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Process and Product Oriented PBA

The document discusses process-oriented versus product-oriented performance-based assessment. It states that it is important to assess students' learning processes in addition to just their outputs or products. This allows understanding which learning conditions help which students best, enabling overall learning improvement. Process-oriented assessment focuses on the task performance itself rather than just the output. Effective assessment involves clear expectations and standards as well as consistent, objective feedback to support learning.

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John Luis Masangkay Bantolino
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168 views14 pages

Process and Product Oriented PBA

The document discusses process-oriented versus product-oriented performance-based assessment. It states that it is important to assess students' learning processes in addition to just their outputs or products. This allows understanding which learning conditions help which students best, enabling overall learning improvement. Process-oriented assessment focuses on the task performance itself rather than just the output. Effective assessment involves clear expectations and standards as well as consistent, objective feedback to support learning.

Uploaded by

John Luis Masangkay Bantolino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PROCESS VS.

PRODUCT ORIENTED PERFORMANCE BASED


ASSESSMENT
“It is important to assess students’ learning not only through their outputs or products but also the
processes which the students underwent in order to arrive at these products or outputs.”

 Information about outcomes is important. To improve outcomes, we need to know


about student experience along the way.
 Assessment can help us understand which students learn best under what
conditions which such knowledge comes the capacity to improve the whole of their
learning.
PROCESS-ORIENTED LEARNING COMPETENCIES

 Process-oriented performance-based assessment is concerned with the actual task


performance rather than the output or product of the activity.

Example:

Task: Recite a sonnet by William Shakespeare, “Shall I Compare Thee to a Summer’s Day”
Objectives: To enable the students to recite a sonnet entitled Shall I Compare Thee to a Summer’s Day
by William Shakespeare.

Specifically:

1. Recite the sonnet from memory without referring to notes;


2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the sonnet;
4. Create ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

In this topic we learned that there are two types of competencies. The simple and complex
competencies.

 Simple Competencies examples


1. Speak with a well-modulated voice
2. Draw a straight line from one point to another point.
3. Color a leaf with a green crayon

 Complex Competencies Examples


1. Recite a poem with feeling using appropriate voice quality, facial expression and
hand gestures
2. Construct an equilateral triangle given three non-collinear points
3. Draw and color a leaf with green crayon

As educators it is important to consider the task that we are giving to our learners. These
tasks highly contributes to the overall understanding of the subject.
STANDARDS OF TASK DESIGNING

1. Identifying an activity that would highlight the competencies to be evaluated.


2. Identifying an activity that would entail more or less the same sets of competencies.
3. Finding a task that would be interesting and enjoyable for the students.

1. Clear expectations
2. More consistent and objective assessment

3. Better feedback

In the Process-Oriented Performance Based Assessment is an actual task performance


rather than the product. This requires performance that is taking place in the moment with
the teachers presence. With this, an evaluation tool is needed. The most common
evaluation tool is a rubric.

There are two types of rubric:

1. Analytic Rubric
 Breaks out criteria for distinguishing between levels of performance on each
criterion.
 Useful for detailed assessment and feedback.
 Descriptions are organized in a matrix.

Example of Analytic Rubric

So why use analytic rubric?

 It gives diagnostic information to the teacher


 Gives formative feedback to students
 easier to link to instruction than holistic rubrics
 Good for formative assessment; adaptable for summative assessment; if you need
an overall score for grading, you can combine the scores.

But, the disadvantage of analytic rubric is that it takes more time to to make and score. It
requires time and effort in making the breakdown criteria.
2. Holistic Rubrics

 Provides comprehensive descriptions of each level of performance.


 Useful for quick and general assessment and feedback
 Descriptions may be organized in columns or rows

Example of Holistic Rubric

So why use Holistic rubric?

 Scoring is faster
 Requires less time
 Good for summative assessment

The disadvantage of holistic rubric is that having single score does not communicate
information about what areas to improve. This rubric is not also good for formative
assessment.

So, the question is….


There is no specific number of levels a rubric should or should not possess. it will vary on
the task and your needs as long as you decide that it is appropriate.

Generally, it is better to start with a smaller number of levels of performance for a criterion
and then expand when necessary.

We also need to be aware of the essential parts of a rubric so that when we make one, we
know where to put its corresponding parts.
 
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.

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
But, there are also ways to state product-oriented learning competencies. For instance, we
can define these 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? (NOVICE)
 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 output?
(SKILLED)
 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)

For example of the levels that was discussed in the classroom:

The desired product is a representation of a cubic prism made out of cardboard in an


elementary geometry class.

Learning competencies: The final product submitted by the students must:

 Possess the correct dimensions (5″x5″x5″)

This is the basic requirement that a teacher wants from the students. This is in the
beginners level.

 Be sturdy, made or durable cardboard and properly fastened together

With basic requirement added by the the durability which enhances the final product makes
the output on the skilled level.

 Be pleasing to the observer, preferably properly colored for aesthetic purposes.


The product was enhanced with durability and is added by designs that makes it
aesthetically pleasing.

To practice the rubric making with levels we’re task to make one with the learning
competencies:

 Making a scrapbook illustrating historical event in EDSA I People Power Revolution

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