Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

San Isidro Campus, San Isidro, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED

COLLEGE OF EDUCATION

PROF. ED. 6 | Assessment of Learning 1 | 3rd Lecture continuation

Dr. Jonathan L. Mañas, LPT

PROCESS AND PRODUCT ORIENTED LEARNING COMPETENCIES | SAMPLES OF RUBRICS

I. PROCESS-ORIENTED LEARNING COMPETENCIES

• Information about outcomes is important. To improve outcomes, we need to know
about student experience along the way - about the curricula, teaching, and kind of
students that lead to particular outcomes.
• Assessment can help us understand which students learn best under what conditions;
which such knowledge comes the capacity to improve the whole of their learning.
• Process-oriented performance-based assessment is concerned with the actual task
performance rather than the output or product of the activity.

LEARNING COMPETENCIES

• Competencies are defined as groups or clusters of skills and abilities needed for a
particular task.
• The objectives focus on the behaviors which exemplify “best practice” for the
particular task.
• Such behavior range from a “beginner” or novice level up to the level of expert.
Example
Task: Recite a Poem by Edgar Allan Poe, “The Raven”
Objectives: to enable the students to recite a poem entitled “The Raven” by Edgar
Allan Poe.

Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

• The specific objectives identified constitute the learning competencies for this
particular task.
Examples of simple competencies:
– Speak with a well-modulated voice
– Draw a straight line from one point to another point
– Color a leaf with a green crayon
Examples of complex competencies
 Recite a poem with feeling using appropriate voice quality, facial expression
and hand gestures
 Construct an equilateral triangle given three non-collinear points
 Draw and color a leaf with green crayon

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II. 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.

WAYS TO STATE PRODUCT- ORIENTED LEARNING COMPETENCIES

1. Level 1: Does the finished product or project illustrate the minimum expected parts or
functions?
2. Level 2: Does the finished product or project contain additional parts and functions on
top of the minimum requirements?
3. Level 3: 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 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 the 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. Possess no more than 5 errors in spelling, has the proper format, and is readable
and presentable Product-oriented performance based learning are evidence-
based

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SAMPLES OF SCORING RUBRICS

Example:

Criteria 1 2 3

Number of X1 1-4 5-9 10 - 12

Appropriate hand
gestures

Appropriate facial X1 Lots of Few No apparent

expression inappropriate inappropriate inappropriate facial
facial expression facial expression
expression

Voice inflection X2 Monotone voice Can vary Can easily vary voice
used voice inflection
inflection with
difficulty

Incorporate X3 Recitation Recitation has Recitation fully

proper ambiance contains very little some feelings captures ambiance
through feelings in feelings through feelings in the
the voice voice

Example of Analytic Scoring Rubric (for a Writing Sample)

• Objective: Write a character study
Scoring Rubric
1. Ideas 20 points
 Creative presentation 5
 Variety of character traits presented 10
 Vivid mental pictures 5
2. Organizations 10 points
 Logical presentation of topics 2
 Definite pattern discernible 5
 Conclusion follows from details 3
3. Development 20 points
 All details relevant 10
 Use of a variety of literary devices 5
 Variety in sentence structure 5
4. Conventions 10 points
 Grammatical constructions 3
 Spelling 2
 Punctuation 3
 Handwriting 2

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Example of Holistic Rubric
 Objective: Write a paper to persuade the reader to accept clearly defined point of
view and course of action.
Holistic Scoring Rubric (a paper on “persuading the reader …)
1. Little or no evidence of the skill
a. Inappropriate language for the intended audience
b. Few or no supporting arguments
c. Details lacking or irrelevant
2. Competent performance
a. Clear and appropriate language for the intended audience
b. Most supporting arguments are plausible and relevant
c. Most details are relevant
d. Evidence of some innovative thinking
3. Outstanding performance
a. Clear, interesting, and appropriate language
b. Many plausible and relevant supporting arguments
c. Ideas are creative and well-expressed

PROCESS OF DEVELOPING SCORING RUBRICS

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

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