THE

TEACHERS
SHOW
 PROCESS-ORIENTED
PERFORMANCE-BASED
ASSESSMENT
It is important to assess the
process which the student
underwent in order to
arrive at their products or
output.
Assessment is not an end in
itself but a vehicle for
educational improvement.
Assessment is most effective
when it reflects an
understanding of learning as
multidimensional, integrated,
and revealed in performance
over time.
PROCESS-ORIENTED
LEARNING
COMPETENCIES
 Information about outcomes is
high importance.
To improve outcomes, we need
to know about student
experience along the way.
Process-oriented
performance-based
assessment is concerned with
the actual task performance
rather than the activity.
 LEARNING
COMPETENCIES
 The learning objectives in
process-oriented
performance based
assessment are stated in
directly observable behaviors
of students.
 COMPETENCIES
As a group or cluster of skills
and abilities needed for a
particular product.
 TASK
DESIGNING
The teacher must ensure that
the particular learning
process to be observed
contributes to the overall
understanding of the subject
or course.
SCORING
RUBRICS
Rubrics is a scoring scale used
to assess student
performance along a task-
specific set of criteria.
Authentic assessment typically
are criterion-referenced
measurement of students
aptitude on a task.
 Assessment and their
accompanying rubrics can be
used for purposes other than
evaluation and, thus, do not
have points or grades attached
to them.
 HEIGHT/IMPORTAN LEVELS OF Why
CE PERFORMANCE include
levels of
performanc
e?

CRITERI DESCRI
A P-TORS
 WHY INCLUDE LEVELS OF
PERFORMANCE?
CLEARER EXPECTIONS
MORE CONSISTENT AND OBJECTIVE
ASSESSMENT
BETTER FEEDBACK

BACK
 DESCRIPTORS
Descriptors spell out what is
expected of students at each level
of performance for each criterion.

NEXT
 ANALYTIC VERSUS
HOLISTIC RUBRICS
WHEN TO CHOOSE
ANALYTIC AN ANALYTIC
RUBRICS RUBRICS?

HOLISTIC WHEN CHOOSE A

RUBRICS HOLISTIC
RUBRICS?

HOW MANY LEVELS OF

PERFORMANCE SHOULD I INCLUDE IN
MY RUBRICS?
 ANALYTIC RUBRICS
An analytic rubrics articulates levels of
performance for each criterion so the
teacher can assess student performance
on each criterion.

BACK
WHEN TO CHOOSE AN ANALYTIC
RUBRICS?
Analytic Rubrics are more common because
teachers typically want to assess each
criterion separately, particularly for
assignments that involve a larger number of
criteria.

BACK
 HOLISTIC RUBRICS
Holistic Rubrics does not list separate levels
of performance for each criterion. Instead,
a holistic rubric assigns a level of
performance by assessing performance
across multiple criteria as a whole.

BACK
 WHEN TO CHOOSE HOLISTIC RUBRICS?
Holistic Rubrics tend to be used when a quick
or gross judgement needs to be made. If the
assessment is a minor one, such as brief
homework, assignment, it may be sufficient
to apply a holistic judgement.

BACK
 HOW MANY LEVELS OF
PERFORMANCE SHOULD I
INCLUDE IN MY RUBRICS?

There is no specific number of levels

of a rubric should or should not
possess.
 REPORTED BY:
PRETZEL ANN RED
SR. HERNALYN REBUTON
LALAINE REBAMONTE
MARK GERZIL DARIO
JANINA VILLAMOR
SISA PAGAMOCAN