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Individual Summary: Product-Oriented Performance Based Assessment

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Jaymarie Zabate

Product-oriented assessments focus on evaluating the final product or outcome, not the process. They assess performance at three levels: novice, skilled, and expert. Learning competencies for products are defined by whether the product illustrates minimum requirements, contains additional optional parts, or is aesthetically pleasing. Scoring rubrics provide descriptive criteria to guide analysis and scoring of student work. Criteria identify the important aspects of the final output. Scoring rubrics are appropriate for evaluating essays, group activities, and oral presentations regardless of grade or subject. Checklists determine if specific criteria were met while rubrics evaluate how well criteria were addressed.

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Individual Summary: Product-Oriented Performance Based Assessment

Uploaded by

Jaymarie Zabate
21 views2 pages
Product-oriented assessments focus on evaluating the final product or outcome, not the process. They assess performance at three levels: novice, skilled, and expert. Learning competencies for products are defined by whether the product illustrates minimum requirements, contains additional optional parts, or is aesthetically pleasing. Scoring rubrics provide descriptive criteria to guide analysis and scoring of student work. Criteria identify the important aspects of the final output. Scoring rubrics are appropriate for evaluating essays, group activities, and oral presentations regardless of grade or subject. Checklists determine if specific criteria were met while rubrics evaluate how well criteria were addressed.

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Product-oriented assessments focus on evaluating the final product or outcome, not the process. They assess performance at three levels: novice, skilled, and expert. Learning competencies for products are defined by whether the product illustrates minimum requirements, contains additional optional parts, or is aesthetically pleasing. Scoring rubrics provide descriptive criteria to guide analysis and scoring of student work. Criteria identify the important aspects of the final output. Scoring rubrics are appropriate for evaluating essays, group activities, and oral presentations regardless of grade or subject. Checklists determine if specific criteria were met while rubrics evaluate how well criteria were addressed.

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21 views2 pages

Individual Summary: Product-Oriented Performance Based Assessment

Uploaded by

Jaymarie Zabate
Product-oriented assessments focus on evaluating the final product or outcome, not the process. They assess performance at three levels: novice, skilled, and expert. Learning competencies for products are defined by whether the product illustrates minimum requirements, contains additional optional parts, or is aesthetically pleasing. Scoring rubrics provide descriptive criteria to guide analysis and scoring of student work. Criteria identify the important aspects of the final output. Scoring rubrics are appropriate for evaluating essays, group activities, and oral presentations regardless of grade or subject. Checklists determine if specific criteria were met while rubrics evaluate how well criteria were addressed.

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Individual Summary

Product-Oriented Performance Based Assessment

• product oriented assessment is a kind of assessment where in the assessor views and scores
the final product made and not onthe actual performance of making that product.

• It is concern on the product alone and not on the process. It is more concern to the outcome
or the performance of the learner. It also focuses onachievement of the learner.

• Product assessment focuses on evaluating the result or outcome of process.

Learning Comptencies

the learning competencies associated with products or outputs are linked with the assessment
with three levels of performance manifested by the product namely:

• novice or the beginners level

• skilled level

• expert level

There are other ways to state product-oriented learning competencies. For instance, we can
define learning competencies for products or outputs in the following way:

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

Level 2 : Does the finished product or project contains additional parts and functions on top of
the minimum requirements which tend to enhance the final product? (skilled level)

Level 3: Does the finished product contains the basic minimum parts and functions, have the
additional features on top of the minimum, and is aestheticaly pleasing ? (Expert level)
Scoring Rubrics

These are descriptive scoring schemes that are developed by teachers to guide the analysis of
the products or processes of students' efforts.

Criteria Setting

Criteria are statements which identify "what really counts" in the final output.

When are scoring rubrics an appropriate evaluation technique?

• Essay

• Evaluate group activities

• Oral presentations

Where and when a scoring rubric is used does not depend on the grade level or subject, but
rather on the purpose of the assessment

Other Methods

Checklists are appropriate for evaluation when the information that is sought is limited to the
determination of whether specific criteria have been met.

Scoring rubrics are based on descriptive scales and support the evaluation of the extent to
which criteria have been met. If the purpose of assessment have been met.

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