QUIRINO STATE UNIVERSITY

Zamora, Cabarroguis, Quirino Teacher Education

Good day everyone! We are now in the midterm period of our course Assessment of Learning
2. Hope you will enjoy reading our lessons and doing the activities. Let’s Go!

Module 2. Authentic Assessment and Assessment of Process and Product

Learning Outcomes

At the end of the module students are expected to:

1. Demonstrate understanding of authentic assessment by comparing from traditional

ones and adapting authentic assessment tools,
2. Formulate process and product-oriented learning competencies and design
tasks/activities,
3. Create samples of process and product-oriented assessment rubrics for evaluation.

Lesson 1 Authentic Assessment: Meaning, Characteristics and Practices

Learning At the end of the lesson students can:
Outcomes • give the meaning and discuss the characteristics, of authentic
assessment,
• identify the phases that an authentic assessment goes through,
• Compare authentic assessment from the traditional one.
Discussion “In recent years, higher education institution in the Philippines have
joined in the internal focus on the need to include in the teaching-
learning process the assessment and documentation of the student
learning outcomes. This focus is in the recognition of the importance
of information on learning in the improvement of the educational
experiences that colleges and universities offer” (Navarro & Santos,
2013, p. 16). This is why, authentic assessment has been pushed
through.

Authentic assessments attempt to demonstrate what a student

actually learns in class rather than the student’s ability to do well
on traditional tests and quizzes. Many have claimed this type of
assessment an excellent means of evaluating a student’s knowledge
of subject matter.

Characteristics of Authentic Assessment

1. Authentic Assessment starts with clear definite criteria of
performance made known to the students.
2. Authentic Assessment is a criterion- referenced rather than
norm- referenced and so it identifies strengths and weaknesses,
but does not compare students nor rank their levels of
performance.
3. Authentic Assessment requires students to make their own
answer to questions rather than select from given options as in
multiple choice items, and requires them to use a range of
higher order thinking skills (HOTS).
4. Authentic Assessment often emphasizes performance and
therefore students are required to demonstrate their knowledge,
skills or competencies in appropriate situations. Authentic
assessment does not rely on ability to recall facts or memorize
details, instead students are asked to demonstrate skills and
concepts they have learned
5. Authentic Assessment encourages both teacher and students to
determine their rate of progress in cooperatively attaining the
desired student learning outcomes.
6. Authentic Assessment does not encourage rote learning and
passive taking of test; instead, students are required to
demonstrate analytical skills, ability to integrate what they
learn, creativity, and ability to work in group, skills in oral and
written communications. In brief, authentic assessment values
not only the finished products which are the learning outcomes,

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but also the process of learning.
7. Authentic Assessment changes the role of students as passive
test takers into active and involve participants in assessment
activities that emphasize what they are capable of doing instead
of taking test to measure students’ skills or retained facts has
come under scrutiny because of the limitation encountered in
determining the students’ capability to utilize their knowledge
and skills in work and professional practice.

Phases of Authentic Assessment

1. Identifying the most important knowledge and skills that
students should be able to demonstrate as a result of their
learning activities.
2. Determining the criteria and standards of outcomes
performance and the acceptable evidence that may be
presented as proof of outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate
the attainment of the desired student learning outcomes.
4. Measuring the extent at which the student is attaining the
desired learning outcomes.
5. Interpreting the assessment results and evaluating whether
they indicate attainment of the desired outcomes and utilizing
them for continuous improvement.

Phase
IV

Basic Difference Between Traditional Assessment and

Authentic Assessment

Attributes Traditional Authentic

Assessment Assessment

1. Action/options Selecting a response Performing a task

2. Setting Contrived/ imagined Simulation/ Real-Life

3. Method Recall/ recognition Construction/

applications

4. Focus Teacher –structured Student- structured

5. Outcome Indirect evidence Direct evidence

Teachers do not have to select which assessment should be used. Take

note that the mastery of skills and knowledge that can be found in
traditional assessment is very important because this will serve as a
foundation that will be used later in demonstrating and performing the

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Zamora, Cabarroguis, Quirino Teacher Education
tasks that students are expected to perform in the real world. In other
words, authentic assessment compliments traditional assessment.

Enrichment Activity 1
Activities • Give five different forms of assessment made by your teacher just
to test how well you have understood the lesson,
• Write a short description on how the given assessment were
performed or done,
• Fill in the table below;

Form of Assessment Description

Activity 2
• Among the assessments that you have written and described,
which do you think is/are the most important?
• If you are trying to make an assessment to your students, what do
you prefer? Why?
• If you are going to classify these assessments, what kind of
assessment will you refer to?
• Can you give at least two salient points why should this assessment
be used?

Exercise 1
Determine whether each of the following assessment
activities/strategies is traditional or authentic:

1. Drawing the parts of the microscope

2. Writing the multiplication tables 8, 9, 10
3. Submitting report on observations about butterflies in a field trip
4. Interviewing the barangay chairman about the problems of the
community and reporting on the findings
5. Providing answers to an enumeration assignment

Lesson 2 Authentic Assessment Tools

Learning At the end of the lesson students can:
Outcomes • demonstrate understanding of authentic assessment by adapting
authentic assessment tools
• identify and apply the different tools in an authentic assessment.
Discussion If we want students to develop such competencies as examining,
understanding, creating, and evaluating information, we must be
able to assess the aforementioned skills in appropriate settings and
context.
Authentic assessment makes use of three modes of assessment:

• Observations which include date and information that the

teacher collects from daily work with students.
• Performance samples which are tangible results that
demonstrate student achievement.
• Tests and measures of student’s actual performance at a
specific place and time.

I. Observations-Based Assessment Tools

To make observation-based assessment efficient and impartial, Diane

Hart (1994) suggested the following guidelines:

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1. Observe not only one but all the students.
2. Observation must be as frequent and as regular as possible.
3. Observations must be recorder in writing.
4. Observations should cover both routine and exceptional
occurrences.
5. Reliability of observation records is enhanced if multiple
observations are gathered and synthesized.

Developmental checklist is an observation tool which requires

the teacher recorder to describe the traits or learning behaviors
being assessed. When used regularly during the school year,
developmental checklists give a moving picture of the student’s
progress towards the desired competencies.

Example of individual developmental checklist

Name: Year: Section:

A. Oral Communication
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in Speaks Volunteers
hesitation complete extemporaneously to
sentence participate
Date: in speaking
Date : Date: activities

Date:

B. Written Communication
Stage 1 Stage 2 Stage 3 Stage 4
Writes with Write with some Writes with Submit essays
difficulty improvement correct grammar and reports
and syntax
Date: Date: Date: Date:

Example of Group Developmental Record Sheet

For student teachers with major in Mathematics
Prepares Writes Motivates Students
Name lesson plan outcome class and actively
before based sustains participate in
teaching objectives interests class
activities
Bernal, J.
Cruz, R.
Davila, S.
Fernan, G.
Juan, W.

The Interview sheet 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 student’s answers.

6. Performance Sample Assessment Tools

Portfolio is a systematic collection of learner work (such as written

assignments, drafts, artwork, and presentations) that represents
competencies, exemplary work, or the learner’s developmental
progress. It can be as simple as folder of these pieces of evidence, as
fancy as a neat scrapbook containing evidence of a student’s
accomplishments, written works and pictures of the student’s
activities and accomplishments.

The portfolio serves the following purposes:

a) The teacher can assess the growth and development of the

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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.

What can be included on a portfolio?

• Essays
• Video tapes
• Audio tapes
• Art works
• Pictures
• Group/individual reports
• Graphs/charts
• Compact disks
• Field reports
• Case analyses

II. Performance Assessment Tools

Student achievements at specific place and time are actual student

performance that deserve to be assessed. One of the most frequently
used measurement instruments is the checklist. A performance
checklist consists of a list of behaviors that make up a certain type of
performance (e.g. using a microscope, preparing a letter, solving
mathematics problem/performance, etc.)

Example:
Performance Checklist in Solving a Mathematical Problem
Behavior:

______1. Identifies the given information

2. Identifies what is being asked
3. Uses variables to replace the unknown
4. Formulates the equations
5. Performs algebraic operations
6. Obtains an answer
_______7. Verifies if the answer is correct

Enrichment Activity 1
Activities Situation: Assuming that your research students are proposing their
study and you are one of the research panels.

What to do:
• Make your own checklist about the researcher’s presentation
highlighting certain attributes which you think important (e.g.
clarity of presentation) and with a rating from 1-5. Follow the
template presented below.
• After which, make at least 7 guide questions for your research
proposal interview.

Rating
Attributes
5 4 3 2 1
#1
#2
#3
#4
#5

Activity 2
• How do you find the activity?
• Do you find difficulty in making your own checklist?

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Zamora, Cabarroguis, Quirino Teacher Education
• Is there a need to make a checklist every time you grade your
students’ output? Why?

Exercise

Explain each of the following by representing an example

1. observation-based assessment tools
2. performance sample assessment tools
3. actual performance assessment tools

Lesson 3 Process -Based Assessment

Learning At the end of the lesson, students can:
Outcomes • Formulate process-oriented learning competencies.
• Describe process-oriented performance-based assessment.
• To design a process-oriented learning activity and create a scoring
rubric to evaluate them.
Discussion This lesson will direct you on how to write a process-oriented learning
competency, design a process-oriented performance- based activity
coupled with authentic assessment like scoring rubrics.

Formulation of Process Oriented Learning Competencies

1. Browse the K to 12 Curriculum Guide and focus on your area

of interest.
2. Identify what grade level and topic to work on.
3. Think about an activity you want your students to do based on
the topic that you’ve chosen in order to develop a particular skill
on them.
4. Determine the processes that your students will have to go
through in order for them to develop their knowledge, skill and
attitude.
5. Try combining those skills in order for your students to
perform a particular task.
6. Write a draft of it.
7. Continue to enhance the first draft of the competency you want to
target for your students.

It is important to assess students’ learning not only through their

outputs or products but also the processes which the students
underwent in order to arrive at these products or outputs. Learning
entails not only what students know but what they can do with what
they know. It involves knowledge, abilities, values, attitudes and habits
of mind that affect academic success and performance beyond the
classroom. Competencies are defined as groups or clusters of skills and
abilities needed for a particular task. The objectives focus on the
behaviors which exemplify “best practice” for the particular task.
Such behavior ranges from a “beginner” or novice level up to the level of
expert.

Examples of process-oriented learning competencies are:

1. Create a brochure in order to spread awareness about Covid19
virus and its disease.
2. Deliver a persuasive speech before a class.

In creating a brochure, the students have to develop skills on gathering

data or researching, manage the data to be included in the brochure,
writing skills, skills in design and layout. Also, this is a group work so
they will also develop their collaboration skills, communication skills
and technology skills which are the 21st skills needed by the students
in the 21st century education.

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In delivering a persuasive speech before a class, students will be
developing skills on using appropriate voice quality, skill in hand
gestures, establishing rapport with the audience, facial expression,
skills in pronunciation and proper diction. You were able to identify two
topics based on your discipline and have already written learning
competencies for identified topics.

Now, think of an activity that would highlight the competencies to be

evaluated. Identify an activity that would entail more or less the same
sets of competencies. Find a task that would be interesting and
enjoyable for the students. When designing a task, see to it that what
you are trying to target are the competencies that you set at the
beginning of the lesson through an activity.

With your previous knowledge on the taxonomy of objectives, identify

what task will be given to your learners. If it is a group work activity,
determine the tasks and distribute to the members of each group.

For example, if the activity that you want your students to do is to

create a brochure as your learning competency. You need to identify
the researchers of the group who will take charge of the relevant and
correct information to be included in the brochure, a writer who will be
writing articles for the brochure, a lay out artist for the proper
placement of written article, and a designer for color blending and
proper placement of articles and graphics.

Each task should be given instruction on what to do and what output

to contribute to the group for the creating of the final output. This is
what we called “Scaffolding”. Learners will be properly guided if we give
them correct Scaffolds that they can use as guide in the process of
creating the output.

Task designing should be connected with your learning competencies

that you want to evaluate and develop for your learners. This is to see
to it that each learner will become an active member of the group, and
will develop accountability and responsibility through the given task.
This will also ensure proper monitoring of progress of the learners.
Enrichment Activity 1
activities Using the K to 12 Curriculum Guide as your reference, determine at
least two topics in your area of specialization and formulate process-
oriented learning competencies of each of the topics.

Reflection
Write a short reflection about your learning on this lesson.

Activity 2
Think of an activity that would highlight the competencies to be
evaluated.
Identify an activity that would entail more or less the same sets of
competencies.
Find a task that would be interesting and enjoyable for the students.

Questions to work on:

1. Have you already thought of an activity from the two identified

topics in the K to 12 Curriculum Guide based on your discipline?
2. Where you able to identify activity? Kindly describe the activity
identified and explain how the students will have to go through
about the said activity?
3. Have you or your students determine the task to be performed?

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Exercise

Now after your analysis on the topics you’ve chosen and after
formulating learning competencies based on the topics. You will now
decide what activity to give to your learners.

Identify the tasks for each learner if it is an individual activity and for
each of the members of the group if it is a group work or collaborative
learning. Make sure that the instruction is clear for every task so each
learner should be guided. Make scaffolds to guide learners on the right
direction as they create the desired outputs, outcome or performance .

Lesson 4 Product-Based Assessment

Learning At the end of the lesson, students can:
Outcomes • give meaning of product-oriented assessment of student learning
• express the significance of product-oriented performance-
based assessment

Discussion Performance assessments are very effective for measuring the process
and products involved with student achievement. Also referred to as
authentic assessment or alternative assessment. Performance-based
tasks require performance- based assessments in which the actual
student performance is assessed through a product, such as a
completed project or work that demonstrates levels of task
achievement.
Product-Oriented Assessment

• A product refers to something produced by students providing

concrete examples of the application of knowledge.
• A product is the output/outcome in performing a task which is
concrete or real and can be assessed.
Performance assessment of process and product refers to the on-the-
spot evaluation of performance behavior of the student to determine
his interest and willingness to perform the task. The quality of the
product depends on the performance of the student to perform.
Student products provide tangible indicators of the application of
knowledge and skills. Many educators believe that product
assessment is especially “authentic” because it closely resembles the
real work outside of school.
Learning Competencies

• Target tasks can also include behavior expectations targeting

complex tasks that students are expected to achieve.

• Products can include a wide range of student works that target

specific.

There are ways to state product-oriented assessment competencies:

1. (Beginner). Does the finished product illustrate the minimum
expected parts?

2. (Skilled level). Does the finished product or project contain

additional parts and function on top of the minimum requirements
which tend to enhance the final output?
3. (Expert level). Does the finished product contain basic minimum parts
and function, have additional features on top of the minimum and is
aesthetically pleasing?

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Task Designing

The design of the task in this context depends on what the teacher
desires to observe as outputs of the student.
Complexity- within the range of ability of the students.
Appeal- interesting enough so that students are encouraged to
pursue the task to completion.
Creativity- lead the students into exploring the various possible
ways of presenting the final outcome.

Goal- Based-project is produced in order to attain learning objectives.

Suggestions for Designing Performance Tasks

Linn (1995) suggested ways to improve the development of task:
1. Focus on learning outcomes that require complex cognitive skills
and students’ performances.
2. Select or develop tasks that represent both the content and the
skills that are central to important learning outcomes.
3. Minimize the dependence of task performance on skills that are
irrelevant to the intended purpose of the assessment task.
4. Provide the necessary scaffolding for students to be able to
understand the task and what is expected.
5. Construct task direction so that the student's task is clearly
indicated.
Clearly communicate performance expectations in terms of the scoring
rubrics by which the performance will be judged.

Enrichment
activities Activity 1. In this activity, you are required to elaborate your answer
on the question below.
Enumerate and explain the strengths (3) and weaknesses (3) of
product - oriented assessment.

Strengths

1.

2.

3. ___________________________________________________
___________________________________________________
___________________________________________________

Weaknesses
1.

2.

3. _______________________________________________
_______________________________________________
_______________________________________________
Activity 2.
In this activity, you are required to identify the nature of product-
oriented assessment and create a spider map organizer.
(Spider Map’s purpose is to define a main topic with specific

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descriptive connections.)

Product-
oriented
Assessment

Activity 3
Identify different product-oriented assessment used in the classroom.
Follow the instruction below.
• Make a list of product-oriented assessment used by your former/
present teachers/instructors/professors.

• Describe how each task was implemented inside the classroom

including your personal observation.

Product-oriented Description Observation

assessment

Activity 4. Designing a Performance Task. In this activity, you are

expected to create a task design for product-oriented assessment for a
learning competency of your choice. Do the following steps:

a) Have a copy of the K to 12 curriculum guide of your specialization.

For BEED-Generalist students, you can choose any subject.
b) Select a learning competency that will serve as a basis in the
creation of your task design. For BEED- Generalist students,
select competencies from Grades 1 to 6. For BPE and BSED
students, select competencies from Grades 7 to 12.
c) Write a sample task design.
d) Ask your course facilitator regarding the submission of your task
design.

Activity 5. Scan/recall some tasks/projects/output given to you by

your teacher and answer each question below. You are required once
again to elaborate your answer.

1. What did the task/project/output require you to do?

2. In what ways did the task/project/output enable you to show
what you know and can do?
3. In what ways did the performance inhibit what you know and can
do?

Exercise

The first step in developing product-oriented assessment involves

determining which concepts, knowledge, and/or skills should be
assessed. With this, you need to know what type of decisions will be
made from the given assessment.

In the template below, identify a product-oriented performance and

formulate competencies in defining the purpose of the assessment.

Orientation Topic General Specific Expected

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Competency competency performance

Product

Lesson 5 Designing Rubrics for Assessment

Learning At the end of the lesson the student can:
Outcomes • write samples of assessment rubric
Discussion Integrating assessment methods throughout the learning cycle engages
students and enhances teaching and learning. In this module, students
will explore ways to make assessment part of the teaching and learning
cycle in your classroom.

Assessment purposes

• Gauge student needs

• Encouraging collaboration and self-direction
• Monitoring progress
• Checking understanding and encouraging metacognition
• Demonstrating understanding

Before designing a rubric for assessment ask five simple questions: 1)

Do the criteria and tools cover the classroom performance areas most
connected to student outcomes? 2) Do the criteria and tools set high
performance expectations for teachers, or do they settle for minimally
acceptable performance? 3) Are the performance expectations for teachers
clear and precise? 4) Are the criteria and tools student-centered, requiring
evaluators to look for direct evidence of student engagement and
learning? And, 5) Are the criteria and tools concise enough for teachers
and evaluators to understand thoroughly and use easily?

Reviewing your previous lesson on formative assessment. What is Formative

assessment?
The kind of assessment that occurs before and during a unit of
study is called formative assessment, because it helps to form an
understanding of learning that is in progress.

When do I use formative assessment?

Formative assessment is part of learning and can be embedded during
classroom work. You probably already do formative assessment, but
may not realize it. It includes, for example, observing students, having
students share their work, or reviewing student work. Formative
assessment may be done by teachers as well as students for themselves
and their peers.
Using Rubrics as a tool for formative assessment
A rubric is a versatile and flexible instrument that can support
assessment for all purposes and can be used with many different
methods.
Benefits of rubrics
Rubrics can be used for both formative and summative assessment
students can use rubric as they work on a product or performance to
help them assess their work, and a teacher can use the same rubric to
make a final assessment or grade. Rubrics of 21st century skills can help
students think about their learning processes while they work projects
in order to reflect and set goals.

Other kinds of instruments can be developed from rubrics.

Checklist can be expanded into rubrics, and the highest level of a rubric
can often be made into a checklist. Rubrics can also be modified into

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scoring guides to assign points or grades to final products and
performances.

Students can use rubrics throughout a project or unit for self and peer-
assessment
-Rubrics give students the language and concrete descriptions they need
to assess their own products, performances and processes and to give
feedback to peers.

Rubrics can make instruction more effective. Rubrics set out the
learning expectations for a unit and can be used to plan instruction in
21st century skills. Modeling the behaviors describe in the highest level
of a rubric gives students concrete examples of a skill, and helps them
to self-assess their skills and give their peers good feedback.

Process-oriented assessment is done before, during and after of a

particular activity, which we called assessment timeline. Let’s take a
look in the brochure making activity, the students will have to start
brainstorming about the articles, writings, photos, lay-out that they are
going to make and include in the brochure. First, is the brainstorming
part, you can start using peer and self- assessment which are
considered assessments before the conduct of an activity.

Checklist for Small Group Activity to be used as a peer assessment tool

Not
Criteria Observed Observed

Scoring Rubrics
A rubric is an authentic assessment tool which is particularly useful in
assessing criteria which are complex and subjective. Rubrics can
improve student performance, as well as monitor it, by making teachers'
expectations clear and by showing students how to meet these
expectations. In this lesson, we are going to discuss the features and
steps in creating a rubric and you are also expected to create a sample
rubric for product- oriented assessment. So, let’s get started.
Rubrics are said to be an authentic assessment tool. They are most
helpful when used to evaluate real-life tasks where students are
engaged in solving real-life problems. They are a formative type of
assessment because they are used before, during, and after the learning
process.

Advantages of the Use of Rubrics

• Make expectations clear

• Reduce time spent evaluating
• Easy to use and explain
• Make scoring fair and consistent

Types of Rubrics

Holistic Rubrics

Holistic rubrics ask the evaluator to make a single judgment

about the object or behavior being evaluated. If you are using a 4-point
holistic rubric to evaluate students’ oral presentations, you indicate
whether the presentation is a 1, 2, 3, or 4 based on the level at which

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it meets the described criteria. This is a quick way to provide an overall
evaluation of the presentation. Table 1 presents an example of this
type of rubric.

Analytic Rubrics

Analytic rubrics are used to assess multiple outcomes

simultaneously or for multidimensional outcomes and each dimension
needs to be rated separately, resulting in multiple judgments about an
object or performance. The analytic rubric describes the criteria for
each of the judgments. Analytic rubrics provide more useable data
than holistic rubrics because the criteria provide strengths and
weaknesses and describe the performance at each level in more detail,
thus providing more information on what is lacking in the poorer
performance. Table 2 is an example of an analytical rubric.

Steps in Writing Rubrics

1. Set the Scale

Select a learning outcome from your academic program. Use your
professional judgment to assess student learning on a scale of 1-3,
1-4, 1-5, or 1-X that is appropriate for evaluating the performance.

2. Define the Ratings

Add appropriate descriptors to each number on the scale that you
have identified.
4 = Advanced; 3 = Proficient; 2 = Basic; 1 = Beginning

3. Identify basic descriptions

Add simple descriptions for each number on the scale.
4 – Advanced ability to ;
3 – Proficient ability to ;
2 – Basic ability to ;
1 – No ability to .

4. Descriptions of what performance will look like at each level

4-The student is able to (description of what advanced
performance would look like).
3-The student is able to (description of what proficient
performance would look like) but not yet able to (description
of advanced performance).
2-The student is able to (description of what basic performance
would look like) but not yet able to (description of proficient
performance).
1-The student is unable to (description of desired performance).
Enrichment Activity 1. Interview. You are required to set an appointment with a
activities classroom teacher for an interview (onsite/online). Ask the following
questions:
1. Where do you use the scoring rubrics?
2. What help have scoring rubrics given you?
3. What difficulties have you met in using the rubric?
4. What type of rubric do you use - Holistic or analytic? What is the
difference?
5. Which is easier to use?

Activity 2. In this activity, you are required to elaborate your answer

on the questions below.

1. What benefits have scoring rubrics brought to the teaching-learning

process?
2. To get the most from scoring rubrics, what should be observed in
the making and use of scoring rubrics?
3. Which rubric is easier to use? To construct?

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Activity 3. Creating a Product Assessment Rubric. Create a scoring rubric

from the task formulated in the lesson. Follow the steps presented in
designing a rubric.

Title:

Task Description:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Scale
Score
Dimension

References 1.Cajigal, R.M., Montanio, M.L. and Leus, M.J. (2014). Assessment of
Learning 2. Quezon City, Philippines. Adriana Publishing Co. Inc.

2.Calmorin, L.P. 9(2011). Assessment of Student Learning 2. Sampaloc,

Manila, Philippines. Rex Bookstore Inc.

3.Corpuz, B. (2015). Field Study 5 Learning Assessment Strategies.

Quezon City, Philippines. Lorimar Publishing.

4.Linn, R.L (1999). Educational Measurement. Washington, D.C.:

American Council on Education. The McMillian Book Co.

5.Pacaña, N.R, Coquilla, C.C. (2020). Assessment of Student Learning

2. Quezon City, Philippines.

6.https://www.scribd.com/presentation/269533149/Assessment-of-
Learning-2-Chapter-2-Process-Oriented-Performance-Based-
Assessment

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