PROCESS-ORIENTED PERF

ORMANCE BASED ASSESS

MENT

GROUP V
 Introduction
• Assessment is not an end in itself but a vehicle for
educational improvements. Its effective practice, then
begins with and enacts a vision of the kinds of learning we

most value for students and strive to help them achieve.

• Assessment is most effective when it reflects an
understanding of learning as multidimensional, integrated,
and revealed in performance over time.
•Learning is a complex process.
OUTLINE OF THE TOPIC

01 PROCESS-ORIENTED LEARNING COMPETENCIES

02 LEARNING COMPETENCIES

03 TASK DESIGNING

04 SCORING RUBRICS
 Process-Oriented learning
Competencies
• Information about outcomes is of high importance;

where students “end up” matters greatly.

• To improve outcomes, we need to know about
students experience along the way about the
curricula, teaching, and kind of students effort that
lead to particular outcomes.
Process-oriented performance
based assessment
• It is concerned with the actual task performance
rather than the output or product of the activity.
What is Performance Assessment?
• One in which a teacher observes and make judgement
about the student’s demonstration of a skill or
competency in creating a product, constructing a
response, or making a presentation.
•Emphasis on student’s ability to perform tasks by
producing their own work with their knowledge and
skills.
 Learning Competencies
• Learning competencies are the main ideas or skills
you expect students to master (these are also called
“goals”)
• The learning objectives in process-oriented
performance based assessment are stated in
directly observable, it is the behaviors of students .
• The objectives generally focus on those
behavior which exemplify a “best-practice” for
the particular task.
• Such behavior range from a “beginner” or
novice level up to the level of an expert.
Example

• Task:
Recite a Poem by Edgar Allan Poe, “The Raven”
• Objectives:
To enable the students to recite a poem entitled “The
Raven” by Edgar Allan Poe.
 Task Designing
• Learning task need to be carefully planned.
• The teacher must ensure that the particular
learning process to be observed contributes
to the overall understanding of the subject
or course.
Standard for designing a task include:
 Identifying an activity that would highlight the
competencies to be evaluated.
 Identifying an activity that would entail more or
less the same sets of competencies.
 Finding a task that would be interesting and
enjoyable for the students.
 Scoring Rubrics
• Rubric is a scoring scale used to assess student

performance along a task-specific set of criteria.

• Authentic assessment typically are criterion-
referenced measures;
-A student’s aptitude on a task is determined by
matching the student’s performance against a set
of criteria to determine the degree to which the
students performance meets the criteria for the
task.
 Rubric is comprised of two components;

-Criteria
-Levels of performance
 Types of Scoring Rubrics
1. Analytic Rubric
-feature a grid of “criteria” and “levels” of achievement.
-analytic rubrics are particularly useful for problem-
solving or application as assessments because a rubric
can list a different category for each component of the
assessment that needs to be included, thereby
accounting for the complexity of the task.
Breakfast in Bed
2. Holistic rubric
- describe characteristics of each level of
performance for an assignment or activity overall
- holistic rubrics are best to use when there is no
single correct answer or response and the focus is
on overall quality, proficiency, or understanding
of a specific content or skills.
Thank
you!