Contain remarks and captions for the illustrations made by
ASSESSMENT the student himself for the roles played by the characters in – Performance based tasks require performance-based EDSA 1 People Power (SKILLED) assessment in which the actual student performance is 3. Be presentable, complete, informative, and pleasing to the being assessed through a PRODUCT, that reader of the scrapbook. EXPERT demonstrates levels of task achievement. Performance based assessment for products and projects can Student Performance – can be defined as targeted tasks also be used for assessing outputs of SHORT TERM TASKS. -> Example: The desired output consists of output in a typing class. that lead to a product or overall learning outcome Learning Competencies: The final typing outputs of the students Products – may include a wide range of student work that must: target specific skills. 1. Possess no more than five (5) errors in spelling (MINIMUM) Rubrics – one way to evaluate student performance in any 2. Possess no more than five (5) errors in spelling while given task as it relates the final product or learning observing proper format based on the document to be outcomes. typewritten (SKILLED) When to use Product Oriented Performance Based 3. Possess no more than 5 errors in spelling, has the proper Assessment? format, and is readable and presentable – (EXPERT) – When the product of the activity is more important EVIDENCE – BASED – Product oriented performance based learning than the performance of the student in the process of competencies need concrete evidence that a student has achieved a certain level of competence based on product. learning. Difference of Process oriented rubric with product oriented TASK DESIGNING (How to design tasks on POPBA?) rubric – Product oriented rubrics are linked with an Concepts that may be associated with task designing include: assessment of the level of “expertise” manifested by the 1. Complexity – needs to be within range of the ability of the product.( Novice/Beginner, Skilled, Expert Levels) students. Too simple are uninteresting, too complicated are frustrating. DEFINING LEARNING COMPETENCIES FOR PRODUCTS/OUTPUT 2. Appeal – Projects should be interesting enough so that Level 1 – Does the finished product or the project illustrates the students are encouraged to pursue to complete the task. minimum expected parts or function (Beginner) 3. Creativity – Think out of the box (divergent thinking). The project should lead to exploring various possible ways of Level 2 – Does the finished product or project and contains additional presenting the output. parts and functions on top of the minimum requirements which tend to 4. Goal Based – Bear in mind that the project is produced in enhance the final output (Skilled) order to attain a learning objective. Projects are assigned Level 3 – Does the finished product contain the basic minimum parts not just for the sake of producing something but reinforcing and function, have additional features on top of the minimum, and learning. aesthetically pleasing (Expert)
EXAMPLE: The product desired is a scrapbook illustrating the
historical events called EDSA I People Power Learning Competencies: The scrapbook presented by the students must: 1. Contains pictures, newspaper clippings and other illustrations for the main characters of EDSA I (MINIMUM SPECIFICATION)