LESSON 1: OBSERVATION OF TEACHING AND LEARNING IN ACTUAL

SCHOOL ENVIRONMENT
Activity No. 2

Learning Outcomes

At the end of this lesson, you will:

● construct process-oriented and product-oriented learning competencies

anchored from the instructional objectives of the k to 12 basic education
curriculum guide;
● create a task design or performance task based on the constructed
process-oriented and product-oriented performance-based assessment;
and
● formulate a scoring rubric based on the created task design.

ACTIVITY- Let’s Read These

The following are descriptions used to judge the adequacy of student

performance with various skills. The part one descriptions pertain to process
assessments and part two to product assessment. Put YES on the space before the
number if the description requires an inference and NO, if it is not.

Part I. Process Assessments

______ 1. The student demonstrates good penmanship.
______ 2. The student uses fingertips to depress valves on the trumpet.
______ 3. The student knows how to sand a piece of wood.
______ 4. The student places a lighted match next to the burner before turning on
the gas.
______ 5. The student correctly views the needle on the voltage meter.

Part II. Product Assessments

______ 1. The painted piece of wood is free of brush marks.
______ 2. The chair is solidly constructed.
______ 3. The steak is properly cooked.
______ 4. The fingernails are free of dirt.
______ 5. The student understands the directions.

ANALYSIS – Let’s Analyze

1. Based on your answers above, why did you treat them as descriptions requiring
inference?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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2. Referring to the descriptions requiring inference, what do you think are the
alternatives that directly describe what are to be observed? Fill in the table below.
Part I Item No. Alternatives

Part II Item No.

ABSTRACTION – Let’s Conceptualize

On Performance-based Assessment
Performance tests use direct measures of learning rather than indicators that
simply suggests cognitive, affective, or psychomotor processes have taken place.
Teachers can use performance tests to assess complex cognitive learning, as well as
attitudes and social skills in academic areas such as science, social studies, or math.
When doing so, they establish situations that allow them to observe and to rate
learners directly as they analyze, problem solve, experiment, make decisions,
measure, cooperate with others, present orally, or produce a product. These
situations simulate real-world activities.
Performance tests also allow teachers to observe achievements, mental
habits, ways of working, and behaviors of value in the real world that conventional
tests may miss and in ways that an outside observer would be unaware that a “test”
is going on. Performance test can include observing and rating learners as they carry
out a dialogue, conduct a science experiment, edit a composition, present an exhibit,
work with a group of other learners in designing a student attitude survey, or use
equipment. In other words, the teacher observes and evaluates student abilities to
carry out complex activities which be used outside the classroom.

On Process-oriented Learning Competencies

The learning objectives in process-oriented performance-based assessment
are stated in directly observable behaviors of the students. Competencies are
defined as groups or clusters of skills and abilities needed for a particular task. The
objectives generally focus on those behaviours exemplify a best practice for the
particular task. Such behaviours range from a beginner or novice level up to the level
of an expert. The example given below.

Specific Task: Recite a poem by Edgar Allan Poe, The Raven”.

Objectives: The activity aims 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 the ambience of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

Notice that the objective starts with a general statement of what is expected of
the student from the task (recite a poem by Edgar Allan Poe) and then breaks down
the general objective into easily observable behaviours when reciting a poem. The
specific objectives identified constitute the learning competencies for this particular
task. As in the statement of objectives using Bloom’s taxonomy, the specific
objectives also range from simple observable processes to more complex observable
processes (e.g. creating an ambience of the poem through appropriate rising and
falling intonation. A competency said to be more complex when it consists of two or
more skills.

On Task Design (Process-oriented)

Performance tasks’ identification measures the learning target you are about
to assess. Some targets imply that the tasks are structured or not. Performance
needs to identify so that you may know what tasks and criteria to perform. A task
description must be prepared to provide the listing of specifications of the tasks and
will elicit the desired performance of the students.
 Tasks should be meaningful and must let you be involved personally in doing
and creating the tasks. This can be done by selecting a task that has the most
personal meaning to you. Choose a task in which you have the ability to demonstrate
knowledge and skills from classroom activities or other similar ways. These tasks
should be of high value, worth teaching to, and worth learning as well.
In creating a performance tasks, you should specify the learning targets, the
criteria by which you evaluate performance, and the instructions for completing the
task.

Example: The topic is on understanding biological diversity

Possible Task Design:

Bring the students to a pond or creek. Ask them to find all living organisms as
they can find living near the pond or creek. Also, bring them to the school playground
to find as many living organisms as they can. Observe how the students will develop
a system for finding such organisms, classifying the organisms and concluding the
differences in biological diversity of the two sites.
On Task Design (Product-oriented)
How should you design a task for product-oriented performance-based
assessment? The design of the task in this context depends on what you desire to
observe as outputs. The concepts that may be associated with task design include:
1. Complexity
The level of complexity of the project needs to be within the range of your
ability. Projects that are too simple tend to be uninteresting for you while projects that
are too complicated will most likely frustrate you.
2. Appeal
The project or activity must be appealing to you. It should be interesting
enough so that you are encouraged to pursue the task to completion. It should lead
to self-discovery of information.
3. Creativity
The project needs to encourage you to exercise creativity and divergent
thinking. Given the same set of materials and project inputs, how will you best
present the project? It should lead you into exploring the various possible ways of
presenting the final output.
4. Goal-based
You also have to bear in mind that the projects that are assigned to you must
not just be for the sake of producing but something for reinforcing learning purposes.

Example 1:
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. You are provided
with a given number of colored papers. You will be asked to construct as many plane
and solid figures from these papers without cutting them (by paper folding only).

Example 2:
Task: Preparing Useful Solution
Barangay Luntian is celebrating its 50 th anniversary with the theme “Kalikasan
Ko, Mahal Ko’. The barangay captain called for a council meeting to discuss the
preparations for the program. As a councilor, you are asked to take charge of the
preparation of “Natural Beverage” for the guests. This healthful drink should promote
your locally produced fruits or vegetables as well as health and wellness. On your
next council meeting, you will present your plan for the preparation of the drink and
let the council members do the taste testing. The council members will rate your drink
based on the following criteria: practicality, preparation, availability of materials, and
composition of solutions (drink).

On Scoring Rubrics
 Rubrics are scoring standards composed of model answers against which a
learner’s performance is compared. They can be a detailed list of what an acceptable
answer must contain or a sample of typical responses that would be acceptable
which the rater compares a student’s performance.
Authentic assessments typically are criterion-referenced measures, that is, a
student’s aptitude on a 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. The measurement of student performance against a
predetermined set of criteria, and a rubric or scoring scale contain the essential
criteria for the task and appropriate levels of performance for each criterion are
typically created.
Analytic scoring rubric articulates levels of performance for each criterion so
the teacher can assess student performance on each criterion.
Holistic scoring rubric estimates the overall quality of a performance by assigning a
single numerical value to represent a specific category of accomplishment. It has
used for measuring both products and processes.

Steps in the Design of scoring Rubrics

A step-by-step process for designing scoring rubrics for classroom use is
presented below. Information for these procedures were compiled from various
sources.
Step 1: Re-examine the learning objectives to be addressed by the task. This allows
you to match your scoring guide with your objectives and actual instruction.
Step 2: Identify specific observation attributes that you want to see (as well as those
you do not want to see) your students demonstrate in their products, process,
or performance. Specify the characteristics, skills, or behaviours that you will
be looking for; as well as common mistakes you do not want to see.
Step 3: Brainstorm characteristics that describe each attribute. Identify ways to
describe above average, average, and below average performances for each
observable attribute identified in step 2.
Step 4a. For holistic rubrics, write thorough narrative descriptions for excellent work
and poor work, incorporating each attribute into the description. Describe the
highest and lowest levels of performance combining the descriptors for all
attributes.
Step 4b. For analytic rubrics, write thorough narrative descriptions for excellent work
and poor work for each individual attribute. Describe the highest and lowest
levels of performance using the descriptors for each attribute separately.
Step 5a. For holistic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor for the collective attributes. Write
descriptions for all intermediate levels of performance.
Step 5b. For analytic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor for each attribute. Write
descriptions for all intermediate levels of performance for each attribute
separately.
Step 6. Collect samples of student work that exemplify each level. These will help
you score in the future by serving as benchmarks.
Step 7. Revise the rubric, as necessary. Be prepared to reflect on the effectiveness
of
the rubric and revise it prior to its next implementation.

APPLICATION

Part I. Process-oriented Performance-based Assessment

 1. Choose one learning competency from your assigned subject grade level.
Identify a specific task that shows a process or skills. Then, create process-
oriented learning competencies. Fill in the table below.

Subject: Grade Level: Date:

Content Standard:

Performance Standard:

Specific Task: (a process or skill for acquiring, organizing, and using information
that serve as a basis for a performance test)

Process-oriented Learning Competencies:

1.
2.
3.
4.
5.

2. Create a task design or performance task aligned from your process-oriented

learning competencies. Please find the format below.

Topic:

Possible Task Design or Performance Task:

3. Formulate a scoring rubric aligned from your process-oriented learning

competencies to your task design or performance task to see continuity. Follow the
steps presented in designing rubric.

Scale Level 1 Scale Level 2 Scale Level 3 Score

Criteria 1

Criteria 2

Criteria 3

Criteria 4
Part II. Product-oriented Performance-based Assessment

1. Choose one learning competency from your assigned subject grade level.
Identify a specific task that shows a process or skills. Then, create a product-
oriented learning competency. Fill in the table below.

Subject: Grade Level: Date:

Content Standard:

Performance Standard:

Specific Task: (a process or skill for acquiring, organizing, and using information
that serve as a basis for a performance test)

Product-oriented Learning Competencies:

● Beginner Level (minimum specifications)

● Skilled Level (skilled specifications)

● Expert Level (expert specifications)

2. Create a task design or performance task aligned to your product-oriented

learning competencies. Please find the format below.

Topic: (example is to prepare useful solution)

Possible Task Design or Performance Task:

3. Formulate a scoring rubric aligned from your product-oriented learning

competencies to your task design or performance task to see continuity. Follow the
steps presented in designing a rubric.

Scale Level 1 Scale Level 2 Scale Level 3 Score

Criteria 1

Criteria 2

Criteria 3

Criteria 4

Closure. Thank you for taking time and doing the task. You have successfully
completed Module 1. You finished all the tasks given and incorporated your
understanding on the process-oriented and product-oriented performance-based
assessment discussed. Let us go for the next topic.