Product-Oriented Performance-Based Assessment
Product-Oriented Performance-Based Assessment
Introduction to Performance-Based Assessment
Assessment in education is a crucial topic today, leading to interest in performance-based education.
Performance-based education focuses on connecting learning to students' lives through relevant tasks.
Emphasizes assessment of actual performance through products (projects, work demo).
Interchangeable terms: performance-based assessment, authentic assessment, alternative assessment.
Alternative evaluation methods compared to traditional methods (journals, checklists, portfolios, rubrics).
Product-Oriented Learning Competencies
Student performances are defined as targeted tasks leading to a product or learning outcome.
Products showcase specific skills:
Communication Skills: Reading, writing, speaking, listening.
Psychomotor Skills: Physical abilities for specific tasks.
Behavior Expectations: Complex task achievement.
Rubrics: Used to evaluate student performance related to final products or outcomes.
Levels of Expertise in Products
Beginner Level:
Is the product complete with minimum expected parts?
Skilled Level:
Does the product have added features beyond minimum requirements?
Expert Level:
Is the product aesthetically pleasing along with meeting all expectations?
Example Projects and Competencies
Geometry Project: Cardboard cubic prism
Minimum: Correct dimensions (5" x 5" x 5")
Skilled: Sturdy construction from durable cardboard
Expert: Pleasing appearance with color enhancements
Scrapbook for EDSA I:
Minimum: Contains key images and clippings
Skilled: Includes student remarks/captions for characters
Expert: Complete, informative, and visually attractive presentation
Typing Class Output:
Minimum: 5 spelling errors or fewer
Skilled: Correct format with 5 errors or fewer
Expert: Readable and presentable with appropriate formatting
Task Designing
Factors to Consider:
Complexity: Task must match students' abilities.
Appeal: Projects should interest students for engagement.
Creativity: Encourage diverse presentation methods.
Goal-Based: Project aligns with a learning objective.
Example of Task
Paper Folding Activity: Used to teach geometry concepts of plane and solid figures using colored paper, promoting hands-on learning.
Scoring Rubrics
Definition: Descriptive scoring frameworks guiding evaluation of products or processes.
Used for judging quality of various activities (essays, projects).
Criteria Setting: Identifying major and minor criteria affecting assessment quality.
Major Criteria Examples: Quality, Creativity, Comprehensiveness, Accuracy, Aesthetics.
Example of a Scoring Rubric
Major Criterion: Professional Report Draft
High Quality: Easy to follow, effective transitions, professional format, clear graphics.
Adequate: Basic transitions, structured format, minimal distractions.
Needs Improvement: Poor organization, inadequate information flow.
Reliability and Objectivity
Holistic rubrics ensure objectivity by standardizing assessment quality across evaluators.
Important for grading essays, group projects, and presentations across subjects.
Authentic Assessment Beyond Rubrics
Checklists: Alternative for evaluation, focusing on specific criteria.
Benefits of rubrics: Clarify evaluation process, offer feedback for improvement.
Development of Scoring Rubrics
Identify qualities and attributes to measure.
Decide between holistic or analytical rubric formats.
Define performance progression from minimum to expert levels.
Ensure descriptors focus on outputs rather than subjective judgments.
Test reliability through cross-evaluations.
Resources for Teachers
Various online resources available for developing scoring rubrics for K-12 and higher education sectors.
Example sources: State of Colorado, Chicago Public Schools, Kathy Schrock's Guide, and ERIC Clearinghouse.