Discuss the product and process-oriented approaches towards course evaluation. give answer indetail

Process and
product-oriented approaches respond to two different types of assessments that take place within
a course. An assessment is defined as a "measure of worth". The information acquired
through different types of assessments help to determine whether the course is complying with
the goals and objectives that it must set prior to the start of teaching
interventions.

Now, let's be clear on the fact that process and
product-oriented approaches are merely two out of 10 types of assessments that must be included
in course evaluation. Angelo, T. A., & Cross, K. P. (1993) in the textbook
Classroom assessment techniques: A handbook for college teachers cite the
following possible assessments within a course. They are:

• Formative (progressive) vs. Summative (readiness for progression)


• Informal (casual) vs. Formal (detailed)
• Continuous (ongoing) vs.
  Final (terminal)
• Divergent (inconclusive, comprehensive, such as project
  based learning) vs. Convergent (one-answer, final)

Therefore,
process-oriented approaches consist on a range of projects and tasks geared for students to
demonstrated the different problem solving techniques that they use to go about an activity.
These problems solving techniques include deductive thinking, critical thinking, making
inferences, and other types of divergent and convergent techniques.

The
product-oriented approach, as the name implies, aims to get that final demonstration of mastery
that will demonstrate the readiness for progression that is typical of similar kinds of
summative-type assessments. In an ideal scenario, the form of assessment using a
process-oriented approach would be part of formative assessment, and the product would be the
summative measure.

How is this important to course evaluation? It is
important because the implementation of these types of approaches demonstrates that the student
is the center of the instruction and not the instructor. It also shows a shift of paradigm from
a centralized, routine, and almost rigid system of learning into one which is developmentally
appropriate for the students. Not having opportunities to observe progression through a
process-based task is the same as giving up 50% of the complete data that would enable us to see
progress. Products are not the final answer, and it is in the process where teachers can see the
most growth. Growth is the ultimate goal of a course and we want to ensure that growth is
ever-present in every course evaluation.