Another way to assess students understanding and learning is through the aid of process- oriented learning competencies. This kind of competency measures their ability and skills in performing designated tasks that will help in developing new knowledge, skills, attitude, and understanding towards a specific topic. Teachers must assess learners not only through their outputs but also the process that they undergo in order to achieve these kind of product. With this, learners will be guided through giving feedback that they can used in improving the things that needs improvement in making such process to come up a desirable outcome. In addition, clear instructions and procedures must be strictly observed for the learners to understand what they need to do in making their task. We all know that one of the roles of the teacher is to guide the learners that is why, we must performed such responsibility in order to achieve the goal that needs to achieve throughout the lesson. With this, students can surely attain the objectives being set. But, in setting objectives, teachers must make sure that it is suitable with the capabilities of the learners. Furthermore, I do believe that objectives in a particular topic is attainable if the teachers discusses the lesson well wherein he/she provides clear and concise instructions as well as the learners willingness and eagerness to learn is being practiced and observed. Therefore, these kind of assessment better helps the learners in achieving their objectives through performing a lot of process to come an output where their existing knowledge and skills is being applied to create such output or product.

·         Performance-based tasks require performance-based assessments in which the actual student performance is an assessed through a product, such as a completed project or work that demonstrates levels of task achievement.

·         Performance assessment of process and product refers to the on-the-spot evaluation of performance behavior of the student to determine his interest and willingness to perform the task. The quality of the product depends on the performance of the student to perform.

·         Student products provide tangible indicators of the application of knowledge and skills. Many educators believe that product assessment is especially” authentic” because it closely resembles the real work outside of school.

Level 1: (Beginner). Does the finished product illustrate the minimum expected parts?

Level 2: (Skilled level). Does the finished product or project contain additional parts and function on top of the minimum requirements which tend to enhance the final output?

Level 3: (Expert level). Does the finished product contain basic minimum parts and function, have additional features on top of the minimum and is aesthetical pleasing?

In time, this arrangement evolved into what we now call Bloom’s Revised Taxonomy. Category names were changed from nouns to verbs, but are still ordered from simple to complex:

The Affective Domain includes five areas of emotional response, categorized as simple to complex ways of processing feelings and attitude. Bloom arranged them this way:

  

The Psychomotor Domain, which focuses on physical skills, was identified, but not defined, by Dr. Bloom. His original ideas were expanded by 1970s educators, including Dr. Elizabeth Simpson, who developed them in this simple-to-complex order:

With the continually increasing need to ensure that students are taught with varying strategies and techniques, we can say that it is important for teachers to adopt a teaching strategy that combines various domains of learning to enable teaching and learning to be considered as effective.

A portfolio assessment includes actual samples of a student's work; a portfolio evaluation is sometimes seen as an authentic method of assessment. Many supporters of portfolio assessment say that it is a superior evaluation tool since it shows learning and progress over time. It allows students to reflect on their actual performance, to display their weak and strong domains, to track their development throughout the learning process, and to motivate them to take responsibility for their own learning. Students might be held responsible for mastering content requirements in a subject area. Students can use portfolios to demonstrate their academic achievements as well as their involvement in community service projects. 

So, we conclude that portfolio assessment is very important since it enables students to reflect their real performance, to show their weak and strong domain and to observe student's progress during the learning process, and encourages students to take responsibilities for their own learning. Portfolio assessment can hold students accountable for mastering content standards in a subject area. It offer students tangible evidence to show their academic achievements as well as their participation in community service projects.