PRODUCT ORIENTED PERFORMANCE BASED
Contain remarks and captions for the illustrations made by
ASSESSMENT
– Performance based tasks require performance-based
assessment in which the actual student performance is
being assessed through a PRODUCT, that
demonstrates levels of task achievement.
Student Performance – can be defined as targeted tasks
that lead to a product or overall learning outcome
Products – may include a wide range of student work that
target specific skills.
Rubrics – one way to evaluate student performance in any
given task as it relates the final product or learning
outcomes.
When to use Product Oriented Performance Based
Assessment?
– When the product of the activity is more important
than the performance of the student in the process of
learning.
Difference of Process oriented rubric with product oriented
rubric – Product oriented rubrics are linked with an
assessment of the level of “expertise” manifested by the
product.( Novice/Beginner, Skilled, Expert Levels)
DEFINING LEARNING COMPETENCIES FOR PRODUCTS/OUTPUT
Level 1 – Does the finished product or the project illustrates the
minimum expected parts or function (Beginner)
Level 2 – Does the finished product or project and contains additional
parts and functions on top of the minimum requirements which tend to
enhance the final output (Skilled)
Level 3 – Does the finished product contain the basic minimum parts
and function, have additional features on top of the minimum, and
aesthetically pleasing (Expert)
EXAMPLE: The product desired is a scrapbook illustrating the
historical events called EDSA I People Power
Learning Competencies: The scrapbook presented by the students
must:
1. Contains pictures, newspaper clippings and other
illustrations for the main characters of EDSA I (MINIMUM
SPECIFICATION)
2.
the student himself for the roles played by the characters in
EDSA 1 People Power (SKILLED)
3. Be presentable, complete, informative, and pleasing to the
reader of the scrapbook. EXPERT
Performance based assessment for products and projects can
also be used for assessing outputs of SHORT TERM TASKS. ->
Example: The desired output consists of output in a typing class.
Learning Competencies: The final typing outputs of the students
must:
1. Possess no more than five (5) errors in spelling (MINIMUM)
2. Possess no more than five (5) errors in spelling while
observing proper format based on the document to be
typewritten (SKILLED)
3. Possess no more than 5 errors in spelling, has the proper
format, and is readable and presentable – (EXPERT)
EVIDENCE – BASED – Product oriented performance based learning
competencies need concrete evidence that a student has achieved
a certain level of competence based on product.
TASK DESIGNING (How to design tasks on POPBA?)
Concepts that may be associated with task designing include:
1. Complexity – needs to be within range of the ability of the
students. Too simple are uninteresting, too complicated are
frustrating.
2. Appeal – Projects should be interesting enough so that
students are encouraged to pursue to complete the task.
3. Creativity – Think out of the box (divergent thinking). The
project should lead to exploring various possible ways of
presenting the output.
4. Goal Based – Bear in mind that the project is produced in
order to attain a learning objective. Projects are assigned
not just for the sake of producing something but reinforcing
learning.