Product-Oriented

Performance –Based
Assessment

Product-Oriented Performance –Based Assessment

 Performance-based tasks
required performance –based
assessment

-In which the actual students’

performance is assessed through a
product.

Product-Oriented Performance –Based Assessment

 3.1 Product – Oriented learning
competencies

Products- include a wide range

of student works that target
specific skills.

Product-Oriented Performance –Based Assessment

 Examples: reading, writing,
speaking, and listening, or
psychomotor skills requiring
physical abilities to perform a
given task.

Product-Oriented Performance –Based Assessment

 Target tasks- include behaviour
expectations targeting complex
tasks that students are expected
to achieve.

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

Product-Oriented Performance –Based Assessment

 Product –oriented learning
competencies target at least
three (3) levels

• Novice or beginner’s level

• Skilled level
• Expert level

Product-Oriented Performance –Based Assessment

 Level 1. Novice or beginners’
level

• Does the finish product or

project illustrate the
minimum expected parts
or function?

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?

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?

Product-Oriented Performance –Based Assessment

 Performance-Based assessment
for products and projects can
also be used for assessing
outputs of short-term tasks.

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:

Product-Oriented Performance –Based Assessment

 1. Possess no more than five(5)
errors in spelling- (minimum
specifications)

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)

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)

Product-Oriented Performance –Based Assessment

 Task Designing

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.

Product-Oriented Performance –Based Assessment

 b. Appeal- the project or the
activity must be appealing to
the students.

Product-Oriented Performance –Based Assessment

 c. Creativity- The project needs
to encourage students to
exercise creativity and divergent
thinking.

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.

Product-Oriented Performance –Based Assessment