Portfolio in Assessment in Learning 2 C E B U T E C H N O L O G I C A L U N I V E R S I T Y - M C Process-Oriented Performance Based Assessment G R O U P 2 : S U B J E C T T E A C H E R ' S N A M E : M R S . L I N A N . B A G U I O C A R D O S A , A N N A M A R I E C . C U Y O S , J I M K H A N E R . G O N Z A L E S , V I N C E N T P H I L I P S O R T O N E S , M A R I E A N A L E N A .
Page No. Title 1-3 Process-Oriented Performance Based Assessment 4-7 Process-Oriented Learning Competencies 8 Task Designing 9-12 Scoring Rubrics 13-15 Criteria Selection 16-19 Setting of Performance Levels 20-23 Insights Table of Contents
Process-Oriented Performance Based Assessment Process-oriented performancebased assessment is a type of assessment that focuses on the process of completing a task rather than just the end result. It is a method used to evaluate a student' s ability to complete a task or solve a problem, as well as their thinking, decision-making, and problem-solving skills. In process-oriented performancebased assessment, students are given a real-world task or problem to solve. The assessment process involves observing the student as they work on the task or problem, evaluating the steps they take, and analyzing their decision-making and problem-solving skills. The assessment may involve direct observation, documentation of the student' s work, or both.
Process-Oriented Performance Based Assessment One of the key advantages of process-oriented performancebased assessment is that it provides a more accurate picture of a student' s abilities than traditional assessments that focus only on the end result. It also provides opportunities for students to receive immediate feedback and learn from their mistakes. However, process-oriented performance-based assessment can be more time-consuming and challenging to design and implement than traditional assessments. It also requires well-defined criteria for evaluation and a clear understanding of the skills and competencies being assessed.
In my opinion, process-oriented performance-based assessment is a very beneficial and empowering method of assessing my skills and talents. It goes beyond just emphasizing the end product and gives equal weight to the process I go through to get there. This implies that my development, learning process, approach to tackling problems, and capacity for critical thought are all taken into account and valued. I am motivated to constantly review, adjust, and improve my strategy when I adopt this methodology, which promotes a growth mindset and helps me develop my resilience and adaptability as a person. This evaluation approach not only gives me a more accurate and thorough insight of my talents, but it also gives me the knowledge and abilities I need to succeed in a world that is constantly changing. Own Understanding:
Process-Oriented Learning Competencies To improve outcomes, it' s crucial to understand students ' experiences throughout their learning journey. This includes examining the curriculum, teaching methods, and the type of effort students put in to achieve specific outcomes. Process-oriented performancebased assessment is concerned with the actual task performance rather than the output or product of the activity. M E T A C O G N I T I O N A student with strong metacognitive skills may be able to identify when they are struggling to understand a concept and take proactive steps to seek additional resources or ask for help. By focusing on the learning process, metacognition empowers learners to become more independent and effective in their learning journey.
Own Understanding; As a learner, process-oriented learning competencies are crucial to my growth and development. They go beyond simply acquiring knowledge and focus on how I engage with the learning process itself. These competencies help me become more self-aware and strategic in my approach to learning. By developing goal-setting skills, I am able to define clear objectives and create a roadmap for my learning journey. This allows me to stay focused and motivated, ensuring that I make progress towards my desired outcomes. Time management is another vital competency that helps me allocate my time effectively. I learn to prioritize tasks, organize my schedule, and avoid procrastination. This skill enables me to balance my learning activities with other responsibilities, ensuring that I make the most of the time available to me.
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 the ambiance of the poem through appropriate rising and falling intonation; 5. Pronounce the words clearly and with proper diction. Learning Competencies The learning objectives in the process-oriented performance-based assessment are stated indirectly through observable behaviors of the students. 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. Notice that the objective starts with a general statement of what is expected of the student from the task (recite a poem by Edgar Allan Poe) and then breaks down the general objective into easily identified constitute learning competencies for this particular task.
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 expression and hand gestures - Construct an equilateral triangle given three non-collinear points - Draw and color a leaf with green crayon. Learning Competencies A competency is said to be more complex when it consists of two or more skills. Own Understanding; Setting clear learning goals is a crucial step in creating competencies. I define what I want to achieve, whether it' s mastering a specific skill, expanding my knowledge in a particular field, or developing transferable skills. These goals provide direction and purpose to my learning journey. This is the same in assessing students. As a future teacher, I believe in tailoring competencies to meet the diverse needs, interests, and abilities of my students. To begin, I consider the curriculum objectives and standards, but I also take into account the unique characteristics and goals of my students. I assess their prior knowledge, skills, and learning styles to identify areas where competencies can be developed and enhanced.
In my own understanding... In this Process-Oriented Performance Based Assessment task, students are tasked with designing and executing a marketing campaign for a new product. C R E A T I N G A M A R K E T I N G C A M P A I G N F O R A N E W P R O D U C T By emphasizing the process rather than just the outcome, this task allows for a more comprehensive evaluation of students ' skills, knowledge, and understanding in the context of real-world challenges. Task Designing In a Process-Oriented Performance Based Assessment, the task design focuses on evaluating students ' abilities to engage in a specific process or set of tasks rather than solely assessing the end result. The photo captures the dynamic nature of the process-oriented assessment, highlighting the students ' active participation, critical thinking, and ability to apply their knowledge in a realworld context. As a student, process-oriented performance-based assessment focuses on the steps taken and progress made in completing a task. It promotes active learning, critical thinking, and problem-solving skills, allowing for individualized approaches and showcasing creativity. As a teacher, designing such assessments involves identifying learning objectives, choosing authentic tasks, defining assessment criteria, providing clear instructions, supporting student progress, and evaluating based on the defined criteria. It creates meaningful learning experiences and provides insights into students ' progress and learning process.
Scoring Rubrics Imagine a ladder with multiple rungs, each representing a different level of achievement. At the bottom of the ladder, there is a starting point, which signifies a minimal level of performance. As you move up the ladder, the rungs become progressively higher, representing higher levels of proficiency or accomplishment. The ladder metaphorically represents the scoring rubric, where each rung corresponds to a specific level of achievement or criteria. The criteria could be related to various aspects, such as knowledge, skills, problem-solving abilities, creativity, or critical thinking. Scoring rubrics are tools used to assess and evaluate performance based on predefined criteria and levels of achievement. To assess performance, the evaluator or assessor would determine the rung on the ladder that best aligns with the student' s demonstrated level of achievement. The rubric provides clarity by outlining the specific criteria and descriptors associated with each rung, enabling a fair and consistent evaluation process. As the student' s performance aligns with higher levels on the ladder, it signifies greater mastery of the skills or knowledge being assessed. The rubric helps in providing specific feedback to students, highlighting their strengths and areas for improvement based on the criteria outlined in the rubric. While this metaphorical representation can help illustrate the concept of scoring rubrics, please note that scoring rubrics are typically presented in a table or matrix format, outlining criteria, descriptors, and corresponding score ranges
A holistic scoring rubric evaluates a student' s work based on predetermined criteria, providing an overall assessment without separate categories. It considers multiple dimensions simultaneously, such as content, organization, clarity, creativity, critical thinking, and presentation skills. It captures the overall quality effectively, making it ideal for complex or subjective tasks. In holistic scoring, the evaluator considers the entire work and assigns a single score reflecting overall performance. Clear descriptors for each score level guide the evaluation. It provides a comprehensive assessment, particularly for tasks requiring integration, creativity, or a holistic understanding, but may offer less specific feedback compared to analytic rubrics. HOLISTIC SCORING RUBRIC
The advantage of an analytic scoring rubric is that it allows for a more detailed and focused assessment of different aspects or skills demonstrated in the work. It provides a structured framework for evaluation, ensuring consistency and objectivity in the scoring process. Additionally, it offers specific feedback that can guide students ' understanding of their performance and areas in need of development. Analytic scoring rubrics are commonly used in tasks or assignments that can be broken down into discrete components or skills, such as writing, presentations, lab reports, or performances. By evaluating each criterion separately, educators can provide targeted feedback and help students understand their strengths and weaknesses in different areas, facilitating their growth and improvement. ANALYTIC SCORING RUBRIC An analytic scoring rubric breaks down a student' s work into specific criteria for evaluation, allowing separate assessment and individual scores based on achievement or quality in each area. An analytic scoring rubric defines criteria and descriptors for evaluating different levels of performance in a student' s work.
In my own understanding, Scoring rubrics in Process-Oriented Performance Based Assessment provides a structured framework for evaluating performance based on predefined criteria. They break down the assessment into specific components or dimensions and define different levels of achievement or proficiency. Rubrics help assessors evaluate performance objectively, consistently, and transparently, focusing on the process, skills, and behaviors demonstrated during the task rather than just the end result. They help me provide constructive feedback that is specific, focused, and aligned with the learning objectives. Rubrics also facilitate consistency in grading, ensuring fairness and transparency in the assessment process. They enable me to communicate expectations effectively, guide student learning, and support their growth and development. SCORING RUBRICS As a student, scoring rubrics in a process-oriented performance-based assessment provides clear guidelines for understanding how my progress and performance will be evaluated. Rubrics outline specific criteria and expectations, allowing me to track my progress, identify areas for improvement, and understand what is required to achieve a desired score. They provide transparency and fairness in the assessment process, ensuring that my work is evaluated consistently and objectively. As a future teacher, scoring rubrics in process-oriented performance-based assessment serves as a valuable tool for assessing and providing feedback to students. Rubrics clearly define the criteria and standards for evaluating students ' progress and performance throughout the task or project. In my own understanding...
Criteria Selection Similarly, students better understand what good (or bad) performance on a task looks like if levels of performance are identified, particularly for each level. It is very useful for the students and the teacher if the criteria are identified and communicated prior to the completion of the task. Students know what is expected of them and teachers know what to look for in student performance.
Most rubrics, like the Recitation Rubric, are analytical rubrics. The analytical rubric articulates levels of performance for each criterion. Using the Recitation rubric, good or excellent job of " creating ambiance ” and distinguishing that from how well the student did on “ voice inflection." THE 2 TYPES OF RUBRICS ANALYTIC RUBRIC In contrast, a 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. HOLISTIC RUBRIC
Based on my understanding of the topic, criteria selection is the most important factor in having harmonious and fruitful activities or performance tasks. Because it sets the standard on how the students should do their work and at the same time, can be used by teachers to evaluate and assess if learning was indeed acquired during the long process of discussion and interaction within the classroom and between the students. By choosing between the Holistic and Analytical rubrics, the class can be more liberal in their choice or genre on any projects that are tasked to be done. The teacher will also be able to assess the students more freely and with choice as he or she is bound to the freedom of choosing his or her type of rubric.
Setting of Performance Levels There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs. There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs. A rubric can have as few as two levels of performance or as many as well, as many as you decide is appropriate. Also, it is not true that there must be an even number or odd number of levels.
Why Include Performance Levels? *Clearer expectations *More consistent and objective assessment *Better feedback *Analytic Versus Holistic Rubrics *Analytic rubric *Holistic rubric
In addition to better-communicating teacher expectations, level of performance permits the teacher to more consistently and objectively distinguish between good and bad performance, or between superior, mediocre, and poor performance, when evaluating student work. More consistent and objective assessment Furthermore, identifying specific levels of student performance allows the teacher to provide more detailed feedback to students. The teacher and the students can more clearly recognize areas that need improvement. Better Feedback
My understanding of setting the performance level aspect to the topic is it encapsulates the essentials of a laudable performance task, project, or activities in that manner. setting the standard and how students will present their work more accurately and precisely without wasting precious time. It somehow resembles the main principle and essence of a rubric, they do. Setting performance levels also will be helpful as the teacher will have an easier guideline on giving his or her feedback on a certain project. It is also the catalyst for the teacher to assess the performance of the student. Through this way of setting things up, the teacher will be able to render whether it was a good, bad, near-good, or bad performance.
"Process-oriented performance-based assessment is an evaluation approach that focuses on the steps taken and progress made by students in completing a task or project. It emphasizes the learning process, critical thinking, problem-solving skills, and the ability to apply knowledge in real-world situations. This assessment method encourages active learning, deep understanding, and individualized approaches to tasks. It provides opportunities for students to showcase their strengths, creativity, and ability to reflect on their learning journey. For teachers, process-oriented performance-based assessment involves designing authentic tasks, setting clear criteria, providing support and feedback, and evaluating students ' progress and performance based on defined criteria. It promotes meaningful learning experiences, fosters student engagement, and provides valuable insights into students ' learning processes."- Cardosa, Anna Marie C. BAEL 3-A
"Process-oriented performance-based assessment has, in my opinion, been a transforming method of measuring my aptitudes. It has given me the opportunity to highlight not only the final result but also the steps and techniques I used to get there. This evaluation method, which highlights the progressive aspect of the process, has helped me gain a deeper awareness of my own learning and development. By emphasizing the process rather than the end result, it has motivated me to evaluate my development, modify my approaches, and constantly get better. Overall, process-oriented performance-based evaluation has given me the confidence to accept learning as a lifelong path and to cultivate a growth attitude."- Cuyos, Jim Khane R. BAEL 3-A
"There are many ways and ideas on how to assess students in school, but for me, Process-Oriented Performance Based Assessment is the most important and should be highlighted. Because in this way, the teacher can monitor its students along the way, while performing their task, projects, etc. From the word process oriented, almost every aspect of this part involves the observance of mastery of skills and ways of a student. The thought on the importance of the " end product" might be good, but monitoring the process is much much better and should be focused on like an assessor, a teacher for instance to see and monitor the actions of the student along the way on his or her completion of a certain task. Because in this manner, the teacher can still alter any misconception, wrong-doings, or any glitches that might affect the " end product" of a student' s work. so for me, this part should be dealt with accordingly and be implemented harmoniously ."- Gonzales, Vincent Philip BAEL 3-A
"I have found process-oriented performance-based assessment to be an enlightening and transformative experience. Through process-oriented assessment, I have come to appreciate the value of the steps taken to achieve a goal. It has pushed me to think critically and demonstrate my problem-solving abilities in real-world scenarios. One of the most significant advantages of this approach is the feedback and insights it provides. By assessing the process, I have received valuable feedback that has guided my growth and development. The feedback has helped me identify my strengths and weaknesses, allowing me to focus on areas that need improvement. Moreover, it has provided opportunities for me to work with others, fostering communication, and cooperation skills. Overall, the process-oriented, performance-based assessment has enriched my learning experience. I believe this assessment approach has prepared me better for real-world challenges and equipped me with the skills necessary for success."- Sortones, Marie Analen A. BAEL 3-A
Process-Oriented Performance Based Assessment C E B U T E C H N O L O G I C A L U N I V E R S I T Y - M C " P R O C E S S - O R I E N T E D P E R F O R M A N C E - B A S E D A S S E S S M E N T E M P O W E R S S T U D E N T S T O A C T I V E L Y E N G A G E I N T H E I R L E A R N I N G J O U R N E Y , F O S T E R I N G C R I T I C A L T H I N K I N G , P R O B L E M - S O L V I N G , A N D R E A L - W O R L D A P P L I C A T I O N O F K N O W L E D G E . "