Performance-based education poses a
challenge for teachers to design
instruction that is task-oriented.
Based on the premise that learning needs
to be connected to the lives of the students
through relevant tasks that focus on
students’ ability to use their knowledge and
skills in meaningful ways.
Products can include a wide range of student
works that target specific skills.
Communication skills such as those
demonstrated in reading, writing, speaking,
and listening, or psychomotor skills
requiring physical abilities to perform a
Using rubrics can help evaluate
student performance or
proficiency in any given task as it
relates to a final product or
The learning competencies associated
with products or outputs are linked
with an assessment of the level of
“expertise” manifested by the product.
Novice or beginner level
Other ways to state product-
oriented learning competencies
Level 1: Does the finished product or project
illustrates the minimum expected parts
Level 2: Does the finished product or project
contain additional parts and functions on
top of the minimum requirements?
Level3: Does the finished product contain the basic
minimum parts and functions, have
additional features on top of the
minimum, and is aesthetically pleasing?
The desired product is a representation of a cubic
prism made out of cardboard in an elementary
Learning competencies: The final product
submitted by the students must:
1. Possess the correct dimensions (5”x5”x5”)
2. Be sturdy, made of durable cardboard and
properly fastened together
3. Be pleasing to the observer, preferably properly
colored for aesthetic purposes
The product desired is a scrapbook illustrating the
historical event called EDSA I People Power
Learning competencies: The scrapbook presented by
the students must:
1. Contain pictures, newspaper clippings, and other
illustrations of the main characters of EDSA I
2. Contain remarks and captions for the illustrations
made by the student himself for the roles played
by the characters of EDSA I People Power
3. Be presentable, complete, informative and
pleasing to he reader of the scrapbook
Example for assessing output of
The desired output consists of the output in a typing
Learning competencies: The final typing outputs of
the students must:
1. Possess no more than five errors in spelling
2. Possess no more than 5 errors in spelling while
observing proper format based on the document
to be typewritten
3. Posses no more than 5 errors in spelling, has the
proper format, and is readable and presentable
Product-oriented performance based learning are
The design of the task depends on what the teacher
desires to observe as outputs of the students.
1. Complexity. It should be within the range of
the ability of the students
2. Appeal. The project should be appealing to
students and should lead to self-discovery of
information by the students.
3. Creativity. It needs to encourage students to
exercise creativity and divergent thinking.
4. Goal-based. The project is produced to attain a
learning objective. Thus, reinforcing learning.
Design a project or task for each of the
following learning objectives.
1. Analyze the events leading to Rizal’s
2. Illustrate the concept of “diffusion”
3. Illustrate the cultural diversity in the
These are descriptive scoring
schemes that are developed by
teachers to guide the analysis of
the products or processes of
Criteria are statements which
identify “what really counts” in
the final output.
Identify substatements that would make the
major criteria more focused and objective.
Example: Essay on “The Three Hundred
Years of Spanish Rules in the Philippines”
Interrelates the chronological events in an
Identifies the key players in each period of
the Spanish rule and the roles that they
Succeeds in relating the history of
Philippine Spanish rule
1 2 3 Weight
Title The title does not
reflect what the
data show or the
title is missing.
what the data
contains a title
tells what the
Labels Only some parts
of the graph are
or labels are
Some parts of
the graph are
All parts of the
Accuracy The data are
errors, or are
All data are
Neatness The graph is
difficult to read
The graph is
The graph is
very neat and
easy to read
Analytic Rubric for Graphic
Display of Data
Organization of document is difficult to follow due to a combination of
1. Inadequate transitions
2. Rambling format
3. Insufficient or irrelevant information
4. Ambiguous graphics
The document contains numerous distractions that appear in the
combination of the following forms:
1. Flow in thought
2. Graphical presentation
There appears to be no organization of the document’s contents
Sentences are difficult to read and understand
When are scoring rubrics an
appropriate evaluation technique?
Evaluate group activities
Where and when a scoring rubric
is used does not depend on the
grade level or subject, but rather
on the purpose of the assessment
Checklists are appropriate for evaluation when
the information that is sought is limited to the
determination of whether specific criteria have
Scoring rubrics are based on descriptive scales
and support the evaluation of the extent to
which criteria have been met.
If the purpose of assessment have been met
Benefits of scoring rubrics:
1. They support the examination of the extent to
which the specified criteria have been reached.
2. They provide feedback to students concerning
how to improve their performances
Process of Developing Scoring
1. Identify the qualities and attributes that you
wish to observe in the students’ outputs that
would demonstrate their level of proficiency
2. Decide whether a holistic or analytical rubric
would be appropriate
In analytic scoring rubric, each criteria is
considered one by one and the descriptions of
the scoring levels are made separately while in
holistic rubric, the collection of criteria is
considered throughout the construction of each
level of the scoring rubric and the result is a
single descriptive scoring schemes.
3. Identify and define the criteria for the
top level and lowest level of
4. Create additional categories such as
average, etc. Each score category
should be defined using descriptors of
the work rather than value-judgment
about the work
Example: “Student’s sentences
contain no errors in subject-verb
agreements”, is preferable than
“student’s sentences are good”
5. Test whether scoring rubric is
reliable. Ask two or more
teachers to score the same set of
projects or outputs and correlate
their individual assessments
For each of the following, develop a scoring rubrics:
a. Evaluating performance in argumentation and
b. Laboratory output in “Frog dissection”
c. Oral presentation on the piece “Land Bondage,
Land of the Free”
d. Essay on “Should the power industry be
e. Group activity on “Geometric shapes through
Guidelines for Stating
1. Identify the steps or features of the
performance or task to be assessed
imagining yourself performing it,
observing students performing it or
inspecting finished products.
2. List the important criteria of the
performance or product.
3. Try to keep the performance criteria
few so that they can be reasonably
observed and judged.
4. Have teachers think through the criteria as a
5. Express the criteria in terms of observable
student behavior or product characteristics.
6. Avoid vague and ambiguous words like
correctly, appropriately, and good.
7. Arrange the performance assessment
instruments to use or modify them before
Scoring Rubric for Response
3 – Excellent.
Answers are very complete and accurate.
Most answers are supported with specific information from the reading, including
Sentence structure is varied and detailed
Mechanics are accurate, including spelling, use of capitals, and appropriate
2 – Good.
Answers are usually complete and accurate.
These answers are supported with specific information from the reading.
Sentence structure is varied. Mechanics are generally accurate including spelling, use
of capitals, and appropriate punctuation.
1 – Needs Improvement.
Answers are inaccurate.
These answers need to be supported with specific information.
Sentence structure is incomplete. Mechanics need significant improvement.