Name: Rochelyn A.

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GED 321 Questionnaires in Chapter 2 - Process Oriented Performance

[1-4] [5-7] [8-10] [11-13] [13] [14-15]

Knowledge Comprehension Application Analysis Synthesis Evaluation

1. It is concerned with the actual task performance rather than the output or product of the
activity.
a. process-oriented performance-based assessment
b. product-oriented performance-based assessment
c. assessment in the affective domain
d. portfolio assessment methods

2. It is defined as a groups or clusters of skill and abilities for needed for a particular task.
a. task design
b. competencies
c. rubric
d. descriptors

3. What type of rubric that articulates levels of performance for each criterion so the teacher
can assess student performance on each criterion?
a. holistic rubric
b. analytic rubric
c. general rubric
d. task specific rubric

4. A scoring scale used to assess student performance along a task-specific set of criteria.
a. semantic differential scales
b. likert scales
c. checklist
d. rubric

5. Competencies are defined as groups or clusters of skills and abilities for needed for a
particular task. Which of the following learning tasks is the BEST example in process-
oriented learning competencies?
a. writing an essay about the EDSA III
b. scrapbook on “EDSA I Revolution
c. portfolio
d. project

6. Which of the parts of rubric that spell out what is expected of students at each level of
performance for each criterion?
a. criteria
b. level of performance
c. descriptors
d. weight mechanism
7. What type of rubric does not list separate levels of performance for each criterion?
Instead, assigns a level of performance by assessing performance across multiple criteria
as a whole.
a. analytic rubric
b. holistic rubric
c. general rubric
d. task specific rubric

8. What is the significance of task design in process-oriented performance-based

assessment?
a. see how differentiation can be achieved by careful task design
b. amend tasks that they presently set students, so as to achieve better
differentiation
c. explains and appreciates the importance of setting a mix of achievable
mastery and stretching developmental tasks.
d. all of the above

9. What makes the student develop in having task design?

a. to develop understanding
b. to develop creativity
c. to develop competencies
d. all of the above

10. Why include levels of performance?

a. students know what is expected of them and teachers know what to look for in
student performance.
b. teachers objectively distinguish between good and bad performance
c. allow teacher to provide more detailed feedback to students.
d. all of the above

11. Which of the following competencies is the BEST example in complex competencies?
a. speak with a well-modulated voice
b. draws and colors a leaf with green crayon
c. color a leaf with green crayon
d. draw straight line from one point to another point

12. Which of the following example is NOT include in general accepted standards for
designing a task in the process-oriented performance based-assessment.
a. identify teaching goals to assess through portfolio
b. identify activity that would highlight the competencies to be evaluated
c. identify activity that would entail more or less the same sets of competencies
d. finding a task that would be interesting
13. How will the teacher assess the performance of the students? Which of the following
BEST example?
a. giving standardized test it should be simplistic and generic
b. provides more detailed feedback to students and evaluate their work
c. giving them too much hard tasks
d. asking difficult questions

14. What is the purpose of assessment in process-oriented performance-based assessment?

a. to support and develop awareness of own learning by the students.
b. to improve motivation for learning and thus achievement and enhance
learning competencies
c. to reflect students understanding of learning as multidimensional, integrated,
and revealed in performance over time
d. all of the above

15. What type of assessment tool that can be use in order to measure the level performance
of the students?
a. checklist
b. rubric
c. semantic scale
d. thurstone scale

Answers key:

1. a
2. b
3. b
4. d
5. a
6. c
7. b
8. d
9. d
10. d
11. b
12. a
13. b
14. d
15. b