Professional Documents
Culture Documents
Learning Assessment 2 Module 1
Learning Assessment 2 Module 1
Introduction
The Philippine Professional Standards for Teachers (PPST) provides that teachers in
the basic education in the country must master the process of designing, selecting,
organizing and using diagnostic, formative and summative assessment strategies
consistent with curriculum requirements (Department of Education - Teacher
Education Council, 2017). This made assessment of learning and reporting of
learners’ performance critical domains in evaluating teachers’ performance. In fact,
the way teachers assess learners’ performance have drastically changed since the
transition to K-12 Curriculum- from written tests driven grades to performance-based
assessment. The PPST reminds teachers to incorporate authenticity in all forms of
assessment strategies they use in the classroom. In this module, as pre-service
teachers, you will be oriented with the definition and implementation of authentic
assessment. This will provide you a strong foundation for the next units.
Understanding the very essence of authentic assessment will provide you a
framework towards the development of real-world assessment strategies.
Learning Outcomes
At the end of this unit, you are expected to:
1. Define authentic assessment
2. Compare and contrast authentic assessment from traditional assessment
3. Apply the attributes of authentic assessment in the selection and
development of assessment tools
4. Make connections between the 21st century learning skills to authentic
assessment
4
Assessment in Learning 2
Consider the situation portrayed in the comics illustration above. Study the
consequences of the assessment strategy of the teacher. Do you think the
assessment tasks assigned by the teacher to the students
possess the principles of high-quality
assessment? Refer to the list in the left.
Explain your answer briefly.
5
Assessment in Learning 2
Presentation of Content
What is Authentic Assessment?
They cited different definitional phrases from publications and the categories
into which they were ultimately placed are illustrative. For instance, these
definitional elements:
6
Assessment in Learning 2
7
Assessment in Learning 2
8
Assessment in Learning 2
9
Assessment in Learning 2
Feedback
Authentic Traditional
Assessment Assessment Assessment Tools
A B 1. aptitude tests
A B 2. portfolios
A B 3. standardized tests
A B 4. demonstrations
A B 5. intelligence tests
A B 6. projects
A B 7. role plays
A B 8. hands-on experiments
A B 9. computer simulations
A B 10. multiple choice tests
A B 11. stage plays
A B 12. multi-media presentations
A B 13. achievement tests
A B 14. recitals
A B 15. True or False
II. MULTIPLE CHOICE: Read the stem of the item carefully and select
the best option. Write the letter of your choice beside the number. (2
pts. each)
10
Assessment in Learning 2
______2. When the lesson states that authentic assessments require creativity
and ingenuity, it means that _____.
A. authentic assessments do not require calculations
B. authentic assessments cannot be used in science or math
courses
C. students may have to use unorthodox approaches to find
answers
D. only right-brain students will be effective in authentic
assessment situations
______5. Which will be the most authentic assessment tool for an instructional
objective on working with and relating to people?
A. Home visitation
B. Conducting mock election
C. Organizing a community project
D. Writing articles on working and relating to people
11
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Identify the attributes of authentic assessment; and,
2. Evaluate the authenticity of an assessment strategy.
Presentation of Content
The Contrast between Traditional Assessment and Authentic Assessment
TRADITIONAL AUTHENTIC
12
Assessment in Learning 2
13
Assessment in Learning 2
Application
14
Assessment in Learning 2
Feedback
CASE ANALYSIS: Read the following situation and evaluate the authenticity of
the assessment tool employed by the teacher. Compare the practice of the two
teachers and cite attributes of authentic assessment which are present and absent
in the assessment practice of the teachers. Explain your answer.
Two teachers of the same grade level have set the following objectives for the
day’s lesson:
Attribute A: Attribute A:
Explanation: Explanation:
Attribute B: Attribute B:
Explanation: Explanation:
15
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
Presentation of Content
Defining 21st Century Learning Skills
The term "21st-century skills" is normally used to mean to certain core
competencies such as collaboration, digital literacy, critical thinking, and
problem-solving that advocates the need for schools to teach students thrive in
today's world. Various personalities define 21st century skills differently. This is
what they got to say:
16
Assessment in Learning 2
Critical
Thinking Creativity
-Finding -Thinking outside
solutions to the box
problems
Collaboration Communication
-Working with -Talking to
others others
17
Assessment in Learning 2
18
Assessment in Learning 2
Application
I. RESEARCH TIME! Read the research of Atiqah Nurul Asri titled
“Designing a 21st Century Assessment in EFL Learning Context”. Access it by
looking this citation at Google Scholar:
Asri, A. N. (2019). Designing a 21st Century Assessment in EFL Learning
Context. KnE Social Sciences, 335-348
From the study, outline in the space provided the standards for 21st century
assessment and strategies of assessment that can be exploited to promote 21st
century learning. There are 12 standards laid down in the article and 7 strategies
mentioned.
19
Assessment in Learning 2
II. MAP YOUR UNDERSTANDING: Now that you have listed the 12
standards for 21st century assessment. Relate them to the attribute of
authentic assessment. Using the diagram below, write in the vacant
circles which standard/s relate to the specific attributes of authentic
assessment.
20
Assessment in Learning 2
Feedback
I. Given the following statements referring to students’ qualities or simply
defining phrases, identify which of the four 21st century learning skills is
being referred to. Check the box that corresponds to your answer. Some items
can refer to more than one learning skill.
CRITICAL CREATIVITY COLLABORATION COMMUNICATION
THINKING
1. Students ask questions.
2. Students determine
whether they should keep
expanding on an idea or
wrap up their point.
3. Teaches students to
question claims and seek
truth.
4. To encourage students
to think differently than
convention demands.
7. Student creates an
interesting or innovative
solution to a problem
21
Assessment in Learning 2
Summary
✓
Authentic assessment is an effective measure of intellectual
achievement or ability because it requires students to demonstrate
their deep understanding, higher-order thinking, and complex
problem solving through the performance of exemplary tasks.
✓
Authentic assessments necessitate students to be active performers
using acquired knowledge. Traditional tests lean towards revealing
only whether the student can recognize or recall what was learned.
✓
There are five attributes of authentic assessment
o Selecting a Response to Performing a Task
o Contrived to Real-life
o Recall/Recognition of Knowledge to
Construction/Application of Knowledge
o Teacher-structured to Student-structured
o Indirect Evidence to Direct Evidence
✓
"21st-century skills" is normally used to mean to certain core
competencies such as collaboration, digital literacy, critical thinking,
and problem-solving.
✓
There are four learning skills in the 21st Century
o Critical Thinking
o Creativity
o Collaboration o
Communication
✓
21st century learning skills have started a paradigm shift on assessment
advocating the use of “richer, performance- and curriculum-based”
assessment strategies- the very essence of authentic assessment.
Reflection
Good job! You have just completed the first unit of this module. Now that
you already understand what authentic assessment is, prepare yourself as
you will explore the different variations of authentic assessment in the
next units. Before that, look back at your experience in finishing this unit
and reflect through these questions. Answer them briefly with 5-10
sentences only.
22
Assessment in Learning 2
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. Do you think that authentic assessment deviates largely from
traditional assessment? Could there be a common ground where
these two assessment approaches can stand?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
3. Advance to the future, 30-50 years from now, is there a possibility
of an assessment-free educational set-up? Explain your answer.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
References
Asri, A. N. (2019). Designing a 21st Century Assessment in EFL Learning
Context. KnE Social Sciences, 335-348
Authentic assessment. (n.d.). Oxford Research Encyclopedia of Education.
https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.
0001/acrefore-9780190264093-e-22
Department of Education - Teacher Education Council. (2017, August 11).
Retrieved July 25, 2020, from https://www.deped.gov.ph/.
23
Assessment in Learning 2
Dez, M., Moon, J., & Meyer, C. (1992). What do we want students to know? ...
and other important questions. Educational Leadership, 49(8), 38-42.
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom
assessment. Practical Assessment, Research, and Evaluation, 17(1), 2.
Green, J. (1998). Authentic assessment: Constructing the way forward for all
students. Education Canada, 38(3), 8-12.
Pellegrino, J. W., & Hilton, M. L. (2012). Committee on defining deeper learning
and 21st century skills. Center for Education.
Stauffer, Bri. “What Are the 4 C's of 21st Century Skills?” Digital Curriculum for
CTE & Elective Teachers, www.aeseducation.com/blog/four-cs-21st-
century-skills.
Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom
assessment for student learning: Doing it right, using it well. Assessment
Training Institute.
What is authentic assessment? (Authentic assessment toolbox). (n.d.). Jon
Mueller. https://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
Wiggins, G. (2006). Healthier testing made easy: Tests don't just measure
absorption of facts. They teach what we value. Edutopia, 49-51.
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment.
Phi Delta Kappan, 70(9), 703‒713.
24
Assessment in Learning 2
Learning Outcomes
At the end of this unit, you are expected to:
1. Explain the nature of process-oriented performance-based assessment;
2. Create scoring rubrics in evaluating outputs of process-oriented
performance-based assessment; and
3. Develop assessment tasks of process-oriented performance-based
assessment
25
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate performance assessment from traditional assessment; and
2. Differentiate process-oriented from product-oriented performance-
based assessment.
Presentation of Content
In giving authentic assessment, one type of assessment that requires the students
to demonstrate skills and knowledge that are relevant in real-life situations is
performance assessment. Performance assessment is a direct and systematic
observation of the actual performances of the students based from a pre-
determined performance criterion (Zimmaro, 2003). It is an alternative form of
assessment that asks learners to perform a task applying the knowledge they have
gained from a unit or units of study. These assessments are typically open-ended,
complex and authentic (Lund and Kirk, 2019). It gives teachers new methods in
assessing student achievement (ibid). Hence, instead of giving students to select a
response, this type of assessment requires students’ active participation through
demonstration of their skills and knowledge.
The use of their higher order thinking skills in creating a process or a product is
required in method of evaluation (Chun, 2010). Learning tasks are beyond rote
memorization; thus, letting the students apply, analyze and create. The National
Capital Language Resource Center (NCLRC, 2011) listed criteria that make a
performance task authentic.
• Be built around topics or issues of interest to the students;
• Replicate real-world communication contexts and situations;
• Involve multi-stage tasks and real problems that require creative use
of language rather than simple repetition;
• Require learners to produce a quality product or performance;
• Evaluation criteria and standards are known to the students;
• Involve interaction between assessor (instructor, peers, self) and
person assessed; and
• Allow for self-evaluation and self-correction as students proceed.
26
Assessment in Learning 2
Developmental
checklists
Components of
Performance-
based
Assessment
(Gabuyo, 2012)
Summary Portfolios
These three components are equally important. They constitute the components of
dynamic, authentic performance-based assessment system.
Performance-based assessment assesses either the process in achieving the
learning outcomes or the product of the learning outcomes or even both
depending on the learning objectives. It involves doing rather than just knowing
about a certain task. When using performance-based assessment, the teacher will
either use process-oriented performance-based assessment or product-oriented
performance-based assessment. The teacher should know when to use these two
types of performance-based assessment.
27
Assessment in Learning 2
28
Assessment in Learning 2
Application
Directions: Using the H-chart, compare and contrast the following concepts:
Performance-based Traditional
________________________ ________________________
_____________________ ______________________
_____________________ ______________________
_____________________ Similarities ______________________
_____________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Process-Oriented Product-Oriented
________________________ ________________________
_____________________ ______________________
_____________________ ______________________
_____________________ Similarities ______________________
_____________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
29
Assessment in Learning 2
Feedback
Modified True or False. Leave the space blank if the statement is TRUE while
rewrite the ENTIRE sentence with the necessary correction/s if the statement is
FALSE. (2 points each)
4. The application of the skills of the students can be measured through paper-
pencil tests.
5. The teacher can evaluate the extent of achievement of the competencies of the
students through objective types of tests.
10. Authentic assessments provide an avenue for the teachers to diversify their
assessment methods.
30
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Develop a process-oriented performance-based task based on given
competencies; and
2. Design a process-oriented performance-based task according to field of
specialization.
Presentation of Content
A. Process-Oriented Learning Competencies
Competencies are defined as groups of knowledge, skills, and attitudes needed to
achieve a certain task. These competencies should be transferable, observable,
and accessible to students.
Learning competencies in process-oriented performance-based assessment:
a. are expressed in direct observable behaviors of the students; and
b. focus on the behaviors that demonstrate “best practice” for the specific
task or activity.
Examples of Process-oriented performance-based assessment:
Subject English
Topic Paragraph Development
Task Write a paragraph about the career you are considering. Explain
Description why you are choosing that career path, and how you plan to
accomplish your goals.
Competencies • Uses correct vocabulary, spelling, grammar, and punctuation
• Composes clear, direct, concise, complete messages
• Chooses the most effective and meaningful form to express
ideas and information. Uses bullet points, tables, or other tools
to organize and present detailed or complex information
• Adapts the content, tone, style, and form to suit the needs of
the reader, the subject, and the purpose of the communication
• Organizes information so that facts or ideas build upon one
another to lead the reader to a specific conclusion
• Tailors written communications to effectively reach the
intended audience
31
Assessment in Learning 2
Subject Mathematics
Topic Reading and Writing Money in Symbols and in Words
through 100
Task Description Get a pair. One will act as a buyer of scrap materials while
the other one will act as a seller of scrap materials. The
buyer will weigh the scrap materials and compute how
much she should pay the seller. Write the value in
symbols and in words.
Competencies Write whole numbers in symbols and in words
Write money with value through 100
Tell the value of a set of bills or a set of coins
Subject Science
Topic Interdependence
Task Description Explain and illustrate the roles of and relationships among
producers, consumers, and decomposers in the process of
energy transfer in a food web.
Competencies • Create a diagram (i.e., food web) that illustrates the flow
of energy among producers, consumers, and
decomposers within an ecosystem
• Explain complex interrelationships among the various
types of organisms in a food web.
B. Task Designing
Performance task requires the students to construct a response, usually complex in
nature. Performance tasks usually emulate actual workplace activities or real-life
skill applications and require higher order processing skills. Performance tasks
may be individual or group-oriented. Each performance task contained in the bank
is designed to elicit a response on the part of the student that serves as evidence of
attainment of the benchmark. It is important to remember that the types of tasks
we suggest have been dictated by the benchmarks
When designing assessment tasks, teachers should always remember that the
purpose of the tasks is to provide opportunities for students to demonstrate what
they have achieved or learned. Hence, it is essential to determine the learning
competencies to be exhibited by the students. Then, the learning competencies
will be the basis of the teachers in designing tasks.
When choosing the best assessment tasks, it is necessary to be guided by the
following criteria outlined by Boud (1998).
32
Assessment in Learning 2
The tasks are not repetitive for either student or assessor - they
should work as a productive use of time for all those involved.
The task does not make assumptions about the subject matter or the
learner which are differentially perceived by different groups of students,
and which are irrelevant to the task
Example:
Topic: Lesson Planning
Outcome: Students will be able to develop lessons reflective of different learning
styles and Gardner’s Theory of Multiple Intelligences
Task:
• Divide students into 8 groups.
• Assign each group one of the 8 intelligences.
• Have groups design a classroom activity that teaches a concept related to a
unit on the solar system using the intelligence assigned.
• They can select the specific content and grade/year level of the students
they are preparing the lesson for.
• They should start by writing an outcome for the lesson.
(Adapted)
These tasks will let you observe the experiences of the students in creating a lesson
plan. Along the process, you will be able to guide the students on how they identify
learning objectives, design appropriate activities and create authentic assessments.
33
Assessment in Learning 2
Application
Directions: Design a process-oriented performance-based task based on the given
competencies. Your output will be evaluated using the rubric given.
Task Descriptions
34
Assessment in Learning 2
Feedback
Directions: Think of a lesson related to your field of specialization. Identify
the learning outcome/s for the lesson. Then, design assessment task/s that
match/es with the learning outcome.
Your output will be evaluated using this rubric:
Scoring Rubric
Criteria Inadequate Needs Meets Exceeds
(1) improvement expectations expectations
(2) (3) (4)
Completeness No response Some items Provides Provides
are missing complete complete
information information
with minimal with
errors accuracy
No Only few Most of the Answers are
Appropriateness relevance to answers are answers are specific and
the task appropriate relevant relevant to
the task
Course
Lesson/Topic
Learning
Outcomes
Task Design
35
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate analytic from holistic rubrics;
2. Cite the importance of using rubric in evaluating students’
performances; and
3. Design a scoring rubric to be used in process-oriented performance-based
assessment.
Presentation of Content
Authentic assessments are mostly subjective in nature. Hence, these assessments
are always guided by rubrics in evaluating students’ performances or outputs to
avoid inconsistency of results. A rubric contains a coherent set of criteria for
students’ outputs and performances that includes descriptions of levels of
performance quality on the criteria (Navarro et al., 2019).
What makes a good rubric?
The rubric criteria must match the outcome and include higher
order thinking skills
Rubrics are a natural way of providing in-depth feedback on real life performances or
projects assigned to students. Using rubrics, the students are aided with guidance as
they develop their PBA projects. Teachers create rubrics as they create the specifics
of the assignment so that expectations and criteria for the assignment/performance are
very clear. Hence, the use of rubrics can improve and
36
Assessment in Learning 2
Step 2: Identify specific observable attributes that you want to see (as well
as those you don’t want to see) your students demonstrate in their
product, process, or performance.
Step 3: Brainstorm characteristics that describe each attribute.
Step 5a: Complete the rubric Step 5b: Complete the rubric
by describing other levels on by describing other levels on
the continuum that ranges the continuum that ranges
from excellent to poor work from excellent to poor work
for the collective attributes. for each attribute.
37
Assessment in Learning 2
Holistic Analytic
It asks the teacher to It gives detailed information
score the overall process on the performance of each
or product as a whole component of a task
38
Assessment in Learning 2
39
Assessment in Learning 2
Organization Did not bring Have all Have all All materials
all materials materials materials present and easily
to complete present, but present and accessible.
lab not organized mostly Demonstration
demonstratio in a way that organized so runs smoothly.
n. the the
demonstration demonstration
can run can run
smoothly. smoothly.
Minor
problems
that do not
hinder the
overall
effectiveness of
the
demonstration.
Presentation Does not Eye Contact Eye Contact Good eye contact
Skills make eye and Voice and Voice and voice
contact or Projection Projection projection
project voice limited. maintained maintained
so that
people Limited through the throughout the
can hear it. explanation of majority of the entire
Does not demonstration presentation. presentation.
explain topic to Minor lapses in Detailed
demonstratio audience. explanation of explanation of
n topic to demonstration demonstration
audience. topic to topic to audience.
audience.
Overall
effectiveness
not affected.
Professionali
s Does not take Careless Very few Respectable at all
m/ Safety demonstratio during moments of a times. Shows
n seriously. demonstration. careless extensive practice
Very careless. Shows lack of attitude. and preparation.
practice
Lax attitude and Majority of the No safety issues
preparation
toward . time conducts during
Shows
assignment. very themselves in a demonstration.
Shows no little respectable
signs of knowledge of manner. Shows
practice or safety practice and
procedures preparation
preparation. . .
Shows no Minor problems
regard for with safety
safety. during
demonstrations.
Demonstratio
Interest/ Demonstratio Demonstration n Demonstration
was
Excitement n was not only was quite was very
interesting slightly interesting and interesting and
and lacked interesting and excited most captured the
excitement. was exciting to viewers. excitement of all
only a few those viewing the
viewers. presentation.
41
Assessment in Learning 2
Score Description
5 Demonstrates complete understanding on lesson plan
development. All requirements of task are included in response.
4 Demonstrates considerable understanding on lesson plan
development. All requirements of task are included.
3 Demonstrates partial understanding on lesson plan
development. Most requirements of task are included.
2 Demonstrates little understanding on lesson plan development.
Many requirements are missing.
1 Demonstrates no understanding on lesson plan development.
(Gabuyo, 2012)
Score Description
4 Makes accurate estimations. Uses appropriate mathematical
operations with no mistakes. Draws logical conclusions supported
by graph. Sound explanations of thinking.
3 Makes good estimations. Uses appropriate mathematical operations
with few mistakes. Draws logical conclusions supported by graph.
Good explanations of thinking.
2 Attempts estimations, although many inaccurate. Uses inappropriate
mathematical operations, but with no mistakes. Draws conclusions
not supported by graph. Offers little explanation.
1 Makes inaccurate estimations. Uses inappropriate mathematical
operations. Draws no conclusions related to graph. Offers no
explanations of thinking.
0 No response/task not attempted.
(Mertler, 2000)
Other resources of rubrics:
Rubistar http://rubistar.4teachers.org/index.php
iRubric https://www.rcampus.com/indexrubric.cfm?
Teacher Planet http://www.teacherplanet.com/rubrics-for-
teachers?ref=rubrics4teachers
University of Wisconsin-Stout https://www.uwstout.edu/academics/online-
distance-education/online-professional-development/educational-resources-
rubrics/creating-and-using-rubrics-assessment
Quick Rubric https://www.quickrubric.com/r#/create-a-rubric
42
Assessment in Learning 2
Application
Directions: Using your output in Topic 2, develop an analytic rubric for the
assessment task you have designed. Use the rubrics as your basis in creating your
output.
Criteria Unacceptable Acceptable Good/Solid Exemplary
1 2 3 4
Clarity of Criteria being Criteria being Criteria being Each criteria
Criteria assessed are assessed can assessed are is distinct,
unclear, be identified, clear, clearly
inappropriate but are not appropriate delineated
and/or have clearly and distinct and fully
significant differentiated appropriate
overlap or are for the work
inappropriate
Distinction Little/no Some Distinction Each level is
between distinction distinction between distinct and
levels can be made between levels is progresses in
between levels is apparent a clear and
levels of made, but is logical order
achievement not totally
clear how
well
-Modified from Mullinix (2003)
https://www.asu.edu/courses/asu101/asuonline/temp/rubric_%20for_rubrics.pdf
43
Assessment in Learning 2
Feedback
Test 1: Complete the table below by citing the differences of holistic and
analytic rubrics.
Holistic Rubric Analytic Rubric
Definition
Advantages
Disadvantages
Test 2: Briefly answer the given question, “How does a rubric become helpful for
the students and teachers in the teaching and learning process?” Be guided on
the rubric given.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
44
Assessment in Learning 2
45
Assessment in Learning 2
Summary
✓
Performance-based assessment is a direct and systematic observation of the
actual performances of the students.
✓
Performance-based assessment is an authentic assessment that requires
demonstration of real life skills of the students.
✓
Process-oriented performance-based assessment is concerned with the actual task
performance rather than the output or product of the activity.
✓
Competencies are defined as groups of knowledge, skills, and attitudes needed to
achieve a certain task.
✓
Process-oriented competencies are expressed in direct observable behaviors of
the students
✓
A rubric is an evaluation tool that contains a coherent set of criteria for
students’ outputs and performances that includes descriptions of levels of
performance quality on the criteria
✓
Holistic rubric gives an overall impression on the student’s work while
analytic rubric provides specific and detailed information about student
performance.
Reflection
Congratulations! You have completed the Unit 2 of your module. Now, create
three personal quotations that would reflect your learning in this unit.
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
3. ____________________________________________________________
____________________________________________________________
____________________________________________________________
46
Assessment in Learning 2
References
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment
and grading. Ascd.
Boud, D. (1998, November). Assessment and learning–unlearning bad habits of
assessment. In Conference on Effective Assessment at University,
University of Queensland, Australia. Retrieved from
http://damianeducationresearchlinks.wikispaces.com/file/view/unlearnin
gassessment_Boud.pdf
Gabuyo, Y.A. (2012) Assessment of Learning 1. Manila, Philippines: Rex Book
Store
Mertler, C. A. (2000). Designing scoring rubrics for your classroom. Practical
assessment, research, and evaluation, 7(1), 25.
Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning
Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City,
Philippines.
National Capital Language Resource Center (NCLRC). (n.d.). The Essentials of
Language Teaching. Retrieved August 10, 2020 from
http://nclrc.org/essentials/assessing/alternative.htm.
47
Assessment in Learning 2
Introduction
In the previous unit (in process-oriented performance-based assessment), you learned
that aside from the emphasis on the process, performance-based assessment can also
be an assessment of the product. Sometimes, learning competencies along several
disciplines puts more weight to the final output or product required to prove that the
competencies have been met by the learner. For example, a Math teacher who clings
to a behaviorist teaching philosophy may consider an answer even if the solution used
by the learner is different from what the teacher taught (however the solution should
still be appropriate and verified). Additionally, a literature teacher cannot standardize
the way learners compose their poems and essays. This suggests that the process in
coming up with a literature piece do not matter so much that it becomes negligible.
These scenarios depict Product-Oriented Performance-Based Assessment. In this
chapter, this type of performance-based assessment will be introduced to you. You
will be learning how to suit your assessment strategies to product-oriented learning
competencies. As a future teacher, this skill is very necessary to truly realize the
visions of authentic assessment.
Learning Outcomes
At the end of this unit, you are expected to:
1. Design product- oriented tasks based on identified learning competencies;
and,
2. Develop scoring rubrics to assess the designed product- oriented task.
48
Assessment in Learning 2
Did you know that in 1953, a marine biologist recorded 1,815 marine fish
species (out of a total of 2,145 fish species in the world) in the country;
today, about 2,824 marine fish species are listed for the Philippines at
including 33 endemics (one of which is endangered), 1,729 reef-
associated, 169 pelagic, and 336 deep water species. This tells us that the
Philippines has one of the richest marine biodiversity in the world
(http://oneocean.org/flash/philippine_biodiversity.html).
As much as there are a lot of fishes in our oceans, there are also plentiful
of performance-based assessment tools that teachers can choose from.
Some of these assessment tools are contained in the fishbowl above. To
activate what you just learned in the previous unit, classify those tasks as
product oriented or process oriented. However, if you think that the task is
somehow intermediate of the two, don’t worry because there is a space for
that. Write your answers in the Venn-diagram.
49
Assessment in Learning 2
Intermediate
Did you put some tasks in the “intermediate” area? If yes, that’s interesting. If no,
better think twice kid. In the space provided, explain briefly why you chose to
put some tasks intermediate of product and process oriented?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
50
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Distinguish product-oriented assessment from process-
oriented assessment; and,
2. Construct product-oriented learning competencies.
To reinforce your understanding, suppose that the learning task is to “write a haiku”
or “write a lyric poem”. The teacher who is interested in the process will assess the
learner based on the skill acquired, so in the case of writing a poem, the criterion
would be “displayed skillful ability to compose an original poem” and “displayed
ability to rhyme the words “. While in the product-oriented assessment, the teacher
will focus on the product his/her learner was able to come up with. In writing a poem,
a teacher should be interested in assessing these criteria: organization of the poem;
poem contain 3 stanzas; correct grammar; or contains 150 words.
51
Assessment in Learning 2
As you can infer from the illustration above, we are focusing on the poem itself
and not on the learner. This is what product-oriented assessment is all about.
Many times, when teachers write their instructional objectives that they can not
draw a clear line separating the process and the product. This tells us that
performance-based learning competencies are inherently eccentric. However,
teachers can include behavior expectations targeting complex tasks that students
are expected to achieve. Products can include a wide range of student works
which are targets specific.
52
Assessment in Learning 2
Take note that the complexity of the competencies increases from beginner to
expert. As a pre-service teacher, it is not necessary to include all these
competencies in your lesson plan. Just make sure that the competencies are
appropriate to the abilities of your students.
DepEd Order No. 73, s.2012 attached examples of assessment strategies that
teachers can use for performance bases assessment. An example is presented in
the box.
53
Assessment in Learning 2
Application
In your field of specialization, think of three desired products and write
product-oriented learning competencies in the beginner, skilled, and expert
levels. You can be guided by the curriculum guide developed by the
Department of Education. Access the curriculum guide at
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
B.
C.
54
Assessment in Learning 2
Assessment
Modified True or False: Leave the space blank if the statement is TRUE while
rewrite the ENTIRE sentence with the necessary correction/s if the statement is
FALSE.
1. If the learning outcomes deal on the procedures a teacher can specify for a
task, then it focuses on product assessment.
____________________________________________________________
____________________________________________________________
____________________________________________________________
6. When the procedures are not available for observation, it is best to use
product-based assessment.
____________________________________________________________
____________________________________________________________
____________________________________________________________
55
Assessment in Learning 2
56
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Identify appropriate tasks for product-oriented performance-based
assessment; and
2. Design tasks for product-oriented performance-based assessment.
Presentation of Content
Developing Performance Tests for Learners: A Retrospect
You might have learned already the different steps in designing performance-
based assessment in the previous sections. However, there is no harm to look back
at them but looking through a different form. Kubiszyn & Borich (2007)
presented four steps in developing performance tests. This applies to both
product- and performance-oriented assessment.
57
Assessment in Learning 2
Can you see how the answers to the questions of Wiggins are answered in his
example? If yes, reserve your thoughts for the application part of this unit.
Moving on, while there is no single formula or recipe that guarantees a valid
product-oriented performance test, these criteria can help teachers in refining the
tasks they chose.
Even if the task is complex, the expected final product your students will
do should be clear. Make sure that they are able to visualize the
competencies you want them to demonstrate.
Design a task with a narrow domain but can measure a wide range of
behavior.
Allow learners to exhibit varying procedure in accomplishing the product.
In this way you can derive multitude of generalizations about your
learners’ problem-solving ability.
58
Assessment in Learning 2
59
Assessment in Learning 2
Application
Question Answer
What does the “doing of
mathematics, history, science, art,
and so forth” look and feel like to
professional who make their living
working in those fields in the real
world? (In this case, social studies)
60
Assessment in Learning 2
Activity 2. In your field of specialization, choose a topic and write two product-
oriented learning competencies and think of tasks your students will have to
accomplish to achieve the competencies. Detail the tasks in the space provided.
Field of Specialization:
Grade Level:
Topic:
Learning Competencies: A.
B.
Task Design (How will your students carry out the task and what are the
specifications and inclusions of the product? --- write in a similar way as Mr.
Wiggins.):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
61
Assessment in Learning 2
Feedback
Completion Test: Read the incomplete statements very well and choose the
appropriate word from the pool of words below that will complete the thought of
the sentence.
behavior complex
real-world appeal
multimodal prospectively
creativity students
image objectives
professionals learning
62
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate checklist, rating scale, and rubrics; and,
2. Construct scoring systems for product-oriented performance-based
assessment.
Presentation of Content
Why Rubrics?
Many teachers become reluctant in using performance-based assessment because of
several reasons. Performance tasks are known to be time consuming in terms of
scoring. Traditional tests are easier to score and that pushes teachers to choose
traditional testing over performance-based tests. In addition, performance tasks are
prone to subjective scoring which can turn an authentic performance test an
inaccurate one. Your goal when scoring performance test is to do justice to the time
spent developing them and the effort expended by students taking them. You can
accomplish this by developing carefully constructed scoring system called Rubrics.
Categories of Scoring Systems
Kubiszyn & Borich (2007) identified three categories of scoring
system to use when scoring a product-oriented test or performance-task in
general. These are checklists, rating scales, and rubrics.
63
Assessment in Learning 2
In the previous unit, you were introduced to scoring rubrics already. This time you
will learn about checklist and rating scales. These scoring systems are relatively easy
to design. In fact, this is also easier to use and can make scoring of product tasks
faster and less subjective. However, one flaw of checklists and rating scales is the
decreased diagnostic information you can get compared to rubrics.
Making a Checklist
Observation checklists permit teachers to monitor and check how students
perform relative to explicit outcomes. Observation checklists, written in a yes/no
format can be used to assist in observing student performance relative to specific
criteria. These tools can also contain spaces for short comments, which will
provide additional information not captured in the checklist.
Before you use an observation checklist, ensure students understand what information
or qualities will be gathered and how it will be used. The table below shows an
integrated procedure in making a checklist from McMillan (2001) and Alberta
Education (2008). An example of a checklist is presented in the next page.
Guidelines for Using Checklists
Unlike checklists, rating scales can allow teachers to specify the degree or
frequency of the behaviors displayed by the learner or the attributes of the
product. Rating scales, in analogy, is a dimmer which you can adjust the intensity
of the light but a checklist is basic light switch that just turns on and off light.
Rating scales state the criteria and provide three or four response selections to
describe the quality or frequency of student work.
64
Assessment in Learning 2
In addition, rating scales provides opportunities for students to set goals and
improve performance. Effective rating scales use descriptors with clearly
understood measures, such as frequency. Scales that rely on subjective descriptors
of quality, such as fair, good or excellent, are less effective because the single
adjective does not contain enough information on what criteria are indicated at
each of these points on the scale.
- Three loads
- Two switches
65
Assessment in Learning 2
Rating scale for themes and term papers that emphasizes interpretation
and organization
Quality and Accuracy of Ideas
1 2 3 4 5
Very limited Some Extensive
investigation; investigation investigation;
little or no and good detail
material attention to and
related to the the facts are representation
facts apparent of the facts
Logical development of Ideas
1 2 3 4 5
Very little Some logical Good logical
orderly development development;
development of ideas, but ideas logically
of ideas; logical order connected
presentation needs to be and built upon
is confusing improved. another.
and hard to
follow.
Organization of Ideas
1 2 3 4 5
No apparent Organization Good
organization. is mixed; organization
Lack of some of the and
paragraphing ideas not paragraphing;
and adequately clear
transitions. separated transitions
from other between ideas
with
appropriate
transitions
Words and Phrasing
1 2 3 4 5
Wording Some word Appropriate
trite; choices are use words and
extensive awkward phrasing work
use of clichés to sharpen
ideas
66
Assessment in Learning 2
Level 1 Does not yet meet acceptable standard. This level indicates
what is not adequate for grade level expectations and indicates that
the student has serious errors, omissions or misconceptions. This is
a "No, but …". The teacher needs to make decisions about
appropriate intervention to help the student improve.
B (80- 89) The “B” essay is above adequate in most areas. In the areas
where it is not above adequate, it is still entirely acceptable.
The majority of the essay is clear, focused, and well detailed,
but there may be a few areas requiring further development.
67
Assessment in Learning 2
C (70- 79) The “C” essay is adequate in most areas, but exceptional in
none. The thesis is clear although probably lacking in both
control and command. Organization may be a slight problem
but can be fixed. The paragraphs provide support but are
generally underdeveloped. There may be multiple errors in
tone, format, mechanics, grammar, and content, but these
errors do not, for the most part, detract from the overall
writing.
F (0- 59) The “F” essay generally needs little explanation. There are
significant problems throughout. The thesis is often lacking,
and the argument, if there is one, wanders and is
unorganized. The essay shows no understanding of basic
essay structure, and there are significant errors in tone,
format, mechanics, grammar, and/or content. The effort on the
part of the writer is questionable, at best.
Total
68
Assessment in Learning 2
69
Assessment in Learning 2
Application
Activity 1. RATE IT! All of the scoring systems have their own share of pros
and cons. Let’s compare the three scoring systems. Rate the scoring systems as:
Low, Moderate, or High.
Use these definitions of the given criteria for rating.
Ease of Construction: refers to the time involved in generating a comprehensive
list of the important aspects or traits of the product.
Scoring Efficiency: refers to the amount of time required to score various aspects
of the product.
Reliability: refers to the likelihood of two-raters independently coming up with a
similar score.
Defensibility: refers to the ease with which you can explain your score to a
student or parent.
Quality of feedback: refers to the amount of information that the scoring system
gives to learners concerning their strengths and weaknesses.
Rating
Scales
Holistic
Rubric
Note: This table may serve as a guide in choosing a particular scoring system for
a given product-oriented task. If you want to know the correct answers, contact
your teacher.
70
Assessment in Learning 2
Feedback
In your field of specialization guided by the curriculum guide, complete the table
below. The table is the same assessment matrix template in DepEd Order No. 73,
s. 2012.
Access the curriculum guide at
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
If you want to see examples, access the DepEd Order at
https://www.cfopso.org.ph/pdf/11thconferencepresentation/day2/do_no73_s_201
2_guidelines_of_learning_outcomes_under_K12_BEC.pdf
71
Assessment in Learning 2
Now that you have chosen the scoring system appropriate for the task, create the
scoring system. Write it on the box in the next page.
Your scoring system will be evaluated using this checklist:
Score Criteria
Yes Maybe No
5 2 1 The scoring system is appropriate for the product
5 2 1 The qualities/attributes/criteria chosen are
appropriate for the product
5 2 1 There is enough number of
qualities/attributes/criteria to assess the learning
competency demonstrated in the product
5 2 1 The quality levels are clear and comprehensible
Total Score:
Title:
______________________________________________________________________
______________________________________________________________________
72
Assessment in Learning 2
Summary
Product-oriented assessment seeks to assess performance through a
finalized product that should meet specific requirements.
Product refers to something produced by students providing
concrete examples of the application of knowledge.
There are three levels of product-oriented assessment competencies:
Beginner, Skilled, and Expert.
When designing a product-oriented assessment task, you should take note
of the context of the task if it is applicable to the real world. The nature of
your learners, complexity, and validity of the task should also be
considered.
There are generally three types of scoring systems: Checklist, Rating
Scales, and Rubrics.
Checklist contain lists of traits or characteristics that can be scored as
present as either present or absent.
Rating Scales require that the test developer first identify the most salient
characteristics or primary traits when observing the product. Then, for
each trait, the developer assigns numbers (usually 1-5) that represent
degrees of performance.
Rubrics can be holistic and analytic. When making a rubric, educators
emphasized the importance of clear and comprehensible quality levels.
Reflection
Excellent! Time flies so fast, isn’t it? You have just finished this unit on
product-oriented performance-based assessment. Can you say you are a
“finished product” already? Not so fast, there are still many things to learn
about authentic assessment. You will get to know them in the succeeding
units. But before you continue your sail, think about the following
questions and answer them briefly in 5-10 sentences.
73
Assessment in Learning 2
3. “The end does not justify the means”- how does this saying
relate to product-oriented performance tasks?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
References
Department of Education - Teacher Education Council. (2017, August 11).
Retrieved July 25, 2020, from https://www.deped.gov.ph/.
DepEd Order No. 73, s. 2012. Retrieved from
https://www.cfopso.org.ph/pdf/11thconferencepresentation/day2/do_no73_s
_2012_guidelines_of_learning_outcomes_under_K12_BEC.pdf
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom
assessment. Practical Assessment, Research, and Evaluation, 17(1), 2.
Gronlund, N. E. (1998). Assessment of student achievement. Allyn & Bacon
Publishing, Longwood Division, 160 Gould Street, Needham Heights, MA
02194-2310; tele.
74
Assessment in Learning 2
Kubiszyn, T., & Borich, G. (2007). Educational Testing and Measurement, 8th
edn, Hoboken.
McMillan, J. H. (2000). Fundamental assessment principles for teachers and school
administrators. Practical Assessment, Research, and Evaluation, 7(1), 8.
75
Assessment in Learning 2
Introduction
When you apply for work in the future, handing your application letter and
resume to the boss will not be enough to get employed. Showing evidences of
what you can do matters a lot – like presenting crafted lesson plans, developed
instructional materials, published researches, board rating, transcript of records,
and other evidences to prove your capability. When you get employed, compiling
evidences of what you have done is also crucial - to show your efficiency.
Gathering evidences is likewise important in assessment of students’ learning termed
as Portfolio Assessment. As a future teacher, you should not delimit your methods of
assessing students’ learning through test scores only. Monitoring students’ progress
through portfolio should also be given emphasis. In this unit, you will learn the
purpose, principles, types, development, and evaluation of portfolios.
Learning Outcomes
At the end of this unit, you are expected to:
1. Define portfolio assessment and determine its uses, advantages, and
disadvantages
2. Determine essential elements or entries to be included in a portfolio
3. Classify the different portfolios according to types
4. Design and develop portfolios for authentic assessment of learning
outcomes
5. Assess a developed portfolio based on a identified criteria
76
Assessment in Learning 2
English and
Filipino
Mathematics
Science
Araling Panlipunan
TLE
MAPEH
77
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Define portfolio
2. Compare traditional assessment and portfolio assessment
3. Determine the uses, advantages, and disadvantages of portfolio
Presentation of Content
Definition of portfolio
78
Assessment in Learning 2
79
Assessment in Learning 2
Uses of Portfolios
1. Portfolio can provide both formative and summative opportunities
for monitoring progress toward reaching identified outcomes.
2. Portfolio can communicate concrete information about what is expected of
students in terms of the content and quality of performance in specific
curriculum areas.
3. Portfolio allows students to document the aspects of learning that do not
show up well in traditional assessments.
4. Portfolios are useful to showcase periodic or end of the year
accomplishments of students such as in poetry, reflections on
growth, samples of best works, among others.
5. Portfolios may also be used to facilitate communication between teachers
and parents regarding their child’s achievement and progress in a certain
period of time.
6. The administrators may use portfolios for national competency testing
to grant high school credit, to evaluate educational programs.
7. Portfolios may be assembled for combination of purposes such as
instructional enhancement and progress documentation. A teacher
reviews students’ portfolios periodically and make notes for revising
instruction for next year’s used.
80
Assessment in Learning 2
81
Assessment in Learning 2
BENEFITS of Portfolio
Strengthens the relationship between assessment and instruction
Focuses on individual student growth
DRAWBACKS of Portfolio
Time consuming
Difficult to compare students to one another
Rubrics may be difficult to develop
82
Assessment in Learning 2
Application
Promote the use of portfolio! Since you already learned the definition, uses,
advantages, and disadvantages of portfolio assessment, you try to promote the use
of portfolio as an assessment method among Filipino teachers through poster
making. Posters must be original and hand-drawn using any medium (water color,
oil pastel, acrylic, crayons, etc.). Write a brief explanation (10 to 15 sentences) of
your output.
Your poster will be evaluated using the following rubric:
Criteria 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Creativity Poster is Poster is creative Poster is The poster 40
exceptionally and a good amount creative and does not
creative. A lot of thought was put some reflect any
of thought and into. thought was degree of
effort was used. put into. creativity.
Originality Exceptional use Good use of new Average use No use of new 40
of new ideas ideas and of new ideas ideas and
and originality originality to and originality to
to create a create a poster. originality create a
poster. to create a poster.
poster.
Craftsmanship The poster is The poster is The poster The poster is 20
exceptionally attractive in terms is distractingly
attractive in of neatness. Good acceptably messy.
terms of construction and attractive
neatness. Well- not very messy. though it is
constructed and a bit messy.
not messy.
83
Assessment in Learning 2
Explanation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
84
Assessment in Learning 2
Feedback
Literature Review!
Search 5 to 10 research studies that focus on the effectiveness, benefits, and
drawbacks of portfolio assessment. Research studies to be reviewed should be
published in refereed journals. Make a literature review on the studies you have
read. A literature review is an objective, critical summary of published research
literature relevant to a topic under consideration for research. Its purpose is to
create familiarity with current thinking and research on a particular topic, and
may justify future research into a previously overlooked or understudied area.
85
Assessment in Learning 2
86
Assessment in Learning 2
87
Assessment in Learning 2
88
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Determine essential elements of a portfolio
2. Enumerate meaningful entries of a portfolio given a topic/subject
3. Discuss the three principles of a portfolio
4. Classify the different portfolios according to types
Presentation of Content
89
Assessment in Learning 2
Example:
For The Life and Works of Jose Rizal, students could create a portfolio over the
course of the semester which includes:
A timeline of Jose Rizal’s life
A Venn Diagram comparing the education of Rizal in Ateneo and UST
A student composed letter from Jose Rizal to his wife from his second tour
of Europe
A newspaper article or TV news report (video) reporting Jose Rizal’s trial
A poem in the style of Jose Rizal that conveys love for family, country,
education and piety
Portfolio Principles
There are three underlying principles of portfolio assessment: content,
learning, and equity principles.
1. Content principle suggests that portfolios should reflect the subject matter
that is important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to
become active and thoughtful learners.
3. Equity principle explains that portfolios should allow students to
demonstrate their learning styles and multiple intelligences.
Types of Portfolio
There are three basic types of portfolios to consider for classroom use. These
are working portfolio, showcase portfolio, and progress portfolio.
1. Working Portfolio
The first type of portfolio is working portfolio also known as “teacher-
student portfolio.” As the name implies that it is a project “in the work,” it
contains the work in progress as well as the finished samples of work use
to reflect on process by the students and teachers. It documents the stages
of learning and provides a progressive record of student growth. This is an
interactive teacher-student portfolio that aids in communication between
teacher and student.
90
Assessment in Learning 2
The working portfolio may be used to diagnose student needs. In this way
both student and teacher have evidence of student strengths and
weaknesses in achieving learning objectives, this information is extremely
useful in designing future instruction.
2. Showcase Portfolio
The second type of portfolio is also known as “best works portfolio or
display portfolio.” In this kind of portfolio it focuses on the student’s best
and most creative work, it exhibits the best performance of the student.
Best works portfolio may document student efforts with respect to
curriculum objectives. It may also include evidence of student activities
beyond school for example a story written at home.
It is just like an artist’s portfolio where a variety of work is selected to
reflect breadth of talent, painters exhibit their best paintings. Thus, in this
portfolio the student selects what he or she thinks is their representative
work. This folder is most often seen at open houses and parent visitations
(Columba & Dolgos, 1995).
The most rewarding use of student portfolios is the display of the students’
best work, the work that makes them proud. In this case, it encourages
self-assessment and builds self-esteem to students. The pride and sense of
accomplishment that students feel make the effort well worthwhile and
contribute to a culture for learning in the classroom.
3. Progress Portfolio
The third type is progress portfolio and it is also known as “Teacher
Alternative Assessment Portfolio.” It contains examples of students’ work
with the same type done over a period of time and they are utilized to
assess their progress. All the works of the students in this type of portfolio
are scored, rated, ranked, or evaluated.
Teachers can keep individual student portfolios that are solely for the
teacher’s use as an assessment tool. This is a focused type of portfolio and
is a model of the holistic approach to assessment (Columba & Dolgos,
1995).
Assessment portfolios are used to document student learning on specific
curriculum outcomes and used to demonstrate the extent of mastery in any
curricular area.
91
Assessment in Learning 2
Application
Subjects/courses are given below. Look at the syllabus (particularly the topics
and competencies) of these subjects utilized by your teachers. Then, identify 5
artifacts/entries to be included in a student’s portfolio. Determine the best type of
portfolio (working, showcase, progress) to be used and justify your choice. Also,
state how you applied the three (3) principles (content, learning, equity) of
portfolio in choosing the artifacts/entries.
92
Assessment in Learning 2
2. Assessment in Learning 1
Artifacts/Entries:
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
93
Assessment in Learning 2
3. Readings in Philippine
History Artifacts/Entries:
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
94
Assessment in Learning 2
Feedback
Choose a subject/course in your own field of specialization (for example, BSEd
Math – Trigonometry, Calculus, Algebra; BSEd English – Structure of English,
Grammar, Literature; BSEd Social Studies – Geography, Economics, World
History, BSEd Science – Genetics, Biology, Astronomy). Look at the syllabus
utilized by your teacher in teaching this major subject. Enumerate 10 meaningful
entries/artifacts to be included in a student’s portfolio. Then, determine the best
type of portfolio (working, showcase, progress) to be used and justify your
choice. Also, state how you applied the three principles (content, learning, equity)
of portfolio in choosing the artifacts/entries.
Artifacts/Entries:
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
6. ____________________________________________________________
7. ____________________________________________________________
8. ____________________________________________________________
9. ____________________________________________________________
10. ____________________________________________________________
95
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Discuss the stages in developing a portfolio
2. Determine the guidelines in assessing a portfolio
Presentation of Content
Portfolio Process
8 Exhibit Portfolio
5 Reflect on Evidence
4 Organize Evidence
3 Select Evidence
2 Collect Evidence
1 Set Goals
Stages of Implementation
Stage 1: Identifying teaching goals to assess through portfolio
It is very important at this stage to be very clear about what the teacher
hopes to achieve in teaching. These goals will guide the selection and assessment
of students’ work for the portfolio.
Stage 2: Introducing the idea of portfolio assessment to your class
Portfolio assessment is a new thing for many students who are used to
traditional testing. For this reason, it is important for the teacher to introduce the
concept to the class.
96
Assessment in Learning 2
Evaluating a Portfolio
Portfolio assessment provides the teacher and students an opportunity to
observe students in broader context: taking risks, developing creative
solutions, and learning to make judgments about their performance.
Detailed rating criteria may be evolved to evaluate the finished portfolio
presented by students. In general, however, they should include the
following:
a. Thoughtfulness (including evidence of students’ monitoring of their own
comprehension, metacognitive reflection, and productive habits of mind)
b. Growth and development in relationship to key curriculum expectancies
and indicators
c. Understanding and application of key processes
d. Completeness, correctness, and appropriateness of products and processes
presented in the portfolio
e. Diversity of entries
97
Assessment in Learning 2
98
Assessment in Learning 2
99
Assessment in Learning 2
100
Assessment in Learning 2
Application
Construct a sequence graphic organizer to summarize the stages of portfolio
development. A graphic organizer is used to organize information and ideas in a
way that is easy to comprehend and internalize. Integrate text and visuals to
show relationships and connections of the stages of portfolio development.
The following rubrics will be used in evaluating your output.
Criteria 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Organization Extremely well Organized. Somewhat Poorly organized. 40
organized. organized
Structure structure A clear sense of
Order and allows reader to allows reader direction is not
structure of move through to move evident.
information is content without through some
compelling and confusion. of the content Flow is frequently
flows without interrupted.
smoothly. Flows confusion.
smoothly.
Flow is
sometimes
interrupted.
Content Thorough and Complete Shows some Shows incomplete 40
insightful understanding understanding understanding of
understanding of content. of content. material.
of content.
Creativity Enthusiastically Use of Shows some Shows minimal 20
uses materials materials and use of effort for
and ideas for ideas for materials and enhancement of
enhancement enhancement ideas. materials and
ideas.
Total
Source: http://www.suprockart.com/TYPO2008GRAPHICORGANIZERRUBRIC.htm
101
Assessment in Learning 2
102
Assessment in Learning 2
Feedback
Construct an analytic rubric of the portfolio entries you answered in feedback of
topic 2 of this unit. Your output will be evaluated using the following rubric:
1 2 3 4
Criteria %
(Unacceptable) (Acceptable) (Good/Solid) (Exemplary)
Clarity of Criteria being Criteria being Criteria being Each criteria is 30
Criteria assessed are assessed can be assessed are distinct, clearly
unclear, identified, but clear, delineated and
inappropriate are not clearly appropriate fully
and/or differentiated or and distinct appropriate
have significant are for the
overlap inappropriate assignment(s)/
course
Distinction Little/no Some Distinction Each level is 20
between levels distinction can distinction between distinct and
be made between levels levels is progresses in a
between levels is made, but is apparent clear and
of achievement not totally clear logical
how well order
Reliability of Cross-scoring Cross-scoring There is Cross-scoring 20
scoring among faculty by faculty general of assignments
and/ and/or agreement using rubric
or students students between results in
often results in occasionally different consistent
significant produces scorers when agreement
differences inconsistent using the among scorers
results rubric (e.g.
differs by less
than 5-10%
or less than ½
level)
Support of Rubric is not Rubric is shared Rubric is Rubric is 30
Metacognition shared with but not shared and regularly
(Awareness of learners discussed/ identified as referenced and
Learning) referenced with a tool for used to help
respect to what helping learners identify
is being learned learners to the
through the understand skills and
assignment(s)/ what they are knowledge they
course learning are
through the developing
assignment/ throughout the
in the course course/
assignment(s)
Total
Source: https://www.asu.edu/courses/asu101/asuonline/temp/rubric_%20for_rubrics.pdf
103
Assessment in Learning 2
104
Assessment in Learning 2
Summary
✓
Portfolio is a systematic compilation of student work meant to show
growth over time.
✓
Portfolio is a way to display skills and accomplishments through artifacts and
other forms of evidence.
✓
Portfolio strengthens the relationship between assessment and instruction and
focuses on individual student growth
✓
Portfolio is time consuming, difficult to compare students to one another, and
rubrics may be difficult to develop.
✓
In identifying entries for portfolio, select the most essential and
meaningful entries.
✓
Three principles of portfolio: content, learning, equity
✓
Three types of portfolio: working, showcase, progress
✓
Portfolio process: set goals, collect evidence, select evidence, organize
evidence, reflect on evidence, evaluate evidence, confer with the student,
exhibit portfolio
✓
The criteria for selecting and assessing the portfolio contents must be clear to the
teacher and the students at the outset of the process.
✓
Portfolio is assessed using an agreed upon rubric.
Reflection
Congratulations! You are done with the fourth unit of this module. Now, go back
to the activities and lessons you have taken in this unit and answer the following
questions. Limit your answers for each question to 5 to 10 sentences only.
1. What made you successful with this unit of instruction?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
105
Assessment in Learning 2
3. How might you use what you learned in the future in your life or
profession?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
References
Adriano, C.T. (2003). Making a perfect fit: objectives and test items. University
of the Philippines, Diliman, Quezon City.
106
Assessment in Learning 2
Introduction
Schools should care about students’ attitudes toward learning and they should
nurture students’ self-esteem. Affective variables influence student behavior.
Values shape daily conduct. Attitudes toward learning effect progress and
achievement. Motivation contributes to students’ academic success. Most
importantly, student status on affective variables informs and guides instruction.
Then, it is a must for would-be teachers like you to learn affective assessment.
This will guide you in dealing with students diverse in terms of intelligence and
emotional quotient. It is essential for teachers to know how students learn and
what interest them. In this unit, you will be learning different affective assessment
tools which will help you to determine students’ attitude, values, academic self-
concept, locus of control, self-efficacy, interest, academic aspiration, and anxiety.
Learning Outcomes
At the end of this unit, you are expected to:
1. Define affective assessment and related concepts
2. Select appropriately developed, high quality affective assessment tools
3. Use target- and learner-appropriate affective assessment methods and tools
4. Interpret affective assessment data/ results for monitoring and evaluating
learner achievement to improve learner performance and inform
instruction
107
Assessment in Learning 2
Affective Domain
Write a synonym: Draw a picture:
108
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Determine the levels of learning and behavior verbs used in
affective domain
2. Define affective assessment
3. Discuss the different affective and disposition targets such as
attitude, values, academic self-concept, locus of control, self-
efficacy, interest, academic aspiration, and anxiety
4. Use the different concepts of affective assessment in dealing with
situations/problems in school
Presentation of Content
In Bloom’s taxonomy published, three domains were identified:
cognitive, affective and psychomotor domains.
The affective domain is part of a system that was published in 1965 for
identifying, understanding, and addressing how people learn.
Domains of Learning (Bloom)
109
Assessment in Learning 2
110
Assessment in Learning 2
Affective/Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
1. Attitude
It is learned predisposition to respond in a consistent favorable or
unfavorable manner with respect to a given object.
2. School-related Values
Values are beliefs about what should be desired, what is important or
cherished, and what standards of conduct are acceptable.
Values influence or guide behavior, interest, attitudes and satisfactions.
Values are enduring. They tend to remain stable over fairly long periods
of time.
Values are learned and tend to be of high intensity and tend to focus on ideas.
The following are values related to academic success:
Belief in the value of education as a foundation for a productive life
Belief in the benefits of strong effort in school
A strong sense of the need for the ethical behavior at testing time
(no cheating)
The belief that a healthy lifestyle (for ex. No drugs) underpins
academic success
Feeling about the key aspects of their schooling , that predispose
students to behave in academically productive ways
111
Assessment in Learning 2
3. Academic Self-concept
It is a learned vision that results largely from evaluation of self by others
over time. It is the sum of all evaluative judgements one makes about
one’s possibility of success and/or productivity in an academic context.
4. Locus of Control
It is the student’s attributions or belief about the reasons for academic
success or failure.
Internal- the attributions come from within.
“I succeeded because I tried hard.”
External- the attributions come from external contributions or factor.
“I was lucky to receive a grade of 99 .”
“I performed well because I had a good teacher.”
5. Self-efficacy
Its target is a task, a (school) subject, an instructional objective and the
like. The direction is best captured by “I can” versus “I can’t”. A “can’t
do” attitude lies at the heart of a concept known as learned helplessness.
The symptoms include a lack of persistence in the face of failure, negative
affect and negative expectations about the future.
6. Interest
A disposition organized through experience which impels an individual to
seek out particular objects, activities, understandings, skills or goals for
attention or acquisition.
7. Academic Aspirations
The desire to learn more, the intent to seek out and participate
in additional education experiences.
8. Anxiety
It is the experience of (emotional) tension that results from real
or imagined threats to one’s security.
112
Assessment in Learning 2
Application
Write a reaction paper on the given picture below.
Guide questions:
Do you agree on this education practice of Japan? Why?
Should this be implemented in the Philippines? Why or why not?
What are the advantages and disadvantages if we implement this practice?
Note: Use the affective assessment concepts in answering. Limit your answer
to 500-600 words.
The rubrics given below will be used in evaluating your response.
Features 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Quality of Piece was Piece was Piece had Piece had no style 70
Writing written in an written in an little style or or voice
extraordinary interesting style voice
style and and voice Gives no new
voice. Gives some information and
Somewhat new very poorly
Very informative and information organized
informative organized but poorly
and well organized
organized
Grammar, Virtually no Few spelling A number of So many spelling, 30
Usage, and spelling, and punctuation spelling, punctuation and
Mechanics punctuation or errors, minor punctuation or grammatical errors
grammatical grammatical grammatical that it interferes
errors errors errors with the meaning
113
Assessment in Learning 2
Feedback
Decision Time!
Mr. Mario Asuncion, a grade 8 teacher, measures his students’ attitudes and
interests toward school. At the end of the first week of school, results of the
assessment indicate 100% of his students really like school. However, three
months later, the same assessment indicates that over half of his students no
longer look forward to coming to school. Almost 75% were often bored in class.
If you were Mr. Asuncion, what would you do?
The problem
Possible Solutions
Solution
Recommended Solution
115
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate the different tools, techniques, and formats used in
affective assessment
2. Select appropriately developed, high quality affective assessment tools
3. Use target- and learner-appropriate affective assessment methods and tools
4. Construct an affective assessment tool
Presentation of Content
Tools and Techniques used in Affective Assessment
3. Observation Techniques
116
Assessment in Learning 2
4. Self-Reporting Techniques
117
Assessment in Learning 2
Types of Scale
118
Assessment in Learning 2
1. Avoid statements that refer to the past rather than to the present
2. Avoid statements that are factual or capable of being interpreted as factual
3. Avoid statements that may be interpreted in more than one way
4. Avoid statements that are irrelevant to the psychological object
under consideration
5. Avoid statements that are likely to be endorsed by almost everyone or
by almost no one
6. Select statements that are believed to cover the entire range of affective
scale of interests
7. Keep the language of the statements simple, clear and direct
8. Statements should be short, rarely exceeding 20 words
9. Each statement should contain only one complete thought
10. Statements containing universals such as all, always, none, and
never often introduce ambiguity and should be avoided
11. Words such as only, just, merely, and others of similar nature should
be used with care and moderation in writing statements
12. Whenever possible, statements should be in the form of simple sentences
rather than in the form of compound or complex sentences
13. Avoid the use of words that may not be understood by those who are to be
given the completed scale
14. Avoid the use of double negatives
119
Assessment in Learning 2
Checklist
Semantic Differential
Likert Scale
120
Assessment in Learning 2
Word Association
Unfinished Sentence
Unfinished Story
121
Assessment in Learning 2
Application
Use a concept map to show relationships of the tools & techniques and formats of
affective assessment. A concept map is a diagram that depicts suggested
relationships between concepts. Your output will be graded using the following
rubric.
Criteria 4 3 2 1 %
Exemplary Exceeds Adequately Below
Standard meets standard Standard
Organization Well organized Thoughtfully Somewhat Choppy and 60
organized organized confusing
Logical format
Easy to follow Somewhat Contains a
Contains main most of the time incoherent limited
concepts number of
Contains most Contains only concepts
Contains an of the main a few of the
appropriate concepts main concepts
number of
concepts Contains an
adequate
Map is number of
“treelike” and concepts
not stringy
Follows the
Follows standard map
standard map conventions
conventions
Content Linking words Linking words Linking words Difficult to 40
demonstrate easy to follow are clear but follow
superior but at times present a
conceptual ideas unclear flawed No links
understanding rationale
Links are not
Links are precisely Links are not
precisely labeled labeled
labeled
Total
122
Assessment in Learning 2
123
Assessment in Learning 2
Feedback
Choose three (3) affective assessment tools discussed on this unit. Then, construct
your own tools following the suggestions in writing affective assessment items. If
possible, affective assessment tools to be crafted should be related on your field of
specialization. Your output will be evaluated using the following rubric.
Criteria 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Clarity of The items in the The items in the Sometimes the Many parts of 30
the items affective affective reader has to ask the affective
assessment tool assessment tool questions to assessment
are are figure out the tool are
understandable understandable; meaning; there ambiguous
in every way; obvious efforts is still room for and may be
nothing is are made to misinterpretation easily
confusing or prevent in some places misinterpreted;
unexplained; misinterpretation the reader has
there is no room or to ask many
for misunderstanding questions to
misinterpretation figure out the
meaning
Content The items in the The items in the The items in the The items in 30
affective affective affective the affective
assessment tool assessment tool assessment tool assessment
were written in were written in had little style or tool had no
an extraordinary an interesting voice. style or voice.
style and voice. style and voice.
Poorly Very poorly
Well organized Organized organized organized
Originality The tool shows a The tool shows Uses other Uses other 30
large amount of some original people’s ideas. people’s ideas.
original thought. thought. Tool There is little No evidence
Ideas are shows new ideas. evidence of of original
creative and original thinking.
inventive. thinking.
Grammar, Virtually no Few spelling and A number of So many 10
Usage, spelling, punctuation spelling, spelling,
and punctuation or errors, minor punctuation or punctuation
Mechanics grammatical grammatical grammatical and
errors errors errors grammatical
errors that it
interferes with
the meaning
Total
124
Assessment in Learning 2
125
Assessment in Learning 2
126
Assessment in Learning 2
127
Assessment in Learning 2
Summary
✓
Affective assessments are systematic measurements of students’ attitudes,
interests, motivation, perception, belief, behavior, opinion and values.
✓
Results from affective assessments can promote learning by guiding
instruction.
✓
Affective/disposition targets: attitude, values, academic self-concept, locus of
control, self-efficacy, interest, academic aspiration, and anxiety
✓
Tools and techniques used in affective assessment: interest inventory,
personality inventory, observation techniques, self-reporting
techniques, and group assessment techniques
✓
Formats of affective assessment tools: closed- item or forced-choice
instruments and open-ended instruments
Reflection
Congratulations! You are done with the fifth unit of this module. Now, go back
to the activities and lessons you have taken in this unit and answer the following
questions. Limit your answers for each question to 5 to 10 sentences only.
1. What is the best thing you learned on this unit?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
128
Assessment in Learning 2
References
Adriano, C.T. (2003). Making a perfect fit: objectives and test items. University
of the Philippines, Diliman, Quezon City.
129
Assessment in Learning 2
Introduction
Grading and reporting are fundamental elements in the teaching-learning process.
Assignment of grades represents the teacher's assessment of the learners'
performance on the tests and on the desired learning outcomes as a whole. As
such, it is important that the bases and criteria for grading (i.e., scoring) and
reporting test results are clearly established and articulated from the very start of
the course. Besides, grades are symbolic representations that summarize the
quality of learner's work and level of achievement. Teachers should ensure that
grading and reporting of learners' test results are meaningful, fair, and accurate.
To learn how to assign grades and report learners' test performance in a
meaningful and effective manner, it is important that you review your prior
knowledge and experiences, as well as the standards or policies used by your
institution in grading and reporting learners’ performance in the test and the
course as a whole. You may also see topics to validate your prior knowledge and
to enhance further your knowledge and skills.
Grading and reporting the progress of the students are two of the most difficult
tasks of teachers because there so many factors and decisions to be considered. In
this unit, you shall learn the different functions of grading and reporting system,
purposes of grades, types of grading and reporting system, types of grading
system, guidelines in grading students, K to 12 grading system and guidelines in
conducting a parent-teacher conference.
Learning Outcomes
At the end of this unit, you are expected to:
1. identify the different functions of grading and reporting;
2. discuss the different purposes of grades;
3. differentiate the different types of grading and reporting system;
4. differentiate the different types of grading system;
5. apply the different guidelines for effective and fair grading.
6. compute the grades of students correctly and fairly using the K to
12 grading policy;
7. transmute initial grades of the student;
8. compute the students’ general average;
9. determine the descriptor of a numerical grade; and
10. distinguish between desirable and undesirable practices in conducting
a parent-teacher conference.
130
Assessment in Learning 2
131
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. identify the different functions of grading and reporting;
2. discuss the different purposes of grades;
3. differentiate the different types of grading and reporting system;
4. differentiate the different types of grading system; and
5. apply the different guidelines for effective and fair grading.
Presentation of Content
Grades are symbols that represent a value judgement concerning the relative quality
of a student’s achievement during specified period of instruction. It could be in:
1. Percent such as 75%, 89%, 95%, etc.
2. Letters such as A, B, C, D, or F
3. Numbers such as 1, 2, 3, 4, or 5
4. Descriptive Expressions such as Outstanding (O), Very Satisfactory
(VS), Satisfactory (S), Moderately Satisfactory (MS), Needs
Improvement (NI), etc.
Functions of Grading and Reporting Systems
Grading and reporting systems have some very important functions in the
educative process. Some of these important functions are:
1. Enhancing students’ learning through: clarifying instructional objectives
for them, showing students’ strengths and weaknesses, providing
information on personal-social development, enhancing students’
motivation and indicating where teaching might be modified. These can be
achieved through day-to-day tests and feedback and integrated periodic
tests.
2. Reports to Parents /Guardians. Grading and reporting systems also
inform parents of students on the progress of their children. Likewise,
grades and reports communicate objectives to parents, so they can help
promote learning and likewise, communicate how well objectives were
met, so parents can plan better.
3. Administrative and Guidance Uses. It helps to decide promotion,
graduation, honors, athletic eligibility, reporting achievement to other
schools or to employers, providing input for realistic educational,
vocational, and personal counseling.
132
Assessment in Learning 2
Purposes of Grades
Grades could be for:
1. Certification that gives assurance that a student has mastered a specific
content or achieved a certain level of accomplishment.
2. Pass-fail
The pass or fail system utilizes a dichotomous grade system. Either a
student has complied and reached certain standards, in which case he
passes or he failed to do so and he gets a failing mark. This is popular in
some courses in college (but not very much practice in basic education). In
fact, the pass-fail system should be kept to a minimum because it does not
provide much information, students tend to work to the minimum (just to
pass), and in mastery learning courses, no grades are reflected until
"mastery" threshold is reached.
3. Checklists of objectives
In this system, the objectives of the course are enumerated. After each
objective, the students' level of achievement is indicated: Outstanding,
Very Good, Good, Fair or Poor. This is a very detailed reporting system
and tends to be more informative for the parents and pupils at the same
time. It is, however, also very time consuming to prepare. There is also the
potential problem of keeping the list manageable and understandable.
133
Assessment in Learning 2
4. Letters to parents/guardians
Letters to parents and guardians are useful supplement to grades. However,
they have limited value as sole report because they are very time consuming
to prepare, the accounts of weaknesses are often misinterpreted by parents
and guardians, and they are not characterized as systematic nor cumulative.
5. Portfolios
As already explained, a portfolio is a set of purposefully selected work,
with commentary by student and teacher. Portfolios are useful for showing
students' strengths and weaknesses, illustrating range of students' work,
showing progress over time or stages of a project, teaching students about
objectives/standards they are to meet.
6. Parent-teacher conferences
This requires that parents of pupils come for a conference with the teacher
to discuss the pupils' progress. Portfolios, when available, are useful basis
for discussion. Such conferences are useful for a two-way flow of
information and getting more information and cooperation from the
parents. They are, however, of limited value as a report because most
parents do not come for such conferences.
134
Assessment in Learning 2
Advantages
Disadvantages
135
Assessment in Learning 2
students may receive the highest possible grade or all of them may pass the
said test, subject, or course. It is also possible that all students may receive
a failing grade if they will not reach the standard set by the teacher.
Advantages
Disadvantages
136
Assessment in Learning 2
137
Assessment in Learning 2
Application
RESEARCH TIME! Search for the article given below (link is provided). Then,
determine ten (10) best practices in grading indicated in the article.
Article: Reforming Grading Practices in Secondary Schools
Author: Ken O’ Connor
Journal: Principal’s Research Review (Volume 4, Issue 1, January 2009)
Link: http://www.sai-iowa.org/Grading%20Practices%20NASSP%20Research%20Review.pdf
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
138
Assessment in Learning 2
Feedback
I. Multiple Choice: Read each of the items carefully and encircle the letter
of your answer. (2 points each)
1. Grades serve are bases to determine who among the pupils may
be promoted to the next grade level. For what purpose is this?
A. certification
B. direction
C. motivation
D. selection
4. Prof. Tarun has a student who is always absent. This student gets high
scores in his examinations but has not submitted most of his
assignments. What grade should be given to this student?
A. A failing grade because the examination results are obviously
unreliable.
B. A passing grade because examination is given more emphasis
than any source of grade.
C. A failing grade to give the student the lesson that assignments
and other requirements are equally important.
D. A passing grade if after computing the corresponding weight of
the examinations and other sources of grades, the student passes
the subject.
139
Assessment in Learning 2
5. The mother of one of the pupils of Mrs. Aquino complained about the
grade her child received in Mathematics. The grade was 85 % but after
reviewing the computation, it was actually 88 %. What should the
teacher do?
A. Do not change the final grade but make adjustments in the
computation of the grades to make it exactly 80%.
B. Tell the parent that the difference of 2 will be given in the next
grading period.
C. Change the grade even if your image to the parent is at stake.
D. Alter the grade only if the parent insists to change the grade.
II. Give three main reasons why you need to assign or give grades to your
students’ test results. Justify your answer. Your response to this question
will be evaluated using the rubric below. (12 points)
Criteria 1 Point 2 Points 3 Points
Knowledge / Demonstrates no Demonstrates fair Demonstrates
Understanding of or limited understanding of extensive
Concept understanding of the topic / concept knowledge and
the topic/concept strong
understanding
of the topic /
concept
Argument or Makes an Makes an Makes an
Conclusion inaccurate accurate but accurate and
argument or incomplete complete
conclusion argument or argument or
conclusion conclusion
Support Provides Provides Provides
inappropriate and appropriate but appropriate and
insufficient insufficient sufficient
example or examples or evidence or
evidence to support evidence to examples to
the argument or support argument support argument
conclusion or conclusion or conclusion
Explanation / Does not provide Provides good Provides
Reasoning explanation / explanation or excellent
justification to justification that explanation or
argument or links the reasoning that
conclusion argument / links examples to
conclusion and argument or
examples conclusion
140
Assessment in Learning 2
141
Assessment in Learning 2
Learning Objectives
At the end of the lesson, you are expected to:
1. compute the grades of students correctly and fairly using the K to
12 grading policy;
2. transmute initial grades;
3. compute the students’ general average; and
4. determine the descriptor of a numerical grade.
Presentation of Content
What is the new grading system of the Philippine K-12 Program?
On April 1, 2015, the Department of Education, through DepEd Order 8, 2015,
announced the implementation of a new grading system for all grade levels in
public schools from elementary to Senior High School. Although private schools
are not required to implement the same guidelines, they are encouraged to follow
them and are permitted to modify them in accordance to their institution’s
Philosophy, Vision, and Mission. The grading system is described as a standard
and competency-based grading system, where 60 is the minimum grade needed to
pass a specific learning area, which is transmuted to 75 in the report card. The
lowest mark that can appear on the report card is 60 for Quarterly Grades and
Final Grades. Grades will be based on the weighted raw score of the learners'
summative assessments based on three components: Written Work, Performance
Task, and Quarterly Assessment.
Steps Examples
Get total score for W 1+ W 2+W 3+ … =W (e.g., 145 out of 160)
each component P 1 + P 2+ P 3+ … = P (e.g., 100 out of 120)
QA = 40 out of 50
Convert to % WW = 145/160 = 90.63
PT = 100/120 = 83.33
QA = 40/50 = 80.00
Convert % to (See assigned weights for each component in the next tables)
Weighted Score WS for WW English = 90.63 × 0.30 = 27.19
Add weighted scores Initial Grade for English = 27.19 + 41.67 + 16.00 =
for the Initial Grade 84.86
Transmute Initial (Use Transmutation Table from DepEd Order 8, s. 2015)
Grade to Quarter For 84.86, transmuted grade is 90, which is the QG
Grade (QG)
142
Assessment in Learning 2
Weights for Three (3) Components for Grade 1-10 and Senior High School
Component Grades 1 -10
Lang AP ESP Science Math MAPEH EPP/TLE
Written Work 30% 40% 20%
Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment
143
Assessment in Learning 2
Weights for the Three (3) Components for Senior High School
Senior High School
Component Core Academic Track Tech-Voc and
Subject
s Livelihood/Sports/Arts&
Design Track
All Immersion/ All Immersion/
other Research/ Other Research/
subjects Business Subjects Exhibit/
Simulation/ Performance
Exhibit/
Performanc
e
Written 25% 25% 35% 20%
Work
Performance 50% 45% 40% 60%
Tasks
Quarterly 25% 30% 25% 20%
Assessment
For MAPEH, individual grades are given to each area (i.e., Music, Art, PE,
and Health). The quarterly grade for MAPEH is the average grade across the
four areas, as follows:
QG for MAPEH = + + +
The Final Grade for each subject is then computed by getting the
average of the four quarterly grades, as seen below:
Final Grade for each Learning Area = 1 +2 +3 +4
4
The General Grade, on the other hand, is computed by getting the average of
the Final Grades for all subject areas. Each subject area has equal weight:
General Average = ;
144
Assessment in Learning 2
All grades reflected in the report card are reported as whole number. See
an example of a report card:
Subject Area Quarter Final Grade
1 2 3 4
Filipino 86 88 85 90 87
English 83 82 83 85 83
Mathematics 87 92 93 95 92
Science 82 84 88 86 85
Araling Panlipunin 90 92 92 93 92
Edukasyon sa Pagpapakatao 80 83 85 88 84
Edukasyong Pantahanan at 86 82 85 83 84
Pangkabuhayan
MAPEH 90 92 93 94 92
General Average 87
145
Assessment in Learning 2
Application
Activity: Grade Computation
Show sample computation of a grade in a subject of your choice. For BEEd, choose from
Grades 1-6 and for BSEd choose from Grades 7-10 or Grades 11-12. Show the
percentage contributions of written work, performance-based tasks and quarterly
assessment. Then give the descriptor.
Subject: ___________________________ Grade: ________________________
Steps:
1. Get the total score for each component.
Learner’s Raw Score Highest Possible Score
Written Work 1
2
3
4
5
TOTAL
Learner’s Raw Score Highest Possible Score
Performance Task 1
2
3
4
TOTAL
Quarterly Assessment Learner’s Raw Score Highest Possible Score
146
Assessment in Learning 2
Feedback
I. Multiple Choice: Read each of the items carefully and encircle the letter
of your answer. (1 point each)
2. Does quarterly assessment have the same percentage weights for all
the subjects, for all the tracks in Grades 11 and 12?
A. Yes
B. No
C. Yes, only for the academic track
D. It depends on schools
3. Which is the percentage contribution of written work to the grade of Grade
1 – 10 students in Science and Mathematics?
A. 50 %
B. 40 %
C. 30 %
D. 20 %
5. A student gets a numerical grade of 82. What is his descriptor for his level
of proficiency?
A. Satisfactory
B. Very Satisfactory
C. Fairly Satisfactory
D. Did not meet expectations
6. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the two quarters.
B. Get the average of the grades for the four quarters.
C. Get the average of the grades of all subjects for the two semesters.
D. Get the average of the grades of all subjects for the four semesters.
147
Assessment in Learning 2
III. The Final Grade per learning area and the General Average
are reported as whole numbers.
A. I and II
B. II and III
C. I and III
D. I, II and III
10. Based on the percentage contribution to the grade, what can be inferred
from the DepEd’s emphasis on learning and assessment?
A. All components are emphasized.
B. The emphasis is on performance tasks
C. The emphasis is on quarterly assessment.
D. The emphasis depends on the grade level of the subjects
148
Assessment in Learning 2
Learning Objective
At the end of the lesson, you are expected to distinguish between desirable and
undesirable practices in conducting a parent-teacher conference.
Presentation of Content
Parent-teacher conferences become productive when they are carefully planned
and the teacher is skilled in handling such conferences. Skills in conducting
parent-teacher conferences can be developed.
Guidelines for a Good Conference
1. Make plans for the conference.
➢
Review your goals.
➢
Organize the information to present.
➢
Make a list of points to cover and questions to ask.
➢
If bring portfolios, select and review carefully.
149
Assessment in Learning 2
Application
Use the table below to identify 5 Do’s and 5 Don’ts in conducting a parent-
teacher conference.
DO’S DON’TS
Feedback
BINARY TEST: Identify whether each of the following statements describes a
DESIRABLE or an UNDESIRABLE practice in conducting parent-teacher
conference. Circle A if it is desirable and B if undesirable.
1. Begin the conference by describing the student’s A B
learning difficulties.
150
Assessment in Learning 2
Summary
✓
Grades are symbols that represent a value judgement concerning the relative
quality of a student’s achievement during specified period of instruction.
✓
There are three functions of grading and reporting systems
1. Enhancing students’ learning
2. Reports to parents/guardians
3. Administrative and guidance uses
✓
There are four purposes of grades
1. Certification
2. Selection
3. Direction
4. Motivation
✓
There are six types of grading and reporting system
1. Traditional letter –grade
2. Pass-fail
3. Checklist of objectives
4. Letters to parents/guardians
5. Portfolios
6. Parent-teacher conference
✓
There are four types of grading system
1. Criterion-referenced grading system
2. Norm-referenced grading system
3. Point or percentage grading system
4. Contract grading system
✓
In the K to 12 grading policy, the grades will be based on the weighted raw score
of the learners’ summative assessments based on three components:
Written Work, Performance Task, and Quarterly Assessment.
✓
Parent- teacher conferences become productive when they are carefully planned
and the teacher is skilled in handling such conferences.
151
Assessment in Learning 2
Reflection
Congratulations! You have just completed the last unit of this module. Look
back at your experience in finishing this unit and reflect through these questions.
Answer them briefly with 5 to 10 sentences only.
1. Did you like the experience of computing grades? Why or why not?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
152
Assessment in Learning 2
References
http://www1.udel.edu/educ/gottfredson/451/unit11-chap15.htm
153