A PRODUCT ASSESMENT GUIDE

1. REPORTERS:
IMIE L. BESITULO
CHERRY ANN U. ORILLO

2. 
At the end of the lesson:
-you will be able to understand the
meaning of Product-Oriented Assessment.
-you will able to know the importance
of Scoring Rubric.
Objectives

3. 
 Process- Oriented Assessment
[1] 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.
Review

4. 
Two types of learning Competencies
-Simple Competencies
-Complex Competencies
 Task Designing
 Scoring Rubric
-
Review

5. 
[2]A product refers to something produced
by students providing concrete examples of
the application of knowledge.
[3]A product is the output/outcome in
performing a task which is concrete or real
and can be assessed.
Product-Oriented
Assessment

6. 
Product- Oriented
Assessment
[1]Performance-based tasks require
performance-based assessments in which the
actual student performance is a assessed
through a product, such as a completed
project or work that demonstrates levels of
task achievement.

7. 
 [3] Performance assessment of process and
product refers to the on-the-spot evaluation of
performance behavior of the student to
determine his interest and willingness to
perform the task. The quality of the product
depends on the performance of the student to
perform.

8. 
[4] Student products provide tangible indicators
of the application of knowledge and skills. Many
educators believe that product assessment is
especially” authentic” because it closely
resembles the real work outside of school.

9. 
[1]Target tasks can also include behavior
expectations targeting complex tasks that
students are expected to achieve.
 Products can include a wide range of student
works that target specific.
Learning Competencies

10. 
 [1]There are ways to state product-oriented assessment
competencies:
 Level 1.(Beginner). Does the finished product illustrate the
minimum expected parts.
 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.
 Level 3.(Expert level). Does the finished product contain basic
minimum parts and function, have additional features on top of
the minimum and is aesthetical pleasing.

11. 
[1]The Design of the task in this context
depends on what the teacher desires to
observe as outputs of the student.
Complexity- within the range of ability of the
students.
Appeal- interesting enough so that students
are encouraged to pursue the task to
completion.
Task Designing

12. 
 Creativity- lead the students into exploring
the various possible ways of presenting the
final outcome.
Goal- Based-project is produced in order to
attain a learning objectives.

13. 
[1]Scoring rubrics are typically employed
when a judgment of quality is required and
may be used to evaluate a broad range of
subject and activities.
Criteria Setting
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetic
Scoring Rubric

14. 
communication text
accuracy
Self-correction
vocabulary structure
4 Message successfully and accurately
communicated
Message carried in series of
complete sentences when
appropriate
Broad vocabulary;
extensive & effective
use of studied words
No significant errors,
control of
grammatical
structures studied
Appropriate to task, many
supporting details; exceeds
all requirements
3 Message almost entirely
communicated
Message carried mostly by complete
sentences when appropriate
Generally accurate
with some errors,
adequate use of
studied words
Generally accurate;
few significant errors
in areas studied
Sufficient for ask, adequate
supporting details; meets
all requirements
2 Message generally comprehensible Message carried primarily by short
phrase or single words
Errors in vocabulary
interfere with
communication
Several significant
errors in areas
studied
Limited, somewhat
incomplete; meets most
requirements
1 Message communicated with great
difficulty
Message carried only by single
words
Inadequate, repetitive
or in carried
vocabulary
Constant patterns of
error in areas studied
Lacking, incomplete; meets
few requirements
0 No show, no speech, no effort
[5] Rubric for assessment of oral production (sample)
communication text
accuracy
Self-correction
vocabulary structure
4 Message successfully and accurately
communicated
Message carried in series of
complete sentences when
appropriate
Broad vocabulary;
extensive & effective
use of studied words
No significant errors,
control of
grammatical
structures studied
Appropriate to task, many
supporting details; exceeds
all requirements
3 Message almost entirely
communicated
Message carried mostly by complete
sentences when appropriate
Generally accurate
with some errors,
adequate use of
studied words
Generally accurate;
few significant errors
in areas studied
Sufficient for ask, adequate
supporting details; meets
all requirements
2 Message generally comprehensible Message carried primarily by short
phrase or single words
Errors in vocabulary
interfere with
communication
Several significant
errors in areas
studied
Limited, somewhat
incomplete; meets most
requirements
1 Message communicated with great
difficulty
Message carried only by single
words
Inadequate, repetitive
or in carried
vocabulary
Constant patterns of
error in areas studied
Lacking, incomplete; meets
few requirements
0 No show, no speech, no effort

15. 
[1] Navarro, R., Santos, R.,Chapter5: Product-
Oriented, Performance-based Assessment, Authentic
Assessment of Learning Outcomes, Assessment
Learning 2, Second Edition,44-48.
[2]W.I. Griffith, Hye-Yeon Lim (2012), Performance-
Based Assessment: Rubrics, Web 2.0 Tools and
Language Competencies, Mextesol Journal, Vol.36
No.1.[from:http:/mextesl.net/journal/index.php?pag
e=&id_article=108]
References

16. 
 [3]Calmorin, L., (2011),Chapter 2:Authentic
Assessment and Assessment of Process and Product,
Assessment of Student Learning 2, First
Edition,pp.31-32.
 [4]Mctighe, J.,& Ferrara, S.,(1998), Performance-
Based Assessment in the Classroom, Educational
Assessment, pp.
7[from:http://jaymctighe.com/wordpress/wp-
content/uploads/2011/04/Performance-Based-
Assessment-in-the-Classroom.pdf
 [5] Developing Rubric for Performance-Based
Assessment, Languages Other Than English Center
for Educator Development,
pp.18[http;//www.sedl.org/loteced/modules/mod
5_TR.pdf