1. Product-Oriented
Performance –Based
Assessment
Product-Oriented Performance –Based Assessment

2. Performance-based tasks
required performance –based
assessment
-In which the actual students’
performance is assessed through a
product.
Product-Oriented Performance –Based Assessment

3. Product-Oriented Performance –Based Assessment
3.1 Product – Oriented learning
competencies
Products- include a wide range
of student works that target
specific skills.

4. Product-Oriented Performance –Based Assessment
Examples:
reading, writing, speaking, and
listening, or psychomotor skills
requiring physical abilities to
perform a given task.

5. Product-Oriented Performance –Based Assessment
Target tasks- include behaviour
expectations targeting complex
tasks that students are expected
to achieve.

6. Product-Oriented Performance –Based Assessment
Rubrics- one way that the
teachers can evaluate or assess
student performance or
proficiency in any given task as
it relates to a final product or
learning outcome

8. Product-Oriented Performance –Based Assessment
Product –oriented learning
competencies target at least
three (3) levels
• Novice or beginner’s level
• Skilled level
• Expert level

9. Product-Oriented Performance –Based Assessment
Level 1. Novice or beginners’
level
• Does the finish product or
project illustrate the
minimum expected parts
or function?

10. Product-Oriented Performance –Based Assessment
Level 2. Skilled level
• Does the finished product
or project contain additional
parts and function on top of
the minimum requirements
which tend to enhance the
final output?

11. Product-Oriented Performance –Based Assessment
Level 3. Expert level
• Does the finish product
contain the basic minimum
parts and functioning have
additional features on top of
the minimum, and is
aesthetically pleasing?

13. Product-Oriented Performance –Based Assessment
Performance-Based assessment
for products and projects can
also be used for assessing
outputs of short-term tasks.

14. Product-Oriented Performance –Based Assessment
Example: The desired output
consists of the output in a
typing class.
Learning competencies: the
final typing outputs of the
students must:

15. Product-Oriented Performance –Based Assessment
1. Possess no more than five(5)
errors in spelling- (minimum
specifications)

16. Product-Oriented Performance –Based Assessment
2. Possess no more than 5
errors in spelling while
observing proper format based
on the document to be
typewritten- (skilled level)

17. Product-Oriented Performance –Based Assessment
3. Possess no more than 5
errors in spelling, has the
proper format, and is readable
and presentable-(expert level)

19. Product-Oriented Performance –Based Assessment
Task Designing

20. Product-Oriented Performance –Based Assessment
a. Complexity- The level of
complexity of the project needs
to be within the range of ability
of the students.

21. Product-Oriented Performance –Based Assessment
b. Appeal- the project or the
activity must be appealing to
the students.

23. Product-Oriented Performance –Based Assessment
c. Creativity- The project needs
to encourage students to
exercise creativity and divergent
thinking.

24. Product-Oriented Performance –Based Assessment
d. Goal- based- Finally, the
teacher must bear in mind that
the project is produced in order
to attain a learning objective.