Renomeron, Dale Marie P.

BSEd 3 (BioSci)

June 6, 2014

Process-Oriented Performance-Based Assessment

Exercise No.1
I.

Objectives:
Using the concept of Process-Oriented Performance-Based Assessment, I will be
able to identify learning competencies from the tasks based on my major field of
specialization.
Using the concept of Process-Oriented Performance-Based Assessment, I will be
able to construct my own Analytic and Holistic Rubrics with at least 90% accuracy.

II. Data:
Topic: Matter
Task 1: Conduct a group experiment about comparing compounds and mixtures.
Objective: To differentiate between compounds and mixtures through an experiment.
Learning Competencies:
o Follow 1-9 procedures.
o Identify the compound and mixture in the experiment conducted.
o Explain at least 5 characteristics each of a compound and a mixture.
o Site the differences between compounds and mixtures.
o Answer the 1-5 guide questions.
Scoring Rubrics:
Analytic Rubric
Criteria
Obedience of
procedure

Identified
compounds
and mixtures.
Explained
characteristic
s
Citation of
differences
Answered
questions

Weight
x1

1 Poor
All
procedures
are not
followed

x2

No
compound
and mixtures
are identified

x3

Poorly
explained

x3

Cited only 1

x2

No answer
among 5
questions

2 Fair

3 Good

4 Excellent

Only
procedures 12 are followed

Procedures 18 are followed

All
procedures
are followed

Only few
compounds
but no mixture
are identified
2
characteristic
s explained
Cited 2-3
details
Only 2
questions
were
answered

Some
compounds
are identified
with few
mixtures
3-4
characteristic
s explained
Cited 3-4
details
4 among 5
questions
were
answered

Several
compounds
are identified
as mixtures
5 or more
characteristics
explained
Cited 5 or
more details
All questions
were
answered

 Holistic Rubric
4 Excellent
All procedures are followed.
Several compounds are identified as mixtures.
5 or more characteristics explained.
Cited 5 or more details.
All questions were answered
3 Good
Procedures 1-8 are followed.
Some compounds are identified with few mixtures.
3-4 characteristics explained.
Cited 3-4 details.
4 among 5 questions were answered
2 Fair
Only procedures 1-2 are followed.
Only few compounds but no mixture identified.
2 characteristics explained.
Cited 2-3 details.
Only 2 questions were answered.
1 Poor
All procedures are not followed.
No compound and mixtures are identified.
Poorly explained.
Cited only 1
No answer among 5 questions.

Task 2: Reporting about the combination of matter.

Objective: To extrapolate the concept about the combination of matter.
Learning Competencies:
o Identifies the objectives.
o Gathers more relevant information about the combination of matter.
o Organize all of the gathered information or data.
o Use visual aids IMs in presenting the topic.
o Explains every detail about Matter thoroughly.
Scoring Rubrics: See on the next page

Scoring Rubrics:
Analytic Rubric
Criteria
Weight

Identified
objectives

Relevant
information
gathered

Organization
of all gathered
data or
information

Visual aids
used

Explanation of
every details
about matter

1 Poor

2 Fair
Objectives
are stated
and identified
but with no
criterion and
condition

3 Good

4 Excellent

Objectives
are identified
with criterion
but no
condition

Objectives
are SMART

x1

No objectives
are started

X3

All
information
gathered are
irrelevant and
not concise

Some
information
gathered are
relevant

Information
gathered are
concise and
relevant

All
information
gathered are
concise and
relevant

Disorganized

Quite
organized;
needs more
improvement

Nearly
organized
and needs
few
improvement
s

Very
organized
data and
information

X1

No visual
aids

Visual aids
used are too
small and
unreadable

Visual aids
used are
readable

X1

Poorly
explained

Few details
were vaguely
explained

Some details
were
explained

X2

Holistic Rubric
4 Excellent
Objectives are SMART.
All information gathered is concise and relevant.
Very organized data and information.
Visual aids used are attractive and informative.
All details were explained well and thoroughly.
3 Good
Objectives are identified with criterion but no condition.
Information gathered are concise and relevant.
Nearly organized and needs few improvements.
Visual aids used are readable.
Some details were explained.

Visual aids
used are
attractive and
informative.
All details
were
explained
well and
thoroughly

2 Fair

1 Poor

Objectives are stated and identified but with no criterion and condition.
Some information gathered are relevant.
Quite organized; needs more improvement.
Visual aids used are too small and unreadable.
Few details were vaguely explained.
No objectives are started.
All information gathered are irrelevant and not concise.
Disorganized.
No visual aids.
Poorly explained.

Task 3: Present an educational game about combination of matter by group.

Objective: To stimulate various activities such as an educational game relevant to the
combination of matter.
Learning Competencies:
o Identify at least 10 common compounds with the given flashcards.
o Identify at least 10 common mixtures with the given flashcards.
o State at least 5 examples of a compound and a mixture.
o Determine the formula of the 5 compounds and mixtures.
o Solve the word puzzle of the rambled words.
Scoring Rubrics:
Analytic Rubric
Criteria
Identified
common
compounds
Identified
common
mixtures
Example
stated
Formula
determined

Weight
x1

x2

x3
x2

1 Poor
Only 1
common
compound
was identified
Only 1
common
mixture was
identified
No example
stated
No complete
formula of
each
compound
and mixture

2 Fair
2-3 common
compounds
were
identified

3 Good
4-7
compounds
were
identified

4 Excellent

2-3 common
mixtures were
identified

4-7 mixtures
were
identified

7-10 mixtures
were named

1-2 examples
stated
2 formulas
were
determined
for each 5
compounds

3-4 examples
stated
4 formulas
determined
for each 5
compound
and 5

4-5 examples
stated
Complete
formula for
each 5
compounds
and 5

7-10
compounds
were named

Performed
word puzzle

x2

2 puzzles
were
performed

and 5
mixtures
3 word
puzzles were
performed

mixtures

mixtures

4 word
puzzles were
performed

All questions
were
answered

Holistic Rubric
4 Excellent
7-10 compounds were named.
7-10 mixtures were named.
4-5 examples stated.
Complete formula for each 5 compounds and 5 mixtures.
All questions were answered.
3 Good
4-7 compounds were identified.
4-7 mixtures were identified.
3-4 examples stated.
4 formulas determined for each 5 compound and 5
mixtures.
4 word puzzles were performed.
2 Fair
2-3 common compounds were identified.
2-3 common mixtures were identified.
1-2 examples stated.
2 formulas were determined for each 5 compounds and 5
mixtures.
3 word puzzles were performed.
1 Poor
Only 1 common compound was identified.
Only 1 common mixture was identified.
No example stated.
No complete formula of each compound and mixture.
2 puzzles were performed.
Task 4: Enumerate the different elements.

Objective: To enumerate the various essential elements.

Learning Competencies:
o Identify at least 10 different elements.
o Give the corresponding symbols of each of at least 10 elements.
o Compare at least 4 elements with their corresponding symbols according to its
properties.
o State the main difference between atoms of different elements.
o Determine the protons, electrons, and neurons of the 10 elements.
Scoring Rubrics: See on the next page

Scoring Rubrics:
Analytic Rubric
Criteria

Weight

1 Poor

2 Fair

3 Good

Identified
elements

x1

1-2 elements
identified

2-5 elements
are identified

5-9 elements
are identified

Given
symbols

x2

2-3 symbols
were given

3-4 symbols
were given

4-9 symbols
were given

x3

No
comparison
of elements

1 element is
compared

3 elements
are compared

4 or more
elements are
compared

Poorly stated

Merely stated
with few
support of
theories

Stated with
acceptable
support of
theories

Exemplary
stated with
exemplary
support of the
theories

Not
determined at
all

Protons are
only
determined
with
ambiguity

Protons and
neutrons are
determined

All particles
are
determined
accurately

Comparison
of elements
by its
properties
Stated
difference

Determined
particles

x3

x2

Holistic Rubric
4 Excellent
10 or more elements identified.
10 or more symbols were given.

4 Excellent
10 or more
elements
identified
10 or more
symbols were
given

4 or more elements are compared.

Exemplary stated with exemplary support of the theories.
All particles are determined accurately.

3 Good

2 Fair

1 Poor

5-9 elements are identified.

4-9 symbols were given.
3 elements are compared.
Stated with acceptable support of theories.
Protons and neutrons are determined.
2-5 elements are identified.
3-4 symbols were given.
1 element is compared.
Merely stated with few support of theories.
Protons are only determined with ambiguity.
1-2 elements identified.
2-3 symbols were given.
No comparison of elements.
Poorly stated.
Not determined at all.

Task 5: Conduct an oral recitation about properties of matter.

Objective: To recognize significant clues about the properties of matter.
Learning Competencies:
o Identify the meaning of the 5 terms: gravity, weight, density, volume, and mass.
o Explain the difference between mass and weight.
o Explain scientifically which has greater mass between 1 kilogram of stone and 1
kilogram of water.
o Compare the volume of a square box from a pebble.
o Measures the dimensions (height, width and length) of a box in cm correctly.
Scoring Rubrics:
Analytic Rubric
Criteria
Identified
terms

Weight

Explanation

x2

x1

1 Poor
Only 1 term
identified
Poorly
explained

2 Fair
1-2 terms
identified
Slightly
explained
with few
details

3 Good
2-4 terms
identified

4 Excellent
4-5 terms are
identified

Explained but
lack of clarity

Well
explained
with clarity

Scientific
explanation
Comparison
of volume

Measured
dimension

x3

No
explanations
at all

Explained
with 1
scientific
based reason

Explained
with 2
scientific
based reason

Explained
with 3
scientific
based reason

x3

No
comparison
at all

2 comparison
of volume

3 comparison
of volume

4
comparisons

Only height is
measured

Width is
measured but
height and
length were
not

Width and
height are
measured but
not the length

All
dimensions
are measured

x2

Holistic Rubric
4 Excellent
4-5 terms are identified.
Well explained with clarity.
Explained with 3 scientific based reasons.
4 comparisons.
Width and height are measured but not the length.
3 Good
2-4 terms identified.
Explained but lack of clarity.
Explained with 2 scientific based reasons.
3 comparison of volume.
Width and height are measured but not the length.
2 Fair
1-2 terms identified.
Slightly explained with few details.
Explained with 1 scientific based reason.
2 comparison of volume.
Width is measured but height and length were not.
1 Poor

Only 1 term identified.

Poorly explained.
No explanations at all.
Only height is measured.

III. Reflection:
Based on the discussion, Process-Oriented Performance-Based Assessment is
concerned with the actual task performance rather than the output or product of the activity. It is
important to assess students learning not only through their outputs or products but also the
processes which the students underwent in order to arrive at these products or outputs.
In this activity, I find it very time-consuming and very tiring especially in making the
scoring rubrics the Analytic and the Holistic rubrics. It took me 3 days in making this activity for
I was confused on how to make the appropriate level of performances. However, I was able to
make it and I was glad that I was able to obtain my objectives in this activity.