COLLABORATIVE REVIEWER/ BATCH 2019-2023 CvSU-INDANG/ BSNED

Cavite State University-Indang

Education Circle
2021-2022

THE TEACHER’S ARCHIVE

Assessment in Learning 2
EDUC 80

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BSNED 2-2
Quijado, Rica Mae B.

BSNED 3-1
Flora, Alexa Nicole P.
Magnetico, Blessy Joy P.
Mercado, Lyra Kei

Project Heads:

PYAR CHING KIMBERLY NICOLE TAN

Vice Chairman-External Auditor

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CvSU Vision Republic of the Philippines CvSU Mission

The premier university CAVITE STATE UNIVERSITY Cavite State University shall provide
in historic Cavite
recognized for excellence
Don Severino de las Alas Campus excellent, equitable and relevant educational
opportunities in the arts, science and
in the development of Indang, Cavite technology through quality instruction and
globally competitive and relevant research and development activities.
morally upright individuals. It shall produce professional, skilled and
morally upright individuals for global
competitiveness.

Acknowledgement of Responsibility

DISCLAIMER
This document is strictly confidential. Any review, retransmission, dissemination or other use of, without the prior written
consent of Education Circle of Cavite State University-Indang is prohibited.

Informed Consent
I understand that my participation is voluntary and that I am free to withdraw at any time, without cost. I understand that I
will be given a copy of this consent form.

I voluntarily agree to take part in this academic matter.

Participant’s signature: ___MARIA JOVYLYN TAN____________________ Date: March 1, 2022

Prepared by:

PYAR CHING KIMBERLY NICOLE TAN

Vice Chairman-External Auditor

Conformed by:

ANNE JADE NICOLE MANICAD MAE ZAVILL CRISTORIA ANGELO DE VILLA

Chairman Vice Chairman-Internal Secretary

JAMES WARREN CRUSPE LAARNI JANE PAREJA DANA MARGARETTE JUGANAS

Treasurer Public Relations Officer Business Manager-Internal

ELLA MARIE PAMPLINA ROVI MAE PEREY ABEGAIL VALENZONA MELANIO

Business Manager-External Sergeant at Arms Second Year Representative

VAL PATRICK DELA REA YUAN ANGELO

Third Year Representative First Year Representative

Approved by:

JAKE RAYMUND F. FABREGAR, DEM JOVAN B. ALITAGTAG, DEM, LPT

Adviser, Education Circle Adviser, Education Circle

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COLLABORATIVE REVIEWER/ BATCH 2019-2023 CvSU-INDANG/ BSNED

MERCADO, FLORA, QUIJADO, MAGNITICO 1

COLLABORATIVE REVIEWER/ BATCH 2019-2023 CvSU-INDANG/ BSNED

MERCADO, FLORA, QUIJADO, MAGNITICO 2

COLLABORATIVE REVIEWER/ BATCH 2019-2023 CvSU-INDANG/ BSNED

MERCADO, FLORA, QUIJADO, MAGNITICO 3

COLLABORATIVE REVIEWER/ BATCH 2019-2023 CvSU-INDANG/ BSNED

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ASSESSMENT IN LEARNING 2
Table of Contents

Introduction to Authentic Assessment…………………………………………………….. 1

a. Measurement
b. Assessment
c. Evaluation
i. Student evaluation
ii. Teacher evaluation

Learning Targets For Authentic Assessment……………………………………………... 1

a. Learning targets
i. Common learning targets

Performance Assessment…………………………………………………………………… 1

a. Types of performance assessment

i. Paper-pencil vs. performance based assessment
b. Characteristic of performance assessment
c. Guidelines in designing performance assessment
d. How to conduct performance assessment
e. Importance of performance assessment

Affective Assessment……………………………………………………………………….. 4

a. Affective variables
b. Affective domain taxonomy
c. Assessment tools to measure affective learning
i. Self-report
ii. Interview
iii. Student journal
iv. Observation

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EDUC 80 ASSESSMENT IN LEARNING 2

INTRODUCTION TO AUTHENTIC ASSESSMENT LEARNING TARGETS

● A statement on what students are supposed to learn
● Authentic Assessment does not require TOS but and do after instruction
RUBRICS
● More specific compared with educational goals,
AUTHENTIC TRADITIONAL standards, and objectives

● Based on real-world ● Product-oriented

context (performance-
based)
● Process-oriented
● Intrinsic motivation
● Time-wise
● More efficient and LEARNING TARGET LEARNING OBJECTIVE
practical
● Extrinsic motivation
● Guide learning ● Guide instruction

● Learner’s view ● Teacher’s view

MEASUREMENT
● At the end of the ● At the end of the
● A process by which the attributes or dimensions are lesson, the learners
determined. lesson, I can:
should be able to:
● “We measure quantity”
● We calculate, compute, or quantify data
● We generally use a standard instrument to determine the
quantity of something
● Data [scores, grades] COMMON LEARNING TARGETS

ASSESSMENT Can be assessed by traditional assessment

● “Assidere” (to sit beside another)
● “We assess teaching and learning”
● A systematic process of gathering evidence of students’ ● KNOWLEDGE TARGETS
performance over a while to determine the learning and
mastery of skills. ○ It is factual, conceptual, and procedural
● The actual process of data [test, quizzes] information that students must learn in a
● Purpose: increase quality subject or content area.

○ For example: at the end of the lesson,

EVALUATION
● The actual process of making decisions or judgment on
student learning based on collected information from the
measurement
● “We evaluate quality and result”
● Judgment [passed, failed, retained]
● Judge increase quality
I can define learning targets and learning
objectives or I can differentiate their
concepts
● REASONING TARGETS
○ Knowledge-based thought processes

○ Problem-solving, decision-making, and other

STUDENT EVALUATION tasks that require mental skills.
● Passed, failed, retained, promoted

TEACHER EVALUATION Can be assessed by authentic assessment

● Hired, re-hired, promoted, retained

● Done at the end of course teaching
● Judgment on quality of teacher’s performance given by ● SKILL TARGETS
department chair and dean as the decision-maker to
○ Performance-based
judge if;
○ Teachers should be promoted or re-hired for ○ Use of knowledge and or reasoning to
the next school year.
perform or demonstrate physical skill

LEARNING TARGETS FOR AUTHENTIC ● PRODUCT TARGETS

ASSESSMENT ○ Product-based

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○ Use of knowledge, reasoning, and skills in

creating concrete or tangible products.

● AFFECT TARGETS PAPER-PENCIL VS. PERFORMANCE-BASED

ASSESSMENT
○ Affective Assessment; checklist, scales,
questionnaires

○ Characteristics that students can develop

and demonstrate because of instruction PAPER-PENCIL PERFORMANCE

● students provide ● students demonstrate

written responses to their knowledge and
written items skills in a non-written
PERFORMANCE ASSESSMENT ● include questions to fashion
answer, topics to ● focused on
● Also known as alternative or authentic assessment address through demonstration versus
paragraph responses, written responses
● A form of testing that requires students to perform a task problems to solve, etc.
rather than select an answer from a ready-made list

● Especially useful for assessing students’ achievement of

complex learning standard, assessing their ability to apply CHARACTERISTICS OF PERFORMANCE
concepts they learned to solve problems, and assessing ASSESSMENT
skills
● Complex

○ allow the students to think critically and

TYPES OF PERFORMANCE ASSESSMENT
● Product refers to something produced by students
● Authentic
providing concrete examples of the application of
knowledge.
○ brochures, reports, web pages, and audio or
video clips
○ generally done outside of the classroom and
based on specific assignments
● Performances allow the teacher's direct observation.
use their knowledge in performing the
specific task assigned to them
○ it needs to be true or genuine and in line with
the assigned topic. It requires the application
of what the students gained or learned to
a new situation. It also needs to be realistic
and have judgment and innovation to the
teacher will assess the students’ ability while
using their knowledge and skills to negotiate
complex tasks

○ generally done in the classroom since they ● Process-oriented

involve teacher observation at the time of
performance ○ focuses on a journey as well as the
destinations, and complies with the rules and
○ much of the work may be prepared outside regulations
the classroom but the students “perform” in a
situation where the teacher or others may ● Product-oriented
observe the fruits of their preparation
○ focuses on enhancing developmental
○ performances may also be based on in-class activities. This approach maintains the
preparation highest possible quality

○ include oral reports, skits and role-plays, ● Open-ended

demonstrations, and debates
○ questions or other prompts that require
● Process-oriented assessments provide insight into students to explore a topic orally or in writing
student thinking, reasoning, and motivation
● Time-bound
○ provide diagnostic information on how when
○ the goals or tasks that are measured or
students are asked to reflect on their learning
restricted by time, and that there is a specific
and set goals to improve it
time to accomplish or achieve that
○ think-aloud, self/peer assessment checklists
○ giving extended tasks on certain
or surveys, learning logs, and individual or
assignments that require sustained attention
pair conferences
in a single work area and are carried out over
several hours or longer

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THE TEACHER’S ARCHIVE 2021-2022 CVSU-INDANG/ EDUCATION CIRCLE

c. generally done outside of the classroom

and based on specific assignments
GUIDELINES IN DESIGNING PERFORMANCE
2. Performances
ASSESSMENT
a. allow students to show how they can apply knowledge
● Learning outcomes and skills under the direct observation of the teacher

○ at the end of the course serve as the basis in b. generally done in the classroom since they involve
designing the performance assessment teacher observation at the time of performance
tasks
c. include oral reports, skits and role-plays,
○ the goal of the lesson, or what product are demonstrations, and debates
we expecting from the students to produce,
so for that, we will be looking again into the 3. Process-oriented
objectives that we set from the very a. provide insight into student thinking, reasoning, and
beginning motivation
○ With the learning outcomes identified, the b. provide diagnostic information on how when students
evidence of student learning that is most are asked to reflect on their learning and set goals to
relevant for each learning outcome and the improve it
standard or criteria that will be used to
evaluate those evidence are then identified ii. Rubric

1. includes the specification of the skill being examined

and what constitutes various levels of performance
TO GUIDE YOU IN DESIGNING PERFORMANCE success
ASSESSMENTS, THE FOLLOWING QUESTIONS
2. Holistic single criteria rubrics (one-dimensional) used to
MAY BE ADDRESSED assess participants' overall achievement on an activity
or item based on predefined achievement levels;
a. What are the outcomes to be assessed? performance descriptions are written in paragraphs and
usually in full sentences
i. The objective of the lesson is what this
question is talking about. 3. Analytic two-dimensional rubrics with levels of
achievement as columns and assessment criteria as
ii. We should think about our activities based
rows. Allows you to assess participants' achievements
on the objectives we’ve set from the very
based on multiple criteria using a single rubric; written in
start of the lesson.
a table form
b. What are the capabilities/skills implicit or explicit
d. Are the specific performance tasks aligned with
in the expected outcomes?
the outcomes and skills interesting, engaging,
i. Skills that fall with the implicit are skills challenging, and measurable?
where all the steps cannot be specified and
i. Check if your chosen activity falls with your
more than one answer is acceptable.
objective, and is appropriate to the skill you
ii. While explicit has a defined set of answers want them to show.
that are expected for the learners to be able
ii. identify how it will affect their motivation, and
to give. With that, the skills should also be
make them free in engaging in the activity
determined and how the teacher will be
going to observe. e. Are the performance tasks authentic and
representative of real-world scenarios?
c. What are the appropriate performance
assessment tasks or tools to measure the i. It should not be done just for having a
outcomes and skills? requirement but it should benefit them in the
future
i. Three Types of Performance-based
Assessment f. What criteria should be included to rate students’
performance levels?
1. Product
i. When we say criteria, it serves as the
a. refers to something produced by students
foundation in developing a rubric, which is an
providing concrete examples of the
example of a tool for evaluating student work
application of knowledge
according to a performance scale
b. brochures, reports, web pages, and audio
1. Content criteria are used to
or video clips
evaluate the degree of a student’s

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THE TEACHER’S ARCHIVE 2021-2022
knowledge and understanding of
facts, concepts, and principles.
2. Process criteria are used to
evaluate the proficiency level of
performance of a skill or process,
as well as the effectiveness of the
methods and procedures used in a
task.
3. Quality criteria are used to
evaluate the overall quality and
craftsmanship of a product or
performance.
4. Impact criteria are used to
evaluate the overall results or
effects of a product or performance
given its purpose and audience
g. What are specific performance indicators for each
criterion?
i. Once the key criteria have been identified for
a given performance (based on the targeted
standards/outcomes), we can use them to
HOW CAN TEACHERS CREATE PERFORMANCE-
develop more specific evaluation tools
BASED ASSESSMENTS FOR THEIR STUDENTS?
1. Content accurate clearly explained,
complete, expert, knowledgeable,
2. Process collaborative, coordinated,
efficient, methodical, precise
3. Quality creative, organized,
polished, effectively designed, well
crafted,
4. Impact entertaining, informative,
persuasive, satisfying, successful
HOW TO CONDUCT PERFORMANCE
ASSESSMENT
● Performance assessment looks at higher-order thinking
skills and problem-solving abilities
○ When performing doing a performance, we
are encouraging a student to use higher-
order thinking skills (remembering,
understanding, applying, analyzing, revising,
and creating)
● High-stakes standardized testing evaluates whether
students know enough about a subject
○ measure whether students can apply the
knowledge appropriately in various contexts
● If interim goals are created and applied correctly,
performance assessments allow students to monitor
themselves
○ “Interim” means between points of time or
events/intervals. Performance
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○ The assessment gives students time and the
ability to monitor themselves
● Any instructors who use performance assessments need
to include the standards they expect and the steps that
they must take in applying the knowledge in the
curriculum
○ Whenever we use performance assessment
we MUST include the standards as a teacher
and the students must meet
● Performance assessments go hand-in-hand with modern
teaching strategies like active learning and critical
thinking
○ If a student undertakes collaboration and
discussion in a classroom context, those
learned skills will be more easily applied
and evaluated in summative assessments,
and eventually reflected in students’
performance
● Identify goals of the performance-based assessment
○ By identifying the purpose, teachers are able
to easily identify the weaknesses and
strengths of the students’ performance
FIVE TYPES OF LEARNING TARGETS USED IN
PERFORMANCE ASSESSMENT
Hands-on activities that
extend periods of time will
Deep Understanding develop a student's
understanding. Focuses on
the use of knowledge and
skills
The reasoning is essential
with performance
Reasoning assessment as the students
demonstrate skills and
construct products
students are required to
demonstrate communication,
Skills presentation, and psycho-
motor skills
Psycho-motor skills identify the level at which the
skill is to be performed
Products These are completed works
in which students used their
knowledge and skills
● Select the appropriate course standards
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THE TEACHER’S ARCHIVE 2021-2022 CVSU-INDANG/ EDUCATION CIRCLE

○ A teacher should identify whether the ● Can adapt current assignments

students will have to demonstrate a process
or a product ● Usually the most valid way of assessing skill development

● Review assessments and identify learning gaps

○ By reviewing assessments, it becomes clear AFFECTIVE ASSESSMENT

where a student is lacking understanding. So,
you can design a performance-based
● from the Latin word affectus which means “feelings”
assessment that addresses the learning gap
in practice ● it deals with the affect dimensions of students' learning
such as attitudes, values, beliefs, opinions, interests, and
● Design the scenario
motivation
○ Must include; setting, role, audience, time
● It looks into HOW STUDENTS FEEL while they are
frame, product
learning rather than WHAT HAVE THEY LEARNED
● Gather or create materials
● Affective assessment DOES NOT determine the grades
○ Depending on the scenario, this step may or the student gets rather it helps the teachers to determine
may not be needed what steps to be taken to help students achieve academic
success
● Develop a learning plan

○ Need to be constantly reviewed and revised

depending on student learning needs AFFECTIVE VARIABLES

● Affective describes something that has been influenced

by emotions, is a result of emotions, or expresses
IMPORTANCE PERFORMANCE ASSESSMENT
emotion

● Affective variables deal with how students feel or think

about a lesson, a person, or an activity
ADVANTAGES
AFFECTIVE VARIABLES
● Can be used to assess from multiple perspectives

● Using a student-centered design can promote student

● Attitude
motivation ○ Refers to a person’s reaction whether
negative or positive
● Can be used to assess the transfer of skills and
integration of content ● Self-confidence
● Engages student in active learning ○ the ability of the person to believe
● Encourages time on academics outside of class herself/himself to carry out or fulfill a task

● Can provide a dimension of depth not available in the ● Motivation

classroom
○ Inner drive, impulse, emotion or desire that
● Can promote student creativity moves to one particular action

● Can be scored holistically or analytically ○ Two types of motivation

● May allow probes by faculty to gain a clearer picture of ■ Intrinsic internal satisfaction (if
student understanding or thought processes you’re happy about what you’re
doing)
● Can provide closing of feedback loop between students
and faculty ■ Extrinsic external satisfaction
(parents expectation)
● Can place faculty more in a mentor role than as a judge
○ Integral parts of motivation to Ausubel
● Can be summative or formative
■ The need for exploration teachers
● Can provide an avenue for student self-assessment and should let their students explore
reflection new things

● Can be embedded within courses ■ Need for knowledge after exploring,

there will be new knowledge

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THE TEACHER’S ARCHIVE 2021-2022 CVSU-INDANG/ EDUCATION CIRCLE

■ Need for manipulation should use

prompts, punishment and
reinforcement ASSESSMENT TOOLS TO MEASURE AFFECTIVE
■ Need for ego enhancement must
LEARNING
lift their students up o make them
confident on their learning

● Interest SELF-REPORT QUESTIONNAIRES

○ Psychological state that draws person’s
attention to an object, idea or event ● most common tool used in the affective domain

○ Two types of interest ● a type of assessment where the respondent is asked to

■ Personal when you bought a thing
even if it is not a requirement
■ Situational when you bought a
thing because it is required
answer questions about herself/himself (behavior,
emotions, feelings or views)
● Limitation dishonesty
● Pre-test and post-test

● Values

○ Characteristics or traits that a person holds INTERVIEW

in high importance

● Beliefs ● Oral assessment of student learning through spoken

words and casual conversation
○ Refer to conviction or opinions we hold to be
true even without evidence ● allows the teacher to collect and explore more in-depth
information about the trait being assessed
AFFECTIVE DOMAIN TAXONOMY ● Structure and unstructured: formal or informal

● Receiving (to receive)

STUDENT JOURNALS
○ a learner demonstrates an awareness in an
activity that is happening such as giving ● Effective tools that can be used in assessing and
attention to that Activity. monitoring student thinking and attitudes

○ It Involves the willingness to accept the ● Gives students guided opportunities to think aloud
Stimulus. through writing

● Responding (to respond)

OBSERVATION
○ the learner reacts to a given stimulus or
information that has been received. ● Tools that requires the teacher to observe the
absence/presence of the behavior of learners in natural
○ If a learner participates in a class discussion
setting
and not merely listening then a learner is in
this level of behavior. ● Can be obtrusive or unobtrusive behavior, attitude, beliefs,
characters
● Valuing (to value)

○ learner has internalized a set or specific

values such that these values are
manifested through overt behaviors

● Organization (to organize) REFERENCE

○ the learner is able to discern independently
the right from wrong and he/she is able to
make a decision on what is more valuable
based on his or her own judgment
● Characterization (to characterize)
○ extends beyond the school setting and
becomes part of his or her lifestyle
● Angon, K.A (2021) Guidelines in Designing Performance
Assessment
● Tan, K, N (2021) Characteristics of Performance
Assessment
● Garcia, D (2021) What is Performance Assessment
● Lim, S. (2021) How to Conduct Performance Assessment

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THE TEACHER’S ARCHIVE 2021-2022 CVSU-INDANG/ EDUCATION CIRCLE

● Chua, A. (2021) Importance of Performance Assessment

● Cabalan, A (2021) Affective Domain Taxonomy

● Fernandez, J.D (2021) Affective Variables

● Juegos, B.A (2021) Assessment Tools to Measure

Affective Learning

● Penalba, P.M (2021) What is Affective Assessment?

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