Unit 2: Process-Oriented Performance-Based Assessment

Introduction

As discussed in unit 1, one of the characteristics that make assessment of high quality is
being authentic. Performance-based assessment provides tasks that are relevant in real-life
situations. This unit introduces process-oriented performance-based assessment. In this unit, you
will learn the nature of process-oriented performance-based assessment, design learning tasks
and create scoring rubrics appropriate for this type of assessment.

Learning Outcomes
At the end of this unit, you are expected to:
1. Explain the nature of process-oriented performance-based assessment;
2. Create scoring rubrics in evaluating outputs of process-oriented performance-based
assessment; and
3. Develop assessment tasks of process-oriented performance-based assessment

Activating Prior Knowledge

Aside from paper and pencil tests, what other types of tests have you encountered in high school
and in college? Use the graphic organizer below as you recall your experiences on other types of
tests.

Recalling my Previous Experiences

In this type of test, I benefited in this type

I experienced using . . .
we . . . of test because . . .
Topic 1. Process-Oriented Performance-based Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate performance assessment from traditional assessment; and
2. Differentiate process-oriented from product-oriented performance-based assessment.
Presentation of Content
In giving authentic assessment, one type of assessment that requires the students to demonstrate
skills and knowledge that are relevant in real-life situations is performance assessment.
Performance assessment is a direct and systematic observation of the actual performances of
the students based from a pre-determined performance criterion (Zimmaro, 2003). It is an
alternative form of assessment that asks learners to perform a task applying the knowledge they
have gained from a unit or units of study. These assessments are typically open-ended, complex
and authentic (Lund and Kirk, 2019). It gives teachers new methods in assessing student
achievement (ibid). Hence, instead of giving students to select a response, this type of
assessment requires students’ active participation through demonstration of their skills and
knowledge.
The use of their higher order thinking skills in creating a process or a product is required in
method of evaluation (Chun, 2010). Learning tasks are beyond rote memorization; thus, letting
the students apply, analyze and create. The National Capital Language Resource Center
(NCLRC, 2011) listed criteria that make a performance task authentic.
 Be built around topics or issues of interest to the students;
 Replicate real-world communication contexts and situations;
 Involve multi-stage tasks and real problems that require creative use of language rather
than simple repetition;
 Require learners to produce a quality product or performance;
 Evaluation criteria and standards are known to the students;
 Involve interaction between assessor (instructor, peers, self) and person assessed; and
 Allow for self-evaluation and self-correction as students proceed.
Characteristics of Performance-Based Assessment (Lund & Kirk, 2019)
Require the presentation of worthwhile or meaningful
tasks designed to be representative of performance in
the field
Emphasize higher-level thinking and more complex
learning
Articulate criteria in advance so that students know
how they will be evaluated
Embed assessments so firmly in the curriculum that
they are practically indistinguishable from instruction
Expect students to present their work publicly when
possible
Involve examination of process as well as the products
of learning

Developmental

checklists

Component
s of
Performanc
e-based
Assessment
Summary (Gabuyo,
Portfolios
reports 2012)

These three components are equally important. They constitute the components of dynamic,
authentic performance-based assessment system.
Performance-based assessment assesses either the process in achieving the learning outcomes or
the product of the learning outcomes or even both depending on the learning objectives. It
involves doing rather than just knowing about a certain task. When using performance-based
assessment, the teacher will either use process-oriented performance-based assessment or
product-oriented performance-based assessment. The teacher should know when to use these
two types of performance-based assessment.
Process-oriented performance-based assessment is concerned with the actual task performance
rather than the output or product of the activity. It assesses and observes the procedures and
experiences of the students in achieving the learning outcomes. It requires a step-by-step
interaction between the student and the teacher. Thus, it is expected that during the process, the
student can commit mistakes and the teacher corrects the errors of the learners. With the use of
this type of assessment, the students will help them achieve best output.
In other words, use the process when:
1. There is no product;
2. The process is orderly and directly observable;
3. Correct procedures/steps are crucial to later success;
4. Analysis of procedural steps can help in improving the product; and
5. Learning is at the early stage.
 Application
Directions: Using the H-chart, compare and contrast the following concepts:

Performance-based Traditional
________________________ ________________________
_____________________ ______________________
_____________________ ______________________
_____________________ Similarities ______________________
_____________________ _____________________
_____________________ _________________ _____________________
_____________________ ________________________________________
_____________________ ________________________________________
_____________________ ________________________________________
_____________________ ________________________________________
_____________________ ________________________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________

Process-Oriented Product-Oriented
________________________ ________________________
_____________________ ______________________
_____________________ ______________________
_____________________ Similarities ______________________
_____________________ _____________________
_____________________ ________________ _____________________
____________________ ________________________________________
_____________________ ________________________________________
_____________________ ________________________________________
_____________________ ________________________________________
_____________________ ________________________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Topic 2. Process-Oriented Learning Competencies and Task Designing

Learning Objectives
At the end of the lesson, you are expected to:
1. Develop a process-oriented performance-based task based on given competencies; and
2. Design a process-oriented performance-based task according to field of specialization.

Presentation of Content
A. Process-Oriented Learning Competencies
Competencies are defined as groups of knowledge, skills, and attitudes needed to achieve a
certain task. These competencies should be transferable, observable, and accessible to students.
Learning competencies in process-oriented performance-based assessment:
a. are expressed in direct observable behaviors of the students; and
b. focus on the behaviors that demonstrate “best practice” for the specific task or activity.
Examples of Process-oriented performance-based assessment:
Subject English
Topic Paragraph Development
Task Write a paragraph about the career you are considering.
Description Explain why you are choosing that career path, and how you
plan to accomplish your goals.
Competencie  Uses correct vocabulary, spelling, grammar, and punctuation
s  Composes clear, direct, concise, complete messages
 Chooses the most effective and meaningful form to express
ideas and information. Uses bullet points, tables, or other
tools to organize and present detailed or complex information
 Adapts the content, tone, style, and form to suit the needs of
the reader, the subject, and the purpose of the communication
 Organizes information so that facts or ideas build upon one
another to lead the reader to a specific conclusion
 Tailors written communications to effectively reach the
intended audience
Subject Mathematics
Topic Reading and Writing Money in Symbols and in Words
through 100
Task Description Get a pair. One will act as a buyer of scrap materials
while the other one will act as a seller of scrap materials.
 The buyer will weigh the scrap materials and compute
how much she should pay the seller. Write the value in
symbols and in words.
Competencies Write whole numbers in symbols and in words
Write money with value through 100
Tell the value of a set of bills or a set of coins

Subject Science
Topic Interdependence
Task Description Explain and illustrate the roles of and relationships among
producers, consumers, and decomposers in the process of
energy transfer in a food web.
Competencies  Create a diagram (i.e., food web) that illustrates the flow
of energy among producers, consumers, and
decomposers within an ecosystem
 Explain complex interrelationships among the various
types of organisms in a food web.

B. Task Designing
Performance task requires the students to construct a response, usually complex in nature.
Performance tasks usually emulate actual workplace activities or real-life skill applications and
require higher order processing skills. Performance tasks may be individual or group-oriented.
Each performance task contained in the bank is designed to elicit a response on the part of the
student that serves as evidence of attainment of the benchmark. It is important to remember that
the types of tasks we suggest have been dictated by the benchmarks
When designing assessment tasks, teachers should always remember that the purpose of the tasks
is to provide opportunities for students to demonstrate what they have achieved or learned.
Hence, it is essential to determine the learning competencies to be exhibited by the students.
Then, the learning competencies will be the basis of the teachers in designing tasks.
When choosing the best assessment tasks, it is necessary to be guided by the following criteria
outlined by Boud (1998).
 The task is authentic and set in a realistic
context (i.e., oriented towards the world external
to the course itself)
They are worthwhile learning activities in their
own right.

The assessments permit a holistic rather than a

fragmented approach
The tasks are not repetitive for either student or
assessor - they should work as a productive use of
time for all those involved.

The assessment prompts student self-assessment.

The tasks are sufficiently flexible for students to

tailor them to their own needs and interests
The assessment is not likely to be interpreted by
students in a way fundamentally different to that
of the designer
The task does not make assumptions about the subject
matter or the learner which are differentially perceived by
different groups of students, and which are irrelevant to
the task

Example:
Topic: Lesson Planning
Outcome: Students will be able to develop lessons reflective of different learning styles and
Gardner’s Theory of Multiple Intelligences
Task:
 Divide students into 8 groups.
 Assign each group one of the 8 intelligences.
 Have groups design a classroom activity that teaches a concept related to a unit on the
solar system using the intelligence assigned.
 They can select the specific content and grade/year level of the students they are
preparing the lesson for.
 They should start by writing an outcome for the lesson.
(Adapted)
These tasks will let you observe the experiences of the students in creating a lesson plan. Along
the process, you will be able to guide the students on how they identify learning objectives,
design appropriate activities and create authentic assessments.
 Application
Directions: Design a process-oriented performance-based task based on the given competencies.
Your output will be evaluated using the rubric given.

Course: Readings in the Philippine History

Lesson: Content and Contextual Analysis of Selected Primary Sources
Learning Outcome: Develop critical and analytical skills with exposure to primary sources
Learning Competencies:
1. Describe comprehensively the origin, purpose, value and limitations of a primary
source
2. Follows the procedures in analyzing and drawing inferences in a primary source.
Scoring Rubric
Criteria Inadequate Needs Meets Exceeds
(1) improvement expectations expectations
(2) (3) (4)
Completeness No response Some items Provides Provides
are missing complete complete
information information
with minimal with
errors accuracy
No relevance Only few Most of the Answers are
Appropriateness to the task answers are answers are specific and
appropriate relevant relevant to
the task

Task Descriptions
Topic 3. Scoring Rubrics

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate analytic from holistic rubrics;
2. Cite the importance of using rubric in evaluating students’ performances; and
3. Design a scoring rubric to be used in process-oriented performance-based assessment.
Presentation of Content
Authentic assessments are mostly subjective in nature. Hence, these assessments are always
guided by rubrics in evaluating students’ performances or outputs to avoid inconsistency of
results. A rubric contains a coherent set of criteria for students’ outputs and performances that
includes descriptions of levels of performance quality on the criteria (Navarro et al., 2019).
What makes a good rubric?

It should be a guide listing specific criteria for

grading or scoring academic papers, projects or
tests

The rubric criteria must match the outcome

and include higher order thinking skills

Objective criteria is important – it specifies

HOW something is performed and is laid out on
a continuum from “exemplary” to “not
evidenced”

A rubric should communicate expectations to

students and serve as feedback on how to
improve

Rubrics are a natural way of providing in-depth feedback on real life performances or projects
assigned to students. Using rubrics, the students are aided with guidance as they develop their
PBA projects. Teachers create rubrics as they create the specifics of the assignment so that
expectations and criteria for the assignment/performance are very clear. Hence, the use of rubrics
can improve and monitor student performance. Moreover, along with the rubric is an exemplar of
a project or paper that met or exceeded expectations according to the rubric. This is also called
an anchor paper or artifact.
Rubrics have two major parts according to Brookhart (2013):
a. Coherent sets of criteria – describes the key elements of a student work
b. Descriptions of levels of performance – provide indicators for each level of performance.
It describes how excellent or poor the output is
Mertler (2000) summarized the steps in designing a scoring rubric. The steps are illustrated in the
figure below.
Step-by-Step Procedure
Step 1: Re-examine the learning objectives to be addressed by the task.
Step 2: Identify specific observable attributes that you want to see (as well as those you
don’t want to see) your students demonstrate in their product, process, or
performance.
Step 3: Brainstorm characteristics that describe each attribute.

For holistic rubrics . . . For analytic rubrics . . .

Step 4a: Write thorough Step 4b: Write thorough

narrative descriptions for narrative descriptions for
excellent work and poor work excellent work and poor work
incorporating each attribute for each individual attribute.
into the description.

Step 5a: Complete the rubric Step 5b: Complete the rubric
by describing other levels on by describing other levels on
the continuum that ranges the continuum that ranges
from excellent to poor work from excellent to poor work
for the collective attributes. for each attribute.

Step 6: Collect samples of student work and exemplify each level.

Step 7: Revise the rubric, as necessary.
 Two Types of Rubrics

Holistic
It asks the teacher to score the overall process or product as a
whole

All criteria are assessed simultaneously;quick scoring

It is used when the teacher wants a quick judgment of the

performance of the students

It can be used for summative assessment

Examples of Analytic Rubric

Retrieved from http://www.dr-hatfield.com/science_rules/Rubric%20for%20Lesson%20Plan.pdf

 Rubric for Science Demonstration

Does Not Meet Progressing Meets Exceeds

1 pts 2 pts 3 pts 4 pts

Organization Did not bring all Have all materials Have all materials All materials present
materials to present, but not present and mostly and easily accessible.
complete lab organized in a way organized so the Demonstration runs
demonstration. that the demonstration can smoothly.
demonstration can run smoothly.
run smoothly. Minor problems
that do not hinder
the overall
effectiveness of the
demonstration.

Presentation Does not make Eye Contact and Eye Contact and Good eye contact and
Skills eye contact or Voice Projection Voice Projection voice projection
project voice so limited. Limited maintained through maintained throughout
that people can explanation of the majority of the the entire
hear it. Does not demonstration presentation. Minor presentation. Detailed
explain topic to audience. lapses in explanation of
demonstration explanation of demonstration topic to
topic to audience. demonstration topic audience.
to audience. Overall
effectiveness not
affected.

Science Content Demonstration is Demonstration has Demonstration is Demonstration is

unrelated to little relevance to relevant to material relevant to material
anything classroom discussed in class, discussed in class.
discussed in discussions and but student does not Student shows a
class. Student material. student show an complete complete
shows no shows limited understanding of understanding of
knowledge of understanding of topic. topic.
topic. topic.

Cont. Does Not Meet Progressing Meets Exceeds

1 pts 2 pts 3 pts 4 pts

Professionalism/ Does not take Careless during Very few moments Respectable at all
Safety demonstration demonstration. of a careless times. Shows
seriously. Very Shows lack of attitude. Majority of extensive practice and
careless. Lax practice and the time conducts preparation. No safety
attitude toward preparation. themselves in a issues during
assignment. Shows very little respectable manner. demonstration.
Shows no signs knowledge of Shows practice and
of practice or safety procedures. preparation. Minor
preparation. problems with
Shows no regard safety during
 for safety. demonstrations.

Interest/ Demonstration Demonstration Demonstration was Demonstration was

Excitement was not was only slightly quite interesting very interesting and
interesting and interesting and and excited most captured the
lacked was exciting to viewers. excitement of all those
excitement. only a few viewing the
viewers. presentation.

Napakahusay Mahusay Di-Gaanong Nangangailangan

Mahusay ng Tulong
Bilis Binasa ang Binasa ang Binasa ang Binasa ang
kwento bago kwento nang kwento nang kwento nang
matapos ang ayon sa lampas ng lampas ng isang
takdang takdang ilang segundo minute sa
panahon panahon sa takdang takdang panahon
panahon
Kawastuhan Lahat ng 1-3 salita ang 4-6 salita ang 7 o higit pang
salita ay di-nabasa ng di-nabasa salita ang di-
binasa ng wasto nang wasto nabasa nang
wasto wasto
Pag-unawa Lahat ng 1 tanong ang 2-3 tanong 4 o higit pang
tanong ay di nasagot ang di nasagot tanong ang di
nasagot nang nang wasto nang wasto nasagot nang
wasto wasto
Example of Holistic Rubrics
Score Description
5 Demonstrates complete understanding on lesson plan
development. All requirements of task are included in response.
4 Demonstrates considerable understanding on lesson plan
development. All requirements of task are included.
3 Demonstrates partial understanding on lesson plan development.
Most requirements of task are included.
2 Demonstrates little understanding on lesson plan development.
Many requirements are missing.
1 Demonstrates no understanding on lesson plan development.

(Gabuyo, 2012)
Score Description
4 Makes accurate estimations. Uses appropriate mathematical
 operations with no mistakes. Draws logical conclusions supported by
graph. Sound explanations of thinking.
3 Makes good estimations. Uses appropriate mathematical operations
with few mistakes. Draws logical conclusions supported by graph.
Good explanations of thinking.
2 Attempts estimations, although many inaccurate. Uses inappropriate
mathematical operations, but with no mistakes. Draws conclusions
not supported by graph. Offers little explanation.
1 Makes inaccurate estimations. Uses inappropriate mathematical
operations. Draws no conclusions related to graph. Offers no
explanations of thinking.
0 No response/task not attempted.

(Mertler, 2000)
Other resources of rubrics:
Rubistar http://rubistar.4teachers.org/index.php
iRubric https://www.rcampus.com/indexrubric.cfm?
Teacher Planet http://www.teacherplanet.com/rubrics-for-teachers?ref=rubrics4teachers
University of Wisconsin-Stout
https://www.uwstout.edu/academics/online-distance-education/online-professional-
development/educational-resources-rubrics/creating-and-using-rubrics-assessment
Quick Rubric https://www.quickrubric.com/r#/create-a-rubric
Application
Directions: Using your output in Topic 2, develop an analytic rubric for the assessment task you
have designed. Use the rubrics as your basis in creating your output.
Criteria Unacceptable Acceptable Good/Solid Exemplary
1 2 3 4
Clarity of Criteria being Criteria being Criteria being Each criteria
Criteria assessed are assessed can assessed are is distinct,
unclear, be identified, clear, clearly
inappropriate but are not appropriate delineated and
and/or have clearly and distinct fully
significant differentiated appropriate
overlap or are for the work
inappropriate
Distinction Little/no Some Distinction Each level is
between distinction can distinction between distinct and
levels be made between levels is progresses in
 between levels is apparent a clear and
levels of made, but is logical order
achievement not totally
clear how
well
-Modified from Mullinix (2003)
https://www.asu.edu/courses/asu101/asuonline/temp/rubric_%20for_rubrics.pdf

Summary
 Performance-based assessment is a direct and systematic observation of the actual
 performances of the students.
 Performance-based assessment is an authentic assessment that requires demonstration of
real life skills of the students.
 Process-oriented performance-based assessment is concerned with the actual task
performance rather than the output or product of the activity.
 Competencies are defined as groups of knowledge, skills, and attitudes needed to achieve
a certain task.
 Process-oriented competencies are expressed in direct observable behaviors of the
students
 A rubric is an evaluation tool that contains a coherent set of criteria for students’ outputs
and performances that includes descriptions of levels of performance quality on the
criteria
 Holistic rubric gives an overall impression on the student’s work while analytic rubric
provides specific and detailed information about student performance.

Reflection
Congratulations! You have completed the Unit 2 of your module. Now, create three personal
quotations that would reflect your learning in this unit.
1. ________________________________________________________________________
________________________________________________________________________
____________________________________
2. ________________________________________________________________________
________________________________________________________________________
____________________________________
3. ________________________________________________________________________
________________________________________________________________________
____________________________________
References
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading.
Ascd.
Boud, D. (1998, November). Assessment and learning–unlearning bad habits of assessment.
In Conference on Effective Assessment at University, University of Queensland,
Australia. Retrieved from
http://damianeducationresearchlinks.wikispaces.com/file/view/unlearningassessment_B
oud.pdf
Gabuyo, Y.A. (2012) Assessment of Learning 1. Manila, Philippines: Rex Book Store
Mertler, C. A. (2000). Designing scoring rubrics for your classroom. Practical assessment,
research, and evaluation, 7(1), 25.
Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning Outcomes
(Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.
National Capital Language Resource Center (NCLRC). (n.d.). The Essentials of Language
Teaching. Retrieved August 10, 2020
from http://nclrc.org/essentials/assessing/alternative.htm.