Prof Ed 10 Module 1

Aklan Catholic College
Arch. G.M. Reyes St.

5600 Kalibo, Aklan, Philippines
Tel Nos.: (036) 268-4010
Website: http://www.acc.edu.ph
E-mail Add: aklancollege@yahoo.com
ACC Flexible Learning System
Learner Module
Assessment of Learning 2
Module no.: 1 of 2
FL Design: CorreL (Correspondence Learning)
Course Code & Title: Prof Ed 10/ EDUC 11– Assessment of Learning 2
Course Description: This is a course that focuses on the principles, development and utilization of alternative
forms of assessment in measuring authentic learning. It emphasizes on how to assess process and product-
oriented learning outcomes as well as affective learning. Students will experience how to develop rubrics and
other assessment tools for performance-based and product-based assessment.
Outcomes: At the end of the course the learner should have
1. discussed the fundamental concepts and characteristics of 21st century assessment;
2. analyzed the different types of assessment being used in the teaching and learning process;
3. applied the nature and the essential characteristics of performance-based assessment in classroom-based
tasks;
4. designed meaningful performance-based assessment;
5. developed instruments for assessing affective learning;
6. evaluated portfolio assessment utilized in the classroom;
7. used the test results in interpreting and reporting grades.; and
8. analyzed the set of assessment data by the use of different statistical tools.
Introduction to the Module
This is Module 1 of 2 of the course Prof Ed 10/ EDUC11 – Assessment of Learning 2. This learner module is
developed for the flexible learning program of Aklan Catholic College and programmed to run for at least a week.
This module tackles the first four outcomes of the course:
1. discuss the fundamental concepts and characteristics of 21st century assessment;

2. analyze the different types of assessment being used in the teaching and learning process;
3. apply the nature and the essential characteristics of performance-based assessment in classroom-based
tasks; and
4. design meaningful performance-based assessment;
This module is primarily used at home and it takes advantage of task-based approach to education
and self-paced learning. Success of learning would essentially depend on the collaboration between the
instructor and the learner and the commitment of the learner to self-directed learning.
It contains the (a) essential keynotes, (b) suggestions and links to further readings and media, (c)
quizzes, (d) activities, (e) reflection pages, (f) written test, and (g) task.
How to use this Module
Below is a program or sample learning cycle created by the module developer in using this module. You are
highly encouraged to follow the program to increase the success rate in using the module. As this module comes
with reading materials and dual flash drive containing learning media, you should study all the required readings
and other media cited in the essential keynote. You are also encouraged to study supplementary materials
provided in the dual flash drive or provided for in the links. It is wise that you review first the outline of the module
and the guide questions in each lesson to get an overview of the module. Study thoroughly all relevant readings
and media. This will help you create a focus to facilitate answering the quizzes and written test and performing
the activities and the task.
Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

Cluster no.: 1 Released date: February 2, 2022 Output submission date:
Semester: 2nd Academic Year: 2021 – 2022 Instructor: Mr. Alextaire C. Villanueva
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It is recommended that you complete two lessons a day so that you can have ample time to
prepare for the written test and task performance.
Learning Cycle
The table below is a sample of a personal learning plan. You are encouraged to use the same template or
create one that works better for you. It is also important to coordinate this schedule with your instructor and your
assigned peer
Module 1 Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
Course Mon Tues Wed Thurs Fri
• Opening Prayer • Opening Prayer
Prof Ed 10 • Study all • Study all materials
materials • Answer quizzes
8:00 – 11:00 • Answer quizzes • Perform activities
AM • Perform activities • Work with peer
• Work with peer • Write reflection
• Write reflection Closing Prayer
• Closing Prayer
• Opening • Opening Prayer

Prof Ed 11 Prayer • Study all
• Study all materials
1:00 – 4:00 PM materials • Answer quizzes
• Answer • Perform activities
quizzes • Work with peer
• Perform • Write reflection
activities Closing Prayer
• Work with peer
• Write reflection
Closing Prayer
For activities that requires writing, write legibly as this will help a lot on how you successfully get your
ideas across. You can write in extra piece of paper, if necessary. If available, you can process your responses
on Microsoft office and print. Extra sheets of paper should be inserted between the pages where the activity can
be found. Don’t forget to label this extra sheet with your name and the title of the activity. A better idea would be
to submit the soft copy of your responses to save resources.
Make sure to take all the quizzes and perform each activity with care and diligence. Some activities may be
performed individually while some activities may require collaboration.
For collaborative activities, called peer work, your instructor will provide the name and mobile number of the
students with whom you will collaborate. The Peer work is one of the most essential features of this module and
will mean a lot for learning to succeed as we recognized that you can learn better if you share insights and
perspectives with another. The peer work may be done through phone calls or text messaging. If better channels
are accessible at the time of the activity such as chat or forum, make use of better channel. If connecting with
your designated peer through the most basic means is impossible, try your best to solicit ideas from members
of your household on the questions, statements or instructions contained in the peer work
Once you have completed this module, place this module and all required outputs in the learning packet to
prepare them for collection. Make sure to recheck your submissions especially soft copies that you have stored
in the dual flash drive. If you are having any trouble in storing the files into your dual flash drive, please contact
your instructor right away.
Course Requirements
1. Quizzes (10%) 4. Reflection
2. Activities (20%) 5. Written Test (20%)
3. Peer work 6. Task Performance (50%)

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Table of Contents
Lesson 1 – Discussing the Fundamental Concepts and Characteristics of 21st Century Assessment
Intended Learning Outcomes …………………………………………………… 4

Instructions …………………………………………………… 4
Concept Notes …………………………………………………… 4
Instructions for supplementary materials ………………………………………… 7
Lesson 2 – Analyzing the Different Types of Assessment

Instructions …………………………………………………… 8
Concept Notes …………………………………………………… 8
Lesson 3 – Applying the Nature and Essential Characteristics of Performance-based Assessment in

Classroom-based Tasks

Instructions …………………………………………………… 11
Concept Notes …………………………………………………… 11
Lesson 4 – Designing Meaningful Performance-Based Assessment

Instructions …………………………………………………… 14
Concept Notes …………………………………………………… 14
Learning Activity Sheets
Peer Work (L1) …………………………………………………… 19

Quiz (L1) …………………………………………………… 20
Activities (L1) …………………………………………………… 21
Reflection (L1) …………………………………………………… 22
Peer Work (L2) …………………………………………………… 23

Quiz (L1) …………………………………………………… 24
Activities (L2) …………………………………………………… 25
Reflection (L2) …………………………………………………… 26
Peer Work (L3) …………………………………………………… 27

Quiz (L1) …………………………………………………… 28
Activities (L3) …………………………………………………… 29
Reflection (L3) …………………………………………………… 30
Peer Work (L4) …………………………………………………… 31

Quiz (L1) …………………………………………………… 32
Activities (L4) …………………………………………………… 33
Reflection (L4) …………………………………………………… 35

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DISCUSSING THE FUNDAMENTAL CONCEPTS AND CHARACTERISTICS OF

21ST CENTURY ASSESSMENT
Lesson 1
I. Intended Learning Outcomes

At the end of this lesson, the learner will have
1. identified the characteristics of the 21st century assessment, and types of educational assessment,
and;
2. discussed the fundamental concepts and characteristics of 21 st century assessment based on
models.
II. General Instructions

1. Read the guide questions
2. Study the concept notes. Refer to the materials cited for further understanding.
3. Study supplementary materials for additional information
III. Guide questions

Use the guide questions to navigate through the keynotes and additional readings and media. Keep them in
mind while studying. You can use a separate note to pick up answers from the materials as you move along
with them.
1. Why is it important to know the characteristics of 21 st century assessment?
2. Does the instructional decision relevant in assessing student learning?
IV. Concept Notes
In the previous course, Assessment of Learning 1, you have learned about the principles,
development and utilization of conventional assessment tools to improve the teaching and learning
process. As this course builds your knowledge of the previous course, we will be frequently pulling
the knowledge, principles and skills you already know and might have applied from the previous
course.
With that, we must move on to discussing the fundamental concepts and characteristics of 21 st
century assessment. In order to thrive in this constantly changing and extremely challenging period, the
acquisition of 21st century skills is necessary. .
In this lesson, we will look into the 21st century Assessment. We will primarily use the text of Cajigal,
R. & Mantuano, M.L. (2014).
Inevitably the 21st century is here, demanding a lot of changes, development, and re-engineering of
systems in different fields for this generation to thrive. In the field of education, most of the changes have
focused on teaching and learning. Preparing and equipping the teachers to cater to the needs of the 21st
century learners are part of the adjustments being done in the education system. Although a lot of changes
has been made on the different facets of education, there are some members of the educational community
calling for a corresponding development or change in educational assessment. Viewing educational
assessment as agent of educational change is of great importance. This belief, coupled with the traditional
focus on teaching and learning, will produce a strong and emerging imperative to alter our long-held
conceptions of these three parts: teaching, learning and assessment (Greenstein, 2012).
Twenty-first century skills must build on the core literacy and numeracy that all students must master.
Students need to think critically and creatively, communicate and collaborate effectively, and work globally to
be productive, accountable citizens and leaders. These skills to be honed must be assessed, not just simply
to get numerical results but more so, to take the results of assessment as guide to take further action.
Educators need to focus on: what to teach; how to teach it; and how to assess it (Greenstein, 2012; Schmoker,
2011).
The Assessment and Teaching of 21st century skills project (atc21s.org) has a core belief that
alignment of goals with learning and assessment is essential to policy and practice. They emphasize the
importance of balanced assessment systems that incorporate the 21 st century goals.

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What are the Characteristics of the 21st Century Assessment?

These eight characteristics of 21st century assessment are essential guide for the preparation of
assessment activities by educators. It is necessary to refer to these characteristics to ensure that the learners
are being assessed towards the skills and demand of the 21st century. The following are the eight
characteristics of 21st Century Assessment:
a. Responsive
Visible performance-based work (as a result of assessment) generates data that inform
curriculum and instruction. Teachers can adjust instructions, school leaders can consider additional
educational opportunities for students and policy makers can modify programs and resources to
cater to the present needs of the school community.
b. Flexible
Lesson design, curriculum and assessment require flexibility, suppleness and adaptability.
Assessment need to be adaptable to student’s settings. Rather than the identical approach that
works in traditional assessment, 21st century assessment approaches are more versatile. These
approaches best fit for the demand of the learning environment at present since as student’s
decisions, action and applications vary, the assessments and system need to be flexible too.
c. Integrated
Assessments are to be incorporated into day-to-day practice rather than as add-ons at the
end of instructions or during a single specified week of the school calendar. Assessment is about
stimulating thinking, building on prior learning, constructing meaning, and thinking about one’s
thinking. It offers opportunities for students to consider their choices, identify alternative strategies,
transfer earlier learning, and represent knowledge through different means.
d. Informative
The desired 21st century goals and objectives are clearly stated and explicitly taught.
Students display their range of emerging knowledge and skills. Exemplars routinely guide students
towards achievement of targets. Learning objectives, instructional strategies, assessment methods,
and reporting processes are clearly aligned.
e. Multiple Methods
An assessment continuum that includes a spectrum of strategies is the norm. Students
demonstrate knowledge and skills through relevant tasks, projects, and performances. Authentic
and performance-based assessment is emphasized. There is recognition of and appreciation for
the processes and products of learning.
f. Communicated
Communication of assessment data is clear and transparent for all stakeholders. Results
are routinely posted to a database along with standard-based commentary, both of which must be
available and comprehensible at all levels. Students receive routine feedback on their progress,
and parents are kept informed through access to visible progress reports and assessment data.
g. Technically Sound
Adjustments and accommodations are made in the assessment process to meet the
student needs and fairness. Students demonstrate what they know and how they can apply that
knowledge in ways that are relevant and appropriate for them.
h. Systematic
Twenty-first century assessment is part of a comprehensive and well-aligned assessment
system that is balanced and inclusive of all students, constituents and stakeholders and designed to
support improvement at all levels.
How instructional decision works in assessment?

The major objective of educational assessment is to have a holistic appraisal of a learner, his/her
environment and accomplishment.
The educational assessment process starts in analyzing the criterion together with the teaching-
learning environment. It is done to determine the effects of the environment to the teaching-learning situation
after which, the kind of evidence that are appropriate to use for assessment of the individuals are set. This
helps to determine the strengths, weaknesses, needs and personally characteristics, skills, and abilities of the
learner (Bloom, 1970).

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a. Decision-making at different phases of teaching-learning process

Assessment is constantly taking place in educational setting. Decisions are made about
content/ subject matter and specific targets, nature of students and faculty, morale and satisfaction
of both teachers and the students, as well as the extent of which student performances meet the
standard and/ or deliver the outcomes expected from them by the teacher.
Assessment can be used as basis for decision-making at different phases of the teaching-
learning process. The file entitled “ASSESSMENT 2 LESSON 1” shows the table that depicts the
different phases of the teaching-learning process, how and what decisions are made by the
teacher. The file is stored in the Google Classroom.
b. Assessment in Classroom Instruction

Linn and Gronlund (2000) described the relevance of assessment in instructional decision
by classifying the varied assessment procedures according to use in classroom instructions. The
Types of Instructions following are the categories and purposes of each category.
1. Direct Instructions
2. Indirect Instruction
- learners focus Category Purpose
3. Independent Study
4. Interactive Instruction Placement Assessment Measures entry behavior
5. Experiental Learning Formative Assessment Monitors learning progress
Diagnostic Assessment Identifies causes of learning problem
Summative Assessment Measures end-of-course achievement
c. Types of Educational Decision

The use of assessment in decision-making is not just within the bounds of the classroom. It
extends to the whole education community. Results of assessment may trigger updates in the
existing curriculum and other policies governing the school system.
Kubiszyn, T. and Borich, G. (2002) classified the different educational decision into eight
(8) categories.
1. Instructional 5. Placement
2. Grading 6. Guidance and counseling
3. Diagnostic 7. Program or curriculum
4. Selection 8. Administrative Policy
For more details about the types of Education Decision, kind access this link
http://www.ruelpositive.com/assessment-classroom-instruction
How Outcome-based assessment used in the classroom?

Knowing what is expected from the learners by their teachers at the end of a particular lesson helps
them to meet those targets successfully. This, all assessment and evaluation activities must be founded on
the identified student intended learning outcome (ILO). These ILO’s should be identifies and clarified with
students so that wit will be an effective teaching-learning process as the teachers commence the learning
activities through delivery of the lessons.
a. Student Learning Outcome

Student Learning Outcome is the totality of accumulated knowledge, skills and attitudes that
students develop during a course of study. This outcome will be the basis for assessing the extent
of learning in an OBE. Outcome Based Assessment must be continuously done during the entire
teaching learning both by the teachers and students to ensure that the activities are aligned with
the expected outcomes set for the students by the teacher. Providing feedback including the
results of assessment is important to identify the next steps toward the realization of the intended
learning outcome.
b. Characteristics of Good Learning Outcome

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It is important to define outcomes as clearly and explicitly as possible. Good learning

outcomes give emphasis to the application and integration of the knowledge and skills acquired
in a particular unit of instruction (e.g. activity, course, etc.) and emerge from a process of reflection
on the essential contest of the activity course program, etc.
1. Very specific, and use verbs (that makes expectations clear).
2. Focused on the learner: rather than explaining what the instructor will do in the course,
good learning outcomes describe knowledge or skills that the student will employ, and
help the learner understand why that knowledge and those skills are useful and valuable
to their personal, professional, and academic future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skills
describe by the learning outcome at the conclusion of the course. In this way learning
outcomes establish standards of the course.
4. Focus on the application and integration of acquired knowledge and skills
5. Good learning outcomes prepare students for assessment and help them feel engaged
in and empowered by the assessment and evaluation process.
6. Offer a timeline for completion of the desired learning.
Want to know more?

If you need to read or review about 21st Century Assessment, access the different links about characteristics
of 21st century assessment found on the reference list.
.
Reference list
1. 21st century skills assessment. (2020, August 13). Challenge Map.
https://challengemap.digitalpromise.org/assessment/21st-century-skills-assessment/
2. Blogasiaph. (2019, April 6). Assessment in classroom instruction. Ruel Positive.
http://www.ruelpositive.com/assessment-classroom-instruction
3. Cajigal, R. M., & Mantuano, M. L. (2014). Assessment of learning 2. Adriana Publishing Co., Inc.
4. Department of Education. (2019, September). Assessment of 21st century skills in the philippines: A
model. https://neqmap.bangkok.unesco.org/wp-content/uploads/2020/05/5.-Day-4-DepEd-BEA.pdf
5. Friedman, S. (2018, November 1). Teaching 21st century skills requires new assessments -. THE
Journal. https://thejournal.com/articles/2018/11/01/teaching-21st-century-skills-requires-new-
assessments.aspx
6. Vista, E. C. A. A. (2017, December 4). Education assessment in the 21st century: Moving beyond
traditional methods. Brookings. https://www.brookings.edu/blog/education-plus-
development/2017/02/23/education-assessment-in-the-21st-century-moving-beyond-traditional-
methods/
ANALYZING THE DIFFERENT TYPES OF ASSESSMENT

Lesson 2

Cluster no.: 2 Output submission date:
8

1. described the advantages and disadvantages of every types of assessment;
2. applied the different types of assessment in classroom-based situations, and;
3. compared and contrasted the different type of assessment used in the teaching and learning process.


Use the guide questions to navigate through the keynotes and additional readings and media. Keep them in
with them.
1. In what ways could our learners achieve more learning outcomes?
2. What do you think is the best type of assessment to be used in measuring student’s achievement?
IV. Concept Notes
Now, that we have discussed the 21st century assessment, which dealt mostly with how the teacher
would going to use the characteristics of 21st century assessment as one of the inputs in making
instructional decision and how to assessed learners using Outcome-based Education (OBE).
In this lesson, we will mainly deals on the discussion of the different types of assessment being used in the
teaching and learning process. Furthermore, this lesson will presents various techniques and procedures of
assessing student learning outcomes which help the teachers in making instructional, curricular or
administrative decisions.
Assessment of student learning requires the use of variety of techniques for measuring outcomes which
plays a significant role in effective teaching and learning processes. According to the Department of Education
Order 73, s. 2012, assessment shall be used primarily as quality assurance to track student progress to the
attainment of standards, promote self-reflection, and personal accountability for one’s learning and provides a basis
for the profiling of student program.
What are the different types of assessment used in assessing student learning?
1. Traditional Assessment and Authentic Assessment

• These are indirect and inauthentic measures of students’ learning outcomes. This kind of assessment is
standardized and for that reason, they have one-shot, speed-based, and norm-referenced (Bailey, 1998).
Moreover, it often focus on learner’s ability to memorization and recall, which are lower level of cognition
skills (Smaldino, 2000)
• Paper-and-pencil tests or quizzes are best examples of traditional assessment which mainly describe
and measure student learning outcomes. Most of the time, teachers still engage themselves in the
utilization of traditional assessment. Law and Eckes (1995) state that traditional assessments are single-
occasion tests which measure what learners can do at a particular time.
• Authentic Assessment focuses on the analytical and creative thinking skills, students to work
cooperatively and that reflects student learning, student achievement, and student attitudes of relevant
activities.
• In the present K to 12 curriculum, the students are expected to produce products or performances through
authentic task. This should reflect what teachers want their students to do with their learning and
demonstrate the use in real life situation.
• Authentic assessment has four (4) basic characteristics; (1) The task should be representative of
performance in the field, (2) Attention should be paid to teaching and learning the criteria for assessment,
(3) Self-assessment should play a great role, (4) When possible, students should present their work
publicly and defend it. .

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• The table below summarizes the attributes of traditional assessment from authentic (performance)
assessment
Attribute Traditional Assessment Authentic Assessment
Assessment Activity Selecting a response Performing a task
Nature of Activity Contrived activity Activity emulates real life
Cognitive level Knowledge/ comprehension Application/analysis/synthesis
Development of Solution Teacher-structured Student-structured
Objectivity of Scoring Easily achieved Difficult to achieve
Evidence of Mastery Indirect evidence Direct evidence
2. Formative Evaluation and Summative Evaluation

• Assessment FOR Learning pertains to the use of formative evaluation to determine and improve students’
learning outcomes. On the other hand, Assessment OF Learning uses summative evaluation which
provides evidence of students’ level of achievement in relation to curricular learning outcomes.
• Formative assessment can be defined more specifically as all those activities undertaken by teachers,
and by their students in assessing themselves, which provide information to be used as feedback to
modify the teaching and learning activities in which they are engaged (Black & William, 1998). The result
of formative assessment leads to identifying goal in improving and motivating the students to enhance
achievement.
• Traditionally, summative assessments are conducted at the end of each section or unit to find out
student achievement. Summary of evidences indicate extent of learning achievements which are classify
or for certification or giving of honors/ awards.
• Teaching and learning plans are based on the results of formative assessment which provides feedback
on the effectiveness of teaching and learning process as seen from the students’ learning. Summative
assessment on the other hand, is used to determine how much students have learned at the end of term,
unit or academic year.
Characteristics of Formative and Summative Assessment

Characteristics Formative Summative
Purpose To provide ongoing feedback and To document student learning at the
adjustment to instruction. end of an instructional segment.
When conducted During instruction and after instruction After instruction
Student Involvement Encouraged Discouraged
Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented
Teacher Role To provide immediate, specific To measure student achievement and
feedback and instructional correctives give grades
Learning Emphasized Deep understanding, application, and Knowledge and comprehension
reasoning
Level of Specificity Highly specific and individual General and group oriented
Structure Flexible, adaptable Rigid, highly structured
Techniques Informal Formal
Impact of Learning Strong, positive, long-lasting Weak and fleeting
3. Norm and Criterion-Referenced Assessment

• Norm-referenced assessment gives us information on what the student can perform by comparing to
another student. Criterion-referenced assessment describes the performance of the students without
reference to the performance of others which uses criteria or predefined and absolute standards or
outcomes.
• Both methods are very useful in assessing learning outcomes. Norm-referenced assessment tells how
an individual performance compares with that of others, while criterion-referenced assessment tells the
specific performance in terms of what an individual can do without reference to performance of others.

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Summary Comparison of Two Basic Approaches to Achievement

Norm-referenced Criterion-referenced
Principal Use Survey Testing Mastery testing
Measures individual differences in
Major Emphasis Describes tasks students can perform.
achievement
Compares performance to that of other Compares performance to a clearly
Interpretation of Results
individual specified achievement domain.
Typically covers a broad area of Typically focuses on a limited set of
Content of Courage
achievement learning tasks.
Detailed domain specifications are
Nature of Test Plan Table of specifications is commonly used
favored.
Items are selected that provide maximum Includes all times needed adequately to
Item Selection discrimination among individuals (to describe performance. No attempt is made
Procedures attain a reliable ranking). Easy items are to alter item difficulty or to eliminate easy
typically eliminated from the test. items to increase the spread of scores.
Level of performance is commonly
Level of performance is determined by
determined by absolute standards
Performance Standards relative position in some known group
(demonstrates mastery by defining 90% of
(ranks fifth in a group of 20)
technical terms).
4. Contextualized and Decontextualized Assessment

• In contextualized assessment, the focus is on the student’s construction of functioning knowledge and
the student’s performance in application of knowledge in the real work context of the discipline area.
Assessment tasks reflect the goal of learning. It uses performance-based tasks which are authentic in
nature.
• According to Biggs (2011), decontextualized assessment includes written exam and term papers,
which are suitable for assessing declarative knowledge, and do not necessarily have a direct connection
to a real-life context.
• Both contextualized and decontextualized learning and assessment has it role in evaluating learning
outcomes, in practice, decontextualized assessment has been overemphasized compared to the place
declarative knowledge has in the curriculum.
5. Analytic and Holistic Assessment
• Analytic assessment refers to specific approach in the assessment of learning outcomes. In this
procedure, students are given feedback on how well they are doing on each important aspect of specific
task expected from them. Assessment then is made specific based on the importance of the
performance of the performance.
• Holistic assessment refers to global approach in the assessment of a student learning outcome. Sadler
(2009) pointed out that in holistic assessment, the teacher or the assessor has to develop complex
mental responses to a student’s work and in evaluating the student’s work, the assessor provides a
grade and supports it with a valid justification for assigning the grade.
Want to know more?

If you need to read or review, kindly access the “The Real Purpose of Assessments in Education” by
Lynch, M. (2016) and visit the different links about analyzing different types of assessment found on the
reference list.
Reference list
2. Kampen, M. (2020, June 23). The 6 types of assessment [+ how to use them]. Prodigy Education.
https://www.prodigygame.com/main-en/blog/types-of-assessment/TeachThought Staff. (2020, October 8). 6
types of assessment of learning.
3. Lynch, M. (2016). The Real Purpose of Assessments in Education. From the Advocate.
https://www.theedadvocate.org/real-purpose-assessments-
education/#:~:text=The%20purpose%20of%20assessment%20is,judgments%20about%20their%20learning
%20process
4. TeachThought. https://www.teachthought.com/pedagogy/6-types-assessment-learning/

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APPLYING THE NATURE AND ESSENTIAL CHARACTERISTICS OF

PERFORMANCE-BASED ASSESSMENT IN CLASSROOM-BASED TASKS
Lesson 3

1. defined performance-based assessment and other related terms;
2. discussed the nature, principles, types and limitations of performance-based assessment, and;
3. applied the nature and essential characteristics of performance-based assessment in classroom-
based tasks.


Use this guide questions to navigate through the keynotes and additional readings and media. Keep them in
with them.
1. What is your own definition of performance-based assessment?
2. Does the performance-based assessment provide an evidence that the students transfer their
learning to real-life situation?
IV. Concept Notes

In the previous lesson, we examined the principles of high quality assessment by integrating basic
concepts of assessment and discussing thoroughly the different types of assessment being utilized
in the teaching and learning process. These forms of assessment have been very effective in
determining learning outcomes of the students.
In this lesson, we will mainly deals on the introduction to performance assessment. It discusses the nature,
principles, types, advantages and limitations of performance-based assessment.
Traditional assessment cannot measure a number of skills directly. Skills requiring the demonstration
of students’ understanding by creating an answer, carrying out performance, or producing a product which
involves independent judgement, critical thinking and decision-making are best assessed with performance
test. This type of authentic assessment provides evidence of what the students know and can do in the context
of real life.
What is Performance-based Assessment?

• It is one in which the teacher observes and makes a judgement about the student’s demonstration of
a skills or competency in creating a product, constructing a response, or making a presentation
(McMillan, 2007). In this assessment, the emphasis is on students’ ability to perform tasks by producing
their own authentic work with their knowledge and skills.
• It is an alternative form of assessment that moves away from traditional paper-and-pencil tests
(Ferman, 2005). It involves students producing a project, whether it is oral, written, individual or group
performance. The students are engaged in creating a final project that exhibits understanding of
concepts they have learned.
• Linn (1995) stated that performance assessment provide a basis of teachers to evaluate both the
effectiveness of the process or procedure used and the product resulting from performance of a task.
• It is stipulated in the DepEd Order No. 7, s. 2012 that the highest level of assessment focuses on the
performances (product) which the students are expected to produce through authentic performance
tasks.
• Types of activities that best exemplified performance-based assessments include writing a research
report, solving and conducting experiments and investigations, return demonstration, speech, skit, role
playing, constructing and implementing seminar plan or creating video presentation.

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Why performance-based assessment?

• Paper and pencil tests are not enough to determine if students know how to do something.
• Learning objectives and outcomes may call for performance
• Keeps the students engaged- demonstrates relevance of what they learn
• Can be comprehensive (assess knowledge, skills and attitude)
What are the types of Performance Task?

• Solving a problem. Teachers may include activities and make sense of complex authentic problems
or issues to be solved by the students. This helps the students become independent thinkers and
learners for life and help them meet the challenges of the 21st century.
• Completing an inquiry. It is a task which the students are asked to collect data to develop their
understanding about a topic or issue. Examples include science investigation, research-based
activities, survey and interview or independent studies.
• Demonstration Task. This task shows how the students use knowledge and skills to complete well-
defined complex tasks. Students explain how something works or to do something when they perform
these tasks. The focus of demonstration tasks is accuracy in clarifying the steps of process as well
as careful reasoning concerning the rationale for each step of the process.
• Developing Exhibits. These are visual presentations or displays that need little or no explanation
from the creators. An exhibit is offered to explain, demonstrate, or show something.
• Capstone Performances. These are tasks that occur at the end of the program of study and enable
students to show knowledge and skills in the context that matches the world of practicing
professionals. These tasks include research paper, practice teaching, internship, or on-the-job
training.
What are the advantages of performance assessments over other assessments?
• Performance assessment clearly identifies and clarifies learning targets
• Performance assessment allows students to exhibit their own skills, talents, and expertise.
• Performance assessment advocates constructivist principle of learning.
• Performance assessment uses a variety of approaches to student evaluation.
• Performance assessment allows the teachers to explore the main goal and processes of teaching
and learning process.
What are the limitations of performance assessment?
• Development of high-quality performance assessment is a tedious process.
• Performance assessment requires a considerable amount of time to administer.
• Performance assessment takes a great deal of time to score.
• Performance task score have lower reliability.
• Performance task completion may be discouraging to less able students.
Summary of strengths and weaknesses of performance assessment

Strengths Weaknesses
1. Integrates assessment with instruction. 1. Reliability may be difficult to establish.
2. Learning occurs during assessment. 2. Measurement error due to subjective nature of
3. Provides opportunities for formative assessment. the scoring may be significant.
4. Tends to be more authentic than other types of 3. Inconsistent student performance across time
assessments. may result in inaccurate conclusions.
5. More engaging; active involvement of students. 4. Few samples of student achievement.
6. Provides additional way for students to show what 5. Requires considerable teacher time to prepare
they know and can do. and student time to complete.
7. Emphasis on reasoning skills. 6. Difficult to plan for amount of time needed.
8. Forces teachers to establish specific criteria to 7. Limited ability to generalize to a larger domain of
identify successful performance. knowledge.
9. Encourages student self-assessment.
10. Emphasis on application of knowledge.

13
11. Encourages re-examination of instructional

goals and the purpose of schooling.
Want to know more?

If you need to read or review, kindly access Performance-Based assessment: Reviewing the basics by
Hilliard, P. (2015) and other links about nature of Performance-based Assessment found on the reference list.
Reference list
2. Chun, M. (2010, March). "Taking teaching to (performance) task: Linking pedagogical and
assessment practices." Change: The Magazine of Higher Education.
https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard
3. Hilliard, P. (2015, December 7). Performance-Based assessment: Reviewing the basics. Edutopia.
https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard
4. Hollandsworth, M. M. J. (2020, June 5). Performance-Based learning: How it works | faculty focus.
Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/teaching-
and-learning/performance-based-learning-how-it-works/
5. Kelly, M. (2019, May 27). Great ideas for Performance-Based activities. ThoughtCo.
https://www.thoughtco.com/ideas-for-performance-based-activities-7686

14
DESIGNING MEANINGFUL PERFORMANCE-BASED ASSESSMENT

Lesson 4

1. applied the principles in constructing and interpreting performance-based assessment in classroom
based situations;
2. differentiated the purpose of assessment;
3. assessed the alignment of the performance task to the learning goals, and;
4. designed performance-based assessment tools that measures learners’ competencies of a given
subject.


Use this guide questions to navigate through the keynotes and additional readings and media. Keep them in
with them.
1. What is the main difference of process-oriented to product-oriented assessment?
2. In what ways does the performance-based assessment tools used when measuring learners’
achievement?
IV. Concept Notes
As we learned the nature of performance-based assessment, its characteristics, types, advantages and
limitations, the next step is to design it aligned to the learning goals. Focusing on the knowledge and skills
targeted, you will need to think of some tasks which must be performed authentically. Clearly, comprehensive
planning and designing of performance-based assessment should be taken into consideration. We will
primarily use the text of Cajigal, R. and Mantuano, M.L. (2014) in the textbook “Assessment of Learning 2”
Designing performance-based assessment entails critical processes which start from the tasks that
the teacher wants to assess. A well-designed performance assessment helps the student to see the
connections between the knowledge, skills, and abilities they have learned from the classroom, including the
experiences which help them to construct their own meaning of knowledge.
The following steps will guide you in developing a meaningful performance assessment both process
and product that will match to the desired learning outcomes.
1. Defining the Purpose of Assessment
Defining the purpose and target for assessment provides information on what students need to be
performed in a task given. By identifying the purpose, teachers can easily identify the weaknesses and
strengths of the students’ performance. Purpose must be specified at the beginning of the process so
that the proper kinds of performance criteria and scoring procedures can be established.
Five Questions to Consider in Determining Competencies

Questions Examples
What important cognitive skills or attributes do I want my Communicate effectively in writing, employ algebra to solve
students to develop? real-life problems
What social and affective skills or attributes do I want my
Work independently, appreciate individual differences
students to develop?
What metacognitive skills do I want my students to Reflect on the writing process, self-monitor progress while
develop? working on an independent project

15
What types of problems do I want my students to be able

Perform research, predict consequences
to solve?
What concepts and principles do I want my students to be Understand cause and effect relationships, use principles of
able to apply ecology and conservation
What are the types of learning targets used in performance assessment?

In defining the purpose of assessment, learning targets must be carefully identified and taken in
consideration. Performance assessments primarily use four (4) types of learning targets which are deep
understanding, reasoning, skills, and products (McMillan, 2007).
a. Deep Understanding. The essence of performance assessment includes the development of
students’ deep understanding. The idea is to involve students meaningfully in hands-on activities for
extended periods of time so that their understanding is rich and more extensive than what can be
attained by more conventional instruction and traditional paper-and-pencil assessments.
b. Reasoning. It is essential with performance assessment as the students demonstrate skills and
construct product.
c. Skills. In addition to logical and reasoning skills, students are required to demonstrate
communication, presentation and psychomotor skills.
d. Product. These are competed works, such as term papers, projects and other assignments in which
students use their knowledge and skills.
Product and Process-Oriented Performance-based Assessment

In defining the purpose of assessment, the teacher should identify whether the students will have to
demonstrate a process or a product. If the learning outcomes deal on the procedures which you should
specify, then it focuses on process assessment. In assessing the process, it is essential also that
assessment should be done while the students are performing the procedures or steps. Here is an example
of a process oriented performance-based assessment:
Example 1: English 7
Content Standard: The students demonstrate oral language proficiency and fluency in various social contexts.
Performance Standard: The learner proficiently renders rhetorical pieces.
Oral – Aural Production (The teacher may use dialogs or passages from other written or
Task:
similar texts).
1. Observe the right syllable stress pattern in different categories.
2. Observe the use of the rising and falling intonation and the combination of both
Specific Competencies:
intonation patterns in utterances.
3. Demonstrate how prosodic patterns affect understanding of the message.
Sometimes, even though you teach specific process, the learning outcomes simply implies that the
major focus is product that the student produces. Nikto (2011) suggested focusing assessment on the product
students produce if most or all of the evidence about their achievement of the learning targets is found in the
products itself, and little or none the evidence you need to evaluate students is found in the procedures they
use or the ways in which they perform.
Assessment of products must be done if the students will produce a variety of better ways to produce
high quality products, sometimes, methods or sequence does not make much difference as long as the
product is the focus of assessment.
Examples of learning targets which require students to produce products include building a garden,
conducting classroom-based researches, publishing newspaper and creating commercials or powerpoint
presentation
In the given example for English 7, product-oriented performance-based assessment can be stated
as: Use the correct prosodic patterns (stress, intonation, phrasing, pacing, tone) in rendering various speech
acts or in oral reading activities.
Below is an example of product-oriented performance-based assessment task.
Performance Task: Creating A Book Cover

16
Competencies: The students should be able to:

1. Generate appropriate shots for book cover using digital camera;
2. Use a page layout software (MS Publisher) or presentation software (MS Powerpoint);
3. Create size estimation of image, shapes, and textbook on terms of importance, emphasis and visual hierarchy;
4. Demonstrate skills in information design principles such as clarity, balance, relevance, contrast, alignment, repetition and proximity.
2. Identifying Performance Tasks

Having a clear understanding of the purpose of assessment, the next step is to identify performance
tasks which measure the learning target you are about to assess. Below are some questions that should be
answered in designing tasks (Nitko, 2011):
• What ranges of tasks do the learning targets imply?
• Which parts of the tasks should be structured, and to what degree?
• Does each task require students to perform all the important elements implied by the learning
targets?
• Do the tasks allow me to assess the achievement dimensional I need to assess?
• What must I tell students about the task and its scoring to communicate to them what they need to
perform?
• Will students with different ethnic and social backgrounds interpret my task appropriately?
Performance needs to be identified so that students may know what tasks and criteria to be
performed. In this case, a task description must be prepared to provide the listing of specification of the tasks
and will elicit the desired performance of the students. Task description should include the following: 1)
Content and skill targets to be assessed 2) Description of the student activities 3) Group or individual 4) Help
allowed 5) Resource needed 6) Teacher role 7) Administrative process 8) Scoring procedures (McMillan 2007)
Suggestions for Constructing Performance Tasks

The development of high-quality performance assessments that effectively measure complex
learning outcomes requires attention to task development and to the ways in which performances are rated.
Linn (1995) suggested ways to improve the development of tasks:
• Focus on learning outcomes that require complex cognitive skills and student performances.
• Select or develop tasks that represent both the content and the skills that are central to important
learning outcomes.
• Minimize the difference of task performance on skills that are irrelevant to the intended purpose of
the assessment task.
• Provide the necessary scaffolding for students to be able to understand the task and what is
expected.
• Construct task directions so that the student’s task is clearly indicated.
• Clearly communicate performance expectations in terms of the criteria by which the performances
will be judged.
3. Developing Scoring Schemes

There are different useful ways to record the assessment of students’ performance. Variety of tools
can be used for assessment depending on the nature of the performance it calls for. As teacher, you need to
critically examine the task to be performed matched with the assessment tools to be utilized. Some ways of
assessing the student’s performance could be the utilization of anecdotal records, interviews, direct
observations using checklist or likert scale, and the use of rubrics especially for the performance-based
assessment.
Rubrics as an Assessment Tool

Rubrics nowadays have been widely used as assessment tool in various disciplines, most especially
in the field of education. Different authorities defined rubrics;
• Set of riles specifying the criteria used to find out what the students know and are able to do so. (Musial,
2009)
• Scoring tool that lay out specific expectations for assignment (Levy, 2005)
• A scoring guide that uses criteria to differentiate between levels of student proficiency. (McMillan, 2007)
• Descriptive scoring schemes that are developed by teachers or evaluators to guide the analysis of
products or processes of students’ effort (Brookhart, 1999).

17
• The scoring procedures for judging students’ responses to performance tests (Popham, 2011)
A rubric that’s used to score students’ responses to a performance assessment has, at minimum,
three important features:
• Evaluative criteria. These are the factors to be used in determining the quality of a students’ response.
• Descriptions of qualitative differences for evaluating criteria. For each evaluative criterion, a
description must be supplied so qualitative distinctions in students’ responses can be made using the
criterion.
• An indication of whether a holistic or analytic scoring approach is to be used. The rubric must
indicate whether the evaluative criteria are to be applied collectively in a form of holistic scoring or on a
criterion-by-criterion basis in the form of analytic scoring.
4. Rating the Performance

This is the final step in performance-based assessment, determining the learning outcomes of the
students. The main objective of rating the performance is to be objective and consistent.
Since performance-based assessment involves professional judgement, some common errors in

rating should be avoided: personal bias and halo effect. McMillan (2007) stated that personal bias results
in three kinds of errors, generosity error occurs when the teacher tends to give higher scores; severity error
results when the teachers use the low end of the scale and underrate student performances; and the central
tendency error in which the students are rated in the middle. On the other hand, halo effect occurs when
the teacher’s general impression of the students affects scores given on individual traits or performance.
Follow up-conference, peer and self-evaluation of output enable teachers to understand better
curriculum and instructional learning goals and the progress being undertaken towards the achievement of
the goals. These too can better diagnose the strengths and limitation of the students and most importantly,
this activity develop self-reflection and analysis skills of both the teachers and the students.
Do you want to make assessment more meaningful in your teaching practice? Less rote? More
engaging? More impactful on students’ current and future lives?
Per Wiggins & McTighe (2006), the root of a performance task is a problem which is not to be
confused with an exercise. An exercise “involves a straightforward execution of a ‘move’ out of context”.
Problems, on the other hand, involve integration of knowledge and skills as applied to a problem designed to
simulate “real-world” scenarios. Problems allow students to see what they do in the classroom beyond the
four walls of the classroom (or learning management system). Wiggins and McTighe argue that problems
provide evidence of “genuine understanding”
Constructing an assignment based on these guidelines can be tricky, but Wiggins and McTighe’s
GRASPS model is an excellent starting point. GRASPS is an acronym for:
• Goal – states the problem or challenge to be resolved.
• Role – explains who students are in the scenario and what they are being asked to do.
• Audience – who the students are solving the problem for, who they need to convince of the validity
and success of their solution for the problem. (Remember, the audience is not limited to the
instructor.)
• Situation – provides the context of the situation and any additional factors that could impede the
resolution of the problem.
• Product, Performance, and Purpose – explains the product or performance that needs to be
created and its larger purpose.
• Standards and Criteria for Success – dictates the standards that must be met and how the work
will be judged by the assumed audience.
Template to help create GRASPS task

Use one of the sentence starters from each letter to help you write your task. Once you have your sentences,
then write it up as a task.

18
Your task is to…

The goal is to…
G – GOAL
The problem or challenge is…
The obstacle to overcome is…
You are…
R – ROLE You have been asked to…
Your job is…
Your clients are…
A – AUDIENCE The target audience is…
You need to convince…
The context you find yourself in is…
S – SITUATION
The challenge involves dealing with…
P – PRODUCT, PERFORMANCE, You will create a … in order to…
STANDARDS You need to develop a … so that …
Your performance needs to…
Your work will be judged by…
S – STANDARDS
Your product must meet the following standards…
A successful result will…
Want to know more?

If you need to read or review, kindly access the different links about designing meaningful performance-based
assessment found on the reference list.
Reference list
1. Allen, D., Tanner, K. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit
for Both Teachers and Learners. From Life Sciences Education.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1618692/
2. Blogasiaph. (2019, April 6). Designing meaningful Performance-Based assessment. Ruel Positive.
http://www.ruelpositive.com/designing-meaningful-performance-based-assessmentCohen, P. (n.d.).
Designing performance assessment tasks. ASCD.
http://www.ascd.org/publications/newsletters/education-update/aug95/vol37/num06/Designing-
Performance-Assessment-Tasks.aspx
3. Elliot, S. (1995). Creating meaningful performance Assessments. ERIC digest. Eric Digest.
https://www.ericdigests.org/1996-1/creating.htm
4. GRASPS: A model for meaningful assessment | UNT teaching commons. (n.d.). Teaching Commons.
https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-model-meaningful-
assessment
5. GRASPS assessment design and student metacognition. (2019). Αℓιѕση Уαηg.
https://alisonyang.weebly.com/blog/grasps-assessment-design-and-student-metacognition
6. McTinghe, J. (2016). Developing and Using Quality Rubrics to Evaluate and Improve Student
Performance. From https://www.vassonline.org/images/vass/resource-files/pba-
resources/Quality%20Rubrics%20-%20Second%20AM%20Session.pdf
7. Navarro, R., & Santos, R. (2013). Authentic assessment of student learning outcomes (2nd ed.).
Lorimar Publishing, Inc.


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Aklan Catholic College

Arch. G.M. Reyes St.

ACC Flexible Learning System

Introduction to the Module

1. discuss the fundamental concepts and characteristics of 21st century assessment;

How to use this Module

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

• Opening • Opening Prayer

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

Intended Learning Outcomes …………………………………………………… 4

Lesson 2 – Analyzing the Different Types of Assessment

Intended Learning Outcomes …………………………………………………… 8

Lesson 3 – Applying the Nature and Essential Characteristics of Performance-based Assessment in

Intended Learning Outcomes …………………………………………………… 11

Lesson 4 – Designing Meaningful Performance-Based Assessment

Intended Learning Outcomes …………………………………………………… 14

Learning Activity Sheets

Peer Work (L1) …………………………………………………… 19

Peer Work (L2) …………………………………………………… 23

Peer Work (L3) …………………………………………………… 27

Peer Work (L4) …………………………………………………… 31

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

DISCUSSING THE FUNDAMENTAL CONCEPTS AND CHARACTERISTICS OF

I. Intended Learning Outcomes

II. General Instructions

III. Guide questions

IV. Concept Notes

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

What are the Characteristics of the 21st Century Assessment?

How instructional decision works in assessment?

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

a. Decision-making at different phases of teaching-learning process

b. Assessment in Classroom Instruction

c. Types of Educational Decision

How Outcome-based assessment used in the classroom?

a. Student Learning Outcome

b. Characteristics of Good Learning Outcome

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

It is important to define outcomes as clearly and explicitly as possible. Good learning

Want to know more?

ANALYZING THE DIFFERENT TYPES OF ASSESSMENT

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

I. Intended Learning Outcomes

II. General Instructions

III. Guide questions

IV. Concept Notes

1. Traditional Assessment and Authentic Assessment

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

2. Formative Evaluation and Summative Evaluation

Characteristics of Formative and Summative Assessment

3. Norm and Criterion-Referenced Assessment

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

Summary Comparison of Two Basic Approaches to Achievement

4. Contextualized and Decontextualized Assessment

Want to know more?

Assessment of Learning 2 ⃒Module 1 Aklan Catholic College HED

APPLYING THE NATURE AND ESSENTIAL CHARACTERISTICS OF

I. Intended Learning Outcomes

II. General Instructions

III. Guide questions

IV. Concept Notes

What is Performance-based Assessment?