PRODUCT-ORIENTED

PERFORMANCE-BASED
ASSESSMENT

Ms. Ma.
Berthie
Bernadette A.
Casinto
 Learning Objectives
Knowledge Describe product-oriented performance-
Remembering
The fact or condition of based assessment and its competencies
knowing something with
familiarity gained
Explain how product-oriented
through experience or Understanding performance-based assessment can be
association
conducted
Relate the purposes of product-oriented
Applying
learning to real life classroom situations
Skills
The ability and capacity
Identify the relationship between criteria
acquired through deliberate,
systematic, and sustained
Analyzing selection and setting of performance levels
effort to smoothly and in scoring rubrics
adaptively carryout complex
activities or the ability, Describe several types of competencies
coming from one's Evaluating
knowledge, practice, aptitude, and how they are applied
etc., to do something
Write analytical and holistic scoring rubrics
Creating
for the given tasks
Responding to Discuss how product – oriented
Attitude Phenomena performance – based assessment can be
applied to the given situations

Values Valuing Critical thinking

This or That?

VS.
This or That?

VS.
This or That?

VS.
 PRODUCT-ORIENTED
PERFORMANCE-BASED
EDUCATION
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.
 01

Product – Oriented
Learning Competencies
The learning competencies associated with products or outputs are linked
with an assessment of the level of “expertise” manifested by the product.

Beginner’s Level Skilled Level Expert Level

Does the finished Does the finished Does the finished

product or project product or project product or project
illustrate the contain additional parts contain the basic
minimum expected and functions on top of minimum parts and
parts or functions? the minimum functions, have
requirements which additional features on
tend to enhance the top of the minimum,
final output? and is aesthetically
pleasing?
Example #1

The desired product is a representation of a cubic prism made out of

cardboard in an elementary geometry class.

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

1. Possess the 2. Be sturdy, made of 3. Be pleasing to the

correct durable cardboard observer, preferably
dimensions and properly fastened properly coloured for
(5”x5”x5”) together aesthetic purposes
Example #2

The product designed is a scrapbook illustrating the historical event

called EDSA I People Power

Learning competencies:
The scrapbook presented by the students must:

1. Contain pictures, 2. Contain remarks and 3. Be presentable,

newspaper clippings captions for the illustrations complete, informative,
and other illustrations made by the student and pleasing to the
for the main himself for the roles played reader of the scrapbook
characters of EDSA I by the characters of EDSA
People Power I People Power
Example #3

The desired output consists of the output in a typing class.

Learning competencies:
The final typing outputs of the students must:

1. Possess no more 2. Posses no more that 5 3. Possess no more than 5

that five (5) errors in spelling while errors in spelling, has the
errors in spelling observing proper format proper format, and is
based on the document to readable and presentable
be typewritten
Notice that in all of the given examples, product-
oriented performance based learning competencies
are evidence-based. The teacher needs concrete
evidence that the student has achieved a certain
level of competence based on submitted products
and projects.
 02

Task Designing
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-discovery of information by the students.
Task Designing

Creativity
The project needs to encourage students to exercise creativity and divergent
thinking. It should lead the students into exploring the various possible ways
of presenting the final output.

Goal-Based
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.
Task Designing

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
the students with a given number of
coloure d p a p e r s a n d a s k t h e m t o
construct as many plane and solid
figures of these papers without cutting
theme (by paper folding only).
 03

Scoring Rubrics
 Scoring Rubrics
Scoring rubrics are descriptive scoring schemes that are
developed by teachers or other evaluators to guide the
analysis of the products or processes of students’ efforts.

Scoring rubrics are typically employed when a judgement

of quality is required and may be used to evaluate a broad
range of subjects and activities.
 Task-Specific Scoring
General Scoring Rubric Rubric
General or generic rubrics can be Task-specific rubrics are used
applied to a number of different tasks. to evaluate specific tasks and
contain criteria and
descriptions that reflect specific
Can use the same rubric to features
evaluate many different tasks of the elicited performance.

Use a general rubric when you Use a task-specific rubric when

want to assess reasoning, skills, you want to assess knowledge
and products when students are and consistency of scoring is
not all doing exactly the same important.
task
Process of Developing Scoring Rubrics

1. Identification of the qualities and attributes that the teacher wishes to

observe in the students’ outputs that would demonstrate their level of
proficiency.

Analytic Scoring Rubric : each criterion is considered one by one and

the descriptions of the scoring levels are made separately.

Holistic Scoring Rubric : the collection of criteria is considered

throughout the construction of each level of the scoring rubric and the
result is a single descriptive scoring theme.
Process of Developing Scoring Rubrics

2. Identification and definition of the criteria for lowest levels of performance.

Determine the type of performance that would constitute the worst performance.
The underlying reason for this step is for the teacher to capture the criteria that
would suit a middle level performance for the concept being measured.

This process can be used until the desired number of score levels is reached or
until no further distinctions can be made.
Each score category should be defined using descriptors
of the work rather than value-judgement about the work.

“Student’s sentences contain no errors in subject-verb agreements.”

“Student’s sentences are good.”

Process of Developing Scoring Rubrics

3. Test whether the scoring rubric is “reliable” by asking two or more teachers to
score the same set of projects or outputs and correlate their individual
assessments.

High correlations between the raters imply high interrater reliability.

Where and when a scoring rubric is used does
not depend on the grade level or subject, but
rather on the purpose of the assessment.
Other Methods
Checklists
Checklists enumerate a set of desirable characteristics for a
certain product and the teacher marks those characteristics
which are actually observed.

Checklists are an appropriate choice for evaluation when the

information that is sought is limited to the determination of
whether specific criteria have been met.
 04

Criteria
Selection
Scoring Rubrics
Criteria Setting
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:

ü Quality
ü Creativity
ü Comprehensiveness
ü Accuracy
ü Aesthetics
 05

Setting of
Performance
Levels
The performance level is an indication of the quality of the
demonstrated performance on a criterion. Three to five
performance levels are commonly used.
Examples of performance levels may include:
ü Exemplary
ü Excellent
ü Mastery
Make sure you indicate
ü Accomplished the point values will
ü Proficient you be assigning the
ü Competent performance levels.
ü Developing
ü Needs Improvement
 06

Utilization of
Information
Effective Use of Assessment Results

• Assessment reports that end up briefly perused and then filed without
any resulting action are a waste of time.
• Actively discourage inappropriate interpretations or use of assessment
results. How results have been used in the past has been shown to
have a significant effect on people’s willingness to participate in
gathering and using assessment information.
• Prevent problems with closing the loop by carefully planning your
assessment.
• While positive assessment results should be celebrated, even more
recognition and reward should go to exemplary assessment efforts.
• Promote the use of multiple sources of information when making any
major decision.
• Communicate assessment information widely and transparently.
Activity

Direction: Design a project or task for each of the following learning

objectives.

1. Analyze the events leading to Rizal’s martyrdom

2. Differentiate between monocotyledon and dicotyledon
3. Illustrate the cultural diversity of the Philippines
4. Illustrate the concept of “osmosis”
5. Identify similarities and differences of at least two major dialects in
the Philippines.
Assessment

Direction: Develop an analytical scoring rubric for the following activities.

1. Oral presentation of the piece “Rhyme of the Ancient Mariner”

2. Scrapbook on “EDSA I Revolution”
3. Laboratory output in “Frog dissection”
4. Evaluating an art work “candle-blowing exercise”
5. Essay on “Why Jose Rizal should be the national hero”
Assignment

Direction: Develop a holistic scoring rubric for the following activities.

1. Essay on “Should the power industry be deregulated?”

2. Group activity in “Geometric Shapes through Paper Folding”
3. Evaluating performance in argumentation and debate
4. Group activity on “solutes and solvents”
5. Oral presentation of the piece “Land of Bondage, Land of the Free”
 Thank you,
everybody! See you
next time! :)
Ms. Ma. Berthie Bernadette A. Casinto
 Resources

● De Guzman-Santos, R. (n.d.)
Advanced Methods in Educational
Assessment and and Evaluation
● https://www.valdosta.edu/acade
mics/elearning/documents/setting
-up-your-rubric.pdf