Focused on the Product-Oriented Performance Based Assessment based on the book of Authentic Assessment of Student Learning outcomes by Dr. Rosita L. Navarro and Dr. Rosita De Guzman-Santos. Published by LoriMar Publishing.

1. Product Oriented
Performance-Based
Assessment

2. • Performance-based assessments in which the
actual student performance is assessed
through a product, such as a completed
project or work that demonstrates levels of
task achievement.
• Performance-based assessment has led to the
use of a variety of alternative ways of
evaluating student progress (journals,
checklists, portfolios, projects, rubrics, etc.) as
compared to more traditional methods of
measurement (paper-and-pencil testing).

3. • Product-Oriented Performance Based
Assessment
• A kind of assessment wherein the assessor
views and scores the final product made and
not on the actual process of making that
product.
• It is concerned on the product alone and not
on the process. It is focused to the outcome or
the performance output of the learner. It also
focuses on the achievement of the learner.
• P-OPBA focuses on evaluating the result or
outcome of a process.

4. • Product-Oriented Learning Competencies
• Student performances can be defined as
targeted tasks that lead to a product or overall
learning outcome.
• Example: communication skills such as those
demonstrated in reading, writing, speaking,
and listening.
• The learning competencies associated with
products or outputs are linked with an
assessment of the level of expertise
manifested by the product.

5. • Level 1 (Beginner) – does the finished product
or the project illustrates the minimum
expected parts or function?
• Level 2 (Skilled) – does the finished product or
project contains additional parts and functions
on top of the minimum requirements which
tend to enhance the final output?
• Level 3 (Expert) – does the finished product or
project contain the basic minimum parts and
function, have additional features on top of
the minimum, and aesthetically pleasing?

6. • Example: The product desired is a scrapbook
illustrating the chronological events of the film
viewed “August Rush”
• Learning Competencies:
• Contains pictures, clippings, and other
illustrations for the scenes and characters
(Beginner)
• Contains remarks and captions for the
illustrations made by the student himself for each
scene and the characters (Skilled)
• Presentable, complete, informative, and pleasing
to the reader of the scrapbook (Expert)

7. • Task Designing
• The design of the task in this context depends
on what the teacher desires to observe as
outputs of the students.
• Complexity – the level of complexity of the
project needs to be within the range of ability
of the students.
• Appeal – the project or activity must be
interesting enough to the students.

8. • Creativity – the project needs to encourage
students to exercise creativity and divergent
thinking.
• Goal-based – always bear in mind that the
project is produced to attain a learning
objective.