PRODUCT-ORIENTED

PERFORMANCE-BASED
 ASSES
 ASSESSMENT 
SMENT 
 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
t heir knowledge and
skills in meaningful
meaningful ways.
 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
Using rubrics can help evaluate
student performance or
proficiency in any given task as it
relates to a final product or
learning outcome.
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
Other ways to state product-
oriented learning competencies
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?
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”x5”x5”)

2. Be sturdy, made of durable cardboard and

properly fastened together

3. Be pleasing to the observer, preferably properly

colored for aesthetic
aesthetic purposes
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 of the main characters of EDSA I

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

3. Be presentable, complete, informative and

pleasing to he reader of the scrapbook
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:
1. Possess no more than five errors in spelling
2. Possess no more than 5 errors in spelling while
observing proper format based on the document to
be typewritten
3. 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
Task Designing
The design of the task depends on what the teacher
desires to observe as outputs of the students.
1. Complexity. It should be within the range of 
the ability of the students
2. Appeal. The project should be appealing to
students and should lead to self-discovery of 
information by the students.
3. Creativity. It needs to encourage students to
exercise creativity and divergent thinking.
4. Goal-based. The project is produced to attain a
learning objective. Thus, reinforcing
reinforc ing learning.
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)
Scoring Rubrics

These are descriptive scoring

schemes that are developed by
teachers to guide the analysis of 
the products or processes of 
students’ efforts.
Criteria Setting

Criteria are statements which

identify “what really counts” in
the final output.
Example:
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics
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
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 pu
 purpo
rpose
se of
of the
the asse
assessm
ssment 
ent 
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:

1. They support the examination of the extent to
which the specified criteria have been reached.

2. They provide feedback to students concerning

how to improve their performances
Process of Developing Scoring
Rubrics
Steps
1. Identify the qualities and attributes that you
wish to observe in the students’ outputs that
would demonstrate their level of proficiency

2. 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.
3. Identify and define the criteria for the
top level and lowest level of 
performance
4. 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”
5. 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
Holistic vs. Analytical

Holistic
Holistic rubrics give a single score or
rating for an entire product or
performance based on overall
impression of a student’s work.
The ratter considers all quality
 judgm
 judgmentents
s in one big compon
componen
entt and
and
overall judgment and comes up with
one single score.
 Example of a Holistic scoring rubric
designed to evaluate college writing
samples
Major Criterion: Meets Expectations for a first Draft of a Professional Report 

Substatements:
 The document can be easily followed.
foll owed. A combination of the following are
apparent in the document:
1. Effective transitions are used through.
2. A professional format is used.
3. The graphics are descriptive and clearly support the document’s purpose.
 The document is clear and concise and appropriate grammar is used
throughout
 Adequate
 The document can be easily followed.
foll owed. A combination of the following are
apparent in the document:
1. Basic transitions are used,
2. Structured format is used.
3. Some supporting graphics are provided, but are not clearly explained.
 The document contains minimal distractions that appear in a combination
of the following forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
 Needs Improvement
 Organization of document is difficult to follow due to
t o 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
 Inadequate
There appears to be no organization of the document’s contents
Sentences are difficult to read and understand
Example of Holistic
Excellent level
•Student shows complete understanding of the tasks and concepts
•Clear identification of key concepts and important elements
•Excellent writing style
•Pertinent insight and demonstration of appropriate application of 
main ideas
Good level
•Understanding of most critical concepts
•Shows identification of some key concepts but most of the parts
are missing
•Adequate writing style with minor errors, some limited clarity in
expressions
•Scarce demonstration of application of main ideas
Poor level
•Misunderstanding of majority of concepts or no understanding of 
concepts and processes
•Irrelevant or illegible response that has no relation to the key
concepts
•Unsuccessful attempt to communicate
Lack of demonstration in application of main ideas
Holistic Rubrics Are Suitable for …
Judging simple products or performances
Getting a quick snapshot of overall quality or achievement;
often used when a large number of students are graded
Judging the impact of a product or performance more than
the specific detailed parts of the performance.
Disadvantages
There is no detailed analysis of the strengths and
weaknesses of the performance or product, so holistic
rubrics are not useful as diagnostics or for giving
students detailed feedback on their performance. Holistic
rubrics offer little in the way of help to students who
would improve their performance.
Analytical
Analytical Rubric

Analytical
Analytical rubrics divide a product into essential
dimensions (traits), and each dimension is
 judged separately.
separately. A separate
separate score is given
for each dimension or trait considered
important for the assessed performance.
Scoring of each trait can be done by using a
Likert scale (e.g., 1 to 5 where 1 is poor
quality, 3 is average, and 5 is excellent
quality).
 Example
QUALITY

Criteria 4 excellent 3 very good 2 Good 1 needs improvement

Attr
Attrac
acti
tive
vene
ness
ss The
The post
poster
er is The poster is The poster is The poster is distractingly
exceptionally attractive in term of  acceptable attractive messy or very poorly
attractive in term of  design lay out thought it may be a bit design it is not attractive
design lay out &neatness messy
&neatness

Originality Several of the One or two of the The graphic are made The graphic are made by
graphics used on the graphics used on the by the student but are the student but based on
poster reflect a poster reflect student based on the design or the design or ideas of 
exceptional degree of creativity in their ideas of others. others.
student creativity in creation or display
their creation and
display

Clarity Graphics are all in Most graphics are in Most graphics are in Many graphics not clear or
focus and the content focus and the content focus &the content is too small
easily viewed easily viewed easily viewed & 
&identified from 6ft &identified from 6ft identified from 4ft
away away away

Total
A, excellent 10-12
B, above average 7-9
C, below average 6-5
Analytical Rubric Are Suitable for …
Judging complex performances that involve multiple dimensions (skills that
must be assessed). Each
Each step in the rubric can be designed to measure
one specific trait.
Provide more specific information and feedback to students about their
strengths and weaknesses.
Can be used to target instruction to specific areas in need for
f or improvement.
Analytical rubrics help students come to a better understanding about the
nature and quality of work they must perform.
Disadvantages
More time consuming to craft and use in grading
Lower inter-rater agreement because of the many and detailed traits
Less desirable in large scale assessment context when many students must
be graded and when speed in grading is essential
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.

2. List the important criteria of the

performance or product.

3. Try to keep the performance criteria

few so that they can be reasonably
observed and judged.
4. Have teachers think through the criteria as a
group.

5. Express the criteria in terms of observable

student behavior or product characteristics.

6. Avoid vague and ambiguous words like

correctly, appropriately, and good.

7. Arrange the performance assessment

instruments to use or modify them before
constructing them.
 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.
Improvement.
Answers are inaccurate.
These answers need to be supported with specific information.
Sentence structure is incomplete. Mechanics need significant improvement.
References
 http://images.g0rgeousmekitel.multiply.multiply
.com
 http://wiki.answers.com/Q/Example_of_scoring
 _rubrics_
 _rubrics_bas
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 http://provost.rpi.edu/node/31
 Rosita De Guzman-Santos, Ph.D. AD
Ph.D. ADVAN
VANCED
CED
METHODS in EDUCATIONAL ASSESSMENT And 
EVALUATION (Assessment of Learning 2)