PROCESS-ORIENTED

PERFOMANCE-BASED
ASSESSMENT
Ma. Berthie Bernadette A. Casinto, LPT
GOOD DAY!
Learning Objectives
Describe process-oriented performance-based assessment and its competencies

Explain how process-oriented performance-based assessment can be conducted

Relate the purposes of process-oriented learning to real life classroom situations

Identify the relationship between criteria selection and setting of performance levels in
scoring rubrics

Describe several types of task designing and how they are used

Write scoring rubrics for the given tasks

Discuss how process – oriented performance – based assessment can be applied to the
given situations
In line with the Nutrition Month celebration,
you are invited to become a judge in your
school’s Poster Making Competition. You,
together with the other judges, are given
the chance to observe the participants
while they are creating their posters. All of
the entries are creative and impressive.

How are you going to decide the winner?

 What is assessment?
Assessment is the objective description,
collection, recording, scoring, and
interpretation regarding the learning of
the student.
Assessment for learning
• Formative assessment
• Involves teachers using evidence about students’ knowledge,
understanding, and skills to inform their teaching

Assessment as learning
• Occurs when students are their own assessors
• Students monitor their own learning, ask questions and use a
range of strategies to decide what they know and can do

Assessment of learning
• Summative assessment
• Assist teachers in using evidence of student learning to assess
achievements against outcomes and standards.
 Assessment Of Learning
This type of assessment usually occurs at defined key points
during a unit of work or at the end of a unit, term, or
semester, and may be used to rank or grade students.

The effectiveness of
assessment of learning for Types of Tests:
grading or ranking depends 1. Objective
on: 2. Subjective
3. Standardized
Validity and reliability of 4. Performance
activities
Nature and quality of
feedback
Product-Oriented Performance- Process-Oriented Performance-
Based Assessment Based Assessment

The actual student Assess the processes which the

performance is assessed students underwent in order
through a product, such as a to arrive at these products or
completed project or work, outputs
that demonstrates levels of
task achievement.
Product-Oriented Performance- Process-Oriented Performance-
Based Assessment Based Assessment

● The appropriateness of the strokes ● Strokes

used
● Manner of shading
● The appeal of the shade
● Distribution and/or manner of
● The balance of colors applying colors

● Techniques used to come up with

● The balance and coordination of
the coordination and quality of
figures in the art
the presentation

● The overall beauty of the art

Process-Oriented Performance-Based Assessment

In order to improve outcomes, we need to know

about student experience along the way – about the
curricula, teaching, and kind of student effort that
lead to particular outcomes.

This form of assessment is concerned with the

actual task performance rather than the output or
product of the activity.
 01
Process Oriented
Learning Competencies
Process-Oriented Learning Competencies

Competencies
groups or clusters of skills and abilities needed for a particular ta

The learning objectives in process-oriented performance based

assessment are stated in directly observable behaviours of the students.

Beginner Novice Expert

Simple Competencies Complex Competencies

• Recite a poem with

• Speak with a well- feeling using
modulated voice appropriate voice
• Draw a straight quality, facial
line from one point expressions, and
to another point hand gestures
• Colour a leaf with • Construct an
green crayon equilateral triangle
given three non-
collinear points
• Draw and colour a
leaf with green
crayon
Task: Recite a poem by Edgar Allan Poe, “The Raven”

Objectives: the activity aims to enable the students to recite a

poem entitled “The Raven” by Edgar Allan Poe. Specifically:

1. Recite the poem from memory without referring to notes;

2. Use appropriate hand and body gestures in delivering the

piece;

3. Maintain eye contact with the audience while reciting the

poem;

4. Create the ambiance of the poem through appropriate rising

and falling intonation;
 02
Task
Designing
Task Designing

Learning tasks need to be carefully planned. In particular, the teacher must

ensure that the particular learning process to be observed contributes to the
overall understanding of the subject or course.

Generally accepted standards for designing a

task: Identifying an activity that would highlight the competencies to be
evaluated (reciting a poem, writing an essay, manipulating the
microscope)
Identifying an activity that would entail more or less the same sets
of competencies. If an activity would result in too many possible
competencies then the teacher would have difficulty assessing the
student’s competency on the task.

Finding a task that would be interesting and enjoyable for the students
Direct Method

Any process employed to gather data which requires participants

to demonstrate their knowledge, behavior, or thought processes.

Observation Artifact/document analysis

opportunities: opportunities:

• Performances • Portfolios
• Presentations • research papers
• Debates • exams/tests/quizzes
• group discussions. • standardized tests of knowledge
• reflection papers
• lab reports
• discussion board threads
• art projects
• conference posters
Topic: Understanding biological diversity

Possible task design:

Bring the students to a pond or creek. Ask them to find all

living organisms as they can find near the pond or creek. Also,
bring them to the school playground to find as many living
organisms as they can. Observe how the students will develop a
system for finding such organisms, classifying the organisms
and concluding the differences in biological diversity of the two
sites.

Science laboratory classes are particularly suitable for a

process-oriented performance-based assessment technique.
 03
Scoring
Rubrics
Scoring Rubrics

Rubric is a scoring scale used to assess student

performance along a task-specific set of criteria.

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 student’s performance meets the
criteria for the task.

To measure student performance against a pre-determined

set of criteria, a rubric or scoring scale which contains the
essential criteria for the task and appropriate levels of
performance for each criterion is typically created.
Scoring rubrics usually contain the following elements:

• Clear statements of the level of knowledge you expect the student to achieve
for them to receive a given grade.

• The dimensions of the quality of work you expect the student to achieve.

• Commentaries describing your expectations of knowledge and quality that

distinguishes each grade band (e.g. ABCDF).

Keep a few questions in mind while developing an instructional rubric.

• What are the essential elements of high quality work?
• How many levels of achievement are to be described?
• Are the criteria for each level clearly described?
 Recitation Rubric
Criteria 1 2 3

Number of appropriate x1 1-4 5-9 10-12

hand gestures

Appropriate facial x1 Lots of Few inappropriate No apparent

expression inappropriate facial expression inappropriate
facial expression facial expression

Voice inflection x2 Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty

Incorporate proper x3 Recitation Recitation has Recitation fully

ambiance through the contains very little some feelings captures
feelings in the voice feelings ambiance through
feelings in the
voice
 Criteria 1 2 3

Number of x1 1-4 5-9 10-12 Criteria - Characteristics of

appropriate hand
good performance on a task
gestures

Appropriate facial x1 Lots of Few No

expression inappropriat inappropriat apparent Levels of performance –
e facial e facial inappropriat determines to what degree the
expression expression e facial student has met the criterion
expression
Voice inflection x2 Monotone Can vary Can easily
voice used voice vary voice Mechanism for assigning a score
inflection inflection to each project
with
difficulty
Incorporate x3 Recitation Recitation Recitation Descriptors – tell students more
proper ambiance contains has some fully precisely what performance looks
through the very little feelings captures like at each level and how their
feelings in the feelings ambiance
voice through
work may be distinguished from
feelings in the work of others for each
the voice criterion
 Analytic Rubric Holistic Rubric
An analytic rubric articulates levels A holistic rubric does not list separate
of performance for each criterion levels of performance for each
so the teacher can assess student criterion. Instead, a holistic rubric
performance on each criterion. assigns a level of performance by
assessing performance across multiple
Criteria 1 2 3 criteria as a whole.
Number of x1 1-4 5-9 10-12 3 – Excellent Speaker
appropriate
• Included 10-12 changes in hand gestures
hand gestures
• No apparent inappropriate facial expressions
Appropriate x1 Lots of Few No apparent • Utilizes proper voice inflection
facial inappropriate inappropriat inappropriate facial • Can create proper ambiance for the poem
expression facial e facial expression
expression expression 2 – Good Speaker
• Included 5-9 changes in hand gestures
Voice inflection x2 Monotone Can vary Can easily vary voice • Few inappropriate facial expressions
voice used voice inflection
• Have some inappropriate voice inflection changes
inflection
with difficulty
• Almost creating proper ambiance

Incorporate x3 Recitation Recitation Recitation fully

1 – Poor Speaker
proper contains very has some captures ambiance • Included 1-4 changes in and gestures
ambiance little feelings feelings through feelings in • Lots of inappropriate facial expressions
through the the voice • Uses monotone voice
feelings in the • Cannot create proper ambiance
voice
 Criteria 1 2 3

Number of x1 1-4 5-9 10-12 Criteria - Characteristics of

appropriate hand
good performance on a task
gestures

Appropriate facial x1 Lots of Few No

expression inappropriat inappropriat apparent Levels of performance –
e facial e facial inappropriat determines to what degree the
expression expression e facial student has met the criterion
expression
Voice inflection x2 Monotone Can vary Can easily
voice used voice vary voice Mechanism for assigning a score
inflection inflection to each project
with
difficulty
Incorporate x3 Recitation Recitation Recitation Descriptors – tell students more
proper ambiance contains has some fully precisely what performance looks
through the very little feelings captures like at each level and how their
feelings in the feelings ambiance
voice through
work may be distinguished from
feelings in the work of others for each
the voice criterion
 04
Criteria
Selection
Criteria Selection

Criteria are guidelines or rules for judging student responses, products

or performances. In essence, they describe what is most important in
student work in relation to identified learning goals. Criteria serve as
the foundation for the development of a rubric, a tool for evaluating
student work according to a performance scale.

Process criteria are used to evaluate the proficiency level of

performance of a skill or process, as well as the effectiveness of
the methods and procedures used in a task.
 Criteria 1 2 3

Number of appropriate x1 1-4 5-9 10-12

hand gestures

Appropriate facial x1 Lots of Few inappropriate No apparent

expression inappropriate facial expression inappropriate
facial expression facial expression

Voice inflection x2 Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty

Incorporate proper x3 Recitation Recitation has Recitation fully

ambiance through the contains very little some feelings captures
feelings in the voice feelings ambiance through
feelings in the
voice

When assessment criteria are clear and explicit, students can recognize what is
important and valued in the curriculum. Then, they can focus their efforts on key
learning outcomes and evaluate their own performance through self-assessment
and reflection.
 05
Selecting of
Performance Levels
Selecting of Performance Levels

There is no specific number of levels a rubric should or should not

possess. It will depend on the nature of the task assigned, the
criteria being evaluated, the students involved, and your purposes
and preferences.
It is recommended that fewer levels of performance be
included initially because such is:
1. Easier and quicker to administer
2. Easier to explain to students (and others)
3. Easier to expand than larger rubrics are to shrink

Makes eye contact with Never Sometimes Always

audience

Makes eye contact Never Rarely Sometimes Usually Always

with audience
Why should we include Levels of Performance when creating a rubric?

Clearer expectations
Students know what is expected of them and teachers know what to look for in student per

More consistent and objective assessment

Levels of performance permit the teacher to objectively distinguish between good and bad
performance, or between superior, mediocre and poor performance, when evaluating student
work.

Better feedback
The teacher and the students can clearly recognize areas that need improvement.
 06
Utilization of
Information
Utilization of Information

Possible Student and Teacher Responses to Assessment Information

Learner Teacher
Construct new concepts based on current Structure new experiences within the ZPD
and prior knowledge. that build on previous “ripening” learning.

Engage students in interactions and

Develop integrated knowledge
activity to create networks structured
structures (schema).
around key ideas.

Apply knowledge to new situations. Provide feedback.

Support metacognitive activity and

Use metacognitive strategies. self-regulation.
A schema is a mental
representation that
enables us to organize
our knowledge into
categories.

Jean Piaget, Theory of Cognitive Development

The zone of proximal
development refers to the
difference between what a
learner can do without help
and what he or she can
achieve with guidance and
encouragement from a
skilled partner.

Lev Vygotsky, Sociocultural Theory of

Cognitive Development
Teachers need to have a complex enough understanding of the structure of the
discipline they are teaching to have a clear cognitive road map in which to fit
assessment information.

Teachers also need sufficient knowledge of how students learn within a domain—
pedagogical content knowledge. Understanding of how a particular concept or skill is
learned can help teachers plan instruction that meets their students’ needs.

Teachers need to have both the time and the experience to consider in advance
the likely outcomes of an assessment so that they can plan possible courses of
action.
Activity

Design a task for the following topics and provide a short

explanation why this particular task is appropriate for this
lesson.

1. Law of supply and demand

2. Bar graph
3. Notes and rests in music
4. Circulatory system
5. Elements of a story
Direct Method

Any process employed to gather data which requires participants

to demonstrate their knowledge, behavior, or thought processes.

Observation Artifact/document analysis

opportunities: opportunities:

• Performances • Portfolios
• Presentations • research papers
• Debates • exams/tests/quizzes
• group discussions. • standardized tests of knowledge
• reflection papers
• lab reports
• discussion board threads
• art projects
• conference posters
Assessment

Direction: For each of the following tasks, identify at least five (5)
process-oriented learning competencies:

1. Constructing an angle bisector using a straight edge and a

compass
2. Constructing three-dimensional models of solid from
cardboards
3. Writing an essay about the EDSA Revolution
4. Performing a skit on the importance of a national language
5. Role playing to illustrate the concept of Filipino values
Assignment
Direction: Choose any five activities below and then construct your own scoring rubrics.

1. Use evidence to solve a mystery

2. Devise a game
3. Participate in a debate
4. Design a museum exhibit
5. Write a summary of an article
6. Analyze how a particular system works and the way the components work together to
affect each other
7. Compare and contrast two stories or articles
8. Write a research paper
9. Evaluate the quality of a writer’s arguments
10. Perform a laboratory experiment
11. Draw a picture that illustrates what’s described in a story or article. Explain what you
have drawn using details from the story or article.
12. Propose and justify a way to resolve a problem.
Thank you,
everyone!!
CREDITS: This presentation template was created by
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Resources
● National Academies of Sciences, Engineering, and Medicine.
2010. State Assessment Systems: Exploring Best Practices
and Innovations: Summary of Two Workshops. Washington,
DC: The National Academies Press.
https://doi.org/10.17226/13013.

● https://blog.performancetask.com/how-will-we-evaluate-
student-performance-on-tasks-part-6-946c82deee02

● https://www.thoughtco.com/schema-definition-4691768

● https://www.simplypsychology.org/Zone-of-Proximal-
Development.html

● https://www.fredonia.edu/about/campus-
assessment/assmtinforesources/methods