performance based -product oriented assessment
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This document discusses product-oriented performance-based assessment. It involves assessing students' actual performance through products they create. Products can include work targeting skills like reading, writing, speaking and listening. Teachers evaluate students' proficiency on tasks based on rubrics. Assessment targets three levels - novice, skilled, and expert. Tasks and products are designed to be at an appropriate complexity, be appealing, encourage creativity, and be goal-based to attain learning objectives.
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- 1. Product-Oriented Performance –Based Assessment Product-Oriented Performance –Based Assessment
- 2. Performance-based tasks required performance –based assessment -In which the actual students’ performance is assessed through a product. Product-Oriented Performance –Based Assessment
- 3. Product-Oriented Performance –Based Assessment 3.1 Product – Oriented learning competencies Products- include a wide range of student works that target specific skills.
- 4. Product-Oriented Performance –Based Assessment Examples: reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task.
- 5. Product-Oriented Performance –Based Assessment Target tasks- include behaviour expectations targeting complex tasks that students are expected to achieve.
- 6. Product-Oriented Performance –Based Assessment Rubrics- one way that the teachers can evaluate or assess student performance or proficiency in any given task as it relates to a final product or learning outcome
- 8. Product-Oriented Performance –Based Assessment Product –oriented learning competencies target at least three (3) levels • Novice or beginner’s level • Skilled level • Expert level
- 9. Product-Oriented Performance –Based Assessment Level 1. Novice or beginners’ level • Does the finish product or project illustrate the minimum expected parts or function?
- 10. Product-Oriented Performance –Based Assessment Level 2. Skilled level • Does the finished product or project contain additional parts and function on top of the minimum requirements which tend to enhance the final output?
- 11. Product-Oriented Performance –Based Assessment Level 3. Expert level • Does the finish product contain the basic minimum parts and functioning have additional features on top of the minimum, and is aesthetically pleasing?
- 13. Product-Oriented Performance –Based Assessment Performance-Based assessment for products and projects can also be used for assessing outputs of short-term tasks.
- 14. Product-Oriented Performance –Based Assessment Example: The desired output consists of the output in a typing class. Learning competencies: the final typing outputs of the students must:
- 15. Product-Oriented Performance –Based Assessment 1. Possess no more than five(5) errors in spelling- (minimum specifications)
- 16. Product-Oriented Performance –Based Assessment 2. Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten- (skilled level)
- 17. Product-Oriented Performance –Based Assessment 3. Possess no more than 5 errors in spelling, has the proper format, and is readable and presentable-(expert level)
- 19. Product-Oriented Performance –Based Assessment Task Designing
- 20. Product-Oriented Performance –Based Assessment a. Complexity- The level of complexity of the project needs to be within the range of ability of the students.
- 21. Product-Oriented Performance –Based Assessment b. Appeal- the project or the activity must be appealing to the students.
- 23. Product-Oriented Performance –Based Assessment c. Creativity- The project needs to encourage students to exercise creativity and divergent thinking.
- 24. Product-Oriented Performance –Based Assessment d. Goal- based- Finally, the teacher must bear in mind that the project is produced in order to attain a learning objective.