3. Name of the School Observed:
Indahag National High School
Subject Area: Chemistry
Subject matter: Colligative Properties of
Solutions

4. The product-oriented activity that we
observed is that, it aims to the students to
determine the freezing point depression of
different solutions.
 The students are very eager to finish the task
on time.
 On the first attempt, the students failed to
perform one step on its procedure, so they
performed another one.


5. 
The students listed the four properties of a
solution that depends on the concentration.

The performance based assessment which
is laboratory assignments is a good tool to
measure the students cognitive and
psychomotor skills.

6. Learning Objectives

Since our topic is all about factors affecting
the rate of chemical reaction, our learning
objectives is this:
 To let them compare rates of reaction.
 To distinguish the time that it takes for
the turbility to appear.
 To distinguish the time it takes for the
permanganate color to completely
disappear.

7. General Product-Oriented Performance
Tasks

The product of this performance test is to let
them do experimental tasks and laboratory
works regarding the subject area.
Target Skills

The target skills of this performance
assessment is to measure the ability of the
students on how patient they are upon
solving the problem-set that was given to
them.

8. Learning Activities (specific tasks)

Learning activities that was very appropriate
for this is laboratory and actual tasks. Such
as egg transplant reaction and chemical
disturbance reaction.
Assessment Tasks

The students will be assessed through their
performance during the laboratory
schedules. They will be answering their own
workbooks and be graded by the teacher.

9. Name of the School Observed:
Indahag National High School
School Address: Cagayan de Oro City
Grade/Year Level: IV high school
Subject Area: Culinary Arts
Subject Matter: Food Preparation

10. The best features of the product-oriented
performance assessment design to this subject
matter is that, the teacher let her students to
perform individually in a certain task because
in this way, the leader can measure their
competencies as well as their weaknesses
regarding the topic.

11. The specific conditions that are
necessary for a successful product-oriented
performance is that the teacher should
consistent on the competencies that he/she
would like to assess so that the student will try
to apply their mastery or what they learn.

12. The Basic Points
The points that she should consider is
that how does the student performed it. Either
they performed it with cognitive and affective
aspect , or maybe both.

13. 
Learning Objectives
 Since the topic was all about food
preparation, the students are expected to:



Show their mastery of handling
appropriate tools.
Prepare foods with appropriate nutritive
values.
Prepare foods with exact using or
following process/procedures.

14. General Performance Tasks
 The students will be performing specified
recipe their own way. They will be doing in
order for them to enhance their cognitive,
psychomotor and affective skills aspects.
Learning Activities
 The learning activities are the performance
test which will be done by the students
under the supervision of the teacher and
also the way how they deliver their
demonstration about the recipe.

15. Assessment Task
 They will be giving an evaluation share to
the teacher so that the teacher will assess
the activity or the result of what they did on
their performance test.
Rubrics for Assessing Learning
 The rubrics assessing are appearance,
palatability, accuracy, texture, and speed.

16. “GROUP ANALYSIS”
Originally designed product-oriented
performance can appropriately assess the
teacher’s learning objectives because it will
really sight the competency that the teacher
wants to measure or assess.
The teachers give attention to the student’s
product-oriented tasks because it will
determine the special learning need that the
learner may have.

17. Product-oriented performance can be
appropriately used when the teacher wants to
directly assess student performance through
real-life tasks or products. This will encourage
students to use higher order thinking skills and
to be more active their own understanding.

18. Thank you &