PROCESS-ORIENTED PERFORMANCE-BASED

ASSESSMENT

Expected Learning Outcomes

1. Write effective expected learning outcomes in the process.
2. Design effective learning tasks in process-oriented performance-
based assessment.
3. Prepare workable analytic and holistic scoring rubrics for rating
process-oriented activities/instruction.

Discussion Entries

A. The Learning Phase

Assessment of student learning should not confine only to paper-

and-pencil test and output of a given task but as well to the operation in
performing a task in order to monitor the entire progress of student
learning.

To obtain best result in teaching we need to quantify also the

experiences of the learner along the way while performing a task for a
particular outcome.

In process-oriented performance-based assessment students are

assessed in actual task performance or how a task is being done in
arriving at an output.

Page | 1
 Preparation of Expected Learning Outcomes

In assessing performance in the process, it should start from

identifying the learning competencies needed for a particular task then
writing the expected or desired student learning outcomes. It should
range from simple observable processes to more complex observable
processes. (Simple if only few skills are to develop, complex if two or
more skills are to be developed)

Example:

Learning Task: Finding the number of diagonals of the different kinds of

regular polygons.

Expected outcomes for a particular task:

At the end of the activity, the student can show and demonstrate
how the number of diagonals of a regular polygon is obtained, specifically to:

1. Sketch a regular hexagon. (One skill to be developed)

2. Construct the diagonals of this hexagon and counting the
number of diagonals. (Two skills are to be developed)
3. Compute the exact number of diagonals of the regular
hexagon and other regular polygons using the formula
D= (𝑠 − 3) and construct the figure. ( (Multiple skills
𝑠
2

are to be developed with actual experiencing on the

process)

Designing a Learning task

In designing a learning task in the process, teacher must assure to

include all behaviours and competencies needed that contribute to the
development of the subject in attaining an outcome.

Page | 2
 Below is the generally accepted standard rule for designing a
learning task as stated in the text.

1. Identifying an activity that would highlight the

competencies to be evaluated.
2. Identifying an activity that would entail more or less the
same sets of competencies.
3. Finding a task that would be interesting and enjoyable
for the students.

Again let us take the same example: Finding the number of diagonals of
a regular polygon.

Task Design:

1. Inform the students to provide the materials needed for the activity.
2. Give them chance to draw any kind of regular polygon out of the
materials provided.
3. Let them connect all two nonadjacent vertices to form the diagonals.
4. Count the number of laid diagonals.
5. Again, repeat the process, by using a formula, allow them to
determine the number of diagonals of nth side polygon.
6. Figure out the solution to verify the correctness of the answer for
accuracy and precision by sketching the figure.

Designing Rubric:

Student performance along the way is best rated by a

rubric. It is a scoring scale in which Student’s aptitude or level of
performance is determined by matching it against specific set of
criteria for the task.

Page | 3
Types of Rubrics that can be used:

1. Analytic Rubric – It is a rubric in which students are assessed how

well they perform in each criterion. Analytic rubric is used when a
teacher typically wants to assess each criterion separately. Recitation
is best to assess by an analytic rubric. Here teacher can assess
whether a student has done a poor, good or excellent job in the
delivery or demonstration in the assigned task or activity for the
consideration of some specific criteria.

Parts of Analytic Rubric:

1. Component criteria – listed are the criteria to be assessed.

2. Level of performance- enumerated are the degrees or scale of
performance in a given task.
3. Descriptor - enumerates what is expected at each level of
performance.
2. Holistic or global Rubric – It is a kind of rubric in which only the global
picture of performance is rated across multiple criteria. There are no
descriptors enumerated. Holistic rubric is best to use when a quick or
gross judgement need to be made.

Take note: There is no specific number of competency or

performance level to be followed and specific number of criteria to
be included in constructing a rubric. This merely depends on what
and how many competencies and criteria you want to measure in a
given task.

Page | 4
Example of Analytic Scoring Rubric:

Project/Activity Title: Finding the number of diagonals of a

regular polygon

Name: Date:

Level of Performance
Criteria
4 3 2 1 Rating
Explanation Explanation is with clear Explanation is There are misses
very clear and explanation unclear key points
complete.
Presentation of Clear Clear Inappropriate or No sketching of
visuals diagramming or diagramming or unclear figure
sketching with sketching of curve sketching of
some details curve
Mechanics Follows the No major error or There are some Major math
mechanics with serious flaws in serious math errors or serious
high degree of the procedure errors or flaws in flaws in
precision the working reasoning are
guide seen
Demonstrated Shows complete Shows substantial Response shows Response shows
Knowledge understanding of understanding of some incomplete or
the quantitative the problem, misunderstandin lack of
mathematical ideas, and g of the problem understanding of
ideas and processes the problem
processes
Requirements Goes beyond the Meets the Hardly meets the Does not meet
requirements of requirements of requirements of the
the problem the problem the problem requirements of
the problem
Counter Include counter Does not include
Examples examples counter
examples
Total
Comments:

Rater Ratee

Page | 5
Example of Holistic Rubric:

Rubric in Process-Oriented Performance Project

Project/Activity Title: Finding the number of Diagonals of a Regular
Polygon

Name: Date:

Component Criteria Below Satisfactory Excellent

Average
1. Has clear vision and explanation 1 2 3 4 5 6 7 8 9
2. Shows correct sequence of ideas in presentation 1 2 3 4 5 6 7 8 9
3. Managed the time wisely 1 2 3 4 5 6 7 8 9
4. Acquired the needed knowledge and information 1 2 3 4 5 6 7 8 9
5. With communicated efforts with the teacher 1 2 3 4 5 6 7 8 9
Sum of scores
Total Score
Teacher Comments:

Rater Ratee

B. Development of Output

a.) Activities
Group Work:

1. Develop a learning task in the process in which it is achievable

in one in a half hour period. Provides at least three learning
observable expected outcomes arrange from simple to
complex stages.
2. Prepare holistic and analytic scoring rubrics with at least 5
component criteria and 4 performance levels to rate the
experiences and competencies observed in problem 1

Page | 6
Format

Name of School

PROCESS- ORIENTED PERFORMANCE BASED ASSESSMENT

ACTIVITY

Subject

I. Learning Task (Project/Activity Title)

II. Expected Learning outcomes
III. Task design (Specific)
IV. Scoring rubrics for the task (Analytic and Holistic)

Group Number:
Group Leader

1.
Rapporteur
2.

Members

Page | 7
 Work folio

SAGRADA FAMILIA HIGHB SCHOOL

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT ACTIVITY

Mathematics (Grade 7)

I. Learning Task (Project/Activity Title)

Budgeting for a Class Party: Students will work in groups to create a budget
plan for a class party using a set amount of money. They must calculate costs,
compare prices, and justify their choices.

II. Expected Learning Outcomes

By the end of the activity, learners will be able to:
1. Identify and list item costs using provided price data.
2. Apply operations on decimals and whole numbers to calculate total costs.
3. Justify budgeting decisions through clear explanation and mathematical
reasoning.

III. Task Design (Specific)

Students are given a scenario where they are in charge of planning a class party
with a budget of ₱1,000. Each group must:
 Select items (food, drinks, decorations) from a provided price list.
 Calculate the total cost, ensuring it does not exceed the budget.
 Prepare a short presentation explaining how they made their choices.
 Discuss the importance of budgeting and accuracy in calculations.
Time Allotted: 1.5 hours
Planning & Calculation – 40 minutes
Discussion – 20 minutes

Page | 8
Presentation – 20 minutes
Reflection Work folio
– 10 minutes

IV. Scoring Rubrics for the Task

Analytic Rubric
Criteria Excellent Proficient Developing Beginning
(4) (3) (2) (1)
Accurate All Most Some errors Frequent errors in
Calculation computations computations in computation
correct correct computation
Budget Budget fully Budget Some Poor use of
Management utilized and mostly utilized overspending budget
well managed wisely or underuse
Mathematical Strong Adequate Limited or No clear
Reasoning justification reasoning vague reasoning
with clear reasoning
reasoning
Team Excellent Good Some Minimal
Collaboration group work teamwork participation collaboration
and issues
cooperation
Presentation Clear and Mostly clear Somewhat Unclear and
Clarity well- with few gaps confusing disorganized
organized
explanation

Page | 9
Holistic Rubric
Work
Performance folio
Level Description
4 - Excellent Demonstrates deep understanding of budgeting,
accurate computations, and clear justification.
Teamwork and presentation are excellent.
3 - Proficient Shows good understanding with few errors.
Justification is sound, and presentation is effective.
2 - Developing Basic understanding with several errors.
Reasoning and explanation lack clarity.
1 - Beginning Minimal understanding. Task is incomplete or
lacks accuracy and collaboration.

Aprille Joy Q. Yanto

Group Leader

Aprille Joy Q. Yanto

Reporter

Aprille Joy Q. Yanto

Memeber

Page | 10
Work folio

Page | 11
Work folio

Page | 12
b) Reflection
After performing the activity and experiencing the
preparation of process oriented lesson and assessment, I
learned that:
1.Expected learning outcomes should. . .

2.Designing a task should . . .

3.Scoring rubric in the process should . . .

Page | 13
c.) Summative Statement and
Evaluation

Page | 14
d.) Documentary Proof of
Learning

Page | 15
c) My Performance in the Learning
Episode:
Excellent Very Good Good Fair Poor
(5) (4) (3) (2) (1)
1.Attainment
of expected
learning
outcomes
2. Level of
effort used in
the activity
3. Compre-
hensiveness
4. Value of
reflection
5. Summative
statement and
evaluation
6. Proof of
learning
7. Level of
creativity
8. Accuracy
and quality of
outputs
Total
Overall
Rating

Page | 16