PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

Performance-based education poses a challenge for teachers to design instruction that is task-oriented.
Based on the premise that learning needs to be connected to the lives of the students through relevant tasks that focus on students ability to use their knowledge and skills in meaningful ways.

Product-Oriented Learning Competencies

Products can include a wide range of student works that target specific skills. Examples: Communication skills such as those demonstrated in reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task

Using rubrics can help evaluate student performance or proficiency in any given task as it relates to a final product or learning outcome.

The learning competencies associated with products or outputs are linked with an assessment of the level of expertise manifested by the product. 3 Levels Novice or beginner level Skilled level Expert level

Other ways to state productoriented learning competencies

Level 1: Does the finished product or project
illustrates the minimum expected parts or functions?

Level 2: Does the finished product or project

contain additional parts and functions on top of the minimum requirements?

minimum parts and functions, have additional features on top of the minimum, and is aesthetically pleasing?

Level3: Does the finished product contain the basic

Example
The desired product is a representation of a cubic prism made out of cardboard in an elementary geometry class. Learning competencies: The final product submitted by the students must: 1. 2. 3. Possess the correct dimensions (5x5x5) Be sturdy, made of durable cardboard and properly fastened together Be pleasing to the observer, preferably properly colored for aesthetic purposes

Example
The product desired is a scrapbook illustrating the historical event called EDSA I People Power Learning competencies: The scrapbook presented by the students must:

1.
2.

Contain pictures, newspaper clippings, and other illustrations of the main characters of EDSA I
Contain remarks and captions for the illustrations made by the student himself for the roles played by the characters of EDSA I People Power Be presentable, complete, informative and pleasing to he reader of the scrapbook

3.

Example for assessing output of short-term tasks

The desired output consists of the output in a typing class Learning competencies: The final typing outputs of the students must: 1. Possess no more than five errors in spelling

2.
3.

Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten
Posses no more than 5 errors in spelling, has the proper format, and is readable and presentable

Product-oriented performance based learning are evidence-based

Task Designing
The design of the task depends on what the teacher desires to observe as outputs of the students. 1. Complexity. It should be within the range of the ability of the students 2. Appeal. The project should be appealing to students and should lead to self-discovery of information by the students. Creativity. It needs to encourage students to exercise creativity and divergent thinking.

3.

4.

Goal-based. The project is produced to attain a learning objective. Thus, reinforcing learning.

Exercise
Design a project or task for each of the following learning objectives. 1. Analyze the events leading to Rizals martyrdom.
2. Illustrate the concept of diffusion 3. Illustrate the cultural diversity in the Philippines