HENRY JACOB A.

SOLANO

BSEd-IV C1

Product-Oriented Performance-Based Assessment

1. Differentiate process-oriented performance-based assessment
from product-oriented performance-based assessment.
- Process-oriented performance-based assessment concentrates on
how the students organize or prepare a given project or tasks. It focuses
more on how the students deal with difficulties, while the product-oriented
performance-based assessment concentrates more on the outcomes,
outputs or the products the students had done from certain task.
2. Describe the product-oriented learning competencies and how
these competencies are developed.
-Product-oriented learning competencies focuses more on the product
or output of the students. It concentrates more on the quality of the product
produced. The assessment role is to give a rubric to become more objective
in assessing the students output, which will give more unbiased information
to the student achievements.
3. How do the tasks in product performance-based assessment
being designed?
- Tasks are being planned by the teachers according to what he/she
likes the students to learn after the output has been established. The teacher
planned it to what only the students can accomplish. The teacher must also
focus on the interest of the students to a certain project or requirements. it
should attract the students attitude. Creativeness must also be present, for
the facilitator to measure the ability of the learners. The teacher must have
to give a criteria and it must presented to students for them to be aware of
how would the project or the activity be judged.
4. How do products were scored using scoring rubrics? What are the
criteria to be considered in scoring products?
-Task, Activity, products or outputs should be judged using the
developed rubrics or criteria. Each criterion has a description that describes
how the output should follow or should be observed in an output. The
teacher will score the output based on the presented scoring points.
-The criteria to be used will depend on the aspiration of the facilitator.
These are the examples of the most commonly used criteria:
Neatness,
Relevance
to
the
theme,
Quality,
Creativity,
Comprehensiveness, Accuracy, and Aesthetics
5. What are the other methods that can be utilized in assessing the
products?

-the other methods being utilized in assessing products are checklists,

peer scoring, evaluation sheets and group critics.
6. Make a scoring rubric for a product-oriented assessment.

Analytic Rubric for a Animal Cell Model

1

Weight

Structure

The structure is
does not really look
like an animal cell.

The model looks

like Animal Cell
but needs more
improvement.

The model is
well-made and
well-structured.

10%

Labels

Only some parts of

the model are
correctly labeled or
labels are missing

Some parts of
the model are
mistakenly
labeled

All parts of the

model are
properly labeled

20%

Accuracy

The parts are

inaccurately
represented,
contain major
errors, or are
missing
The model is
chaotic and difficult
to comprehend

Representation
of parts
contains
inconsequential
errors

All parts are

precisely
represented on
the model.

50%

The model is
generally wellordered and
comprehensible.

The graph is
very wellordered, neat
and easy to
understand.

20%

Neatness