THE GREAT PLEBEIAN COLLEGE

ALAMINOS CITY, PANGASINAN

COLLEGE OF TEACHER EDUCATION

PROF. ED. 112

ASSESSMENT OF
STUDENT
BEEd MODULE 2

LEARNING II
 Prepared by:
ANGELITA A. CAMBA
Principal - Elem. Dept.
 THE GREAT PLEBEIAN COLLEGE
ALAMINOS CITY, PANGASINAN
COLLEGE OFPrepared
TEACHER by:EDUCATION
ANGELITA A. CAMBA
Principal – Elem. Dept.

Checked by:
Dr. FEDERICO A. LOPEZ Sr.
(VP-Academic Affairs, Dean, CTE)

Approved by:
Dr. ROSALINA P. ANCHETA
(OIC-School President)

THE GREAT PLEBEIAN COLLEGE

ALAMINOS CITY, PANGASINAN
COLLEGE OF TEACHER EDUCATION
Prof. Ed. 611 ASSESSMENT OF STUDENT LEARNING II
MODULE NO. 2

The 21st Century Assessment

 Process-Oriented
Performance-Based Assessment
Objectives: Examine Process-Oriented and Product-Oriented Performance-Based Assessment
Formulate Differentiated Activities
Create Scoring Rubrics

Background of the Study:

Too often, we tend to assess students’ learning through their outputs or products or through some kind of
traditional testing. However, it is important to assess not only these competencies but also the process which the
students underwent in order to arrive at these products or outputs. It is possible to explain why the students’
outputs are as they are through an assessment of the process which they did in order to arrive at the final
product. This Chapter is considered with process-oriented performance- based assessment. Assessment is not an
end in itself but a vehicle for educational improvement. Its effective practice, then begins with and enacts a
vision to help them achieve.
Assessment is most effective when it reflects an understanding of learning as multidimensional,
integrated, and revealed in performance over time. Learning is a complex process. It entails not only what
students know but what they can do with what they know; it involves not only knowledge and abilities but
values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.
Assessment should reflect these understandings by employing a diverse array of methods, including those that
call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of
integration. Such an approach aims for a more complete and accurate picture of learning.
Process-Oriented Learning Competencies
Information about outcomes is of high importance; where students “end up” matters greatly. But to
improve outcomes, we need to know about student experience along the way about the curricula, teaching, and
king of student effort that lead to particular outcomes.
Assessment can help us understand which students learn best under what conditions; with such
knowledge comes the capacity to improve the whole of their learning. Process-oriented performance-based
assessment is concerned with the actual task performance rather than the output or product of the activity.
Learning Competencies. The learning objectives in process-oriented performance-based assessment are
stated in directly observable behaviors of the students. Competencies are defined as groups or clusters of skills
and abilities for needed for a particular task. The objectives generally focus on those behaviors which exemplify
a “best practice” for the particular task. Such behaviors range from a “beginner” or novice level up to the level
of an expert. An example of learning competencies for a process-oriented performance based assessment is
given below.
Task: Recite a poem by Edgar Allan Poe, “The Raven”.
Objectives: The activity aims to enable the students to recite a poem entitled “The Raven” by Edgar
Allan
Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.
Notice that the objective starts with a general statement of what is expected of the student from the task
(recite a poem by Edgar Allan Poe) and then breaks down the general objective into easily observable behaviors
when reciting a poem. The specific objectives identified constitute the learning competencies for this particular
task. As in the statement of objectives using Bloom’s taxonomy, the specific objectives also range from simple
observable processes to more complex observable processes e.g. creating an ambiance of the poem through
appropriate rising and falling intonation. A competency is said to be more complex when it consists of two or
more skills.
The following competencies are simple competencies:
 Speak with a well-modulated voice;
 Draw a straight line from one point to another point;
 Color a leaf with a green crayon
 The following competencies are more complex competencies:
 Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures;
 Construct an equilateral triangle given three non-collinear points;
 Draw and color a leaf with green crayon.
Task Designing
Learning tasks need to be carefully planned. In particular, the teacher must ensure that the particular
learning process to be observed contributes to the overall understanding of the subject or course. Some
generally accepted standards for designing a task include:
 Identifying an activity that would highlight the competencies to be evaluated e.g. reciting a
poem, writing an essay, manipulating the microscope.
 Identifying an activity that would entail more or less the same sets of competencies. If an activity
would result in too many possible competencies then the teacher would have difficulty assessing
the student’s competency on the task.
 Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an
essay are often boring and cumbersome for the students.
Example: The topic is on understanding biological diversity.
Possible Task Design; Bring the students to a pong or creek. Ask them to find all living organisms as
they can find living near the pond or creek. Also, bring them to the school playground to find as many
living organisms as they can. Observe how the students will develop a system for finding such
organisms, classifying the organisms and concluding the differences in biological diversity of the two
sites.
Science laboratory classes are particularly suitable for a process-oriented performance-based
assessment technique.
Scoring Rubrics
Rubric is a scoring scale used to assess student performance along a task-specific set of criteria.
Authentic assessments typically are criterion-referenced measures, that is, a student’s aptitude on a task
is determined by matching the student’s performance against a set of criteria to determine the degree to
which the student’s performance meets the criteria for the task. To measure student performance against
a pre-determined set of criteria, a rubric, or scoring scale which contains the essential criteria for the task
and appropriate levels of performance for each criterion is typically created. For example, the following
rubric (scoring scale) covers the recitation portion of task in English.

Criteria 1 2 3
Number of Appropriate 1-4 5-9 10-12
Hand Gestures
Appropriate Facial Lots of inappropriate Few inappropriate facial No apparent
Expression facial expression expression inappropriate facial
expression
Voice Infliction Monotone voice used Can vary voice infliction Can easily vary voice
with difficulty infliction
Incorporate Proper Recite contains very little Recitation has some Recitation fully captures
Ambiance Through feelings feelings ambiance through
Feelings in the Voice feelings in the voice.
As in the above example, a rubric is comprised of two components: criteria and levels of performance.
Each rubric has at least two criteria and at least two levels of performance. The criteria, characteristics of god
performance on a task, are listed in the left-hand column in the rubric above (number of hand gestures,
appropriate facial features, voice infliction and ambiance). Actually, as is common in rubrics, a shorthand is
used for each criterion to make it fit easily into the table. The full criteria are statements of performance such as
“include a sufficient number of hand gestures” and “recitation captures the ambiance through appropriate
feelings and tone in the voice.
For each criterion, the evaluator applying the rubric can determine to what degree the student has met
the criterion, i.e., the level of performance. In the above rubric, there are three levels of performance for each
criterion. For example, the recitation can contain lots of inappropriate, few inappropriate or no inappropriate
hand gestures.
Finally, the rubric above contains a mechanism for assigning a score to each project. (Assessments and
their accompanying rubrics can be used for purposes other than evaluation and, thus, do not have to have points
or grades attached to them.) in the second-to-left column a weight is assigned each criterion. Students can
receive 1, 2 or 3 points for “number of sources.” But appropriate ambiance, more important in this teacher’s
mind, is weighted three times (x3) as heavily. So, students can receive 3, 6 or 9 points (i.e., 1, 2 or 3 times 3) for
the level of appropriateness in this task.
Descriptors
The above rubric includes another common, but not a necessary, component of rubrics – descriptors.
Descriptors spell out what is expected of students at each level of performance for each criterion. In the above
example, “lots of historical inappropriate hand gestures,” “monotone voice used” are descriptors. A descriptor
tells students more precisely what performance looks like at each level and how their work may be
distinguished from the work of others for each criterion. Similarly, the descriptors help the teacher more
precisely and consistently distinguish between student work.

Why Include Levels of Performance?

Clearer
It is very useful for the students and the teacher if the criteria are identified and communicated prior to
completion of the task. Students know what is expected of them and teachers know what to look for in student
performance. Similarly, students better understand what good (or bad) performance on a task looks like if levels
of performance are identified, particularly if descriptors for each level are included.