ProductOriented Performance Based Assessment ProductOriented Performance Based Assessment
Product-Oriented Performance – Based Assessment Product-Oriented Performance –Based Assessment
Performance-based tasks required performance –based assessment -In which the actual students’ performance is assessed through a product. Product-Oriented Performance –Based Assessment
3. 1 Product – Oriented learning competencies Products- include a wide range of student works that target specific skills. Product-Oriented Performance –Based Assessment
Examples: reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task. Product-Oriented Performance –Based Assessment
Target tasks- include behaviour expectations targeting complex tasks that students are expected to achieve. Product-Oriented Performance –Based Assessment
Rubrics- one way that the teachers can evaluate or assess student performance or proficiency in any given task as it relates to a final product or learning outcome Product-Oriented Performance –Based Assessment
Product –oriented learning competencies target at least three (3) levels • Novice or beginner’s level • Skilled level • Expert level Product-Oriented Performance –Based Assessment
Level 1. Novice or beginners’ level • Does the finish product or project illustrate the minimum expected parts or function? Product-Oriented Performance –Based Assessment
Level 2. Skilled level • Does the finished product or project contain additional parts and function on top of the minimum requirements which tend to enhance the final output? Product-Oriented Performance –Based Assessment
Level 3. Expert level • Does the finish product contain the basic minimum parts and functioning have additional features on top of the minimum, and is aesthetically pleasing? Product-Oriented Performance –Based Assessment
Performance-Based assessment for products and projects can also be used for assessing outputs of short-term tasks. Product-Oriented Performance –Based Assessment
Example: The desired output consists of the output in a typing class. Learning competencies: the final typing outputs of the students must: Product-Oriented Performance –Based Assessment
1. Possess no more than five(5) errors in spelling- (minimum specifications) Product-Oriented Performance –Based Assessment
2. Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten- (skilled level) Product-Oriented Performance –Based Assessment
3. Possess no more than 5 errors in spelling, has the proper format, and is readable and presentable-(expert level) Product-Oriented Performance –Based Assessment
Task Designing Product-Oriented Performance –Based Assessment
a. Complexity- The level of complexity of the project needs to be within the range of ability of the students. Product-Oriented Performance –Based Assessment
b. Appeal- the project or the activity must be appealing to the students. Product-Oriented Performance –Based Assessment
c. Creativity- The project needs to encourage students to exercise creativity and divergent thinking. Product-Oriented Performance –Based Assessment
d. Goal- based- Finally, the teacher must bear in mind that the project is produced in order to attain a learning objective. Product-Oriented Performance –Based Assessment
- Slides: 25
