UNIT 2:

Process-Oriented
Performance-Based
Assessment
Presentation
Overview
Topic 1. Process-Oriented Performance-
based Assessment

Topic 2. Process-Oriented Learning

Competencies and Task Designing

Topic 3. Scoring Rubrics

 PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT

TOPIC 1
Learning Objectives

At the end of the lesson, you are

expected to:
1.differentiate performance assessment
from traditional assessment; and
2.differentiate process-oriented from
product-oriented performance-based
assessment.
 direct and systematic observation of
PERFORMANCE- the actual performances of the

BASED ASSESSMENT students based from a pre-

determined performance criterion
(Zimmaro, 2003).
provides tasks that are relevant in
real-life situations.
an alternative form of assessment
that asks learners to perform a task
applying the knowledge they have
gained from a unit or units of study.
 Built around topics or issues of
interest to the students

Criteria for an Replicate real-world communication

Authentic Performance contexts
Task
Involve multi-stage tasks and real
NATIONAL CAPITAL LANGUAGE
RESOURCE CENTER (NCLRC, 2011) problems

Require learners to produce a quality

product or performance
 Evaluation criteria and standards are
known to the students
Criteria for an
Authentic Performance Involve interaction between assessor
Task and person assessed
NATIONAL CAPITAL LANGUAGE
RESOURCE CENTER (NCLRC, 2011)
Allow for self-evaluation and self-
correction as students proceed
Characteristics of PBA
(Lund & Kirk, 2019)
Components of Performance-
Based Assessment

developmental
These three are equally checklist
important. They constitute COMPONENTS
summary
the components of OF
PERFORMANCE
reports
dynamic, authentic BASED
ASSESSMENT
performance-based
assessment system.

portfolios
PROCESS-ORIENTED concerned with the actual task
PERFORMANCE performance rather than the output or
BASED ASSESSMENT product of the activity.
requires a step-by-step interaction
between the student and the teacher.
it is expected that during the process,
the student can commit mistakes and
the teacher corrects the errors of the
learners.
 use the process when:
PROCESS-ORIENTED
PERFORMANCE 1. There is no product;
BASED ASSESSMENT 2. The process is orderly and directly
observable;
3. Correct procedures/steps are crucial
to later success;
4. Analysis of procedural steps can help
in improving the product; and
5. Learning is at the early stage.
 PROCESS-ORIENTED
LEARNING
COMPETENCIES AND
TASK DESIGNING

TOPIC 2 Learning Objectives

At the end of the lesson, you are

expected to:
1. develop a process-oriented
performance-based task based on
given competencies; and
2. design a process-oriented
performance-based task according to
field of specialization.
Competencies are defined as groups of
knowledge, skills, and attitudes needed
to achieve a certain task. A. Process-
Oriented Learning
Learning competencies in process-
oriented performance-based
Competencies
assessment:
are expressed in direct observable
behaviors of the students; and
focus on the behaviors that
demonstrate “best practice” for the
specific task or activity.
Examples of Process-Oriented
Performance-Based Assessment:
Examples of Process-Oriented
Performance-Based Assessment:
Performance task requires the students
to construct a response, usually
complex in nature. Performance tasks
usually emulate actual workplace
B. Task
activities or real-life skill applications Designing
and require higher order processing
skills.
When designing assessment tasks,
teachers should always remember that
the purpose of the tasks is to provide
opportunities for students to
demonstrate what they have achieved
or learned.
Example
 SCORING RUBRICS

TOPIC 3 Learning Objectives

At the end of the lesson, you are

expected to:
1.differentiate analytic from holistic
rubrics;
2.cite the importance of using rubric in
evaluating students’ performances; and
3.design a scoring rubric to be used in
process-oriented performance-based
assessment.
SCORING RUBRICS

Assessments are always guided by rubrics

in evaluating students’ performances or
outputs to avoid inconsistency of results. A
rubric contains a coherent set of criteria
for students’ outputs and performances
that includes descriptions of levels of
performance quality on the criteria
(Navarro et al., 2019).
SCORING RUBRICS

Rubrics are a natural way of providing in-

depth feedback on real life performances or
projects assigned to students. That is why
teachers create rubrics as they create the
specifics of the assignment so that
expectations and criteria for the
assignment/performance are very clear.
WHAT MAKES A GOOD RUBRIC?
TWO MAJOR PARTS OF SCORING RUBRICS

a. Coherent sets of criteria – describes the

key elements of a student work

b. Descriptions of levels of performance –

provide indicators for each level of
performance. It describes how excellent or
poor the output is
 RUBRIC BY MERTLER (2000)
DESIGNING A SCORING
SUMMARIZED STEPS IN
STEP 1 STEP 2

Re-examine the Identify specific

learning objectives to observable attributes your
be addressed by the students demonstrate in
task. their product, process, or
performance.

STEP 3

Brainstorm characteristics
that describe each
attribute.
 SUMMARIZED STEPS IN
DESIGNING A SCORING
RUBRIC BY MERTLER (2000)
STEP 4 AND STEP 5

(in relation with previous

─ step 3) step
 RUBRIC BY MERTLER (2000)
DESIGNING A SCORING
SUMMARIZED STEPS IN
STEP 6 STEP 7

Collect samples of Revise the rubric, as

student work and necessary.
exemplify each level.
 asks the teacher to score the overall process or
product as a whole
HOLISTIC all criteria are assessed simultaneously;quick
scoring
RUBRIC used when the teacher wants a quick judgment
of the students' performancE.
can be used for summative assessment

TWO TYPES OF SCORING RUBRICS

gives detailed information on the performance
each criterion is evaluated separately; time
ANALYTIC
consuming to score
used when the teacher wants to identify the RUBRIC
strengths and weaknesses of the students' work
in each criterion
can be used for formative assessment
 EXAMPLE OF
HOLISTIC RUBRIC
 EXAMPLE OF
ANALYTIC RUBRIC
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