1. PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT

2.  Performance-based education poses a
challenge for teachers to design
instruction that is task-oriented.
 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.

3. Product-Oriented Learning
Competencies
Products can include a wide range of student
works that target specific skills.
Examples:
Communication skills such as those
demonstrated in reading, writing, speaking,
and listening, or psychomotor skills
requiring physical abilities to perform a
given task

4. Using rubrics can help evaluate
student performance or
proficiency in any given task as it
relates to a final product or
learning outcome.

5. The learning competencies associated
with products or outputs are linked
with an assessment of the level of
“expertise” manifested by the product.
3 Levels
Novice or beginner level
Skilled level
Expert level

6. Other ways to state product-
oriented learning competencies
Level 1: Does the finished product or project
illustrates the minimum expected parts
or functions?
Level 2: Does the finished product or project
contain additional parts and functions on
top of the minimum requirements?
Level3: Does the finished product contain the basic
minimum parts and functions, have
additional features on top of the
minimum, and is aesthetically pleasing?

7. 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:
 Possess the correct dimensions (5”x5”x5”)
 Be sturdy, made of durable cardboard and
properly fastened together
 Be pleasing to the observer, preferably properly
colored for aesthetic purposes

8. 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:
 Contain pictures, newspaper clippings, and other
illustrations of the main characters of EDSA I
 Contain remarks and captions for the illustrations
made by the student himself for the roles played
by the characters of EDSA I People Power
 Be presentable, complete, informative and
pleasing to he reader of the scrapbook

9. 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:
 Possess no more than five errors in spelling
 Possess no more than 5 errors in spelling while
observing proper format based on the document
to be typewritten
 Posses no more than 5 errors in spelling, has the
proper format, and is readable and presentable
Product-oriented performance based learning are
evidence-based

10. Task Designing
The design of the task depends on what the teacher
desires to observe as outputs of the students.
 Complexity. It should be within the range of
the ability of the students
 Appeal. The project should be appealing to
students and should lead to self-discovery of
information by the students.
 Creativity. It needs to encourage students to
exercise creativity and divergent thinking.
 Goal-based. The project is produced to attain a
learning objective. Thus, reinforcing learning.

11. Exercise
Design a project or task for each of the
following learning objectives.
 Analyze the events leading to Rizal’s
martyrdom.
 Illustrate the concept of “diffusion”
 Illustrate the cultural diversity in the
Philippines

12. Scoring Rubrics
These are descriptive scoring
schemes that are developed by
teachers to guide the analysis of
the products or processes of
students’ efforts.

13. Criteria Setting
Criteria are statements which
identify “what really counts” in
the final output.
Example:
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics

14. Identify substatements that would make the
major criteria more focused and objective.
Example: Essay on “The Three Hundred
Years of Spanish Rules in the Philippines”
Quality
 Interrelates the chronological events in an
interesting manner
 Identifies the key players in each period of
the Spanish rule and the roles that they
played
 Succeeds in relating the history of
Philippine Spanish rule

15. Analytic Rubric for Graphic
Display of Data
1 2 3 Weight
Title The title does not The graph The graph 10%
reflect what the contains the contains a title
data show or the title that that clearly
title is missing. generally tells tells what the
what the data data show
show
Labels Only some parts Some parts of All parts of the 20%
of the graph are the graph are graph are
correctly labeled inaccurately correctly
or labels are labeled labeled
missing
Accuracy The data are Data All data are 50%
inaccurately representation accurately
represented, contains minor represented on
contain major errors the graph
errors, or are
missing
Neatness The graph is The graph is The graph is 20%
sloppy and generally neat very neat and
difficult to read and readable easy to read

16.  Organization of document is difficult to follow due to a combination of
the following:
1. Inadequate transitions
2. Rambling format
3. Insufficient or irrelevant information
4. Ambiguous graphics
 The document contains numerous distractions that appear in the
combination of the following forms:
1. Flow in thought
2. Graphical presentation
3. Grammar/mechanics
There appears to be no organization of the document’s contents
Sentences are difficult to read and understand

17. When are scoring rubrics an
appropriate evaluation technique?
 Essay
 Evaluate group activities
 Oral presentations
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

18. Other Methods
 Checklists are appropriate for evaluation when
the information that is sought is limited to the
determination of whether specific criteria have
been met.
 Scoring rubrics are based on descriptive scales
and support the evaluation of the extent to
which criteria have been met.
 If the purpose of assessment have been met
Benefits of scoring rubrics:
 They support the examination of the extent to
which the specified criteria have been reached.
 They provide feedback to students concerning
how to improve their performances

19. Process of Developing Scoring
Rubrics
Steps
 Identify the qualities and attributes that you
wish to observe in the students’ outputs that
would demonstrate their level of proficiency
 Decide whether a holistic or analytical rubric
would be appropriate
In analytic scoring rubric, each criteria is
considered one by one and the descriptions of
the scoring levels are made separately while in
holistic rubric, the collection of criteria is
considered throughout the construction of each
level of the scoring rubric and the result is a
single descriptive scoring schemes.

20.  Identify and define the criteria for the
top level and lowest level of
performance
 Create additional categories such as
average, etc. Each score category
should be defined using descriptors of
the work rather than value-judgment
about the work
Example: “Student’s sentences
contain no errors in subject-verb
agreements”, is preferable than
“student’s sentences are good”

21. 1. Test whether scoring rubric is
reliable. Ask two or more
teachers to score the same set of
projects or outputs and correlate
their individual assessments

22. Exercise
For each of the following, develop a scoring rubrics:
 Evaluating performance in argumentation and
debate
 Laboratory output in “Frog dissection”
 Oral presentation on the piece “Land Bondage,
Land of the Free”
 Essay on “Should the power industry be
deregulated?”
 Group activity on “Geometric shapes through
paper folding

23. Guidelines for Stating
Performance Criteria
1. Identify the steps or features of the
performance or task to be assessed
imagining yourself performing it,
observing students performing it or
inspecting finished products.
3. List the important criteria of the
performance or product.
5. Try to keep the performance criteria
few so that they can be reasonably
observed and judged.

24. 1. Have teachers think through the criteria as a
group.
3. Express the criteria in terms of observable
student behavior or product characteristics.
5. Avoid vague and ambiguous words like
correctly, appropriately, and good.
7. Arrange the performance assessment
instruments to use or modify them before
constructing them.

25. Scoring Rubric for Response
Journal Questions
3 – Excellent.
Answers are very complete and accurate.
Most answers are supported with specific information from the reading, including
direct quotations
Sentence structure is varied and detailed
Mechanics are accurate, including spelling, use of capitals, and appropriate
punctuation.
2 – Good.
Answers are usually complete and accurate.
These answers are supported with specific information from the reading.
Sentence structure is varied. Mechanics are generally accurate including spelling, use
of capitals, and appropriate punctuation.
1 – Needs Improvement.
Answers are inaccurate.
These answers need to be supported with specific information.
Sentence structure is incomplete. Mechanics need significant improvement.