Davao Vision

Colleges
Stone rock Village, Catalunan

Grande, Davao City

Tel no. (082) 227-8337/ 09521649654
dvisioncollege@dvci-edu.com

Module 1 and 2

EDUC 9 – COLLEGE OF EDUCATION

Writers:
 Dr.
Nelia R.

Student’s Name: Boquizon Krizzelle Yvonne Batuyong

Course/Strand & Year Level: Bsed English 3rd year
Email Add/Contact #: krizzelleyvonneb@gmail.com 09120074776

Professor: Joy B. Caoile

Facebook: Joy Baltar Caoile
Mobile #09393405883: Email address: joycaoile@dvci-edu.com

MODULE Introduction to Principles of High Quality

1
Assessment and Authentic Assessment

This part of the module will orient the students about their learning outcomes and its
sources, characteristics of good learning outcomes, the different levels of cognitive domains
introduced by Bloom, classification of learning outcomes, and the authentic assessment.
In this module, students are expected to:
• give meaning using their own understanding about Student Learning Outcomes
• identify the sources of expected student learning outcomes.
• explain the characteristics of good learning outcomes
• distinguish from each other the different levels of cognitive domains introduced by
Bloom
• give reason/s why the three classification of learning outcomes must be given
emphasis in learning assessment course
• write samples student learning outcomes in the cognitive, psychomotor, and
affective domains
• give the meaning and discuss the characteristics, of authentic assessment
• demonstrate understanding of authentic assessment by adapting authentic
assessment tools
Lesson 1 Student Learning Outcomes

• Give meaning using their own understanding about Student Learning

Outcomes
Learning
Outcomes • Identify the sources of expected student learning outcomes.
• Explain the characteristics of good learning outcomes

Welcome students! This is the first lesson for this module. In this lesson, we
have to remind that in every course/ subject or learning activity there must
Introductio be a definite guide about what behaviors are expected to be achieved by
n every student during the learning activity and are therefore supposed to
attain success. Thus, all assessment and evaluation activities
should start with the identification and clarification of the student learning
outcome (SLO).
Write 2 examples of student learning outcomes derived from each of the
following sources:
1. Your subject or field of specialization (ask from your major subject
teacher).
2. Five (5) General education basic competencies (accessible from the
internet—CMO-No.20-2013.pdf)
(Activity) 3. Your school’s mission
4. National Competency-Based Teacher Standards (NCBTS)

• Present your answers in tabular form

1. From major subject The learner

teacher should apply
what he or she
has learned to
build something.
2.Five General 1. Higher level of comprehension
education basic (textual, visual, etc.)
competencies.
2. Proficient and effective
communication (writing, speaking, and
use of new technologies.)

3. Understanding of basic concepts

across the domains of the knowledge.

4. Appreciation of the human condition

5.Ability to negotiate the world of

technology responsibly

3.Your school 1. to implement a servant-training

mission program
leaders who make an influence on the
world via academic achievement and a
Biblical worldview
4. NCBTS 1. identify educational reforms that
rationalize the creation of competency-
based standards for teachers.

2. explain the role of competency-based

standards in teachers’ professional
growth and development
 • Identify other sources of student learning outcomes and its role
towards students’ expectation after they graduate.
• Do research about the characteristics of good learning outcomes and
fill in the table “Chunking the Data”.

Important Term Important Concepts/ Ideas

(Analysis) Focus on the application and
integration of the knowledge and
skills acquired in a particular unit
of instruction.
Ex. activity, course program, etc.
learning outcomes should
address what the learner will
know or be able to do at the
completion of the course
Emerge from a process of
reflection on the essential
contents of a course. More
specifically good learning
outcomes. learning outcomes
must indicate how learning will
be assessed. Learning outcomes
should emphasize ways in which
the learner is likely to use the
knowledge or skills gained

Important Generalization Insights Learned

all learners who complete the
activity or course satisfactorily
should be able to demonstrate the
knowledge or skills addressed in
the outcome
The learning outcome should set
a deadline by which the
knowledge or skills should be
acquired. Should be easily
understood by the learner and
should address knowledge and
skills that will be used by the
learner in a wide variety of
contexts.
 Student learning outcomes are statements of the knowledge, skills and
abilities individual students should possess and can demonstrate upon
completion of a learning experience or sequence of learning experiences.
For example, for BS-Math program, the Commission on Higher
Education provided eight (8) learning outcomes which is expected from
the BS-Math graduates (e.g. develop an enhanced perception of the
vitality and importance of mathematics in the modern world including
interrelationships and demonstrate proficiency in problem-solving by
(Abstraction) solving and creating routine and non-routine problems with different
levels of within math and its connection to other discipline.)

The attainment of these learning outcomes should be periodically

assessed by both teacher and students. This could help the students
determine their strength and deficiencies and become active participants
in outcomes attainment.

Sources of Expected Student Learning Outcomes (SLO)

According to Navarro and Santos (2013) as cited from Cartwright,

Weiner & Veneruso (2009), the sources of expected student learning
outcomes are the following:

1. The institution mission statement is a relevant source of student

learning expectation. Public schools and private schools either
sectarian or non-sectarian have their own mission that serves as
their source of learning following their own philosophy.

2. Policies on competencies and standards issued by government

education agencies such as DepEd, TESDA, CHED are prescribed
sources of student learning outcomes.

3. Expected competencies identified by the different professions,

business and industry should be adopted to ensure that graduates
are able to perform as expected in their respective work places
and or professions.

4. The thrusts and development goals of the national government are

useful integration in the identified competencies and expectations
from all sectors of education.

5. International trends and development should also be considered in

identifying and determining student learning outcomes to ensure
the graduates competitiveness in the employment and professional
practice abroad.
 6. It will be enriching if the identified competencies and expectations
of students integrate the basic general education competencies
such as the following competencies by the Montgomery College:

(a) Oral and written communication which includes the ability to

use oral and written language of communication supported by
appropriate technology and enhanced with effective style of
presentation.
(b) Scientific and quantitative reasoning ability which includes
competency in the use of quantitative data, mathematical
procedure and scientific methods of inquiry in decision-
making.
(c) Ability to analyze, synthesize and develop creative solutions
which are the components of higher order thinking skills
(HOTS) or competencies.
(d) Technological competency which involves the ability to use
computer technology in documentation and presentations
appropriate in different academic and professional settings.
(e) Information literacy involves the ability to efficiency locate
and effectively use information from both print and electronic
sources.

Characteristics of Good Learning Outcome

1. Good student learning outcomes (SLO) are centered on the

students, on what the learners are capable of doing, instead of the
teaching technique. The teaching strategy will only be guided by
the desired competencies of the students. For instance, if the SLO
is: “the students can explain and illustrate the patterns or
geometrical figures found in Tinalak (T’boli’s tribal dress)” to
guide the students towards the desired competency the teacher
may use any or all of the following instructional techniques and
activities:

(a) Video presentation of the process of making Tinalak.

(b) Exhibit/gallery walk of the different patterns and geometrical
figures of T’boli.
(c) Field trip to a community in T’boli.
(d) Submission of an short literature on the history of Tinalak.

2. Good learning outcomes are based on the program mission

statement agreed upon by the program faculty in consultation
with other stakeholders like alumni and other professionals. It is
important that the student learning outcome are based on the
issuances from government regulatory agencies like CHED’s
 Policies, Standards and Guidelines on teacher education and
DepEd’s K to 12 Law Enhanced Basic Education in the
Philippines.

3. Good student learning outcomes are very well understood by

both students and faculty. They should be in agreement on the
importance of these competencies which they will cooperatively
develop. Here are suggest steps that teacher and students can
together take in their cooperative monitoring of the progress
towards the desired learning outcomes or skills and
competencies.

H ooking the students to the desired learning outcome

E xploring the experiencing the supporting student activities
A pplying the ideas/knowledge required in contrived, simulated or
real-life situations
R efining, rehearsing, reviewing the target skills/competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply the
learning outcome.

4. Good learning outcomes include a spectrum of thinking skills

from simple to the higher order of application of knowledge and
skills.

5. Good learning outcomes are measurable. Students competencies

should be expressed as transitive verbs and/or action words
which are demonstrable and observable at various levels.

Example:
For K to 12 Grades 3-10 Reading, Mathematics, Language, Science.
Numerical Rating Proficiency Level
1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level

The following are educational objectives for BSEd-Math. For every

educational objective, formulate two learning outcomes.

Educational Learning Outcome

Objective
(Application) 1. Exhibit 1.1 The students can be able to read and
competence in understand middle-level proofs.
mathematical

1.2 The students can be able to write and understand

 basic proof.

Develop and maintain problem-solving skills

concepts and
procedures.

2. Exhibit 1.1 The students can able to competently apply the

proficiency in five interdependent strands of mathematical
relating proficiency to mathematical investigation.
mathematics to .
other circular areas
1.2 The students can able to adaptive
reasoning.

 strategic competence in planning effective

instruction and solving problems that arise
during instruction;

Congratulations, you have just finished lesson of this module.

Perhaps, if you are in the real world of teaching, you have now the idea
how to make student learning outcome that is align to the program
objective given by respective regulatory agencies.
The next lesson would be about Three Types of Learning. You are
expected to have some research works about this topic and prepare for
individual presentation. Thank you.
(Closure)

Lesson 2 Three Types of Learning

Learning Outcomes • Distinguish from each other the different levels of cognitive
domains introduced by Bloom
• Give reason/s why the three classification of learning
outcomes must be given emphasis in learning assessment
course
• Write three (3) samples student learning outcomes in the
cognitive, psychomotor, and affective domains
Introduction Welcome back! You are now in your second module. In this lesson,
it is emphasized that learning can be achieved in different forms. In
order to cater the different forms of learning, Benjamin Bloom and a
committee of colleague in 1956 identified three domains of
educational activities namely: cognitive, affective, and psychomotor.
This three terms found to be generic or too technical for practicing
teacher and so the domains were translated to simpler terms
commonly used by teacher: knowledge, skills and attitudes (KSA).
Let’s get Started! Bloom together with his colleague, emphasized the three educational
objectives or domains in order to cater the different types of
learning. These are cognitive, affective, and psychomotor.

Cognitive—referring to mental skills Affective—

referring to growth in feeling or emotion, and
Psychomotor—referring to manual or physical activities.

Direction:
(Activity)
Considering the activity in your first module, (Write 2 examples of
student learning outcomes derived from each of the following
sources), try to distinguish what domain is being highlighted from the
given student learning outcomes. Fill in the template (table) that is
presented below.

CHED - Understand and apply social science concepts and theories to

the analysis of social issues
DOMAIN- To promote equitable access and ensure quality and
relevance of higher education institutions and their programs.

DepEd - to provide guidance on the assessment of student learning and

on the grading scheme to be adopted this school year ensuring teaching
and learning continuity safety, and wellbeing of its learners, teachers,
and personnel, this mechanism is being issued to the field to assess
learning in the new normal situation.
DOMAIN-Planning and management of teaching and learning process.

Gen Ed competencies - ORAL COMMUNICATION Students speak

clearly and effectively for a variety of audiences and purposes.
QUANTITATIVE REASONING Students use quantitative reasoning
to analyze problems and identify solutions.
TEAMWORK – Students work effectively in teams.

DOMAIN- Communication Skills · Critical Thinking Skills Gather,

analyze, synthesize, evaluate and apply information for the
 purposes 
• What kind of words that are being used at the beginning of the
student learning outcome?
• Are there no restrictions upon using that word?
(Analysis) • Is there a need to arrange the said learning outcomes in
hierarchical order? Why do you think so?
Believing that there were more than one (1) type of learning,
educational objectives have been identified and emphasized. The
domains introduced by Bloom together with his colleague are being
organized into categories or levels and arranged in hierarchical order
from the simplest behavior to most complex behavior. In order to
ensure that the learning outcomes are specific, measurable,
attainable, relevant, and time-based, the outcomes were stated as
concrete and active verbs. In mid-nineties, a former student of
Bloom, Lorin Anderson, reviewed the cognitive domain objectives,
and effected some changes. The most prominent of these are (a)
changing the names in the six subdivisions from noun to verb and (b)
slightly re- arranging the order.
(Abstraction) • Domain 1: Cognitive (Knowledge)
• Domain 2: Psychomotor (Skills)
• Domain 3: Affective (Attitude) (Please see attached
table)

Direction: Using the indicated topic or subject matter, write learning

outcomes for each of the three domains arranged from the simplest to
the most complex level or category.

1. Cognitive: Topic—Water Cycle

1.1 Remembering
- Identify the process of water cycle
1.2 Understanding
- Explain the circular cycle of evaporation
(Application)
condensation and precipitation
1.3 Applying
- Demonstrate the cycle at global to local scales
1.4 Analyzing
- Differentiate the evaporation condensation and
precipitation
1.5 Evaluating
-Critique the following process of water cycle
1.6 Creating
- Construct a process of water cycle using the illustration
board and arts materials
2. Psychomotor: Topic—Table Setting
2.1 observing
- watch a more experienced person doing the
 table setting
2.2 imitating
- the learner is observed and given direction and
feedback on table setting
2.3 practicing
- the learner performs the entre sequence of table setting
repeatedly
2.4 adapting
-create centerpiece as additional set-up for the
table

3. affective: Topic—Developing and Nurturing Honesty

3.1 receiving
- describe the word honesty
3.2 responding
- Higher level of comprehension (Textual, Visual,
Etc.) Proficient and Effective Communication
(Writing, Speaking and use of new
technologies.)
discuss how to develop and nurture honesty.
3.3 Valuing
- Share insights about honesty
3.4 Organizing
- Integrate honesty vin real life.

3.5 Internalizing
- Perform honesty

Congratulations, you have just finished another lesson. Perhaps, you

have now an idea how to cater the different types of learning through
the help of instructional objectives from the three different domains.
The next lesson would be about Authentic Assessment. You
are expected to have some research works about this topic and
prepare for individual presentation. Thank you.

(Closure)

Lesson 3 Authentic Assessment:

Meaning, Characteristics and Practices
Learning Outcomes
Give the meaning and discuss the characteristics, of authentic assessment.

Introduction You are now in the third lesson of Module 1 in the Assessment of Learning 2
course. You will study about authentic assessment and its characteristics. In
addition, you will identify the phases that an authentic assessment goes
through. And lastly, you will compare authentic assessment form the traditional
one.
• Give five different forms of assessment made by your teacher just to test
how well you have understood the lesson.
• Make a short description on how the given assessment were performed
or done. Fill in the table below
Form of Assessment
Description
Summative Assessment The summative assessment is to evaluate student
(Activity) learning at the end of an instructional unit by comparing
it against some standard or benchmark.
Formative Assessment Formative assessment refers to a wide variety of methods that
teachers use to conduct in process evaluations of student
comprehension, learning needs and academic progress during
a lesson, unit, or course.
Diagnostic Assessment This method allows instructors and students to chart their
learning progress by comparing pre- and post-tests results.
Performance-Based It is measures student ability to apply the skills and
Assessment knowledge learned from a unit or units of study.
Written and Oral Assessment Refers to any assessment of student learning that is conducted
by the spoken word. 
• Among the assessments that you have written and described, which do
you think is/are the most important?
- Summative assessment is the most crucial assessment since it
determines whether or not the learners are ready to go on to the next
lesson or chapter of their study.
• If you are trying to make an assessment to your students, what do you
prefer? Why?
(Analysis) -Written assessments especially the multiple choice format are often
preferred because students think they reduce stress and test anxiety and
are easy to prepare for and to take.

• If you are going to classify these assessments, what kind of assessment

you are referring to?
- my prefer is formative assessment

• Can you give at least two salient points why should this assessment be
used?
- Assessment is an integral part of instruction as it determines whether or
not the goals of education are being met. Assessment affects decisions
 about grades, placement, advancement, instructional needs curriculum and
in some cases funding.

“In recent years, higher education institution in the Philippines have joined in
Abstraction 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
{INCLUDEPICTU in the recognition of the importance of information on learning in the
RE \d improvement of the educational experiences that colleges and universities
offer” (Navarro & Santos, 2013, p. 16). That is why, authentic assessment has
"https://encr ypted-
been pushed through.
tbn0.gstatic.
com/images?q= Authentic assessments attempt to demonstrate what a student actually learns in
tbn:ANd9GcQ- class rather than the student’s ability to do well on traditional tests and quizzes.
tq7MiMsN05wwd Many have claimed this type of assessment an excellent means of evaluating a
8xzkOaaHmJcFk student’s knowledge of subject matter.
qVf90uQA&usqp
=CAU" \* Characteristics of Authentic Assessment
MERGEFORMATI 1. Authentic Assessment starts with clear definite criteria of performance
N made known to the students.
ET } 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, but also
the process of learning.
7. Authentic Assessment changes the role of students as passive test
takers into become active and involve participants in assessment
activities that emphasize what they are capable of doing instead
test to measure students’ skills or retained facts has come under
scrutiny because of the limitation encountered in determining the
students’ capability to utilized 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
 Basic Difference Between Traditional Assessment and Authentic
Assessment

Attributes Traditional Assessment Authentic 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 be serve as a
foundation that will be used later in demonstrating and performing the
tasks that students are expected to perform in the real world. In other
words, authentic assessment compliments traditional assessment.

Direction: Determine whether each of the following assessment

activities/strategies is traditional or authentic:

1. Drawing the parts of the microscope

(Application) - Authentic Assessment

2. Writing the multiplication tables 8, 9, 10

 - Traditional Assessment

3. Submitting report on observations about butterflies in a field trip

- Authentic Assessment
4. Interviewing the barangay chairman about the problems of the
community and reporting on the findings
- Authentic Assessment
5. Providing answers to a enumeration assignment
- Authentic Assessment
Congratulations, you have just finished another lesson. Perhaps, you
have now the idea about the salient features why authentic assessment be
used in assessing students’ learning.

The next lesson would be about Tools used in Authentic Assessment.

(Closure) You are expected to have some research works about this topic and
prepare for possible questions next meeting. Thank you.

Lesson 4 Authentic Assessment Tools

Learning
Outcomes Demonstrate understanding of authentic assessment by adapting authentic
assessment tools
You are now in the last lesson of Module 1. You will study and apply the
different tools in an authentic assessment. You will be given examples of
tools that makes use of three modes of assessment namely: observations,
performance samples, and actual performance.
Situation: Assuming that your research students are proposing their study
and you are one of the research panels.

What to do:
(Activity)
• Make you 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.

Attributes Rating
 5 4 3 2 1

#1
Uniqueness
of the
presentation

#2 Clarify
of the
presentation

#3 Be
Detailed of
the Topic

#4
Excellent of
the
presentation

#5 Creative
and Neat
• How do you find the activity?
Little bit difficult
• Do you find difficulty in making your own checklist?
Yes, in create my own Checklist
(Analysis) • Is there a need to make a checklist every time you grade your
students’ output? Why?
Yes , So my students meets may standards.
 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:

I. Observations-Based Assessment Tools

(Abstraction) To make observation-based assessment efficient and impartial, Diane

Hart (1994) suggested the following guidelines:

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

• Observations which include date and information that the

teacher collects from daily work with students.
- Observational assessments involve obtaining evaluative information
through direct observation. Although observational assessments could
potentially be used in any domain, they most often are used for behavior
social-emotional functioning and language.
Ex.
 checklists
 co-constructed criteria
 anchor charts
 portfolios
 conferring
 interviews to probe student thinking;
 self-assessments
 student goal setting
 running record

• Performance samples which are tangible results that

demonstrate student achievement.
-Performance-based assessment is conducted by listening to observing
and talking with students as they complete these tasks. It is an ongoing
process that helps teachers uncovers a student 's ability to think and
reason. Teachers are able to adapt their own practice according to the
student performance.
Ex. of performance assessments include composing a few sentences in an
open-ended short response, developing a thorough analysis in an essay,
conducting a laboratory investigation, curating a portfolio of student
work, and completing an original research paper.

• Tests and measures of student’s actual performance at a

specific place and time.
- Direct observation of actual performance is a type of data collection in
which the observer watches and records real world behaviors and results.
It can involve qualitative measures which are not measurable numerically
and quantitative measures which are numerically measurable.

Examples are think-aloud, self/peer assessment checklists or surveys,

learning logs, and individual or pair conferences.

Name: Year and Section:

ORAL COMMUNICATION
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in Speaks
hesitation complete extemporaneously Volunteers to
sentence participate in
speaking
Date: Date : Date: activities Date:

WRITTEN COMMUNICATION
Stage 1 Stage 2 Stage 3 Stage 4

Writes with Write with Writes with correct Submit essays

difficulty some grammar and and reports
improvement syntax

Date:
Date: Date: Date:
Example of Group Developmental Record Sheet

For student teachers with major in Mathematics

Prepares Writes Motivates Students
lesson plan outcome class and actively
Name
before based sustains participate
teaching objectives interests in class
activities

Bernal, J.

Cruz, R.

Davila, S.

Fernan, G.

Juan, W.

Example of Observation Checklist

The Interview sheetis 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.

Personality Development Interview Sheet

 II. Performance Sample Assessment Tools

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

assignments, drafts, artwork, and presentations) that competencies,
exemplary work, or the learner's developmental pr 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:

represents
(a) The teacher can assess the growth and development of the ogress. It
students at various levels.
(b) Parents are informed of the progress of their children in
(c) Instructional supervisors are able to evaluate the strengths
and weaknesses of the academic program.

What can be included on a portfolio?

school.

Essays Video tapes

Audio tapes Art work

Conference note Group reports

 Pictures Compact disk

Graphs/chart Field reports

III. 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
measurements 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
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
Direction: Explain each of the following by representing an example
1. observation-based assessment tools
2. performance sample assessment tools
(Application) 3. actual performance assessment tools
Congratulations! You have completed the entire module 1. Always
remember that in a teaching-learning process, consider first the student’s
learning outcomes. These outcomes must cater all the three domains of
(Closure) learning. In order to realize the learning objectives, do not forget to
conduct assessment for you to monitor student’s learning progress. I think
you are now ready to proceed to other forms of assessment in the next
module.
(Attached table for Lesson 2)

Domain 1: Cognitive (Knowledge)

Category/Levels Outcome verb Learning Outcomes

1.1. Remembering: recall of
previous learned
information
1.2 understanding:
comprehending the meaning
translation and interpretation of
instructions; state a problem in
one’s own word
1.3 applying: using what was
learned in the classroom into
similar new situations
1.4 Analyzing: separating
materials or concept into
component parts to understand
the whole
1.5 Evaluating: judging the
value of an idea, object, or
material
1.6 Creating: building a
structure or pattern; putting
parts together
Define, describe, identify,
label, match, list, name outline,
recall, recognize, reproduce,
select, state
Distinguish, estimate, explain,
give example, interpret,
paraphrase, summarize
Apply, change, compute,
construct, demonstrate,
discover, modify, prepare,
produce, show, solve, use
Analyze, compare, contrast,
diagram, differentiate,
distinguish, illustrate, outline,
select
Compare, conclude,
criticize, critique, defend,
evaluate, relate, support,
justify
Categorize, combine, compile,
compose, devise, design, plan,
organize, revise, rearrange,
Statements
Identify the parts of speech;
define Pythagorean theorem
Distinguish the Five Postulates
of Euclid; explain the circular
flow diagram as how dollars
flow through markets among
households and firms
Show that tan4 θ + tan2 θ = sec4 θ
- sec2 θ; prepare a halal menu for
one week for a family of five
Compare and contrast the three
versions of Cavite mutiny;
differentiate the parts of a
flower (gumamela)
Justify the famous idea of Rene
Descarte’s “tabula rasa”; critique
a group’s role play of
Generate a plan on how to
eradicate suicidal thoughts;
make a five year school
 generate, modify operational plan

The Categories/Levels of Cognitive Domain Learning Objectives Arranged

Hierarchically

*Adapted from Bloom by Lori Anderson (2000)

Domain II: Psychomotor Skills

In the early seventies, E. Simpson, Dave and A.S Harrow recommended categories for the
Psychomotor Domain which included physical coordination, movement and use of the
motor skills body parts. Development of these skills requires constant practice in accuracy
and speed. Simpson contributed 7 categories, Dave 5 categories and Harrow 6 categories.
They have been re-organized and simplified into 4 categories or levels.

Categories/Levels Outcomes Verbs Learning Outcomes

Statements
2.1 Observing: active mental Watch, detect, distinguish, Watch the folkdance steps of
attention to a physical differentiate, describe, “Sayaw sa Cuyo.”; observe
activity relate, select and read secondary
directions
2.2 imitating: attempt to copy Begin, explain, move, Show understanding and
a physical behavior display, proceed, react, sequence of steps with
show, state, volunteer assistance; recognize one’s
limitations
2.3 practicing: performing a Bend, calibrate, construct, Display mastery on the
specific activity repeatedly differentiate, dismantle, fundamental positions in folk
display, fasten, fix, grasp, dance; manipulate the
grind, handle, measure, mix, different parts of the
operate, manipulate, mend microscope
2.4 adapting: fine tuning the Organize, relax, shorten, Create a modern dance
skill and making minor sketch, write, re-arrange, routine; compose a short song
adjustments to attain compose, create, design, blended with a melody
perfection originate

The Categories/Levels of Psychomotor Domain Learning Objectives arranged

hierarchically

*Simpson, Dave and Harrow (1972)

Taxonomy of the Psychomotor Domain, N. Y: David Mc Kayle

Domain III. Affective (Attitude)

The affective domain refers to the way in which we deal with situations emotionally such
as feelings, appreciation, enthusiasm, motivation, values, and attitude. The taxonomy is
ordered into 5 levels as the person progresses towards internalization in which the attitude
or felling consistently guides or controls a person’s behavior.
Learning Outcomes
Categories/Levels Outcomes Verbs Statements
3.1 receiving: being aware or Select, point to, sit, choose, Name important qualities of
sensitive to something and being describe, follow, hold, identify, an employee; choose a
 willing to listen or pay attention
3.2 responding: showing
commitment to respond in some
measure to the idea or
phenomenon
3.3 valuing: showing
willingness to be perceived as
valuing or favoring certain ideas
3.4 organizing: arranging values
into priorities, creating a unique
value system by comparing,
relating and synthesizing values
3.5 internalizing: practicing value Act, display, influence, listen,
system that controls one’s
behavior that is consisted
pervasive, predictable and
characteristics of the person
The Categories/Levels of Psychomotor Domain Learning Objectives arranged Hierarchicall
name, reply
Answer, assist, comply,
conform, discuss, greet, help,
perform, practice, read, recite,
report, tell, write
Complete, demonstrate,
differentiate, explain, follow,
invite, join, justify, propose,
report, share, study, perform
Arrange, combine, complete,
adhere, alter, defend, explain,
formulate, integrate, organize,
relate, synthesize
discriminate, modify, perform,
revise, solve, verify
principle that fits your being
Write a letter of response to all
mining industries about its effect
to environment; participate in
class discussions and give
expectations
Follow religiously the
mathematical steps presented
to you; justify the decision of a
mother (leaving her sons to
orphanage)
Organize activities that tightens
the bond of the family; relate the
values emphasized in the story of
“The Prince” to your personal
life
Display self-reliance when
asking; value people for what
they are and not for how they
look.

*D.R. Krathwohl, B. S Bloom, B. B Masja (1964) Taxonomy of Educational Objetives: Handbook II- Affective
Domain, New York: David Mackay Co.

MODULE Process Oriented Performance -

2 Based Assessment
Module Overview This module will journey you on how to write a process oriented
learning competencies, design a process oriented performance-
based activity coupled with authentic assessment such as scoring
rubrics.
Module Outcomes 1. Formulate process oriented learning competencies.
2. Describe process oriented performance-based assessment.
3. To design a process oriented learning activities and create
a scoring rubrics to evaluate them.
Lessons in the Lesson 1: Process Oriented Learning Competencies
Module
Lesson 2: Task Designing
Lesson 3: Scoring Rubrics

Lesson 1 Process Oriented Learning Competencies

Learning Outcomes Formulate a process oriented learning competencies

Time Frame 2 sessions

This is the first lesson of Module 2 in the Assessment of Learning
2 course. You will study about process oriented learning
competencies through an activity and you will describe how you
understood it through a reflection. You will also formulate a
process oriented learning competencies from an activity that you
are thinking for your students to do.
 Process Oriented Learning Competencies Formulation
1. Browse the K to 12 Curriculum Guide and focus on your
discipline.
- Elementary
2. Identify what grade level and topic to work on.
- Grade 1 Mathematics
3. Think about an activity you want your student to do based
on the
topic that you’ve chosen in order to develop a particular
skill on them.
- use picture and books
4. Determine the processes that your students will have to go
through in order for them to develop their knowledge, skill
and attitude.
- The students must participate in any activities. Work
by group or individual must be done.
5. Try combining those skills in order for your students to
perform a particular task.
- There are a lot of fantastic photos and books to utilize
in your math class. The topics covered span from
counting to multiplication. Read aloud are excellent for
engrossing children in the math skill being taught.
6. Write a draft of it.
7. Continue to enhance the first draft of the competency you
Activity want to target for your students.
Questions to build up the activity
1. What’s the salient point of the K to 12 Curriculum Guide
based on your chosen discipline?
- Activities based on the grade level of the learner.

2. What grade level you chose to work on and what topic?

- Grade 7 and the topic is Eight Part of Speech
Analysis
3. Do you have an activity in mind where in your students will
do in order for them to develop a particular skill?

4. What processes will the students have to go through in order

to develop their knowledge, skills and attitude?

- The process of three domain which are cognitive,

psychomotor and the affective domain.

5. Have you thought of a task or performance for the

development of the skills of students?
-YES
 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
Abstraction
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 range from a “beginner” or novice level up to the

level of expert.

Example of a 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 lay out. 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.

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.
 It’s Your Turn Activity
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 module.
The learning objectives in process-oriented performance based
Application
assessment are stated indirectly observable behaviors of the
students. Competencies are defined as groups or clusters of skills
and abilities for needed for a. particular task.

The skills that you develop in formulating process oriented learning

competencies will be strengthen as we move on with learning about
task designing. Congratulations for working on it!

Closure

LESSON 2 Tasks Designing

Learning Outcomes Design a process oriented learning activities.

Time Frame 2 sessions

This is the second lesson of Module 2 in the Assessment of
Learning 2 course. After learning how to formulate process
oriented learning competencies, you will have to go back to
Lesson 1 by reviewing what activity/ies you want your learners
to do in order to develop their knowledge, skills and attitude.
You will then have to design the task.
 From Lesson 1, 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.
Activity
Find a task that would be interesting and enjoyable for the
students.

 - The students will create something they like

or love using clay. It can be flower etc.

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?
-yes
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?
- During class, to be precise. The activity is interesting
and students should follow the directions. If they meet
the learning competency they will be scored using
rubrics.
3. Have you or your students determine the task to be
performed?
- Yes, because the instructor has already identified what
Analysis they must do
 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.

Using Taskonomy, you will have to 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

Abstraction 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, will develop accountability and
responsibility through the given task. This will also ensure
proper monitoring of progress of the learners.
 It’s your Turn Activity:
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 an individual activity and

Application 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.

Congratulations for successfully designing a task for your

learners based on your chosen topic. Continue the momentum
until you will be able to complete all the lessons in Module 2.
For take home activity please try to research and read about
authentic assessment using rubrics because that will be the last
lesson for this module.

Closure

LESSON 3 Scoring Rubrics

Learning Create a scoring rubric to evaluate the process of the activities to

Outcomes target the learning competencies.

Time Frame 2 sessions

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.
 World’s Best Chocolate Chips
You will have to work as a group and you will be thinking what
criteria to assess a world’s best chocolate chips. Have three kinds of
chocolate chips that is available in the market. You have to mark the
chocolate chips A, B, & C.
You will using the matrix scaffold below to come up with an
evaluation tool in order to assess the world’s best chocolate chips.
Activity Think of words to describe the criteria you want to include when
assessing chocolate chips. Let’s say we want to include crunchiness,
taste, size and texture.
In each cell describe what to you is excellent when it comes to
crunchiness, taste, size and texture. Write it in every cell, start from
excellent, then to needs improvement columns and then work on
the middle part later.
Criteria/ Excellent Very Satisfactory Needs
Performance Satisfactory Improvement
level 3 1
4 2

Crunchiness The The The The chocolate

chocolate chocolate is chocolate is is not crunchy
is crunchy nearly not too
crunchy crunchy
Taste good Little bit salty
delicious salty
Size Large small tinny undesirable
Texture soft hard Stone Very hard
ground

After you filled up all the cells in the matrix, its time for you to start
evaluating the chocolates chips using the evaluation tool that you
created.
Use the table below as scaffold in evaluating your chocolate chips.
The chocolate with the highest result will be the winner.

Criteria/Performance A B C
Level
Crunchiness 5 5 5
 Taste 5 3 4
Size 5 5 4
Texture 3 5 4
Questions to work on
1. How do you find the activity?
-hard
2. Where you able to describe properly each criterion in the
matrix?
- not so
3. Do you find it easy or difficult to describe each criterion and
Analysis its level of performance?
- little bit nervous but interesting
4. What makes it easy or difficult?
- about thinking how to solve scarfolding
5. What did you learn from the activity?
- I learn to analys
Assessment purposes

• Gauge student needs

• Encouraging collaboration and self-direction
• Monitoring progress
• Checking understanding and encouraging
metacognition
Abstraction • Demonstrating understanding
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
1. 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.

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

3. 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.

4. 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

Excellent Good Satisfactory Needs

improvement
5 4 3 1
Following All directions You followed You followed None of the
directions were followed most directions some directions directions are
not followed

Use of creativity You used your You use your You used some You did not use
own ideas and own ideas most imaginations your own ideas
imaginations of the time and imaginations

Behavior in class You were You behave well You misbehaved You were not
respectful and most of the time during most of respectful and
well-behaved class behaved poorly

Effort put into You took your You work hard You put small You rushed
the activity time and work most of the time effort into the through and did
hard the activity project not work hard
Peer Assessment Collaboration Rubric

Criteria/ 4 3 2 1
Performanc Excellent Very Satisfactory Needs
e Level Satisfactory Improvement

Participation Group Group Group Group member

member member member did not
participate participated participated participate,
d fully and most of the but wasted wasted time, or
was always time and was time regularly worked on
on task in a on task most or was rarely unrelated
group. of the time. on task. material.

Leadership Group Group Group Group member

member member member did not assume
assumed sometimes usually leadership or
leadership assumed allowed others assumed it in a
in an leadership in to assume nonproductive
appropriat an appropriate leadership, manner
e way way. alternatively,
when or often
necessary dominated the
by helping group.
the group
stay on
track,
encouragi
ng group
participati
on, posing
solutions to
problems,
and having
a positive
attitude.

Listening Group Group Group Group member

member member member did not listen to
listened usually sometimes others and often
carefully to listened to did not listen interrupted
others’ others’ ideas. to others’ them.
ideas. ideas.
 Feedback Group Group Group Group member
member member member did not offer
offered offered occasionally constructive or
detailed, constructive offered useful
constructi feedback constructive feedback.
ve when feedback,
feedback appropriate. but
when sometimes
appropriat the
e comments
were
inappropriate
or not useful.

Cooperation Group Group Group Group member

member member member did not
treated usually often did not complete most
others completed complete of the assigned
respectfull assigned assigned tasks on time
y and tasks on time tasks on and often
shared the and did not time, forced the
workload hold up group to make
fairly. progress on and held up last-minute
the projects completion adjustments
because of of project and changes to
incomplete work. accommodate
work missing work.

Summary of the Peer Assessment Collaboration Rubric

Group Partici Leaders Listen Feed Coopera Time
Member pation hip ing back tion Manage
ment

[Copyright © 2010 Intel Corporation. All rights reserved.

Adapted with permission. Intel, the Intel logo and the Intel
Education Initiative are trademarks of Intel Corporation or its
subsidiaries in the U.S. and other countries.]
Third, is after the activity has been done, you have to assess the
output of the students or the group. This is the last part of an
assessment timeline.

Example of Rubrics for the Brochure as an activity for process-

oriented learning.

Brochure Grading Rubric

CATEGORY 5 4 3 2 1
The
brochure The
has The brochure The brochure The brochure
brochure's
exceptionall has attractive has some
has limited
has no
formatting formatting formatting
Attractiveness y attractive and well- and
formatting
and
& Organization and
organized organized of organization
formatting information. organization
information. of material.
and well- of
organized information.
information.
Use of facts
Use of facts and quantity Use of facts
Use of facts of Use of facts
and the and quantity
and quantity information and quantity
quantity of of
of about the of
information information
information aims and information
about the about the
about the goals of about the
Content - aims and aims and
aims and mathematics aims and
Accuracy/ goals of goals of
goals of education is goals of
Quantity mathematic mathematics
mathematics good but not mathematics
s education education is
education is consistent. education is
is present but
very good. limited.
exceptional. limited.

Brochure Brochure has

has very good Brochure has Brochure has Brochure has
Writing -
Organization exceptional organization. good limited no
organization organization. organization organization

Grammatical
There are no There very There are There are mistakes are
grammatical few some several so numerous
Writing - mistakes in grammatical grammatical grammatical that the
Grammar the mistakes in mistakes in mistakes in readability of
brochure. the brochure. the brochure. the brochure. the brochure
is impaired.
Graphics go Graphics go Graphics go Graphics do
well with well with the well with the not go with
the text and text, but there text, but the Graphics not
Graphics/ there is a are so many there are too accompanyin present in
Pictures good mix of that they few and the g text or the brochure.
text and distract from brochure appear to be
 graphics. the text. seems "text- randomly
heavy". chosen.

Careful and
accurate
records are
kept to Careful and Careful and Sources are Sources are
document accurate accurate not not
the source records are records are documented documented
of all of the kept to kept to accurately or accurately or
facts and document the document the are not kept are not kept
Sources graphics in
the
source of source of on many facts on any facts
most of the some of the and graphics. and graphics.
brochure. facts and facts and
graphics in graphics in
the brochure. the brochure.

It’s Your Turn Activity

After learning what an authentic assessment is all about such as
rubrics, it’s your turn to create a rubric based on the activity that
you decided upon in Lesson 2 of this module.

Application

Congratulations for creating your own rubric, this simply means

that you now grasp the meaning of authentic assessment and how it
can help maximize the potential of each learner.

Closure
 References Brochure Grading Rubric
{ HYPERLINK
"https://www.gresham.k12.or.us/site/handlers/filedownload.ashx?m
oduleinstanceid=573&dataid=1819&FileName=Brochure%20Rubri
c_1.pdf" }

Intel Education.“Assessment in the 21st Century Classroom”.

Retrieved from
{ HYPERLINK
"https://educate.intel.com/download/K12/elements/assess_html/" \l
"asst_m3_l0_a1_01" }

REFERENCES:

*Del, Felicidad R, et al. Assessment of Student Learning 1 & 2. Quezon City, Great Books
Publishing, 2011.

* DepEd Order No. 8, s. 2015. Policy Guidelines on Classroom Assessment for the K to 12
Basic Education Program.

*Gabuyo, Yonardo A, and Gary C Dy. Assessment of Learning II : Textbook and Reviewer.
Quezon City, Philippines, Rex Book Store, Inc, 2013.

* Jacobson, L. (2020, April 30). For many students, teacher feedback is the new grading
system. Education Dive. https://www.educationdive.com/news/for-many-students-teacher
feedback-is-the new-grading-system/576843/

*Navarro, Rosita L., Rosita G. Santos, and Brenda B. Corpuz. Assessment of Learning 1. Quezon
City, Philippines, Lorimar Publishing, Inc, 2017.

*Navarro, Rosita L., and Rosita G. Santos. Assessment of Learning Outcomes (Assessment 1).
Quezon City, Philippines, Lorimar Publishing, Inc, 2017.

*Yazon, Alberto, and Eden Callo. Assessment in Student Learning. Wiseman’s Books Trading,

Thank you to the following writers.

Dr. Nelia R. Pacaña, LPT

Dr. Celedonia C. Coquilla, LPT
Cristian Camanan
Pedro Raymunde Jr. Joey C, Oliveros
Maria Kristine Joy Anter
Mervin Osic
Eddelyn Gupeteo