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Lesson 5 - Process and Product-Oriented Performance Based Assessment

The document discusses two types of performance-based assessment: process-oriented and product-oriented. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes used to complete a task. Product-oriented assessment focuses on the final product or outcome and not the process used to create it. Both types of assessment use rubrics, competencies, and defined levels of performance to evaluate students.

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Mila Gamido
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6K views26 pages

Lesson 5 - Process and Product-Oriented Performance Based Assessment

The document discusses two types of performance-based assessment: process-oriented and product-oriented. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes used to complete a task. Product-oriented assessment focuses on the final product or outcome and not the process used to create it. Both types of assessment use rubrics, competencies, and defined levels of performance to evaluate students.

Uploaded by

Mila Gamido
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
Download as pptx, pdf, or txt
Download as pptx, pdf, or txt
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PROCESS-ORIENTED

PERFORMANCE-BASED
ASSESSMENT
PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
PERFORMANCE-BASED
ASSESSMENT
Performance Some performance
assessment is a tasks are designed
measure of to have students
assessment based demonstrate their
on authentic tasks understanding by
such as activities, applying their
exercises, knowledge to a
situations, or particular situation.
problems that
require students to
show what they
can do.
PROCESS-ORIENTED PERFORMANCE-
BASED ASSESSMENT

- is concerned with the actual task performance


rather than the output or product of an activity.

- Process oriented performance based assessment


evaluates the actual task performance. It does not
emphasize on the output or product of the activity.
This assessment aims to know what processes a
person undergoes when given a task.
LEARNING COMPETENCIES

The learning objectives in process-


oriented performance based
assessment are stated in direct
observable behaviors of the students.

Competencies are defined as groups


or cluster of skills and abilities needed
for a particular task.
An example of learning competencies for process-oriented is given
below:

TASK: Recite a Poem by Edgar Allan Poe, “The Raven”.


OBJECTIVE: The activity aims to enable the students to recite
a poem entitled “The Raven” by Edgar Allan Poe.

Specifically, the students will be able to:


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 ambience of the poem through appropriate rising
and falling intonation;
5. Pronounce the words clearly and with proper diction.

Note: The specific objectives identified constitute the learning


competencies.
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 expressions and hand gestures
 construct an equilateral triangle given three non-
collinear points
 draw and color a leaf with green crayon
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:
1. Identifying a task that would highlight the
competencies to be evaluated. e.g. Reciting a poem,
writing an essay, manipulating the microscope.
2. Identifying a task that would entail more or less the
same sets of competencies. If a task would result in
too many possible competencies then the teacher
would have difficulty assessing student’s competency
on the task.
3. Find a task that would be interesting and enjoyable for
the students.
SCORING RUBRICS

RUBRIC is a scoring scale used to


assess student performance along a
task-specific set of criteria.

A RUBRIC, which contains the


essential criteria for the task and
appropriate levels of performance, is
typically created to measure student’s
performance.
For example, the following rubric(scoring scale) covers the
actual performance of the task in an English class.

CRITERIA 1 2 3
Number of
Appropriate 1-4 5-9 10-12
Hand Gestures x1

Appropriate
Facial x1 Lots of Few of No apparent
Expressions inappropriate inappropriate inappropriate facial
facial expression facial expression expression

Voice Inflection
x2 Monotone voice Can vary voice Can easily vary voice
used inflection with inflection
difficulty

Incorporate
Proper Recitation Recitation has Recitation fully captures
Ambiance x3 contains very little some feelings ambiance through
Through feelings feelings in the voice
Feelings in the
Voice
DESCRIPTORS

They spell out what is expected of students at


each level of performance for each criterion.

They tell students more precisely what


performance looks like at each level and how their
work maybe distinguished from the work of others
for each criterion.

Descriptors help the teacher more precisely and


consistently in distinguishing between student
works
Examples of descriptors are given below:
CRITERIA 1 2 3

Number of
Appropriate 1-4 5-9 10-12
Hand Gestures x1

Appropriate
Facial x1 Lots of Few of No apparent
Expressions inappropriate inappropriate inappropriate facial
facial expression facial expression expression

Voice Inflection
x2 Monotone voice Can vary voice Can easily vary voice
used inflection with inflection
difficulty

Incorporate
Proper Recitation Recitation has Recitation fully captures
Ambiance x3 contains very little some feelings ambiance through
Through feelings feelings in the voice
Feelings in the
Voice
WHY INCLUDE LEVELS OF
PERFORMANCE?
For clearer expectations
- Students know what is expected of them and teachers
know what to look for in student performance.

For more consistent and objective assessment


- Levels of performance permit teacher to more
consistently and objectively distinguish between good
and bad performance, or between superior, mediocre
and poor performance, when evaluating student work.

For better feedback


- Identifying levels of performance allows teacher to
provide more detailed feedback to students.
PRODUCT-ORIENTED
PERFORMANCE BASED
ASSESSMENT
PRODUCT-ORIENTED PERFORMANCE
BASED ASSESSMENT
- Product oriented assessment is a kind of
assessment wherein the assessor views and
scores the final product made and not on the
actual performance of making that product.

- It is concerned on the product alone and not on


the process. It is more concerned on the outcome
or the performance of the learner. It also focuses
on achievement of the learner.

- Product assessment focuses on evaluating the


result or outcome of a process.
LEARNING COMPETENCIES
The learning competencies associated with
products or outputs are linked with an assessment
with three levels of performance manifested by the
product, namely:

 Novice or Beginner’s level


 Skilled level
 Expert level
There are other ways to state product-oriented learning
competencies. For instance, we can define 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 product? (Skilled level)

Level 3: Does the finished product contain the


basic minimum parts and functions, have the
additional features on top of the minimum, and is
aesthetically pleasing? (Expert level)
Example of a holistic rubric
for Essay Writing
Organization
1. There are adequate transitions.
2. It has good format.
3. It has sufficient relevant information.
4. All sources of information are properly cited.
5. It is easy to read.

Mechanics
1. It contains no grammatical errors.
2. All words are correctly spelled.
3. It follows correct margin.
4. It follows punctuation standards.

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