Chapter 4: PROCESS-
ORIENTED
PERFORMANCE-BASED
ASSESMENT
1. Process-Oriented Learning
Competencies
• Focuses on how students learn rather than
just the final product.
• Evaluates skills, strategies, and thought
processes during learning.
• Encourages active participation,
collaboration, and critical thinking.
1.1 Learning Competencies
• Clearly defined skills and abilities students
must demonstrate.
• Examples of competencies:
1. Cognitive -knowledge
2. Psychomotor -skills
3. Affective - behavior
2. Task Designing
• Ensuring alignment with learning
competencies
• Key elements in Task Designing:
1. Clear Objectives – Define expected skills or
knowledge.
2. Authenticity – Relate tasks to real-world scenarios.
3. Complexity – Encourage higher-order thinking.
4. Process Documentation - Observe and record
student progress.
3. Scoring Rubrics
•A tool used to assess student
performance systematically.
•Types of rubrics:
1. Analytic Rubric- Evaluates multiple criteria
separately.
2. Holistic Rubric- Assesses overall
performance in a single score.
Components of Rubrics
•Criteria – What aspects of performance
are assessed?
•Levels of performance- Descriptiver
categories e.g., excellent, good, fair,
poor.
•Descriptors- Specific explanations of
each level.
Example of a Simple Rubric
Analytic Rubric
Criteria Excellent - 4 Good -3 Fair - 3 Needs
improvement -1
Clarity of Ideas Ideas are well- Mostly clear and Some confusion Ideas are unclear
explained and organized. in ideas. and disorganized.
organized.
Creativity Highly original Some originality Minimal Lacks creativity.
and engaging. is present. creativity.
Process Effort Demonstrates Shows effort but Minimal effort Little no effort.
great effort and needs observed.
dedication. improvement.
Chapter 5: PRODUCT-
ORIENTED PERFORMANCE-
BASED ASSESMENT
1. Product-Oriented Learning
Competencies
• Focuses on the final output or tangible
product of student learning.
• Measures the quality, creativity, and
effectiveness of the student’s work.
• Encourages mastery of skills through the
creation of real-world products.
Examples of Product-Oriented
Competencies:
•Writing a well-structured essay.
•Creating a detailed science project.
•Designing a poster or infographic.
•Producing a multimedia
presentation.
2. Task Designing
Key elements in Designing a Product-Oriented Task:
• Clear objectives- Define what the final product should
demonstrate.
• Relevance- Ensure the task aligns with real-world
applications.
• Creativity and Innovation – Allow students to express
originality.
• Technical and Aesthetic Quality- Consider both form and
function.
Examples of Performance Tasks:
•Artwork or digital designs
•Research papers e.g., prototype
model
•Music compositions
3. Scoring Rubrics
• Used to evaluate the final product
systematically.
• Ensures fairness and consistency in grading.
3.1 Criteria Setting
•Establish clear and measurables criteria
for assessment.
Common Criteria include:
• Content Accuracy- Does the product reflect
the correct information?
• Creativity and Originality – is the product
unique and engaging?
• Presentation and Neatness – is the final output
polished and professional?
• Technical Quality- Does it function properly-
if applicable
Example of a Simple Rubric- Product-
Oriented, Analytic:
Criteria Excellent - 4 Good -3 Fair - 3 Needs
improvement -1
Content and Ideas are well- Mostly clear and Some confusion Ideas are unclear
Accuracy explained and organized. in ideas. and disorganized.
organized.
Creativity and Highly original Some originality Minimal Lacks creativity.
Innovation and engaging. is present. creativity.
Presentation and Demonstrates Shows effort but Minimal effort Little no effort.
Neatness great effort and needs observed.
dedication. improvement.