Product-oriented assessments evaluate student performance through products they create, such as completed projects. These products demonstrate their achievement of learning tasks and skills. Products can include works showing communication skills or physical abilities. Rubrics are used to evaluate student performance and proficiency levels on tasks. Competencies are linked to expertise shown in the product. Products are assessed at three levels - minimum specifications, additional skilled specifications, and expert level specifications involving aesthetics. Examples provided assess geometry shapes, scrapbooks, and typing outputs at these three levels.

1. Product-Oriented
Assessment

2. Performance-based tasks require
performance-based assessments in
which the actual student-
performance is assessed through a
PRODUCT, such as completed
project or work that demonstrates
levels of task achievement.

3. Learning needs to be connected to the
lives of the students through relevant
tasks that focus on students’ ability to
use their knowledge and skills in
meaningful ways.

4. Products can include a wide range of student
works that target specific skills.
Example:
Communication skills such
as those demonstrated in
reading, writing, speaking,
and listening, or psychomotor
skills requiring physical
abilities to perform a given
task.

5. Using rubrics can help
evaluate student
performance or proficiency
in any given task as it relates
to a final product or learning
outcome.

6. The learning competencies
associated
with products or outputs are linked
with an assessment of the level of
“expertise” manifested by the
product.

8. Other ways to
state product-
oriented
competencies.

9. LEVEL 1:
Does the finished product or
project illustrates the minimum
expected parts or functions?

10. LEVEL 2:
Does the finished
product or project
contain additional
parts and functions on
top of the minimum
requirements?

11. 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?

12. EXAMPLE #1
The desired product is a
representation of a cubic
prism made out of cardboard
in an elementary geometry
class.

13. Learning Competencies:
The final product submitted by the
students must:
1.Possess the correct dimensions
(5” x 5” x 5”).
(minimum specifications)

14. 2. Be sturdy, made of durable
cardboard and properly
fastened together.
(skilled specifications)

15. 3. Be pleasing to the
observer, preferably
properly colours for
aesthetic purposes.
(expert level)

16. Example #2
The product desired
is a scrapbook
illustrating the
historical event
called EDSA I
People Power.

17. Learning Competencies:
The scrapbook presented by
the students must:
1.Contain pictures, newspaper
clippings, and other
illustrations of the main
characters of EDSA I.
(minimum specification)

18. 2. Contain remarks and captions
for the illustrations made by the
student himself for the roles
played by the characters of
EDSA I People Power.
(skilled level)

19. 3. Be presentable, complete,
informative, and pleasing to
the reader of the scrapbook.
(expert level)

20. Example for
assessing output of
short-term tasks:
The desired output
consists of the
output in a typing
class.

21. Learning
Competencies:
The final typing outputs
of the students must:
1.Possess no more than
five errors in spelling.
(minimum specification)

22. 2. Possess no more
than 5 errors in
spelling while
observing proper
format based on the
document to be
typewritten.
(skilled level)

23. 3. Possess no more than
5 errors in spelling, has
the proper format, and
is readable and
presentable product-
oriented performance
based learning are
evidence-based.
(expert level)