Process Oriented
Performance Assessment
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PORTFOLIO ANALYSIS FORM
Student Name:
Teacher Name:
ACTIVITY 3: Second Year High School
Educational Goal:
The students will be able to design and draw one simple school building using only the
figures of prism and parallelogram.
Performance Task Content Illustrating Student Progress Date
• Draw an isometric sketch of a given a • Isometric sketch which includes Top, Front and
perspective of prism and parallelogram
Side views of a Prism.
which includes top, front and side
views.
• Sketch or Drawing of a school building based
on the student’s design.
• Design and draw your own plan for the
school building based on the figures
•
provided. Sketch or Drawing of an interior plan of the
school building based on the student’s design.
• Design and draw an interior for your
planned school building. • Combined output of the student’s school
building design forming its Blueprint.
• Draw a blueprint for the planned
school building.
Summary/ Comments:
Performance assessment is a measure of assessment based on authentic tasks such as
activities, exercises, or problems that require students to show what they can do. Some
performance tasks are designed to have students demonstrate their understanding by applying
their knowledge to a particular situation. In this case, the students are tasked to design a school
blueprint through a series of activities/tasks that would lead them to the completion of their
designed school blueprint.
Performance tasks often have more than one acceptable solution; in this case the
students can design their own school building as long as the required figures are present in the
design. The process involves the use of higher-order thinking skills which enable the students to
build and solidify their own knowledge through experience.
OBSERVATION NOTES
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Name of School Observed: Macabalan High School
Schol Address: Macabalan, Cagayan De Oro City
Date of Visit: 05 Dec. 2007
2nd Year
Grade/Year Level: Subject Area: English
Subject Matter: Christmas Learning Logbook
Describe in bullets the performance-based activity you observe.
My observation of the entire classroom activity is structured using the nine instructional
events as my guideline in describing the performance based activity in the class.
• The teacher started the class, with a strong voice, thereby gaining the attention of the
students. The teacher then, asked the students about their Christmas Logbook and their
preparation for their incoming culminating activity this December.
• The teacher then, gave the lesson objectives, which states that “at the end of the lesson,
the pupils should be able to: write effectively using their Christmas logbook.
• The teacher then, asked the students to raise their hands if they have experienced
writing diary’s, logbook or slam book in the past, and asked them to recall and share to
the class the things that are commonly, being written on it.
• The teacher then, told the students to bring out their required notebook that will serve as
their Christmas Learning Logbook, and then gave the required content of the Christmas
logbook, which is, to write their experiences during last year’s Christmas as far as they
could remember, on the first page. And then on the next pages, they will write their
experiences during this year’s Christmas, if they received a gift, they have to cut a
portion of it and paste it in the Christmas logbook, also included are cards or letters they
received this Christmas, and also paste there if they have a family picture. And then they
will share it with their respective groups on January next year.
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• The teacher then, told the students to go to their respective groups, and start working on
their Christmas Learning Logbook, at this point, the students will write only their past
Christmas experience, and then share it to their group mates.
• The teacher, while listening to the students gave her inputs on the topics being
discussed in the group, and then checks also if the students were able to write on their
logbook based on the instruction she gave. The teacher took a sample logbook from a
pupil who did it well and told the students to do the same thing on their work.
• After the activity, the teacher asked to students to compare the Christmas logbook to a
diary and slam book and also what are their differences.
• At end of the session, the teacher instructs the students to continue working on their
Christmas Learning Logbook in their homes, and they will share it with their group mates
on January.
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MY CHECKLIST
My personal reminders:
• Learning Objectives
• Materials
• Procedures
• Show Portfolio
• Assessment rubrics
Subject: Mathematics
Topic: Geometry
Learning Objectives:
• To be able to design and draw one simple school building using the figures of prism and
parallelogram.
Materials:
• Pencil
• Ruler
• 30 x 60 triangle or protractor
• Drawing sheet
Procedures:
• Draw the top, front and side view of the prism as provided by the teacher on your
drawing paper. Reflecting the accurate measurement of the perspective.
• Draw the top, front and side view of the parallelogram as provided by the teacher on your
drawing paper. Reflecting the accurate measurement of the perspective.
• Design and draw your own plan for the school building based on the figures provided.
• Design and draw an interior for your planned school building.
• Draw a blueprint for the planned school building.
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SHOW PORTFOLIO
Learning Objective: To be able to design and draw one simple school building using only prism
and parallelogram.
Materials:
• Pencil
• Ruler
• 30 x 60 triangle or protractor
• Drawing sheet
General Performance Task:
• To design and draw one simple school building using only the prism and parallelogram
figures.
Learning Episodes:
• Drawing an isometric sketch of a given a perspective of prism and parallelogram which
includes top, front and side views.
• Design and draw your own plan for the school building based on the figures provided.
• Design and draw an interior for your planned school building.
• Draw a blueprint for the planned school building.
Assessment Task:
• Demonstrate correct drawing of the isometric sketch.
• Drawn plan for the school building using the prism and parallelogram figures provided.
• Clear interior plan for the school building.
• Blueprint which includes planned school building perspective, isometric sketch and
interior plan.
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TRIANGULAR PRISM
PARALLELOGRAM
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SCHOOL BUILDING
Room A Room B Room C C.R C.R
HALLWAY
Room D Room E Room F Room G
School Building Floor Plan
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Rubric for assessing learning:
Criteria for 1 2 3 4
learning Beginning Developing Accomplished Exemplary Score
Does not Views are Projected views Consistently
isometric present a clear presented, with are presented projects the views
sketch representation attention to with little with high
of the detail such as attention to accuracy and
perspective measurements. details. attention to detail.
Unable to Plan is The plan is The plan is
create a school completed with done with good completed with
School building plan. minimal effort, effort and good effort and
building plan and no attention to attention to
attention to details but details. Highly
details. The lacks aesthetic creative on
work is design on the aesthetic designs
somewhat prism and of the figures.
careless. parallelogram
figures.
Unable to Unable to Presented a Demonstrates a
create a clear present a clear clear interior good
Interior plan interior plan for interior plan for plan with little understanding on
for the school the school. the school attention to
designing an
building building. untidy details. Such
Interior plan and
work as improperly
is presented in a
Ex. Rooms are placed
clear and detailed
unevenly dimensions on
distributed. the figure. manner. The work
is neat.
Attempted only Incomplete Complete Blueprint is
Blueprint to create a presentation on blueprint presented neatly
drawing for blueprint for the the blueprint. presentation, and accurately.
the school planned school No attention to but improper Includes proper
building building. details, places dimensioning of dimensioning of
text and all parts and all parts and
dimensions locations. locations.
inappropriately Disconnected Consistent units
and untidy lines are clearly of measure are
work. visible with used. All lines are
inconsistent continuous with
measurement no hidden lines.
used.
Total score
Teacher comment:
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ANALYSIS
Do you think your originally designed process-oriented performance assessment can
appropriately assess the teacher’s learning objective? Why? / Why not?
• Yes, because my process-oriented performance assessment gives more emphasis on
how the students were able to come up with a design based on the specifications that
were provided on them. Aside from that, the performance assessment design is aligned
with my objectives, thereby making the assessment appropriate not only with the
learning objectives but also with the entire task.
Why do teacher need to give attention to the students’ process-oriented tasks? Why do
they need to assess them?
• Because we want to know if the student’s strategy towards the given activity is in line
with our objectives. While we are also concern with the product of the activity, in the
performance-oriented assessment, we are also concern on how the student’s deal with
the given task in order to come up with a product and achieve the learning objectives.
In what conditions can the process-oriented performance assessment be used more
appropriately?
• When the students are given the task, which they have to do or perform. Like in this
case, the students will design a school building, in a blueprint format. In this example, we
want to measure if the particular student has internalized the lesson by dealing with the
task in a manner that is in accordance with the performance criteria that a teacher has
set.
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REFLECTIONS
I feel confident with my personal strategies in constructing this process-oriented
performance assessment plan, in the sense that, though far from perfect, it is the reflection of
the level of knowledge and understanding I have so far, in the assessment 2 classes. In the
process of my field study and the construction of this assessment plan, I have encountered lot of
things I never knew before which has gradually improved my understanding in developing my
design for a process-oriented performance assessment. In accomplishing the field study task,
we were hindered by the availability of high school classroom where we intend to demonstrate
our performance task, forcing us to use simulation of the performance task among the students
of the College of Education.
Likewise my experience in the field study gave me a better insight on how the teacher
should facilitate learning from a diverse range of students. The application of teaching models in
a classroom environment by applying models such as Gagne’s nine instructional model, from
which I was able to observe in the classroom, and has served as my reference in developing my
assessment plan.
Finally, I have learned that Process-oriented performance based assessment provides
insight into students thinking, reasoning and motivation. It also helps support the development of
mental habits that lead to independent learning.
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