Nueva Ecija University of Science and Technology: A. Process Oriented Learning Competencies

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

San Isidro Campus, San Isidro, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
College of Education
A. PROCESS ORIENTED LEARNING COMPETENCIES
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Educ 13 – Assessment of Learning II
A.1 Clarity of Learning Targets
Involving knowledge, reasoning, skills, products and effects, need to be

stated in behavioral terms which denote something which can be observed
through the behavior of the students.
In the instructional Learning Formats dimension in the Pre-K CLASS tool,
one of the indicators is Clarity of Learning Objectives. Basically, this indicator
means that the teacher effectively focuses student’s attention toward the
learning objectives and/ or the purpose of the lesson.
Personal insight/ reflection
I learned that the Clarity of Learning Targets is involving knowledge

reasoning skills products and affects need to be stated in behavioral terms which
denote something which can be observed through the behavior of the student .
I need to use the knowledge that I learned in this topic cause it help me to find a
appropriate methods to teach the lesson and to know the capability of my
student . I use this knowledge to improve my teaching skills and also to improve
the knowledge of my student
As a Future Educator I apply the knowledge that I learned in this topic in

my future student because it help me to exert an effort to manage/ facilitate the
students and it help me to find the appropriate strategies to learned my student.
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A.2 Educational Measurement
Educational Measurement – refers to the use educational assessments and data

analysis such as scores obtained from educational assessments to infer the
abilities and proficiencies of students.
Measurement and Evaluation

The evaluation aims at the modification of education system by bringing a
change in the behavior. The measurement aims at the measurement only.
Evaluation – the learning experiences are provided to the pupil in accordance

with predetermined teaching objectives are tested.
Measurement – the content skills and achievement of the ability are not
tested on the basis of some objectives but the result of the testing is
expressed on numerals, scores, average, and percentage.
• Evaluation is the process by which the interests, abilities, attitudes, ideas,
behaviors and social adjustment etc. of pupils are tested. by measurement the
interests, attitudes, tendencies, ideas and behaviors cannot be tested.
• In evaluation, various techniques like observations, hierarchy, criteria, interests,
and tendencies measurement etc. are used for testing the behavioral changes. it
measures personality test, intelligence test, and achievement test etc. are
included.
• In evaluation, pupils qualitative progress and behavioral changes are tested. in
measurement, only quantitative progress of the pupils can be explored.
A test or quiz is used to examine someone’s knowledge of something to
determine what he or she knows or has learned.
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I learned that Educational Measurement is refers to the use of

educational assessment and data analysis it help us to evaluation and
measurement the interest, ideas, abilities, attitude, and behaviors of our
student. We need to exert an effort to evaluate and measure the student
because if we did not evaluate and measure the attitudes, abilities, interest , and
behavior of our student we can not teach them well.
As a Future Educator I can apply the knowledge that I learned in this topic
to my future student cause it help us to assess the student. without evaluation
and measurement it is impossible to know a students needs .
A.3 Appropriateness of Assessment Methods
Different Assessment Methods

are strategies, techniques, tools and instruments for which the students
demonstrate the desired learning outcomes.
collecting information to determine the extent to.
Written-Response Instruments (Cognitive Response)

 Objective Tests
 multiple choice
 true or false
 matching type
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 essay
 examinations
 checklist
Personal Insight/ Reflection
In Appropriateness of Assessment Methods I learned that it is important

to have a assessment methods cause it help us to know the needs of our
students and also to assess our teaching skills . I can use the information
gained from assessment to determine their next learning steps. If the student
did not learned I need to improve my teaching methods strategies ang
techniques to their next learning steps.
to my future student because I need to use appropriate methods strategies
and techniques to identify the needs of my student and to improve their
learning outcomes.
A.4 Product Rating Scales
To develop a product rating scale for the various products in

education, the teacher must possess prototype products over his/her
years of experience.
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I learned in this topic that the Rating Scale is used for assessing the student
performance of tasks, skill levels, procedure, processes, qualities, quantities or
end products such as report and drawings.
As a Future Educator we can used this kind of assessment rating scale. Cause
It create a sense of communicate of our learners to their teachers. Rating Scale
help the students to assess their performance by justifying their rating with
evidence.
A.5 Properties of Assessment Method
Properties of Assessment Method

Validity – is the degree to which a test measures what is supposed to measure.
 Content Validity – It is the degree which test items match some objective
criterion
 Construct Validity – is the degree to which a test measures an attribute or
quality it is supposed to measure.
 Predictive Validity – Refers to the degree or extent to which scores on a
test can predict later behavior or test scores.
 Concurrent Validity – Refers to the degree of relationship between scores
on a test or scale on another measure of established validity given at
about the same time.
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 Criterion Validity - It is when the test item is judged against a specific

criterion.
Reliability – is the degree to which an assessment tool produces stable and

consistent results.
 Inter-rater – Used to assess the degree to which different raters

observers give consistent estimates of the same phenomenon.
 Test-re-test – Used to assess the consistency of a measure from one time
to another.
 Alternate forms – Used to assess the consistency of the results of two
test constructed in the same way from the same way from the same
content.
 Internal consistency – Split-half method, Cronbach’s Alpha, Average
Inter-item Correlation, and Average Item-total Correlation.
Fairness – Students need to know exactly what the learning targets are and what
method of assessment will be used. Assessment has to be viewed as an
opportunity to learn rather than an opportunity to weed out poor and slow
learners.
Practicality and Efficiency – Teachers should be familiar with the test, Number of
items is not complicated, implementable.
Ethics – the term ethics refers to the question of right and wrong. Webster
Dictionary defines ETHICAL as “conforming to the standards of conduct of a
given profession or group.”
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Personal Insight/ reflection
I learned that Properties of Assessment Method is the quality of the

assessment instrument and method used in education is very important since
the evaluation and judgment that the teacher gives on a student are based on
the information he/she obtain using these instruments.
As a Future Student I will follow the procedure of assessment to ensure

that my assessment process is valid and reliable and to ensure the assessment
test and assessment performance of my student.
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B. PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
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PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
 Performance-based education poses a challenge for teachers to design

instruction that is task-oriented.
 Based on the premise that learning needs to be connected to the lives of
the students through relevant tasks that focus on students’ ability to use
their knowledge and skills in meaningful ways.
I learned in this topic that PERFORMANCE-BASED ASSESSMENT is

education for teachers to design instruction that is task-oriented. Performance
assessment it is to evaluate the actual process of doing an object of learning .
Students are expected to be able to apply knowledge learnt in class solve
problems in task. Student need to use their skill and knowledge to complete
their task .
B.1 Product Oriented Learning Competencies
Products can include a wide range of student works that target specific
skills.
Example:
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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 of Expertise
1. Novice or beginner level
2. Skilled level
3. Expert level
Other ways to state product-oriented 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?
Level 3: Does the finished product contain the basic minimum parts and
functions, have additional features on top of the minimum, and is aesthetically
pleasing?
I learned that the Product Oriented Learning Competencies is a student

works that targets the specific skills. By the use of product we can find what
strategies that can we apply in the different skills of our students. We all know
that the abilities of the student is different there’s a fast learner and slow
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learner so as a Future Educator we need to find a appropriate strategies and

method to teach the lesson well to our students.
B.2 Task Designing

Complexity
Appeal
Creativity
Goal-based
I learned that we need to have a Task Designing in handling or in

teaching the student because it can development of activities that student
will engage in to experience the learning process. The Task Designing have a
Complexity, Appeal, Creativity, and Goal-based . Learning task need to be a
carefully plan to achieve our goal for our student.
in my teaching . I use the Complexity, Appeal, Creativity, and Goal-based to
plan a good teaching discussion. It is important to have an effort in teaching
to the student to understand the lesson and to learn them.
B.3 Scoring Rubrics
Rubrics – A set of criteria and performance indicators arranged according to

expected levels of performance.
Purpose of Rubrics
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 To communicate to teachers and students what is expected in a given

performance or product before it occurs.
 Also used to assess the quality of the performance or product once it has
been completed.
Advantages of Rubrics: Instructors
 Objectives and consistent among all students

 Leads to insight concerning the effectiveness of instruction
 Clarifies criteria in specific terms
 Data analysis becomes easier
 Shows areas in need of improvement
 Establishes “ground rules” to resolve potential academic disputes
Advantages of Rubrics: Students (See the goal to ACHIEVE the goal)
 Helps define “quality”

 Instructors expectations are clear
 Manner in which to meet the expectations are clear
 Students can better judge and revise their own work and assist their
peers
 Vehicle for student feedback – promote student/faculty
Types of Rubrics
Holistic rubrics – provide a single score based on an overall impression of a

student’s performance on a task. It used to score student work as a whole
yielding one holistic scored.
 Advantages: quick scoring provides an overview of student achievement
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 Disadvantages: does not provide detailed information, may be difficult to

provide one overall score
Analytical Rubrics – used to score student work on multiple criteria or

dimensions, with each dimension scored separately.
 Advantages: Provides useful feedback on areas of strength and

weaknesses.
Criterion can be weighted to reflect the relative importance
of each
Criteria.
 Disadvantages: Takes more time to create and use than holistic rubric.
Time consuming to score.
I leaned that Scoring Rubrics as a scoring tool that lists criteria for the
activities, assignment, projects, quiz, and exam. Rubrics list needs to be included in
order to receive a certain score or grade. Instructors can justify their grades based
or the rubrics.
As a Future Educator I apply the knowledge that I leaned in this topic to

my future student because it help me to grade the performance of my student.
There are two types of Scoring Rubrics the Holistic and Analytic the Holistic is the
single score based on an overall impression of a student’s performance on a task.
The Analytic is the used to score student work on multiple criteria or dimensions,
with each dimension scored separately. For me I use the analytic rubrics to grade
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my student because analytic rubrics is good for both summative and formative
assessment.
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C. AFFECTIVE ASSESSMENT
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C.1 The Taxonomy in the Affective Domain
 The affective domain is part of a system that was published in 1965 for
identifying, understanding and addressing how people learn. Part of
Bloom's Taxonomy, this classification of educational objectives includes
the cognitive domain, the affective domain and the psychomotor domain.
 The affective domain describes learning objectives that emphasize a
feeling tone, an emotion, or a degree of acceptance or rejection.
Krathwohl's Taxonomy of Affective Domain
 Receiving is being aware of or sensitive to the existence of certain ideas,

material, or phenomena and being willing to tolerate them.
 Responding is committed in some small measure to the ideas, materials,
or phenomena involved by actively responding to them.
 Organization is to relate the value to those already held and bring it into
a harmonious and internally consistent philosophy.
 Characterization by value or value set is to act consistently in accordance
with the values he or she has internalized.
Personal Insight/ Peflection
I learned that Affective Domain The affective domain is part of a

system that was published in 1965 for identifying, understanding and
addressing how people learn. It transactions with our attitudes, values,
and emotions. It is the valuing domain.
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As a Future Educator I will use this domain in my discussion and lesson

plan. Cause affective domain is one of four learning domains , that other are
cognitive, psychomotor and intrerpersonal.
C.2 Affective Learning Competencies
Affect – A number of non-cognitive variables such as a person’s attitude, interest

and values
Why is it important to assess affect?
1. Educators should be interested in assessing affective variables because these

variables are excellent predictors of students’ future behavior.
2. Teachers should asses affect to remind themselves that there’s more to
being a successful teacher than helping students obtain high scores on
achievement test.
3. Information regarding students’ affect can help teachers teach more
effectively on a day-to-day basis.
Importance of Affective Targets

 Students are more proficient in problem-solving if they enjoy what they
do.
 A more positive environment fosters good student engagement and
learning than with negative climate.
 Motivation and involvement of students in learning activities are affected
by students’ attitude toward learning, respect for others, and concern for
other.
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Affective Traits and Learning Targets

1. Attitude Targets - is an internal state that influence what students are likely
to do
2. Value Targets
 End state of Existence – refers to a conditions and aspects of oneself and
the kind of world that a person wants such as safe life, world peace,
freedom, happiness, social acceptance, and wisdom.
 Mode of Conduct – are manifested in what a person believes in
appropriate and needed in everyday existence such as being honest,
cheerful, ambitious, loving, responsible, and helpful.
3. Motivation Targets – implies that motivation is determined by students’
expectation, their belief about whether they are likely to be successful, and
the relevance of the outcome.
4. Academic Self-c0ncept Targets
 Self-concept and self-esteem are multidimensional
 Each person has a self-description in each area, that form one’s self-
concept or self-image
 Moreover, individuals have a sense of self regards, self-affirmation, and
self-worth in each area.
5. Social Relationship Targets – A complex set of interaction skills including
identification of and appropriate responses to social indication, defines social
relationship.
6. Classroom Environment Target
 In every classroom there is a unique climate that is left at every point in
time. Some manifest a comfortable atmosphere, others have relaxed and
productive ambiance. As a result, there are classes that are happy and
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content while others are serious and tensed due to the effect of the
classroom climate.
 It follows that students behave differently as dictated also by the
classroom climate, some shows warm and supportive class while others
register as cold and rejecting.
I leaned that Affective Learning Competencies is number of non-cognitive

variables such as a person’s attitude, interest and values. It is important to teach
the affective traits and have a learning targets to our students because affective
traits can mold their behavior. I learned that we need to teach the moral values
and good attitude to our student and help them to improve their personality and
encouragement to pursue in studying
As a Future Educator I can apply the knowledge that I learned in this topic to
my future student. I need to follow the affective traits and a learning targets in
my teaching to learned and also to develop my students.
C.3 Development of Assessment
 The primary purpose of assessment is to improve student’s learning and

teacher’s teaching as both respond to the information it provides.
Assessment for learning is an ongoing process that arises out of the
interaction between teaching and learning.
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 Assessment tools in the affective domain, those which are used to assess
attitudes, interest, motivation and self-efficacy, have been developed.
Self-Report
 It is the most common measurement tool in the affective domain
 It is essentially requires an individual to provide an account of his or her
attitudes or feeling toward a concept or idea of people
 It is sometimes called written reflection
Sample Assessment Tools

 Observation Assessment Instrument
 Portfolio Assessment Instrument
 Log or Diary assessment instrument
 Self-Assessment Instrument
The Component of a Development Assessment

 Ability Test
 Personality Test
 Interviews
 Role Plays
I learned that Development of Assessment is to improve student’s learning

and teacher’s teaching as both respond to the information it provides. The teacher
can used this to assess the attitudes, interest, motivations of students .
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As a Future Educator I can apply the knowledge that I learned in this topic to
my future student. Because it can help me to know the attitudes and interest of my
student. Development of Assessment can helps student learn and also help
motivate the students.
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D. PORTFOLIO ASSESSMENT METHOD
D.1 Features and Principles of Portfolio Assessment
What is Portfolio?
A portfolio is a purposeful collection of student work that exhibits the
students’ efforts, progress, and achievement in one or more areas.
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The collection must include student participation in selecting contents, the

criteria for selection, the criteria for judging merit, and evidence of student
self-reflection.
Features and Principles of Portfolio
1. A portfolio is a form of assessment that students do together with their

teachers. The teachers’ guide the students in the planning, execution and
evaluation of contents of the portfolio. Together, they formulate the overall
objectives for constructing the portfolio. As such students and teachers
interact in every step of the process in developing a portfolio.
2. A portfolio represents a selection of what the students believe are best
included from among the possible collection of things related to the concept
being studied. It is the teachers’ responsibility to assist the students in
actually choosing from among a possible set of choices to be included in the
portfolio. However, the final selection should be done by the students
themselves since the portfolio represents what the students believe are
important considerations.
3. A portfolio provides samples of the students’ work which show growth over
time. By reflecting on their own learning (self-assessment), students begin to
identify the strengths and weaknesses in their work. This weakness then
become improvement of goals.
4. The criteria for selecting and assessing the portfolio contents must be clear
to the teacher and the students. If the criteria are not clear at the beginning,
then there is tendency to include among unessential components in the
portfolio and to include those which happen to be available at the time. The
portfolio is prepared at each step of the process, the students need to refer
to the agreed set of criteria for the construction and development of the
portfolio.
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I learned that Portfolio is a collection of the students work . It is a

collection of records that reflect the accomplishments, experiences, and
attributes of the student. It highpoints and display case sample of some of
their best work, life experience and achievements.
to my future student. By the use of Portfolio we can see or we can identify
the students strength and weaknesses base on their work and this weakness
they become improvement of goal.
D.2 Purposes of Portfolio Assessment
Purposes of Portfolio Assessment
1. PORTFOLIO ASSESSMENT MATCHES ASSESSMENT OF TEACHING . The final
outputs to be assessed are products of classroom discussions and classroom

work and are not simple diversions from the tedium of classroom activities.
2. PORTFOLIO ASSESSMENT HAS CLEAR GOALS. In fact, they are decided on the
beginning of instruction and are clear to teacher and student alike. In
cognitive testing, the objectives are set at the beginning but the actual items
may or may not reflect achievement of such objectives. In portfolio
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assessment, the students control the items to be included and therefore are
assured that the goals are achieved.
3. PORTFOLIO ASSESSMENT GIVES A PROFILE OF LEARNER ABILITIES IN TERM
OF DEPTH, BREADTH, AND GROWTH. Portfolio assessment enable the
students to demonstrate the quality of work done without pressure and
constraints of time presents in traditional testing through the help of
resource.
4. PORTFOLIO ASSESSMENT IS A TOOL FOR ASSESSING A VARIETY OF SKILLS
NOT NORMALLY TESTABLE IN A SINGLE SETTING FOR TRADITIONAL
TESTING. The portfolio can show written, oral, and graphics output of
students in a variety of way which demonstrate skills developed by students.
5. PORTFOLIO ASSESSMENT DEVELOPS AWARENESS OF STUDENT’S SELF
LEARNING. Students have to reflect on their own progress and the quality of
their work in relation to known goals. This is achieved at each stage of the
progress since the students continually refer to the set of goals and
objectives set at the beginning.
6. PORTFOLIO ASSESSMENT CATERS TO INDIVIDUALS IN A HETEROGENEOUS
CLASS. Such a flexibility is attributed to the fact that portfolio assessment is
open-ended so that students can demonstrate their abilities on their own
level and caters to differential learning styles and expression of varying
strengths.
7. PORTFOLIO ASSESSMENT DEVELOPS SOCIAL SKILLS. Students interact with
other students in the development of their own portfolios. Sometimes they
are assessed on work done in groups or in pairs so that they necessarily have
to interact and collaborate to complete the tasks.
8. PORTFOLIO ASSESSMENT DEVELOPS INDEPENDENT AND ACTIVE LEARNERS.
Students must select and justify portfolio choices to monitor progress and set
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learning goals. Traditional testing cannot achieve this educational objective

no matter how skillfully the tests are constructed.
9. PORTFOLIO ASSESSMENT CAN IMPROVE MOTIVATION FOR LEARNING AND
THUS ACHIEVEMENT. When students are empowered to prove their own
achievement, they become highly motivated to pursue the learning tasks.
10. PORTFOLIO ASSESSMENT PROVIDES OPPORTUNITY FOR STUDENT-TEACHER
DIALOGUE. It enables the teacher to get to know every student. Moreover,
portfolio assessment promotes joint goal-setting and negotiation of grades
which can never happen in traditional setting.
D.3 Essential Elements of Portfolio
Essential Elements of Portfolio
1. Cover Letter
 “About the author” and “What my portfolio shows about my progress as
a learner” (written at the end, but put at the beginning).
 It summarizes the evidence of a student’s learning and progress.
2. Table of contents
It is composed of numbered pages.
3. Entries
 Both core (items student have to include) and optional (items of
student’s choice.
 The core elements will be required for each student and will provide a
common base from which to make decisions on assessment.
 The optional items will allow the folder to represent the uniqueness of
each student.
4. Dates on all entries
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To facilitate proof of growth over time.

5. Drafts of Aural/Oral and written products and revised versions
Examples are first drafts and corrected/revised versions.
6. Reflections
Can appear at different stages in the learning process (for formative
and/or summative purposes) and at the lower levels can be written in the
mother tongue.
D.4 Stages in Implementing Portfolio
Stages in Implementing Portfolio
Stage 1: Identify teaching goals to assess through portfolio

 Organizing portfolio assessment is to establish the teaching goals.
 Guide the selection and assessment of the students.
Stage 2: Introducing the idea of portfolio assessment to your class

 Introduce the concept to the class.
 The portfolio assessment will assess the learners in a much fairer way
than the traditional testing method.
Stage 3: Specification of portfolio content

Specify what and how much to be included in the portfolio – both core
and options (it is important to include option as these enable self-
expression and independence).
Stage 4: Giving clear and detailed guidelines for portfolio presentation
 Present as many evidence of learning as the students left on their own.

 Explain the need for:
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- clear and attractive presentation

- dated drafts
- attached reflections or comment cards
Stage 5: Informing key school officials, parents, and other stake holders
 Make sure that the school principal is aware of your new assessment
procedures.
 It is also a good idea to inform parents about the portfolio assessment
and allow them to comment on the work.
Stage 6: Development of the portfolio
 Support and encouragement are required by both teacher and students

at this stage.
 Devote class-time to student-teacher conferences, to practicing
reflection and self-assessment and to portfolio preparation.
 Give guiding feedback.
 Ownership: To ensure that the portfolio represents the student’s own
work.

D.5 Types of Portfolio
Types of Portfolio
1. Documentary Portfolio
 As the name implies, this approach involves a collection of work over
time showing growth and improvement reflecting students learning of
identified outcomes.
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 The collection becomes meaningful when specific items are selected out
to focus on particular educational experiences or goals.
2. Process Portfolio
The process portfolio in contrast demonstrates all facets or phases of the
learning process. As such these portfolios contain an extensive number of
reflective journals, think logs, and other related forms of metacognitive
processing.
3. Showcase Portfolio
The showcase portfolio only shows the best of the students outputs and
products.
D.6 Assessing and Evaluating Portfolios
Assessing and Evaluating Portfolios
 According to Paulson and Meyer, portfolios offer a way of assessing

student learning that is different from the traditional methods.
 Portfolio assessment provides the teacher and students an opportunity
to observe students in a broader context taking risk developing creative
solution and learning to make judgments about their own performances.
Portfolio includes the following:
 Thoughtfulness including evidence of students monitoring of their own

comprehension metacognitive reflection and productive habits of mind.
 Growth and development in relationship to key curriculum expectancies
and indicators.
 Understanding and application of key processes.
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 Completeness, correctness, and appropriateness of products and

processes presented in the portfolio.
 Diversity of entries (e.g., use of multiple formats to demonstrate
achievement of designated performance standards).
D.7 Student-Teacher Conferences
Student-Teacher Conferences
 The main philosophy embedded in portfolio assessment is “Shared and

active assessment”. The teacher should have short individual meetings
with each student, in which progress is discuss and goals are set for a
future meeting.
 The teacher and the student keep careful documentation of the meeting
noting significant agreements and finding each individual session.
 The formative evaluation process of the portfolio assessment is
facilitated.
 Finally, student-teacher conference can also be used for summative
evaluation purposes when the students present his final portfolio product
and where final grades are determined together with the teacher.
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E. GRADING AND REPORTING

E.1 Function of Grading and Reporting System
 The main aim of grading and reporting system is to provide results in

brief, understandable form for varied users which lead for several
questions.
 Grading – in education is the process of applying standardized

measurements of varying levels of achievements in a course.
4 Functions of Grading and Reporting System

Enhancing Student Learning
 Clarifying instructional objectives for them
 Showing students strengths and weaknesses
 Providing information on personal-social development
 Enhancing students motivation
Reports to Parents and Guardian

 Inform parents/guardian on the progress of their child
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 Communicate Objectives to parents so they can help promote learning
Administrative and Guidance Uses

 Help to decide promotion, graduation, honors
Grades and Report Cards

 Should promote and enhance learning rather than frustrate and
discourage students
 Given to students and parents are asked to sigh this
 Call for parent-teacher conferences such as report cards will effectively
function as motivation for further learning
Grades are very important. Through that we can measure the

knowledge and skills of our students. They will be motivated in learning
different things. And if their grades are lower they need to give efforts in
that subject so they can improve it.
As a future teacher, we need to be honest in giving grades. We

can see and inform the parents in the progress of their children. Grades
are the fruit of the efforts of the students.
E.2 Types of Grading and Reporting System
Types of Grading and Reporting System
1. Traditional letter-grade system

 Students performance are summarized by means of letters.
 They end up being a combination of achievement effort, work habits,
behavior
2. Pass-Fail
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Either a student has complied and reached certain standards, in which he

passes or he failed to do so and he gets a failing mark.
3. Checklist of objectives
The objectives of the course are enumerated. After each objective, the
students’ level of achievement is indicated: Outstanding, Very good,
Good, Fair or Poor
4. Portfolios
A portfolio is a set of purposefully selected works with commentary by
student and teacher
5. Parents-teacher conferences
The parents of pupils come for a conference with the teacher to discuss the
pupils’ progress.
The types of grading and reporting system is the types that uses by the
teachers to assess the students. Through that it can help the teacher to assess
the students.
As a teacher , you can use it to inform the parents about the grades of their
children. We need to encourage the parents of our students to attend the
meeting so they can know about this.
E.3 Development of Grading and Reporting Systems
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Grading and Reporting systems should be:

 Developed cooperatively.
 It needs to be based on the same set of learning objectives that the
parents, teachers and students agreed at the beginning.
 The system must support the school standards.
 The grading and reporting should be easily verifiable through adequate
system of testing, measurement and assessment methods.
 The system must be detailed enough and not too time consuming to
prepare and use, understandable to users and easily summarized for
school records and purposes.
 Providing for parent-teacher conference as needed.
It can help the teachers to create the objectives in the terms of grading.
It is one of the important things to consider as a teacher. Because we can
use it as a guide in the terms of grading.
E.4 Assigning Letter Grades and Computing Grades
 Grades are assigned to students must include only achievement. It is very

important to avoid the temptation to include effort for less able students
because it is difficult to distinguish ability from achievement and effort
are combined in some way, grades would mean different things for
different individuals.
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 Grades reflected on report cards are numbers or numerical quantities

arrived at after several data on student performance are combined.
Letter Grades
 One of the letter grades A, B, C, D or F assigned as an evaluation, with “A”
the best passing grade, and F a failing grade. Passing grades may also
carry a plus or minus sign. With an A minus (A-) better than B- plus (B-)
and so on.
 I understand completely
A  I master the learning target
 My work was well done
 I mostly understand
B  I am proficient, but not perfect on the learning targets
 I might need a little more practice or to put in a bit more
effort
 know some, but need to understand more
C  I am meeting some, but not all learning targets
 I need to ask question
 I need more practice or to put in more effect
 I am meeting few 6th grades learning targets
D  I need to work at home
 I may need to stay after school
 I need more practice or to put in more effort
 I need to study and re-take failed tests
 I am not meeting 6th grades learning targets
 I do not understand
F  I need to work at home
 I need to stay after school
 I need to complete my works, pay attention and try harder
 I need to study for and re-take failed tests
1
In this lesson, we can analyze the grades of the students.
As a teacher, it can help us in analyzing the grades of our students. We need to be

careful in this.
E.5 Norm and Criterion Referenced Grading
What is Norm?
is a principle of right action binding upon the members of the group and
serving to guide, control, or regulate proper and acceptable behavior.
Norm-Referenced Grading
 grade is placed in relation to the performance of the group.
 "where you rank".
Criterion-Referenced Grading
 Grades of the student may reflect on absolute performance.
 scores are compared to specified performance standard.
 "what you can do".
This topic is about where the student rank and what student can do.
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As a teacher, we can measure the intelligence, skills and talents of our

dear students.
E.6 Distribution of Grades and Guidelines for Effective Grading
 Marking on a curve or grading on a curve is a method of assigning grades

to the students in a class in such a way as to obtain a pre-
specified distribution of grades.
 When grading on the curve, any pass-fail decision should be based on an
absolute standard.
 Standards and ranges should be understood and followed by all teachers.
Guidance for Effective Grading
 Describe grading procedures to students at the beginning of instruction.

 Clarify that grade will be based on achievement only.
 Explain how other factor will be reported.
 Relate grading procedures to intended learning outcomes.
 Obtain valid evidence for assigning grades.
 Try to prevent cheating.
 Return and review all results as soon as possible.
 Be fair. Avoid bias.
 When in doubt, review the evidence. If still in doubt, give the higher
grade.
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This topic help us to be careful in giving grades those guidelines are the way to
easily create the grades.
As a Future Teacher we need to use it to know if you are right in giving

grades.
E.7 Conducting Parent-Teacher Conferences
Guidelines for a good conference
1. Make Plans.
 Review your goals.
 Organize the information to present.
 Make a list of points to cover and questions to ask.
 If using portfolios, select and review carefully.
2. Start positive and maintain a positive focus.
 Present students strong points first.
 Be helpful to have example of works to show needs.
 Compare early vs. late work to show learning progress.
3. Encourage Parents to participate and share their ideas.
 Be willing to listen.
 Be willing to answer questions.
4. Plan actions cooperatively.
 What steps you can each take?
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 Summarize at the end.

5. End with a positive comment.
 Should not be a vague generality.
 should be true.
6. USE HUMAN GOOD RELATION SKILLS
This topic is very important in teachers. Through that you can inform the parents about
the progress of the students.
As a teacher, inform the parents about the progress of their students and if there is a
problem explain it in good way.
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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

A. PROCESS ORIENTED LEARNING COMPETENCIES

A.1 Clarity of Learning Targets

Involving knowledge, reasoning, skills, products and effects, need to be

Personal insight/ reflection

I learned that the Clarity of Learning Targets is involving knowledge

As a Future Educator I apply the knowledge that I learned in this topic in

A.2 Educational Measurement

Educational Measurement – refers to the use educational assessments and data

Measurement and Evaluation

Evaluation – the learning experiences are provided to the pupil in accordance

Personal insight/ reflection

I learned that Educational Measurement is refers to the use of

A.3 Appropriateness of Assessment Methods

Different Assessment Methods

Written-Response Instruments (Cognitive Response)

Personal Insight/ Reflection

In Appropriateness of Assessment Methods I learned that it is important

A.4 Product Rating Scales

To develop a product rating scale for the various products in

Personal insight/ reflection

A.5 Properties of Assessment Method

Properties of Assessment Method

 Criterion Validity - It is when the test item is judged against a specific

Reliability – is the degree to which an assessment tool produces stable and

 Inter-rater – Used to assess the degree to which different raters

Personal Insight/ reflection

I learned that Properties of Assessment Method is the quality of the

As a Future Student I will follow the procedure of assessment to ensure

B. PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

 Performance-based education poses a challenge for teachers to design

Personal Insight/ Reflection

I learned in this topic that PERFORMANCE-BASED ASSESSMENT is

B.1 Product Oriented Learning Competencies

Communication skills such as those demonstrated in reading, writing,

Using rubrics can help evaluate student performance or proficiency in any

Personal Insight/ Reflection

I learned that the Product Oriented Learning Competencies is a student

learner so as a Future Educator we need to find a appropriate strategies and

B.2 Task Designing

Personal Insight/ Reflection

I learned that we need to have a Task Designing in handling or in

B.3 Scoring Rubrics

Rubrics – A set of criteria and performance indicators arranged according to

 To communicate to teachers and students what is expected in a given

Advantages of Rubrics: Instructors

 Objectives and consistent among all students

Advantages of Rubrics: Students (See the goal to ACHIEVE the goal)

 Helps define “quality”

Holistic rubrics – provide a single score based on an overall impression of a

 Advantages: quick scoring provides an overview of student achievement

 Disadvantages: does not provide detailed information, may be difficult to

Analytical Rubrics – used to score student work on multiple criteria or

 Advantages: Provides useful feedback on areas of strength and

Personal Insight/ Reflection