2. • Information about
outcomes is of high
importance; where
students “end up”
matters greatly.

3. To improve outcomes
, we need to know about
the student experience
along the way about the
curricula, teaching and
kind of student effort
that lead to particular
outcomes.

4. Learning Competencies
• The learning objectives in process-
oriented performance based
assessment are stated in directly
observable behaviors of the students

5.  Are defined as groups or clusters of
skills and abilities needed for a
particular task.
 The objectives generally focuses on
those behaviors which exemplify a
“best practice” for the particular
task.

6. Example of Learning Competencies for a Process-
Oriented Performance Based Assessment
• Task: Make a report on the diseases and
disorders of the Integumentary System.

7. • Objectives: The activity aims to know the
different diseases and disorders of the
Integumentary System. Specifically,
1. Enumerate the diseases and disorders of the
integumentary system.
2. Classify each diseases and disorder whether they
are caused by bacteria, fungi or viruses.
3. Show pictures of the skin diseases and disorders.

8. 5. Ask the audience/students to make a
generalization on the importance of
our integumentary system.

9. Simple Competencies
1. Color the accessory organs of the skin.
2. Enumerate the different organ systems
that composes our body.
3. Follow the procedures on testing the
presence of starch in the different
samples.

10. Complex Competencies
1. Draw and color the accessory organs of the
skin.
2. Enumerate and give the specific functions of
each organ system that composes our body.
3. Based from your experiment, write the step
by step procedure in testing the presence of
starch in the different food samples.

13. Mr. Ronnie Z. Valenciano Jr.
Bachelor of Secondary Education
(Major in Biological Science)

14. • Learning tasks need to be carefully
planned.
• In particular, the teacher must be
ensure that the particular learning
process to observed contributes to
the overall understanding of the
subject or course.

15. Task

16. Designing

17. Task Design Task
Designing

18. Standards for Designing a Task
• Identify an activity that would highlight
the competencies to be evaluated.
• Identify an activity that would entail
more or less the same sets of
competencies.
• Find a task that would be interesting
and enjoyable for the students.

19. TOPIC: Understanding
Biodiversity
Possible Task Design:
1. Bring the students to the
pond.
2. Ask them to find all living
organisms.

20. • Science laboratory classes are
particularly suitable for a
process- oriented performance
based assessment technique.

21. Class Activity
• TOPIC: Anatomy of Butterfly
Possible Task Design:
1. Bring the students to the garden and let them
observe the butterflies present. Let them
identify the body parts of butterfly and
determine each functions.

24. Class Activity
Possible Task Design:
1. Show the concept of FOOD
CHAIN through Dramatization.