(5)

• Performance-based assessment


  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
• Product-oriented assessment


  Assessment where the assessor views and scores the final product made and not on the actual performance of making that product
• Product-oriented assessment


  • It is more concerned with the outcome or the performance of the learner
  • It focuses on the achievement of the learner
• Product-oriented learning competencies


  1. Novice or beginner's level

  2. Skilled level

  3. Expert level
• Task designing for product-oriented performance-based assessment

  • Complexity - within the range of ability of the students
  • Appeal - interesting and encourages self-discovery
  • Creativity - encourages divergent thinking
  • Goal-based - reinforces learning objectives
• Projects are assigned to students not just for the sake of producing something but for the purpose of reinforcing learning
• Scoring rubrics are descriptive scoring schemes that guide the analysis of the products or processes of students' efforts
• Major criteria for product assessment

  • Quality
  • Creativity
  • Comprehensiveness
  • Accuracy
  • Aesthetic
• Rubrics scoring cuts across disciplines and subject matter, and are equally appropriate to the English, Mathematics and Science classrooms
• Checklists


  Enumerate a set of defined criteria that can be checked off as present or absent in the final product
• Instances where scoring rubrics may be used successfully

  • Evaluate group activities
  • Evaluate extended projects
  • Evaluate oral presentations
• Rubrics scoring cuts across disciplines and subject matter, they are equally appropriate to the English, Mathematics and Science classrooms
• Where and when a scoring rubric is used does not depend on the grade level or subject, but rather on the purpose of the assessment
• Checklists


  Enumerate a set of desirable characteristics for a certain product and the teacher marks those characteristics which are actually observed
• Scoring rubrics


  Based on descriptive scales and support the evaluation of the extent to which criteria have been met
• Purpose of the assessment

  • Scoring rubrics provide at least two benefits: 1) They support the examination of the extent to which the specified criteria have been reached, 2) They provide feedback to students concerning how to improve their performances
• If the benefits of scoring rubrics are consistent with the purpose of the assessment, then a scoring rubric is likely to be an appropriate evaluation technique
• General scoring rubric


  Used to evaluate a sequence of presentations or a general category of tasks
• Task-specific scoring rubric


  Used to evaluate specific tasks or events
• Resources for scoring rubrics

  • State of Colorado's online general, holistic scoring rubrics for writing assessments
  • Chicago Public Schools' electronic list of analytic and holistic scoring rubrics for various subjects
  • Danielson's scoring rubrics for mathematics classrooms
  • Kathy Schrock's Guide for Educators with electronic materials for pre-college and college
  • Brookhart's review of assessment in college classrooms, including scoring rubrics
  • Moskal's website with college assessment resources, including scoring rubrics
  • ERIC Clearinghouse on Assessment and Evaluation resources on scoring rubrics
• When searching for scoring rubric resources online, it is advisable to use specific search criteria like grade level, subject area and topic of interest