scoring rubrics focusing on process-oriented performance-based
criteria. One(1) analyticAssessme
rubric with at least three(3) criteria and each
criterion should have at leastntthree(3) levels of performance. From the
crafted analytic rubric, formulate a holistic rubric out of it. There
should be no duplication of activities among the groups.

1. Use evidence to solve a mystery

2. Devise a game
3. Participate in a debate
4. Write a research paper
5. Design a museum exhibit
6. Cooking show/ contest
7. Dance recital/ performance
8. Perform an experiment
9. Draw a picture that illustrates what is describe in a story or an article
10. Evaluate a quality of a writer’s arguments

References:
Navarro, Rosita, et. al. (2013). Authentic Assessment of Student
Learning Outcomes Assessment 2. 2nd Edition. Lorimar
Publishing, Inc.

https://www.slideshare.net/mayuchan2/chap4-processoriented-
performancebased-assessment

https://www.slideshare.net/CherishAngelicMondilla/process-oriented-
performancebased-assessment-71051364

https://www.slideshare.net/renarch/process-oriented-performancebased-
assessment-17091526