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