Process-Oriented, Performance Based Assessment (Group4)

Process-Oriented Performance Based Assessment
● Process-oriented performance-based assessment is concerned with the actual task

performance rather than the output or product of the activity.
● Information about outcomes is important. To improve outcomes, we need to know about
student experience along the way.
Process-Oriented Learning Competencies
● Information about outcomes is of high importance; where students “end up” matters
greatly. But to improve outcomes. We need to know about student experience along the
way – about the curricula, teaching, and kind of student effort that lead to particular
outcomes.
Learning Competences?
● competencies are defined as groups or clusters of skills and abilities needed for a
particular task.
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
Task Designing
GENERALLY ACCEPTED STANDS FOR DESIGNING A TASK:
● Identifying an activity that would highlights the competencies to be evaluated
Examples: reciting poem, writing an essay
● 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.
Scoring Rubrics - are scales used to access student performance against specific
criteria. They provide clear expectations, consistent assessment, and detailed
feedback on strengths and areas of improvement.
For example, the following rubric ( scoring scale ) covers the actual performance of the task in
an English class.
CRITERIA 1 2 3
Number of X1 1-4 5-9 10-12

appreciate Hand
Gestures
Appreciate X1 Lots of Few of No apparent

Facial Inappropriate Inappropriate Inappropriate
Expressions facial expression facial expression facial expression
Voice Inflection X2 Monotone Voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty
Incorporate X3 Recitation Recitation has Recitation fully

Proper contains very some feelings captures
Ambiance little feelings ambiance
Through feelings through feelings
in the voice in the voice
Two types of rubrics
1. Analytic Rubric- Assesses student performance on each individual criterion. Provides more
detailed and specific feedback.
Table 1: An Analytic Rubric Example for a Speaking Task
Factual Information Vocabulary Correctness of Fluency

Language
3 3 3 3
It contained more Student used a wide Less than 10% of Introduction was
than 5 facts about variety of words contain told with
student. vocabulary words to pronunciation errors expression, not flat;
describe self (more two or fewer good L2 intonation
than in the lesson). grammar mistakes; pattern; confident in
0-1 incorrect word speech.
choices.
2 2 2 2
The student gave Student used the Between 11% and Some expression in
between 3-5 facts necessary 30% of words have speech through
about him herself. vocabulary and pronunciation errors mechanical in
basic vocabulary between 3 and 6 places a few pauses
was used correctly. grammar errors but they didn't
between 2 and 1 detract from
incorrect word comprehensibility.
choices.
1 1 1 1
The student gave The introduction More than 30% of Very flat
less than 3 facts used words words have presentation; little
about him herself. incorrectly and used pronunciation errors L2 intonation
only basic words more than 6 pattern; many
replicated the grammar errors; pauses, hesitations,
lesson. more than 4 and restart that
incorrect word made it difficult to
choices. follow.
2. Holistic Rubric- Assesses performance across multiple criteria as a whole. Provides a general
overview of student performance.
Table 2: A Holistic Rubric Example for a Speaking

Exceeds Expectations Meets Expectations Fails to Meet Expectations
● All directions are in ● Most (80%) of the ● Uses fewer than 4

the imperative directions are in the directions
form. imperative form. ● More than half of
● 90% of the ● At least 75% of the the directions are
directions were directions were incorrect in form.
correct. correct. ● Less than 75% of
● More than 6 ● Includes at least 4 the directions were
directions are used but fewer than 6 correct.
● Grammatical errors directions. ● Grammatical errors
are minor and don't ● Some grammatical impede
impede errors but they don't comprehensibility.
comprehensibility. impede ● Used fewer than 2
● Includes more than comprehensibility physical references
4 or more physical ● Include 2-3 physical with descriptions.
references with references with
descriptions. descriptions.
• Criteria Selection - The specific elements or standards use to assess student performance,
listed as the rows or sections of the rubric, with clear and specific descriptions.
• Setting of Performance Levels - Different levels of achievement or proficiency represented as

the columns or categories of the rubric, labeled and described to indicate expectations and
standards.

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Process-Oriented Performance Based Assessment

● Process-oriented performance-based assessment is concerned with the actual task

Number of X1 1-4 5-9 10-12

Appreciate X1 Lots of Few of No apparent

Incorporate X3 Recitation Recitation has Recitation fully

Two types of rubrics

Factual Information Vocabulary Correctness of Fluency

Table 2: A Holistic Rubric Example for a Speaking

● All directions are in ● Most (80%) of the ● Uses fewer than 4

• Setting of Performance Levels - Different levels of achievement or proficiency represented as

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