Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan
S.Y. 2022-2023

Written Report in Assessment in

Learning 2

Submitted by:

Clarissa Mae Cayabyab

Joan Marie Purganan
BEE-EGE III-1

Submitted to:

Mr. Peter Pat-Rick B. Miguel

Instructor

October 25, 2022

What and Why Performance Assessment UNIT II: A

I. UNIT/ TOPIC/ SUBJECT MATTER

Unit II: Unit 4: Communicating Authentic Assessment Result

Topic: C. Grading and Report
3. Verbal descriptors
Checklists

II. OBJECTIVES

At the end of the discussion, the student will be able to

a. define the Verbal descriptors and Checklists;

b. Understand the Verbal descriptors and Checklists in creating right grading methods
c. To help the students become familiar the terms of Verbal descriptors and Checklists

III. INTRODUCTION

A reliable grading system needs to assess that students have been adequately instructed in
appropriate methods and skills required to meet the criteria set by it. Verbal descriptors, along with
intended learning outcomes and formal and informal feedback, are cornerstones in helping to articulate
students’ learning and progression and are also helpful to external stakeholders such as potential
employers. An assessment and its intended learning outcomes should therefore be designed and
written with grade descriptors in mind and, in turn, the language and terminology used in grade
descriptors should be consistent with that used in any feedback given to a student on their
performance.
Checklists are assessment tools that set out specific criteria, which educators and students may
use to gauge skill development or progress. Checklists have the objective of overseeing tasks or
projects and ensuring nothing important is forgotten during execution. This way, you don't omit
anything that might end up compromising your results. Additionally, they ensure activities are
completed in orderly, organized fashion.

IV. BODY

Verbal descriptors are grading criteria. These are created to know how to label thegrades of
the students may it be for percentage grading or output grading.
You can make one of your own for basis. To make one you have to know the grades ofthe output of
your students or their percentage grade. You can also create a criteria ifyou already have a right
expectation (Expected grades to have for the students.

PANGASINAN STATE UNIVERSITY 2

What and Why Performance Assessment UNIT II: A

This is an example of verbal descriptor

In verbal descriptor or in criteria, per labels should be described. Review andrevise to ensure
appropriateness and relevance of the created criteria

There is a variety of checklist. Checklist for exams, outputs to be finished in a certainweek,

checklist for portfolio. This topic is about grading checklist. In other words“rubrics”. Rubrics is a
grading guide. It contains specific explanations what to put in your output.
A checklist is the least complex form of scoring that examines the presence or absence of specific
elements in the product of a performance. All elements are generally weighted the same and the
gradations in quality are typically not recognized.

The purpose of checklists, rating scales and rubrics is to:

 provide tools for systematic recording of observations
 provide tools for self-assessment
 provide samples of criteria for students prior to collecting and evaluating data on their work
record the development of specific skills, strategies, attitudes and behaviours necessary for
demonstrating learning
 clarify students' instructional needs by presenting a record of current accomplishments

V. CONCLUSION

Verbal descriptors are an essential tool in helping students to understand the marks that they
have been awarded and why they have been awarded them. They also help inform what students need
to do in order to achieve higher marks in future assessment. The language used in grade descriptors
therefore needs to be clear, consistent, helpful and unambiguous. Without a verbal descriptor, it is
impossible for a person to know the currentlevel of a grade. Verbal descriptor is needed for someone to
know the label oftheir grade, if they passed or not, if their grade is excellent or average

PANGASINAN STATE UNIVERSITY 3

What and Why Performance Assessment UNIT II: A

Checklists usually offer a yes/no format in relation to student demonstration of specific criteria.
This is similar to a light switch; the light is either on or off. They may be used to record observations of
an individual, a group or a whole class. In this case checklist is a guide for grading. It give certain
explanations what toput in your output so that you will be graded right.

VI. REFERENCES

Wakelin, R. (2022). Assessment Grading Tools. Retrieved from

https://www.algonquincollege.com/profres/evaluating-learning/assessment-criteria/?
fbclid=IwAR3pPemx2kPiWkvumGZcYGtfTOHqk7RbeUJOFod5G-ppzsqFMjLa1dx9zLc
Alberta, A. (2005). Assessment. Retrieved from
https://www.learnalberta.ca/content/mewa/html/assessment/checklists.html?
fbclid=IwAR1X9yhBh0xwLfGmB-5XTX5hb-RxXJxZ9WKltvlLy2y4puzLLUOfi6phaRM
Owens, J. (2020). Framework for the Design and Use of Grade Descriptors. Retrieved from
https://www.staffnet.manchester.ac.uk/tlso/policy-guidance/assessment/practice-of-
assessment/gradedescriptors/?
fbclid=IwAR3ZUGokvK8icfl_LFIz0wqRewyGIwJgVzwA9FECcHv7iZYNJBdG8qF5IKU

PANGASINAN STATE UNIVERSITY 4