Product-Oriented

Performance-
Based Assessment
1. Product-Oriented
Learning
Competencies
• Student performance can be defined as
targeted tasks that can lead to a product
or overall learning outcome.
• Products can include a wide range of
student works that target specific skills.
• Target tasks can also include behavior
expectations targeting complex tasks
that are expected to achieve.
• Using rubrics is
one way that
teachers can
evaluate or assess
student
performance or
proficiency in any
given task as it
relates to final
product or learning
outcome.
• The learning
competencies associated
with products or outputs
are linked with an
assessment of the level of
"expertise" manifested by
the product.

(3) levels: the novice or

beginner's level, skilled
level, and expert level.
• For instance, we can define learning
competencies for products or outputs in
the following way:
Level 1 : Does the finished product or project
illustrate minimum expected parts or functions?
(Beginner)
Level 2 : Does the finished product or project
contain additional parts and functions on top of
the minimum requirements which tend to enhance
the final output? (Skilled level)
Level 3 : Does the finished produc contain the
basic minimum parts and functions, hav additional
features on top of the minimum, and is
aesthetically pleasing? ( Expert level)
Example: The desired product is a representation of
a cubic prism made out of cardboard in an
elementary geometry class.
Learning competencies : The final product submitter
by the students must:

1.Possess the correct dimensions (5"x5"x5") –

( minimum specifications )
2. Be sturdy, made of durable cardboard and
properly fastened together - ( skilled specifications )
3. Be pleasing to the observer, preferably properly
colored for aesthetic purposes - ( expert level)
Example: The product desired is a scrapbook illustrating the
historical event 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 People Power
namely: Corazon Aquino, Fidel V. Ramos, Juan Ponce
Enrile, Ferdinand E. Marcos, Cardinal Sin. ( minimum
specifications )
2. Contains remarks and captions for the illustrations made
by the student himself for the roles played by the characters
of EDSA I People Powel. - ( skilled level )
3. Be presentable, complete, informative and pleasing to the
reader of the scrapbook. - ( expert level )
Performance- based assessment for products and projects
can also.be used for assessing outputs of short term task
such as the one illustrated for outputs in a typing class.

Example: The desired output consist of the output in a typing

class.
Learning Competencies : The final typing outputs of the
students must:
1. Posses no more than five (5) errors in spelling - (
minimum specifications )
2. Possess no more than five (5) errors I'm spelling while
observing proper format based on the document to the
typewritten - ( skilled level)
3. Possess no more than five (5) errors in spelling, has the
proper format, and is readable and presentable - ( expert
level )
 What can you notice from all the given
examples?
All of the examples, product- oriented
performance based learning
competencies are evidence-based.

o The teacher needs concrete evidence

that the student has achieved a certain
level of competence based on
submitted products and projects.