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2 Process-Oriented and Product-Oriented PDF

This document discusses process-oriented performance-based assessment. [1] It focuses on evaluating the actual processes a student undergoes when completing a task, rather than just the final output or product. [2] Process-oriented assessment aims to understand learning as a complex multidimensional process revealed over time. [3] Key aspects of process-oriented assessment discussed include identifying relevant learning competencies, designing appropriate tasks, using rubrics and descriptors to evaluate performance levels.

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Pearl Quebrar
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187 views

2 Process-Oriented and Product-Oriented PDF

This document discusses process-oriented performance-based assessment. [1] It focuses on evaluating the actual processes a student undergoes when completing a task, rather than just the final output or product. [2] Process-oriented assessment aims to understand learning as a complex multidimensional process revealed over time. [3] Key aspects of process-oriented assessment discussed include identifying relevant learning competencies, designing appropriate tasks, using rubrics and descriptors to evaluate performance levels.

Uploaded by

Pearl Quebrar
Copyright
© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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PROCESS-ORIENTED

PERFORMANCE-BASED
ASSESSMENT
PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
Too often, we tend to assess students’ learning
through their outputs or products or through some
kind of traditional testing.

This Chapter is concerned with process-oriented,


performance-based assessment. Assessment is not
an end in itself but a vehicle for educational
improvement.

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.
PERFORMANCE-BASED
ASSESSMENT
Performance Some performance
assessment is a tasks are designed
measure of to have students
assessment based demonstrate their
on authentic tasks understanding by
such as applying their
activities, exercises knowledge to a
, or problems that particular situation.
require students to
show what they
can do.
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.
1. PROCESS-ORIENTED LEARNING
COMPETENCIES

 Information about outcomes is of high importance;


where students “end-up” matters greatly.

 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.
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.
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:
1. Recite the poem 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
poem;
4. Create the ambience of the poem through appropriate rising
and falling intonation;
5. Pronounce the words clearly and with proper diction.

Note: The specific objectives identified constitute the learning


competencies.
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
TASK DESIGNING

Learning tasks need to be carefully planned.

 Identifying an activity that would highlight the


competencies to be evaluated, e.g. reciting a poem,
writing an essay, manipulating the microscope etc.
 Identifying an activity that would entail more or less
the same sets of competencies.
 Finding a task that would be interesting and
enjoyable for the students.
TASK DESIGNING

Example: The topic is on understanding biological


diversity.
Possible task design: Bring the students to a pond or
creek. Ask them to find all living organisms they can
find living near the pond or creek.
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.
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 1-4 5-9 10-12
Hand Gestures x1

Appropriate
Facial x1 Lots of Few of No apparent
Expressions inappropriate inappropriate inappropriate facial
facial expression facial expression expression

Voice Inflection
x2 Monotone voice Can vary voice Can easily vary voice
used inflection with inflection
difficulty

Incorporate
Proper Recitation Recitation has Recitation fully captures
Ambiance x3 contains very little some feelings ambiance through
Through feelings feelings in the voice
Feelings in the
Voice
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
Examples of descriptors are given below:
CRITERIA 1 2 3

Number of
Appropriate 1-4 5-9 10-12
Hand Gestures x1

Appropriate
Facial x1 Lots of Few of No apparent
Expressions inappropriate inappropriate inappropriate facial
facial expression facial expression expression

Voice Inflection
x2 Monotone voice Can vary voice Can easily vary voice
used inflection with inflection
difficulty

Incorporate
Proper Recitation Recitation has Recitation fully captures
Ambiance x3 contains very little some feelings ambiance through
Through feelings feelings in the voice
Feelings in the
Voice
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.
PRODUCT-ORIENTED
PERFORMANCE BASED
ASSESSMENT
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.
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
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)
Example of a holistic rubric
For each of the following tasks, identify at leastthree
(3) process-oriented learning competencies:

1. Constructing a graphic organizer to


illustrate child growth and development
2. Constructing three-dimensional models of
solid from cardboards:
3. writing an essay about the EDSA III
People power revolution
4. Performing a skit on the importance of a
national language.
5. Role playing to illustrate the concept of
Filipino family values.
THANK YOU AND
GOD BLESS!!!

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