This document discusses product-oriented performance-based assessment. It involves assessing students' actual performance through products they create. Products can include work targeting skills like reading, writing, speaking and listening. Teachers evaluate students' proficiency on tasks based on rubrics. Assessment targets three levels - novice, skilled, and expert. Tasks and products are designed to be at an appropriate complexity, be appealing, encourage creativity, and be goal-based to attain learning objectives.

1. Product-Oriented
Performance –Based
Assessment
Product-Oriented Performance –Based Assessment

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. Product-Oriented Performance –Based Assessment
3.1 Product – Oriented learning
competencies
Products- include a wide range
of student works that target
specific skills.

4. Product-Oriented Performance –Based Assessment
Examples:
reading, writing, speaking, and
listening, or psychomotor skills
requiring physical abilities to
perform a given task.

5. Product-Oriented Performance –Based Assessment
Target tasks- include behaviour
expectations targeting complex
tasks that students are expected
to achieve.

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

8. Product-Oriented Performance –Based Assessment
Product –oriented learning
competencies target at least
three (3) levels
• Novice or beginner’s level
• Skilled level
• Expert level

9. Product-Oriented Performance –Based Assessment
Level 1. Novice or beginners’
level
• Does the finish product or
project illustrate the
minimum expected parts
or function?

10. 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?

11. 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?

13. Product-Oriented Performance –Based Assessment
Performance-Based assessment
for products and projects can
also be used for assessing
outputs of short-term tasks.

14. 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:

15. Product-Oriented Performance –Based Assessment
1. Possess no more than five(5)
errors in spelling- (minimum
specifications)

16. 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)

17. 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)

19. Product-Oriented Performance –Based Assessment
Task Designing

20. 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.

21. Product-Oriented Performance –Based Assessment
b. Appeal- the project or the
activity must be appealing to
the students.

23. Product-Oriented Performance –Based Assessment
c. Creativity- The project needs
to encourage students to
exercise creativity and divergent
thinking.

24. 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.