This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.

1. PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
Prepared by:
Diano E. Pesidas

2. PERFORMANCE-BASED
ASSESSMENT
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.

3. PROCESS-ORIENTED PERFORMANCEBASED ASSESSMENT
- is concerned with the actual task performance
rather than the output or product of an activity.
- Process oriented performance based assessment
evaluates the actual task performance. It does not
emphasize on the output or product of the activity.
This assessment aims to know what processes a
person undergoes when given a task.

4. LEARNING COMPETENCIES
The learning objectives in processoriented performance based
assessment are stated in direct
observable behaviors of the students.
Competencies are defined as groups
or cluster of skills and abilities needed
for a particular task.

5. An example of learning competencies for process-oriented is given
below:
TASK: Recite a Poem by Edgar Allan Poe, “The Raven”.
OBJECTIVES: The activity aims to enable the students to recite
a poem entitled “The Raven” by Edgar Allan Poe.
Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the
piece;
3. Maintain eye contact with the audience while reciting the
poem;
4. Create the ambience of the poem through appropriate rising
and falling intonation;
5. Pronounce the words clearly and with proper diction.
Note: The specific objectives identified constitute the learning
competencies.

6. The following competencies are simple
competencies:
 speak with a well-modulated voice;
 Draw a straight line from one point to another
point;
 Color a leaf with a green crayon.
The following competencies are more complex
competencies:
 Recite a poem with feeling using appropriate voice
quality , facial expressions and hand gestures;
 Construct an equilateral triangle given three noncollinear points
 Draw and color a leaf with green crayon

7. TASK DESIGNING
learning tasks need to be carefully planned. In particular, the
teacher must ensure that the particular learning process to
be observed contributes to the overall understanding of the
subject or course.
Some generally accepted standards for designing a task
include:
o identifying an activity that would highlight the competencies
to be evaluated. e.g. Reciting a poem, writing an
essay, manipulating the microscope.
o identifying an activity that would entail more or less the
same sets of competencies. If an activity would result in too
many possible competencies then the teacher would have
difficulty assessing student’s competency on the task.
o Find a task that would be interesting and enjoyable for the
students.

8. SCORING RUBRICS
RUBRIC is a scoring scale used to
assess student performance a long a
task-specific set of criteria.
 a RUBRIC, which contains the
essential criteria for the task and
appropriate levels of performance is
typically created to measure student’s
performance.

9. For example, the following rubric(scoring scale) covers the
actual performance of the task in an English class.
CRITERIA
1
2
3
Number of
Appropriate
Hand Gestures
1-4
5-9
10-12
x1
Lots of
inappropriate
facial expression
Few of
inappropriate
facial expression
No apparent
inappropriate facial
expression
x2
Monotone voice
used
Can vary voice
inflection with
difficulty
Can easily vary voice
inflection
Recitation
contains very little
feelings
Recitation has
some feelings
Recitation fully captures
ambiance through
feelings in the voice
Appropriate
Facial
Expressions
x1
Voice Inflection
Incorporate
Proper
Ambiance
Through
Feelings in the
Voice
x3

10. DESCRIPTORS
it spells out what is expected of students at each
level of performance for each criterion.
it tells students more precisely what performance
looks like at each level and how their work maybe
distinguished from the work of others fro each
criterion.
descriptors help the teacher more precisely and
consistently distinguish between student work

11. Examples of descriptors are given below:
CRITERIA
1
2
3
Number of
Appropriate
Hand Gestures
1-4
5-9
10-12
x1
Lots of
inappropriate
facial expression
Few of
inappropriate
facial expression
No apparent
inappropriate facial
expression
x2
Monotone voice
used
Can vary voice
inflection with
difficulty
Can easily vary voice
inflection
Recitation
contains very little
feelings
Recitation has
some feelings
Recitation fully captures
ambiance through
feelings in the voice
Appropriate
Facial
Expressions
x1
Voice Inflection
Incorporate
Proper
Ambiance
Through
Feelings in the
Voice
x3

12. WHY INCLUDE LEVELS OF
PERFORMANCE?
Clearer expectations
-students know what is expected of them and teachers know what to look
for in student performance.
More consistent and objective assessment
-Levels of performance permit teacher to more consistently and objectively
distinguish between good and bad performance, or between
superior, mediocre and poor performance, when evaluating student work
Better feedback
- identifying levels of performance allows teacher to provide more
detailed feedback to students.

13. ACTIVITY 1
Given a task/activity below, construct
your own scoring rubric.
- Dance practicum in MAPEH subject

14. PRODUCT-ORIENTED
PERFORMANCE BASED
ASSESSMENT

15. PRODUCT-ORIENTED PERFORMANCE
BASED ASSESSMENT
- product oriented assessment is a kind of
assessment where in the assessor views and
scores the final product made and not on the
actual performance of making that product.
- It is concern on the product alone and not on the
process. It is more concern to the outcome or the
performance of the learner. It also focuses on
achievement of the learner.
- Product assessment focuses on evaluating the
result or outcome of a process.

16. LEARNING COMPETENCIES
the learning competencies associated with
products or outputs are linked with an assessment
with three levels of performance manifested by the
product,namely:



novice or beginner’s level
Skilled level
Expert level

17. There are other ways to state product-oriented learning
competencies. For instance, we can define learning
competencies for products or outputs in the following way:
Level 1 : Does the finished product or project
illustrates the minimum expected parts or
functions? ( Beginner)
Level 2 : Does the finished product or project
contains additional parts and functions on top of
the minimum requirements which tend to enhance
the final product? (skilled level)
Level 3: Does the finished product contains the
basic minimum parts and functions, have the
additional features on top of the minimum, and is
aesthetically pleasing? (Expert level)

25. Example of a holistic rubric

28. ACITVITY 2
In an activity below, develop
your own scoring rubrics
-Scrapbook on “EDSA I Revolution”

29. THANK YOU AND
GOD BLESS!!!