Name: Sheyne Espinosa Date: March , 2020

Course and Section: BSED-SS II-E

1. Performance and Product-Oriented Learning Competencies for BSED and

BEED.
a. Performance-based education poses a challenge for teachers to design
instruction that is task-oriented. In this case, performance-based tasks
require performance-based assessment in which the actual student
performance is assessed through a product, such as a completed project
or work that demonstrates levels of task achievement.
Performance-Based assessment for products and projects can also be
used for assessing outputs of short-term tasks.
b. Product-Oriented Learning Competencies
Student performances can be defined as targeted tasks that lead to a
product of overall learning outcomes. Product can include a wide range of
student works that target specific skills. Example in communication skills like
reading, speaking, writing and listening.
Target tasks
This include behaviour expectations targeting complex tasks that
students are expected to achieve.
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.
Product-oriented learning competencies target at least three
levels:
a. Novice or Beginner’s Level
Does the finish product or project illustrate the minimum expected parts
or function?
b. 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?
c. 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?
2. Performance and Product Assessment Designs
This course makes connections between student motivation and types
of assessment used in the classroom. It also covers how to unpack learning
standards and benchmarks, so that all assessment yields information about
student progress and mastery of instructional goals. Performance assessment
can be designed in a multitude of ways, in which both students and teachers
can work together to determine the best product or performance to exemplify
student understanding, knowledge, and ability to use what they’ve learned.

References:

 https://www.slideshare.net/echem101/performance-based-product-oriented-
assessment
 https://www.slideshare.net/eduardsabangan/chapter-5-productoriented-
performancebased-assessment
 https://pdo.ascd.org/lmscourses/PD11OC108/media/Designing_Performance
_Assessments_M00_Getting_Started_Syllabus.pdf