Make the most of it

1. Product-Oriented
Performance-Based
Assessment
Presented by:
Delos Santos, Roselyn
Deloverges, Jenny Rose
Marigondon, Gerald

2. Topic
B. Task Designing
C. Scoring Rubrics
D. Criteria Setting
A. Product- Oriented Performance
Based Assessment

3. Learning Objectives:
B. Express the significance of product-
oriented perfomance-based assessment.
A. Identify Product -Oriented Performance-
Based Assessment.
C. Apply the Product-Oriented
Performance Based Assessment in real
life situation.
At the end of the discussion, students are expected to:

4. Performance based tasks require 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.It has led to
the use 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)
Introduction

5. Product-Oriented
Performance-
Based Assessment

6. PRODUCT
• Product is the actual creation of students that
can be viewed or touched by the teacher.
• An assessment where the actual student
performance is assessed through a product such
as completed project or work that domonstrate
level of task achievement.
Ex. Poems , essay, charts, drawing,maps etc.

7. • 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.
PERFORMANCE BASED
ASSESSMENT

8. • Product-Oriented Assesment 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 focuses on
evaluating the results or outcome of the process.
PRODUCT-ORIENTED PERFORMANCE-
BASED ASSESSMENT

9. Product-Oriented
Learning
Competencies

10. • Product can include a wide range of students
works that target specific skills.
• Learning Competencies associated with
products or outputs are linked with an
assessment with three levels of "expertise"
manifested by the product,namely:
>Novice or Beginner's Level
>Skilled Level
>Expert Level
PRODUCT-ORIENTED LEARNING
COMPETENCIES

11. • Level 1: Does the finished product or project illustrate the
minimum expected parts or functions? (Beginner)
• Level 2: Does the finished product or project contain
additional parts and functions on top of the minimum
requirements which tend to enhance the final output? (Skilled
level)
• Level3: Does the finished product contain the basic
minimum parts and functions, have additional features on top
of the minimum, and is aesthetically pleasing? (Expert level)
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:

12. Task
Designing

13. Task
Designing
The design of the task in this context
depends on what the teacher desires to
observe as outputs of the students. The
concept that may be associated with
task designing include:
COMPLEXITY
-The project or
activity must be
appealing to the
students.
-The level of
complexity of the
project needs to be
within the range of
ability of the students.
APPEAL
CREATIVITY
-The project
needs to encourage
the students to
exercise creativity
and divergent
thinking.
GOAL BASED
-The product is
produced in order
to attain a learning
objectives.

14. 1. Intended learning outcomes should clearly state
and use this as a guide in designing a performance
task.
2. Students should be active participants, not passive
selectors of a single answer.
3. Students are expected to demonstrate their ability
to apply theirknowledge and skills to real life
situation.
Features of an Effective
Performance Assessment Task

15. 4. A clear, logical set of performance-based
activities that students are expected to follow
should be evident.
5. Rubrics should be available to help assess
the level of proficiencyin the students’
performance or response.
Features of an Effective
Performance Assessment Task

16. Scoring
Rubrics

17. • Scoring rubrics are descriptive scoring schemes
that are developed by teachers or other evaluators
to guide the analysis of the products or processes of
students’ efforts such as essays or scrapbooks.
• By developing a pre-defined scheme for the
evaluation process, the result becomes more
objective.
SCORING RUBRICS

18. • Where and when a scoring rubric is used does not
depend on the grade level or subject, but rather on
the purpose of the assessment.
• Scoring rubrics are typically employed when a
judgment of quality is required and may be used to
evaluate a broad range of subjects and activities.
• A rating system by which teachers can determine
at what level of proficiency a student is able to
perform a task or display knowledge of a concept.

19. • Is a type of rubric that requires the teacher to score an
overallvprocess or product as a whole.
• Its advantages are its simplicity and the ability to
provide a reasonable summary rating.
• Advisable to use when a teacher wants a fast result of
students’ performance; a single rating is already enough to
define it.
TYPES OF RUBRICS
Holistic Rubric

21. • A type of rubric that provides information regarding
performance in each component parts of a task, making it
useful for diagnosing specific strengths and weaknesses of
the learners.
• Very useful when the teacher wants to provide
diagnostic information and feedback for the learner and is
more useful for formative assessment during instruction.
TYPES OF RUBRICS
Analytic Rubric

23. General Vs. Task Specific
Scoring Rubrics
GENERAL TASK SPECIFIC
• Contains criteria that are general
across tasks.
Advantage: Can use same rubric across
different tasks.
Disadvantage: Feedback may not be
specific enough.
• Criteria are unique to a specific task.
Advantage: More reliable assessment of
performance on the task.
Disadvantage: Difficult to construct
rubrics for all specific tasks.

24. 1. Be sure the criteria focus on important aspects of
theperformance.
2. Match the type of rating with the purpose of the
assessment.
3. The descriptions of the criteria should be directly
observable.
DEVELOPMENT OF SCORING
RUBRICS

25. 4. The criteria should be written so that students,
parents, and others understand them.
5. The characteristics and traits used in the scale
should be clearly and specifically defined.
6. Take appropriate steps to minimize scoring error.
7. The scoring system needs to be feasible.
DEVELOPMENT OF SCORING
RUBRICS

26. Criteria
Setting

27. The criteria for scoring rubrics are statements which
identify “what really counts” in the final output. The
following are the most often used major criteria for
product assessment:
• Quality
• Creativity
• Comprehensiveness
• Accuracy
• Aesthetics
CRITERIA SETTING

28. From the major criteria, the next task is to identify
sub-statements that would make the major criteria
more focused ad objectives.For instance, if we were
scoring an essay on : “Three Hundred Years of
Spanish Rules in the Philippines”, the major criterion
“Quality” may possess the following sub-statements:
• Interrelates the chronological events in an
interesting manner
SUB-STATEMENTS

29. • Identifies the key players in each period of
the Spanish rule and the roles thatthey played
• Succeeds in relating the history of Philippine
Spanish rule (related asProfessional, Not quite
professional, and Novice)
SUB-STATEMENTS

30. • Authentic assessment schemes apart
from scoring rubrics exist in the arsenal of a
teacher. For example,checklist enumerate a
set of desible characteristics for a certain
product and the teacher marks those
characteristics which are actually observed.
OTHER METHODS

31. The development of scoring rubrics goes through
a process.
(1)Entails the identification of the qualities and
attributes that the teacher wishes to observe in the
students’ outputs that would demonstrate their level
of proficiency .
(2)A decision has to be made whether a holistic or
an analytic rubric would be more appropriate.
PROCESS OF DEVELOPING
SCORING RUBRICS

32. (3)Identification and definition of the criteria for
the lowest level of performance.
(4)Test whether the scoring rubric is reliable by
asking other teachers(or evaluators) to score the
same set of projects or outputs and correlate their
individual assessments.
PROCESS OF DEVELOPING
SCORING RUBRICS

33. 1. CHECKLIST
- refers to an observation instrument that
defines performance whether it is certain or uncertain,
or present or not present.
- Checklist works well in describing what
students can perform.
- In using the checklist, the evaluator has to
indicate only whether or not certain elements are
present in the performances.
TYPES OF SCORING INSTRUMENT
FOR PERFORMANCE ASSESSMENT

35. 2.NARRATIVE/ANECDOTAL
-Is a continuous description of student
behavior as it occurs,recorded without
judgment or interpretation. The teacher writes
a narrative report of what was done during
each of the performances.
TYPES OF SCORING INSTRUMENT
FOR PERFORMANCE ASSESSMENT

36. 3.MEMORY APPROACH
-Is an approach where the teacher observes
the students when performing the tasks
without taking any notes. He uses his memory
to determine whether or not the students are
successful.
TYPES OF SCORING INSTRUMENT
FOR PERFORMANCE ASSESSMENT

37. 4. RATING SCALE
- Is a checklist that allows an evaluator to
record information on a scale, noting the finer
distinction like the presence or absence of a
behavior.
TYPES OF SCORING INSTRUMENT
FOR PERFORMANCE ASSESSMENT

39. Process Vs. Product-Oriented
Performance Based-Assessment
PROCESS PRODUCT
• Approach evaluates how a
skill is performed.
• Are based on observing the
development of the learning
processes as they occur in the
student throughout the lesson.
• Seeks to assess
performance through a
finalized product that should
meet specific requirement.
• Evaluates the outcome of
the skills performance.

40. https://www.scribd.com/presentation/447803990/
PRODUCT-ORIENTED-PERFORMANCE-BASED-
ASSESSMENT-pptx
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