EDUC 10 REPORTERS::

Eddie S. Cenita Jr.

GROUP 2 Ermer Pelarios

Shiela Arligue
Lenilyn Cortes
April Fernandez
Zarra B. Maylon
Regine Tesado
EDUC 10
ASSESSMENT OF LEARNING 2

ADVANCED METHODS IN
EDUCATIONAL ASSESSMENT
AND EVALUATION
EDDIE CENITA JR

LEARNING
COMPETENCIES
Assessment is not an end in itself but a vehicle for
educational improvement.
It's an effective practice, then begins with and enacts a
vision of the kinds of learning we most value for students
and strive to help them achieve.
Assessment is most effective when it reflects an
understanding of learning as multidimensional,
integrated, and revealed in performance over time.
Learning is a complex process. It entails not only what
students know but what they can do with what they
know; it involves not only Knowledge and abilities but
values, attitudes, and habits of mind that affect both
academic success and performance beyond the
classroom.
 Process - Oriented Learning Competencies
Information about outcomes is of high importance; where
students end up" matters greatly. But to improve
outcomes, we need to know about students' experience
along the way - about the curricula, teaching, and kind of
student effort that lead to a particular outcome, process-
oriented performance-based assessment is concerned
with the actual task performance rather than the output
or product of the activity.
LEARNING COMPETENCIES
Competencies are defined as
groups or clusters of skills and
abilities for needed for a
particular task. The objectives
generally focus on those
behaviors which exemplify a best
practice for the particular task.
such behavior range from a
beginner or novice level up to the
level of an expert.
An example of learning competencies for a process-oriented
performance based assessment is given below:

Task: Recite a Poem by Edgar Allan Poe, “The Raven".

Objectives: The activity aims to enable the students to recite a poem
entitled “The Raven” by Edgar Allan Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the
poem;
4. Create the ambiance of the poem through appropriate rising
and falling intonation;
5. Pronounce the words clearly and with proper diction.
The following competencies are simple competencies:

- Speak with a well-modulated voice;

- Draw a straight line from one point to another point;
- Color a leaf with a green crayon.

The following competencies are more complex competencies:

- Recite a poem with feeling using appropriate voice quality,

facial expressions and hand gestures;
- Construct an equilateral triangle given three non-collinear
points;
- Draw and color a leaf with green crayon.
ERMER PELARIOS

TASK DESIGNING
 TASK DESIGNING
It is a manner of how a task plan and its
workflow are organized. In other words,
the meaning actually stands for how
profoundly a task's plan is projected.
 STANDARD FOR DESIGNING A TASK

1. Identifying an activity that would highlight the

competencies to be evaluated.

2. Identifying an activity that would entail more or

less the same sets of competencies. 3. Finding a task
that would be interesting and enjoyable for the
students.
EXAMPLE
• Topic: Understanding biological diversity
• Possible Task Design – bring the students to the pond or
creek
– Ask them to find all living organisms near the pond or
creek
– Bring them to the school playground to find as many
living organisms as they can find
Observe how the students will develop a system for finding
such organisms, classifying the organisms, and concluding
the differences in biological diversity of the two sites.
SHIELA ARLIGUE

SCORING RUBRICS
SCORING RUBRIC

- a scoring scale used to assess student

performance along with task-specific criteria.
- a scoring guide used to evaluate the quality of
students' constructed responses.
- a set of criteria for grading assignments/given
tasks.
Components of Rubrics

1. Criteria
2. Level of performance
Types of Rubrics
1. Analytic rubrics
2. Development rubrics
3. Holistic rubrics
4. Checklist
LENILYN CORTES

DESCRIPTORS
APRIL FERNANDEZ

ANALYTIC
VS
HOLISTIC RUBRICS
ZARRA MAYLON

WHEN TO CHOOSE
ANALYTIC RUBRICS
 ANALYTIC RUBRIC

An analytic rubric is an assessment instrument for

scoring a constructed response. The response can be a
written response, a performance, or a product.

An analytic rubric breaks down the characteristics of

an assignment into parts, allowing the scorer to
itemize and define exactly what aspects are strong,
and which ones need improvement.
Analytic rubrics tend to work well for complex assignments.

There are several benefits to choosing an analytic rubric:

They allow more specific feedback for students, which can be

particularly useful in guiding revision.
They provide students with more specific guidelines that they
can follow when writing their papers.
They provide students with a sense of your priorities for the
assignment.
They allow for more regular grading.
REGINE TESADO

HOW MANY LEVELS OF

PERFORMANCE SHOULD
I INCLUDE IN MY RUBRIC?
How many levels of performance should I
include in my rubric?

There is no specific number of levels a rubric

should or should not possess.

Will vary depending on the task and your needs.

start with at least 3 levels and then expand if

neccessary.
It is recommended that the fewer level of
performance be included initially because such is:

1. Easier and quicker to administer.

2. Easier to explain to students ( and others).

3. Easier to expand than larger rubrics are to

shrink.