Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

PRODUCT- ORIENTED PERFORMANCE-BASED ASSESSMENT

The role of assessment in teaching happens to be a hot issue in education today.

This has led to an increasing interest in "performance-based education." Performance-
based education poses a challenge for teachers to design instruction that is task
oriented. The trend is based on the premise that learning needs to be connected to the
lives of the students through relevant tasks that focus on students' ability .to use their
knowledge and skills in meaningful ways. In this case, 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. At times, performance-based assessment has been used interchangeably
with "authentic assessment" and "alternative assessment." In all cases, performance-
based assessment has led to the use of a variety of alternative ways of evaluating
student progress (journals, checklists, portfolios, projects, rubrics, etc.) as compared to
more traditional methods of measurement (paper-and-pencil testing).

What is product- 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.

What is product?
A product is a tangible creation by a student that could take the form of a poster,
drawing, invention, etc. Performance assessments are useful in assessing these
products in order to gauge a student's level of understanding and ability.

A product refers to something produced by students providing concrete examples of the

application of knowledge. The end product is seen, touched, heard. We can smell it,
read it, feel it. It is concrete.

Product- based assessment focuses on the PRODUCT and not the PROCESS.

Examples of Learning Objectives that falls under Product-Oriented Assessment

Students' performance may lead to a concrete product. These students' products

are the concern of product-oriented authentic assessment. Below are examples of
learning outcomes that fall under product-oriented assessment. These are lifted from
the K to 12 Curriculum Guide and course syllabi on Principles and Methods of Teaching
and Assessment in Learning 1 and 2.

 Nakagagawa ng isang proyekto gamit ang iba't ibang multimedia at

technology tools sa pagpapatupad ng mga batas sa kalinisan, kaligtasan,
kalusugan at kapayapaan - AP, Grade 3
 Creates movements to music of a particular Philippine festival - Music,
Grade 7
 Creates designs by using two or more kinds of lines, colors and shapes by
repeating or contrasting them, to show rhythm - Art, Grade 2
 Creates original tie-dyed textile design by following the traditional steps in
tie-dyeing using one or two colors.- Art 4
 Prepares a physical activity program - P E, Grade 8

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

 Writes coherent review of literature – Practical Research 1, Grade 11

 Creates an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related
to specific professional tracks Empowerment Technologies, Grade 12
 Creates an original or derivative ICT content to effectively communicate or
present data or information related to specific professional tracks. –
Empowerment Technologies, Grade 12
 Makes a lesson plan following the inductive lesson development -
Principles of Teaching, College of Education
 Formulates multiple choice test items aligned to the learning outcomes -
Assessment in Learning 1
 Develops a scoring rubric for an oral defense of a research paper -
Assessment in Learning

Types of Performances that can be assessed with rubrics:

Types of Performance Example

Processes: Playing a musical instrument
Doing a forward roll
Physical skills Preparing a slide for the microscope
Use of equipment Making. A speech to the class
Oral communication Reading aloud
Work habits Conversing in a foreign language
Working independently

Products: Wooden bookshelf

Set of welds
Constructed objects Watercolor painting
Written essays, themes, reports, term Laboratory report
papers Term paper
Other academic products that Model or diagram of a structure
demonstrate understanding of Lesson plan
concepts A scoring rubric
A dance performance (the tinikling)

Learning Competencies:

The learning competencies associated with products or outputs are linked with an
assessment of the level of expertise, manifested by the product. It gives special
consideration as to how skillful each student is. Thus product oriented learning
competencies target atleast 3 levels:
Level 1 is novice of beginners level
Level 2 is skilled level
Level 3 is expert level.

There are other ways to state product-oriented learning competencies. For instance, we
can define learning competencies for products in the following way:

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

For level 1 or beginner’s level: Does the finished product illustrate the minimum
expected parts or functions? (Beginners’ level)

Level 2: Does the finished product contain additional parts and functions on top of the
minimum requirements? (Skilled Level)

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

Example:

Desired Product: Scrapbook illustrating the historical events called EDSA 1

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

1. Contain pictures, newspaper clippings and other illustration s for the main
characters of EDSA 1. (minimum/ beginner level)
2. Contain remarks and captions for the illustrations made by the students himself
for the roles played by the characters of EDSA 1 (Skilled level)
3. Be presentable, complete, informative and pleasing to the reader of the
scrapbook (expert level)

Task Designing:

The design of the task in this context depends on what the teacher desires to observe
as outputs of the students. The concepts that may be associated with task designing
include:

1. 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.

2. 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-discovery of information by the students.

3. 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 presenting the final output.

4. Goal-Based. Finally, the 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.

Example: Paper folding is a traditional Japanese art. However, it can be used as

an activity to teach the concept of plane and solid figures in geometry. Provide

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

the students with a given number of colored papers and ask them to construct as
many plane and solid figures from these papers without cutting them (by paper
folding only)

Designing a Scoring Rubric & Setting the Criteria

Scoring Rubrics are descriptive scoring schemes that are developed by teachers
or other evaluators to guide the analysis of the products or processes of the students’
efforts (Brookhart, 1999)

A scoring rubric is an efficient tool that allows you to objectively measure student
performance on an assessment activity.

The criteria for scoring rubrics are statements which identify "what really counts"
in the final output. The following are the most often used major criteria for product
assessment:
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics

From the major criteria, the next task is to identify substatements that would
make the major criteria more focused and objective. For instance, if we were scoring an
essay on : "Three Hundred Years of Spanish Rule in the Philippines", the major criterion
"Quality" may possess the following substatements:
1. interrelates the chronological events in an interesting manner
2. identifies the key players in each period of the Spanish rule and the roles that
they played
3. succeeds in relating the history of Philippine Spanish rule (rated as
Professional, Not quite professional, and Novice)

PROCESS- ORIENTED ASSESSMENT

Too often, we tend to assess students' learning through their outputs or products
or through some kind of traditional testing. However, it is important to assess not only
these competencies but also the processes which the students underwent in order to
arrive at these products or outputs. It is possible to explain why the students' outputs
are as they are through an assessment of the processes which they did in order to
arrive at the final product. This Chapter is concerned with process-oriented,
performance-based assessment.

Assessment is not an end in itself but a vehicle for educational improvement. Its
effective practice, then, begins with and enacts a vision of the kinds of learning we most
value for students and strive to help them achieve. 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 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

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

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.

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.

PROCESS-ORIENTED PERFORMANCE- BASED ASSESSMENT

is concerned with the actual task performance rather than the output or product
of an activity.

Learning outcomes that fall under process-oriented assessment:

 Recite a poem with feeling using appropriate voice quality, facial expressions and
hand gestures
 Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinatalakay
 Demonstrate coping skills in managing loss and grief
 Executes the skills involved in the dance
 Defends written research report
 Applies correct techniques to minimize risk of injuries.
 Sings medieval chant with correct pitch, rhythm, expression and style
The learning objectives in process-oriented performance-based assessment are
stated in directly observable behaviors of the students. Competencies are defined as
groups or clusters of skills abilities needed for a particular task. The objectives
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. An example of learning competencies for a process-oriented
performance based assessment 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 to:

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 ambiance of the poem through appropriate rising and falling
intonation;
5. pronounce the words clearly and with proper diction.

Notice that the objective starts with a general statement of what is expected of
the student from the task (recite a poem by Edgar Allan Poe) and then breaks down
the general objective into easily observable behaviors when reciting a poem. The
specific objectives identified constitute the learning competencies for this particular
task. As in the statement of objectives using Bloom's taxonomy, the specific
objectives also range from simple observable processes to more complex
observable processes, e.g. creating an ambiance of the poem through appropriate

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

rising and falling intonation. A competency is said to be more complex when it

consists of two or more skills.

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. 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 etc
 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.

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. Also, bring them to the school
playground to find as many living organisms they can. Observe how the students will
develop a system for finding such organisms, classifying the organisms and concluding
the differences in biological diversity of the two sites.

Science laboratory classes are particularly suitable for a process-based

performance assessment technique.

Scoring Rubric:

Authentic Assessments typically are criterion- references measures, thus,

students' aptitude on the task is measured/ determined by matching the students’
performance against a specific criteria – the Scoring rubric.
Remember, you are scoring the PROCESS and not the product/ output.

Criteria Weight 1 2 3
No. of 1-4 5-9 10-12
appropriate X1
hand gesture

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

Appropriate Lots of Few No apparent

facial X2 inappropriate facial inappropriate inappropriate
expression expression facial expression facial expression

Voice inflection Monotone voice Can vary voice Can easily vary
X3 used inflection with voice inflection
difficulty

Incorporate Recitation contains Recitation has Recitation fully

proper very little feelings some feelings captures
ambiance X4 ambiance
through feelings through feelings
in the voice in the voice

As the given example, a rubric is composed of two components: criteria and

levels of performance. Each rubric has at least two criteria and atleast two levels of
performance. The criteria characteristics of good performance on a task, are listed in
the left- hand column in the illustrated rubric (number of hand gestures, appropriate
facial features, voice inflection and ambiance). Actually, as is common in rubrics, a short
hand is used for each criterion to make it fit easily into the table. The full criteria are
statements of performance such as "include a sufficient number of hand gestures" and
"recitation captures the ambiance through appropriate feelings and tone in the voice".

For each criterion, the evaluator applying the rubric can determine to what
degree the student has met the criterion; i.e., the level of performance. In the given
rubric, there are three levels of performance for each criterion. For example, the
recitation can contain lots of inappropriate, few inappropriate or no inappropriate hand
gestures. Finally, the illustrated rubric contains a mechanism for assigning a score to
each project. (Assessments and their accompanying rubrics can be used for purposes
other than evaluation and, thus, do not have to have points or grades attached to them.)
In the second- to-left column a weight is assigned each criterion. Students can receive
1, 2 or 3 points for "number of sources." But appropriate ambiance, more important in
this teacher's mind, is weighted three times (x3) as heavily. So, students can receive 3,
6 or 9 points (i.e., 1, 2 or 3 times 3) for the level of appropriateness in this task.

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 from
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 Hand

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

WHY INCLUDE LEVELS OF PERFORMANCE?

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: PROFED 8-2NDSEM-2021-2022

1. Clearer expectations -students know what is expected of them and teachers

know what to look for in student performance.
2. 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
3. Better feedback - identifying levels of performance allows teacher to provide
more detailed feedback to students.

“Sa klaseng ito, lahat ay matututo, kahit magkakalayo.” – Astrid’s KlasRM