LABAN FOR MIDTERM!!!

EDUC 9-BEED 4B
1. PROCESS- ORIENTED LEARNING COMPETENCIES

• Information about outcomes is of high importance; where students “ END UP”

matters greatly
• To improve outcomes, we need to know about student experience along the way
- about curricula
- teaching
- 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

• Concerned with the actual task performance

rather than the output or product of the activity
1.1 LEARNING COMPETENCIES
• Learning objectives in process-oriented performance- based
assessment are stated in directly observable behaviours of the
students
• Competencies are defined as groups or clusters of skills,
abilities needed for a particular task
• Objectives generally focus on those behaviours which exemplify a
“best practice” for the particular task
• Behaviours range from a “beginner” or novice level up to the level
of an expert
Example of LCs for a Process-oriented
performance-based assessment is given below:
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;
5. Pronounce the words clearly and with proper diction.
Objectives: The activity aims to enable the students
to recite a poem entitled “The Raven” by Edgar Allan
Poe, specifically to:
• Objective starts with a general statement
of what is expected of the student from
the task and then breaks down the
general objective into easily observable
behaviours when reciting a poem.
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;
Bloom’s taxonomy– the
4. Create the ambiance of the specific objectives also range
poem through appropriate rising from simple observable
and falling intonation; processes to more complex
observable processes
5. Pronounce the words clearly and
with proper diction.
Competency is said to be more complex when
it consists of two or more skills.
The following competencies are simple competencies:
• Speak with a well-modulated voice;
• Draw a straight line from one point to another point;
• Color a leaf with a green crayon.

The following competencies are more complex competencies:

• Recite a poem with feeling using appropriate voice quality, facial
expressions and hand gestures;
• Construct an equilateral triangle given three non-collinear points;
• Draw and color a leaf with green crayon
2. TASK DESIGNING

• learning tasks need to be carefully planned

• the teacher must ensure that the particular
learning process to be observed contributes to
the overall understanding of the subject/
course
SOME GENERALLY ACCEPTED STANDARDS FOR
DESIGNING A TASK INCLUDE:

• identifying an activity that would highlight the

competencies to be evaluated
Example:
reciting a poem writing an essay manipulating the microscope etc.
• identifying an activity that would entail more or less the
same sets of competencies
( If an activity would result in too many possible competencies, then the
teacher would have difficulty assessing the student’s competency on the
task)
• Finding a task that would be interesting and enjoyable for the
students.
• Tasks such as writing an essay are often boring and cumbersome for the students
EXAMPLE: The topic is on understanding biological diversity
Possible Task Design:
• Bring the students to a pond/ creek.
• Ask them to find all living organisms they can find living near the pond/creek
• Bring them to the school playgrounds to find as many living organisms they can
• Observe how the students will develop a system for finding such organisms, classifying the
organisms and concluding the differences in biological diversity of the two sites.

• SCIENCE LABORATORY CLASSES are particularly suitable for a

process-oriented performance-based assessment technique
3. SCORING RUBRICS
• Scoring scale and instructional tool used to assess student
performance along a task-specific set of criteria
• It contains two essential parts:
1. The criteria for the task
2. Levels of performance for each criterion
• It provides teachers an effective means of student-centered feedback
and evaluation of the work of students
• It enables teachers provide detailed and informative evaluations of
their performance
3. SCORING RUBRICS

• very important most especially if you are

measuring the performance of students against a
set of standard/ pre-determined set of criteria
• Through the use of scoring rubrics the teachers can
determine the strengths and weaknesses of the
students, hence it enables the student to develop
their skills
STEPS IN DEVELOPING RUBRICS
1. Identify your standards, objectives and goals for your
students.
• A standard is a statement of what the students should be
able to know/ be able to perform.
• It should indicate that your students should meet these
standards.
• Know also the goals for instruction, by asking what the
learning outcomes are.
STEPS IN DEVELOPING RUBRICS
2. Identify the characteristics of a good
performance on that task, to be expressed as the
criteria.
• When the students perform/ present their work, it
should indicate that they performed well in the task
given to them; hence they met the particular
standards.
STEPS IN DEVELOPING RUBRICS
3. Identify the levels of performance for each criterion.
• There is no guidelines with regard to the number of levels of
performance, for they vary according to the task and needs
• It can have as few as two levels of performance/ as many as the
teacher can develop, in this case the rater can sufficiently
discriminate the performance of the students in each criteria.
Through these levels of performance, the teacher/ rater can
provide more detailed feedback about the performance of the
students. It is easier also for the teacher and students to identify
the areas needed for improvement.
TYPES OF DESCRIPTION ADVANTAGES DISADVANTAGES
RUBRICS
• It describes the overall • Allows fast assessment • It does not clearly
HOLISTIC quality of a performance/ • Provides one score to describe the degree of
RUBRIC product describe the overall the criterion
performance/ quality of satisfied/not by the
• There is only one rating work performance/ product
given to the entire work or • Can indicate the general • It does not permit
performance strengths and differential weighting
weaknesses of the work/ of the qualities of a
performance product/ performance

• It describes the quality of • Clearly describes the • It is more time

ANALYTIC a performance/ product in degree of the criterion consuming to use
RUBRIC terms of the identified satisfied/ not by the
dimensions and/or performance/ product • It is more difficult to
criteria for which are rated • Permits differential construct
independently to give a weighting of the qualities
better picture of the of a product/ performance
quality of work/ • Helps raters pinpoint
performance specific areas of
strengths and
weaknesses
HOLISTIC RUBRIC
3- EXCELLENT RESEARCHER
• It describes the overall
• Included 10-12 sources
• No apparent historical inaccuracies
quality of a
• Can easily tell which sources information was drawn from performance/ product
• All relevant information is included

2- GOOD RESEARCHER
• Included 5-9 sources
• Few historical inaccuracies
• Can tell with difficulty where information came from
• Bibliography contains most relevant information
• There is only one rating
1- POOR RESEARCHER given to the entire work or
• Included 1-4 sources performance
• Lots of historical inaccuracies
• Cannot tell from which source information came
• Bibliography contains very little information
ANALYTIC RUBRIC
Clearly describes the
CRITERIA LIMITED ACCEPTABLE PROFICIENT degree of the
1 2 3 criterion satisfied

Made good Observations are Most observations All observations

observations absent or vague are clear and are clear and
detailed detailed

Made Predictions are Most predictions All predictions are

Good absent or are reasonable reasonable give a better
irrelevant
predictions picture of
the quality
Conclusion is Conclusion is Conclusion is
absent or consistent with consistent with of work or
Appropriate
inconsistent with most observations observations performance
conclusion observations
ADVANTAGES OF USING RUBRICS
• Allow assessment to become more objective and consistent
• Clarify the criteria in specific terms
• Clearly show the student how work will be evaluated and what is
expected
• Promote student awareness of the criteria to use in assessing peer
performance
• Provide useful feedback regarding the effectiveness of the instruction
• Provide benchmarks against which to measure and document progress
IMPORTANT ELEMENTS OF A RUBRIC
Competency to be tested This should be a behaviour that requires either a
demonstration/ creation of products of learning

Performance Task The task should be authentic, feasible, and has multiple
foci

Evaluative Criteria and These should be made clear using observable

their Indicators traits

Performance Levels These levels could vary in number from 3 or more

Qualitative and These descriptions should be observable to be

quantitative descriptions measureable
of each performance level
½ sheet of paper

Construct a rubric scoring guide for the following:

1.An essay on the “History of the Philippine

Republic: 1898-1998”
2.Story telling: “May Day’s Eve” by Nick
Joaquin
3.Writing the alphabet in cursive form