Product-Oriented Performance-Based Assessment

1. Prepared by:
Lovebella C. Jao
Discussant
Product-Oriented
Performance-
Based
Assessment

2. 3.2 Task Designing
3.1 Product-Oriented Learning Competencies

3. Student performances can be defined as
targeted tasks that lead to a product or
overall learning outcome.
Products can include a wide range of
student works that target specific skills.
Product-Oriented Learning Competencies

4. Target tasks can also include behaviour
expectations targeting complex tasks that
students are expected to achieve.
One way to evaluate or assess a final
product or learning outcome is by using
rubrics.
Product-Oriented Learning Competencies

5. Level of Expertise
Product-oriented learning
competencies target at least three (3) levels:
novice or beginner’s level
skilled level
expert level
Product-Oriented Learning Competencies

6. We can define learning competencies for
products or outputs in the following way:
Level 1: Does the finished product or project
illustrate minimum expected parts or functions?
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
output?
Level 3: Does the finished product contain the basic
minimum parts and functions, have additional
features on top of the minimum, and is aesthetically
pleasing?
Product-Oriented Learning Competencies

7. The desired output consists of the output in
a typing class.
Product-Oriented Learning Competencies

8. 1. possess no more than five (5) errors in
spelling – (minimum expectations)
2. possess no more than 5 errors in spelling
while observing proper format based on the
document to be typewritten – (skilled level)
3. possess no more than 5 errors in spelling,
has the proper format and is readable and
presentable – (expert level)
Learning Competencies: The final
typing outputs of the students must:

9. Example: The desired product is a
representation of a cubic prism made out of
cardboard in an elementary geometry class.
Product-Oriented Learning Competencies

10. 1. be sturdy, made of durable cardboard and
properly fastened together
2. possess the correct dimensions (5” x 5” x 5”)
3. be pleasing to the observer, preferably
properly coloured for aesthetic purposes
Learning Competencies: The final product
submitted by the students must:

11. 1. possess the correct dimensions (5” x 5” x 5”) –
(minimum specifications)
2. be sturdy, made of durable cardboard and
properly fastened together – (skilled
specifications)
3. be pleasing to the observer, preferably
properly coloured for aesthetic purposes –
(expert level)
Learning Competencies: The final product
submitted by the students must:

12. The concepts that may be associated
with task designing include:
 Complexity – The level of complexity of
the project needs to be within the range of
ability of the subjects.
 Appeal – The project or activity must be
appealing to the students.
Task Designing

13.  Creativity – The project needs to
encourage students to exercise creativity
and divergent thinking.
 Goal-Based – The teacher must bear in
mind that the project is produced in order
to attain learning objectives.
Task Designing