ASSESSMENT AND EVALUATION IN MATHEMATICS

OTHER FORMATIVE
ASSESSMENTS
MODULE 7
LESSON OUTLINES
Process-Oriented Assessment
Scoring Rubrics
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 LEARNING OUTCOMES
At the end of the module, the student should be able
to:
discuss process-oriented assessment is utilized
Mathematics teaching and learning
differentiate analytical scoring rubric and holistic
rubric
construct a holistic and analytical scoring rubric
Formative Assessment
It is a tool for providing feedback to the
teaching/learning process. This type of
instruction motivates the teacher and the
student and reinforces learning by providing
feedback to both of them.
Process-Oriented
Assessment
It is concerned with the actual task
performance rather than the output or product
of the activity. This assessment aims to know
what processes a person undergoes when
given a task. It is based on observing the
development of the learning processes as they
occur in the student throughout the lesson.
Examples of Process-Oriented Assessment

Thinking aloud

Requires students to talk through the

details of the problem, the decisions they have
made as they try to solve the problem, and the
reasoning behind those decisions.
 Examples of Process-Oriented Assessment
Learning Logs
This type of journal is in common use
among scientists and engineers. In the log,
students record the process they go through in
learning something new, and any questions they
may need to have clarified. This allows students
to make connections to what they have learned,
set goals, and reflect upon their learning
process.
 Examples of Process-Oriented Assessment
Think-Pair and Share Activity
It is a collaborative learning strategy where
students work together to solve a problem or
answer a question about an assigned reading. This
strategy requires students to
(1) think individually about a topic or answer a
question; and
(2) share ideas with classmates.
What is ·is a scale is a scoring scale used to assess

rubrics? student performance along with a task

·is a generic scoring tool used to evaluate

students’ performance in a given outcome
area

·is an authentic assessment tool used to

measure students’ work

·is a rating system by which teachers can

determine at what level of proficiency a
student is able to perform a task or display
knowledge of a concept
 Parts of Rubrics
Criteria
-is the characteristics of good performance on a
task
Level of Performance
-determines to what degree the student has met the
criterion

Descriptors
-spell out what is expected of students at each level
of performance for each criteria.
Types of Holistic Rubric

Rubrics
-used to assess participants’ overall
achievement on an activity or item
based on predefined achievement levels.
Performance descriptions are usually
written in paragraphs or a few
sentences.

Analytic Rubric
-breaks down the objective into
specific component parts. Every
section is scored independently using a
rating scale. The final score is
comprised by adding each component
part.
 HOLISTIC RUBRICS HOLISTIC RUBRICS

When to Use: When to Use:

Tends to be used when quick or gross judgment need to
be made
Advantages
Highlight what the learner is competent to do rather than
what they cannot do
Saves time by reducing the amount of decisions the
grader has to make
Can be applied consistently by several graders,
increasing reliability
Disadvantages:
Does not provide detailed feedback for area of
improvement
When student work is at varying levels extending beyond
the criteria points it can be hard to select the single best
If you want to assess each criterion separately, particular
to the task with the larger number of criteria.
Advantages:
Provides thorough feedback on a number of areas of
development as each criterion is assessed individually
(i.e., the student knows what to improve on)
Dimensions can be weighed to reflect the relative
importance of each criteria
Disadvantages:
Takes more time to create and use than a holistic rubric
If each point for each criterion is not well-defined,
instructors may not decide on the same score

description

Criteria cannot be weighted

Steps to Create Rubrics

Define your goal

Choose a Rubric Type

Determine your criteria

Create your level of performance

Write Descriptors for Each Level of Your Rubric

Test rubric.

Review and Revise

Why use rubrics?
Rubrics Provide Timely Feedback
Rubrics Prepare Students to Use Detailed
Feedback
Rubrics Encourage Critical Thinking
Rubrics Facilitate Communication with Others
Rubrics Help Us to Refine Our Teaching Skills
Rubrics Level the Playing Field
REFERENCES:
Stevens, Dannelle D., et al. “Why Use Rubrics?” Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey
Effective Feedback, and Promote Student Learning, Stylus Publishing, Sterling, VA, 2013, pp. 17–28.
Navarro, Rosita L., and Santos Rosita De Guzman. “Process-Oriented Performance Based Assessment32.” Authentic
Assessment of Student Learning Outcomes, Lorimar Publishing, Quezon City, 2013, pp. 32–40.
Mctighe, Jay, and Steven Ferrara. Assessing Learning in the Classroom. Student Assessment Series. NEA Professional Library,
1998.
“Explaining Their Thinking.” Learner Variability Project, https://lvp.digitalpromiseglobal.org/content-area/math-pk-
2/strategies/think-alouds-math-pk-2/summary.
“Types of Rubrics.” Types of Rubrics | Rubrics | Feedback & Grading | Teaching Guides | Teaching Commons | DePaul University,
Chicago, https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/pages/types-of-
rubrics.aspx.
“Explore Brown University.” Designing Grading Rubrics | Sheridan Center | Brown University,
https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/classroom-
assessment/grading-criteria/designing-rubrics.
Brown, Scott Alan. “The Mathematics Learning Log and Its Effects on Mathematics Achievement, Anxiety, and Communication.”
ScholarWorks at Montana State University (MSU), Montana State University - Bozeman, College of Education, Health & Human
Development, 1 Jan. 1995, https://scholarworks.montana.edu/xmlui/handle/1/7400.
Submitted by Kimberly Williams (not verified) on July 22, et al. “Think-Pair-Share: Classroom Strategy.” Reading Rockets, 2 Mar.
2022, https://www.readingrockets.org/strategies/think-pair-
share#:~:text=Think%2Dpair%2Dshare%20(TPS,2)%20share%20ideas%20with%20classmates.