FOLLOW: facebook.com/i.am.janninelovelygrace CHAPTER II: Process-Oriented Performance-Based Assessment This chapter is concerned with process-oriented performance based assessment.Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve.Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and reveal in performance over time. Learning is a complex process. It entails not only what students know but what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them overtime so as to reveal change, growth, and-increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning. 2.1 Process-Oriented Learning Competencies Information about outcomes is of high importance; where students “end up” matters greatly. But to improve outcomes. We need to know about student experience along the way – about the curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning. Process-oriented performance-based assessment is concerned with the actual task performance rather than the output or product of the activity. 2.1.1 Learning Competencies The learning objectives in process-oriented performance based assessment are stated indirectly observable behaviors of the students. Competencies are defined as groups or clusters of skills and abilities for 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: 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. Notice that the objective started with a general statement of what is expected of the student from the task (recite a poem by Edgar Allan Poe) and t

2. • define Process-oriented performance based
Assessment and learning competencies
• construct learning competencies: simple and
complex

5. Process-Oriented
Performance
Based Assessment
Process-Oriented
Learning
Competencies
Learning
Competencies

6. Process-Oriented
Performance
Based Assessment
Process-Oriented
Learning
Competencies
Learning
Competencies

7. Process-Oriented
Performance
Based Assessment
Process-Oriented
Learning
Competencies
Learning
Competencies

8. Task: Get information from the different
parts of a book, current information from
newspapers and data from general
references in the library
1.1 Use the card catalogue to locate
reference materials in the library
1.2 Use locational skills to derive data from
general sources of
information: encyclopedia, dictionary
1.3 Get information from the different parts
of a book
1.4 Get current information from
newspapers

9. Reference
Santos, R. D. Ph.D (2007). Assessment of
Learning 1. Lorimar Publishing. Quezon City,
Philippines