FS 101 – Participation and Teaching Assistantship

LESSON 2: Process-oriented and Product-oriented Performance-based Assessment Intended

Learning Outcomes
Intended Learning Outcomes:

A. Identify different process-oriented and product-oriented performance-based

assessment used in the classroom,
B. Express the nature of process-oriented and product-oriented performance-based
assessment, and;
C. Demonstrate the application of the principles of constructing and interpreting
performance-based assessment through the creation of rubrics and learning
competencies, and creating a task design.
Engage Phase
Hello, future educators! Our next lesson is a significant part in your future career, by now I am
confident that you have fully grasp on our previous topic “Assessment tools in the learning
environment”. It’s time to dive into another important topic.

Activity 1: Arrange and Expound ME!

Here is a short activity for you to answer. Below are jumbled letters, what you are going to do is
arrange the letters to form a word. To make it engaging, the teacher will call the last student who
fail to stand when their assigned row/column are mentioned. This student will be given a rolled
paper which contains the jumbled letters to arrange. After all the letters are arrange, the teacher
will allow the students to share their thoughts regarding the words.
The jumbled words are:

MESASNESTS
MAPFERORANEC
PRCUTOD
SCESPOR
CUBRIR
SKATS

Activity 2 Scan/recall some task, projects, or output given to you by your instructor and make a
list of the performance-based assessment used by your former or present teacher. Describe how
each task was implemented inside the classroom including your personal observation.
List of task, projects, output or activity Description/observation
1.
2.
3.
4.
5.
Essential Idea:
Performance assessment is very effective of for measuring the process and products
involved with student achievement. Performance assessment of process and product
refers to the on-the-spot evaluation of performance behavior of the student to determine
his interest and willingness to perform the task. Process-oriented performance-based
assessment is concerned with the actual task performance rather than the output or
product of the activity while the product-oriented performance-based is assessment is
concerned with the outcome or the product of the activity.

Explore Phase

Abstraction
Product-oriented assessment
A product refers to something produced by students providing concrete examples of the
application knowledge. A product is the output or outcome in performing a task which is
concrete or real and can be assessed. The quality of the product depends on the
performance of the student. Their products provide tangible indicators of the application
of knowledge and skills. Many educators believe that product assessment is especially
“authentic” because it closely resembles the real work outside of work.
Process-Oriented Learning Competencies
Information about outcomes is of high importance; where students “end up” matters
greatly. But improved outcomes. We need to know about student experience along the
way – about the curricula, teaching, and kind of students learn best under what
conditions; with such knowledge comes the capacity to improve the whole of their
learning.
Here are some examples of process-oriented and product-oriented performance-based
assessments used in the classroom:
1. Process-Oriented Performance-Based Assessment:
Example: Reciting a Poem by Edgar Allan Poe
Objective: Enable students to recite a poem entitled "The Raven" by Edgar Allan Poe.
Assessment Focus: Emphasizes the experience and process of reciting the poem.
Assessment Method: Teacher observes and judges students' competencies in
performing the recitation.
2. Product-Oriented Performance-Based Assessment:
Example: Communication Skills Assessment
Skills Assessed: Reading, Writing, Speaking, Listening
Assessment Focus: Emphasizes the final product or outcome of the communication
skills.
Assessment Method: Rubrics are used to evaluate or assess student performance or
proficiency in these skills.
The principles of constructing and interpreting performance-based assessments involve
several key considerations. Here are some fundamental principles to keep in mind:
1. Clear Learning Objectives
2. Authenticity
3. Validity
4. Reliability
5. Clear Instructions and Rubrics
6. Multiple Assessment Methods
7. Ongoing Feedback and Reflection
8. Continuous Improvement

Activity 3 To enhance your understanding of the differences between process-oriented and

product-oriented assessments used in the classroom, you need to actively analyze various
performance based assessments.
Analyze the classroom assessments you provided in activity 2, present your findings to the class.
Use the question below as your guide.
1. Examine the characteristics and features of each assessment and determine whether it is
process-oriented or product-oriented. Justify your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity 4 In this activity, you are required to elaborate your answer on the questions below:

1. Enumerate and explain the strengths and weaknesses of product oriented assessment and
process oriented assessment.

Strengths

Weaknesses

Apply Phase
 Activity 5 Process-Oriented Performance-Based Assessment
To practice your mastery in process-oriented performance-based assessment, choose one
learning competency in the K-12 English CG. Identify a specific task that shows process and
skills. Then create a process-oriented learning competency. Fill out the table below.
Subject: Grade level: Date:
Content standard:
Performance Standard:
Specific task:
Process Oriented Learning Competencies:
1.
2.
3.

Activity 5 Product-Oriented Performance-Based Assessment

To practice your mastery in product-oriented performance-based assessment, choose one
learning competency in the K-12 English CG that is aligned with product-oriented learning
competency and create a task design or performance task.
Topic: (example to prepare useful solutions)
Possible task design or performance task:

Materials:

Procedure:

Here are the criteria intended for your outputs.

CRITERIA Needs Good Excellent

Improvement
(3) (5) (10)

Output is aligned
to the learning
competency.
Output is
authentic and
realistic.
Output is
product/process
oriented
Total:
 Assess Phase
Activity Concept in a BOX!
Let us assess your knowledge of the lesson through this activity by crafting a concept
map that effectively reflects your grasp of the lesson. Your concept map should identify and
express the nature of process-oriented and product-oriented performance-based assessment.
While a suggested design is provided below, you are free to design your own concept map within
the allocated space.

\\

You may use this space:

IV. Evaluation
Test 1: Multiple Choices

Instructions: Choose the best answer for each question.

1. Which type of assessment focuses on the final product or outcome?

a) Process-oriented assessment
b) Product-oriented assessment
c) Both process-oriented and product-oriented assessments
d) None of the above

2. What is the purpose of a process-oriented performance-based assessment?

a) To assess the final outcome of a task
b) To emphasize the experience and process of performing a task
c) To evaluate the knowledge and skills required for a task
d) None of the above

3. Which skills are assessed in a communication skills assessment?

a) Reading, Writing, Speaking, Listening
b) Critical thinking, Problem-solving, Creativity
c) Math, Science, History
d) None of the above

4. What is the role of rubrics in performance-based assessments?

a) To provide clear instructions to students
b) To evaluate student performance or proficiency
c) To assess the final product or outcome
d) None of the above

5. Which principle of performance-based assessments ensures consistent and dependable

results?
a) Clear learning objectives
b) Authenticity
c) Reliability
d) None of the above

6. Process-oriented assessments focus on the ___________ of performing a task.

a) Final product
b) Outcome
c) Experience and process
d) None of the above

7. In product-oriented assessments, the quality of the product depends on ___________.

a) The performance of the student
b) The complexity of the task
c) The time spent on the task
d) None of the above
 8. Which principle of performance-based assessments emphasizes the need for ongoing
feedback and reflection?
a) Clear instructions and rubrics
b) Multiple assessment methods
c) Ongoing feedback and reflection
d) None of the above

9. Which principle of performance-based assessments involves regular review and

revision of the assessment?
a) Clear learning objectives
b) Authenticity
c) Continuous improvement
d) None of the above

10. Product-oriented assessments closely resemble ___________.

a) Real work outside of school
b) Traditional tests and quizzes
c) Process-oriented assessments
d) None of the above

Test 2: True or False

Instructions: Determine whether the following statements are true or false.

1. Process-oriented assessments focus on the final product or outcome. (True/False)

2. Rubrics are used to evaluate or assess student performance in product-oriented
assessments. (True/False)
3. Authenticity is one of the principles of constructing and interpreting performance-based
assessments. (True/False)
4. Validity ensures that the assessment measures what it intends to measure. (True/False)
5. On-going feedback and reflection are not important in performance-based assessments.
(True/False)
6. Multiple assessment methods should be avoided in performance-based assessments.
(True/False)
7. Product-oriented assessments closely resemble real work outside of school. (True/False)
8. Reliability ensures that the assessment aligns with the learning objectives. (True/False)
9. Process-oriented assessments do not provide tangible indicators of the application of
knowledge and skills. (True/False)
10. Process-oriented assessments emphasize the experience and process of performing a task.
(True/False)

V. Assignment
For your assignment, research about the steps in designing or creating a rubrics and formulate a
scoring rubric aligned with product oriented learning competencies and task design.
This is your criteria intended for formulating product-oriented rubrics.
Criteria Exceptional Proficient Developing Below
expectation

Criteria are
clear, detailed,
and explicit.

Uses simple
language that
students can
easily
understand

Criteria
addresses
observable traits
of the task

Total