PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT
Performance – based tasks require performance – based
assessments in which the actual student – performance is
assessed through a product, such as completed project or
work that demonstrates levels of task achievement.
STUDENT PERFORMANCE - can be defined as
targeted tasks that lead to a product or overall learning
outcome
PRODUCTS - may include a wide range of student work
that target specific skills.
TARGET TASKS – Include behavior expectations
targeting complex tasks that students are expected to
achieve.
RUBRICS - one way to evaluate student performance in
any given task as it relates the final product or learning
outcomes.
PRODUCT – ORIENTED LEARNING COMPETENCIES
-Products can include a wide range of student works that
target specific skills.
-Using RUBRICS can help evaluate student performance
or proficiency in any given task as it relates to a final
product or learning outcome.
-The learning competencies associated with products or
outputs are linked with an assessment of the level of
“expertise” manifested by the product.
THREE LEVELS
1. NOVICE OR BEGINEER LEVEL
2. SKILLED LEVEL
3. EXPERT LEVEL
OTHER WAYS TO STATE PRODUCT – ORIENTED
LEARNING COMPETENCIES:
LEVEL 1: (BEGINNER)
-Does the finished product or project illustrate the
minimum expected parts or functions?
LEVEL 2: (SKILLED LEVEL)
-Does the finished product or project contain additional
parts and functions on top of the minimum requirements?
LEVEL 3: (EXPERT LEVEL)
-Does the finished product contain the basic minimum
parts and functions, have additional features on top of the
minimum, and is aesthetically pleasing?
TASK DESIGNING - The design of the task depends on
what the teacher desires to observe as outputs of the
students.
1. COMPLEXITY – It should be within the range of the
ability of the students.
2. APPEAL – The product should be appealing to
students and should lead to self – discovery of
information by the students.
3. CREATIVITY – It needs to encourage the students
to exercise creativity and divergent thinking.
4. GOAL–BASED – The project is produced to attain
a learning objective. Thus, reinforcing learning.
SCORING RUBRICS - These are descriptive scoring STEP 2: Decide whether a holistic or analytical rubric
schemes that are developed by teachers to guide the would be appropriate.
analysis of the products or processes of students’ efforts.
STEP 3: Identify and define the criteria for the top level
CRITERIA SETTING - Criteria are statements which and lowest level of performance
identify “what really counts” in the final output.
STEP 4: Create additional categories such as average,
EXAMPLE: etc. Each score category should be defined using
descriptors of the work rather than value-judgment about
- QUALITY - CREATIVITY -
the work.
COMPREHENSIVENES
- ACCURACY - AESTHETICS STEP 5: Test whether scoring rubric is reliable. Ask 2 or
more teachers to score the same set of project or outputs
THE SCORING RUBRICS AN APPROPRIATE
and correlate their individual assessments.
EVALUATION TECHNIQUE IN:
1. ESSAYS 2. EVALUATE GROUP ACTIVITIES
3. ORAL

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.

BENEFITS OF SCORING RUBRICS:

1. They support the examination of the extent to which
the specified criteria have been reached.
2. They provide feedback to students concerning how
to improve their performances.
PROCESS OF DEVELOPING SCORING RUBRICS
STEP 1: Identify the qualities and attributes that you wish
to observe in the students’ outputs that would demonstrate
their level of proficiency.