PRODUCT- ORIENTED

ASSESSMENT

REPORTERS:
IMIE L. BESITULO
CHERRY ANN U. ORILLO

Objectives

At the end of the lesson:

-you will be able to understand the
meaning of Product-Oriented Assessment.
-you will able to know the importance of
Scoring Rubric.

Review

Process- Oriented Assessment

[1] Process oriented performance based
assessment evaluates the actual task
performance. It does not emphasize on the
output or product of the activity. This
assessment aims to know what processes a
person undergoes when given a task.

Review

Two types of learning Competencies

-Simple Competencies
-Complex Competencies
Task Designing
Scoring Rubric
-

Product-Oriented
Assessment

[2]A product refers to something produced

by students providing concrete examples
of the application of knowledge.
[3]A product is the output/outcome in
performing a task which is concrete or real
and can be assessed.

Product- Oriented
Assessment

[1]Performance-based tasks require

performance-based assessments in
which the actual student performance is
a assessed through a product, such as a
completed project or work that
demonstrates levels of task
achievement.


[3] Performance assessment of process and

product
refers
to
the
on-the-spot
evaluation of performance behavior of the
student to determine his interest and
willingness to perform the task. The quality
of
the
product
depends
on
the
performance of the student to perform.


[4] Student products provide tangible
indicators of the application of knowledge
and skills. Many educators believe that
product
assessment
is
especially
authentic because it closely resembles the
real work outside of school.

Learning
Competencies

[1]Target tasks can also include

behavior
expectations
targeting
complex tasks that students are
expected to achieve.

Products can include a wide range of

student works that target specific.

[1]There are ways to state product-oriented assessment

competencies:
Level 1.(Beginner). Does the finished product illustrate the
minimum expected parts.
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.
Level 3.(Expert level). Does the finished product contain
basic minimum parts and function, have additional features
on top of the minimum and is aesthetical pleasing.

Task Designing

[1]The Design of the task in this context

depends on what the teacher desires to
observe as outputs of the student.
Complexity- within the range of ability of
the students.
Appeal- interesting
enough so that
students are encouraged to pursue the
task to completion.


Creativity- lead the students into
exploring the various possible ways of
presenting the final outcome.
Goal- Based-project is produced in
order to attain a learning objectives.

Scoring Rubric

[1]Scoring
rubrics
are
typically
employed when a judgment of quality is
required and may be used to evaluate
a broad range of subject and activities.
Criteria Setting

Quality
Creativity
Comprehensiveness
Accuracy
Aesthetic

[5] Rubric for assessment of oral production

(sample)
accuracy
communication

text

Self-correction
vocabulary

structure

Message successfully and

accurately communicated

Message carried in series of

complete sentences when
appropriate

Broad vocabulary;
extensive &
effective use of
studied words

No significant
errors, control of
grammatical
structures studied

Appropriate to task,
many supporting
details; exceeds all
requirements

Message almost entirely

communicated

Message carried mostly by

complete sentences when
appropriate

Generally accurate
with some errors,
adequate use of
studied words

Generally
accurate; few
significant errors
in areas studied

Sufficient for ask,

adequate supporting
details; meets all
requirements

Message generally
comprehensible

Message carried primarily by

short phrase or single words

Errors in vocabulary
interfere with
communication

Several significant
errors in areas
studied

Limited, somewhat
incomplete; meets most
requirements

Message communicated with

great difficulty

Message carried only by single

words

Inadequate,
repetitive or in
carried vocabulary

Constant patterns
of error in areas
studied

Lacking, incomplete;
meets few requirements

No show, no speech, no effort

References

[1] Navarro, R., Santos, R.,Chapter5: ProductOriented, Performance-based Assessment,

Authentic Assessment of Learning Outcomes,
Assessment Learning 2, Second Edition,44-48.
[2]W.I. Griffith, Hye-Yeon Lim (2012),
Performance- Based Assessment: Rubrics, Web
2.0 Tools and Language Competencies,
Mextesol Journal, Vol.36 No.1.
[from:http:/mextesl.net/journal/index.php?
page=&id_article=108]

 [3]Calmorin, L., (2011),Chapter 2:Authentic

Assessment and Assessment of Process and
Product, Assessment of Student Learning 2,
First Edition,pp.31-32.

[4]Mctighe,
J.,&
Ferrara,
S.,(1998),
Performance- Based Assessment in the
Classroom, Educational Assessment, pp.
7[from:http://jaymctighe.com/wordpress/wpcontent/uploads/2011/04/Performance-BasedAssessment-in-the-Classroom.pdf
[5] Developing Rubric for Performance-Based
Assessment, Languages Other Than English
Center
for
Educator
Development,
pp.18[http;//www.sedl.org/loteced/modules/mo
d5_TR.pdf