What is the difference between product oriented and process oriented evaluation?

When
evaluating student work and assessing for
learning teachers tend to choose two trends of
appraisal: product or
process.

Current research is partial to
process-oriented
rather than merely product-oriented evaluations for many reasons.

Process-oriented evaluations
are
based on observing the development of the learning
processes as they occur in the student
throughout the lesson. It is a
step-by-step interaction where there is input and output at all
times between
the teacher and the student. During a process-oriented evaluation the student
is
allowed to make mistakes, as they constitute an important part of the
entire exercise. An
example of a process-oriented evaluation is the teaching
of writing. Time and patience are worth
the investment in this type of
evaluation because the teacher can really see how much the
student is
actually learning.

Product-oriented
evaluation
seeks to assess performance through a finalized product
that
should meet specific requirements. The teacher may or may not choose to engage in
the
process that will bring about the final product, because that is not what
is being considered.
Rather than through interaction, the product-oriented
evaluation is often accompanied by a
rubric that the student evaluates
himself to see if the expectations of the final product are
being met. It is
a summative, and not a formative type of evaluation that could work as a

short-term solution, for specific projects. An example of a product-oriented evaluation
is, for
instance, a writing homework due the next day that must include
certain things to achieve a good
score.

In all,
both evaluations will eventually result in a product, but only
in
process-based the teacher gets to actually work one on one with the

student.