PRODUCT-ORIENTEDPERFORMANCE-BASED

ASSESSMENT

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

Performance-based task

– can be defined as targeted tasks that lead to a productor overall learning outcome.

– can include a wide range of student works that target specific skills.

– can also include behavior expectations targeting complex tasks that students are expected to achieve.

Student Performances

Products

Target tasks

SKILLED LEVEL

3 levels of Learning Competencies Target

NOVICE LEVEL EXPERT LEVEL

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

(Beginner)

Level 2 Does the finished product or subject contain additional parts and functions on top of the minimum requirements which tend to enhance the final output?

(Skilled Level)Level 3

Does the finished product contain the basic minimum parts and functions, have additional features on top of the minimum, and is aesthetically pleasing?

(Expert Level)

Example:

The desired output consists of the output in a typing class.

Learning competencies: the final typing outputs of the students must:

1. Possess no morethan five(5) errors in spelling.- (minimum specifications)-

2. Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten. - (skilled level) -

3. Possess no more than 5 errors in spelling, has the proper format, and is readable and presentable. -(expert level) -

Complexity

The level of complexity of the project needs to be within the range of ability of the students.

Appeal

The project or activity must be appealing to the students.

Creativity

The project needs to encourage students to exercise creativityand divergent thinking.

Goal-Based

The teacher must bear in mind that the project is produced in order to attain a learning objective.

REPORTED BY:

SHANIE APPLE BASUBAS OÑADA