Chapter 2 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT Chapter 3 PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT Chapter 5 PORTFOLIO ASSESSMENT METHODS

1. University of Rizal System- Cainta
Ms. Gina Rose S Mercadejas BEE-SPED
4B
Asssessment of Learning 2
Arranged by Mr. Eddie T. Abug BSE-TLE
Professor: Dr. Rebecca Amagsila Ph.
Chapter 2
PROCESS-ORIENTED
PERFORMANCE
-BASED
ASSESSMENT
Chapter 3
PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
Chapter 5
PORTFOLIO
ASSESSMEN
T METHODS

2. Chapter 2
PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
Chapter 3
PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
Chapter 5
PORTFOLIO
ASSESSMENT
METHODS

3. Chapter 2
PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
Ms. Gina Rose S. Mercadejas BEE-SPED
4B

4. This chapter is concerned with
process-oriented performance
based assessment.
Assessment is not an end in itself
but a vehicle for educational
improvement.
Assessment is most effective
when it reflects an understanding
of learning as multidimensional,
integrated, and revealed in
performance over time.

5. 2.1 Process-Oriented
Learning Competencies
Information about outcome is of high importance;
where students “ends up” matters greatly.
But to improve outcomes, we need to know about
students experience along the way about the
curricula, teaching, and kind of students effort that
lead to a particular outcomes.

6. • 2.1.1 Learning Competencies.
• The learning objectives in
process-oriented performance
based assessment are stated
in directly observable
behaviors of the students.
• Competencies
• Defined as group or clusters of
skills/ abilities for needed for a
particular task.
• Objectives generally focus on
those behaviors which exemplify a
“best practice” for the particular
task. Such behaviors range from a
“beginner” or novice level up to the
level of an expert.

7. Ex. of learning
competencies
Task: recite a poem
by Edgar Allan Poe, “The Raven”.
Objectives: The activity aims to anable
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 body
gestures in delivering the piece;
3. Maintain eye contact with the
audience while reciting the poem.

8. • 4. Create the ambiance of the
poem through appropriate rising
and falling intonation;
• 5. Pronounce the words clearly
and with proper diction.
• The following are simple competencies:
• 1. Speak with a well-modulated voice;
• 2. Draw a straight line from one point to
another point;
• 3. Color a leaf with a green crayon.

9. The following are complex
competencies:
1. Recite a poem with feeling using
appropriate voice quality, facial
expressions and hand gestures;
2. Construct an equilateral triangle given
three non-collinear points;
3. Draw and color a leaf with green
crayon.

10. • 2.2 Task Designing
• Learning tasks need to be carefully
planned. Some generally accepted
standards for designing a task include:
• 1. Identifying an activity that would
highlight the competencies to be
evaluated e.g. Reciting a poem, writing
an essay, manipulating the microscope.
• 2. Identfying an activity that entail more
or less the same competencies.
• 3. Finding task that would be interesting
and enjoyable for the students.

11. 2.3 Scoring
Rubrics Rubric is a scale used to assess
students performance along a
task-specific set of criteria.
Authentic assessments typically
are criterion-referenced
measures, that is, a student’s
aptitude on task is determined by
matching the student’s
performance against a set of
criteria to determine the degree
to which the student’s
performance meets the criteria
for the task.

12. Recitation Rubric
Criteria 1 2 3
Number of
Appropriate
Hand
Gestures x1 1-4 5-9 10-12
Appropriate
Facial
Expression x1
Lots of
inappropriate
Facial
expression
Few inappropriate
facial expression
No apparent
inappropriate
facial
expression
Voice
Inflection x2
Monotone
voice used
Can vary
Voice inflection
with difficulty
Can easily
vary voice inflection
Incorporate
proper
ambiance
through
feelings in
the voice
x3
Recitation
contains very
little feelings
Recitation
has some
feelings
Recitation fully captures
ambiance through
feelings in the voice

13. Based on the example, a
rubric is comprised of
two components:
criteria and levels of
performance.
The full criteria are
statements of
performance such as
“include a sufficient
number of hand
gestures” and “recitation
captures the ambiance
through appropriate
feelings and tone in the
voice”.
Descriptors
• tell students more
precisely what
performance look
like at each level
and how their
work may be
distinguised from
the work of others
for each criterion.

14. Why
include
levels
of
performance
?
Clear
expectations
It is very useful
for the students
and the teacher
if the cruteria are
udentified and
communicated
prior to
completion of
the task.
Students know
what is expected
of them and
teachers know
what to look for
in student
performance.
More consistent
and objective
assessment
In addition to better
communicating
teacher
expectations,
levels of
performance permit
the teacher to more
consistently and
objectively
distinguish
between good and
bad performance.

15. Better feedback
• Furthermore, identifying specific levels of
student performance allows the teacher to
provide more detailed feedback to students.
Analytic Versus Holistic Rubrics
Analytic rubric articulates levels of performance
for each criterion so the teacher can assess
student performance on each criterion. Using the
recitation rubric, a could assess whether a student
has done a poor, good or excellent job of “creating
ambiance” and distinguish that from how well the
student did on “voice inflection.”

16. Holistic rubric in contrast, it does not list separate
levels of performance for each criterion. For
example, the analytic reseacrh rubric ca be turned
into a holistic rubric:
3 – Excellent Speaker
• Incuded 10-12 changes in hand gesture
• No apprent inappropriate facial expressions
• Utilizes proper voice inflection
• Can create proper ambiance for the poem
2 – Good Speaker
• Included 5-9 changes in hand gestures
• Few inappropriate facial expressions
• Have some inappropriate voice inflection changes
• Almost creating proper anbiance
1 – Poor Speaker
• Included 1-4 changes in hand gestures
• Lots of inappropriate facial expressions
• Uses monotones voice
• Cannot crreate proper ambiance

17. When to
choose an
analytic
rubric
Analytic rubric
are more
common
because
teacher
typically want
to assess each
criterion
separately,
particularly for
assignments
that invove a
larger number
of criteria.
When to
choose a
holistic
rubric
Holistic
rubric tend
to be used
when a
quick or
gross
jugdement
needs to be
made.

18. Chapter 3
PRODUCT-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
University of Rizal System- Cainta
Ms. Gina Rose S. Mercadejas BEE-SPED
4B
Arranged by Mr. Eddie T. Abug BSE-TLE

19. The role of assessment in teaching happens to
be a hot issue in education today.
This led to an increasing interest in
“performance-based education.”
Performance-based education poses a
challenge for teachers to design instruction
that is task oriented.
The trend is based on the premise that
learning needs to be connected to the lives of
the students through relevant task that focus
on student’ ability to use their knowledge and
skills in meaningful ways.

20. 3.1 Product-Oriented Learning
Competencies
• Student performances can be
defined as targeted task that lead to
a product or overall outcome.
• Products can include a wide range of
student works that target specific
skills.
• Some samples include
communication skills such as those
demonstrated in reading, writing,
speaking, and listening, or
psychomotor skills requiring
physical abilities to perform a task.
• Target tasks can also include
behavior expectations targeting
complex tasks that students are
expected to achieve.

21. competencies
associated with
products or outputs are
linked with an
assessment of the level
of “expertise”
manifested by the
product. Thus, product-oriented
learning
competencies target at
least three (3) levels:
• Level 1: Novice or
Beginner’s Level
Does the finished
product or project
illustrate the
minimum expected
parts or functions?
Level 3: Expert Level
Does the finished product
contain the basic
minimum parts and
functions, have additional
features on top of the
minimum, and is
aesthetically pleasing?
• Level 2: Skilled Level
Does the finished
product or project
contain additional parts
and functions on top of
the minimum
requirements which
tend to enhance the
final output?

22. 3.2
Task Designing
a.
Complexity
• The project needs
to be within the
range of ability of
the students.
• Projects that are
too simple tent to
be uninteresting
for the students
while projects
that are too
complicated will
most likely
frustrate them.
b.
Appeal
• The project or
activity must be
appealing to the
students.
• It should be
interesting
enough so that
students are
encouraged to
pursue the task to
completion.
• It should lead to
self-discovery of
information by the
students.

23. • The project
needs to
encourage
students to
exercise
creativity and
divergent
thinking.
• It should lead
the students
into exploring
the various
possible ways
of presenting
the final output. c. Creativity
• The project is
produced in order
to attain a learning
objective.
• Thus, projects are
assigned to
students not just
for the sake of
producing
something but for
the purpose of
reinforcing
learning.
d. Goal-
Based

24. 3.3 Scoring Rubrics
Descriptive scoring
schemes that are
developed by
teachers or other
evaluators to guide
the analysis of the
products or
processes of
students' efforts
(Brookhart, 1999).

25. Aesthetic
s
3.3.1 Criteria Setting.
The criteria for
scoring rubrics are
statements which
identify “what really
counts” in the final
output.
The following are the
most often used
major criteria for
product assessment:
Quality
Creativity Comprehensivene
ss
Accuracy

26. The document can be easily followed.
A combination of the following are
apparent in the document:
The document is clear and concise and
appropriate grammar is used throughout.
Example of a scoring
rubric designed to
evaluate college writing
samples.
-3-
Most Adequate
Meets Expectations
for a first Draft of a
Professional Report
• 1. Effective
transitions are
used
throughout,
• 2. A
professional
format is
used,
• 3. The
graphics are
descriptive
and clearly
support the
document’s
purpose.

27. The document can be easily followed.
A combination of the following are
apparent in the document:
-2-
Adequate
The document contains minimal
distractions that appear in a
combination of the following forms:
1. Flow in thought
2. Graphical
presentations
3. Grammar/mechanics
• 1. Basic
transitions are
used,
• 2. A
structured
format is
used,
• 3. Some
supporting
graphics are
provided, but
are not clearly
explained.

28. Organization of document is difficult to
follow due to a combination of following: -1-
Needs Improvement
• The document contains
numerous distractions that
appear in the a
combination of the
following forms:
1. Flow in thought
2. Graphical
presentations
3. Grammar/mechanics
• 1.
Inadequat
e
transition
s
• 2.
Rambling
format
• 3.
Insufficient
or
irrelevant
information
4. Ambiguous
graphics

29. -0-
Inadequate
• There appears to be
no organization of the
document’s contents.
• Sentences are
difficult to read and
understand.

30. Chapter 5
PORFOLIO
ASSESSMENT
METHODS
University of Rizal System- Cainta
Ms. Gina Rose S. Mercadejas BEE-SPED
4B
Arranged by Mr. Eddie T. Abug BSE-TLE

31. A portfolio is a purposeful collection of student work
that exhibits the student's efforts, progress,
and achievements in one or more areas of the curriculum.
The collection must include the following:
Student
participation
in
selecting
contents.
Criteria
for
selection.
Criteria
for
judging
merits.
Evidence
of a
student's
self-reflection.

32. 5.1 Features and Principles of Portfolio
Assessment
1. A portfolio is a
form of assessment
that students do
together with their
teacher.
2. A porfolio represents a
selection of what the
students believe are best
included from among the
possible collection of
things related to the
concept being studied.
3. Aporfolio provides
samples of the
student’s work which
show growth over
time.
4. The criteria for
selecting and assessing
the portfolio contents
must be clear to the
teacher and the
students at the outset
of the process.

33. 5.2 Purposes of Portfolio Assessment
1. Portfolio
assessment
matches
assessment to
teaching.
2. Portfolio
assessment has clear
goals. In fact, they
are decided on at the
beginning of
instruction and are
clear to teacher and
students light.
3. Portfolio
assessment gives
a profile of learner
abilities in terms of
depth, breadth, and
growth.
4. Portfolio
assessment is a tool
for assessing a
variety of skills not
normally testable in
a single setting for
traditional testing.

34. 5. Porfolio assessment
develops awareness of
own learning by the
students.
6. Portfolio
assessment caters to
individuals in
heterogeneous class.
8. Portfolio assessment
develops independent and
active learners.
9. Portfolio assessment
can improve motivation
for learning and thus
achievement.
7. Portfolio assessment
develops social skills.
Students interact with
other atudents in the
development of their own
portfolios.
10. Portfolio assessment
provides opportunity for
student teacher
dialogue.

35. 5.3 Essential Elements of the Portfolio
1. Cover letter ‘‘about the
author” and “what my
porfolio shows about my
progress as a learner”
(written at the end, but put
at the beginning).
2. Table of contents
with numbered pages..
4. Dates of all entries, to
facilitate proof of growth over
time..
5. Drafts of aural/oral and
written products and revised
versions.
3. Entries both core (the
students have to
include) and optional
(items of students
choice).
6. Reflection can appear at
different stages in the
learning process.

36. 5.4 Stages in Implementing Portfolio Assessment
Stage 1.
Identifying teaching goals
to assess through
portfolio.
Stage 2.
Intoducing the idea of
portfolio assessments to
your class.
Stage 4.
Giving clear and detailed
guidelines for portfolio
presentation.
Stage 5.
Informing key school
officials, parents and other
stakeholders.
Stage 3.
Specification of
portfolio content.
Stage 6.
Deveolopment of the
portfolio.

37. Documentation Portfolio:
This type is also know as the
"working" portfolio. Specifically,
this approach involves a
collection of work over time
showing growth and
improvement reflecting students'
learning of identified outcomes.
Process Portfolio:
This approach documents all
facets or phases of the
learning process. They are
particularly useful in
documenting students' overall
learning process. It can show
how students integrate specific
knowledge or skills and
progress towards both basic
and advanced mastery.
5.5 Types of Portfolios

38. According to Paulson, Paulson and Meyer, (1991, p. 63):
"Portfolios offer a way of assessing student learning that
is different than traditional methods. Portfolio
assessment provides the teacher and students an
opportunity to observe students in a broader context:
taking risks, developing creative solutions, and learning
to make judgments about their own performances.".
5.6 Assessing and Evaluating the
Portfolios

39. In order for thoughtful evaluation to take place, teachers must have
multiple scoring strategies to evaluate students' progress. Criteria for a
finished portfolio might include several of the following:
Thoughtfulness
(including evidence
of students'
monitoring of their
own
comprehension,
metacognitive
reflection, and
productive habits
of mind).
Growth and
development in
relationship to key
curriculum
expectancies and
indicators.
Understanding
and
application
of key
processes.

40. Completeness, correctness,
and appropriateness of
products and processes
presented in the portfolio.
Diversity of entries (e.g., use of
multiple formats to demonstrate
achievement of designated
performance standards).

41. SAMPLE OF RATING SCALE FOR COVER LETTER
Grade Description
1-3 Shows limited awareness of portfolio goals
Has difficulty understanding the process of
revision
Demonstrates little evidence of progress over time
Limited explanation of choices made
Has difficulty relating to self/peer assessment
4-7 Reflects awareness of some portfolio goals
Understands the process of revision to a certain extent
Demonstrates some evidence of progress over time
Explais choices made in a relevant way
Relates to self/peer assessment
8-10 Reflects awareness of portfolio goals
Understands the process of revision
Demonstrates evidence of progress over time
Fully explains choices made
Reaches high level of reliability in self/peer assessment
Draws conclusion about his/her learning

42. 5.7 Student-Teacher Conferences
The main philosophy embedded in potfolio
assessment is “shared and active
assessment”. Tothis end, the teacher should
have short individual meeting with each pupil,
in which progress is discussd and goals are
set for a future meeting.
Finally, student-teacher can also be used for
summative evaluation purposes when the
student presents his final portfolio product and
where final gareds are determined together
with the teacher.

43. Prepared by: Gina Rose S.
Mercadejas
4B