8-4-22 Handout-Designing Integrative Performance Tasks Using The SOLO Framework PDF

Using the SOLO Framework in Designing
Integrative Assessment in Performance-

based and Portfolio Assessment
MARILYN UBIÑA-BALAGTAS, Ph.D.

University Professor
College of Graduate Studies and Teacher Education Research, Philippine Normal University
President, Philippine Educational Measurement and Evaluation Association. Inc. (PEMEA)
balagtas.mu@pnu.edu.ph
SESSION TARGETS
The participants are expected to design an integrative

assessment using the SOLO Framework.
Guide Questions
1. What is integrative assessment?
2. What is the SOLO Framework?
3. How do we design integrative performance-based and
portfolio assessment using the SOLO Framework?
Designing Integrative Assessment Using the SOLO Framework
Dr. Marilyn U. Balagtas
2
August 2022
Pre-Training Assessment
https://forms.office.com/r/cxEPgtgzsr

August 2022 3
SESSION TARGETS

Guide Questions
4
August 2022
What is integrative assessment?
Integrative assessment is an assessment design that seeks to

combine students’ learning from multiple modules and/or levels
into a single assessment (Lancaster University, 2022).
Integrative assessment is an assessment that is authentic, engaging,

and scaffolding that requires embedding learning with real-world
practice both for formative and summative purposes (Vu, 2014).

5
August 2022
What will make assessment
integrative?
nt icit y
f Aut he
Level o
easing Portfolio Assessment
Incr
Performance-based
Assessment
Traditional Test

6
August 2022
integrative?
nt icit y
f Aut he
Level o
Incr
Performance-based
Assessment
Traditional Test

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August 2022
SESSION TARGETS

Guide Questions
8
August 2022
What is SOLO?
vSOLO to mean Structure of Observed Learning
Outcomes was popularized by Kevin F. Collis and
John B. Biggs in 1982 in their book “Evaluating the
Quality of Learning: The SOLO Taxonomy.
v It is a framework for understanding with five levels,

where each level embraces the previous level but adds
something more.

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August 2022
What is SOLO?
Understanding/Competence/Proficiency
Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

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August 2022
What is SOLO?
Understanding/Competence/Proficiency
Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

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August 2022
What is SOLO?

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August 2022
How is SOLO used in test construction?
v Use SOLO in structuring responses to questions in a

multiple-choice test format.
v Use SOLO in structuring rubrics in describing
responses to questions in an open-ended or
constructed-response type of test.
v Use SOLO to describe the degree of correctness of
responses given to questions in a test.
v Use SOLO in scoring, interpreting and
communicating test results.

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August 2022
Level of SOLO Levels of
Code Meaning
Understanding Thinking
Pre-structural (P) 0 I am not sure about this topic
Uni-structural (U) 1 I have one idea about this topic Surface
Multi-Structural (M) 2 I have several ideas about this topic
Relational (R) 3 I can link the ideas together to see the big
picture
Deep
Extended Abstract 4 I can look at this idea in a new and different
(EA) way.

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August 2022
Levels of Level of
Code Meaning
Proficiency Understanding
One does not know any idea about the lesson
Not Proficient Pre-structural 0
assessed.
Somewhat Uni-structural 1 One knows an idea about the lesson
assessed.
Proficient
Nearly Proficient Multi-Structural 2 One knows several ideas about the lesson
assessed but could not link them together.
Proficient Relational 3 One knows several ideas about the lesson
assessed and can link them together.
Highly Proficient Extended Abstract 4 One can link several ideas about the lesson
assessed and can represent it in a new and
different way/situation.

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August 2022
Levels of Level of Level of
Code Meaning Understanding Test Format
Not 0 One does not know any idea Multiple Constructed-
Proficient Pre-structural about the lesson assessed.
Choice Response
Somewhat 1 One knows an idea about the
Proficient Uni-structural lesson assessed. Surface
2 One knows several ideas Understanding
Nearly Multi- about the lesson assessed
Proficient Structural but could not link them
together.
3 One knows several ideas
about the lesson assessed
Proficient Relational and could link them
together.
Deep
4 One could link several ideas Understanding
Extended about the lesson assessed
Highly
and could represent them in a
Proficient Abstract new or a different
way/situation.
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August 2022
Levels of Level of Level of
Code Meaning Understanding Scoring Options
Not 0 One does not know any idea
Proficient Pre-structural about the lesson assessed. 0 0
Somewhat 1 One knows an idea about the
Proficient Uni-structural lesson assessed. Surface 1 1
2 One knows several ideas Understanding
Nearly Multi- about the lesson assessed
Proficient but could not link them 2 3
Structural
together.
3 One knows several ideas
about the lesson assessed
Proficient Relational 3 5
and could link them
together.
Deep
4 One could link several ideas Understanding
Extended about the lesson assessed
Highly
and could represent them in a 4 6
Proficient Abstract new or a different
way/situation.
17
August 2022
Let’s have an example
of questioning
in a test that is in
constructed-response
format.

Dr. Marilyn Ubiña-Balagtas
August2022 18
Study the table below. What percent of the population of the USA got infected of COVID-19 compared
with that of the Philippines?
As of June 30, 2021

19
August2022
As of June 30, 2021 Is this student

correct?
Student 1
Philippines
1, 408,058 = 0.01268%
111,025,935
USA
34, 527, 493= 0.1037%
332,929,050

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August2022
Study the table below. What percent of the population of the USA got infected of COVID-19 compared with
that of the Philippines? ( Context: Global; 21st century skill:

correct?
Student 2
Philippines
1, 408,058 = 1.27%
111,025,935
USA
34, 527, 493= 10.37%
332,929,050
10.37% - 1.27% = 9.1%

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August2022

correct?
Student 3
Philippines
1, 408,058 = 1.27%
111,025,935
USA
34, 527, 493= 10.37%
332,929,050

22
August2022
Study the table below. What percent of the population of the USA got infected of COVID-19 compared with
that of the Philippines?

correct?
Student 4
Philippines
1, 408,058 = 1.27%
111,025,935
USA
34, 527, 493= 10.37%
332,929,050
Answer: 10.37% of the population of

USA got infected of COVID-19
compared to the Philippines with
only 1.27%.

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August2022
Who among the four students gave the correct and best answer?
Student 1 Student 3
Philippines USA Philippines USA
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
Student 2 USA Student 4

Philippines 34, 527, 493= 10.37% Philippines USA
1, 408,058 = 1.27% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
332,929,050
111,025,935 332,929,050
111,025,935
10.37% - 1.27% = 9.1%
Answer: 10.37% of the population of USA got infected of
COVID-19 compared to the Philippines with only 1.27%.

August2022 24
Who among the four students gave the correct and best answer?
Student 1 Student 3
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050

Philippines 34, 527, 493= 10.37% Philippines USA
1, 408,058 = 1.27% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
332,929,050
111,025,935 332,929,050
111,025,935
10.37% - 1.27% = 9.1%
Answer: 10.37% of the population of USA got infected of

25
August2022
How do the students differ in their understanding of the problem based on their answers?
Student 1 Student 3
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
This student knows how to compute the rate and how
This student knows how to compute the rate but to express it in percent but did not provide clearly the
does not know how to express this in percent. correct answer.
Philippines Philippines USA
34, 527, 493= 10.37%
1, 408,058 = 1.27% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
332,929,050
111,025,935 111,025,935 332,929,050
10.37% - 1.27% = 9.1% Answer: 10.37% of the population of USA got infected of
COVID-19 compared to the Philippines with only 1.27% .
This student knows how to compute the rate and how to express it in This student knows how to compute the rate and how to
percent but misunderstood the problem as it does not require subtraction. express it in percent to answer the problem.

August2022 26
Which of the SOLO levels does each response represent?
Student 3
Student 1 Philippines USA
Philippines USA 1, 408,058 = 1.27% 34, 527, 493= 10.37%
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 111,025,935 332,929,050
111,025,935 332,929,050
This student knows how to compute the rate and how to express it in
This student knows how to compute the rate but does not percent but did not provide clearly the correct answer.
(MULTISTRUCTURAL)
know how to express this in percent. (UNISTRUCTURAL)
Student 4
Student 2 USA Philippines USA
Philippines 34, 527, 493= 10.37% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
1, 408,058 = 1.27% 332,929,050 332,929,050
111,025,935
111,025,935
10.37% - 1.27% = 9.1% Answer: 10.37% of the population of USA got infected of
percent but misunderstood the problem as it does not require This student knows how to compute the rate and how to
subtraction. (MULTISTRUCTURAL) express it in percent to answer the problem. (RELATIONAL)

August2022 27
How could Extended Abstract in the SOLO framework look like?
Student 1 Student 3
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
This student knows how to compute the rate and how to
This student knows how to compute the rate but does not express it in percent but did not provide clearly the correct
know how to express this in percent. (UNISTRUCTURAL) answer. (MULTISTRUCTURAL)
Student 2 Student 4
1, 408,058 = 1.27% 34, 527, 493= 10.37% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
Answer: 10.37% of the population of USA got infected of COVID-19 compared to the Answer: 10.37% of the population of USA got infected of
Philippines with only 1.27% COVID cases. This explains why USA is no.1 in the world in
terms of COVID cases while the Philippines is just ranked 24th.
This student knows how to compute the rate and how to express it in This student knows how to compute the rate and how to
percent to answer the problem. The student also gave more acceptable express it in percent to answer the problem. (RELATIONAL)
information than what is needed. (EXTENDED ABSTRACT)
Designing Integrative Assessment Using the SOLO Framework 28
Dr. Marilyn Ubiña-Balagtas//August2022
How will the rubric be designed to capture responses in the constructed-response items analyzed using the
SOLO Framework?
Adjectival
Levels of Quality Indicator SOLO Level
Description
5 Excellent The answer given is correct and beyond what was asked for. Extended Abstract
The answer given shows understanding of two or more Relational

4 Very Good processes in solving the problem and it directly answers the
problem.
The answer given shows understanding of two or more Multistructural
3 Good processes in solving the problem but does not directly answer
the problem.
The answer given shows understanding of one process that Unistructural
2 Fair
leads to answering the problem.
There is NO attempt to answer the problem or there is an Prestructural
1 Poor
answer but meaningless.

Dr. Marilyn Ubiña-Balagtas 29
August2022
How will the rubric be designed to capture responses in the constructed-response items analyzed using the SOLO
Framework?
Levels of Adjectival Example 1 Example 2
Description
Indicator SOLO Level Code of Scoring of Scoring
Quality
5 Excellent The answer given is correct and beyond Extended 4 4 Points 10 Points
what was asked for. Abstract
4 Very Good The answer given shows understanding of 3 3 Points 8 Points
two or more processes in solving the Relational
problem and directly answers the problem.
3 Good The answer given shows understanding of 2 2 Points 6 Points
two or more processes in solving the
problem but does not directly answer the
Multistructural
problem.
2 Fair The answer given shows understanding of 1 1 Point 3 Points
one process that leads to answering the Unistructural
problem.
1 Poor There is NO attempt to answer the problem 0 0 Point 0 Point
or there is an answer but meaningless.
Prestructural
August2022
How are responses scored using the rubric designed based on SOLO?
Student 1 Student 3
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
This student knows how to compute the rate but does not know how to percent but did not provide the clearly the correct answer.
express this in percent. (UNISTRUCTURAL) – 3 Points (MULTISTRUCTURAL) – 6 Points
Student 2 Student 4
1, 408,058 = 1.27% 34, 527, 493= 10.37% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
Answer: 10.37% of the population of USA got infected of COVID-19 compared to Answer: 10.37% of the population of USA got infected of
the Philippines with only 1.27% COVID cases. This explains why USA is no.1 in COVID-19 compared to the Philippines with only 1.27%
the world in terms of COVID cases while the Philippines is just ranked 24th. COVID cases.
This student knows how to compute the rate and how to express it in percent This student knows how to compute the rate and how to express it in
and how to answer the problem. The student also gave more information than
percent and how to answer the problem. (RELATIONAL) – 8 Points
what is needed. (EXTENDED ABSTRACT) – 10 Points
How do we transform the
constructed-response
item into a
multiple-choice format, when possible
for practicality?

32
August2022
How do we transform the
Study the table below. What percent of the population of the USA got infected constructed-response
of COVID-19 compared
with that of the Philippines? item into a
multiple-choice format?
As of June 30, 2021
A. 10.37% of the population of USA got

infected of COVID-19 compared to the
Philippines with only 1.27%.
B. 0.1037% of the population of USA got

Philippines with only 0.01268%.
C. 0.1037 of the population of USA got

Philippines with only 0.01268.
D. USA has 9.1% more COVID cases than

the Philippines.

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August2022
SOLO
As of June 30, 2021 Options CODE
SOLO Levels
10.37% of the population of Relational

A compared to the Philippines
3
with only 1.27%.
0.1037% of the population of
B. compared to the Philippines
1
with only 0.01268%.
Unistructural
0.1037 of the population of
C. compared to the Philippines
1
with only 0.01268.
USA has 9.1% more COVID Multistructural

D. cases than the Philippines. 2

34
August2022
How do we communicate test results using the SOLO Framework?
Study the given graph. What percent of the population of the USA got infected of COVID-19 compared
Options Explanation/
SOLO
Feedback
As of June 30, 2021 10.37% of the population of You know how to
compute the rate and
A compared to the Philippines
3 how to express it in
percent to answer the
with only 1.27%. problem.
0.1037% of the population of
B. compared to the Philippines
1
You know how to
with only 0.01268%. compute the rate, but
0.1037 of the population of you do not know how to
express this in percent.
C. compared to the Philippines
1
with only 0.01268.
D. USA has 9.1% more COVID You know how to
2 compute the rate and
cases than the Philippines. how to express it in
percent, but you
misunderstood the
problem as it does not
require subtraction.
35
August2022
How do we combine SOLO with RBT to make
assessment integrative?
Revised Bloom’s Taxonomy
(Krathwohl & Anderson, 2001)
Dimensions Remember Understand Apply Analyze Evaluate Create

5 9 13 17 21
least student-centered
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
4 8 12 16 20
most student-
Metacognitive centered &
authentic

August2022 36
Cognitive Behaviors in the Revised Bloom’s Taxonomy
Retrieving, recognizing, and recalling relevant knowledge from
Remember:
long-term memory.
If you aim for Constructing meaning from oral, written, and graphic messages
authentic Understand: through interpreting, exemplifying, classifying, inferring,
assessment, comparing and explaining.
which of these Carrying out or using a procedure through executing, or
Apply:
levels should implementing.
you target? Breaking material into constituent parts, determining how the
Analyze: parts relate to one another and to an overall structure or
purpose through differentiating, organizing, and attributing.
Making judgments based on criteria and standards through
Evaluate:
checking and critiquing.
Putting elements together to form a coherent or functional
Create: whole; reorganizing elements into a new pattern or structure
through generating, planning, or producing.

August2022 37
Knowledge Dimensions in the
If you aim Revised Bloom’s Taxonomy
for
authentic
assessme
Knowledge Description
nt, which Dimension
of these
levels
Factual Terminologies, specific details and elements
should you Conceptual Knowledge of classifications, principles ,
target? generalization, theories, models, and structures
Procedural Knowledge of subject-specific skills and
algorithms/procedures
Metacognitive Self-knowledge, strategic knowledge, contextual
and conditional knowledge, knowledge of a
cognitive task
August2022 38
Which is the most learner-centered and
authentic cell in this matrix?

Factual 1 5 9 13 17 21
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
Metacognitive 4 8 12 16 20 24

August2022 39

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
4 8 12 16 20
most student-
authentic

August2022 40

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
1. What is 9 in 4 +
Procedural 3 7
5 = 9?
11 15 19 23
4 8 12 16 20
most student-
authentic

August2022 41

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
Metacognitive 4 2. What
8 is addition?
12 16 20
most student-
centered &
authentic

August2022 42

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 3.
7 What is the
11 1 st
15 19 23
step in adding
4 8 12 16 20
most student-
Metacognitive numbers? centered &
authentic

August2022 43

5 9 13 17 21
Factual & authentic
Conceptual 2 64. Maria bought

104 ripe 14 18 22
Procedural 3 7and 5 unripe 11
mangoes. 15 19 23
How many ripe
4 8mangoes did12 16 20
most student-
Metacognitive she buy? centered &
authentic

August2022 44

5 is the sum9of 13 17Show 21
Factual & authentic 11. What 23.
4 and 5? how to add
Conceptual 2 6 10 14 18number.
any 22
Procedural 3 7 11 15 19 23
4 8 12 16 20
most student-
authentic
15. How does the
3. What is the first sum of 4 and 5
7. How will you show
step when adding compare with the 19. Is the sum of 4 and
addition of 4 and 5? sum of 6 and 3?
numbers? 5 10? 45

4 ripe5and 5 916.Maria bought
13 4 ripe and 17 21
Factual 12.Maria bought
& authentic 5
unripe mangoes. How many unripe mangoes today. She
Conceptual 2 did she buy?6
mangoes 10bought 10 mangoes
14 yesterday. 18 22
How many mangoes did she buy
Procedural 3 7 11in all? 15 19 23
4 8 12 16 20
most student-
8.Maria bought 4 authentic
ripe and 5 unripe 20.Maria bought 4 ripe and
4.Maria bought 4 ripe and 5 5 unripe mangoes. She 24. You need to buy items
mangoes. Which
unripe mangoes. How many bought 10 mangoes in all.
is more, ripe or Do you agree? Explain. at the store. What are these
ripe mangoes did she buy? unripe mangoes? and their total? 46
How do we combine
the RBT and SOLO
in test development?

47
August2022
How do we combine the RBT and SOLO
Competency: Use assessment results in making decisions about teaching and learning
Situation:
After teaching the day’s lesson, you gave your students a test. The result shows that almost all of
the students got a low score. Which of the following should you do?
A. Give a parallel test.
• What is the answer to the
B Teach the lesson again in the same way. item?
• What cognitive process
C. Count the frequency of errors to know what to explain again. and knowledge dimension
D. Determine the items students found difficult that would require does the item represent?
• What levels of
further explanation. understanding based on
the SOLO Framework do
Designing Integrative Assessment Using the SOLO Framework the choices represent?
August2022 48
Situation: Metacognitive - Apply

A. Give a parallel test. Uni-structural
B Teach the lesson again in the same way. Uni-structural
C. Count the frequency of errors to know what to explain again. Multi-structural
D. Determine the items students found difficult that would require Relational
further explanation.
August2022 49
How do we score test items using the SOLO Framework?
Situation: Metacognitive - Apply

A. Review its pre-requisite lesson. Uni-structural 1 point Somewhat
Proficient
B. Teach the lesson again in the same way. Uni-structural 1 point Somewhat
Proficient
C Count the frequency of errors to know what Multi-structural 2 points Nearly Proficient
to explain again.
D Determine the items students found difficult Relational 3 points Proficient
that would require further explanation.

50
August2022
Let’s have another
example of how to combine
RBT and SOLO
in test development.

51
August2022
Competency: Justify the appropriateness of an assessment method given the objective of the lesson
(Constructed-Response Format; Evaluate & Occupational Context; Critical Thinking/Reflection)
Situation:
You want to find out if your students can make a new
material out of recyclable materials. You gave an essay
test requiring them to explain what to do out of old
telephone directories. Considering the congruency
between the intent and the assessment method used,
did you do what is right? Justify your answer.

52
August2022
Situation: • What is the answer to the

You want to find out if your students can make a new item?
material out of recyclable materials. You gave an essay and knowledge dimension
test requiring them to explain what to do out of old does the item represent?
• What levels of
telephone directories. Considering the congruency understanding based on
between the intent and the assessment method used, the SOLO Framework
did you do what is right? Justify your answer. could the answers
represent?
53
August2022
Situation: • What is the answer to the

You want to find out if your students can make a new item?
material out of recyclable materials. You gave an essay and knowledge dimension
test requiring them to explain what to do out of old does the item represent?
• What levels of
telephone directories. Considering the congruency understanding based on
between the intent and the assessment method used, the SOLO Framework
did you do what is right? Justify your answer. could the answers
represent?
54
August2022
Situation: Sample Answers Given

You want to find out if your students can
make a new material out of recyclable • Example 1:
materials. You gave an essay test requiring
them to explain what to do out of old • Example 2:
telephone directories. Considering the
congruency between the intent and the • Example 3:
assessment method used, did you do what
is right? Justify your answer. • Example 4:

55
August2022
Situation: You want to find out if your students can make a new material out of recyclable materials. You gave an
essay test requiring them to explain what to do out of old telephone directories. Considering the congruency
between the intent and the assessment method used, did you do what is right? Justify your answer.
Scoring Rubric
1 Poor You gave no response or showed no effort to respond.
2 Fair You gave a response but with no justification.
3 Good You gave a response with a justification that is partially acceptable or not applicable in the given
situation.
4 Very Good You gave a response with a justification that is totally acceptable or applicable in the given situation.
5 Excellent You gave a response with a very convincing justification that is acceptable in most situations and not
only in the given situation.
56
August2022
Situation: You want to find out if your students can make a new material out of recyclable
materials. You gave an essay test requiring them to explain what to do out of old telephone
directories. Considering the congruency between the intent and the assessment method used,
did you do what is right? Justify your answer.
1 Poor You gave no response or showed no effort to respond. Pre-structural
2 Fair You gave a response but with no justification. Uni-structural
3 Good You gave a response with a justification that is partially acceptable or not applicable Multi-structural
in the given situation.
4 Very Good You gave a response with a justification that is totally acceptable or applicable in the Relational
given situation.
5 Excellent You gave a response with a very convincing justification that is acceptable in most Extended
situations and not only in the given situation. Abstract
August2022
Situation: You want to find out if your students can make a new material out of recyclable materials. You gave an essay test
requiring them to explain what to do out of old telephone directories. Considering the congruency between the intent and the
assessment method used, did you do what is right? Justify your answer.
1 Poor You gave no response or showed no effort to respond. Pre-structural
2 Fair You gave a response but with no justification. Uni-structural

3 Good You gave a response with a justification that is partially acceptable or not applicable in the given situation. Multi-structural
4 Very Good You gave a response with a justification that is totally acceptable or applicable in the given situation. Relational
5 Excellent You gave a response with a very convincing justification that is acceptable in most situations and not only in Extended Abstract
the given situation.
Sample Answers Given

• Example 1:
• Example 2:
• Example 3: Dr. Marilyn Ubiña-Balagtas 58
March 2022
How do we combine the RBT and SOLO in test development?
Situation: You want to find out if your students can make a new material out of recyclable materials. You gave an essay test
requiring them to explain what to do out of old telephone directories. Considering the congruency between the intent and the
Meta-cognitive - Evaluate
1 Poor You gave no response or showed no effort to respond. Pre-structural 0 Point Not Proficient
2 Fair You gave a response but with no justification. Uni-structural 2 Points Somewhat Proficient
3 Good You gave a response with a justification that is partially Multi-structural 5 Points Nearly Proficient
acceptable or not applicable in the given situation.
4 Very Good You gave a response with a justification that is totally Relational 8 Points Proficient
acceptable or applicable in the given situation.
5 Excellent You gave a response with a very convincing Extended 10 Points Highly Proficient
justification that is acceptable in most situations and Abstract
not only in the given situation.

59
August2022
How do we combine the RBT and SOLO in test
development?
Competency: Justify the appropriateness of an assessment method given the objective of the lesson (MC
Format; Evaluate & Occupational Context; Critical Thinking/Reflection)
essay test requiring students to explain what to do out of old telephone directories. Considering the congruency
A. Yes, the use of essay test is just appropriate to what is being measured.
B. No, because it is difficult to check the students’ responses to the task using an essay test.
C. No, it is more appropriate to observe them while they are creating something new out of recyclable
materials
D. Yes, asking the students to explain what to do with the material is already enough to gauge what
they are able to do.

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development?
Situation: You want to find out if your students can make a new material out of
recyclable materials. You gave an essay test requiring students to explain what to do out • What is the answer
of old telephone directories. Considering the congruency between the intent and the to the item?
• What cognitive
process and
A. Yes, the use of essay test is just appropriate to what is being measured. knowledge
dimension does the
B. No, because it is difficult to check the students’ responses to the task using
item represent?
an essay test. • What levels of
C. No, it is more appropriate to observe them while they are creating understanding based
something new out of recyclable materials on the SOLO
Framework could the
D. Yes, asking the students to explain what to do with the material is already choices represent?
enough to gauge what they are able to do.
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August2022
development?
(MCFormat; Evaluate & Occupational Context; Critical Thinking/Reflection)
Meta-cognitive - Evaluate
A. Yes, the use of essay test is just appropriate to what is being measured.
B. No, because it is difficult to check the students’ responses to the task using an essay test.
C. No, it is more appropriate to observe them while they are creating something new out of recyclable
materials
D. Yes, asking the students to explain what to do with the material is already enough to gauge what
they are able to do.

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August2022
development?
Situation: Meta-cognitive - Evaluate
A. Yes, the use of essay test is just appropriate to what is being measured. Uni-structural
(1 point)
B. No, because it is difficult to check the students’ responses to the task using an essay Multi-structural
test. (2 points)
C. No, it is more appropriate to observe them while they are creating something new Relational (3 Points)
out of recyclable materials
D. Yes, asking the students to explain what to do with the material is already enough to Uni-structural
gauge what they are able to do. (1 Point)
August2022
development?
Situation: You want to find out if your students can make a new material out of recyclable materials. So you gave an
A. Yes, the use of essay test is just appropriate to what is being measured. Uni-structural
• How will you
(1 point)
communicate
Multi-structural
B. No, because it is difficult to check the students’ responses to the task using an essay
test. your feedback
(2 points)
C. No, it is more appropriate to observe them while they are creating something new
to the (3 Points)
Relational
out of recyclable materials students
D. Yes, asking the students to explain what to do with the material is already enough to based on their
Uni-structural
gauge what they are able to do. responses?
(1 Point)
August2022
development?
A. Yes, the use of essay test is just You are scored 1 point to mean that your understanding of the use of the assessment method still needs improvement. Although essay is appropriate in measuring
students’ reasoning ability, it is not appropriate when students’ ability to construct or produce an evidence of their skill that is needed. Making the students actually
appropriate to what is being
produce a new material out of recyclable materials provides the needed evidence of the teacher.
measured.
B. No, because it is difficult to check the You are scored 2 points to mean that you know that essay is not the appropriate method in assessing students’ ability to create a new material and that you know that
essay is not easy to check. However, your justification why essay is not the appropriate method in the given situation is wrong. The expected answer is to argue that essay
students’ responses to the task using
is not the appropriate assessment method for the given assessment objective but to actually ask the students to produce a new material out of recyclable materials to
an essay test. gauge their ability to create.
C. No, it is more appropriate to observe You are scored 3 points to mean that you know that essay is not the appropriate method in assessing students’ ability to create a new material. Your
them while they are creating suggested method of assessment for the given assessment objective is acceptable as it is better to observe the students on how they produce a new
something new out of recyclable material out of recyclable materials to gauge their ability to create.
materials
D. Yes, asking the students to You are scored 1 point to mean that your understanding of the use of the assessment method still needs improvement. Although essay is
explain what to do with the appropriate in measuring students’ reasoning ability, it is not appropriate when students’ ability to construct or produce an evidence of their
skill that is needed. Making the students actually produce a new material out of recyclable materials provides the needed evidence of the
material is already enough to teacher.
gauge what they are able to do.
Some Rules in Using SOLO for Test Development
1. Construction of Choices: Provide responses that the students will

likely give if the format of the test is constructed-response.
2. Scoring of the Responses: Score based on the degree of correctness
of the responses and level of cognitive demand. Make sure that there
is only one correct and best answer in every multiple-choice item
unless the item format is constructed-response.
3. Interpretation and Feedback to Responses: Explain sufficiently what
makes the response correct/incorrect so that students will learn from
the feedback provided. Indicate the proficiency/competence level of
the learner from the kind of response given.

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Sample Scoring of Responses Using the SOLO Framework
Maximum Points based on RBT Cognitive Behavior and Test Format

SOLO Level of Multiple Choice Constructed Response
Levels Response to Descriptions Remembering to Understanding to Evaluating to
Analyzing to Creating
Items Applying Analyzing Creating
Low Cognitive Average Cognitive Average Cognitive High Cognitive
3 Points 4 Points 8 Points 10 Points
One does not know any idea
1 Pre-structural
about the lesson assessed.
0 0-1 0-1 0-1
One knows an idea about the
2 Uni-structural
lesson assessed.
1 2 2 3
One knows several ideas about

Multi-
3
Structural
the lesson assessed but could 2 3 4 5
not link them together.
One knows several ideas about
4 Relational the lesson assessed and can link 3 4 6 8
them together.
One can link several ideas about
Extended the lesson assessed and can
5
Abstract represent it in a new and
Not Applicable Not Applicable 8 10
different way/situation.
August2022
How to Make Test Authentic to be More
INTEGRATIVE
1. Target assessment of high order thinking skills of
applying, analyzing, evaluating, and creating.
2. Target assessment of meta-cognitive knowledge or self-
knowledge, strategic or contextual knowledge.
3. Allow students to create their own responses or
solutions to problems.
4. Allow students to see application of knowledge and
skills in real-life situations.
5. Make the students feel they are in the given situation.

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August 2022
integrative?
nt icit y
f Aut he
Level o
Incr
Performance-based
Assessment
Traditional Test

69
August 2022
How do we make performance-based assessment
integrative?
Performance- Performance-based assessment

requires actual demonstration
based of skills or creation of products
Assessment of learning embedded in a
meaningful task that is judged
using multiple criteria that are
made public.

August 2022
integrative?
Set target competencies
Describe the assessment task and its

conditions
Performance-
Present the rubric for finalization and use
based
Assessment Perform the task
Evaluate the performance using the

rubric
Communicate results to the students

Use results to improve teaching and
learning
Dr. Marilyn U. Balagtas//August 2022
How do we design
performance-based
assessment to be
integrative?

Dr. Marilyn U. Balagtas//August 2022 72
How do we make performance-based
assessment integrative?
1. Assess two or more competencies with one

performance task.
2. Target a more authentic task to cover more
dimensions.
3. Prepare a rubric targeting two or more
dimensions or criteria for assessment.

Study the competencies given. Can you tell which method
of assessment is appropriate to assess each competency?
Objective Test Performance-

MELCs in Science Grade 5 Format based
1. Use the properties of materials whether they are
useful or harmful
2. Design a product out of local, recyclable solid and/ or
liquid materials in making useful products.
3. Explain the need to protect and conserve estuaries
and intertidal zones
4. Discuss why some materials are good conductors of
heat and electricity
5. Relate the ability of the material to block, absorb or
transmit light to its use

Dr. Marilyn U. Balagtas//August 2022 74 74
Study the competencies given. Can you tell which method
of assessment is appropriate to assess each competency?

MELCs in Science Grade 5 Format based
useful or harmful

Can you think of a performance task that could
cover the given MELCs?
MELCs in Science Grade 5 Objective Test Format Performance-based

1. Use the properties of materials whether they are useful or
harmful
2. Design a product out of local, recyclable solid and/ or liquid
materials in making useful products.
3. Explain the need to protect and conserve estuaries and
intertidal zones
4. Discuss why some materials are good conductors of heat
and electricity
5. Relate the ability of the material to block, absorb or transmit
light to its use

Can you think of a performance task that could
cover the given MELCs?

useful or harmful

Which among these performance tasks is the most
integrative? authentic? What MELCs does each task
cover?
Task 1: Design a new product out of local, recyclable solid and/ or liquid materials available at home
using your knowledge of the properties of these materials.
Task 2: Design a new product out of local, recyclable solid and/ or liquid materials available at home that can be
a good conductor of heat and/or electricity. Discuss how to use the properties of these materials to conduct heat
and/or electricity.
a good conductor of heat and/or electricity. Create that product you designed. Then discuss how you used the
properties of these materials to conduct heat and/or electricity.
properties of these materials to conduct heat and/or electricity. Use appropriate adjectives to describe the
properties or characteristics of these materials.

What MELCs are assessed by each
performance task?
Task 1: Design a new product out of local, recyclable solid and/ or liquid materials
available at home using your knowledge of the properties of these materials.

MELCs in Science Grade 5
Format based
1. Use the properties of materials whether
they are useful or harmful
2. Design a product out of local, recyclable
solid and/ or liquid materials in making useful
products.

What MELCs are assessed by
each performance task?
available at home that can be a good conductor of heat and/or electricity. Discuss how
to use the properties of these materials to conduct heat and/or electricity.

useful or harmful
2. Design a product out of local, recyclable solid and/
or liquid materials in making useful products.

Can I still think of a task to increase the authenticity of
the performance task without sacrificing the MELCs
targeted?
available at home that can be a good conductor of heat and/or electricity. Create that
product you designed. Then discuss how you used the properties of these materials
to conduct heat and/or electricity.
1. Use the properties of materials whether they are useful or
harmful
4. Discuss why some materials are good conductors of heat
and electricity

Can I still think of a task to increase the authenticity of
the performance task without sacrificing the MELCs
targeted?
that can be a good conductor of heat and/or electricity. Create that product you designed. Then
discuss how you used the properties of these materials to conduct heat and/or electricity. Use
appropriate adjectives to describe the properties or characteristics of these materials.
useful or harmful

Which among these tasks is the most integrative
and authentic?
and/or electricity.

How are the rubrics designed to gauge the attainment
of the competencies measured by each
performance task?
and/or electricity.

How are the rubrics
designed
considering the
level of authenticity
of the tasks?

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August 2022
What is your rubric for evaluation considering the
level of authenticity of the task?
MELC 1&2
Task 1 Design a new product out of local, recyclable solid and/ or liquid materials available at home using your
knowledge of the properties of these materials
Domain Product Others,
please
Dimensions Product Design Materials Used
specify
(10%*)
Criteria/Weight Creativity (50%) Resourcefulness (40%)
*Negotiable
New/Original Local/Used/Recyclable
Indicators Solids/Liquids/ Gas
Levels of Quality/Meaning
4 (Above the Standard)- More than 50% of the features are new/original. Materials are 100% used already
Extended Abstract
3 (Within the Standard) - About 50% of the features are new/original. About 25% of the materials are new
Relational
2 (Nearing the Standard) About 25% of the features are new/original. About 50% of the materials are new
Multistructural
The features are common. About 75% or more of the materials are new
1 (Beginning)- Unistructural
Rating
August 2022
What is your rubric for evaluation considering the level of
authenticity of the task?
MELC 1, 2 & 4
Task 2 Design a new product out of local, recyclable solid and/ or liquid materials available at home that can be a good
conductor of heat and/or electricity. Discuss how to use the properties of these materials to conduct heat and/or
electricity.
Domain Product Presentation Others,
please
Product Design Materials Used Content of specify
Dimensions Explanation (10%*)
Creativity (35%) Resourcefulness (30%) Correctness/Accuracy/ *Negotiable

Criteria/Weight Acceptability (25%)
New/Original Local/Used/Recyclable Solids/Liquids/ Content is correct/
Indicators Gas acceptable
4 (Above the Standard)- More than 50% of the features are new/original. Materials are 100% used already 100% of the explanation
Extended Abstract is correct/acceptable
3 (Within the Standard) - About 50% of the features are new/original. About 25% of the materials are new About 25% is incorrect/
Relational unacceptable
2 (Nearing the Standard) About 25% of the features are new/original. About 50% of the materials are new About 50% is incorrect/
Multistructural unacceptable
The features are common. About 75% or more of the materials are About 75% or more is incorrect/
1 (Beginning)- Unistructural new unacceptable
Rating
What is your rubric for evaluation considering the level
of authenticity of the task?
MELC 1, 2 , 4 and others in Science
Task 3 Design a new product out of local, recyclable solid and/ or liquid materials available at home that can be a good conductor of heat and/or electricity.
Create that product you designed. Then discuss how you used the properties of these materials to conduct heat and/or electricity.

please
Product Product Materials Content of
Dimensions Quality Design Used Explanation
specify
(10%*)
Criteria/ Functionality Creativity Resourcefulness Correctness/Accuracy/
(20%) (25%) (25%) Acceptability (25%) *Negotiable
Weight
Conducts heat or electricity New/ Local/Used/Recyclable Content is correct/
Indicators Original Solids/Liquids/ Gas acceptable
4 (Above the Standard)- It creates heat and/or electricity for More than 50% of the features Materials are 100% used already 100% of the explanation
more than a minute. are new/original. is correct/acceptable
Extended Abstract
It creates About 50% of the features are About 25% of the materials are new About 25% is incorrect/
3 (Within the Standard) - either heat or electricity for at least new/original. unacceptable
Relational 1 minute.
It creates About 25% of the features are About 50% of the materials are new About 50% is incorrect/
2 (Nearing the Standard) either heat or electricity in less new/original. unacceptable
Multistructural than 1 minute.
It does NOT create heat or The features are common. About 75% or more of the materials About 75% or more is incorrect/
1 (Beginning)- Unistructural electricity. are new unacceptable
Rating

What is your rubric for evaluation considering the level of authenticity of the task?
MELC 1, 2 , 4 and others in Science and English
Task 4 Design a new product out of local, recyclable solid and/ or liquid materials available at home that can be a good conductor of heat and/or electricity. Create
that product you designed. Then discuss how you used the properties of these materials to conduct heat and/or electricity. Use appropriate adjectives to
describe the properties or characteristics of these materials

please specify
Dimensions Product Quality Product Design Materials Used Content of Explanation (10%*)
*Negotiable
Functionality (20%) Creativity (25%) Resourcefulness (25%) Correctness/Accuracy/
Criteria/Weight Acceptability (25%)
Conducts heat or electricity New/Original Local/Used/Recyclable Content is correct/acceptable
Indicators Solids/Liquids/ Gas
4 (Above the Standard)- It creates heat and/or electricity More than 50% of the Materials are 100% used already 100% of the explanation
for more than a minute. features are new/original. is correct/acceptable
Extended Abstract
It creates About 50% of the features About 25% of the materials are About 25% is incorrect/
3 (Within the Standard) -
either heat or electricity for at are new/original. new unacceptable
Relational least 1 minute.
It creates About 25% of the features About 50% of the materials are About 50% is incorrect/
2 (Nearing the Standard)
either heat or electricity in less are new/original. new unacceptable
Multistructural than 1 minute.
It does NOT create heat or The features are common. About 75% or more of the About 75% or more is
1 (Beginning)-
electricity. materials are new incorrect/
Unistructural unacceptable
Rating

How do we design the
performance task in
offline and online
modalities?

integrative?
Performance-
based
Distance/
Face-to-Face Assessment Remote

Can this task be done in face-to-face/offline and online learning?
Let’s examine how they could differ.
Tasks Face-to-Face/Offline Online

Task 1: Design a new product Do the task individually or Do the task individually or by
out of local, recyclable solid by group and submit the group and submit the design
and/ or liquid materials design with explanations on with explanations on the
available at home using your the materials used for peer materials used for peer and
knowledge of the properties of and teacher evaluation after the teacher to evaluate after
these materials. self-evaluation using the self with/out parent
agreed-upon rubric. The evaluation using the agreed-
output could be included in upon rubric. The output could
the portfolio of the student. be included in the
digital/ePortfolio of the
student.

Task 2: Design a new product out of Do the task individually or by Do the task individually or by group
local, recyclable solid and/ or liquid group and present the design in then make a video presentation of
materials available at home that can the class and explain how to do it the design and explain how to do it
be a good conductor of heat and/or using the materials chosen for using the materials chosen for peer
electricity. Discuss how to use the peer and teacher evaluation after and the teacher to evaluate after
properties of these materials to self-evaluation using the agreed- self with/out parent evaluation using
conduct heat and/or electricity. upon rubric. The output could be the agreed-upon rubric. The output
included in the portfolio of the could be included in the
student. digital/ePortfolio of the student.

Dr. Marilyn U. Balagtas 93 93
August 2022
Tasks Face-to-Face Online

Task 3: Design a new product out Do the given task individually or Do the given task individually or by
of local, recyclable solid and/ or by group and present in the group then make a video
liquid materials available at home class the product, and discuss presentation of the product that
that can be a good conductor of its design and how it was done explains its design and how it was
heat and/or electricity. Create that for peer and teacher evaluation done for peer and the teacher to
product you designed. Then after self-evaluation using the evaluate after self with/out parent
discuss how you used the agreed-upon rubric. The output evaluation using the agreed-upon
properties of these materials to could be included in the rubric. The output could be
conduct heat and/or electricity. portfolio of the student. included in the digital/ePortfolio
of the student.

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August 2022

Task 4: Design a new product out Do the given task individually or Do the given task individually or by
of local, recyclable solid and/ or by group and present in the class group and then make a video
liquid materials available at home the product. Then discuss the presentation of the product. Then
that can be a good conductor of product design and properties of discuss the product design and
heat and/or electricity. Create that the materials used making use of properties of the materials used making
product you designed. Then appropriate adjectives. Be ready use of appropriate adjectives. Be ready
discuss how you used the for peer and teacher evaluation for peer and teacher evaluation after
properties of these materials to after self-evaluation using the self with/out parent evaluation using
conduct heat and/or electricity. agreed-upon rubric. The output the agreed-upon rubric. The output
Use appropriate adjectives to could be included in the portfolio could be included in the
describe the properties or of the student. digital/ePortfolio of the student.
characteristics of these materials

What performance tasks
are good for integrative
assessment?
Examples
vLaboratory Works and Experiments
vCapstone project
vCollaborative Problem-Solving Activities
vCreating Products with Presentations
vPresentations and Demonstrations
vPortfolio

integrative?
How integrative performance-based assessment in skills-based courses like PE is done in distance
learning.
Illustrations and videos are guided by rubrics in

Demonstrations of skills via Online Teaching Platforms guided by rubrics in Online Distance Learning
Offline Distance Learning

integrative?
How do we do performance-based assessment in skills-based courses like TLE in online and offline distance learning?
Illustrations and videos are guided by Demonstrations of skills via Online Teaching Platforms guided by
rubrics in Offline Distance Learning rubrics in Online Distance Learning
Source: Prof. Lorena Castro of PNU’s Institute for Teaching and Learning

How to Make Performance-based Assessment
More Integrative
1. Target assessment that aims for high quality product or
performance whose standards for excellence are made
public.
2. Target complex assessment task that allows integration of
knowledge, skills, and competencies within and across
subject areas.
3. Target tasks that simulate real-life situations, problems and
constraints.
4. Target tasks that have value beyond evaluation.

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SESSION TARGETS

Guide Questions
100
August 2022
integrative?
nt icit y
f Aut he
Level o
Incr
Performance-based
Assessment
Traditional Test

101
August 2022
Portfolio Assessment
• It is a purposeful, ongoing, and a dynamic process of gathering multiple indicators
of a learner’s growth and development in a course or program of study.
• Portfolio assessment is also a performance-based approach in assessing learning

but more authentic than any one-time performance task as it allows
examination of multiple evidences of the process and product of learning
developed across time.
Paper-based Offline Digital Web page ePortfolio LMS-based ePortfolio

Portfolio Portfolio
Different Formats of a Learning Portfolio

How do we make portfolio assessment integrative and
multimodal?
Sample Learning Portfolios from Print to Digital to Electronic Portfolio

Types of Learning Portfolios
Working Portfolio. A collection of a student's day- to - day works

which reflect one’s learning (process oriented)
Show Portfolio. A collection of a student's best works (product
oriented)
Documentary Portfolio. A working and a show portfolio (process
and product oriented)

Why Use Portfolio Assessment
v It tests what is really happening in the classroom.
v It offers multiple indicators of student’s

progress.
v It gives the students the responsibility of their

own learning.
v It offers opportunities for students to document

reflections of their learning.

Why Use Portfolio Assessment
• It demonstrates what students know in ways that

encompass their personal learning styles and multiple
intelligences.
• It allows teachers to reflect on the effectiveness of

their instruction.
• It provides teachers freedom of gaining insights into

the students’ development or achievement over a
period of time.

Specific Principles Underlying
Portfolio Assessment
● Content Principle. It reflects the subject matter that is important for the
students to learn.
● Learning Principle. It enables students to become active and thoughtful
learners.
● Equity Principle. It allows students to demonstrate their learning styles and
multiple intelligences.

The Portfolio Process
1
Set Goals
2
Collect 7
Confer/Exhibit
3
Select 6
Evaluate
4
Organize 5 Reflect/Annotate

Paper-based Portfolio Exhibit

Paper-based Portfolio Exhibit

Digital Portfolio Exhibit

Let’s View Some Students’
Works in One Course
1-MUBalagtas Sample 2- MUBalagtas Sample 3-MUBalagtas Digital

Digital Portfolio.pptx Digital Portfolio.pptx Portfolio.pptx
What did you see?

What did you like?
What did the students do in their class?

Sample Digital Portfolios of Students

Sample Digital Portfolios of Students

Let’s see graduate students’ electronic course
portfolio
What did you see? What did you like?
Sample ePortfolios in EED 505
(Note: The students gave consent in showing their work)

Let’s see electronic training portfolios
What did you see? What did you like?
Sample 3 ( Portfolio Box)

Sample 1 (Wix.Com) Sample 2 ( Google Site)

Using an LMS as a
platform for
instruction and
assessment

Sample LMS-based Portfolio
Developing a
portfolio in a
Learning
Management
System (LMS) to
document
processes and
products of one’s
professional journey
is more
personal
manageable,
secure and easier
to organize and
explore for
assessment
purposes.

My Professional Portfolio in Rex-managed LMS
(Schoology)
This is a good
reference to
knowing more your
This feature of students to
Schoology can be
understand their
a window to
understanding strengths as well as
more your their weaknesses
students including not only as a
their interests, student but also as
activities and
personal life.
a person.

(Schoology)
This feature of
Schoology can be a
window to
understanding
students’ feelings
and attitudes
towards their day to
day activities in
school. This could be
like a diary or log of
their learning
experiences.
(Schoology)
Emphasize the
need to
annotate the
importance of
self-selected
entries in the
portfolio.
The Schoology
platform allows
pictures, videos,
The platform links and files
can control that could show
entries of what one can
unauthorized do and create
persons in as an evidence
one’s portfolio. of productivity/
learning.

(Schoology)
Emphasize the
need to
annotate the
importance of
self-selected Imagine yourself as
entries in the a school principal
portfolio. seeing students
learning portfolio in
your school’s LMS
like this sample
shown, will you
Imagine you are a have a good gauge
parent visiting your of what they know,
child’s portfolio in like and can do in
the school’s LMS, real life as a result of
will you be happy their teachers’
to see your child’s instruction?
evidence of
creativity and
productivity?

Using Project-based Learning in Designing a Lesson for
an Integrative Assessment
Sample Lesson of PBL applied in Mathematics
Subject Area Philippine K to 12 Mathematics
Grade 5
Quarter 2nd
Content Standard The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
Performance The learner is able to apply the four fundamental operations involving decimals and ratio
Standard and proportion in mathematical problems and real-life situations.
Essential The learner solves routine and non-routine problems involving multiplication without or
Competency with addition or subtraction of decimals and whole numbers including money using
appropriate problem solving strategies and tools.
Project Title Income-Generating Project
Driving Question How do we help generate additional family income online?
123
August 2022
Other Subject Areas
Philippine K to 12 Curriculum Most Essential Learning Competencies in 2020
for Integration/Grade
• Natututukoy ang mga taong nangangailangan ng angkop na product at serbisyo
• Nakapagbebenta ng natatanging paninda
EPP Grade 5 • Nakasasali sa discussion forum sa ligtas at responsableng pamamaraan
(Entrepreneurship/
• Natutukoy ang angkop na search engine sa pangangalap ng impormasyon
ICT)
• Nakagagamit ng mga basic function at formula sa electronic spreadsheet upang malagom ang datos
• Nagagamit ang word processing tools
• Identifies the materials used in making 3-dimensional crafts which express balance and repeated
variation of shapes and colors: 1) mobile; 2) paper-mache jars; 3)paper beads
• Identifies the different techniques in making 3-dimensional crafts
• Applies knowledge of colors, shapes, and balance in creating mobile, paper mache, and paper
Art Grade 5 beads
• Creates designs for making 3-dimensional crafts
• Creates paper beads with artistic designs and varied colors out of old magazines and colored papers
for necklace, bracelet and ID lanyard
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August 2022
Other Subject Areas

Philippine K to 12 Curriculum Most Essential Learning Competencies in 2020
for Integration/Grade
• Write paragraphs showing: cause and effect, comparison and contrast, and problem-solution
English Grade 5 relationships
• Write a feature article
• Nagpapakita ng kawilihan at positibong saloobin sa pag-aaral: 1) pakikinig; 2) pakikilahok sa

pangkatang gawain; 2) pakikipagtalakayan; 3) pagtatanong; 4) paggawa ng proyekto (gamit ang
anumang technology tools; 5) paggawa ng takdang aralin; 6) pagtuturo sa iba
ESP Grade 5 • Nagpapakita ng matapat na paggawa sa mga proyektong pampaaralan
• Nakapagpapatunay na mahalaga ang pagkakaisa sa pagtatapos ng gawain
• Nakapagpapahayag nang may katapatan ng sariling opinion/ideya at saloobin tungkol sa mga
sitwasyon na may kinalaman sa sarili at pamilyang kinabibilangan
NOTE: Colors were used by the speaker to represent the subject areas in the example of PBL applied in a Mathematics Grade 5 lesson.

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August 2022
Learning Activities Description of the Activity
Driving How do we help generate additional family income online?
Question/Problem for
the Project
Your parents’ income is not that much to cover all the needs of your family. While studying, you need
Situation for the
to help raise money to add to the family’s income. You thought of collaborating with your classmates
Project
in doing an online selling business. You need to do this without missing your classes.
The teacher will let the students form into groups of four to think of an online income-generating
project. The students will study together the practices in online selling business. They will have to
Interview real online sellers and find out their products and practices in running successfully their
online business. They need to know the resources needed in setting up their business. They should
Students’ Exploration know the usual problems in setting up an online business and the strategies in solving them.
and Investigation
The teacher will train the students in writing in paragraphs the information gathered from the online
sellers and for them to create a feature article using word processing tools.
The teacher will provide the students a rubric on how to evaluate their feature article and how they
work collaboratively in their group activity for self and peer evaluation.
Dr. Marilyn U. Balagtas 126
August 2022
Activities Description of the Activity
After getting information on how to set-up an online business and the common challenges
faced in an online business, the students will be asked to plan as a group what business to
offer online. They will be required to prepare a project proposal with the following
information:
1. Product to Sell Online
2. Materials Needed
Students’ Planning
3. Budget Needed
and Designing
4. Projected Expenses
5. Project Income
6. Roles and Responsibilities of the Members in the Project
7. Anticipated Risks and How to Address Them
A rubric will be provided to the students to serve as their guide in the preparation and
evaluation of their project proposal.
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August 2022
The students will be provided the knowledge and skills they need to determine the budget
to put up their online business and the estimated income when running such business.
• The students will be instructed on how to add, subtract and multiply money in decimals
using the formulas in the spreadsheet.. The teacher should give mathematical exercises
Students Further
with immediate feedback on these needed skills by the students
Knowledge
• The students need to know how to research using the internet. They need to know how
Acquisition
to promote their online business in appropriate social media.
• The students need to know how to make mobiles, paper mache, and paper beads as
possible items to sell online.

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August 2022
As a group, the students will have to do the project as planned. All the
targeted materials should be ready in creating a 3-dimensional product for
Students’ Actual their online selling. Each member of the group should have a clear
Project Making contribution in the completion of the project. The teacher will provide the
students a rubric to guide them in the actual creation of products to sell with
high quality.
The students have to invite potential customers to the promotion and
presentation of their finished products. They need to convince politely the
Students’ Project
Presentation
invited customers to buy their product to add to their family’s income. A
rubric will be provided to guide the students in the presentation of their
project.
129
August 2022
The students should compute the income from the products they sold. The students will be given an
individual test on their knowledge and understanding in solving problems using operations on decimals.
The students should rate their own contribution and that of their teammates in the completion of the
project. They will be asked to rate their own project in terms of its quality and the technological tools and
processes they followed to get to the desired quality of the project.
Students’ Final A rubric will be provided to guide the self-and peer-evaluation of the students of their project. journal and
Project another rubric to evaluate the overall project.
Evaluation
They should be able to make a individual journal and a group article on the IGP they did. A rubric will be
provided to guide the students of their journal writing and another rubric to evaluate their group article
about the project they did.
The students will be asked to prepare a project portfolio guided by a rubric to document all the processes
they went through in doing the project at the desired quality.
130
August 2022
Will you give them an Will you require self
individual test? Why? How will you assess the and peer-assessment
What will this test students in their to assess how the
cover? When and how students work
“Income-Generating together? How will
will you do this? How
frequent will you do Project“ ? you do that?
this?
Will you ask them to Will you ask them

Will you assess how Will you assess the
write a journal to develop their
the students present Will you assess actual income
indicating the learning portfolio
and defend their the process in generated from the
learning they gained to showcase the
project to their doing their project produced by
and their feelings process and
audience? How will project? How the students? How
towards their product of their
you do that? will you do this? will you do that?
project? How will IGP? How will you
you do it? do it?

131
August 2022
Sample Rubric Using the SOLO Framework for an Integrative Portfolio Assessment
Sample Rubric Template for a Learning Portfolio
Name of Student: Grade Level
Subject Area Quarter
Portfolio Type
Date of Submission (Digital/Electronic/Paper)
Subject Area Standards
Collect all evidences of what you have done in this subject area based on the content and performance standards and competencies you have to develop within this
Instructions:
quarter. Prepare and rate your work based on the rubric given.
Part 1: Organization of the Learning Portfolio (15%)
Performance Levels Using SOLO Levels Raters
4 3 2 1 Parent/ Final Weighted
Criteria Quality Indicators Remarks
Exceeds the Meets the Nearing the Self Peer Teacher Rating Rating
Beginning-U
Standard -EA Standard-R Standard-M
A) flexible (i.e. can re-arrange entries) Satisfies
Satisfies Satisfies A Satisfies B
1. Organizer B) practical (i.e. material is not costly)
both A & B only only
neither A 4 4 4 4 You are very
C) Others, please specify nor B resourceful!
A) With creative cover design
B) With explanation of the chosen cover Satisfies
2. Cover design Satisfies Satisfies A Satisfies B neither A
4 4 4 4
You are very
C) Others, please specify both A & B only only nor B creative!
A) With Table of Contents for easy
location/navigation of entries
B) With clear basis in the organization of Satisfies
Satisfies Satisfies A Satisfies B
3. Organization entries (e.g. according to date when
both A & B only only
neither A 4 4 4 4
accomplished, based on the sequence nor B You are
of lessons, type of work shown) well-
C) Others, please specify organized!
4. Others, please specify
Average Rating 4
Weighted Rating 0.6
Remarks You are doing great! You can work with less reliance from your teacher. Aim to go higher next time.

Date of Submission Portfolio Type (Digital/Electronic/Paper)

Collect all evidences of what you have done in this subject area based on the content and performance standards and competencies you have to develop within this quarter. Prepare and rate your
Instructions:
work based on the rubric given.
Weighted Rating 0.6
Part II. Portfolio Entries/Weight (70%)
Non-Negotiable/ Negotiable Performance Levels Using SOLO Levels Raters
MELCs Targeted/ Evidence Quality Indicators (Please check 4 3 2 1 Final Weighted
Parent/ Remarks
Lesson # (Teacher-set or student-negotiated indicators satisfied) Exceeds the Meets the Nearing the Beginning-U Self Teacher Rating Rating
Peer
evidence Standard -EA Standard-R Standard-M
A) Provides all needed
Competency 1/Lesson # 1 information (/)
B) Provides
accurate/acceptable
Competency 2/Lesson # 1 information (/) Satisfies more
Written Output or Satisfies only 3 Satisfies only 2 Satisfies only 1 This is a good work!
C) Shows creativity/ than 3 of the
Performance Task of the given of the given of the given 3 3 3 3 0.9 It shows you really
resourcefulness/ given understand the
(30%) indicators indicators indicators
neatness in doing indicators lesson. But add a
Competency 3/Lesson # 2 the work (X) little creativity in
your work next
D) Others, please time!
Competency 4/Lesson # 2 specify
Competency 5/Lesson # 3
A) Provides all needed
information (X)
Competency 6/Lesson # 4 B) Provides This is a good work!
accurate/acceptable It shows you really
Satisfies more
Written Output or information (/) Satisfies only 3 Satisfies only 2 Satisfies only 1 understand the
than 3 of the lesson and you are
Performance Task C) Shows creativity/ of the given of the given of the given 3 3 3 3 0.45
given creative. You are
(15%) resourcefulness/ indicators indicators indicators just extra careless.
indicators
neatness in doing Make sure you
complete all the
Competency 7/Lesson # 5 the work (/)
needed information
D) Others, please in your work next
specify time.

Date of Submission Portfolio Type (Digital/Electronic/Paper)

Instructions: Collect all evidences of what you have done in this subject area based on the content and performance standards and competencies you have to develop within this quarter. Prepare and rate your
work based on the rubric given.
Performance Levels Using SOLO Levels Raters
4 3 2 1 Final Weighted
Criteria Quality Indicators Parent/ Remarks
Peer Rating Rating
Exceeds the Meets the Nearing the Beginning-U Self Teacher
Standard -EA Standard-R Standard-M
Part III: Student Reflections/Logs/Journals (15%)
A) Shares what one understands and did not 4 4 4 4
1. Journal 1 understand well in the lessons Your first 2 journals
B) Shares what one likes and did not like in Satisfies at show your deep
Satisfies
the lessons least both A & Satisfies A only Satisfies B only 4 4 4 4 reflection on your
2. Journal 2 neither A nor B learning. Continue
B
3 3 3 3 that great practice!
3. Journal 3 C) Others, please specify
etc.
Average Rating 3.67
Weighted Rating 0.367
Part IV: Summative Tests (Note: The tests will have a separate weight and the correctness of the answers will be checked by the teacher)
Long Test 1 A) Provides the answers to the test 4 4 4 4
Satisfies at 4 4 4 4
Satisfies You are a good
Long Test 2 B) Provides a signed honesty form attested by the parent least both A & Satisfies A only Satisfies B only
neither A nor B follower!
Long Test 3 C) Others, please specify B
etc.
Over-all Rating 3.317
Meets the
Equivalent Grade in % 93% Standard
Remarks You are doing great! You can work with less reliance from your teacher. Aim to go higher next time.
This portfolio rubric was prepared by Dr. Marilyn Ubiña-Balagtas this August 2020 as her sample when training pre-service and in-service teachers on portfolio assessment. Anyone could use this model template but please give proper acknowledgement to
the source. Thank you.

Transmutation of the 4-Point Scale to a Grade in %
The scale could be converted into a grade in percent. Follow instructions below in transmuting the grade.
vUse 4=100%; 3=90%; 2=80%; 1=70%
vIn between points tell the grade in between %.
vExample 3.4 =94%; 2.6 = 86%
Interpretation of the Portfolio Grade

Level of Attainment Interpretation and Recommended Actions
SOLO Levels Weighted Score Grade in %
of the Standards to the Students
Exceeds the
Congratulations! You are a self-regulated learner. You
Extended Abstract 3.5 to 4.0 95 to 100% Standard can study on your own.
Meets the Standard You are doing great! You can work with less reliance
Relational 2.5 to 3.4 85% to 94% from your teacher. Aim to go higher next time.
Nearing the
Good work! You are almost there in meeting the
Multistructural 1.5 to 2.4 75 to 84% Standard standard. Study harder next time.
This is a good try but you have to show more effort in

Beginning doing your work. You can resubmit your work to show
Unistructural 1.0 to 1.4 70 to 74% a better one.
Pre-structural for NO portfolio submission

Recommendations to the Teacher
1 If the student gets a grade below 75%, allow for re-submission of work.
2 The required entries in the portfolio could be graded using a more analytic rubric.
3 The required entries in the portfolio could be submitted one at a time at a certain period agreed-upon by
the teacher and students for initial evaluation and feedbacking on the work.
Set up a portfolio exhibit to celebrate the success of the students in achieving the competencies targeted
4 for the quarter.
Use the student's portfolio when conferring with the student and parents to identify the strengths and areas
5 for improvement of the student
Grade the summative tests separately. If at least 80% of the students have scored at least 60% correct in
6 the test, then grade the test. If not, then decide if you just add the weight of the summative tests to the
portfolio grade to get the final grade of the student.
This model template for portfolio rubric was prepared by Dr. Marilyn Ubiña-Balagtas this August 2020 as a her sample when training teachers on portfolio assessment. Anyone could
use this model but please give proper acknowledgement to the source. Thank you.

How to Make the Portfolio Assessment More
Integrative
1. Integrate the students’ evidence of learning across
areas in just one portfolio.
2. Allow the students to plan and strategize their own way
to show evidence of their own learning.
3. Provide students tasks that require products that could
let them demonstrate knowledge and skills learned
across areas that are essential in real-life.
4. Engage students in the development/finalization of the
criteria for evaluation and in evaluating their own
learning.

v Work individually or in teams (maximum of 5 members) in
preparing an assessment plan integrating performance-and/or
portfolio-based assessment to assess the attainment of
students’ learning competencies.
v Refer to the evaluation rubric in preparing your plan

Thank you!
Note:
If you are interested to use this material or quote anything
from it, please cite the source as:
Balagtas,M.U. (2022). Designing Integrative Assessment

Using the SOLO Framework. Philippine Normal University
Email: balagtas.mu @pnu.edu.ph.

Mobile No.: 09209532926

August 2022
About the Speaker
DR. MARILYN UBIÑA-BALAGTAS is a University Professor at the
Philippine Normal University teaching courses on educational assessment,
evaluation, and research from undergraduate to doctoral level in face-to-face and
online modality. She has been a Dean of PNU College of Flexible Learning and
ePNU. She finished her Doctor of Philosophy with specialization in Educational
Research and Evaluation at the University of the Philippines. She has been a regional
finalist in Metrobank Search for Outstanding Teacher in the Tertiary Level and has
been awarded a post-doctoral fellowship for Leadership in Research by the University
of New England, Australia for her projects as the Inaugural Director of the
Philippine National Research Center for Teacher Quality (RCTQ) that has led the
development of the Philippine Professional Standards for Teachers (PPST). She is
the founding President of the PATEF-United Professionals for the Development and
Advancement of Teacher Education (UPDATE) and currently the President of the
Philippine Educational Measurement and Evaluation Association (PEMEA), Inc.
She is a consultant in educational assessment of a testing company in the Philippines.
She is a researcher, trainor, and a writer in areas of assessment and teacher education.

140
August 2022
How to construct written tests?
(For more details, please refer to this book.)

141
August 2022
For details on performance-based and portfolio
assessments and grading, please refer to this book.

142
August 2022
For inquiries about Assessment in Learning 1 and 2 Textbooks,
please get in touch with given contact details below:

143
August 2022
For inquiries about Assessment in Learning 1 and 2 Textbooks,
please get in touch with given contact details below:

August 2022 144

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Using the SOLO Framework in Designing

Integrative Assessment in Performance-

MARILYN UBIÑA-BALAGTAS, Ph.D.

The participants are expected to design an integrative

Designing Integrative Assessment Using the SOLO Framework

The participants are expected to design an integrative

Integrative assessment is an assessment design that seeks to

Integrative assessment is an assessment that is authentic, engaging,

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

The participants are expected to design an integrative

v It is a framework for understanding with five levels,

Designing Integrative Assessment Using the SOLO Framework

Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

Designing Integrative Assessment Using the SOLO Framework

Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

v Use SOLO in structuring responses to questions in a

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

As of June 30, 2021

Designing Integrative Assessment Using the SOLO Framework

As of June 30, 2021 Is this student

Designing Integrative Assessment Using the SOLO Framework

As of June 30, 2021 Is this student

10.37% - 1.27% = 9.1%

Designing Integrative Assessment Using the SOLO Framework

As of June 30, 2021 Is this student

Designing Integrative Assessment Using the SOLO Framework

As of June 30, 2021 Is this student

Answer: 10.37% of the population of

Designing Integrative Assessment Using the SOLO Framework

Student 2 USA Student 4

Designing Integrative Assessment Using the SOLO Framework

Student 2 USA Student 4

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

The answer given shows understanding of two or more Relational

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

A. 10.37% of the population of USA got

B. 0.1037% of the population of USA got

C. 0.1037 of the population of USA got

D. USA has 9.1% more COVID cases than

Designing Integrative Assessment Using the SOLO Framework

10.37% of the population of Relational

USA has 9.1% more COVID Multistructural

Designing Integrative Assessment Using the SOLO Framework

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Integrative Assessment Using the SOLO Framework

Designing Integrative Assessment Using the SOLO Framework

Dimensions Remember Understand Apply Analyze Evaluate Create