This document discusses performance assessment of process and product. It defines process as a series of steps to achieve an outcome, and product as a tangible output. Performance assessment evaluates how a task is performed and/or the resulting product. Examples of assessable activities include using tools, playing music, dancing, singing, group work, and oral reports. The document outlines steps to prepare performance assessments, such as specifying outcomes, focusing on process and/or product, selecting an appropriate realism level, and choosing an evaluation method. It provides guidelines for assessing processes and products, and discusses standards for judging student performance.

1. Performance Assessment of Process
and Product
Prepared by: Mariz B. Gancia
Angel Grace B. Hernaez

2. What is Performance Assessment of
Process and Product?

3. Process
A process usually involver a series of ,steps
to be followed.

4. Product
A product involves an output usually a
tangible one.

5. Performance assessment
Is on the spot evaluation of a performance
behaviour.

6. Samples of activities
1. Using tools & equipment,
2. Playing a musical instrument,
3. Dance movement,
4. Singing,
5. Working in a group, &
6. Oral report.

7. Steps in Preparing Performance
Assessment

8. According to Greenland
(2003)
1. Specify the performance outcomes.
2. Select the focus of the
3. Select an appropriate degree of realism.
4. Select the performance situation.
5. Select the method of observing, recording,
and scoring.

9. Specify the Performance outcomes
• consist of behaviour and content.
• Behaviour – expressed as a verb.
E. g. locate, select, touch, draw, design…
• Content - output of the learning process
E.g. a bar graph, a treasure map, a dress…

10. Example of instructional objectives in
the psychomotor domain
• Select the appropriate statistical tool
Behavior Content

11. • Design a pattern for making a t – shirt
• Conduct an action research
• Make oral report
• Construct a table of specification

12. Select the focus of the Assessment
Process (procedure), product, or some
combination of both the process and the
product

13. Guidelines to be Observed in Process
1. The steps involved in a certain process should
be arranged in their correct sequence.
2. The procedure must be observable.
3. The observation of the correct sequencing of
steps is necessary for another tasks to be
performed.

14. 4. The analysis of the steps involved in a
process can be help improve a particular
product.
5. Assessment of the process is used only when
no product is possible as an output.

15. Guidelines to be Consider in Product
1. A variety of procedures may be employed to
come up with an equally good and
acceptable product.
2. The process is unavailable at the moment.

16. 3. The procedure has already been mastered
very well.
4. The resulting product possesses qualities or
characteristics that can be identified and
judged.

17. Selecting an Appropriate
Degree of Realism
The degree of realism can be illustrate using
DALE ‘S CONE OF EXPERIENCE

18. HIGH
Text
Pictures or
Audio only
Video and/or
multimedia
Dramatization of live
demonstration
Simulation and role play
Real- life experiences
LOW

19. Examples of various degrees of
REALISM
Degree of Realism Situation
Place the students in an
actual bookstore where
• High Realism each student shows how
to locate, select and pay
for the books and real
money.

20. Set up a mock
bookstore where each
• Moderate realism student demonstrates
how to locate, select,
and pay for the book
using real books and “
play money.’

21. Select the Performance Situation
1. Paper – and – pencil performance
2. Identification test
3. Structured performance test
4. Simulated performance
5. Work samples
- Gronlund (2003)

22. Standard in Judging Student Performance
Kind of Standard Illustrative Examples
Time complete an experiment in
one hour
Rate read aloud 100 words per
minute
Error count 1 to 100 without
error
Precision measure a piece of wood
within ½ of a centimeter
Quantity locate 20 books about
spiders in the library

23. THANK YOU!!!