IMMACULATE HEART OF MARY COLLEGE-

PARANAQUE

_____________________________

A WRITTEN REPORT ENTITLED

PRODUCT-ORIENTED PERFORMANCE-

BASED ASSESSMENT

_______________________________

IN PARTIAL FULFILLMENT OF THE COURSE

EDUC 10 ASSESSMENT OF LEARNING 2

WITH FIELD STUDY 6

__________________________________

PRESENTED BY:

MELODINA T. ANTOQUE BSED-III

_________________________________

PRESENTED TO:

MS. EUFRACIA ROCHA

 Chapter 5 Product-Oriented Performance-Based Assessment
TOPIC OUTLINE:

1.1 Product-Oriented Leaning Competencies

1.2 Task Designing

1.3 Scoring Rubrics

Introduction

This chapter is concerned with product oriented performance-based assessment. In general, a

performance-based assessment measures students' ability to apply the skills and knowledge
learned from a unit or units of study. Typically, the task challenges students to use their higher-
order thinking skills to create a product or complete a process (Chun, 2010). Performance-based
education poses a challenge for teachers to design instruction that is task-oriented. The trend is
based on the premise that learning needs to be connected to the lives of the students through
relevant tasks that focus on students’ ability to use their knowledge and skills in meaningful
ways. In this case, performance-based tasks require performance-based assessment in which the
actual student performance is assessed through a product, such as a completed project or work
that demonstrates levels of task achievement.

1.1 Product-Oriented Leaning Competencies

Student performances can be defined as targeted tasks that lead to a product or overall learning
outcomes. Product can include a wide range of student works that target specific skills.
Examples: Communication skills suich as Reading, Writing, Speaking, Listening, or
psychomotor skills(requiring physical abilities to perform a given task).

Using rubrics is one way that teachers can evaluate or assess student performance or proficiency
in any given task as it relates to a final product or leaning outcomes. The leaning competencies
associated with products or outputs are linked with an assessment of the level of “expertise”
manifested by the product. Thus, product oriented learning competencies target at least three (3)
levels: novice or beginner’s level, skilled level, and expert level.

There are other ways to state product - oriented learning competencies. For instance, we can
define learning competencies for products or outputs in the following way:
(Level 1): Does the finished product or project illustrate the minimum expected parts or
functions?
(Level2): Does the finished product or project contain additional parts and functions on top of
the minimum requirements which tend to enhance the final output? (Skilled level)
(Level 3): Does the finish product contain the basic minimum parts and functioning have
additional features on top of the minimum, and is aesthetically pleasing? (Expert level)

EXAMPLE: The product desired is a scrapbook illustrating the historical event called EDSA I
People Power.Learning Competencies: The scrapbook presented by the students must:

1. Contain pictures, newspaper clippings and other illustrations for the main characters of EDSA
I People Power namely: Corazon Aquino, Fidel V. Ramos, Juan Ponce Enrile, Ferdinand E.
Marcos, Cardinal Sin. – (minimum specifications)
2. Contain remarks and captions for the illustrations made by the student himself for the roles
played by the characters of EDSA I People Power – (skilled level)
3. Be presentable, complete, informative and pleasing to the reader of the scrapbook –
(expert level)

1.2 Task Designing

How should a teacher design a task for product-oriented performance based assessment? The
design of the task in this context depends on what the teacher desires to observe as output of the
students. The concepts that may be associated with task designing include:

 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 self-
discovery of information by the students.

 Creativity. The project needs to encourage students to exercise creativity and divergent
thinking. Given the same set of materials and project inputs, how does one best present the
project? It should lead the students into exploring the various possible ways of presenting the
final output.

 Goal-Based. Finally, 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.

Example: Paper folding is a traditional Japanese art. However, it can be used as an activity to
teach concept of plane and solid figures in geometry. Provide students with a given number of
colored papers and ask them to construct as many plane and solid figures from these papers
without cutting them (by paper folding only)
1.3 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 (Brookhart,
1999). Scoring rubrics are typically employed when a judgment of quality is required and may be
used to evaluate a broad range of subjects and activities.

1.3.2 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:

 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics

From the major criteria, the next task is to identify sub-statements that would make the major
criteria more focused ad objectives. For instance, if we were scoring an essay on : “Three
Hundred Years of Spanish Rules in the Philippines”, the major criterion “Quality” may possess
the following sub-statements:

Interrelates the chronological events in an interesting manner

Identifies the key players in each period of the Spanish rule and the roles that they played

Succeeds in relating the history of Philippine Spanish rule (related as Professional, Not quite
professional, and Novice)

When are scoring rubrics an appropriate evaluation technique?

Grading essay is just one example of performances that may be evaluated using scoring rubrics.
There are many other instances in which scoring rubrics may be used successfully: evaluate
group activities, extended projects and oral presentations. Also scoring rubrics scoring cuts
across disciplines and subject matter for they are equally appropriate in English, Mathematics
and Science classrooms.

Other Methods

Authentic assessment schemes apart from scoring rubrics exist in the arsenal of a teacher. For
example, checklists may be used rather that scoring rubrics in the evaluation essays. Checklists
enumerate a set of desirable characteristics for a certain product and the teacher marks those
characteristics which are actually observed.
Checklist are an appropriate choice for evaluation when the information that is sought is limited
to the determination of whether or not specific criteria have been met. Scoring rubrics are based
on decriptive scales and support the evaluation of the extent to which criteria have been met.

General versus Task-Specific

In the development of scoring rubrics, it is well bear in mind that it can be used to assess or
evaluate specific tasks or general or broad category of tasks. For instance, suppose that we are
interested in assessing the student’s oral communication skills.

Process of Developing Scoring Rubrics

The development through a process. The first step in the process entails the identification of the
qualities and attributes that the teacher wishes to observe in the students’ outputs that would
demonstrate their level of proficiency. (Brookhart, 1992). The next step after defining the criteria
for the top level of performance is the identification and definition if the criteria for the lowest
level of performance.

Resources

Currently, there is a broad range of resources available to teachers who wish to use scoring
rubrics in their classrooms. These resources differ both in the subject that they cover and the
level that they are designed to assess. The examples provided below are only a small sample of
the information that is available.

 State of Colorado (1998) has developed an online set of general for K-12 teacher, holistic
scoring rubrics that are designed for the evaluation of various writing assessments.
 Chicago Public Schools (1999) maintain an extensive electronic list if analytic and
holistic scoring rubrics that span the broad array of subjects represented throughout K-12
education. Resources are also available to assist college instructors who are interested in
developing and using scoring rubrics in their classrooms.
 Kathy Schrock’s Guide for Educators (2000) contains electronic materials for both the
pre-college and the college classroom.
 The ERIC Clearinghouse on Assessment and Evaluation [ERIC/AE] provides several
additional useful websites.
My Reflection/Insights:

Product-oriented performance-based assessment talks about the result of the

performance of the learner. The remarks of the activitites that the teacher appoints to the
learners. Assessing the final output of the learner can be a hardwork for the teacher
because she can’t give any marks immediately without any proof.He/She needs to come
up with a basis, a rubric that is a great tool for teachers a grading criteria for
assignments, projects, research and etc. With this instrument it provides feedback and
allow students to reflect on their performance in order to improve.

References:
https://www.slideshare.net/elenajoya/aslo2product-oriented-performancebased-
assessment