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ASSESS 2
( COMPETENCY-
BASED ASSESSMENT 2)

COURSE OUTLINE
Discipline Professional Education Program BEED and BSED
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Course Code ASSESS 2 Course Title Competency-Based Assessment

Credit Units 3 Duration 3 Hours – MWF(5:30-6:30)
Program 3RD Year,2ND Semester Prerequisite ED 1 – ED 11
Placement
I
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME

This course covers the development and utilization of alternative forms of assessment in measuring
authentic learning and the classroom assessment and computation of grades for the K to 12 Basic Education
Program as provided in the policy guidelines.
By the end of the course, the students must be able to:
 Applied the principles of assessment in conceptualizing techniques for assessing authentic learning.
 Designed assessment tools for learning in the affective domain.
 Derived information from alternative forms of assessment in making instructional decisions.
 Manifested appreciations for the value of testing as a tool to improve instruction and learning
performance.
 Utilized processed data and assessment result in reporting learner’s performance to improve teaching
and learning.
 Demonstrated skills in the use of technique and tools in assessing learning.

COURSE OUTLINE
Timeframe Topic
Week
1st – 2nd Week NOrSU Preliminaries
MODULE I : Performance – Based Assessment
Lesson 1: Authentic Assessment: Concepts and Characteristics
3rd – 4th Week
5th – 6th Week Lesson 2: Performance – Based Assessment

MODULE II : Performance – Based Assessment

7th – 8th Week Lesson 3: Process – Oriented Performance – Based Assessment

9th – 10th Week Lesson 4: Product – Oriented Performance – Based Assessment

MIDTERM EXAMINATION Lessons 1, 2, 3 and 4
MODULE III: Assessment in the Affective Domain
11th – 12th Week Lesson 5: The Taxonomy in the Affective Domain
13th – 14th Week Lesson 6: Development of Assessment Tools
MODULE IV: Portfolio Assessment Methods
15th – 16 Week Lesson 7: Features and Principles of Portfolio Assessment
Lesson 8: Stages in Implementing Portfolio Assessment
17th – 18th Week
FINAL EXAMINATION Lessons 5,6,7 and 8
COURSE REQUIREMENT AND GRADING SYSTEM
Course Outputs:
Requirements Learning Activities
Practice Task
Assignments
Project/virtual presentation
Major Examinations:
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Midterm Examination
Final Examination

Blended Mode of Instruction (BMI): 75% technology mediated sessions and 25%
modular sessions.

Grading System Breakdown of the 100% final grade into at least 4 specific grade-components as
agreed by the concern faculty members in the department/ program/ college or
school.

Evaluation Criteria
Midterm Grade Final Grade

Learning activities -15% Learning activities -15%

Practice task - 15% Practice task -15%
Assignments - 10% Assignments -10%
Project - 20% Project -20%
Midterm Exam - 40% Final Exam -40%
100% 100%

Computation of Final Grade

50% of Midterm Grade + 50% of Final Grade = 100%

Cut-off or required grade in relation to the

course/ program standard is 85.

MODULE 1
PERFORMANCE – BASED ASSESSMENT
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INTRODUCTION
Assessment is an essential and powerful tool in the teaching and learning process. Moreover, it is a process of
obtaining data with which we could measure student competence and learning outcomes. The process begins
with the identification of the specific target goals before collecting and interpreting the information.
Assessment of student learning requires the use of a variety of techniques for measuring outcomes which plays
a significant role in effective teaching and learning processes. Assessment shall be used primarily as quality
assurance to track student progress to the attainment of standards, promote self-reflection,and personal
accountability for one’s learning, and provide a basis for the profiling of student program.
This unit presents various techniques and procedures of assessing student learning outcomes which help the
teachers in making instructional, curricular or administrative decisions.

LEARNING OUTCOMES:
At the end of this module, the students should be able to:
 obtain a clear concept of what is authentic assessment and its characteristics;
 discuss the differences between Traditional and Authentic Assessments;
 describe performance task for performance-based assessment; and explain what is rubric and
its importance in performance-based assessment

CONTENTS OF THE MODULE

This module contains the following lessons:
Lesson 1: Authentic Assessment : Concepts and Characteristics
Lesson 2: Performance – Based Assessment

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you would understand the lesson entirely.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you acquire
the SLOs.
4. Feel free to chat, call, text or send me an email if you have questions, reactions, or reflections about the
module’s contents or activities.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

LESSON 1
Authentic Assessment: Concepts and Characteristics
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LEARNING OUTCOMES

At the end of this module, the students should be able to:

 obtain a clear concept of what is authentic assessment and its characteristics;
 discuss the differences between Traditional and Authentic Assessments;
 describe performance task for performance-based assessment; and explain what is rubric and
its importance in performance-based assessment.
 Value the spirit of teamwork and collaborative learning among the learners.
MOTIVATION/PROMPTING QUESTIONS
The students are asked individually on this question. Is it important to evaluate the performance of the
students? Why?
DISCUSSION
What is Authentic Assessment?
-Refers to assessment tasks that resemble reading and writing in the real world and in school. Its aim is to
assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those
abilities are used. For example, authentic assessments ask students to read real texts, to write for authentic
purposes about meaningful topics, and to participate in authentic literacy tasks such as discussing books,
keeping journals, writing letters, and revising a piece of writing until it works for the reader. Both the material
and the assessment tasks look as natural as possible. Authentic assessment values the thinking behind work, the
process, as much as the finished product. (Pearson and Valencia , 1987, Wiggins, 1989, and Wolf, 1989).
-Assessment is authentic when it measures performances or products which have realistic meaning that can
be attributed to the success in school. Activities , questions and problems with “real world” satisfy the criterion
that it needs to be an authentic intellectual work within the given situation or contextual realism of the tasks.
-In the present k to 12 curriculum, the students are expected to produce products or performances through
authentic tasks. This should reflect what teachers want their students to do with their learning and demonstrate
the use in real life situation. Wiggins (1989) argues that teachers should “test those capacities and habits we
think are essential and test them in context. Make them replicate within reason, the challenges at the heart of
each discipline.”
-Authentic assessment has four basic characteristics:
1. The task should be representative of performance in the field.
2. Attention should be paid to teaching and learning the criteria for assessment.
3. Self-assessment should play a great role.
4. When possible, students should present their work publicly and defend it.
In general, below are some of the best uses of authentic assessment (Mueller, 2010):
1. Authentic assessments are direct measures.
The main purpose of authentic assessment is to be able to use the acquired knowledge and skills in the
real world. Forms of assessment task must be applied in authentic situations. This could be done also by
teachers by asking the students to use what they have learned in some meaningful way (e.g. Conducting a
science experiment-hypothesis testing , developing feasibility study, calculating savings).
2. Authentic assessments capture constructive nature of learning.
In a constructivist point of view, learners should create knowledge and meaning based from schemata.
Thus, assessments cannot just ask students to repeat information they have received. Students must also be
asked to demonstrate that they have accurately constructed meaning about what they have been taught.
3. Authentic assessments integrate teaching, learning, and assessment.
Problem solving and decision making skills are best exemplified by this purpose. Students are learning
the process of developing a solution to a problem by simply applying the meaningful concepts.
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4. Authentic assessments provide multiple paths to demonstration.

Students may have different ways by which they could demonstrate what they have learned. Similarly,
authentic tasks tend to give the students more freedom on how they will demonstrate what they have learned.
By carefully identifying the criteria of good performance on the authentic task ahead of time , the teacher can
still make comparable judgments of student performance even though student performance might be expressed
quite differently from student to student.

Paper and Pencil tests or quizzes are best examples of traditional assessment which mainly describe and
measure student learning outcomes.Most of the time, teachers still engage themselves in the utilization of
traditional assessment.Law and Eckes (1995) state that traditional assessments are single – occasion tests which
measure what learners can do at a particular time.
Traditional assessments are indirect and inauthentic measures of students learning outcomes. This kind of
assessment is standardized and for that reason, they are one – shot , speed- based, and norm-
referenced(Bailey,1998). Traditional Assessments often focus on learner’s ability of memorization and recall ,
which are lower level of cognition skills.( Smaldino , 2000).

CHARACTERISTICS OF THE 21st CENTURY ASSESSMENT

1. Responsive – Visible performance- based work ( as a result of assessment ) generates data that inform
curriculum and instruction. Teachers can adjust instructions , school leaders can
consider
additional educational opportunities for students and policy makers can modify
programs and resources to cater to the present needs of the school community.

2. Flexible - Lesson design, curriculum, and assessment require flexibility, suppleness, and
adaptability.
These approaches best fit for the demands of the learning environment at present since as
students’ decisions, actions and applications vary, the assessments and the system need to
be flexible, too.

3. Integrated - Assessments are to be incorporated into day- to- day practice rather than as add-ons at
the
end of instructions or during a single specified week of the school calendar.

4. Informative – The desired 21st century goals and objectives are clearly stated and explicitly taught.
Students display their range of emerging knowledge and skills. Exemplars routinely
guide students toward achievement of targets.

5. Multiple Methods – An assessment continuum that includes a spectrum of strategies is the norm.
Students demonstrate knowledge and skills through relevant tasks , projects, and
performances.

6. Communicated – Communication of assessment data is clear and transparent for all stakeholders.
Results are routinely posted to a database along with standards- based commentary,
both of which must be available and comprehensible at all levels.

7. Technically Sound – To be reliable , the assessment must be precise and technically sound so that
users
are consistent in their administration and interpretation of data. They produce
accurate information for decision- making in all relevant circumstances.
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8. Systemic – Twenty-first century assessment is part of a comprehensive and well-aligned assessment

system that is balanced and inclusive of all students, constituents, and stakeholders and
designed to support improvement at all levels.

Learning Activities/Exercises
Activity No. 1

Name: _______________________________________ Date: ___________________

You are a seasoned teacher and some beginning teachers seek for your help in determining the suitable
way to evaluate progress of the students in measuring the following domains. What will you recommend/

1. Cognitive

2. Affective

3. Psychomotor

Activity No. 2

Name: ___________________________________________ Date: _____________

Answer the following questions comprehensively.

1. In your own understanding, what is assessment?

2. What common assessment techniques are you utilizing in the classroom setting?

3. Discuss the characteristics of the 21st Century Assessment.

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Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment
Situation Analysis
In relation to what were discussed about instructional decision in assessment, given a situation , what
necessary assessment actions must be done?Come up with a sound solution/ decision/ set of actions. Discuss
your answers.
Situation 1.
Preparation of detailed lesson plan for the next grading period.
Assessment Action:

Situation 2
Readiness of the class to proceed to the next lesson or activity.
Assessment Action:

Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Answers to Learning Activity 1

*Varied Answers
Answers to Learning Activity 2
*Varied Answers

Answers to Practice Task / Assessment 1

*Varied Answers

Assignment
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Make a learning insight on what you have learned in lesson one (50 words only).

References/Reading Materials
Cajigal, Ronan M, MA.Ed. and Mantuano, Maria Leflor D., MA.Ed., Assessment of Learning 2

LESSON 2
PERFORMANCE-BASED ASSESSMENT
LEARNING OUTCOMES
At the end of the lesson, students are expected to:
1. Give the meaning and characteristics of performance-based assessment.
2. Discuss the types of Performance Tasks.
3. Apply the principles in constructing and interpreting performance-based assessment.

MOTIVATION/PROMPTING QUESTIONS
1. What is the nature of Performance-Based Assessment?
DISCUSSION

Meaning and Characteristics

Performance-Based Assessment is one in which the teacher observes and makes a judgement
about the student’s demonstration of a skill or competency in creating a product, constructing a
response, or making a presentation ( McMillan, 2007). In this assessment, the emphasis is on the
students’ ability to perform tasks by producing their own authentic work with their knowledge and skills.

Performance-Based Assessment (PBA) is an alternative form of assessment that moves away

from traditional paper-and-pencil tests (Ferman,2005). It involves students producing a project, whether
it is an oral, written, individual or group performance. The students are engaged in creating a final
project that exhibits understanding of concepts they have learned.

Types of activities that best exemplified performance-based assessments include writing a

research report, solving and conducting experiments and investigations, return demonstration, speech,
skit, role playing, constructing and implementing seminar plan or creating video presentation.

Some performance assessment proponents contend that genuine performance assessments must
possess at least three features ( Popham, 2011):
1. Multiple evaluation criteria. The student’s performance must be judged using more than one
evaluation criterion.

2. Pre-specified quality standards. Each of the evaluative criteria on which a student’s

performance is to be judged is clearly explicated in advance of judging the quality of the student’s
performance.
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3. Judgmental appraisal. Unlike the scoring of selected-response tests in which electronic

computers and scanning machines can , once programmed, carry on without the need of humankind ,
genuine performance assessments depend on human judgments to determine how acceptable a student’s
performance really is.

Types of Performance Tasks

The main objective of the performance task is to capture all the learning targets which shall be
aligned to the teaching and learning objectives, activities and assessment. Thus the focus of performance-
based assessment is the final output that must be developed and completed.These could be in form of
problem-solving, demonstration, tasks and other authentic experiences that would influence the thinking
processes, skills and products required from performance tasks.Below are some performance- based
assessment tasks ( Musial, 2009):

1. Solving a Problem. Critical thinking and problem solving are important skills that need to be
sharpened and developed by the learners. Teachers may include activities and make sense of complex
authentic problems or issues to be solved by the students. This helps the students become independent
thinkers and learners for life, and help them meet the challenges of the 21st century.

2. Completing an inquiry. An inquiry tasks is one in which the students are asked to collect data in
order to develop their understanding about a topic or issue . Examples of inquiries include science
investigation, research based activities, survey and interviews or independent studies. Students determine
what data are needed and under what conditions that data should be collected, present data and develop
conclusions.

3. Determining a position. This task requires students to make decision or clarify the position. Case
analysis and issue related activities or debate are some examples of this task.

4. Demonstration Task. This task shows how the students use knowledge and skills to complete
well-defined complex tasks. Students explain or describe how something works or how to do something
when they perform these tasks.

5. Developing Exhibits. Exhibits are visual presentations or displays that need little or no
explanation from the creators. An exhibit is offered to explain , demonstrate or show something.
Classroom applications include exhibit of best works , pictures or paintings, projects or even portfolios.

6. Presentation Task. This is a work or task performed in front of an audience. Storytelling,

singing and dancing , musical play or theatrical acting are some presentations which demonstrate
presentations tasks.

7.Capstone Performances. These are tasks that occur at the end of a program of study and enable
students to show knowledge and skills in the context that matches the world of practicing professionals.
These tasks include research paper, practice teaching, internship or on-the-job training.

With the different types of Performance Tasks, the teacher may decide what and when materials
should be used, specifies the instructions for performance, describes the kinds of outcomes toward which
students should work, tells the students they are being assessed, and gives students opportunities to
prepare themselves for the assessment. Performance tasks on the other hand can be performed also in a
typical and natural setting, which give students opportunity to perform particular activity which the
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teacher would like to assess.

Learning Activities/Exercises

Activity No. 1

Think of a slogan that would describe performance-based assessment. Tell something about your slogan.

Activity No. 2

List down five (5) activities which are considered as performance-based outputs. From the list you
have made, what do you think are the competencies to be accomplished? What assessment procedures
were done by the instructor?

Activities

Competencies

Assessment Procedure/s

Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment
Answer the following questions:
1. Why do we need to assess the performance of the students? What strategy or tool to be used by
the teachers to evaluate the students?
2. Enumerate the types of Performance Tasks and discuss each type of performance task.
Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Learning Activities/Exercises
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Answers to Learning Activity 1

*Varied Answers
Answers to Learning Activity 2
*Varied Answers

Practice Task/Assessment
Answers to Practice Task / Assessment 1
*Varied Answers

Assignment

Make a learning insight on what you have learned in lesson two (50 words only).

References/Reading Materials
Cajigal, Ronan M, MA. Ed. and Mantuano, Maria Leflor D., MA.Ed., Assessment of Learning 2
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MODULE 2
PERFORMANCE-BASED ASSESSMENT

INTRODUCTION

Assessment is most effective when it reflects an understanding of learning as multidimensional,

integrated, and revealed in performance over time. Learning is a complex process. It entails not only what
students know but what they can do with what they know; it involves not only in knowledge and abilities but
values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.
Assessment should reflect these understandings by employing a diverse array of methods, including those that
call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of
integration. Such an approach aims for a more complete and accurate picture of learning.

COURSE LEARNING OUTCOMES

At the end of the module, students are expected to:

1. Participate actively in the class discussion.

2. Appreciate the importance of the topic.
4. Appreciate the value of collaborative learning.
CONTENTS OF THE MODULE
This module contains the following lessons:
Lesson 3: Process-Oriented Learning Competencies
Lesson 4: Product-Oriented Performance-Based Assessment

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented below.
6. This module contains two (2) lessons. Read, comprehend and analyse the explanations thoroughly so
that you could understand the lesson fully.
7. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson.
8. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you acquire
the SLOs.
9. Feel free to chat, call, text or send an email message to me if you have questions, reactions, or
reflections about the contents or activities in the module.
10. The Practice Task/Assessment and the Assignment shall be checked by your subject instructor.
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LESSON 3
PROCESS-ORIENTED LEARNING COMPETENCIES

LEARNING OUTCOMES
At the end of the lesson, the learners should be able to:

1. Gain knowledge about the topic.

2. Develop their skills in mastering the Scoring Rubrics.
3. Reflect and respond to presentations given by classmates.

MOTIVATION/PROMPTING QUESTIONS
How do we assess students base on their performance output?

DISCUSSION

Information about outcomes is high of importance; where students end up matters greatly. But to improve
outcomes, we need to know about student experience along the way---about curricula, teaching and kind of
student effort that lead to particular outcome.

Assessment can help us understand which students learn best under what conditions; with such knowledge
comes the capacity to improve the whole of their learning. Process-oriented performance-based assessment is
concerned with the actual task performance rather than the output or product of the activity.

LEARNING COMPETENCIES

The learning objectives in process-oriented performance-based assessment are stated in directly observable
behaviors of the students. Competencies are defined as group or clusters of skills and abilities for needed for a
particular task. The objectives are generally focus on those behaviors which exemplify a ”best practice” for the
particular task. Such behaviors range from a “beginner” or novice level up to the level of an expert.

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 expression and hand gestures;
- Construct an equilateral triangle given three non-collinear points;
- Draw and color a leaf with green crayon.
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TASK DESIGNING

Learning task 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.

 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 the student’s
competency on the task.
 Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an essay
are often boring and cumbersome for the students.

SCORING RUBRICS

Rubric is a scoring scale used to assess student performance along a task-specific set of criteria. Authentic
assessments typically are criterion-referenced measures, that this student’s aptitude on a task is determined by
matching the student’s performance against a set of criteria to determine the degree to which the student’s
performance meets the criteria for the task. To measure student performance against a pre-determined set of
criteria, a rubric, or scoring scale which contains the essential criteria for the task and appropriate levels of
performance for each criterion is typically created.

DESCRIPTORS

The above rubric includes another common, but not a necessary, components of rubrics ------- descriptors.
Descriptors spell out what is expected of students at each level of performance for each criterion.

WHY INCLUDE LEVELS OF PERFORMANCE?

Clearer expectations

It is very useful for the students and the teacher if the criteria are identified and communicated prior to
completion of the task. Students know what is expected of them and teachers know what to look for in student
performance.

More consistent and objective assessment

In addition to better communicating teacher expectations, levels of performance permit the 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

Furthermore, identifying specific levels of student performance allows the teacher to provide more detailed
feedback to students. The teacher and the students can more clearly recognize areas that need improvement.

Analytic Versus Holistic Rubrics

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For a particular task you assign students, do you want to be able to assess how well the students perform on
each criterion, or do you want to get a more global picture of the students’ performance on the entire task? The
answer to that question is likely to determine the type of rubric you choose to create or use – analytic or holistic.
Analytic Rubric

Most rubrics are analytic rubrics. An analytic rubric articulates levels of performance for each criterion so the
teacher can assess student performance on each criterion.

Holistic Rubric

In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a holistic
rubric assigns a level of performance by assessing performance across multiple criteria as a whole.

When to choose an analytic rubric

Analytic rubrics are more common because teachers typically want to assess each criterion separately,
particularly for assignments that involve a large number of criteria. It becomes more and more difficult to assign
a level of performance in a holistic rubric as the number of criteria increases.

How many levels of performance should I include in my rubric?

There is no specific number of levels a rubric should or should not possess. It will vary depending on the task
and your needs. A rubric can have as few as two levels of performance.

Generally, it is better to start with a smaller number of levels of performance for a criterion and then expand, if
necessary. Making distinctions in student performance across two or three broad categories is difficult enough.
As the number of levels increases, and those judgments become finer, and the likelihood of error increases.

Learning Activities/Exercises
Activity No. 1
For each of the following tasks, identify at 3 process oriented learning competencies and explain each.

1. Constructing an angle bisector using a straight edge and a compass.

2. Constructing three-dimensional models of solids from card boards.
3. Writing an essay about the EDSA III
4. Performing a skit on the importance of a national language.
5. Role playing to illustrate the concept of Filipino family values.

Activity No. 2
Choose any five activities below and then construct your own scoring rubrics.
1. Use evidence to solve a mystery.
2. Devise a game.
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3. Participate in a debate.
4. Infer the main idea of a written piece.
5. Draw a picture that illustrates what’s described in a story or article. Explain what you have drawn, using
the details from the story or article.
6. Write a research paper.
7. Apply a scoring rubric to a real or stimulated piece of student work.
8. Write an outline of a text or oral support.
9. Propose and justify a way to resolve a problem.
10. Design a museum exhibit.

Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment

Activity No. 1
Create your own rubric base on your own desired topic.

Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Learning Activities/Exercises
Answers to Learning Activity/Exercise 1

*varied answers

Answers to Learning Activity/Exercise 2

*varied answer*

Practice Task/Assessment
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Answers to Practice Task / Assessment 1

*varied answers

Assignment

Make a learning insight on what you have learned in lesson three (100 words only).

References/Reading Materials
Reyes, Emerita Ed.D and Dizon, Erlinda, Ed.D, Curriculum Development
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LESSON 4
PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

LEARNING OUTCOMES
At the end of the lesson, students are expected to:

1. Identify strategies on the task designing.

2. Familiarize with issues related to the learning competencies.
3. Apply practice for the topic.

MOTIVATION/PROMPTING QUESTIONS
Are the learning competencies important in a certain type of assessment?

DISCUSSION

PRE- ORIENTED LEARNING COMPETENCIES

Student performances can be defined as targeted tasks that lead to a product or overall learning outcome.
Products can include a wide range of student’s works that target specific skills. Some examples include
communication skills such as those demonstrated in reading, writing, speaking, and listening, or psychomotor
skills requiring physical abilities to perform a given task. Target tasks can also include behavioral expectations
targeting complex tasks that students are expected to achieve.

The learning competencies associated with products or outputs are linked with an assessment of the level of
“expertise” manifested by the product. Thus, product-oriented learning competencies target at least three levels:
novice or beginner’s level, skilled level, and expert level. Such levels correspond to Bloom’s taxonomy in the
cognitive domain in that they represent progressively higher levels of complexity in the thinking processes.

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 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)
LEVEL 3: Does the finished product contain the basic minimum parts and functions, have additional features
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on top of the minimum, and are aesthetically pleasing? (Expert Level)

TASK DESIGNING

COMPLEXITY
The level of complexity of the project needs to be within the range of ability of the students. Projects that are
too simple tend to be uninteresting for the students while projects that are too complicated will most likely
frustrate them.

APPEAL
The project or activity must be appealing to the students. It should be interesting enough so that students are
encouraged to pursue the task to completion. It should lead to self-discover of information by the students.

CREATIVITY
The project needs to encourage students to exercise creativity and divergent thinking. Given the same set of
materials and project inputs, how does one best present the project? It should lead the students into exploring
the various possible ways of resenting the final output.

GOAL-BASED
Finally, he teacher must bear in mind that the project is produced in order to attain a learning objective. Thus,
projects are assigned to students not just for the sake of producing something but for the purpose of reinforcing
learning.

GENERAL VERSUS TASK SPECIFIC

In the development of scoring rubrics, it is well to bear in mind that it can be used to assess or evaluate specific
tasks or general or broad category of tasks. For instance, suppose that we are interested in assessing the
student’s oral communication skills. Then, a general scoring rubric may be developed and used to evaluate
each of the oral presentations given by that student. After each such oral presentation of the students, the
general scoring rubrics is shown to the students which then allows them to improve on their previous
performance. Scoring rubrics have this advantage of instantaneously providing a mechanism for immediate
feedback.

In contrast, suppose now that the main purpose of the oral presentation is to determine the students’ knowledge
of the facts surrounding the EDSA 1 revolution, then perhaps a specific scoring rubrics would be necessary. A
general scoring rubric for evaluating a sequence of presentations may not be adequate since in general, events
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such as EDSA 1 and EDSA 2 differ on the surrounding factors and the ultimate outcomes of these events.
PROCESS OF DEVELOPING SCORING RUBRICS
The development of scoring rubrics goes through a process. The first step in the process 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. These qualities and attributes from the top level of the scoring criteria for
the rubrics. Once done, a decision has to be made whether a holistic or an analytical rubric would be more
appropriate. In an analytic scoring rubric, each criterion is considered one by one and the descriptions of scoring
levels are made separately. This will result in separate descriptive scoring schemes for each of the criterion or
scoring factor.

Learning Activities/Exercises
Activity No. 1

A. Differentiate between a “general” and “specific” task oriented scoring rubrics.

B. Identify and describe the process of developing scoring rubrics for product-oriented performance-based
assessment.
C. Differentiate between a process-oriented and a product-oriented performance-based assessment.
D. Identify and describe he process if developing scoring rubrics for product-oriented performance-based
assessment.

Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment
For each of the following, develop scoring rubrics:
1. Essay on “Why Jose Rizal should be the national hero”.
2. Essay on “Should the power industry be deregulated?”
3. Oral presentation of the piece “Land of Bondage, Land of the Free”
4. Scrapbook on “ EDSA I Revolution”
5. Group activity on “Geometric shapes through Paper Folding”
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Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Answers to Learning Activity/Exercise 1

*Varied Answers
Answers to Learning Activity/Exercise 2
*Varied answers
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Answers to Practice Task / Assessment 1

*Varied answers

Personal Reflection

1. What are some of the difficulties that I have encountered while I was working on this module?
2. What are the most interesting topics that I have gathered as I was studying the lesson?

References/Reading Materials
Reyes, Emerita Ed.D and Dizon, Erlinda, Ed.D, Curriculum Development
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