PRODUCT-

ORIENTED
PERFORMANCE-
BASED
ASSESSMENT
 What is Performance-Based Assessment?

Speaking: Jemelline A. Palomeno

 What is Performance-Based Assessment?

 It is a direct and systematic observation of the actual performance of

students based on the predetermined performance criteria.

Speaking: Jemelline A. Palomeno

 What is Performance-Based Assessment?

 It is a direct and systematic observation of the actual performance of

students based on the predetermined performance criteria.

 Sometimes referred to as “authentic assessment” or “alternative

assessment.”

Speaking: Jemelline A. Palomeno

 What is Performance-Based Assessment?

 It is a direct and systematic observation of the actual performance of

students based on the predetermined performance criteria.

 Sometimes referred to as “authentic assessment” or “alternative

assessment.”
 An alternative form of assessing the performance of students that
represents a set of strategies for the application of knowledge, skills, and
work habits through the performance of tasks that are meaningful and
engaging to them.

Speaking: Jemelline A. Palomeno

 01
WHAT IS PRODUCT-
ORIENTED
PERFORMANCE-BASED
ASSESSMENT?
Speaking: Jemelline A. Palomeno
 Product-Oriented
Performance-Based
Assessment

Speaking: Jemelline A. Palomeno

 Product-Oriented
Performance-Based
Assessment

■ “Product” is the actual creation of students that can be viewed or

touched by the teacher.

Speaking: Jemelline A. Palomeno

 Product-Oriented
Performance-Based
Assessment

■ “Product” is the actual creation of students that can be viewed or

touched by the teacher.
■ An assessment where the actual student performance is assessed
through a product*, such as completed project or work that
demonstrates level of task achievement.
Examples: Poems, essays, charts, drawings, maps, etc.

Speaking: Jemelline A. Palomeno

 02
PRODUCT-ORIENTED
LEARNING
COMPETENCIES

Speaking: Lilian A. Guinto

 Student
Performances
targeted tasks that lead
to a product or overall
learning outcome.

Speaking: Lilian A. Guinto

 Target Tasks
Student behavior expectations
Performances targeting complex
tasks that students are
expected to achieve.
targeted tasks that lead
to a product or overall
learning outcome.

Speaking: Lilian A. Guinto

 Target Tasks
Student behavior expectations
Performances targeting complex
tasks that students are
expected to achieve.
targeted tasks that lead
to a product or overall
learning outcome. Products
include a wide range of
student works that
target a specific skills.

Speaking: Lilian A. Guinto

 Product-Oriented
Learning Competencies

Speaking: Lilian A. Guinto

 Product-Oriented
Learning Competencies

 Learning competencies associated with products or outputs are linked

with an assessment of the level of “expertise” manifested by the
product.

Speaking: Lilian A. Guinto

 Product-Oriented
Learning Competencies

 Learning competencies associated with products or outputs are linked

with an assessment of the level of “expertise” manifested by the
product.

Target at least three (3) levels:

a. Novice or beginner’s level
b. Skilled level
c. Expert level

Speaking: Lilian A. Guinto

 Level 1:
Does the finished
product or project
illustrate the minimum
expected parts or
functions?
(Beginner)
Speaking: Lilian A. Guinto
 Level 2:
Does the finished product
or product project contain
additional parts and
functions on top of the
minimum requirements
which tend to enhance the
final output?
(Skilled)
Speaking: Lilian A. Guinto
 Level 3:
Does the finished product
contain the basic minimum
parts and the functions,
have additional features on
top of the minimum and is
aesthetically pleasing?
(Expert)
Speaking: Lilian A. Guinto
 Example:

Speaking: Lilian A. Guinto

 Example:
The product desired is a scrapbook illustrating the historical event called EDSA I
People Power

Speaking: Lilian A. Guinto

 Example for assessing output of
short-term tasks
The desired output consists of the output in a typing class

Learning competencies: The final typing outputs of the students must:

1. Possess no more than five errors in spelling (beginner)

Speaking: Lilian A. Guinto

 Example for assessing output of
short-term tasks
The desired output consists of the output in a typing class

Learning competencies: The final typing outputs of the students must:

1. Possess no more than five errors in spelling (beginner)

2. Possess no more than 5 errors in spelling while observing proper format based
on the document to be typewritten (skilled)

Speaking: Lilian A. Guinto

 Example for assessing output of
short-term tasks
The desired output consists of the output in a typing class

Learning competencies: The final typing outputs of the students must:

1. Possess no more than five errors in spelling (beginner)

2. Possess no more than 5 errors in spelling while observing proper format based
on the document to be typewritten (skilled)

3. Possess no more than 5 errors in spelling, has the proper format, and is
readable and presentable (expert)

Speaking: Lilian A. Guinto

 03
TASK
DESIGNING

Speaking: Shiela Marie C. Siarez

 Task Designing

Speaking: Shiela Marie C. Siarez

 Task Designing
The design of the task depends on what the teacher desires to observe as
outputs of the students.

Speaking: Shiela Marie C. Siarez

 Task Designing
The design of the task depends on what the teacher desires to observe as
outputs of the students.
a) Complexity: The level of complexity of the project needs to be
within the range of ability of the students.

Speaking: Shiela Marie C. Siarez

 Task Designing
The design of the task depends on what the teacher desires to observe as
outputs of the students.
a) Complexity: The level of complexity of the project needs to be
within the range of ability of the students.
b) Appeal: The project or activity must be appealing to the students
and should lead to self-discovery of information by the students.

Speaking: Shiela Marie C. Siarez

 Task Designing
The design of the task depends on what the teacher desires to observe as
outputs of the students.
a) Complexity: The level of complexity of the project needs to be
within the range of ability of the students.
b) Appeal: The project or activity must be appealing to the students
and should lead to self-discovery of information by the students.
c) Creativity: The project needs to encourage students to exercise
creativity and divergent thinking.

Speaking: Shiela Marie C. Siarez

 Task Designing
The design of the task depends on what the teacher desires to observe as
outputs of the students.
a) Complexity: The level of complexity of the project needs to be
within the range of ability of the students.
b) Appeal: The project or activity must be appealing to the students
and should lead to self-discovery of information by the students.
c) Creativity: The project needs to encourage students to exercise
creativity and divergent thinking.
d) Goal-Based: The project is produced to attain a learning objective.
Thus, reinforcing learning.
Speaking: Shiela Marie C. Siarez
 X A MP L
E
E

Speaking: Shiela Marie C. Siarez

 Paper folding is a traditional Japanese
Art. However, it can be used as an
activity to teach the concept of plane

X A MP L and solid figures in geometry. Provide

E the students with a given number of
E colored papers and ask them to
construct as many plane and solid
figures from these papers without
cutting them (by paper folding only).

Speaking: Shiela Marie C. Siarez

 04
SCORING
RUBRICS

Speaking: Erika France S. Demillo

 What is Scoring Rubric?

Speaking: Erika France S. Demillo

 What is Scoring Rubric?

■ A coherent set of criteria for students' work that includes

descriptions of levels of performance quality on the criteria;

Speaking: Erika France S. Demillo

 What is Scoring Rubric?

■ A coherent set of criteria for students' work that includes

descriptions of levels of performance quality on the criteria;

 A descriptive scoring schemes developed by teachers or other

educators to guide the analyses of the processes or products of
students’ efforts (Brookhart, 1999).

Speaking: Erika France S. Demillo

 Scoring Rubrics

Speaking: Erika France S. Demillo

Difference of Scoring Rubrics between Process-
Oriented and Product-Oriented
CRITERIA SETTINGS (Process-Oriented)

Speaking: Erika France S. Demillo

Difference of Scoring Rubrics between Process-
Oriented and Product-Oriented
CRITERIA SETTINGS (Process-Oriented)
(Example: Criteria for Recitation)

Speaking: Erika France S. Demillo

Difference of Scoring Rubrics between Process-
Oriented and Product-Oriented
CRITERIA SETTINGS (Process-Oriented)
(Example: Criteria for Recitation)

1. Number of appropriate hand gestures

Speaking: Erika France S. Demillo

Difference of Scoring Rubrics between Process-
Oriented and Product-Oriented
CRITERIA SETTINGS (Process-Oriented)
(Example: Criteria for Recitation)

1. Number of appropriate hand gestures

2. Appropriate facial expression

Speaking: Erika France S. Demillo

Difference of Scoring Rubrics between Process-
Oriented and Product-Oriented
CRITERIA SETTINGS (Process-Oriented)
(Example: Criteria for Recitation)

1. Number of appropriate hand gestures

2. Appropriate facial expression
3. Voice inflection

Speaking: Erika France S. Demillo

Difference of Scoring Rubrics between Process-
Oriented and Product-Oriented
CRITERIA SETTINGS (Process-Oriented)
(Example: Criteria for Recitation)

1. Number of appropriate hand gestures

2. Appropriate facial expression
3. Voice inflection
4. Incorporate proper ambiance through feelings in the voice

Speaking: Erika France S. Demillo

What are the purposes of Scoring Rubrics?

Speaking: Erika France S. Demillo

What are the purposes of Scoring Rubrics?

 As an assessment tool, the main purpose of a rubric is to assess student’s

performance or work.

Speaking: Erika France S. Demillo

What are the purposes of Scoring Rubrics?

 As an assessment tool, the main purpose of a rubric is to assess student’s

performance or work.
 For some performances, we observe the students in the process of doing
something; like using equipment or maybe discussing an issue. (Process-
Oriented)

Speaking: Erika France S. Demillo

What are the purposes of Scoring Rubrics?

 As an assessment tool, the main purpose of a rubric is to assess student’s

performance or work.
 For some performances, we observe the students in the process of doing
something; like using equipment or maybe discussing an issue. (Process-
Oriented)
 For other performances, we observe the product that is the result of
student’s work; like a finished bookshelf or a written report. (Product-
Oriented)

Speaking: Erika France S. Demillo

 Types of Performances that can be assessed
with Scoring Rubrics
TYPES OF PERFORMANCE EXAMPLES
PROCESSES (Process-Oriented)
 Doing push-ups
 Physical skills
 Playing musical instrument
 Use of equipment
 Making speech to the class; reading
 Oral Communication
aloud
 Work habits
 Working independently

PRODUCTS (Product-Oriented)
 Constructed objects
 Wooden bookshelf; handmade apron
 Written essays, themes, reports,
 Essays about COVID-19 cases in the
term papers Philippines; Term paper about the
 Other academic projects that
New Normal Education
demonstrate understanding of  Model/diagram of Solar system;
concepts Concept map

Speaking: Erika France S. Demillo

 Lastly, rubrics give structure to
observations. Matching your
observations of a student's
work to the descriptions in the
rubric averts the rush to
judgment that can occur in
classroom evaluation situations.

Speaking: Erika France S. Demillo

 05
PARTS OF A
RUBRIC

Speaking: Emily Mae C. Digal

 ANALYTIC RUBRIC EXAMPLE

Speaking: Emily Mae C. Digal

 TITLE

Speaking: Emily Mae C. Digal

 DESCRIPTION

Speaking: Emily Mae C. Digal

 CRITERIA

Speaking: Emily Mae C. Digal

 FACEBOOK POST

Speaking: Emily Mae C. Digal

 SCALE / LEVEL OF
PERFORMANCE

Speaking: Emily Mae C. Digal

 WEIGHT

Speaking: Emily Mae C. Digal

 DESCRIPTOR
S

Speaking: Emily Mae C. Digal

 DESCRIPTOR
S
5
5
5
4
2
5
Speaking: Emily Mae C. Digal 26/3O
 HOLISTIC RUBRIC EXAMPLE

Speaking: Emily Mae C. Digal

 06
PROCESS OF
DEVELOPING SCORING
RUBRICS

Speaking: Emily Mae C. Digal

 1. Identify the
product /
output you
want to assess.

Speaking: Emily Mae C. Digal

 2. Determine the
criteria to assess
students’
outputs.

Speaking: Emily Mae C. Digal

 3. Develop a
rating scale.

Speaking: Emily Mae C. Digal

 4. Develop the
quality of
descriptors.

Speaking: Emily Mae C. Digal

 5. Test your
rubric.

Speaking: Emily Mae C. Digal

 Question:

Speaking: Emily Mae C. Digal

 Question:
Why must teachers share
the rubrics among their
students?

Speaking: Emily Mae C. Digal

 07
WHY ARE
RUBRICS
IMPORTANT?
Speaking: Symon dela Cruz
 Rubrics help
teachers teach.

Speaking: Symon dela Cruz

 Rubrics help
coordinate
instruction and
assessment.

Speaking: Symon dela Cruz

 Rubrics help
students learn.

Speaking: Symon dela Cruz

Thanks!