LESSON 5: Product-oriented Performance-based

Assessment
Intended Learning Outcomes:

ILO1. Compare and contrast product-oriented and process-oriented

performance
based assessment. (CLO 2)
ILO2. Create a rubric based on product-oriented learning competencies. (CLO 2)

Introduction:
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. In this case, performance-based
tasks require performance-based assessment in which the actual student performance is
assessed through a product, such as a completed project or work that demonstrates
levels of task achievement (Navarro, R. et.al, 2013).

Preliminary Questions

1. What is a product-oriented performance-based assessment?

2. What is the difference between process-oriented and product-oriented
performance-based assessment?

Preparation

Watch any of the following videos on “PROCESS VS PRODUCT” and

afterwards decide which is better? Or are they equally important in
assessing performance?

https://www.youtube.com/watch?v=4PUsqYEZydI (process vs product -

bilingual family)

Process and Product Approach to Writing

https://www.youtube.com/watch?v=ho1cqELTvHg

Process Over Outcome: The Mindset of Michael Phelps - Different Hunger

https://www.youtube.com/watch?v=BxY8wZ6m2JQ
Share your views in class. You may cite some real-life experiences where the
product or outcome is more important than the process.

Presentation

Student performances can be defined as

targeted tasks that lead to a product or
overall learning outcomes. Product can
I. Product-Oriented include a wide range of student works that
target specific skills. Some examples
Learning include communication skills such as those
Competencies 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 leaning outcomes.
The leaning 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 levels of complexity in the thinking
process.
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 us aesthetically
pleasing? (Expert level) Example: The desired product is a representation
of a cubic prism made out of cardboard in an elementary geometry class.

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
specifications)
2. Be sturdy, made of durable cardboard and properly fastened together –
(skilled specifications)
3. Be pleasing to the observer, preferably properly colored for aesthetic
purposes – (Expert level)

Example: The desired product 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 specifications)
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 five (5) errors in spelling observing proper format
based on the document to be typewritten – (skilled level)
3. Possess no more than five (5) errors in spelling, has the proper format, and is
readable and presentable – (expert level)

Notice that in all of the above examples, product-oriented performance-based

learning competencies are evidence-based. The teacher needs concrete evidence that
the student has achieved a certain level of competence based on submitted products and
projects (Navarro, R. et.al, 2013).

How should a teacher design a task for product-

II. Task oriented performance-based assessment? The design
Designing of the task in this context depends on what the teacher
desires to observe as output 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 are encouraged to pursue the task
to completion. It should lead self-discovery of information by the students.
c. Creativity. The projects need 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 be used

as an activity to teach concept of plane and solid figures in geometry. Provide
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)
Scoring Rubrics are descriptive scoring schemes that are
III. Scoring developed by teachers or other evaluators to guide the
Rubrics analysis of the products or processes of students’ efforts
(Brookhart, 1999 as cited in Navarro et. al., 2013). Scoring
rubrics are typically employed when a judgment of quality is
required and may be used to evaluate a broad range of
subjects and activities. Scoring rubrics can be most useful in grading essays or in
evaluating projects such as scrapbooks. Judgments concerning the quality of a given
writing sample may vary depending upon the criteria established by the evaluator. One
evaluator may heavily weigh the evaluation process upon the linguistic structure, while
another evaluator maybe more interested in the persuasiveness of the argument. By
developing a pre-defined scheme for the evaluation process, the subjectivity involved in
evaluating becomes more objective.

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

From the major criteria, the next task is to identify sub-statements that would make
the major criteria more focused ad objectives.

For instance, if we were scoring an essay on : “Three Hundred Years of Spanish

Rules in the Philippines”, the major criterion “Quality” may possess the following sub-
statements:
 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 (related as
Professional, Not quite professional, and Novice)

When are scoring rubrics an appropriate evaluation technique?

Grading essay is just one example of performances that may be evaluated

using scoring rubrics. There are many other instances in which scoring rubrics may
be used successfully: evaluate group activities, extended projects and oral
presentations. Also scoring rubrics scoring cuts across disciplines and subject matter
for they are equally appropriate in assessing any performance tasks.

Other Methods

Authentic assessment schemes apart from scoring rubrics exist in the arsenal of
a teacher. For example, checklists may be used rather that scoring rubrics in the
evaluation essays. Checklists enumerate a set of desirable characteristics for a
certain product and the teacher marks those characteristics which are actually
observed.

General versus Task-Specific

In the development of scoring rubrics, it is well bear in mind that it can be
used to assess or evaluate specific tasks or general or broad category of tasks.
For instance, suppose that we are interested in assessing the student’s oral
communication skills. Then, a general scoring rubric may be developed and
used to evaluate each of the oral communication skills. Then, a general scoring
rubric maybe developed and used to evaluate each of the oral presentations
given by that student. After each oral presentation of the students, the general
scoring rubrics are shown to the students which then allow them to improve on
their previous performances. Scoring rubrics have this advantage of
instantaneously providing a mechanism for immediate feedback.

Source: Navarro, et. al, 2013. Authentic Assessment of Student Learning Outcomes
https://www.slideshare.net/eduardsabangan/chapter-5-productoriented-
performancebased-assessment/2

Practice

Output # Product-
oriented
__Direction:
A. With the use of the Venn diagram below, give the
Performa
similarities and differences of process-oriented and product-
oriented performance-based assessment.
nce based
Assessme
nt

B. Design a project or task appropriate for each of the following learning

objectives/ outcomes.
1. Analyze the events leading to Rizal ‘s martyrdom.
2. Differentiate between authentic assessment and traditional assessment.
3. Illustrate the concept of flexible learning system.
4. Explain the concept of cultural diversity in the Philippines.
5. Identify the similarities and differences of traditional and authentic assessment.

Performance

Output # Product-
__ oriented
Group Performance Task
Performa
nce
With your group, choose any based
one from among the activities below and
then construct your own scoring rubrics focusing on product-oriented
Assessme
performance-based criteria. One(1) analytic rubric with at least three(3)
criteria and each criterion nt
should have at least three(3) levels of
performance. From the crafted analytic rubric, formulate a holistic
rubric out of it. There should be no duplication of activities among the
groups.

1. Essay on “Why Jose Rizal Should be the National Hero”

2. Scrapbook on “EDSA I Revolution”
3. Group Activity on “Geometric Shapes through Paper Folding”
4. Laboratory output in frog dissection
5. Evaluating an artwork on candle-blowing exercise
6. Specimen preservation in a biological diversity class
7. Making of Canape appetizers
8. Evaluating performance in argumentation and debate
9. Evaluating a promotional video about a college program offering
10. Evaluating an infographic about the proper use of social media
References:

Navarro, Rosita, et. al. (2013). Authentic Assessment of Student

Learning Outcomes 2. 2nd Edition. Lorimar Publishing, Inc.

https://www.slideshare.net/eduardsabangan/chapter-5-productoriented-
performancebased-assessment

https://www.slideshare.net/echem101/performance-based-product-oriented-
assessment

https://visitmeatwp.wordpress.com/process-vs-product-oriented-
performance-based-assessment/