focusing assessment on process and product based result.pptx

To ensure that assessments align with learning outcomes, it can be helpful to focus on both the assessment and the evaluation of the process the learner goes through to complete the task, as well as the product of the task. Process refers to how a learner went about completing a task or achieving an outcome while the product is the end result of a process.

1. FOCUSING ASSESSMENT ON PROCESS AND PRODUCT

2. FOCUSING ASSESSMENT ON PROCESS AND PRODUCT To ensure that assessments align with learning outcomes, it can be helpful to focus on both the assessment and the evaluation of the process the learner goes through to complete the task, as well as the product of the task. Process refers to how a learner went about completing a task or achieving an outcome while the product is the end result of a process. INTRODUCTION

3. The concept of process versus product fits into the larger picture of two curriculum models: - it focuses on how the learner achieves their goals over time and gives space for feedback to inform the learning process. PROCESS-ORIENTED - it focused on the result of a task rather than the process through which the learner achieved that result. PRODUCT-ORIENTED

4. PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT Is concerned and evaluate with the actual task performance rather than the output or product of an activity. It does not emphasize on the output or product of the activity. It f ocuses on the process of learning and the development of skills, knowledge, and understanding throughout the learning journey.

5. An example of learning competencies for process-oriented: TASK: Recite a poem “ Batang Munti”.

6. Objectives: The activity aims to enable the learners to recite a poem entitled “Batang Munti”. Specifically: Recites poem from memory without referring to notes. Speaks loudly and clearly with proper diction. Use appropriate facial expression and hand gestures in delivering the piece. Maintains eye contact with the audience. Create the ambience of the poem through appropriate rising and falling intonation. Note: The specific objectives identified constitute the learning competencies. 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 lesson.

7. W hen evaluating process-oriented assessments, robust  rubrics  should be designed to explicitly communicate the evaluation criteria to the student. By including credit for effort rather than the product alone, we lower the risk for contravention of academic integrity standards while at the same time increase the incentive for using reflection as a learning tool.

8. PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT Is a kind of assessment where in the teacher views and scores the final product made and not on the actual performance of making that output/product. It is concern on the product alone and not on the process. It is more concern to the outcome or the performance of the learner. It also focuses on achievement of the learner. It focuses on the product of learner learning and measures the extent to which learner have achieved the specific learning competencies.

9. j Novice or beginner’s level 01 Skilled level 02 Expert level 03 The learning competencies associated with products or outputs are linked with an assessment with three levels of performance manifested by the product: Level 1: Does the finished product or output illustrates the minimum expected parts or functions? Level 2: Does the finished product or output contains additional parts and functions on top of the minimum requirements which tend to enhance the final product? Level 3: Does the finished product contains the basic minimum parts and functions, have the additional features on top of the minimum, and aesthetically pleasing?

10. The desired product is a representation of a cubic prism made out of cardboard in an elementary geometry class. 01. 03. Results 02. Possess the correct dimensions of 5” x 5 “ x 5”. Be sturdy, made of durable cardboard and properly fastened together. Be pleasing to the observer, preferably properly colored for the aesthetic purposes. Product-oriented performance based learning are evidence-based. Learning competencies: The final product submitted by the learners must:

11. A project-based assessment in a science class where students are required to conduct an experiment and document their progress throughout the entire process. They would be assessed on their ability to follow scientific procedures, ask questions, analyze data, and make conclusions, rather than just the result of their experiment. PROCESS-ORIENTED ASSESSMENT A standardized test in a mathematics class where learners are required to solve a set of problems and provide the correct answers. Their performance would be evaluated based on their ability to apply mathematical concepts and solve problems accurately and efficiently. PRODUCT-ORIENTED ASSESSMENT

12. The table below describes suggestions of how to reframe an assessment to focus on process and how these types of assessments can encourage academic integrity . Assessment Process-oriented Assessment Advantage in promoting academic integrity Essays, experimental design, programming, research papers, review articles, reports, creative projects including visual art, and creative writing Require an explanation or a justification of how something was designed/developed/written/argued. Focusses on the learning process and deeper learning while testing the students’ understanding of their own work. Essays, research papers, review articles, reports Ask students to provide a plan and/or preliminary information on the construction of the assessment. Or, ask students to provide partially completed work or working drafts. Prevents students from copying, and ensures students are working through the steps required to complete the product. Gives opportunity to monitor progress and give feedback. Word problems in math, physics, engineering, computer science Give the student the correct or incorrect solution, and ask for an explanation of the process to get to the answer and why it is correct or incorrect. Asks the student to demonstrate that they know how to get to the answer.

13. 1 2 3 4 B oth process-oriented and product-oriented performance-based assessment methods have their own significance in evaluating learners learning and achievement. Process-oriented assessment focuses on the learning journey and the development of skills and understanding, while product-oriented assessment emphasizes the product or output of the learning process. It is important for educators to consider both approaches to effectively assess and support learner learning journey. By using a combination of both methods, learner s can be provided with a comprehensive and balanced assessment that promotes their overall growth and development. CONCLUSIONS

14. “It is important to assess pupils learning not only through their outputs or products but also the processes which the learners underwent in order to come up at these products or outputs.”

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