AL2-Module2-Process-oriented-Performance-Based Assessment

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2020-2021
COLLEGE OF TEACHER EDUCATION

Bayombong Campus
DEGREE PROGRAM BSEd, BPEd COURSE NO. Professional Education 8

SPECIALIZATION English, Filipino, Social Studies COURSE TITLE Assessment in Learning 2
YEAR LEVEL 3 TIME FRAME 3 Hrs. WK NO. 5 IM NO. 2
I. UNIT 2: PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
II. LESSON TITLES: Lesson 1: Process-Oriented Learning Competencies

Lesson 2: Task Designing
Lesson 3: Scoring Rubrics
III. LESSON OVERVIEW
Lessons are not purely cognitive in nature; the same with assessment. The psychomotor and
affective domains should also be addressed as we try to educate the whole being of our students.
Therefore, tests should not be purely on paper-and-pencil. There should also be practical tests,
or process-oriented performance-based assessments.
Thus, teachers and would-be teachers should be able to make appropriate connections among
learning outcomes, tasks and tests/assessments. And as educators focus on alternative modes to
measure the other or all domains, the tools to come up with objective scoring – the rubrics should also
be well done.
IV. DESIRED LEARNING OUTCOMES
Given national and international educational scenario, the students should be able to:
1. determine appropriate process-oriented learning competencies;
2. design tasks highlighting the competencies; and
3. make rubrics that measure competencies.
V. LESSON CONTENT
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
Assessment is most effective when it reflects an understanding of learning as multidimensional,

integrated, and revealed in performance over time. Assessment should reflect these understandings by
employing a diverse array of methods, including those that call for actual performance, using them over
time so as to reveal change, growth, and increasing degrees of integration. Such an approach aims for
a more complete and accurate picture of learning.
Process-Oriented Learning Competencies
Process-oriented performance-based assessment is concerned with the actual task performance

rather than the output or product of the activity.
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Learning Competencies
Competencies are defined as groups or clusters of skills and abilities needed for a
particular task. The objectives generally focus on those behaviors which exemplify a ‘best
practice’ for the particular task. Such behaviors range from a ‘beginner’ or novice level up to the
level of an expert. An example of learning competencies for a process-oriented performance-
based assessment is given below:
Task: Recite a poem by Edgar Allan Poe, ‘The Raven’.
Objectives: The activity aims to enable the students to recite a poem entitled ‘The Raven’
by Edgar Allan Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.
The specific objectives identified constitute the learning competencies for this particular
task. Using Bloom’s taxonomy, the specific objectives range from simple observable processes
to more complex observable processes. e.g. creating an ambiance of the poem through
appropriate rising and falling intonation. A competency is said to be more complex when it
consists of two or more skills.
The following competencies are simple competencies:

• Speak with a well-modulated voice;
• Draw a straight line from one point to another point;
• Color a leaf with a green crayon.
The following competencies are more complex competencies:

• Recite a poem with feeling using appropriate voice quality, facial expressions and hand
gestures;
• Construct an equilateral triangle given three non-collinear points;
• Draw and color a leaf with green crayon.
Task Designing
Learning tasks need to be particularly planned. In particular, the teacher must ensure that the
particular learning process to be observed contributes to the overall understanding of the subject or
course. Some generally accepted standards for designing a task include:
• Identifying an activity that would highlight the competencies to be evaluated, e.g. reciting a poem,
writing an essay, manipulating the microscope.
• Identifying an activity that would entail more or less the same sets of competencies.
• Finding a task that would be interesting and enjoyable for the students.
Example: The topic is on understanding biological diversity.
Possible Task Design: Bring the students to a pond or creek. Ask them to find all living organisms
as they can find living near the pond or creek. Also, bring them to the school playground to find as many
living organisms as they can. Observe how the students will develop a system for finding such organisms,
classifying the organisms and concluding the differences in biological diversity of the two sites.
Scoring Rubrics
Rubric is a scoring scale used to assess student performance along a task-specific set of criteria.
Authentic assessments typically are criterion-referenced measures, that is, a student’s aptitude on a task
is determined by matching the student’s performance against a set of criteria to determine the degree to
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which the student’s performance meets the criteria for the task. e.g. the following rubric covers the
recitation portion of a task in English.
Based on the example, a rubric is comprised of two components: criteria and levels of
performance. Each rubric has at least two criteria and at least two levels of performance. The criteria,
characteristics of good performance on a task, are listed in the left-hand column in the rubric above. The
full criteria are statements of performance (see columns 1-3).
For each criterion, the evaluator applying the rubric can determine to what degree the student has
met the criterion, i.e. the level of performance. In the above rubric, there are three levels of performance
for each criterion.
Finally, the rubric contains a mechanism for assigning a score to each project. In the second-to-
left column a weight is assigned each criterion. Students can receive 1, 2 or 3 points for “number of
sources”. But appropriate ambiance, more important in this teacher’s mind, is weighted three times (x3)
as heavily. So, students can receive 3, 6, or 9 points (i.e. 1, 2 or 3 times 3) for the level of appropriateness
in this task.
Recitation Rubric
Level of Performance
CRITERIA
weight 1 2 3
Number of
appropriate hand X1 1-4 5-9 10-12
gestures
Appropriate Lots of Few inappropriate No apparent
facial inappropriate facial expression inappropriate facial
expression X1 facial expression expression
Voice Monotone voice Can vary voice Can easily vary
Inflection X2 used inflection with voice inflection
difficulty
Incorporate proper Recitation Recitation has Recitation fully
ambiance through contains very some feelings captures ambiance
feelings in the voice X3 little feelings through feelings in
the voice
Descriptors
The above rubric includes another common, but not a necessary, component of rubrics –
descriptors. Descriptors spell out what is expected of students at each level of performance for
each criterion. A descriptor tells students more precisely what performance looks like at each
level and how their work may be distinguished from the work of others for each criterion
Why Include Levels of Performance?
Clearer Expectations. It is very useful for the students and the teacher if the criteria are
identified and communicated prior to completion of the task. Students know what is expected of
them and teachers know what to look for in student performance.
More consistent and objective assessment. In addition to better communicating

teacher expectations, levels of performance permit the teacher to more consistently and
objectively distinguish between good and bad performance, or between superior mediocre and
poor performance, when evaluating student work.
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Better Feedback. The teacher and the students can more clearly recognize areas that
need improvement.
Analytic Versus Holistic Rubrics
To be able to assess the students perform on each criterion, determine the type of rubric
you choose to create or use – analytic or holistic.
Analytic rubric articulates levels of performance for each criterion so the teacher can
assess student performance on each criterion.
Holistic rubric does not list separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing performance across multiple criteria
as a whole. For example:
3 – Excellent Speaker
• included 10-12 changes in hand gestures
• no apparent inappropriate facial expressions
• utilizes proper voice inflection
• can create proper ambiance for the poem
2 – Good Speaker
• few inappropriate facial expressions
• have some inappropriate voice inflection changes
• almost creating proper ambiance
1 – Poor Speaker
• lots of inappropriate facial expressions
• uses monotone voice
• cannot create proper ambiance
When to choose an analytic rubric
Analytic rubrics are more common because teachers typically want to assess each
criterion separately, particularly for assignments that involve a larger number of criteria. An
analytic rubric better handles weighting of criteria
When to choose a holistic rubric
Holistic rubrics tend to be used when a quick or gross judgment needs to be made. If the
assessment is a minor one, such as a brief homework assignment, it may be sufficient to apply a
holistic judgment (e.g. check-plus, or no-check) to quickly review student work.
How Many Levels of Performance Should I Include in my Rubric?
Generally, it is better to start with a smaller number of levels of performance for a criterion
and then expand, if necessary. As the number of levels increases, and those judgments become
finer and finer, the likelihood of error increases.
Example: Oral presentation rubric
Criteria: amount of eye contact
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Option 1: three levels of performance

makes eye contact with audience never sometimes always
Option 2: five levels of performance

makes eye contact never rarely sometimes usually always
Option 3: Leave off the “always” level

makes eye contact never rarely sometimes usually
We recommend that fewer levels of performance be included initially because such is:
• easier and quicker to administer
• easier to explain to students (and others)
• easier to expand than larger rubrics are to shrink.
However, there is no specific number of levels a rubric should or should not possess.
VI. LEARNING ACTIVITIES
Group Activity: Conduct interview (could be online) from teachers, one each from Elementary,
Secondary and Tertiary School levels
1) Ask them on the ‘What is’, the ‘Why use’ of rubrics, and the ‘difference between analytic and
holistic rubrics’
2) Gather samples of rubrics (analytic and holistic), one from each school level
3) Attach the gathered samples (better if photo to reduce size) to your interview output using the
given format.
VII. EVALUATION
Portfolio/Project Entry. Another output will be required of the students (Module 5, on Portfolio
Assessment), with its content to include all activities in AL2)
VIII. REFERENCES
Teaching Guide in Assessment of Student Learning 1

Other references indicated in the Course Outline
IX. REFERENCES
Teaching Guide in Advanced Tests and Measurements

Other references indicated in the Course Outline
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Activity for IM No. 2

College of Teacher Education
Prof Ed 8 (Assessment in Learning 2)

2nd Semester, 2020-2021
Activity for IM No. 2

Interviews on and Samples of Rubrics
Group Activity: Conduct interview (could be online) from teachers, one each from Elementary, Secondary
and Tertiary Schools
1) Ask them on the ‘What is’, the ‘Why use’ of rubrics, and the ‘difference between analytic and holistic
rubrics
2) Gather samples of rubrics (analytic and holistic), one each from Elementary, Secondary and Tertiary
Schools
3) Attach the gathered samples (better if photo to reduce size) to your interview output using the given
format.
Interview Output:
Answers of Teachers as Informants

Questions
Elementary Level Secondary Level Tertiary Level
What is a rubric?
Why do we use
rubric?
What is the
difference between
analytic and holistic
rubrics?
Activity Guide Prepared by:
JANE D. NAVALTA
Professor
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AL2-Module2-Process-oriented-Performance-Based Assessment

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AL2-Module2-Process-oriented-Performance-Based Assessment

Uploaded by

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

DEGREE PROGRAM BSEd, BPEd COURSE NO. Professional Education 8

I. UNIT 2: PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

II. LESSON TITLES: Lesson 1: Process-Oriented Learning Competencies

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

Assessment is most effective when it reflects an understanding of learning as multidimensional,

Process-Oriented Learning Competencies

Process-oriented performance-based assessment is concerned with the actual task performance

Task: Recite a poem by Edgar Allan Poe, ‘The Raven’.

The following competencies are simple competencies:

The following competencies are more complex competencies:

Example: The topic is on understanding biological diversity.

Why Include Levels of Performance?

More consistent and objective assessment. In addition to better communicating

Analytic Versus Holistic Rubrics

When to choose an analytic rubric

When to choose a holistic rubric

How Many Levels of Performance Should I Include in my Rubric?

Example: Oral presentation rubric

Criteria: amount of eye contact

Option 1: three levels of performance

Option 2: five levels of performance

Option 3: Leave off the “always” level

VI. LEARNING ACTIVITIES

Teaching Guide in Assessment of Student Learning 1

Teaching Guide in Advanced Tests and Measurements

Activity for IM No. 2

Republic of the Philippines

College of Teacher Education

Prof Ed 8 (Assessment in Learning 2)

Activity for IM No. 2

Answers of Teachers as Informants

Activity Guide Prepared by:

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