THE TEACHER’S

SHOW

PROCESS-ORIENTED PERFORMANCE-BASED

ASSESSMENT

It is important to assess the process which the student

underwent in order to arrive at their products or

output.

Assessment is not an end in itself but a vehicle for

educational improvement.

Assessment is most effective when it reflects an

understanding of learning as multidimensional, integrated, and revealed in performance

over time.

PROCESS-ORIENTED LEARNING

COMPETENCIES

Information about outcomes is high importance.

To improve outcomes, we need to know about student experience along the way.

Process-oriented performance-based assessment is concerned with the actual task performance rather than the activity.

LEARNING COMPETENCIES

The learning objectives in process-oriented

performance based assessment are stated in

directly observable behaviors of students.

COMPETENCIESAs a group or cluster of skills

and abilities needed for a particular product.

TASK DESIGNING

The teacher must ensure that the particular learning

process to be observed contributes to the overall

understanding of the subject or course.

SCORING RUBRICS

Rubrics is a scoring scale used to assess student

performance along a task-specific set of criteria.

Authentic assessment typically are criterion-referenced

measurement of student’s aptitude on a task.

Assessment and their accompanying rubrics can be used for purposes other than evaluation and, thus, do not

have points or grades attached to them.

CRITERIA

HEIGHT/IMPORTANCE LEVELS OF PERFORMANCE

DESCRIP-TORS

Why include levels of performance?

WHY INCLUDE LEVELS OF PERFORMANCE?

CLEARER EXPECTIONSMORE CONSISTENT AND OBJECTIVE

ASSESSMENTBETTER FEEDBACK

BACK

DESCRIPTORS

Descriptors spell out what is expected of students at each level of performance for each criterion.

NEXT

ANALYTIC VERSUS HOLISTIC RUBRICS

ANALYTIC RUBRICS

HOLISTIC RUBRICS

WHEN TO CHOOSE AN ANALYTIC RUBRICS?

WHEN CHOOSE A HOLISTIC RUBRICS?

HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE IN MY RUBRICS?

ANALYTIC RUBRICSAn analytic rubrics articulates levels of

performance for each criterion so the teacher can assess student performance

on each criterion.

BACK

WHEN TO CHOOSE AN ANALYTIC RUBRICS?

Analytic Rubrics are more common because teachers typically want to assess each

criterion separately, particularly for assignments that involve a larger number

of criteria.

BACK

HOLISTIC RUBRICSHolistic Rubrics 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.

BACK

WHEN TO CHOOSE HOLISTIC RUBRICS?

Holistic Rubrics tend to be used when a quick or gross judgement needs to be made. If the

assessment is a minor one, such as brief homework, assignment, it may be sufficient

to apply a holistic judgement.

BACK

HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE IN MY RUBRICS?

There is no specific number of levels of a rubric should or should not

possess.

REPORTED BY:

PRETZEL ANN RED

SR. HERNALYN REBUTON

LALAINE REBAMONTE

MARK GERZIL DARIO

JANINA VILLAMOR

SISA PAGAMOCAN