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Product-Oriented Performance-Based Assessment

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jay-mar maldea

on 10 October 2016

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Transcript of Product-Oriented Performance-Based Assessment

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Definition
An assessment wherein the assessor views and scores the final product made and not on the actual performance of making the product.
Product Oriented Performance Based Assessment
EMERGENCE OF PERFORMANCE
BASED EDUCATION..,
Product means..,
overall learning outcome...

Product-Oriented Performance-Based Assessment
Product-Oriented Learning Competencies
Expert Level
(basic minimum parts and functions, additional features and aesthetically pleasing)
Challenge for teachers to design instruction that is task-oriented.
Learning needs to be connected to the lives of the students.
Tasks focus on students' ability to use their knowledge and skills in meaningful way.
Performance-based Tasks=Performance-based Assessments
Student performance is assessed through a product.
includes wide range of students works that target specific skills...
Skilled Level
(additional parts and functions)
Novice or Beginner's Level
(minimum expected parts)
example...
The desired product is to make a model of a plant and animal cell out of Styrofoam in a high school Biology class.
Learning Competencies:
The final product submitted by the students must:
1. possess the correct arrangement of organelles in the model
2. be durable and sturdy, stable enough
3. be pleasing to the observer, preferably properly colored for aesthetic purposes
Task Designing
Complexity
within the range of ability of the students
Appeal
interesting enough
Creativity
exploring various possible ways of presenting the final output
Goal-Based
attain the learning objectives
Scoring Rubrics
descriptive scoring schemes that are developed
by teachers or other evaluators
to guide the analysis of the products or processes of students' efforts
Developing Scoring Rubrics
1. Identification of the qualities and attributes to observe
2. Deciding whether holistic or analytical
3. Identification and definition of the criteria
4. Make distinctions between performances
Criteria Setting
Quality
Creativity
Comprehensiveness
Accuracy
Aesthetics
next is to identify sub statements to make it more focused and objective...
"what really counts"
Scoring rubrics
does not depend on the grade level or subject, but rather on the purpose of assessment...
support the examination of the extent to which the specifies criteria have been reached,
provide feedback to students concerning how to improve their performances
benefits...
to the students...
to the teachers...
Full transcript