1. Prepared by: Diano E. Pesidas
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 PERFORMANCE-BASED 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 process-oriented 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. TASK: Recite a Poem by Edgar Allan Poe, “The Raven”.
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:
Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
Maintain eye contact with the audience while reciting the poem;
Create the ambience of the poem through appropriate rising and falling intonation;
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 non-collinear 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:
identifying an activity that would highlight the competencies to be evaluated. e.g. Reciting a poem, writing an essay, manipulating the microscope.
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.
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 x1
1-4
5-9
10-12
Appropriate Facial Expressions
Lots of inappropriate facial expression
Few of inappropriate facial expression
No apparent inappropriate facial expression
Voice Inflection x2
Monotone voice used
Can vary voice inflection with difficulty
Can easily vary voice inflection
Incorporate Proper Ambiance Through Feelings in the Voice x3
Recitation contains very little feelings
Recitation has some feelings
Recitation fully captures ambiance through feelings in the voice

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 x1
1-4
5-9
10-12
Appropriate Facial Expressions
Lots of inappropriate facial expression
Few of inappropriate facial expression
No apparent inappropriate facial expression
Voice Inflection x2
Monotone voice used
Can vary voice inflection with difficulty
Can easily vary voice inflection
Incorporate Proper Ambiance Through Feelings in the Voice x3
Recitation contains very little feelings
Recitation has some feelings
Recitation fully captures ambiance through feelings in the voice

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
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!!!