Performance-based education poses a challenge teachers to design instruction that is task-oriented.

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Based on the premise that learning needs to be connected to the lives of the students through relevant tasks that focus on students ability to use their knowledge and skills in meaningful ways.

PRODUCT-ORIENTED LEARNING COMPETENCIES

Products can include a wide range of student works that target specific skills. Examples: Communication skills such as those demonstrated in reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task Using rubrics can help evaluate student performance or proficiency in any given task as it relates to a final product or learning outcome. The learning competencies associated with products or outputs are linked with an assessment of the level of expertise manifested by the product. 3 Levels Novice or Beginner level Skilled level Expert level Other ways competencies to state product-oriented learning

Level 1: Does the finished product or project illustrates the minimum expected parts or functions? (Beginner) Level 2: Does the finished product or project contain additional parts and functions on top of the minimum requirements? (Skilled Level)

Level3: Does the finished product contain the basic minimum parts and functions, have additional features on top of the minimum, and are aesthetically pleasing? (Expert Level) Example: The desired product is a representation of a cubic prism made out of cardboard in an elementary geometry class. Learning competencies: The final product submitted by the students must: 1. Possess the correct dimensions (5x5x5)- (minimum specification) 2. Be sturdy, made of durable cardboard and properly fastened together(skilled level) 3. Be pleasing to the observer, preferably properly colored for aesthetic purposes-( expert level) Example: The product desired is a scrapbook illustrating the historical event called EDSA I People Power Learning competencies: The scrapbook presented by the students must: 1. Contain pictures, newspaper clippings, and other illustrations of the main characters of EDSA I- (minimum specification) 2. Contain remarks and captions for the illustrations made by the student himself for the roles played by the characters of EDSA I People Power- (skilled level) 3. Be presentable, complete, informative and pleasing to he reader of the scrapbook-(expert Level) EXAMPLE FOR ASSESSING OUTPUT OF SHORT-TERM TASKS Example: The desired output consists of the output in a typing class Learning competencies: students must: The final typing outputs of the

1. Possess no more than five errors in spelling-(minimum specification)

2. Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten-( skilled level) 3. Posses no more than 5 errors in spelling, has the proper format, and is readable and presentable- (expert level) Product-oriented performance based learning are evidencebased. The teacher needs concrete evidence that the student has achieved a certain level of competence.

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ASSESSMENT OF STUDENT LEARNING 2