performance based -product oriented assessment

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performance based -product oriented assessment

  1. 1. Product-Oriented Performance –Based Assessment Product-Oriented Performance –Based Assessment
  2. 2. Performance-based tasks required performance –based assessment -In which the actual students’ performance is assessed through a product. Product-Oriented Performance –Based Assessment
  3. 3. Product-Oriented Performance –Based Assessment 3.1 Product – Oriented learning competencies Products- include a wide range of student works that target specific skills.
  4. 4. Product-Oriented Performance –Based Assessment Examples: reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task.
  5. 5. Product-Oriented Performance –Based Assessment Target tasks- include behaviour expectations targeting complex tasks that students are expected to achieve.
  6. 6. Product-Oriented Performance –Based Assessment Rubrics- one way that the teachers can evaluate or assess student performance or proficiency in any given task as it relates to a final product or learning outcome
  7. 7. Product-Oriented Performance –Based Assessment Product –oriented learning competencies target at least three (3) levels • Novice or beginner’s level • Skilled level • Expert level
  8. 8. Product-Oriented Performance –Based Assessment Level 1. Novice or beginners’ level • Does the finish product or project illustrate the minimum expected parts or function?
  9. 9. Product-Oriented Performance –Based Assessment Level 2. Skilled level • Does the finished product or project contain additional parts and function on top of the minimum requirements which tend to enhance the final output?
  10. 10. Product-Oriented Performance –Based Assessment Level 3. Expert level • Does the finish product contain the basic minimum parts and functioning have additional features on top of the minimum, and is aesthetically pleasing?
  11. 11. Product-Oriented Performance –Based Assessment Performance-Based assessment for products and projects can also be used for assessing outputs of short-term tasks.
  12. 12. Product-Oriented Performance –Based Assessment Example: The desired output consists of the output in a typing class. Learning competencies: the final typing outputs of the students must:
  13. 13. Product-Oriented Performance –Based Assessment 1. Possess no more than five(5) errors in spelling- (minimum specifications)
  14. 14. Product-Oriented Performance –Based Assessment 2. Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten- (skilled level)
  15. 15. Product-Oriented Performance –Based Assessment 3. Possess no more than 5 errors in spelling, has the proper format, and is readable and presentable-(expert level)
  16. 16. Product-Oriented Performance –Based Assessment Task Designing
  17. 17. Product-Oriented Performance –Based Assessment a. Complexity- The level of complexity of the project needs to be within the range of ability of the students.
  18. 18. Product-Oriented Performance –Based Assessment b. Appeal- the project or the activity must be appealing to the students.
  19. 19. Product-Oriented Performance –Based Assessment c. Creativity- The project needs to encourage students to exercise creativity and divergent thinking.
  20. 20. Product-Oriented Performance –Based Assessment d. Goal- based- Finally, the teacher must bear in mind that the project is produced in order to attain a learning objective.

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