ASSESSMENT OF STUDENT LEARNING

COLLEGE OF EDUCATION
PROFESSIONAL EDUCATION DEPARTMENT
mmdevera@psu.edu.ph
 are techniques demonstrating real
world tasks, used to measure a student’s
academic abilities, skills, and/or fluency in
a given subject or to measure one’s
progress toward academic proficiency in a
specific subject area.
Many of the performance activities are end
products of learning that can be assessed by
rubrics (scoring forms) and other assessment
tools designed to measure both processes and
product quality.
Teachers who use authentic performance products
provide students with opportunities to construct
knowledge in real-world contexts so they can
understand what they have learned. These products
serve as a culminating experience in which students
can retrieve previous learning, organize important
information, and complete an assigned activity
showing mastery of what they have learned.
•Business letters • Autobiographies • Editorials •
Displays • Drawings/illustrations • Experiments •
Essays • Surveys • Storyboard reports • Job
applications • Book reviews • Bulletins • Critiques •
Crossword puzzles • Designs • Requisitions •
Vitas/Resumes • Inventions • Lab reports • Information-
seeking letters • Management plans • Math problems •
Geometry problems • Models • Writing samples • Job
searches • Cartoons or comics
•Collages • Consumer reports • Handbooks • Booklets
•Home projects Performance Products • Pamphlets
•Observation reports • Research reports • Posters •
-a compilation of pieces of evidence of an
individual’s skills, ideas, interests, and
accomplishments.
-a collection of students other various
authentic learning opportunities and a
showcase of student growth over the period
of the course. A student portfolio needs to
meet certain criteria in order to be deemed
an "authentic" assessment. To put together a
lump of student work from the entire school
year is not an authentic assessment.
Ideally, a student portfolio would be considered
authentic if the following apply:
1. The student carefully selected their own
work and made their own decision of what
work they were most proud of to be placed in
their portfolio. It is a showcase for the
student, teacher, parents, and school district.
2.Students are asked to reflect upon their
own work - why they chose it, why it is
important to them, how hard they worked,
how it can be improved upon, etc.
The portfolio serves the following purposes:
• a. The teacher can asses the growth and
development of the students at various
levels.
• b. Parents are informed of the progress
of their children in school.
• c. Instructional supervisors are able to
evaluate the strengths and weaknesses of
the academic program.
• Integrates information from a number
of sources
• Gives overall picture of
student performance and
learning
• Strong student involvement and
commitment
• Calls for student self-assessment
RTFOLI O ENTRIES
As with performance products, the key to effective
assessment of live performances and presentations is
establishing the criteria and performance indicators in
advance. Criteria and performance indicators effectively
organized into scoring rubrics provide examples of what
students must do to demonstrate that they have learned
at a specified level.
The most important assessment strategy with live
performances and presentations is to engage students
in assessing their own performance first, followed by
teacher assessment and an opportunity for students
and teachers to interact over assessment findings.
Live presentations involve two major assessment factors.
One is the quality of the assigned work and the second
is the demonstration of presentation skills. Scoring
rubrics must include both of these factors.
Aside from scoring rubrics, there are some
assessment tools that can be used in
performance assessment:

Performance checklist consists of a list of

behaviors that make up a certain type of
performance.
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Oral questioning is an appropriate
assessment method for actual
performance when objectives are:
(a) to assess the student’s stock knowledge
and/or
(b)to determine the student's ability to
communicate ideas in coherent verbal
sentences.
When teacher asks students questions
about personal background, activities,
readings, and interests, they achieved these
advantages:

• Informal and relaxed context

• Conducted over successive days with
each student
• Record observations on an
• interview guide
Observations and self-reports need a tally
sheet as a device when used by the teacher
to record the frequency of student
behaviors, activities or remarks.

These are supplementary assessment

methods when used in conjunction with
oral questioning and performance tests.
 provides the opportunity to monitor
or assess a process or situation and
document evidence of what is seen
and heard
The purpose of observation-based
assessment is to establish what children
know and can do, and, to identify their
needs so that provision and interaction
can be matched to these needs
 By Diane Hart (1994)

1. Observe not only one but all the students.

2. Observation must be frequent and as
regular as possible
3. Observation must be recorded in writing.
4. Observations should cover both
routine and exceptional occurences.
5. Realibility of observation records is
enhanced if multiple observations
are gathered and synthesized.
 is an observation
tool which requires
the teacher recorder
to describe the
traits or learning
behaviours being
assessed.
 is another
observation tool
which is also
called the
conference
recording form.
Interview sheets
consist of a list of
questions the
teacher intends
to ask and space
for recording the
student’s
answers.