Alcala, Carmela Patricia R.

BSEd-III
Summary

Product-oriented Assessment is focusing on the outcome the learner was able to come up with.
Product-oriented assessment becomes the gathering of evidence of learning through students
created products, likely with the intention to evaluate the outputs. Outcomes are clear learning
results that we want students to demonstrate at the end of significant learning experiences and
are actions and performances that embody and reflect learner competence in using content,
information, ideas and tools successfully (Spady, 1994:2). Using rubrics is one way that teachers
can evaluate or assess student performance or proficiency in any given task as it relates to a
final product or learning outcome. Thus, rubrics can provide valuable information about a
degree to which a student has achieved a defined learning outcome based on specific criteria
that defined the framework for evaluation.

Questions
1. Why is Product-oriented assessment important for students?
It measures students creativity. it will also measures the students psycho-motor domain how
students was able to perform the desired task base on the output of his performance.
(Afferbach, P., n.d)
2. Why do teachers give attention to the students product-oriented tasks?
Product is a very important matter that reflects a learner.
3. Why do teachers need to assess the students?
Teachers need to assess product which is the final output where it explains how far students
have learned and if its related to the concept or topic.
Reaction

For me, Product-oriented assessment is nice because according to (Fulcher & Davidson, 2007) it
is aims to assess whether and how far individuals or groups have been successful. Teachers
assess students in terms with their knowledge or the cognitive side of the students. Productoriented assessment gives teachers information about how the students does compared to the
other and helps them in making situation decisions.

Alcala, Carmela PatriciaR.

BSEd-III
Summary

Process-oriented Assessment deals with the actual task performance than the output of the
activities. Process-Oriented assessment focus on how students arrive on the certain outputs that
they have made. The Process-oriented assessment lets the teacher know about students
experiences along the way; it is also an observable behavior of the students. The Processoriented Assessment consist on a range of projects an tasks geared for students to
demonstrated the different problem solving techniques that they use to go about an activity.
These problems solving techniques include deductive thinking, critical thinking, making
inferences, and other types of divergent and convergent techniques. Process-oriented
assessment is also meta-level it consists of an intelligent agent for assessment of learners
current knowledge (Anohina, n.d.)

Questions

1. What is the importance of Process-oriented assessment?

It explores how learners learn and what type of strategies they make us of in learning. (Hancock,
1994)
2. How does authentic learning promote a student-centered setting?
Authentic learning ensures that lessons are directly applicable to the students, own lives to their
needs and their desires.
3. How does the teacher being involved in Process-oriented assessment?
According to Hancock, 1994 teacher makes judgments about the students progress.

Reaction
For me, the process-oriented assessment is good because teachers can really monitor on what their
students are doing and if their students have understood the Instruction the teachers gave them. The
teacher will assess he student/learner based on the skill acquired. According to the Office of Faculty and
instructional Development teachers cannot simply lecture and let students take a passive role. They
must design activities that let students take initiative and that let students discover meaningful
information for their own lives. They must also get to know the kids on an individual basis so that they
can better respond to the individual needs and interests of the students. In general, teaches need to
focus on the students needs, abilities, and interests they need to look at how kids learn, rather than
at what there is to teach.

Alcala, Carmela Patricia R.

BSEd-III
Summary

Alternative Assessment is alternative to traditional Pen and Paper tests. There are two forms of
Alternative Assessment. First is the authentic assessment which measures the students
knowledge wherein they can demonstrate skills and think critically. Second, is the Performancebased assessment, it is the teachers observations based on the students performance like
Hands-on activities that lets the students apply what they have learned. For example,
Experiments, analyzing data, and even preparing reports or presentations. Alternative
assessment can be systematic; there are no ways to rate large numbers of performance-based
tasks, interviews, exhibits, or essays. (Mereoff 1991)

Questions
1. Does the assessment outcome deal with the goals of the teacher?
Yes. Because students know the requirements in advance and Teachers goes over the rubric and
allows students t know what exactly is required from them (TOJET, 2003)
2. Is alternative assessment helpful for the students?
Es. Because it assess High-order thinking and gives the students opportunity to demonstrate
what they have learned (Law., Eckes. 1995).
3. Do students really develop their skills and abilities to the activities given?
There might be a particular time students fails to perform the given task, but the students has
still the opportunity to demonstrate his/her ability at a different time and different situation.
(Dikli, 2003)
Reaction

For me, Alternative assessment is quite difficult for the teacher although it is one way of helping
them how to assess their students learning. It also helps the teacher enhance his/her
preparation and development the status of teachers as Professionals who are able to engage in
reflective decision making (Dikli, 2003). It is an overall great teacher resource for showing what
lessons plans were effective and which were not. In the same way that traditional assessments
can show the flaws of poorly understood concepts when viewed at a holistic classroom level.
Some standardization is necessary, and assessment must be aligned with instruction. (Mereoff,
G. 1991). The activities allow a teacher to observe his students performing the skill she is
teaching. (Job, n/a)