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Product-OrientedPerformance –Based
Assessment
Product-Oriented Performance –Based Assessment
Performance-based tasks required performance –based assessment
-In which the actual students’ performance is assessed through a product.
Product-Oriented Performance –Based Assessment
Product-Oriented Performance –Based Assessment
3.1 Product – Oriented learning competencies
Products- include a wide range of student works that target specific skills.
Product-Oriented Performance –Based Assessment
Examples: reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task.
Product-Oriented Performance –Based Assessment
Target tasks- include behaviour expectations targeting complex
tasks that students are expected to achieve.
Product-Oriented Performance –Based Assessment
Rubrics- one way that the teachers can evaluate or assess student performance or proficiency in any given task as it relates to a final product or learning outcome
Product-Oriented Performance –Based Assessment
Product –oriented learning competencies target at least three (3) levels
• Novice or beginner’s level• Skilled level • Expert level
Product-Oriented Performance –Based Assessment
Level 1. Novice or beginners’ level
• Does the finish product or project illustrate the minimum expected parts or function?
Product-Oriented Performance –Based Assessment
Level 2. Skilled level• Does the finished
product or project contain additional parts and function on top of the minimum requirements which tend to enhance the final output?
Product-Oriented Performance –Based Assessment
Level 3. Expert level• Does the finish product
contain the basic minimum parts and functioning have additional features on top of the minimum, and is aesthetically pleasing?
Product-Oriented Performance –Based Assessment
Performance-Based assessment for products and projects can also be used for assessing outputs of short-term tasks.
Product-Oriented Performance –Based Assessment
Example: The desired output consists of the output in a typing class.
Learning competencies: the final typing outputs of the students must:
Product-Oriented Performance –Based Assessment
1. Possess no more than five(5) errors in spelling- (minimum specifications)
Product-Oriented Performance –Based Assessment
2. Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten- (skilled level)
Product-Oriented Performance –Based Assessment
3. Possess no more than 5 errors in spelling, has the proper format, and is readable and presentable-(expert level)
Product-Oriented Performance –Based Assessment
Task Designing
Product-Oriented Performance –Based Assessment
a. Complexity- The level of complexity of the project needs to be within the range of ability of the students.
Product-Oriented Performance –Based Assessment
b. Appeal- the project or the activity must be appealing to the students.
Product-Oriented Performance –Based Assessment
c. Creativity- The project needs to encourage students to exercise creativity and divergent thinking.
Product-Oriented Performance –Based Assessment
d. Goal- based- Finally, the teacher must bear in mind that the project is produced in order
to attain a learning objective.
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