Product - Oriented Performanced -

MODULE 3 Based Assessment

Module Overview Hello future educators, welcome to module 3 - Product - Oriented Performance -
Based Assessment. Product - oriented performance - based assessment or Product
– oriented assessment is a form of assessment that requires students to perform a
task rather than answer questions from a ready-made list. It is also a form of
assessment that measures students' ability to apply the skills and knowledge
learned from a unit or units of study. In this module you will be able to understand
the meaning ang importance of product-oriented -based assessment and you are to
also create a task design and a product assessment scoring rubric.
Module At the end of the module, you are expected to:
Objectives/Outcomes
1. give meaning of product-oriented assessment of student learning
2. express the significance of product-oriented performance- based
assessment
3. create a sample of task design of product-oriented assessment
4. produce a sample of product assessment rubric
Lessons in the This module is divided into 3 lessons
module
Lesson 1 - Process - Oriented Learning Competencies

Lesson 2 - Task designing

Lesson 3 - Scoring Rubrics.
 Lesson 1 Product- Oriented Learning Competencies

Learning Outcomes At the end of the lesson, you are expected to:
a. give meaning of product-oriented assessment of student learning
b. express the significance of product-oriented performance-
based assessment

Hello future educators! Welcome to module 3, lesson 1 - Product- Oriented

Learning Competencies. By now, I am confident that you really have a good grasp
of the previous topic on process – oriented performance. In this lesson, you are
going to be acquainted with product-oriented assessment - its definition and
importance to student assessment. Product- oriented assessment assess
performance through a finalized product that should meet specific requirements.

Activity 1. In this activity, you are required to elaborate your answer on the
question below.
Enumerate and explain the strengths (3) and weaknesses (3) of product -
oriented assessment.
Strengths
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
(Activity) ______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
______________________________________________________________
Weakness
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
______________________________________________________________
 Let’s Analyze
Activity 2. In this activity, I will require you to identify
the nature of product-oriented assessment and create a
spider map organizer.
(Spider Map’s purpose is to define a main topic with
specific descriptive connections.)
(Analysis)

PRODUCT-
ORIENTED
ASSESSMENT
 Performance assessments are very effective for measuring the process and
products involved with student achievement. Also referred to as authentic
assessment or alternative assessment. 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.
Product-Oriented Assessment
 A product refers to something produced by students providing concrete
(Abstraction) examples of the application of knowledge.
 A product is the output/outcome in performing a task which is concrete or
real and can be assessed.
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. 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.
Learning Competencies
 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.
There are ways to state product-oriented assessment competencies:
 (Beginner). Does the finished product illustrate the minimum expected
parts?
 (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?
 (Expert level). Does the finished product contain basic minimum parts and
function, have additional features on top of the minimum and is aesthetically
pleasing?
 Let’s Check

Activity 3. The first step in developing product-oriented assessment involves

determining which concepts, knowledge, and/or skills should be assessed. With
this, you need to know what type of decisions will be made from the given
assessment.

In the template below, identify a product-oriented performance and formulate

competencies in defining the purpose of the assessment.
(Application) Orientation Topic General Specific Expected
Competency competency performance

Product

Congratulations, you have just finished lesson 1 of this module. You are now
acquainted with the basic concepts and importance of product – oriented
assessment.
The next lesson would be about designing a task. You are expected create a
simple task design of product-oriented assessment. Thank you.
(Closure)
Lesson 2 Task Designing
Learning Outcomes At the end of the lesson, you are expected to:

1. create a sample of task design of product-oriented assessment

Getting acquainted with the basic concepts and importance of product-oriented

assessment, you are now ready to create a simple task design for product-oriented
assessment. In this lesson we are going to discuss the features and steps in
designing a task. So, let’s get started.

Activity 1 Identify different product-oriented assessment used in the classroom.

Follow the instruction below.

 Make a list of product-oriented assessment used by your

former/present teachers.
 Describe how each task was implemented inside the classroom
including your personal observation
Product-oriented Description
(Activity)
assessment

Share your answers in a big group during class discussion.

Let’s Think About It! Activity 2. Scan/recall some task/project/output given to you by your teacher and
answer each question below. You are required once again to elaborate your
answer.

1. What did the task/project/output require you to do?

2. In what ways did the task/project/output enable you to show what you
know and can do?
3. In what ways did the performance inhibit what you know and can do?

(Analysis)
 Performance assessment of 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. 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.

Task Designing

The design of the task in this context depends on what the teacher desires to
(Abstraction) 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.
 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.
Suggestions for Designing Performance Tasks
Linn (1995) suggested ways to improve the development of task:
1. Focus on learning outcomes that require complex cognitive skills and
students’ performances.
2. Select or develop tasks that represent both the content and the skills that
are central to important learning outcomes.
3. Minimize the dependence of task performance on skills that are irrelevant
to the intended purpose of the assessment task.
4. Provide the necessary scaffolding for students to be able to understand the
task and what is expected.
5. Construct task direction so that the student's task is clearly indicated.
Clearly communicate performance expectations in term of the scoring rubrics by
which the performance will be judged.
 Activity 3. Designing a Performance Task. In this activity, you are expected to
create a task design for product-oriented assessment for a learning competency of
your choice. Do the following steps:
a) Have a copy of the K to 12 curriculum guide of your specialization. For
BEED-Generalist students, you can choose any subject.
b) Select a learning competency that will serve as a basis in the creation of
your task design. For BEED- Generalist students, select competencies
from Grades
1 to 6. For BPE and BSED students, select competencies from Grades 7 to
12.
c) Write a sample task design.
(Application) d) Ask your course facilitator regarding the submission of your task design.
Congratulations! You successfully design a task for your students based on
your chosen topic. You still have 1 lesson to go for you to be able to complete all
the lessons in this Module.
(Closure)
Lesson 3 Scoring Rubrics

At the end of the lesson, you are expected to:

1. produce a sample of product assessment rubric

A rubric is an authentic assessment tool which is particularly useful in

assessing criteria which are complex and subjective. Rubrics can improve student
performance, as well as monitor it, by making teachers' expectations clear and by
showing students how to meet these expectations. In lesson 3, we are going to
discuss the features and steps in creating a rubric and you are also expected to
create a sample rubric for product- oriented assessment. So, let’s get started.

Activity 1. Interview. You are required to set an appointment with a

classroom teacher for an interview. You will ask the following questions:
1. Where do you use the scoring rubrics?
2. What help have scoring rubrics given you?
3. What difficulties have you met in using the rubric?
4. What type of rubric do you use - Holistic or analytic? What is the
(Activity) difference?
5. Which is easier to use?
Activity 2. In this activity, you are required to elaborate your answer on the
questions below.

1. What benefits have scoring rubrics brought to the teaching-learning

process?
2. To get the most from scoring rubrics, what should be observed in the
making and use of scoring rubrics?
(Analysis) 3. Which rubric is easier to use? To construct?
Rubrics are said to be an authentic assessment tool. They are most helpful
when used to evaluate real-life tasks where students are engaged in solving real-
life problems. They are a formative type of assessment because they are used
before, during, and after the learning process.

Advantages of the Use of Rubrics

• Make expectations clear

(Abstraction) • Help students judge own work
• Reduce time spent evaluating
• Easy to use and explain
• Make scoring fair and consistent
Types of Rubrics

Holistic Rubrics

Holistic rubrics ask the evaluator to make a single judgment about the
object or behavior being evaluated. If you are using a 4 point holistic rubric to
evaluate students’ oral presentations, you indicate whether the presentation is a 1,
2, 3, or 4 based on the level at which it meets the described criteria. This is a quick
way to provide an overall evaluation of the presentation. Table 1 presents an
example of this type of rubric.

Analytic Rubrics

Analytic rubrics are used to assess multiple outcomes simultaneously or

for multidimensional outcomes and each dimension needs to be rated separately,
resulting in multiple judgments about an object or performance. The analytic
rubric describes the criteria for each of the judgments. Analytic rubrics provide
more useable data than holistic rubrics because the criteria provide strengths and
weaknesses and describe the performance at each level in more detail, thus
providing more information on what is lacking in the poorer performance. Table
2 is an example of an analytical rubric.

Steps in Writing Rubrics

1. Set the Scale

Select a learning outcome from your academic program. Use your
professional judgment to assess student learning on a scale of 1-3, 1-4, 1-
5, or 1-X that is appropriate for evaluating the performance.

2. Define the Ratings

Add appropriate descriptors to each number on the scale that you have
identified.
4 = Advanced; 3 = Proficient; 2 = Basic; 1 = Beginning

Identify basic descriptions

Add simple descriptions for each number on the scale.
4 – Advanced ability to ;
3 – Proficient ability to ;
2 – Basic ability to ;
1 – No ability to .

4. Descriptions of what performance will look like at each level

4 - The student is able to (description of what advanced performance would
look like).
3 – The student is able to (description of what proficient performance
 would look like) but not yet able to (description of advanced
performance).
2 - The student is able to (description of what basic performance would
look like) but not yet able to (description of proficient performance).
1 - The student is unable to (description of desired performance).
Activity 3. Creating a Product Assessment Rubric. Create a scoring rubric from
the task formulated in lesson 2. Follow the steps presented in designing a rubric.

Title: __________________________________________________________

Task Description:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
(Application)
Scale Score

Dimen
sion

Congratulations! You have just finished Module 3.

(Closure)