Unit 3: Product-Oriented Performance-Based Assessment

Introduction
In the previous unit (in process-oriented performance-based assessment), you learned that aside
from the emphasis on the process, performance-based assessment can also be an assessment of
the product. Sometimes, learning competencies along several disciplines puts more weight to the
final output or product required to prove that the competencies have been met by the learner. For
example, a Math teacher who clings to a behaviorist teaching philosophy may consider an
answer even if the solution used by the learner is different from what the teacher taught (however
the solution should still be appropriate and verified). Additionally, a literature teacher cannot
standardize the way learners compose their poems and essays. This suggests that the process in
coming up with a literature piece do not matter so much that it becomes negligible. These
scenarios depict Product-Oriented Performance-Based Assessment. In this chapter, this type of
performance-based assessment will be introduced to you. You will be learning how to suit your
assessment strategies to product-oriented learning competencies. As a future teacher, this skill is
very necessary to truly realize the visions of authentic assessment.

Learning Outcomes
At the end of this unit, you are expected to:
1. Design product- oriented tasks based on identified learning competencies; and,
2. Develop scoring rubrics to assess the designed product- oriented task.
Activating Prior Knowledge

Typing test Complete a step of science lab

Podcasts Measure objects
Utilizing library services Power Point
Computer catalog search Presentations
Reading fluently Projects
Puppet Plays Dioramas Experiments Games
Puzzles Magazine covers
Poems Bulletin boards
Portfolios Videos / rubric
Posters Conducting bank transactions

Did you know that in 1953, a marine biologist recorded 1,815 marine fish species (out of
a total of 2,145 fish species in the world) in the country; today, about 2,824 marine fish
species are listed for the Philippines at including 33 endemics (one of which is
endangered), 1,729 reef-associated, 169 pelagic, and 336 deep water species. This tells us
that the Philippines has one of the richest marine biodiversity in the world
(http://oneocean.org/flash/philippine_biodiversity.html).
As much as there are a lot of fishes in our oceans, there are also plentiful of performance-
based assessment tools that teachers can choose from. Some of these assessment tools are
contained in the fishbowl above. To activate what you just learned in the previous unit,
classify those tasks as product oriented or process oriented. However, if you think that the
task is somehow intermediate of the two, don’t worry because there is a space for that.
Write your answers in the Venn-diagram.
Process-Oriented Product-Oriented
Intermediate

Did you put some tasks in the “intermediate” area? If yes, that’s interesting. If no, better think
twice kid. In the space provided, explain briefly why you chose to put some tasks intermediate of
product and process oriented?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Topic 1. Product-Oriented Learning Competencies

Learning Objectives
At the end of the lesson, you are expected to:
1. Distinguish product-oriented assessment from process-oriented assessment; and,
2. Construct product-oriented learning competencies.

Presentation of Content
Product-oriented performance-based assessment in a nutshell

Understanding the difference between product-oriented assessment and process-oriented

assessment can be confusing. You have known that for the latter, it mainly focuses on the ability
of learners to arrive, produce, or demonstrate their own learning. In contrast, product-oriented
assessment seeks to assess performance through a finalized product that should meet specific
requirements. In here, the teacher may or may not choose to engage in the process that will bring
about the final product, because that is not what is being considered. A product refers to
something produced by students providing concrete examples of the application of knowledge.
Examples can include brochures, reports, web pages and audio or video clips. These are
generally done outside of the classroom and based on specific assignments. Take note that both
performance-based assessment will eventually result in a product, but only in product-based that
the teacher doesn’t get to actually work one on one with the student.

Gronlund (1998) recommends to teachers that they use product-oriented assessment if:
1. Different procedures result in an equally good product;
2. Procedures are not available for observation;
3. The procedures have been mastered already; and,
4. Products have qualities that can be identified and judged.

To reinforce your understanding, suppose that the learning task is to “write a haiku” or “write a
lyric poem”. The teacher who is interested in the process will assess the learner based on the skill
acquired, so in the case of writing a poem, the criterion would be “displayed skillful ability to
compose an original poem” and “displayed ability to rhyme the words “. While in the product-
oriented assessment, the teacher will focus on the product his/her learner was able to come up
with. In writing a poem, a teacher should be interested in assessing these criteria: organization of
the poem; poem contain 3 stanzas; correct grammar; or contains 150 words.
As you can infer from the illustration above, we are focusing on the poem itself and not on the
learner. This is what product-oriented assessment is all about.

Product-Oriented Learning Competencies

Many times, when teachers write their instructional objectives that they can not draw a clear line
separating the process and the product. This tells us that performance-based learning
competencies are inherently eccentric. However, teachers can include behavior expectations
targeting complex tasks that students are expected to achieve. Products can include a wide range
of student works which are targets specific.

There are ways to state product-oriented assessment competencies according to Navarro

& Santos (2013):

Does the finished

Does the finished product contain basic
product or project minimum parts and
contain additional function, have
Does the parts and function on additional features on
finished top of the minimum top of the minimum
product requirements which and is aesthetically
illustrate the tend to enhance the pleasing?
final output?
minimum
expected
To put into context the three levels of product-oriented assessment competencies, study the
following examples:
Desired Product Beginner Skilled Expert
Color the
different
Sketch a map
Label the provinces
showing basic
A physical map provinces and the differently and
inter- and intra-
of Region 2 provincial identify the cities
regional
capitals. in the provinces
boundaries.
aside from the
capitals.
Connect a battery
Connect a battery and two switches
Connect a battery
and separate to three loads,
Parallel Circuit to two loads in
switches to two two are in series
parallel
loads in parallel connected to a
single switch.
PowerPoint Use animations
Use readable Use icons and
presentation on and transitions in
fonts and color in pictures in a
the effects of preparing a
a PowerPoint PowerPoint
black sand PowerPoint
presentation presentation.
Mining presentation

Take note that the complexity of the competencies increases from beginner to expert. As a pre-
service teacher, it is not necessary to include all these competencies in your lesson plan. Just
make sure that the competencies are appropriate to the abilities of your students.
DepEd Order No. 73, s.2012 attached examples of assessment strategies that teachers can use for
performance bases assessment. An example is presented in the box.

Physical Education- Grade 7

Content Standard: The learner demonstrates understanding of the

concept and principles of physical fitness as essential in achieving
active lifestyle.

Performance standard: The learner designs a personalized

exercise program and sustain the desired level of fitness.

Learning Competency: The learners will be able to create a

personalized exercise program.
 Application
In your field of specialization, think of three desired products and write product-oriented
learning competencies in the beginner, skilled, and expert levels. You can be guided by the
curriculum guide developed by the Department of Education. Access the curriculum guide at
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
Learning Competencies
Desired Product
Beginner Skilled Expert
A.

B.

C.
Topic 2. Task Designing in Product-Oriented Performance-Based
Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Identify appropriate tasks for product-oriented performance-based assessment; and
2. Design tasks for product-oriented performance-based assessment.

Presentation of Content
Developing Performance Tests for Learners: A Retrospect
You might have learned already the different steps in designing performance-based assessment
in the previous sections. However, there is no harm to look back at them but looking through a
different form. Kubiszyn & Borich (2007) presented four steps in developing performance tests.
This applies to both product- and performance-oriented assessment.

Step 1: Deciding What to Test

- In this stage, the teacher creates a list of objectives that
specifies the knowledge, skills, habits of mind, and
indicators of the outcomes. This should sound familiar to
you because we have done this already in the previous
section when you learned how to construct product-
oriented learning competencies.

Step 2: Designing the Assessment Context

- In this stage, the teacher creates a task, simulation, or
situation that will allow learners to demonstrate the
knowledge, skills, and attitudes that they have
acquired. The tasks should center on issues, concepts,
or problems that are important to your context area. In
other words, they should be the same issues, concepts,
and problems that people in the field face every day.
This is the focus of this part of the module!

Step 3: Specifying the scoring Rubrics

- Your goal when scoring performance test is to do justice
to the time spent developing them and the effort
expended by students taking them. You can accomplish
this by developing carefully constructed scoring system
called Rubrics. This step will be discussed in
details in the next unit.

Step 4: Specifying Testing constraints

- As much as we want to make the tasks realistic, isn’t it
that in the real world, professionals are confronted with
many challenges? In this stage teachers will impose
conditions during the performance test. These
conditions may include time, equipment, scoring
criteria, and prior knowledge of the task.
Considerations in Task Designing
When choosing what tasks will you let your students accomplish, start up by asking these
questions suggested by Wiggins (1992) to yourself.
a. What does the “doing of mathematics, history, science, art, and so forth” look and
feel like to professional who make their living working in those fields in the real
world?
b. What are the projects and tasks performed by those professionals that can be adapted
to school instruction?
c. What are the roles that those professional acquire that learners can re-create in the
classroom?
Consider this example by Wiggins (1992) in social studies:
You and several travel agent colleagues have been assigned the
responsibility of designing a trip to China for 12-14-year-olds. Prepare an
extensive brochure for a month-long cultural exchange trip. Include
itinerary, modes of transportation, costs, suggested budget, clothing,
health considerations, areas of cultural sensitivity, language considerations,
and other information necessary for a family to decide if they want their
child to participate.

Can you see how the answers to the questions of Wiggins are answered in his example? If yes,
reserve your thoughts for the application part of this unit. Moving on, while there is no single
formula or recipe that guarantees a valid product-oriented performance test, these criteria can
help teachers in refining the tasks they chose.
Even if the task is complex, the expected final product your students will do should be
clear. Make sure that they are able to visualize the competencies you want them to
demonstrate.
Design a task with a narrow domain but can measure a wide range of behavior.
Allow learners to exhibit varying procedure in accomplishing the product. In this way
you can derive multitude of generalizations about your learners’ problem-solving ability.
Accomplishing the product should require considerable mental effort and place high
demands on the persistence and determination of the individual learner.
Meanwhile, Navarro & Santos (2013) presented four criteria in task designing in product-
oriented assessment. The design of the task depends on what the teacher desires to observe as
outputs of the student. One can look at these four elements:

within the range

of ability of the
students
 project is produced in
order to attain a
learning objective
interesting
enough so that
lead the students into students are
exploring the various encouraged to
possible ways of pursue the task
presenting the final to completion.
outcome.

In summary, when designing a product-oriented assessment task, you should take note of the
context of the task if it is applicable to the real world. That is the very essence of authentic
assessment after all. Additionally, you should also put in mind the nature of your learners,
complexity, and validity of the task.
 Application

You and several travel agent colleagues have

been assigned the responsibility of designing Activity 1. Remember the example of Mr.
a trip to China for 12-14-year-olds. Prepare an
extensive brochure for a month-long cultural
Wiggins in designing the assessment context? It’s
exchange trip. Include itinerary, modes of
transportation, costs, suggested budget,
in the box for your reference. Read it again and
clothing, health considerations, areas of extract answers to the three questions you should
cultural sensitivity, language considerations,
and other information necessary for a family ask yourself when choosing a product-oriented
to decide if they want their child to
participate. task. Write your answers in the table provided.

Before answering these questions, what do you think is the kind of profession
portrayed in the performance task designed by Wiggins?
Answer: _____________________________________

Question Answer
What does the “doing of
mathematics, history, science, art,
and so forth” look and feel like to
professional who make their living
working in those fields in the real
world? (In this case, social studies)

What are the projects and tasks

performed by those professionals
that can be adapted to school
instruction?
 What are the roles that those
professional acquire that learners
can re-create in the classroom?

Activity 2. In your field of specialization, choose a topic and write two product-oriented learning
competencies and think of tasks your students will have to accomplish to achieve the
competencies. Detail the tasks in the space provided.
Field of Specialization:
Grade Level:
Topic:
Learning Competencies: A.
B.

Expected Product: _________________________________________________

Real world problem:

______________________________________________________________________________
______________________________________________________________________________
__________________________________________
__________________________________________________________________

Task Design (How will your students carry out the task and what are the specifications and
inclusions of the product? --- write in a similar way as Mr. Wiggins.):
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Topic 3. Scoring Systems for Product-Oriented Performance-Based
Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate checklist, rating scale, and rubrics; and,
2. Construct scoring systems for product-oriented performance-based assessment.

Presentation of Content
Why Rubrics?
Many teachers become reluctant in using performance-based assessment because of several
reasons. Performance tasks are known to be time consuming in terms of scoring. Traditional tests
are easier to score and that pushes teachers to choose traditional testing over performance-based
tests. In addition, performance tasks are prone to subjective scoring which can turn an authentic
performance test an inaccurate one. Your goal when scoring performance test is to do justice to
the time spent developing them and the effort expended by students taking them. You can
accomplish this by developing carefully constructed scoring system called Rubrics.
Categories of Scoring Systems
Kubiszyn & Borich (2007) identified three categories of scoring system to use
when scoring a product-oriented test or performance-task in general. These are checklists,
rating scales, and rubrics.

Contain lists of traits or characteristics that can be scored as present as either

Che present or absent.
cklis Checklists are scored on a yes/no, present or absent, or o or 1 point basis.
t
Typically used for those aspects of a complex performance that do not lend
themselves to yes/no type judgments.
Rati This requires that the test developer first identify the most salient characteristics or
ng primary traits when observing the product. Then, for each trait, the developer
Scal assigns numbers (usually 1-5) that represent degrees of performance.
es
Use a set of criteria to evaluate a student's performance. They consist of a fixed
Rub measurement scale and detailed description of the characteristics for each level of
rics performance.

In the previous unit, you were introduced to scoring rubrics already. This time you will learn
about checklist and rating scales. These scoring systems are relatively easy to design. In fact, this
is also easier to use and can make scoring of product tasks faster and less subjective. However,
one flaw of checklists and rating scales is the decreased diagnostic information you can get
compared to rubrics.
Making a Checklist
Observation checklists permit teachers to monitor and check how students perform relative to
explicit outcomes. Observation checklists, written in a yes/no format can be used to assist in
observing student performance relative to specific criteria. These tools can also contain spaces
for short comments, which will provide additional information not captured in the checklist.
Before you use an observation checklist, ensure students understand what information or
qualities will be gathered and how it will be used. The table below shows an integrated
procedure in making a checklist from McMillan (2001) and Alberta Education (2008). An
example of a checklist is presented in the next page.
Guidelines for Using Checklists

1. Determine specific outcomes to observe and assess.

2. Decide what to look for. Write down criteria or evidence that indicates
the student is demonstrating the outcome.
3. Enumerate all attributes and characteristics you wish to observe relative
to the concept being assessed.
4. Arrange these attributes as a “shopping” list of characteristics
5. Ensure students know and understand what the criteria are.
6. Target your observation by selecting four to five students per class and
one or two specific outcomes to observe.
7. Share observations with students, both individually and in a group. Make
the observations specific and describe how this demonstrates or
promotes thinking and learning. For example; "Eric, you contributed
several ideas to your group's Top Ten list. You really helped your group
finish their task within the time limit."
8. Use the information gathered from observation to enhance or modify
future instruction.

Making a Rating Scale

Unlike checklists, rating scales can allow teachers to specify the degree or frequency of the
behaviors displayed by the learner or the attributes of the product. Rating scales, in analogy, is a
dimmer which you can adjust the intensity of the light but a checklist is basic light switch that
just turns on and off light. Rating scales state the criteria and provide three or four response
selections to describe the quality or frequency of student work.

In addition, rating scales provides opportunities for students to set goals and improve
performance. Effective rating scales use descriptors with clearly understood measures, such as
frequency. Scales that rely on subjective descriptors of quality, such as fair, good or excellent,
are less effective because the single adjective does not contain enough information on what
criteria are indicated at each of these points on the scale.

Checklist example in Physics

Topic: Parallel Circuit
Task: Connect a battery and two switches to three loads, two are in series connected to a single
switch.
ITEMS YES NO REMARKS

1. The circuit contains

- One battery

- Three loads

- Two switches

2. The loads are working

3. The switches work independently

4. The circuit is connected in parallel

5. The wires are cut and connected

neatly.

Rating scale for themes and term papers that emphasizes interpretation and organization
Quality and Accuracy of Ideas
1 2 3 4 5
Very limited Some Extensive
investigation; investigation investigation;
little or no and good detail
material attention to and
related to the the facts are representatio
facts apparent n of the facts
Logical development of Ideas
1 2 3 4 5
Very little Some logical Good logical
orderly developmen development;
development t of ideas, ideas logically
of ideas; but logical connected
presentation order needs and built upon
is confusing to be another.
and hard to improved.
follow.
Organization of Ideas
1 2 3 4 5
No apparent Organization Good
organization. is mixed; organization
Lack of some of the and
paragraphing ideas not paragraphing;
and adequately clear
transitions. separated transitions
from other between ideas
with
appropriate
transitions
Words and Phrasing
1 2 3 4 5
Wording Some word Appropriate
trite; choices are use words and
extensive awkward phrasing work
use of clichés to sharpen
ideas
Rubrics for Product-oriented Tasks
Rubrics have been introduced to you already in the previous unit. Note that there are two types of
rubrics; analytic and holistic. When making a rubric, educators emphasized the importance of
clear and comprehensible quality levels. Alberta Education (2008) proposes that teachers follow
the following guidelines:

Level 4 is the Standard of excellence level. Descriptions should

indicate that all aspects of work exceed grade level expectations and
show exemplary performance or understanding. This is a "Wow!"

Level 3 is the Approaching standard of excellence level.

Descriptions should indicate some aspects of work that exceed grade
level expectations and demonstrate solid performance or
understanding. This is a "Yes!"

Level 2 is the Meets acceptable standard. This level should indicate

minimal competencies acceptable to meet grade level expectations.
Performance and understanding are emerging or developing but
there are some errors and mastery is not thorough. This is an "On
the right track, but …".

Level 1 Does not yet meet acceptable standard. This level indicates
what is not adequate for grade level expectations and indicates that
the student has serious errors, omissions or misconceptions. This is a
"No, but …". The teacher needs to make decisions about
appropriate intervention to help the student improve.

When designing scoring rubrics for product-oriented tasks, focus on the characteristics or
qualities of the final product that your students are expected to deliver as bases for your criteria.
Take note again, that product-oriented tasks assess the products or outputs and not the learner or
how the final product was accomplished by the learner.
This is an example of a holistic rubric in evaluating an essay.
Grade Score Criteria
A (90-100) The “A” argument essay is exceptional in every way. The
essay is well organized and all claims are supported. It begins
with a solid introduction that contains a clear thesis, is
followed by body paragraphs that contain clear topic
sentences with clear and detailed support, and ends with an
effective conclusion. Content is thorough and lacking in no
area. There are no (or few) errors in tone, format, mechanics,
grammar, and content.

B (80- 89) The “B” essay is above adequate in most areas. In the areas
where it is not above adequate, it is still entirely acceptable.
The majority of the essay is clear, focused, and well detailed,
but there may be a few areas requiring further development.
While it may contain a few errors with tone, mechanics,
grammar, and/or content, these errors are not egregious
 enough to detract from the overall point being made.

C (70- 79) The “C” essay is adequate in most areas, but exceptional in
none. The thesis is clear although probably lacking in both
control and command. Organization may be a slight problem
but can be fixed. The paragraphs provide support but are
generally underdeveloped. There may be multiple errors in
tone, format, mechanics, grammar, and content, but these
errors do not, for the most part, detract from the overall
writing.

D (60- 69) The “D” essay is lacking in a majority of areas. It is generally

unorganized and unfocused. The thesis is neither clear nor
controls the entire essay. Most of the essay is
underdeveloped. There are frequent errors in tone, format,
mechanics, grammar, and/or content that distract from the
content being provided. Its only saving grace is that, despite
all of the errors, there appears to be a legitimate effort put
forth by the writer.

F (0- 59) The “F” essay generally needs little explanation. There are
significant problems throughout. The thesis is often lacking,
and the argument, if there is one, wanders and is
unorganized. The essay shows no understanding of basic
essay structure, and there are significant errors in tone,
format, mechanics, grammar, and/or content. The effort on the
part of the writer is questionable, at best.

Total

Analytic Rubric Example

(Taken from Enclosure No.4, DepEd Order No. 73, s. 2012)
Performance Task: Preparation of useful solutions (e.g. natural fruit juice drink, pesticide,
health drink/supplement etc.)
 Application
Activity 1. RATE IT! All of the scoring systems have their own share of pros and cons. Let’s
compare the three scoring systems. Rate the scoring systems as: Low, Moderate, or High.
Use these definitions of the given criteria for rating.
Ease of Construction: refers to the time involved in generating a comprehensive list of the
important aspects or traits of the product.
Scoring Efficiency: refers to the amount of time required to score various aspects of the product.
Reliability: refers to the likelihood of two-raters independently coming up with a similar score.
Defensibility: refers to the ease with which you can explain your score to a student or parent.
Quality of feedback: refers to the amount of information that the scoring system gives to
learners concerning their strengths and weaknesses.

Ease of Scoring Reliability Defensibility Feedback

Construction Efficiency

Checklists Ex. High

Rating Scales

Analytic Rubric Ex. Low

Holistic Rubric

Note: This table may serve as a guide in choosing a particular scoring system for a given
product-oriented task.
Summary
Product-oriented assessment seeks to assess performance through a finalized product that
should meet specific requirements.
Product refers to something produced by students providing concrete examples of the
application of knowledge.
There are three levels of product-oriented assessment competencies: Beginner, Skilled,
and Expert.
When designing a product-oriented assessment task, you should take note of the context
of the task if it is applicable to the real world. The nature of your learners, complexity,
and validity of the task should also be considered.
There are generally three types of scoring systems: Checklist, Rating Scales, and Rubrics.
Checklist contain lists of traits or characteristics that can be scored as present as either
present or absent.
Rating Scales require that the test developer first identify the most salient characteristics
or primary traits when observing the product. Then, for each trait, the developer assigns
numbers (usually 1-5) that represent degrees of performance.
Rubrics can be holistic and analytic. When making a rubric, educators emphasized the
importance of clear and comprehensible quality levels.

Reflection
Excellent! Time flies so fast, isn’t it? You have just finished this unit on product-oriented
performance-based assessment. Can you say you are a “finished product” already? Not so
fast, there are still many things to learn about authentic assessment. You will get to know
them in the succeeding units. But before you continue your sail, think about the following
questions and answer them briefly in 5-10 sentences.

1. Based on your past experiences in high school or even now that you are in
college, were the product-oriented tasks assigned to you authentic at all?
Explain your answer?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________
__________________________________________________________________
__________________________________________
2. As a pre-service teacher, what are the difficulties that may confront you in
assigning product-oriented tasks to your learners?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________
__________________________________________________________________
__________________________________________

3. “The end does not justify the means”- how does this saying relate to product-
oriented performance tasks?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________
__________________________________________________________________
__________________________________________

References
Department of Education - Teacher Education Council. (2017, August 11). Retrieved July 25,
2020, from https://www.deped.gov.ph/.
DepEd Order No. 73, s. 2012. Retrieved from
https://www.cfopso.org.ph/pdf/11thconferencepresentation/day2/do_no73_s_2012_guideli
nes_of_learning_outcomes_under_K12_BEC.pdf
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment.
Practical Assessment, Research, and Evaluation, 17(1), 2.
Gronlund, N. E. (1998). Assessment of student achievement. Allyn & Bacon Publishing,
Longwood Division, 160 Gould Street, Needham Heights, MA 02194-2310; tele.
Kubiszyn, T., & Borich, G. (2007). Educational Testing and Measurement, 8th edn, Hoboken.
McMillan, J. H. (2000). Fundamental assessment principles for teachers and school
administrators. Practical Assessment, Research, and Evaluation, 7(1), 8.
McMillan, J. H. (2001). Secondary teachers' classroom assessment and grading
practices. Educational Measurement: Issues and Practice, 20(1), 20-32.
Navarro, R., Santos, R.,Chapter5: Product-Oriented, Performance-based Assessment, Authentic
Assessment of Learning Outcomes, Assessment Learning 2, Second Edition,44-48.
Observation checklists (Assessment). (2008, October
1). https://www.learnalberta.ca/content/mewa/html/assessment/observation.html
Oneocean Infomations. (n.d.). OneOcean -- Coastal Resource & Fisheries Management of the
Philippines. https://oneocean.org/flash/philippine_biodiversity.html
Performance/Product based assessment. (2009, November 30). Scientia
Analytica. https://saicebrian.wordpress.com/2009/01/26/writing-a-performanceproduct-
based-assessment/
What is authentic assessment? (Authentic assessment toolbox). (n.d.). Jon Mueller.
https://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
Wiggins, G. (1992). Creating tests worth taking. Educational leadership, 49(8), 26-33.