PRODUCT-ORIENTED

PERFORMANCE-BASED
ASSESSMENT
ASSESSMENT OF STUDENT LEARNING 2
2ND SEMESTER, SY 2017-2018
DR. ALMIRA A. MIRA-ATO
•Student performances can be
defined as targeted tasks that
lead to a product or overall
learning outcomes.
•The learning 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:
•Notice that in all of the above 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.
 TASK DESIGNING

• 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:
• 1. COMPLEXITY - The level of complexity of the project
needs to be within the range of ability of the
students.
 TASK DESIGNING

• 2. 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.
 TASK DESIGNING

• 3. Creativity. The projects need 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.
 TASK DESIGNING

• 4) 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)
 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.
• From the major criteria, the next task is to identify sub-statements
that would make the major criteria more focused on objectives.
 GUIDELINES FOR STATING PRODUCT
CRITERIA
1) Identify the steps or features of the performance or task
to be assessed imagining yourself performing it,
observing students performing it or inspecting finished
products.
2) List the important criteria of the performance or
product.
3) Try to keep the performance criteria few so that they
can be reasonably observed and judged.
4) Have teachers think through the criteria as a group.
 GUIDELINES FOR STATING PRODUCT
CRITERIA

5) Express the criteria in terms of observable student

behavior or product characteristics.
6) Avoid vague and ambiguous words like correctly,
appropriately, and good.
7) Arrange the performance assessment instruments to
use or modify them before constructing them.