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Chapter 5 Product Oriented Performance Based Assessment

This document discusses product-oriented performance-based assessment. It provides examples of learning competencies defined at three levels - novice, skilled, and expert - for evaluating student products. Rubrics are suggested as a tool for assessment. Tasks should be designed to be at an appropriate complexity level for students and encourage creativity, while reinforcing learning objectives. Examples are given for assessing products such as a cardboard prism, historical scrapbook, and typed document based on defined competencies.

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Jamillah Ar Ga
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767 views2 pages

Chapter 5 Product Oriented Performance Based Assessment

This document discusses product-oriented performance-based assessment. It provides examples of learning competencies defined at three levels - novice, skilled, and expert - for evaluating student products. Rubrics are suggested as a tool for assessment. Tasks should be designed to be at an appropriate complexity level for students and encourage creativity, while reinforcing learning objectives. Examples are given for assessing products such as a cardboard prism, historical scrapbook, and typed document based on defined competencies.

Uploaded by

Jamillah Ar Ga
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CHAPTER 5

PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT


1. PRODUCT-ORIENTED LEARNING COMPETENCIES
Student performances can be defined as targeted tasks that lead to a product or overall learning
outcome. Products can include a wide range of student works that target specific skills. Some examples
include communication skills such as those demonstrated in reading, writing, speaking, and listening, or
psychomotor skills requiring physical abilities to perform a given task. Target tasks can also include
behavior expectations targeting complex tasks that students are expected to achieve. Using rubrics is
one way that teachers can evaluate or assess student performance or proficiency in any given task as it
relates to a final product or learning outcome. Thus, rubrics can provide valuable information about the
degree to which a student has achieved a defined learning outcome based on specific criteria that
defined the framework for evaluation.

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: novice or beginner’s level, skilled level, and expert level. Such levels
correspond to Bloom’s taxonomy in the cognitive domain in that they represent progressively higher
level of complexity in the thinking processes.

There are other ways to state product-oriented learning competencies. For instance, 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)
 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)

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 dimensions (5” x 5” x 5”) – (minimum specification)


2. Be sturdy, made of durable cardboard and properly fastened together – (skilled specification)
3. Be pleasing to the observer, preferably properly colored for aesthetic purposes – (expert level)
Example: The product desired is a scrapbook illustrating the historical event called EDSA I People
Power.

Learning Competencies: The scrapbook presented by the students must:

1. Contain pictures, newspaper clippings and other illustrations for the main characters of EDSA I
People Power namely, Corazon Aquino, Fidel V. Ramos, Juan Ponce Enrile, Ferdinand E. Marcos,
Cardinal Sin. –(minimum specification)
2. Contain remarks and captions for the illustrations made by the student himself for the roles
played by the characters of EDSA I People Power – (skilled Level)
3. Be presentable, complete, informative and pleasing to the reader of the scrapbook – (expert
level)

Performance-based assessment for products and projects can also be used for assessing outputs of
short-term tasks such as the one illustrated below for outputs in a typing class.

Example: 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 (5) errors in spelling – (minimum specifications)


2. Possess no more than 5 errors in spelling while observing proper format based on the document
to be typewritten – (skilled level)
3. Possess no more than 5 errors in spelling, has the proper format, and is readable and
presentable – (expert level)

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 the teacher desires to observe as outputs of the
students. 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. Projects that are too simple tend to be uninteresting for the students while projects
that are too complicated will most likely frustrate them.
b. Appeal. The project or activity must be appealing to the students. It should be interesting
enough so that students that are encouraged to pursue the task to completion. It should lead to
self-discovery of information by the students.
c. Creativity. The project needs 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.
d. 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 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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