PRODUCT – ORIENTED PERFORMANCE – BASED ASSESSMENT

What is Performance-based Assessment?

■ It is a direct and systematic observation of the actual performance of students
based on the predetermined performance criteria.
■ Sometimes referred to as “authentic assessment” or “alternative assessment.”
■ An alternative form of assessing the performance of students that represents a
set of strategies for the application of knowledge, skills, and work habits through
the performance of tasks that are meaningful and engaging to them.
What is a Product-Oriented Performance-Based Assessment?
■ “Product” is the actual creation of students that can be viewed or touched by the
teacher.
■ An assessment where the actual student performance is assessed through a
product*, such as completed project or work that demonstrates level of task
achievement.
• Poems, essays, charts, drawings, maps, etc.
A. Product- Oriented Learning Competencies
Student performances- targeted tasks that lead to a product or overall leaning
outcome.

Examples:

1. communication skills in reading, writing, speaking, and listening

2. psychomotor skills requiring physical abilities
Target tasks- behavior expectations targeting complex tasks that students are
expected to achieve.

The learning competencies associated with products or outputs are linked with
an assessment of the level of “ expertise” manifested by the product.

Target levels of product-oriented learning competencies:

1. novice or beginner’s level

2. skilled level
3. expert level
Levels of Learning Competencies

Tips on how to evaluate product-oriented learning:

1. Level 1 Beginner: Does the finished product or project illustrate the minimum
expected parts or functions?
2. Level 2 Skilled: Does the finished product or product project contain
additional parts and functions on top of the minimum requirements which tend to
enhance the final output?
3. Level 3 Expert: Does the finished product contain the basic minimum parts
and the functions, have additional features on top of the minimum and s
aesthetically pleasing?

Example

A. 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”) (minimum specifications)

2. Be sturdy, made of durable cardboard and properly fastened together (skilled

specifications)

3. Be pleasing to the observer, preferably properly colored for aesthetic purposes

(expert level)

B. 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 he 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

B. Task Designing
Concepts:

a. Complexity- The level of complexity of the project needs to be within the

range of ability of the students. Projects that are too simple tend 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.
c. Creativity- The project needs to encourage students to exercise creativity
and divergent thinking. Given the same set of materials and project inputs,
how does one best present the project? It should lead the students into
exploring the various possible ways of presenting the final output.
d. Goal-based- Finally ,the teacher must bear in mind that 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 the purpose of
reinforcing learning.
 Features of an Effective Performance Assessment Task

1. Intended learning outcomes should clearly state and use this as a guide in
designing a performance task.

2. Students should be active participants, not passive selectors of a single answer.

3. Students are expected to demonstrate their ability to apply their knowledge and
skills to real life situation.

4. A clear, logical set of performance-based activities that students are expected to

follow should be evident.

5. Rubrics should be available to help assess the level of proficiency in the

students’ performance or response.

Example: Paper folding is a traditional Japanese Art. However, it can be used as an

activity to teach the concept of plane and solid figures in geometry. Provide the
students with a given number of colored papers and ask them to construct as
many plane and solid figures from these papers without cutting them (by paper folding
only).

C. Scoring Rubrics
Scoring rubrics- descriptive scoring schemes developed by teachers or other
educators to guide the analyses of the products or processes of students’ efforts
(Brookhart,1999).

■ Scoring rubrics are typically employed when a judgment of quality is required and
may be used to evaluate a broad range of subjects and activities.

■ A rating system by which teachers can determine at what level of proficiency a

student is able to perform a task or display knowledge of a concept.

They are used when a judgement of quality is required to evaluate a broad

range of subjects and activities:

Example: grading essays and scrap books

Criteria setting for rubrics:

 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
 comprehensiveness
 accuracy
 aesthetics

Identify substatements that would make the major criteria more focused and objective.
Example: Essay on “The Three Hundred Years of Spanish Rules in the Philippines”
Quality
 Interrelates the chronological events in an interesting manner.
 Identifies the key players in each period of the Spanish rule and the roles that they
played.
 Succeeds in relating the history of Philippine Spanish rule.

When are scoring rubrics an appropriate evaluation technique?

 Essay
 Evaluate group activities
 Oral presentations
Where and when a scoring rubric is used does not depend on the grade level or subject,
but rather on the purpose of the assessment.

Other Methods
 Checklists are appropriate for evaluation when the information that is sought is limited
to the determination of whether specific criteria have been met.
 Scoring rubrics are based on descriptive scales and support the evaluation of the
extent to which criteria have been met.
 If the purpose of assessment have been met
Benefits of scoring rubrics:
1. They support the examination of the extent to which the specified criteria have been
reached.
2. They provide feedback to students concerning how to improve their performance

Process of Developing Scoring Rubrics

1. Identify qualities and attributes to be observed.

2. Define the criteria
3. Compare levels of performances.

Process of Developing Scoring Rubrics Steps

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 criterion 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.

Types of Rubrics
1. Holistic rubric
 is a type of rubric that requires the teacher to score an overall process or
product as a whole.
  its advantages are its simplicity and the ability to provide a reasonable
summary rating.
 advisable to use when a teacher wants a fast result of students’
performance; a single rating is already enough to define it.
 Holistic rubrics give a single score or rating for an entire product or
performance based on overall impression of a student’s work.
 The ratter considers all quality judgments in one big component and
overall judgment and comes up with one single score.
Example:

Holistic Rubrics Are Suitable for …

 Judging simple products or performances.
 Getting a quick snapshot of overall quality or achievement; often used when a
large number of students are graded.
 Judging the impact of a product or performance more than the specific detailed
parts of the performance.
Disadvantages
There is no detailed analysis of the strengths and weaknesses of the performance or
product, so holistic rubrics are not useful as diagnostics or for giving students detailed
feedback on their performance. Holistic rubrics offer little in the way of help to students
who would improve their performance.

2. Analytic Rubric
 A type of rubric that provides information regarding performance in each
component parts of a task, making it useful for diagnosing specific strengths and
weaknesses of the learners.
  Very useful when the teacher wants to provide diagnostic information and
feedback for the learner and is more useful for formative assessment during
instruction.
 Students are able to identify their strengths, as well as their weaknesses more
clearly.
 Analytical rubrics divide a product into essential dimensions (traits), and each
dimension is judged separately. A separate score is given for each dimension or
trait considered important for the assessed performance. Scoring of each trait
can be done by using a Likert scale (e.g., 1 to 5 where 1 is poor quality, 3 is
average, and 5 is excellent quality).
Example:

Analytical Rubric Are Suitable for …

 Judging complex performances that involve multiple dimensions (skills that must
be assessed). Each step in the rubric can be designed to measure one specific
trait.
 Provide more specific information and feedback to students about their strengths
and weaknesses.
 Can be used to target instruction to specific areas in need for improvement. or
improvement.
 Analytical rubrics help students come to a better understanding about the nature
and quality of work they must perform.
Disadvantages
 More time consuming to craft and use in grading.
 Lower inter-rater agreement because of the many and detailed traits.
  Less desirable in large scale assessment context when many students must be
graded and when speed in grading is essential.

General versus Task-Specific

General Scoring Rubrics Task-Specific Scoring Rubrics
Contain criteria that are general across Criteria are unique to a specific task.
tasks.
Advantage: Can use the same rubric Advantage: More reliable assessment of
across different tasks. performance on the task.
Disadvantage: Feedback may not be Disadvantage: Difficult to construct
specific enough. rubrics for all specific tasks.

Guidelines for Stating Performance Criteria

1. Identify the steps or features of the performance or task to be assessed imagining
yourself performing it, observing students performing it or inspecting finished products.
2. List the important criteria of the performance or product.
3. Try to keep the performance criteria few so that they can be reasonably observed
and judged.
4. Have teachers think through the criteria as a group.
5. Express the criteria in terms of observable student behavior or product
characteristics.
6. Avoid vague and ambiguous words like correctly, appropriately, and good.
7. Arrange the performance assessment instruments to use or modify them before
constructing them.
Development of Scoring Rubrics
1. Be sure the criteria focus on important aspects of the performance.
2. Match the type of rating with the purpose of the assessment.
3. The descriptions of the criteria should be directly observable.
4. The criteria should be written so that students, parents, and others understand
them.
5. The characteristics and traits used in the scale should be clearly and specifically
defined.
6. Take appropriate steps to minimize scoring error.
 7. The scoring system needs to be feasible.
Resources for Rubrics
■ For K-12 teachers, the State of Colorado (1998) has developed an on-line set of
general, holistic scoring rubrics that are designed for the evaluation of various
writing assessments.
■ Danielson has developed a collection of reference books that contain scoring
rubrics that are appropriate to the elementary, middle school and high school
mathematics classrooms (1997a, 1997b; Danielson & Marquez, 1998)
■ For college instructors, Kathy Schrock’s Guide for Educators (2000) contains
electronic materials for both the pre-college and the college classroom.
■ In The Art and Science of Classroom Assessment: The Missing Part of
Pedagogy, Brookhart (1999) provides a brief but comprehensive review of the
literature on assessment in the college classroom.
■ Moskal (1999) has developed a website that contains links to a variety of college
assessment resources, including scoring rubrics.
■ The ERIC Clearinghouse on Assessment and Evaluation [ERIC/AE] provides
several additional useful websites.
■ Scoring Rubrics – Definitions & Constructions (2000b) – specifically addresses
questions that are frequently asked with regard to scoring rubrics.
■ “Performance Assessment Scoring”
(http://www.pgcps.pg.k12.md.us/~elc/scoringtasks.html)
■ “Scoring Rubrics: What, When, & How?” (http://pareonline.net/getvn.asp?
v=7&n=3)
■ “RubiStar Rubric Generator” (http://rubistar.4teachers.org/)
■ “Rubrics from the Staff Room for Ontario Teachers”
(http://www.quadro.net/~ecoxon/Reporting/rubrics.htm)
■ “Teacher Rubric Maker” (http://www.teach-nology.com/web_tools/rubrics/)

Types of Scoring Instruments for Performance Assessments

1. Checklist
 refers to an observation instrument that defines performance
whether it is certain or uncertain, or present or not present.
 Checklist works well in describing what students can perform.
  In using the checklist, the evaluator has to indicate only whether or
not certain elements are present in the performances.
2. Narrative/Anecdotal
 is a continuous description of student behavior as it occurs,
recorded without judgment or interpretation. The teacher writes a
narrative report of what was done during each of the performances.
3. Memory Approach
 is an approach where the teacher observes the students when
performing the tasks without taking any notes. He uses his memory
to determine whether or not the students are successful.
4. Rating Scale
 is a checklist that allows an evaluator to record information on a
scale, noting the finer distinction like the presence or absence of a
behavior.

When to use Product Oriented Performance Based Assessment? – When the product of
the activity is more important than the performance of the student in the process of
learning.
Difference of Process oriented rubric with product oriented rubric – Product oriented
rubrics are linked with an assessment of the level of “expertise” manifested by the
product.