Product-oriented Learning Competencies o2g5h

Product-Oriented Learning Competencies Products can include a wide range of student works that target specific skills. Examples: Communication skills such as those demonstrated in reading, writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task

Using rubrics can help evaluate student performance or proficiency in any given task as it relates to a final product or learning outcome.

The learning competencies associated with products or outputs are linked with an assessment of the level of “expertise” manifested by the product. 3 Levels Novice or beginner level Skilled level Expert level

Other ways to state productoriented learning competencies Level 1: Does the finished product or project

illustrates the minimum expected parts or functions?

Level 2: Does the finished product or project

contain additional parts and functions on top of the minimum requirements?

Level3: Does the finished product contain the basic minimum parts and functions, have additional features on top of the minimum, and is aesthetically pleasing?

Example The desired product is a representation of a cubic prism made out of cardboard in an elementary geometry class. Learning competencies: The final product submitted by the students must: 1.

Possess the correct dimensions (5”x5”x5”)

2.

Be sturdy, made of durable cardboard and properly fastened together

3.

Be pleasing to the observer, preferably properly colored for aesthetic purposes

Example The product desired is a scrapbook illustrating the historical event called EDSA I People Power Learning competencies: The scrapbook presented by the students must:

1.

Contain pictures, newspaper clippings, and other illustrations of the main characters of EDSA I

2.

Contain remarks and captions for the illustrations made by the student himself for the roles played by the characters of EDSA I People Power

3.

Be presentable, complete, informative and pleasing to he reader of the scrapbook

Example for assessing output of short-term tasks The desired output consists of the output in a typing class Learning competencies: The final typing outputs of the students must: 1.

Possess no more than five errors in spelling

2.

Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten

3.

Posses no more than 5 errors in spelling, has the proper format, and is readable and presentable

Product-oriented performance based learning are evidence-based