PROCESS-ORIENTED

PERFORMANCE-BASED
ASSESSMENT
JAMES E. ROBISON
(Discussant)

Dr. MARYMERLIN L. ESPOLONG

(Professor)

ASSESSMENT AND EVALUATION IN ENGLISH TEACHING

(MALT 105)
INTRODUCTION

Too often, we tend to assess students’ learning through

their outputs or products or through some kind of traditional
testing. However, it is important to assess not only these
competencies but also the processes which the students
underwent in order to arrive at these products or outputs. It
is possible to explain why the students’ outputs are as they
are through an assessment of the processes which they did
in order to arrive at the final product.
INTRODUCTION CONTINUED…

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.
DEFINITION OF TERMS
1. PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
• It is concerned with the actual task performance rather
than the output or product of the activity. It is a
performance which fully focuses on an actual task. This is
not very keen on the output or product of the task.
2. PROCESS-ORIENTED LEARNING COMPETENCIES
• These learning competencies are concerned with the
procedures/process for the actual task performance. The
behaviour to be observed among the learners must be
observable which must be reflected in the list of
DEFINITION OF TERMS

3. SCORING RUBRICS
• Rubric is scoring scale used to assess student performance
along a task-specific set of criteria.
4. TASK DESIGNING
• Learning tasks need to be carefully planned. In particular,
the teacher must ensure that the particular learning process
to be observed contributes to the overall understanding of
the subject or course.
DISCUSSION
How do we improve outcomes?
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.

How do we construct learning competencies for a process-

oriented performance-based assessment?
The learning competencies in process-oriented performance-
based assessment are stated in directly observable behaviors of
the students. The objectives generally focus on 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.
DISCUSSION
What is an example of learning competency for a processed-
oriented performance-based assessment?

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 to:

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; and
DISCUSSION
When does competency become simple or complex?
A competency is simple if it consists of only one skill. On the
other hand, it is complex when it consists of two or more skills.

The following competencies are simple competencies:

1. speak with a well-modulated voice;
2. draw a straight line from one point to another point;
3. color a leaf with a green crayon.
The following competencies are complex competencies:
1. recite a poem with feeling using appropriate voice quality,
facial expressions, and hand gestures;
2. construct an equilateral triangle given three non-collinear
points; and
3. draw and color a leaf with green crayon.
DISCUSSION
How do we design a task for a process-oriented performance-
based assessment?
The role of the teacher is to see to it that the particular
learning tasks clearly define the specific skills and abilities
needed.
The following points need to be considered in designing
performance tasks:
1. Decide what to test. The list of objectives will guide the
teacher what specific learning activity/task will be performed by
the learners. The activity must reflect the competencies to be
evaluated such as the knowledge, skills, habits of mind and
indicators of outcomes as focused in the instruction.
2. Design the assessment context. The task should center on
issues, concepts, and problems that are important to the context
DISCUSSION
3. Specify the scoring rubrics. The teacher should develop a
rubric best suited to the type of accomplishment he/she wanted
to measure. The performance criteria should be specific and
observable.

Example:

Competency: Justify a conclusion

Task: Group the students by fives. Let them solve a given

situation.

Question: Consider a series, 5 + 3 + 1 + …Suppose

someone claimed that -20 should be accepted as sum for this
series, Is the claim correct? Explain your answer.
DISCUSSION

Example of a scoring
rubric
SCORE PERFORMANCE INDICATOR
0 No attempt
1 Attempted to solve the problem but the attempt shows no
understanding of the problem; the claim is correct or the
answer is wrong
3 Wrote the correct equation, substituted the values into the
equation, and simplified the equation
4 Interpreted the resulting equation
7 Justified the interpretation and made the final answer
DISCUSSION

Why do we need to include levels of performance?

1. Clearer expectations. Students know what is expected of

them and teachers know what to look for in student’s
performance.
2. More consistent and objective assessment. It permits the
teacher to more consistently and objectively distinguish between
good and bad performance, or between superior, mediocre, and
poor performance, when evaluating a student’s work.
3. Better feedback. It allows the teacher to provide more
detailed feedback to students. The teacher and the students can
more clearly recognize areas that need improvement.
DISCUSSION

What is an analytic and a holistic rubric?

1. Analytic. It articulates levels of performance for each

criterion so the teacher can assess student’s performance on
each criterion.

2. Holistic. It does not list separate levels of performance for

each criterion. Instead, it assigns a level of performance by
assessing performance across multiple criteria as a whole.
SUMMARY
Assessment is most effective when it reflects an understanding of
learning as multidimensional, integrated, and revealed in performance
over time.
Learning is a complex process. It entails not only what students
know but what they can do with 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 over time so as to reveal change, growth, and
increasing degrees of integration. Such an approach aims for a more