Chapter5 Product-Oriented Performance-Based Assessment

CHAPTER 5: PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
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CHAPTER 5: PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
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.
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• Performance-based assessment has led to the

use of variety of alternative ways of evaluating
student progress (journals, checklist, portfolios,
projects, rubrics, etc.) as compared to more
traditional methods of measurement (paper-pencil
testing)
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1.Product-Oriented Learning Competencies
• Student performances can be defined as targeted

tasks that lead to a product or overall learning
outcomes.
• Communication skills such as those demonstrated
in reading, writing, speaking, and listening, or
psychomotor skills requiring physical abilities to
perform a given tasks.
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• Target tasks can also include behavior expectations

targeting complex tasks that students are expected
to achieve.
• Using rubrics is new way that teachers can evaluate
or assess student performance or proficiency in any
given tasks as it relates to a final product or learning
outcome.
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Three Levels of Product-oriented

Learning:
1.Novice or Beginners Level
2.Skilled Level
3.Expert Level
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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? (Beginner)
• Level 2: 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)
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• Level 3: Does the finished product contain

the basic minimum parts and functions, have
additional features on top of the minimum,
and is aesthetically pleasing? (Expert level)
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Example: The desired product is a representation

of a cubic prism made out of cardboard in an
elementary geometry class.
Learning Competencies: the final product
submitted by the students must:
1.Possess the correct dimension(5” x 5” x 5”) –
(minimum specifications)
2.Be sturdy, made a durable cardboard and
properly fastened together – (skilled specification)
3.Be pleasing to the observer, preferably properly
colored for aesthetic purposes – (expert level)
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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 teacher desires to observe
as outputs of the students.
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The concepts that may be associated with task designing

include:
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.
c. Creativity – the project needs to encourage students to
exercise creativity and divergent thinking.
d. Goal-Based – finally, the teacher must be hear in mind
that the project is produced in order to attain a learning
object.
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Example:
Paper folding is a traditional Japanese
art. However, it can be used as an activity to
teach the concept of plane and solid figures
in Geometry. Provide the 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)
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3. Scoring Rubric
• Are descriptive scoring schemes that are developed

by teachers or other evaluators to guide the analysis
of the product or processes of student efforts
(Brookharts,1999)
• Typically employed when a judgment of quality is
required and may be used to evaluate a broad range
of subjects and activities.
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3.1 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
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When are Scoring rubrics an appropriate

evaluation technique?
• Grading essays is just one example

of performances that may be
evaluated using scoring rubrics.
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There are many other instances in which scoring

rubrics may be used successfully:
• Evaluate group activities, extended projects and oral
presentations.
• Rubrics scoring cuts across disciplines and subject

matter for they are equally appropriate to the English,
Mathematics and Science classrooms.
• Where and when a scoring rubric is used does not

depend on the grade level or subject, but rather on
the purpose of the assessment.
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Other methods
• Authentic assessment schemes – apart from scoring
rubrics exist in the arsenal of a teacher.
• Checklist – enumerate a set of desirable
characteristics for a certain product and the teacher
marks those characteristics which are actually
observed.
• Scoring rubrics are based on descriptive
scales and support the evaluation of the extent
to which criteria have been met.
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General versus Task-Specific

• In the development of scoring rubrics, it is
well to bear in mind that it can be used to
assess or evaluate specific tasks or general
or broad category of tasks.
• General scoring rubric may be developed and used to
evaluate each of the oral presentations given by that
student
• General scoring rubrics are shown to the students
which then allow them to improve on their previous
performances.
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Process of Developing Scoring Rubrics
Development of scoring rubrics goes through a process.

• 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, 1999).
• Once done, a decision has to be made
whether a holistic or an analytic rubric
would be more appropriate.
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• Analytic scoring rubric, each criterion is

considered one by one and the descriptions of
the scoring levels are made separately;
• Holistic scoring rubric, collection of criteria is
considered throughout the construction of
each level of the scoring rubric and the result
is a single descriptive scoring scheme.
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• The next step after defining the criteria for the

top level of performance is the Identification
and definition of the criteria for the lowest
level of performance.
• The teacher is asked to determine the type of
performance that would constitute the worst
performance or a performance which would
indicate lack of understanding of the concepts
being measured.
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What are the different types of performance-based assessment?

What are the different types of performance-based assessment?

What are the three levels of product-oriented learning?

What are the three levels of product-oriented learning?

CHAPTER 5: PRODUCT-ORIENTED

• Performance-based assessment has led to the

1.Product-Oriented Learning Competencies

• Student performances can be defined as targeted

• Target tasks can also include behavior expectations

Three Levels of Product-oriented

We can define learning competencies for products

• Level 2: Does the finished product or project

• Level 3: Does the finished product contain

Example: The desired product is a representation

How should a teacher design a task for product-

The design of the task in this context

The concepts that may be associated with task designing

• Are descriptive scoring schemes that are developed

3.1 Criteria Setting

When are Scoring rubrics an appropriate

• Grading essays is just one example

There are many other instances in which scoring

• Rubrics scoring cuts across disciplines and subject

• Where and when a scoring rubric is used does not

General versus Task-Specific

Process of Developing Scoring Rubrics

Development of scoring rubrics goes through a process.

• Analytic scoring rubric, each criterion is

• The next step after defining the criteria for the

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