Sim Educ 107

University of Mindanao 1
College of Teacher Education “Physically Distanced but Academically Engaged”
UNIVERSITY OF MINDANAO
College of Teacher Education
Program : BSEd/BEEd
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM)

for Self-Directed Learning (SDL)
Course/Subject: EDUC 107- Assessment of Learning 2
Name of Teacher: DARLWYETH S. BAYOCBOC
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT

FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
TABLE OF CONTENTS
Page
Cover Page 1
Table of Contents 2
Course Outline 9
Course Outline Policy 9
Course Information 13
Big Picture (Week 1-3)

ULOa: Examine the characteristics and features of
21st Century Assessment 14
Metalanguage 14
Essential Knowledge:
What is Assessment? 15
21st Century Skills 15
Assessment Competencies for Teachers 15
Shifts in Assessment 16
Keywords Index 16
Self-Help and Supplemental Readings 17
Self-Preparation 17
Let’s Check!
Activity 1 18
Activity 2 18
Activity 3 19
Let’s Analyze!
Activity 1 19
In a Nutshell
Activity 1 21
ULOb: Examine the different types of Assessment 25
Metalanguage 25
Assessment for, of and as Learning 26
Traditional and Authentic Assessment 27
Criterion and Norm – referenced Assessment 27
Contextualized and Decontextualized Assessment 31
Analytic and Holistic Assessment 31
Keywords Index 32
Self-Preparation 33
Let’s Check!
Activity 1 33
Let’s Analyze!
Activity 1 35
In a Nutshell
Activity 1 37
ULOc: Explain the features and characteristics of a

Performance – based Assessment 42
Metalanguage 42
Features and Target of Performance – Based Assessment 42
Types of Performance Assessments 44
Restricted and Extended Response 44
Process and Product Oriented 45
Keywords Index 50
Self-Preparation 51
Let’s Check!
Activity 1 52
Let’s Analyze!
Activity 1 53
In a Nutshell
Activity 1 55
ULOa: Examine the Development of Scoring Rubric 58
Metalanguage 58
Development of Scoring Rubric 58
Analytic and Holistic Rubric 58
Features of a Scoring Rubric 59
Steps in Designing a Rubric 59
Advantages and Disadvantages of a Scoring Rubric 60
Keywords Index 62
Self-Preparation 62
Let’s Check!
Activity 1 63
Let’s Analyze!
Activity 1 65
In a Nutshell
Activity 1 66
ULOb: Examine ways to assess Affective Learning Outcomes 68

Metalanguage 68
Affective Traits and Learning Targets 69
Attitudes 69
Motivation 69
Targets 69
Academic Self - Concept, Social Relationship, classroom Targets. 70
Academic Self – Concept Targets
70
Social Relationship Targets 70
Classroom Environment Target 71
Taxonomy of Affective Outcomes 71
Methods of Assessing Affective Learning Outcomes 71
Keywords Index 74
Self-Preparation 75
Let’s Check!
Activity 1 75
Let’s Analyze!
Activity 1 76
ULOc: Examine the Salient Features, Purpose and Development

Portfolio Assessment 78
Metalanguage 78
Essential Knowledge: 78
Introduction to Portfolio Assessment 78
Features and Principles of Portfolio Assessment 78
Purposes of Portfolio Assessment 79
Essential elements of Portfolio 80
Stages in Implementing Portfolio Assessment 81
Types of Portfolio 82
Assessing and Evaluating the Portfolio 82
Keywords Index 83
Self-Preparation 84
Let’s Check!
Activity 1 85
Let’s Analyze!
Activity 1 87
In a Nutshell
Activity 1 89
ULOd: Explain the Components, Purpose and Effective Grading System 90

Metalanguage 90
Essential Knowledge: 90
Grading and Reporting 90
Functions of Grading and Reporting Systems 91
Types of Grading and Reporting System 91
Development of Grading and Reporting Systems 92
Assigning Letter Grades and Computing Grades 93
Norm or Criterion – Referenced Grading 93
Distribution of Grades and Guidelines for Effective Grading. 94
Conduct of Parent – Teacher Conference 95
Keywords Index 96
Self-Preparation 97
Let’s Check!
Activity 1 97
Activity 2 98
Let’s Analyze!
Activity 1 98
In a Nutshell
Activity 1 100

ULOa: Examine the Characteristics and Effects of Large – Scale Test 103
Metalanguage 103
Large Scale Test 103
Possible Major Effects of Large Scale Testing 104
Positive Effects of Large – Scale Testing 104
Negative Effects of Large – Scale Testing 105
Keywords Index 106
Self-Preparation 106
Let’s Check!
Activity 1 107
Let’s Analyze!
Activity 1 109
ULOb: Explain the Mechanism of Computer – Based Analysis of Assessment Data 111
Metalanguage 111
Definition and Branches of Statistics 112
Frequency Distribution. 113
Measure of Central Tendency 115
The Mean 115
The Median 116
The Mode 117
Measure of Variation 118
The Range 118
The Variance 118
The Standard Deviation 119
Skewness and Kurtosis 121
Standard Scores 123
Measures of Correlation 123
Keywords Index 124
Self-Preparation 125
Let’s Check!
Activity 1 126
Let’s Analyze!
Activity 1 128
In a Nutshell
Activity 1 130
Course Schedules 133
Online Code of Conduct 135
Monitoring of OBD and DED 136
Course Outline : EDGMRC – Good Manners and Right Conduct (ESP)
Course Coordinator: Darlwyeth S. Bayocboc

Email: dbayocboc@umindanao.edu.ph
Student Consultation: LMS/FB Messenger PM
Mobile: None
Phone: None
Effectivity Date: May 25, 2020
Mode of Delivery: Blended Learning/ Distance Education
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: EDUC 105
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions. The face to face sessions shall include
the summative assessment tasks (exams) since this
course is crucial in the licensure examination for
teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Since this course is included in the licensure

examination for teachers, you will be required to take
the Multiple Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator. This is non-negotiable for all
licensure-based programs.
Turnitin Submission (if To ensure honesty and authenticity, all assessment
necessary) tasks are required to be submitted through Turnitin with
a maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in writing
addressed to the course coordinator the reasons for the
similarity. In addition, if the paper has reached more
than 30% similarity index, the student may be called for
a disciplinary action in accordance with the University’s
OPM on Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to complete
the task for you have severe punishments (reprimand,
warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.

illness, accidents financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean
with the original letter of request. The final decision will
come from the dean of the college.
Grading System All culled from BlackBoard sessions and traditional

contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):

Final exam – 40%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

use the general practice of the APA 6th Edition.
Student Communication You are required to create a umindanao email account
which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the
course. All communication formats: chat, submission of
assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Dr. Jocelyn Bacasmot

Email: jbacasmot@umindanao.edu.ph
Phone: 082-3050647 local 102
Contact Details of the Program Dr. Maribel Abalos
Head Email: mabalos@umindanao.edu.ph
Phone: 082-3050647 local 102
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program coordinator
may provide alternative assessment tasks or extension
of the deadline of submission of assessment tasks.
However, the alternative assessment tasks should still
be in the service of achieving the desired course
learning outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Help Desk Contact BSED@umindanao.edu.ph
Library Contact LIC Head: Brigida E. Bacani
Email: http://library.umindanao.edu.ph/
Phone: +63 305 0469
Guidance Services and Testing GSTC Head: Ronadora E. Deala
Center (GSTC) Email: ronadora_deala@umindanao.edu.ph
Phone: 0921-2122-846
GSTC Facilitator: Ivy Jane Regidor
Email: gstcmain@umindanao.edu.ph
Phone: 0910-5681-081
Facebook Page:
UM GSTC Main CTE
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello prospective teacher! Welcome to this course EDUC107:

Assessment of Learning 2. By now, I am confident that you really wanted
to become a teacher and that you have visualized yourself already being
in front of the classroom teaching.
CO Before the actual teaching performance, you have to deal with one of the major
jobs of the teacher which is honing your students’ character. 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.
Let us begin!
PART 2: INSTRUCTION PROPER
Big Picture
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Describe the characteristics and features of 21st Century Assessment;

b. Examine the different types of Assessment; and
c. Explain the features and characteristics of a Performance – Based
Assessment.
Big Picture in Focus: ULOa. Describe the characteristics and

Metalanguage features of 21st Century Assessment
Below are the essential terms that you are going to encounter in order to
demonstrate ULOa; Examine the characteristics and features of a 21 st Century
Assessment.
1. Assessment. This refers to the process of obtaining information that is used to make
educational decisions.
2. Competencies. This refers to the what a person or an individual can do successfully
or efficiently.
3. Evaluation. This pertains to interpreting, forming conclusions and making
judgements which are gathered in the process of assessment.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to the these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
A. What is Assessment in the 21st Century?

Assessment is defined as a process of obtaining information that is used to make
educational decisions about students, to give feedback to students about his or her
progress, strengths and weaknesses, to judge instructional effectiveness and curricular
adequacy, and to inform policy.
21st Century Skills

1. Learning and innovation skills
2. Creativity and Innovation
3. Critical Thinking and Problem Solving
4. Communication and Collaboration
5. Information, media, and technology skills
6. Information Literacy
7. Media Literacy
8. ICT (Information, Communications and Technology) Literacy
9. Life and career skills
10. Flexibility and Adaptability
11. Initiative and Self-Direction
12. Social and Cross-Cultural Skills
13. Productivity and Accountability
14. Leadership and Responsibility Partnership for the 21st century skills
B. What are the Assessment Competencies for Teachers?

Teachers should be skilled in:
1. choosing assessment methods appropriate for instructional decisions.
2. Administering, scoring, and interpreting the results of both externally
produced and teacher produced assessment methods.
3. Using assessment results when making decisions about individual
students, planning teaching, and developing curriculum and school improvement.
4. Developing valid pupil grading procedures that use pupil assessment.

5. Communicating assessment results to students, parents, other lay audiences,
and other educators.
6. Recognizing unethical, illegal, and otherwise inappropriate assessment
methods and uses of assessment information.
Shifts in Assessment
1. Testing to Alternative assessment
2. Paper and pencil to Performance assessment
3. Multiple choice to Supply
4. Single correct answer to Many correct answer
5. Summative to Formative
6. Outcome only to Process and Outcome
7. Skill focused to Task-based
8. Isolated facts to Application of knowledge
9. Decontextualized task to Contextualized task
Keywords Index:
Assessment Competencies Evaluation

21st Century Skills Shifts in Assessment
Self-Help and Supplemental Readings: You can also refer to the

sources below to help you further understand the lesson:
* Cajigal, R. M. and Mantuano, M. D. (2014). Assessment of Learning 2. Adriana Publishing
Company, QC.
* Danielson, Charlotte & Dragron, Joshua. (2016). Performance task and rubrics for upper
elementary mathematics. London: routledge
* Gabuyo , Y.and Dy , G. (2013). Assessment of learning 2. Quezon City, Manila: Rex Bookstore
* DepEd Order No. 8 s. 2015
*Navarro, R., Santos, R. and Corpuz, B.,(2017). Assessment of learning 1, 3rd Edition: Quezon City,
Manila. Lorimar Publishing, Inc.
*Navarro , R. (2013). Authentic assessment of student learning outcomes: Assessment learning 2, 2nd
ed. : Quezon City Manila: Lorimar Publishing, Inc.
*Lucido, P.I., Corpuz, B.B. (2015) Field Study 5: Learning Assessment Strategies: OBE & Kto12 based.
Quezon City, Manila: Lorimar Publishing, Inc.
Self-Preparation: RRR – Remember, Recite/Retell, Repeat
This is the part where you will check your understanding by yourself. Take
time to remember the essential terms and stories by reciting and retelling them
aloud. You may also jot down or record your self-recitation and revisit it. Repeat
the process.
Let’s Check!
Activity 1. To check if you can effectively recall the different 21st Century Skills, give at
least 10 of those skills mentioned without looking at the discussion part.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity 2. To check your understanding about the different assessment competencies a

teacher must have in the 21st century mode of assessment, write A on the space
provided if the competency mentioned is included to what a teacher must possess and B
if it not.
1. Teacher chooses the assessment methods for instructional

decisions.
2. Teacher avoids using the assessment results when making

decisions.
3. Teachers communicate assessment results to students solely as

they are the most important clientele in the educative process.
4. Teachers must develop valid pupil grading procedures that use

pupil assessment.
5. Teachers must recognize unethical, illegal and otherwise

inappropriate assessment methods and uses of assessment
information.
Activity 3. You have already had an idea about how the assessment shifts from
traditional to highly performance based assessment. Provide at least five (5) shifts in the
assessment.
1.
2.
3.
4.
5.
Let’s Analyze!
Activity 1. Knowing the shifts in the assessment methods and processes over time,
discuss the different roles and contributions of teachers, students and administrators in
achieving these changes.
a. Teachers
b. Students
c. Administrators
In a Nutshell
Activity 1. As a future educator, you have to equip yourself with the right amount of
knowledge and competencies necessary to address the 21 st century needs of your
students. Discuss activities or initiatives done in schools to provide an educator better
avenue to acquire these competencies necessary in the 21st Century Teaching.
a. Choosing assessment methods appropriate for instructional decisions.
b. Administering, scoring, and interpreting the results of both externally
produced and teacher produced assessment methods.

c. Using assessment results when making decisions about individual students,

planning teaching, and developing curriculum and school improvement.
d. Developing valid pupil grading procedures that use pupil assessment.

e. Communicating assessment results to students, parents, other lay

audiences, and other educators.
f. Recognizing unethical, illegal, and otherwise inappropriate

assessment methods and uses of assessment information.
Big Picture in Focus: ULOb. Examine the different types of

assessment
Metalanguage
demonstrate ULOb; Examine the different types of assessment.
1. Analytic Assessment. This pertains to a type of assessment that contains

specific approach in the assessment of learning outcomes.
2. Assessment as Learning. This refers to an assessment which focuses on the build-
up of self and sense of ownership.
3. Assessment for Learning. This refers to an ongoing assessment that allows
teachers to monitor students on a daily basis.
4. Assessment of Learning. This pertains to an assessment that determines student’s
achievement.
5. Authentic Assessment. This refers to assessments which utilizes real world
tasks. This is also referred as performance assessment or alternative assessment.
6. Contextualized Assessment. This refers to a type of assessment that focuses
on the student’s construction of functioning knowledge and the students’
performance in application of the knowledge in the real world.
7. Criterion – reference. This pertains to a type of assessment that measure specific
instructional objectives. It compares one’s achievement or performance based on the
set of standards or criteria.
8. Decontextualized Assessment. This refers to a type of assessment that assesses
declarative knowledge and is not necessarily directly connected to a real – life context.
9. Holistic Assessment. This refers to a type of assessment that utilizes global
approach in the assessment of learning outcomes.
10. Norm – reference. This refers to a type of assessment that measures the
global abilities and individual differences of learners. This assessment compares
one’s achievement to those of other students.
11. Traditional Assessment. This pertains to the use of conventional paper – and
pencil tests. This highlights on what the students know and is very objective.
Essential Knowledge
A. Assessment for Learning (Formative Assessment), Assessment of Learning

(Summative Assessment) and Assessment as Learning
Assessment for Learning (Formative Assessment)

The philosophy behind assessment for learning is that assessment and teaching
should be integrated into a whole. The power of such an assessment does not come
from intricate technology or from using a specific assessment instrument. It comes from
recognizing how much learning is taking place in the common tasks of the school day –
and how much insight into student learning teachers can mine from this material.
Assessment for learning is ongoing assessment that allows teachers to monitor

students on a day-to-day basis and modify their teaching based on what the students
need to be successful. This assessment provides students with the timely, specific
feedback that they need to make adjustments to their learning.
After teaching a lesson, we need to determine whether the lesson was

accessible to all students while still challenging to the more capable; what the students
learned and still need to know; how we can improve the lesson to make it more
effective; and, if necessary, what other lesson we might offer as a better alternative.
This continual evaluation of instructional choices is at the heart of improving our
teaching practice.
Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and
their parents know how well each student has completed the learning tasks and
activities. It provides information about student achievement. While it provides useful
reporting information, it often has little effect on learning.
Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills.
This form of assessment is crucial in helping students become lifelong learners. As
students engage in peer and self-assessment, they learn to make sense of information,
relate it to prior knowledge and use it for new learning. Students develop a sense of
ownership and efficacy when they use teacher, peer and self-assessment feedback to
make adjustments, improvements and changes to what they understand.
B. Traditional and Authentic Assessment

Traditional assessments are the conventional methods of testing which usually
produce a written document, such as quiz, exam or paper. Standardized tests, most
state achievement test and high school graduation examination are also examples of
traditional assessment. Examples of traditional assessments are paper and pencil tests
such as multiple choice, gap – fill, true or falls, matching type of test and so on.
Authentic assessments are sometimes referred to as performance or alternative

assessments which are real – world tasks and performance – oriented tasks that aim to
measure not only the correctness of the response, but also the thought process
involved in arriving at the response, and that encourage students to reflect their own
learning in both depth and breadth, the belief is that instruction will be pushed into a
more thoughtful, more reflexive, richer mode as well.
Moreover, performance assessments call upon the learner to demonstrate

specific skills and competencies, that is, to apply the skills and knowledge they have
mastered. Examples of authentic assessments are inventories, peer rating or self-rating,
journals, portfolios, interviews and so on.
Traditional Assessment Authentic Assessment

 To develop productive citizens  To develop productive citizens
 Must possess a body of knowledge  Must be capable of performing real
and skills tasks
 Schools must teach this body of  Schools must help students
knowledge and skills become proficient at performing
 Test the students if they acquired tasks
the knowledge and skills  Allow the students perform
 The curriculum drives assessment: meaningful tasks
1. body of knowledge is  Assessment drives the curriculum:
determined first 1. tasks are determined first
2. design the curriculum 2. students perform to
3. assess to determine if demonstrate their mastery
acquisition of the curriculum 3. design the curriculum
occurred
C. Norm and Criterion Referenced Assessment

Norm-Referenced Assessments are assessments that measure global abilities
and individual differences in achievement. This type of assessment compares students’
performance to other examinees, learners or students within the group or population.
Subsequently, the interpretation of the assessment lies on the relative student’s
performance being compared to those of other students in percentile terms. This
measures the students’ performance by spreading the learners out along the continuum
of general abilities or proficiency and typically covers a broad area of achievement. In
the procedures of item selection, items which are utilized will be selected based on the
maximum discrimination it can provide among individuals. In this assessment, the
scores are distributed around the mean in a normal distribution curve.
Criterion-Referenced Assessments are assessments that measure specific

instructional objectives and describes tasks students can perform. This type of
assessment compares students’ performance to a specific criterion or standard.
Moreover, the interpretation of this assessment is anchored on the absolute student’s
performance which is compared to the percentage of material learned. This assesses
the students by the amount learned from the specific material and focuses on a limited
set of learning tasks. In the procedures of item selection, it includes all items that would
adequately describe the performance. This assessment varies in its distribution and
often non – normative when it comes to its distribution.
Norm-Referenced interpretation historically has been used in education; norm-

referenced tests continue to comprise a substantial portion of the measurement in
today’s schools. Over the years, there has been occasional confusion with the
terminology and how criterion-referenced measurement applies in the classroom. Do
not infer that just because a test is published, it will necessarily be norm-referenced, or if
teacher- constructed, criterion-referenced. Again, we emphasize that the type of
measurement or testing depends on how the scores are interpreted. Both types can be
used by the teacher.
Norm-Referenced Interpretation
Norm-referenced interpretation stems from the desire to differentiate among
individuals or to discriminate among the individuals of some defined group on whatever
is being measured. In norm-referenced measurement, an individual’s score is
interpreted by comparing it to the scores of a defined group, often called normative
group.
Norm-referenced interpretation is a relative interpretation based on an individual’s
position with respect to some group, often called the normative group. Norms consist of
the score, usually in some form of descriptive statistics, of the normative group.
In norm-referenced interpretation, the individual’s position in the normative groups is of
concern; thus, this kind of positioning does not specify the performance in absolute
terms. The norm being used is the basis of comparison and the individual score is
designated by its position in the normative group.
Achievement Test as an Example. Most standardized achievement tests,

especially those covering several skills and academic areas, are primarily designed for
norm- referenced interpretation. However, the form of results and the interpretations of
these tests are somewhat complex and require concepts not yet introduced in this text.
Scores on teacher-constructed test are often given norm-referenced interpretations.
Grading on the curve, for example, is norm referenced interpretation of test scores on
some type of performance measure. Specified percentages of scores are assigned the
different grades, an individual’s score is positioned in the distribution of scores.
Suppose an algebra teacher has total of 150 students in five classes, and the
classes have a common final examination. The teacher decides that the distribution of
letter grades assigned to the final examination performance will be 10 percent As, 20
percent Bs, 40 percent Cs, 20 percent Ds, and 10 percent Fs. (Note that the final
examination grade is not necessarily the course grade.) Since the grading is based on
all 150 scores, do not assume that 3 students in each class will receive as, on the final
examination.
James receives a score on the final exam such that 21 students have higher
scores and 128 students have lower scores. What will James’ letter grade be on the
exam? The top 15 scores will receive As, the next 30 scores (20 pearcent of 150) will
receive Bs. Counting from the top score down, James’ score is positioned 22nd, so he
will receive a B on the final examination.
Note that in this interpretation example, we did not specify James’s actual
numerical score on the exam. That would have been necessary in order to determine
that his score positioned 22nd in the group of 150 scores. But in terms of the
interpretation of the score, it was based strictly on its position in the total group of
scores.
Criterion-Referenced Interpretation
The concepts of criterion-referenced testing have developed with a dual meaning
for criterion-referenced. On one hand, it means referencing an individual’s performance
to some criterion that is defined performance level. The individual’s score is interpreted
in absolute rather than relative terms. The criterion, in this situation, means some level
of specified performance that has been determined independently of how others might
perform.
A second meaning for criterion-referenced involves the idea of a defined
behavioral domain—that is, a defined body of learner behaviors. The learner’s
performance on a test is referenced to a specifically defined group of behaviors. The
learner’s performance on a test is referenced to a specifically defined group of
behaviors. The criterion in this situation is the desired behaviors.
Criterion-referenced interpretation is an absolute rather than relative
interpretation, referenced to a defined body of learner behaviors, or, as is commonly
done, to some specified level of performance. Criterion-referenced tests require the
specification of learner behaviors prior to constructing the test. The behaviors should be
readily identifiable from instructional objectives. Criterion-referenced tests tend to focus
on specific learner behaviors, and usually only a limited number are covered on any one
test. Suppose before the test is administered an 80-percent-correct criterion is
established as the minimum performance required for mastery of each objective. A
student who does not attain the criterion has not mastered the skill sufficiently to move
ahead in the instructional sequence. To a large extent, the criterion is based on teacher
judgement. No magical, universal criterion for mastery exists, although some curriculum
materials that contain criterion-referenced tests do suggest criteria for mastery. Also,
unless objectives are appropriate and the criterion for achievement relevant, there is
little meaning in the attainment of criterion, regardless of what it is.
Distinctions between Nor-Referenced and Criterion-Referenced Tests
Although interpretations, not characteristics, provide the distinction between

norm- referenced and criterion-referenced tests, the two types do tend to differ in some
ways. Norm-referenced tests are usually more general and comprehensive and cover a
large domain of content and learning tasks. They are used for survey testing, although
this is not their exclusive use.
Criterion-referenced tests focus on a specific group of learner behaviors. To

show the contrast, consider an example. Arithmetic skills represent a general and broad
category of student outcomes and would likely be measured by a norm-referenced test.
On the other hand, behaviors such as solving addition problems with two five-digit
numbers or determining the multiplication products of three-and four-digit numbers are
such more specific and may be measured by criterion-referenced tests.
A criterion-referenced tests tend to focus more on sub skill than on broad skills.
Thus, criterion-referenced tests tend to be shorter. If mastery learning is involved,
criterion-referenced measurement would be used.
Norm-referenced tests scores are transformed to position within the normative

group Criterion-referenced test scores are usually given in the percentage of correct
answers or another indicator of mastery or the lack thereof. Criterion-referenced tests
tend to lend themselves more to individualizing instruction than do norm-referenced
tests. In individualizing instruction, a student’s performance is interpreted more
appropriately by comparison to the desired behaviors for that particular student, rather
than by comparison with the performance of a group.
Norm-referenced test items tend to be of average difficulty. Criterion-referenced

tests have item difficulty matched to the learning tasks. This distinction in item difficulty
is necessary because norm-referenced tests emphasize the discrimination among
individuals and criterion referenced tests emphasize the description of performance.
Easy items, for example, do little for discriminating among individuals, but they may be
necessary for describing performance.
Finally, when measuring attitudes, interests, and aptitudes, it is practically

impossible to interpret the results without comparing them to a reference group. The
reference groups in such cases are usually typical students or students with high
interests in certain areas. Teachers have no basis for anticipating these kinds of scores;
therefore, in order to ascribe meaning to such a score, a referent group must be used.
For instance, a score of 80 on an interest inventory has no meaning itself. On the other
hand, if a score of 80 is the typical response by a group interested in mechanical areas,
the score takes on meaning.
D. Contextualized and Decontextualized Assessment
In contextualized assessment, the focus is on the students' construction of

functioning knowledge and the students' 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. In addition, it describes
assessment practices which measure skills and knowledge in dealing with specific
situations or perform specific tasks which the students have identified as important and
meaningful to them. Application of the skills and knowledge must be in the context of
the real world as possible.
On the other hand, decontextualized assessment includes written exams and

term papers which are suitable for assessing declarative knowledge, and do not
necessarily have a direct connection to a real-life context. It focuses on declarative
knowledge and/or procedural knowledge in artificial situations detached from the real
work context.
Both contextualized and decontextualized learning and assessment has its role
in evaluating learning outcomes. In practice, decontextualized assessment has been
overemphasized compared to the place declarative knowledge has in the curriculum.
Both must be assessed appropriately. A common mistake is to assess only the lead-in
declarative knowledge, not the functional knowledge that emerges from it.
E. Analytic and Holistic Assessment
Analytic assessment contains specific approach in the assessment of learning

outcomes. Students are given specific feedback on how well they are doing.
Assessment like this should not be undertaken in part but must address the whole
performance.
Holistic assessment utilizes global approach in the assessment of student –

learning outcome. The assessor has to develop complex mental responses to student’s
work. Grades will be supported with a valid justification for assessing the overall
performance of the student.
Keywords Index:
Analytic Assessment Assessment as Learning

Assessment for Learning (Formative) Assessment of Learning (Summative) Authentic A
Criterion – referenced Decontextualized Assessment Holistic Assessment
Norm – referenced Traditional Assessment
* Cajigal, R. M. and Mantuano, M. D. (2014). Assessment of Learning 2. Adriana

Publishing Company, QC.
sourcesCharlotte
* Danielson, below&to help Joshua.
Dragron, you further understand
(2016). Performance therubrics
task and lesson:
for upper
the process.
Let’s Check!
Activity 1. You are already acquainted with the different types of assessment. Now, to
check your comprehension and creativity, create a graphic organizer which shows the
different types of assessment and their relationships. Do not forget to include at least 2
descriptions for each type.
Let’s Analyze!
Activity 1. To better understand the differences of each types of assessment, complete
the table below to show the distinctions of the different types of assessment. Your task
is to write down at least five (5) unique characteristics for each type of assessment in
comparison with the other type of assessment written under the same table.
a. Assessment for Learning (formative) , Assessment of Learning (summative) and

Assessment for Learning Assessment of Learning

(Formative) (Summative)
b. Traditional Assessment and Authentic Assessment
Traditional Assessment Authentic Assessment

c. Norm – referenced Assessment and Criterion – referenced Assessment
Norm – referenced Assessment Criterion – referenced Assessment
d. Contextualized and Decontextualized Assessment
Contextualized Assessment Decontextualized Assessment

e. Analytic and Holistic Assessment
Analytic Assessment Holistic Assessment
In a Nutshell
Activity 1a. As a future educator, what are the advantages and disadvantages of having
multiple types of assessment which can be used inside the classroom? Give at least
three advantages and three disadvantages. At this point, you are required to expound
your answer.
Activity 1b. As a teacher, what are your roles to play in choosing the effective
assessment for your students? Are there any challenges that would affect the decision
making process? If there are challenges, cite those challenges and explain the reason
why you include them as part of the challenges.
Big Picture in Focus: ULOc. Explain the features and characteristics

of a Performance – Based Assessment
Metalanguage
demonstrate ULOc; Explain the features and characteristics of a Performance – Based
Assessment.
1. Extended Response. This refers to a performance – based assessment which

utilizes tasks that are complex and time consuming. This often includes
collaborative work with other learners.
2. Performance Based - Assessment. This pertains to tasks that students know and
can do and has emphasis of the application and demonstration of a particular skill or
competency.
3. Process – oriented performance. This refers to a performance – based
assessment which focuses more on the actual performance or demonstration of a skill.
4. Product – oriented performance. This refers to a performance – based assessment
which focuses more on the concrete product or result of a task.
5. Restricted Response. This refers to a performance – based assessment which
utilizes tasks that are narrowly defined, requires brief responses, structured and
specific.
Essential Knowledge
A. Feature and Learning Targets of Performance Based Assessment

Performance – based assessments are tasks which require students to create an
answer or a product that demonstrates his or her knowledge or skill. It is the application
of a process or a demonstration of a skill.
Features of Performance Assessment

1. Intended to assess what it is that students know and can do with the emphasis
on doing.
2. have a high degree of realism about them.
3. This involves:
 Activities for which there is no correct answer;
 Assessing groups rather than individuals;
 Testing that would continue over an extended period of time; and
 Self – evaluation of performances.
4. likely use open – ended talks aimed at assessing higher level cognitive skills.
Characteristics of Performance – Based Assessment

1. Students perform, create, construct, produce or do something.
2. Deep understanding and/or reasoning skills are needed and assessed.
3. Involves sustained work, often days and weeks.
4. Calls on students to explain, justify, and defend.
5. Performance is directly observable.
6. Involves engaging in ideas of importance and substance.
7. Relies on trained assessor’s judgements for scoring.
8. Multiple criteria and standards are prespecified and public.
9. there is no single correct answer.
10. If authentic, the performance is grounded in real world contexts
and constrains.
Learning Targets of Performance – Based Assessment

1. Skills
Communication and presentation skills
Ex: Speaking
a. Speaking clearly, expressively, and audibly
 Using voice expressively
 Speaking articulately and pronouncing words correctly
 Using appropriate vocal volume
b. Presenting ideas with appropriate introduction, development, and
conclusion
 Presenting ideas in an effective order
 Providing a clear focus on the central idea
 Providing signal words, internal summaries, and
transitions
c. Developing ideas using appropriate support materials
 Being clear and using reasoning processes
 Clarifying, illustrating, exemplifying, and
documenting ideas
d. Using nonverbal cues
 Using eye contact
 Using appropriate facial expressions, gestures, and body
movement
e. Selecting language to a special purpose
 Using language and conventions appropriate for
the audience
2. Psychomotor skills
a. Fine motor: cutting papers with scissors, drawing a line
tracing, penmanship, coloring drawing, connecting dots
b. Gross motor: Walking, jumping, balancing, throwing, skipping,
kicking
c. Complex: Perform a swing golf, operate a computer, drive a car,
operate a microscope
d. Visual: Copying, finding letters, finding embedded figures,
identifying shapes, discrimination
e. Verbal and auditory: identify and discriminate sounds, imitate
sounds, pronounce carefully, blend vowels
3. Products
a. Write promotional materials
b. Report on a foreign country
c. Playing a new song
B. Types of Performance Assessment
1. Restricted and Extended
Response Restricted-type task

Narrowly defined and require brief responses and task is structured and specific.
Example:
 Construct a bar graph from data provided
 Demonstrate a shorter conversation in French about what is on
a menu
 Read an article from the newspaper and answer questions
 Flip a coin ten times. Predict what the next ten flips of the coin
will be and explain why. Listen to the evening news on
television and explain if you believe the stories are biased.
 Construct a circle, square, and triangle from provided materials
that have the same circumference.
Extended-type task
Complex, elaborate, and time-consuming. Often include collaborative work with
small group of students. Requires the use of a variety of information
Example:
 Design a playhouse and estimate cost of materials and labor
 Plan a trip to another country: Include the budget and itinerary,
and justify why you want to visit certain places
 Conduct a historical reenactment (e. g. impeachment trial of
ERAP)
 Diagnose and repair a car problem
 Design an advertising campaign for a new or existing product
2. Process and Product Oriented
Performance-Based Assessment
Performance assessment is a measure of assessment based on authentic tasks
such as activities, exercises, or problems that require students to show what they can
do. Some performance tasks are designed to have students demonstrate their
understanding by applying their knowledge to a particular situation.
1. Process-Oriented Performance based Assessment

This is concerned with the actual task performance rather than the output or
product of an activity. Process-oriented performance-based assessment evaluates the
actual task performance. It does not emphasize on the output or product of the activity.
This assessment aims to know what processes a person undergoes when given a task.
Learning Competencies in a Process-Oriented Performance-Based Assessment

The learning objectives in process-oriented performance-based assessment are
stated in direct observable behaviors of the students. Competencies are defined as
groups or cluster of skills and abilities needed for a particular task.
An example of learning competencies for process-oriented is given below:

Task: Recite a Poem by Edgar Allan Poe, “The Raven”.
Objectives: The activity aims to enable the students to recite a poem entitled
“The Raven” by Edgar Allan Poe.
Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambience of the poem through appropriate rising and falling
intonation;
5. Pronounce the words clearly and with proper diction.
Note: The specific objectives identified constitute the learning competencies.
The following competencies are simple competencies:

1. speak with a well-modulated voice;
2. Draw a straight line from one point to another point;
3. Color a leaf with a green crayon. The following competencies are more
complex competencies:
4. Recite a poem with feeling using appropriate voice quality, facial
expressions and hand gestures;
5. Construct an equilateral triangle given three noncollinear points
6. Draw and color a leaf with green crayon
Task Designing in A Process-Oriented Performance-Based Assessment
Learning tasks need to be carefully planned. In particular, the teacher must
ensure that the particular learning process to be observed contributes to the overall
understanding of the subject or course. Some generally accepted standards for
designing a task include:
1. Identifying an activity that would highlight the competencies to be evaluated.
e.g. Reciting a poem, writing an essay, manipulating the microscope.
2. Identifying an activity that would entail more or less the same sets of
competencies. If an activity would result in too many possible competencies,
then the teacher would have difficulty assessing student’s competency on the
task.
3. Find a task that would be interesting and enjoyable for the students.
Scoring Rubric in a Process-oriented Performance-Based Assessment

Rubric is a scoring scale used to assess student performance along task-specific
set of criteria. It contains the essential criteria for the task and appropriate levels of
performance is typically created to measure student’s performance.
For example, the following rubric (scoring scale) covers the actual performance of the
task in an English class.
Criteria 1 2 3
Number of Appropriate
x1 1-4 5-9 10-12
Hand Gestures
Lots of Few of No apparent

Appropriate Facial inappropriate inappropriate inappropriate
x1
Expressions facial facial facial
expression expression expression
Can vary voice

Monotone voice Can easily vary
Voice Inflection x2 inflection with
used voice inflection
difficulty
Recitation fully
captures
Incorporate Proper Recitation
Recitation has ambiance
Ambiance Through x3 contains very
some feelings through
Feelings in the Voice little feelings
feelings in the
voice
Descriptors
It spells out what is expected of students at each level of performance for each
criterion. it tells students more precisely what performance looks like at each level and
how their work might be distinguished from the work of others for each criterion.
descriptors help the teacher more precisely and consistently distinguish between
student work.
Examples of descriptors are given below (words highlighted at the same time italicized):
Criteria 1 2 3
x1 1-4 5-9 1 0-12
Hand Gestures

x1
Can vary
Can easily
Monotone voice
Voice Inflection x2 vary voice
voice used inflection with
inflection
difficulty
Recitation
fully captures
feelings in
the voice
Why Include Levels of Performance?

Clearer expectations -students know what is expected of them and teachers
know what to look for in student performance. More consistent and objective
assessment - Levels of performance permit teacher to more consistently and objectively
distinguish between good and bad performance, or between superior, mediocre and
poor performance, when evaluating student work Better feedback - identifying levels of
performance allows teacher to provide more detailed feedback to students.
2. Product-Oriented Performance Based Assessment
Product-oriented assessment is a kind of assessment where in the assessor
views and scores the final product made and not on the actual performance of making
that product. - It is concern on the product alone and not on the process. It is more
concern to the outcome or the performance of the learner. It also focuses on
achievement of the learner. - Product assessment focuses on evaluating the result or
outcome of a process.
Learning Competencies in a Product-oriented Performance-Based Assessment

The learning competencies associated with products or outputs are linked with
an assessment with three levels of performance manifested by the product, namely:
Novice or beginner’s level, Skilled level and Expert level.
There are other ways to state product-oriented learning competencies. For instance, we
can define learning competencies for products or outputs in the following way:
Level 1: Does the finished product or project illustrates the minimum expected
parts or functions? (Beginner)
Level 2: Does the finished product or project contains additional parts and
functions on top of the minimum requirements which tend to enhance
the final product? (skilled level)
Level 3: Does the finished product contains the basic minimum parts and functions,
have the additional features on top of the minimum, and is aesthetically
pleasing? (Expert level)
Example of the Learning competencies:

Task: A desired product is a representation of a cubic prism made out of
cardboard in an elementary geometry class.
Learning competencies: The final product submitted by the students must:
Level 1: Possess the correct dimensions (5”x5”x5”) – Novice Level
Level 2: Be sturdy, made of durable cardboard and properly fastened
together – Skilled Level
Level 3: Be pleasing to the observer, preferably properly colored for
aesthetic purposes – Expert Level
Note: Product-oriented performance-based learning are evidence-based.
Criteria Setting
Criteria are statements which identify “what really counts” in the final output.
Example:
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics

Identify sub statements that would make the major criteria more focused and objective.
Example: Essay on “The Three Hundred Years of Spanish Rule in the Philippines”
Criteria: Quality
 Interrelates the chronological events in an interesting manner
 Identifies the key players in each period of the Spanish rule and
the roles that they played
 Succeeds in relating the history of the Philippine Spanish rule
Scoring Rubrics
These are descriptive scoring schemes that are developed by teachers to guide
the analysis of the products or processes of students’ efforts. It is based on descriptive
scales and support the evaluation of the extent to which criteria have been met.
Example of Analytic Rubric for Graphic Display of

Data (Product-Based Performance-Based
Assessment)
1 2 3 Weight
The graph
The graph
The title does contains the
contains a title
not reflect title that
Title that clearly tell 10%
what the title is generally tells
what the data
missing what the data
show
show
Only some
parts of
Some parts of All parts of the
the graph
the graph are graph are
Labels are 20%
inaccurately correctly
correctly
labeled labeled
labeled, or
labels are
missing
The data are
inaccurately Data All data are
represented representation accurately
Accuracy 50%
contain major contains minor represented on
error, or are errors the graph
missing
The graph is
The graph is The graph is
sloppy and
Neatness generally neat very neat and 20%
difficulty to
and readable easy to read
read
Scoring rubrics support the examination of the extent to which the specified
criteria have been reached. It also provides feedback to students concerning how to
improve their performances. Aside from scoring rubrics, checklists are also appropriate
for evaluation when the information that is sought is limited to the determination of
whether specific criteria have been met.
Keywords Index:
Extended – response Learning competencies

Performance – Based Assessments Process – oriented Performance Product – oriente
Scoring rubrics

sourcesCharlotte
task and lesson:
for upper
the process.
Let’s Check!
Activity 1. You already have an idea about the different features and characteristic of a
Performance – based Assessment. To check your understanding, put a check mark )
( on the space provided before each statement if the statement refers to a performance –
based feature or characteristic and put an (x) if the statement does not refer to a
performance – based assessment.
1. Performance – based assessment is highly paper – pencil tests.
2. Performance – based assessment has high degree of realism.
3. Under performance – based assessment, students are called out to explain,

justify and defend answers.
4. Performance – based assessment requires a single answer.
5. Performance – based assessments involves only teacher evaluation and

peer evaluation.
6. Performance in this kind of assessment is directly observable.
7. Assessors in this kind of assessment don’t need training in assessment.
8. Multiple criteria and standards are prespecified and publicly utilized in this
type of assessment.
9. A type of assessment with best single answer.
10. This intended to assess what students can do instead what the students know.
Let’s Analyze!
Activity 1. You have learned so much about the different features and characteristics of
performance – based assessment. At this point, we have to dig deeper to better
understand performance – based assessment. Your task is to differentiate these types
of performance – based assessments by completing the table provided for you.
a. Extended and Restricted Type Performance – based Assessment
Restricted Assessment Extended Assessment

Features: Features:
Examples: Examples:
b. Product and Process - oriented Performance – based Assessment
Product – oriented Assessment Process – oriented Assessment

Features: Features:
Examples: Examples:
In a Nutshell
Activity 1a. There is a great shift of utilizing performance – based assessment in the 21 st
Century. What do you think are the reasons for this change? Explain your answer. (Give
3 reasons and explain each)
Activity 1b. Give at least five advantages and five disadvantages of utilizing performance
- based assessments inside the classroom.
Advantages:
Disadvantages:
Big Picture
a. Examine the development of scoring rubrics; and

b. Examine ways to assess affective learning outcomes.
c. Examine the salient features, purpose and development of portfolio
assessment; and
d. Explain the components, purpose and effective grading system.
Big Picture in Focus: ULOa. Examine the development of Scoring

Metalanguage Rubrics
demonstrate ULOa; Examine the development of scoring rubrics
1. Analytic Rubric. This refers to a type of rubric that articulates a performance

based on a specific criterion or standard.
2. Holistic Rubric. This pertains to a type of rubric that judges a level of
performance based on its overall weight and not on its multiple criteria.
3. Scoring rubric. This refers to a scoring scale used to assess performance and
contains task – specific set of criteria.
Essential Knowledge
A. Development of Scoring Rubrics
1. Analytic and Holistic rubric
For a particular task you assign students, do you want to be able to assess how
well the students perform on each criterion or do you want to get a whole picture of the
student’s performance on the entire task? The answer to this question lies on the type of
rubric you choose to create or use: Analytic or Holistic.
Analytic rubrics articulates levels of performance for each criterion. The teacher
could assess whether a student has done poor, good or excellent job of creating
ambiance and distinguish that from how well the student did on a particular area of that
task performed by the student. An analytic rubric resembles a grid with the criteria for a
student product listed in the leftmost column and with levels of performance listed
across the top row often using numbers and/or descriptive tags. When scoring with an
analytic rubric each of the criteria is scored individually. The cells within the center of the
rubric may be left blank or may contain descriptions of what the specified criteria look
like for each level of performance.
Holistic rubric, in contrast, does not list separate levels of performance for each
criterion. Instead, a holistic rubric assigns a level of performance by assessing
performance across multiple criteria as a whole. A holistic rubric consists of a single
scale with all criteria to be included in the evaluation being considered together (e.g.,
clarity, organization, and mechanics). With a holistic rubric the rater assigns a single
score (usually on a 1 to 4 or 1 to 6 point scale)based on an overall judgment of the
student work. The rater matches an entire piece of student work to a single description
on the scale.
Features of a Scoring Rubric:

1. Focus on measuring a stated objective (Performance, Behavior or Quality)
2. Use a range to rate performance
3. Contain specific performance characteristics arranged in levels indication the
degree to which standard has been met.
Outline of a Scoring Rubric:

1. It includes levels of potential achievement for each criterion, and work or
performance samples that typify each of those levels
2. Levels of achievement are often given numerical scores
3. A summary of score for the work being assessed may be produced by adding
the scores for each criterion.
4. The rubric may also include space for the assessor to describe the reason for
each judgement or to make suggestions.
Steps in Designing a Rubric:

1. Identify a learning goal
2. Choose outcomes that may be measured with a rubric
3. Develop or adopt (and adapt) an existing rubric
4. Share it with students
5. Assess/ Grade
6. Analyze and report results
B. Advantages and Disadvantages of using Scoring
Rubrics Advantages of Analytic Rubric
Provide useful feedback on areas of strength and weakness. Criterion can be

weighted to reflect the relative importance of each dimension.
Disadvantages of Analytic Rubric
Takes more time to create and use than a holistic rubric. Unless each point for
each criterion is well-defined raters may not arrive at the same score.
Advantages of Holistic Rubric
Emphasis on what the learner is able to demonstrate, rather than what he/she
cannot do. Saves time by minimizing the number of decisions raters make. Can be
applied consistently by trained raters increasing reliability.
Disadvantages of Holistic Rubric
Does not provide specific feedback for improvement. When student work is at
varying levels spanning the criteria points it can be difficult to select the single best
description. Criteria cannot be weighted.
C. Example of Analytic and Holistic
Rubric Analytic Rubric
Criteria 1 2 3
x1 1-4 5-9 1 0-12
Hand Gestures

x1
Can vary
Can easily
Monotone voice
Voice Inflection x2 vary voice
voice used inflection with
inflection
difficulty
Recitation
fully captures
feelings in
the voice
Holistic Rubric
3 – Excellent Speaker
 Included 10 – 12 changes in hand gestures

 No apparent inappropriate facial expressions
 Utilized proper voice inflection
 Can create proper ambiance for the poem
2 – Good Speaker
 Included 5 - 9 changes in hand gestures

 Few inappropriate facial expressions
 Had some inappropriate voice inflection changes
 Almost creating proper ambiance
1 – Poor Speaker
 Included 1 - 4 changes in hand gestures

 Lots of inappropriate facial expressions
 Used monotone voice
 Did not create proper ambiance
Keywords Index:
Advantages of a Scoring Rubric Analytic Rubric

Designing a Scoring rubric Disadvantages of a Scoring rubric Features of a Scoring Rub
Outline of a Scoring Rubric Scoring Rubric

Self-Help and supplemental Readings: You can also refer to the
sourcesCharlotte
task and lesson:
for upper
the process.
Let’s Check!
Activity 1. Answer the following questions about scoring rubrics, its types, its features
and the steps in designing a scoring rubric.
1. What is a scoring rubric?
2. What is a holistic scoring rubric?
3. What is an analytic scoring rubric?
4. What are the three features of a scoring rubric?

5. What are the steps in designing a Scoring Rubric?

Let’s Analyze!
Activity 1. You already know the different features, types, development of a scoring
rubric. This time, let’s have a practice on how you can develop your own scoring rubric.
From the topics provided for you, choose 5 among those topics and develop a scoring
rubric for each.
1. Essay on “Why Jose Rizal Should be the National hero”
2. Essay on “Should the Power industry be Deregulated?”
3. Oral presentation of the piece “Rhyme of the Ancient Mariner”
4. Scrapbook on “EDSA I Revolution”
5. Group activity on “Geometric Shapes through Paper Folding”
6. Specimen preservation in a biological diversity class.
7. Oral presentation of the piece “Land of Bondage, Land of the Free”
8. Evaluating an output of a typing class.
9. Writing a short computer program on “Roots of a quadratic equation”
10. Group activity on solutes and solvents
11. Laboratory output in frog dissection
12. Laboratory output in determining the gravitational constant using a free fall experiment
13. Evaluating an art work on candle – blowing exercise
14. Evaluating a kinder piano performance
15. Evaluating performance in argumentation and debate

In a Nutshell
Activity 1. Answer the following questions in order to have a better grasp of scoring
rubrics.
a. Can we use scoring rubrics with a traditional form of assessment? Why or Why not?
b. Explain the connection of increasing objectivity in assessing a performance task by
using scoring rubrics.
Big Picture in Focus: ULOb. Examine ways to assess affective

learning outcomes.
Metalanguage
demonstrate ULOb; Examine ways to assess affective learning outcomes.
1. Academic Self-concept. This refers to a person creating his self-concept and self – esteem.
2. Affect. This pertains to one of the components of attitude which highlights our feeling
with respect to the focal object.
3. Attitudes. This pertains to the mental orientations towards concepts that are
generally referred to as values.
4. Attitude Targets. This refers to the attitudes as an internal state that influences what
students or learners are likely to do.
5. Behavioral Intentions. This pertains to a component of attitude which emphasizes the goals,
aspirations and our expected response to the attitude object.
6. Checklist. This refers to a scoring tool that contains list of items marked as present
or absent.
7.Classroom Environment Target. This refers to the unique classroom climate that is felt
by the learners for a point in time.
8. Cognition. This is one of the components of attitude which refers to the beliefs,
theories, expectances, causes and effect beliefs and perceptions.
9. Evaluation. This refers to a component of attitude that consists of imputation of some
degree of goodness or badness of an attitude.
10. Peer Rating. This refers to an assessment method that enables a learner to
evaluate another learner.
11. Rating Scale. This refers to a scoring scale that composes a set of categories designed
to gather quantitative attributes in social sciences.
12. Semantic Differential. This refers to an assessment tool that contains pair of
objectives and is used to provide connections with feelings.
13. Social Relationship Target. This refers to a scoring scale used to assess performance
and contains task – specific set of criteria.
Essential Knowledge
A. Affective Traits and Learning Targets

1. Attitude, Value, Motivation Targets
a. Attitudes
These are defined as the mental predisposition to act that is
expressed by evaluating a particular entity with some degree of favor or disfavor.
Individuals generally have attitudes that focus on objects, people or institutions.
Attitudes are also attached to mental categories. Mental orientations towards concepts
are generally referred to as values.
There are four (4) components of attitudes, these are:
 Cognition. These are beliefs, theories, expectances, causes
and effect beliefs, and perceptions.
 Affect. This refers to our feeling with respect to the focal
object such as feel, liking, or anger.
 Behavioral Intentions. These are goals, aspirations and our
expected response to the attitude object.
 Evaluation. This is considered the central component of
attitudes. This also consist of the imputation of some degree
of goodness or badness of an attitude.
b. Motivation
This refers to the reason or set of reasons for engaging in a
particular behavior, especially human behavior as studied in psychology and
neuropsychology. Reasons which include basic needs, an object, goal, state of being or
ideal that is desirable.
c. Targets
Attitude Targets. It is defined as attitudes as internal states that
influence what students are likely to do. The internal state can in some degree
determine positive or negative or favorable or unfavorable reaction toward an object,
situation, person or group of objects, general environment, or group of persons. In a
learning institution, attitude is contingent on subjects, teachers, other students,
homework, and other objects or persons.
Value Targets.
 End states of existence. Which refer to conditions and
aspects of oneself and the kind of world that a person wants
such as safe life, world peace, freedom, happiness, social

acceptance, and wisdom.
 Mode of conduct. These are manifested in what a person
believe is appropriate and needed in everyday existence
such as being honest, cheerful, ambitious, loving,
responsible, and helpful.
In setting value targets, it is necessary to stick to non- controversial
and those that are clearly related to academic learning and school and department of
educational goals.
Motivation Target.
 Expectancy X Value Framework. This implies that
motivation is determined by students' expectation, their belief
about whether they are likely to be successful, and the
relevance of the outcome.
 Expectations. These refer to the self-efficacy of the students.
 Values. These are self-perception of the importance of the
performance.
There are two (2) Kinds of Motivation

Intrinsic Motivation. When students do something or engage themselves in activities
because they find the activities interesting, enjoyable, challenging or internal forces.
Extrinsic Motivation. A type of motivation that is done by doing something because it
leads rewards or punishment or an external force.
2. Academic Self – concept, social relationship, classroom environment

targets
a. Academic Self-concept Targets. Self-concept and self-esteem are
multidimensional. Each person has a self-description in each area, that form one's self-
concept or self-image. Moreover, individuals have a sense of self regards, self-
affirmation, and self-worth in each area(self-esteem).
b. Social Relationship Targets. A complex set of interaction skills,

including identification of and appropriate responses to social indication, defines social
relationship.
Peer Relationship. This is when you show interest in
others, when you listening to peers, sharing to a group or
contributing to group activities. In essence, students will
share their ideas in a small group discussion.
Cooperative Skills. These include sharing, listening,
volunteering ideas and suggestion, supporting and
accepting other ideas, taking turns and criticizing
constructively. Example of which is when students will
demonstrate that they are able to negotiate with others and
compromise.
c. Classroom Environment Target. In every classroom there is a unique
climate that is felt at every point in time. Some manifest a comfortable atmosphere,
others have relaxed and productive ambiance. As a result, there are classes that are
happy and content while others are serious and tensed due to the effect of the
classroom climate. It follows that students behave differently as dictated also by the
classroom climate, some shows warm and supportive class while others register as cold
and rejecting.
B. Taxonomy of Affective Outcomes

We are all very familiar with the Bloom’s Taxonomy which deals with the
cognitive domain which pertains to the measurement of reasoning, mental faculties of
the students. Meanwhile, the affective domain which is our focus in this discussion gives
more emphasis on the feeling tone, emotions or degree of acceptance or rejection. It is
far more difficult to assess this domain due to the fact that this contains simple to
complex modes of selected phenomena which are at the same time internally consistent
qualities of character and conscience.
1. Receiving. Being aware of or sensitive to the existence of certain ideas,

material, or phenomena and being willing to tolerate them. Ex. To differentiate, to
accept, to listen (for), to respond to.
2. Responding. Committed in some small measure to the ideas, materials, or
phenomena involved by actively responding to them. Ex. To comply, to follow, to
commend, to volunteer, to spend leisure time in, to acclaim.
3. Valuing. Willing to be perceived by others as valuing certain ideas, materials,
or phenomena Ex. To increase, to measured proficiency in, to relinquish, to subsidize,
to support, to debate.
4. Organization. Already held and bring it into a harmonious and internally
consistent philosophy. Ex. To discuss, to theorize, to formulate, to balance, to examine.
5. Characterization by value or by value set is to act consistently in accordance
with values he or she has internalized. Ex. To revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.
C. Methods of Assessing Affective Learning Outcomes

1. Teacher Observation
a. Steps in using Teacher’s Observation
 Determine in advance the specific behavior related to the
targets
 Develop a list of positive and negative behaviors
 Decide the type of observation you want to use
b. Methods of Teacher Observation
 Unstructured Observation. It is known as open ended
question which utilizes mental note taking or diary keeping.
 Structured Observation. This includes checklists, rating
scale and rubrics.
2. Student Self- Report: Constructed – Self Response Format
This type of method makes use of completion item or essay such as completion
statement tests where you have to complete the initial phrases based on the given
situation.
Example of a Constructed - Self Response Format:
Please complete each of the following sentences in any way you wish.
1. My childhood is .
2. My mind .
3. I love .
4. I do not understand .
5. My greatest trouble .
3. Student Self-Report: Selected – Response Format
a. Rating Scale – This composes set of categories designed to gather
quantitative attributes in social science.
Example of a Rating Scale:
b. Semantics Differential – A pair of objectives are used to provide

connections with feelings, beliefs and opinion that can be measured by degree of
agreement that show both opposite directions and intensity.
Example of Semantic Differential
c. Checklist – This are list of items marked as “present” or “absent” of a

contain attribute that describes the affective traits.
4. Peer Rating – In this type of method, students are asked to assess or judge
their classmates’ behavior.
Example of Peer Rating:

Keywords Index:
Academic Self – Concept Affect

Attitudes Attitude Targets
Behavioral Intentions Checklist
Classroom Environment Target Cognition
Evaluation Peer Rating
Semantic Differential Social Relationship Target
Taxonomy of Affective Outcomes

sources below
Publishing to help
Company, QC. you further understand the lesson:
the process.
Let’s Check!
Activity 1. Supply the word referred to by the statement. Write your answer on the
underline provided before each statement.
1. It is the mental disposition to ac that is expressed by evaluating a

particular entry with some degree of favor or disfavor.
2. It refers to the attitudes as internal state that influence what students are
likely to do.
3. It is a complex set of interaction skills, including identification of and

appropriate responses to social indication.
4. This is a one of the taxonomy of objectives under affective domain

which refers to being aware or sensitive of someone’s feeling or
emotion.
5. This is one of the taxonomy of objectives which refers to willingness to

be perceived by others as valuing certain ideas.
6. It is an assessment tool used to evaluate the affective domain which

composes of set of categories designed to gather quantitative attributes
in social science.
7. It is an assessment tool used to evaluate the affective domain which

contains list of items marked as present or absent.
8. An assessment method that students are asked to judge their

classmate’s behavior.
9. This refers to the reason or set of reasons for engaging in a particular

behavior.
10. This is one of the components of attitudes which refers to our feeling
with respect to the focal object such as feel, liking or anger.
Let’s Analyze!
Activity 1. Answer the following questions.
a. Affective domain is known to be an important domain. In choosing only two domains

to be part of your objectives, the affective must not be neglected. Why is it so? Explain
your answer.
b. Create a chain situation which will concretely display the progress of each stages of
Krathwohl’s Taxonomy of Affective Domain.
Big Picture in Focus: ULOc. Examine the salient features, purpose

and development of portfolio assessment
Metalanguage
demonstrate ULOc; Examine the salient features, purpose and development of portfolio
assessment
1. Portfolio. This refers to a purposeful collection of students work that exhibits the
student’s efforts, progress and achievements in one or more areas.
2. Portfolio Assessment. This refers to the assessment that utilizes portfolio to assess
and evaluate student’s performance.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential knowledge
A. An Introduction to Portfolio Assessment
A portfolio is a purposeful collection of student work that exhibits the student’s

efforts, progress and achievements in one or more areas. The collection includes
student participation in selecting content, criteria for selection, criteria for judging merit
and evidence of student self – reflection. With this, portfolio has been a complex
material which continually grows and develops as the student progresses in a particular
learning task. Every material being added to the learner’s portfolio must be carefully
planned in order to achieve what must be demonstrated. Building such would
encourage our students to become active participants than mere passive learners.
B. Features and Principles of Portfolio Assessment
1. A portfolio is a form of assessment that students do together with their teacher.

The teacher serves as a guide for the students planning, execution and evaluation. Both
the teacher and the learner, formulate the overall objectives for constructing the
portfolio.
2. A portfolio represents a selection of what the students believe are best

included from among the possible collection of things related to the concept being
studied. It is the
teachers’ responsibility to assist the students in actually choosing from among a
possible set of choices to be included in the portfolio.
3. A portfolio provides samples of the student’s work which show growth over
time. by reflecting on their own learning, students begin to identify the strength and
weaknesses in their work.
4. The criteria for selecting and assessing the portfolio contents must be clear to
the teacher and the students at the outset of the process. If the criteria are not clear at
the beginning, then there is a tendency to include unessential components in the
portfolio and to include those which happen to be available at the time the portfolio is
prepared.
C. Purposes of Portfolio Assessment
Why is there a need to resort to portfolio assessment? We tend to ask ourselves,

what are the purposes of having portfolio as one of our assessment methods? Here are
some of the purposes of conducting portfolio assessment inside classrooms:
1. Portfolio assessment matches assessment to teaching. The portfolio

becomes the product that was accumulated from classroom discussions, involvement
and participation of learners. Portfolio assessment is not only limited to measuring the
cognitive level but also assessed the abilities formed by the student during class
engagements.
2. Portfolio assessment has clear goals. As a matter of fact, portfolios are

being planned, discussed and agreed from the very beginning of instruction. The end
goals are clear as to what type of product must be submitted, the contents it must
contain, format and so on. In this type of assessment, students are in control of what
items to include and therefore are assured that the goals are achieved.
3. Portfolio assessment gives a profile of learner’s abilities in terms of

depth, breadth, and growth. In terms of depth, this type of assessment enables the
students to demonstrate a work which is impressively done. The quality is not
compromised because of the adequate time and absence of pressure in looking for
resources. In terms of breadth, it helps show the different skills and ability that the
student can actually demonstrate base on the output. Finally, in terms of growth, this
assessment contributes in showcasing the development and improvement of the learner
and clearly demonstrates the learners’ progress over time.
4. Portfolio assessment is a tool for assessing a variety of skill not

normally testable in a single setting for traditional testing. This type of assessment
can showcase wide range of outputs from written, oral and graphic outputs.
5. Portfolio assessment develops awareness of students’ own learning.

Because of the clear goal set from the very start of the instruction, students can monitor
whether they were able to achieve the goals and can assess themselves based on what
goals were set. They can achieve this as they progress because they will continually
refer to the set of goals and objectives set from the very beginning.
6. Portfolio assessment caters to individuals in a heterogenous class.

Heterogeneity inside the classroom varies from the walks of life, abilities, intelligences,
or even learning styles. With this, the flexibility of this assessment encompasses an
open ended type of assessment which demonstrates the ability of our students in their
particular level in terms of different learning styles and expressions.
7. Portfolio assessment develops social skills. Peers have this great

contribution in the planning, development and evaluation of the portfolio. With this,
students tend to interact with peers, students and teachers in order to create
collaborative effort in achieving the goal set.
8. Portfolio assessment develops independent and active learners. Students

must select and justify portfolio choices. This shows the vital role of each students in
personally involving themselves in the planning, development, execution and evaluation
of the portfolio.
9. Portfolio assessment can improve motivation for learning and thus

achievement. Students are empowered and becomes highly motivated when they are
involve and if they can prove their own achievement and worth.
10. Portfolio assessment provides opportunity for student – teacher

dialogue. This assessment enables teachers to get to know their students more. The
goal setting present in portfolio enables teacher and students to have joint effort in
achieving the goals.
D. Essential Elements of Portfolio

1. Cover Letter. A summary of the evidence of student’s learning and progress.
2. Table of Contents. List of items or parts of the portfolio with numbered pages.
3. Entries. This can either be core or optional entries.

a. Core entries – These are elements that students must include in their
portfolio. This will be required for each student and will provide a common base from
which to make decisions on assessment.
b. Optional entries – These are elements of student’s choice that will
represent the student’s uniqueness.
4. Dates on all entries, to facilitate growth over time.
5. Drafts of oral and written products and revised revisions.

6. Reflections. These contain a brief rationale of what the student feels about his
or her progress, relate about their performance and a like. Students can reflect upon
some or all of the following:
a. What did I learn from it?
b. What do I want to improve in the item?
c. What were the problem areas?
d. How do I feel about my performance?
e. Why did I choose this item?
E. Stages in Implementing Portfolio Assessment
The following are the stages in the implementation of portfolio assessment in

classrooms:
Stage 1: Identifying teaching goals through portfolio. The very first step in
organizing a portfolio assessment is to establish teaching goals. It is very important that
at this stage the goals are clear. These goals will guide the learners in the selection and
assessment of student’s work for the portfolio.
Stage 2: Introducing the idea of portfolio assessment to your class. Portfolio

as part of performance assessment or the alternative assessment, students are more
acquainted of the traditional mode of assessment. Thus, explaining to students how it
works, what needs to be done, how will they be assessed, its importance and find ways
to introduce this new assessment method to them by inviting people such as artists,
painters, photographers and even teacher’s personal portfolio can be presented to
student to understand the context of making portfolio.
Stage 3: Specification of Portfolio Content. In this stage, you must specify to

them what they have to include in their portfolio. You also have to specify for each entry
how each entry will be assessed. The scoring rubrics which will be used in performing
the task must also be presented to the students. Thus, inform your students about the
necessary information they need to know about the portfolio to be submitted.
Stage 4: Giving clear and detailed guidelines for portfolio presentation.

There is a tendency for a student to present as many evidence of learning as they can
when left on their own. The teacher must therefore set clear guidelines and detailed
information on how the portfolios will be presented. Thus, the teacher must be clear
about the guidelines of presenting the portfolio, the dates of its submission and the
importance of each attachments or entries.
Stage 5: Informing key school officials, parents and other stakeholders. It is

important for you to notify your department head, dean or principal. This serves as a
precaution in case students will later complain about your new assessment procedure.
Stage 6: Development of the Portfolio. The support of the teachers to the

students in creating the portfolio is necessary. With this, teachers can achieve this with
the emphasis of teamwork in the development of the portfolio. Some of the class-time
be devoted to student – teacher dialogues and conferences with other teachers in
relation to the task of preparing the portfolio.
F. Types of Portfolio
The students’ performance are assessed using different types of portfolio. It

differs depending on the purpose of the portfolio or the objective set for the overall
classroom assessment program. Essentially, these are the common types of portfolio :
1. Documentation Portfolio – As the name implies, this approach involves a

collection of work over time showing growth and improvement reflecting student’s
learning of identified outcomes. This portfolio is also called as the growth portfolio. This
portfolio must include the weakest and best output of the learner. Thus, scratch papers,
drafts to finish products and documents must be included.
2. Process Portfolio – This portfolio in contrast demonstrates all facets or

phases of the learning process. This contains an extensive number of reflective
journals, think logs and other related forms of metacognitive processing. This is very
useful as this shows how students integrate specific knowledge or skills and progress
towards both basic and advanced mastery.
3. Showcase Portfolio – This portfolio only shows the best work through the
help of teacher – student’s selection of the student’s outputs and products. With this, it
is a type of portfolio is best used for summative evaluation of student’s mastery of key
curriculum outcomes. Completed work should be included.
G. Assessing and Evaluating the Portfolio
Detailed rating criteria may be evolved to evaluate the finished portfolio

presented by students. In general, however, they should include the following:
 Thoughtfulness (including evidence of students’ monitoring of their own

comprehension, metacognitive reflection, and productive habits of mind)
 Growth and development in relationship to key curriculum expectancies and
indicators
 Understanding and application of key processes
 Completeness, correctness, and appropriateness of products and processes
presented in the portfolio
 Diversity of entries (e.g. use of multiple formats to demonstrate achievement of
designated performance standards)
In assessing and evaluating the portfolio, teacher and students must work
together and agree on the criteria to be applied. This must be agreed prior to the
development of the portfolio. These criteria will be student’s guide and the teacher or
assessor’s basis in checking or evaluating the portfolio. Collaboration among students
and the teacher will allow them to determine the areas to be observed. This is
important to have unified way and criteria for assessing as this enables to create
specific standards. Most importantly, the basis of these criteria must be the goal
clearly stated prior to its development. Effective feedbacking is necessary for every
portfolio assessment because this will give them idea whether they are on the right
track.
Keywords Index:
Assessing and Evaluating Portfolio Documentation Portfolio

Essential Elements of Portfolio Feature and Principles of Portfolio Assessment
Portfolio
Portfolio Assessment Process Portfolio
Purposes of Portfolio Assessment Showcase Portfolio
Stages in Implementing Portfolio Assessment

* Cajigal, R. M. and Mantuano, M. D. (2014). Assessment of Learning 2. Adriana Publishing
Company, QC.
the process.
Let’s Check!
Activity 1. Supply the pieces of information being asked.
a. Give three (3) Features of Portfolio Assessment
1.
2.
3.
b. Give five (5) Purposes of Portfolio Assessment
1.
2.
3.
4.
5.
c. What are the six (6) Essential Elements of Portfolio?
1.
2.
3.
4.
5.
6.
d. What are the three (3) different types of portfolio?
1.
2.
3.
Let’s Analyze!
a. During an interview for a new job, what type of portfolio will you suggest your student
to use? Why is it so?
b. What are the different contributions of portfolio assessment in the improvement of

the teaching and learning process?
In a Nutshell
Activity 1a. Agree or Disagree, only product – based performance assessments can be
part of your portfolio’s collections? Justify your answer.
Big Picture in Focus: ULOd. Explain the components, purpose and

effective grading system
Metalanguage
demonstrate ULOd; Explain the components, purpose and effective grading system.
1. Grading. This refers to the descriptive summary given to the child or learner that
gives informative summaries of the child’s performance.
2. Parent – Teachers Conferences. This refers to dialogue created between and
among the teacher and parents to develop a quality education for the learners.
3. Reporting. This refers to the way the stake holders are being informed about the
progress of the learner.
Essential Knowledge
A. Grading and Reporting

One of the more frustrating aspects of teaching is that of grading and reporting
student progress since there are so many factors to consider, and so many decisions to
be made. This Chapter attempts to simplify this task and to minimize some of the
complexities by describing the various types of grading and reporting systems and
providing guidelines for their effective use. The main aim of grading and reporting
system is to provide results in brief, understandable form for varied users which lead to
several big questions: What should I count —just achievement, or effort, too? How do I
interpret a student's score? Do I compare it to other students' scores (norm-referenced),
a standard of what they can do (criterion-referenced), or some estimate of what they are
able to do (learning potential, or self-referenced)? What should my distribution of grades
be, and how do I determine it? How do I display student progress or strengths and
weaknesses to students and their parents?
Of course, answers to these questions may be obtained from: 1) your school
which may have some policies or guidelines, applying what you learn in this Chapter; 2)
consulting your teaching colleagues; and then applying your good judgment or; 3)
learning from firsthand experience. Measurement and assessment of learning are the
first two steps in educational evaluation. Grading and reporting are the two terminal
stages in
the process. Measurements are simply numerical aids which guide our decisions in the
educative process. It is, therefore, very important that we also pay attention to the
process of giving grades and reporting these to students, parents and other
stakeholders in the system.
Functions of Grading and Reporting Systems

Grading and reporting systems have some very important functions in the
educative process. Some of these important functions are enumerated below:
1. Enhancing students' learning through: clarifying instructional
objectives for them, showing students' strengths and weaknesses, providing
information on personal-social development, enhancing students' motivation
(e.g., short-term goals) and indicating where teaching might be modified. These
can be achieved through day-to-day tests and feedback and integrated periodic
tests.
2. Reports to parents/guardians Grading and reporting systems also
inform parents or guardians of students on the progress of their wards. Likewise,
grades and reports communicate objectives to parents, so they can help promote
learning and likewise, communicate how well objectives were met, so parents
can better plan.
3. Administrative and guidance uses. The administrative and guidance
purpose of grading and reporting consist in: (1) helping to decide promotion,
graduation, honors, athletic eligibility; (2) reporting achievement to other schools
or to employers; and (3) providing input for realistic educational, vocational, and
personal counseling.
These three main purposes of grading and reporting by no means exhaust
all possible uses of the activity. The main point, however, is that grades and
report cards should promote and enhance learning rather than frustrate and
discourage students. In many schools, report cards are given to students and
then parents are asked to sign these report cards. It may be a good practice to
call for parent- teacher conferences at this time in order that the report cards will
effectively function as motivation for further learning.
Types of Grading and Reporting Systems

In practice, we find a number of ways in which grades are made and reported.
Normally, the type of grading used depends on the extent to which more descriptive and
informative summaries are required by school authorities or by the stakeholders in
general. Thus, the major types of grading and marking found in practice include:
1. Traditional letter-grade systems. In the traditional letter grade

system, students' performances are summarized by means of letters. Thus, A
stands for excellent, C stands for average, D stands for needing improvement
and an F as a failure. The traditional letter grade system is easy to understand
but it is of limited value when used as the sole report because they end up being
a combination of achievement, effort, work habits, behavior. As such, they are
difficult to interpret, and they do not indicate patterns of strengths and
weaknesses.
2. Pass-fail. The pass or fail system utilizes a dichotomous grade system.

Either a student has complied and reached certain standards, in which case he
passes, or he failed to do so, and he gets a failing mark. This is popular in some
courses in college (but not very much practiced in basic education). In fact, the
pass-fail system should be kept to a minimum because it does not provide much
information since students tend to work to the minimum (just to pass), and in
mastery learning courses, no grades are reflected until "mastery" threshold is
reached.
3. Checklists of objectives. In this system, the objectives of the course
are enumerated. After each objective, the students' level of achievement is
indicated: Outstanding, Very Good, Good, Fair or Poor. This is a very detailed
reporting system and tends to be more informative for the parents and pupils at
the same time. It is, however, also very time consuming to prepare. There is also
the potential problem of keeping the list manageable and understandable.
4. Letters to parents/guardians. Letters to parents and guardians are

useful supplement to grades. However, they have limited value as sole report
because they are very time consuming to prepare, the accounts of weaknesses
are often misinterpreted by parents and guardians, and they are characterized
neither as systematic nor cumulative.
5. Portfolios. As already explained, a portfolio is a set of purposefully

selected works, with commentary by student and teacher. Portfolios are useful
for showing students' strengths and weaknesses, illustrating range of students'
work, showing progress over time or stages of a project, teaching students about
objectives/standards they use to meet.
6. Parent-teacher conferences. Parent-teacher conferences are mainly

used in elementary schools. This requires that parents of pupils come for a
conference with the teacher to discuss the pupils' progress. Portfolio, when
available, are useful basis for discussion. Such conferences are useful for a two-
way flow of information and getting more information and cooperation from the
parents. They are, however, of limited value as a report because most parents do
not come for such conferences.
Development of a Grading and Reporting Systems

Grading and reporting systems are guided by the functions to be served by such
in the educative process. The system will most probably be a compromise because of
the hosts of factors to be considered in the preparation of such. The important thing to
note, however, is that we should always keep achievement reports separate from effort
expended.
Ideally, grading and reporting systems should be developed cooperatively
(parents, students, school personnel) in order to ensure development of a more
adequate system, and a system that is understandable to all. They should thus be:
 based on clear statement of learning objectives. The grading and reporting
system need to be based on the same set of learning objectives that the
parents, teachers and students agreed at the beginning.
 consistent with school standards. The system must support the school
standards rather than oppose the school standards already set.
 based on adequate assessment. The grading and reporting system should be
easily verifiable through adequate system of testing, measurement and
assessment methods.
 based on the right level of detail. The system must be detailed enough to be
diagnostic but compact enough to be practical; not too time consuming to
prepare and use, understandable to users and easily summarized for school
records purposes.
 provide for parent-teacher conferences as needed.
1. Assigning Letter Grades and Computing Grades

Grades assigned to students must include only achievement. It is very important
to avoid the temptation to include effort for less able students because it is difficult to
assess effort or potential and it is difficult to distinguish ability from achievement.
Furthermore, if achievement and effort are combined in some way, grades would mean
different things for different individuals.
Grades reflected on report cards are numbers or numerical quantities arrived at
after several data on the students' performance are combined. The following guidelines
may be considered in combining such data:
a. Properly weight each component to create a composite. The weights
used are normally agreed upon by the school officials e.g. how many
percent goes for quizzes, unit tests, periodic tests, etc. The more scientific
approach is to use a principal components analysis which is hardly
practiced in schools because of the difficulty involved.
b. Put all components on same scale to weight properly:
 equate ranges of scores
 or, convert all to T-scores or other standard scores
2. Norm or Criterion-Referenced Grading

Grades may reflective relative performance, i.e. score compared to other
students (where you rank). This is more commonly called a norm-referenced grading
system. In such a system:
a. grade (like a class rank) depends on what group you are in, not
just your own performance;
b. typical grades may be shifted up or down, depending on group's ability;
c. widely used because much classroom testing is norm-referenced.
Grades may also reflect absolute performance i.e. score compared to
specified performance standards (what you can do). This is more commonly called a
criterion-referenced grading. In such a system:
a) grade does NOT depend on what group you are in, but only on
your own performance compared to a set of performance
standards.
b) grading is a complex task, because grades must:
 clearly define the domain;

 clearly define and justify the performance standards;
 be based on criterion-referenced assessment.
c) conditions are hard to meet except in complete mastery
learning settings.
Finally, grades may also reflect learning ability or improvement
performance. score compared to learning "potential" or past performance. In such a
system:
a. grades are inconsistent with a standards-based system because now,
each child is his/her own standard;
b. reliably estimating learning ability (separate from achievement) is very
difficult;
c. one cannot reliably measure change with classroom measures;
d. therefore, should only be used as a supplement.
3. Distribution of Grades and Guidelines for Effective Grading

How should grades be distributed? The norm-referenced and criterion referenced
distribution of grades habe been in practice for several years now. The norm-referenced
or relative (have ranked the students) distribution is a big issue because of the following
considerations:
a. normal curve is defensible only when we have a large,
unselected group;
b. when "grading on the curve," school staff should set fair ranges of
grades for different groups and courses;
c. when "grading on the curve," any pass-fail decision should be based
on an absolute standard (i.e. failed the minimum essentials);
d. standards and ranges should be understood and followed by
all teachers.
On the other hand, the criterion-referenced or absolute (have assessed
absolute levels of knowledge) grading system is not an issue because:
a. it seldom uses letter grades alone;
b. it often includes checklists of what have been mastered;
c. the distribution of grades is not predetermined.
Guidelines for Effective Grading

The following guidelines for effective grading and reporting are
recommended for use in Philippine schools:
a. Describe grading procedures to students at the beginning of instruction.
b. Clarify that course grade will be based on achievement only.
c. Explain how other factors (effort, work habits, etc.) will be reported.
d. Relate grading procedures to intended learning outcomes.
e. Obtain valid evidence (tests, etc.) for assigning grades.
f. Prevent cheating.
g. Return and review all test results as soon as possible.
h. Properly weight the various types of achievements included in the
grade.
i. Do not lower an achievement grade for tardiness, weak effort,
or misbehavior.
j. Be fair. Avoid bias. When in doubt, review the evidence. If still in
doubt, give the higher grade.
4. Conducting Parent-Teacher Conferences

Parent-teacher conferences become productive when they are carefully planned,
and the teacher is skilled in handling such conferences. Skills in conducting parent-
teacher conferences can be developed. Here are some hints on conducting good
conferences:
Guidelines for a good conference
a. Make plans.
 Review your goals.
 Organize the information to present.
 Make list of points to cover and questions to ask.
 If portfolios are brought, select and review carefully.
b. Start positive and maintain a positive focus.
 Present student's strong points first.
 Be helpful and have example of work to show strengths and
needs.
 Compare early vs. later work to show improvement.
c. Encourage parents to participate and share information.
 Be willing to listen.
 Be willing to answer questions.
d. Plan actions cooperatively.
 What steps can you take?
 Summarize at the end.
e. End with positive comment.
 Should not be a vague generality.
 Should be true.
f. Use good human relation skills.
Keywords Index:
Checklist of Objectives Criterion – Reference Grading

Development of Grading and Reporting systems
Grading
Guidelines of Effective Grading Letters to Parents/Guardian Norm – Referenced Grading
Portfolios Reporting
Traditional Letter – Grade System
Self-Help: You can also refer to the sources below to help you
further understand
Publishing the lesson:
Company, QC.
the process.
Let’s Check!
Activity 1. Supply the pieces of information being asked.
a. Give three (3) Functions of grading and reporting systems.
1.
2.
3.
b. Give six (6) types of grading and reporting systems.
1.
2.
3.
4.
5.
6.
Activity 2. True or False. Write T if the statement regarding the grading and reporting
system is correct and F if the statement is incorrect. Write your answer on the space
provided.
1. There should be clarity that the grades will be based on achievement only.
2. Norm – reference grading are those performances being compared to other

students.
3. The teacher always has the freedom on what to include on her grading system.
4. The grading and reporting system must be consistent with the

school’s standards.
5. Parent – teacher conferences are only needed for unruly or

misbehaving students.
Let’s Analyze!
a. Grade does not define a student. Will you agree or disagree on this statement?
Expound your answer.
b. Why is feedbacking in the grading and reporting system necessary? Explain your
answer.
In a Nutshell
Activity 1a. As a teacher, how will you talk and explain to a parent that his or her child is
misbehaving or not performing well in class during a parent - teacher conference or
dialogue? Expound your answer.
b. This has been a debate over the years, as a teacher, will you consider attendance be
part of your grading system? If a students if frequently absent in your class, how will
you minimize this?
c. Currently, the Department of Education (DepEd) embrace the use of transmuting

grades in the basic education levels in all Philippine schools? Will you agree on this
matter? Explain your answer.
Big Picture
a. Examine the characteristics and effects of Large – Scale Test; and

b. Explain the mechanism of Computer – Based Analysis of Assessment Data
Big Picture in Focus: ULOa. Examine the characteristics and effects

Metalanguage of Large – Scale Test
demonstrate ULOa; Examine the characteristics and effects of Large – Scale Test
1. Large – Scale Test. This refers to an educational standardized assessment that are external
and norm – reference in nature. This contributes to developing quality educational system.
2. Large – Scale Testing. This refers to the act doing the large scale test designed with the
purpose of reporting results at the group level and, as such, generally rely on sampling
techniques, make use of sampling weights and replication methods, and resort to item response
theory for the calculation of scale scores.
Essential Knowledge
A. Large - Scale Tests
Educational assessments come in many form. Some of which are classroom

assessments which are internal in nature and some are large scale tests which are
external in nature. These large – scale tests have become prevalent in many nations.
The general purpose of which is to improve the quality of educational outcomes. Large
– scale tests are intended to:
1. Ensure accountability. This mode of testing serves as an activity that judges

the quality of our education and driven by the need to improve education. With this, we
also want to ensure the functions of our schools in achieving this goal. Monitoring our
schools would contribute to public accountability.
2. Assure quality control for a process. Assessment possesses a gate

keeping function which determines with the privilege of admission or graduation. Like
any other admission tests, licensure examinations and graduation tests which keep this
gatekeeping function.
3. Provide instructional diagnosis. This role is driven by the need to improve

education and to provide educational, rather than political, justification for changes,
interventions and reforms directed to improving education. With this, students capacity,
abilities, acquisitions, degree of mastery, what the students can do and cannot do and
as well as what to do about it will be determined by this type of testing.
4. Identify needs and allocate resources. Results coming from this type of
tests will determine weaknesses and strengths in a particular school. In this capacity,
the information will be used to help better understand in the decision making process of
providing better quality of educational service.
Possible Major Effects of Large Scale Testing on Different
Stakeholders Positive Effects of Large – Scale Testing

1. To Students
 Supply useful information concerning their knowledge
 Motivate them to work harder, smarter and more effective
 Assist students to associate personal effort with rewards
 Convey clearer signals to students about what to study
2. To Teachers
 Support better diagnosis of individual student needs
 Help to identify strengths and weaknesses in the curriculum
 Help to identify students’ strengths and weaknesses
 Signal important content to teachers so that they can
improve instruction
 Help to identify areas not mastered by students and redirect
instruction
 Motivate teachers to work harder, smarter and more
effectively
 Cause teachers to align instruction with standards
 Encourage teachers’ professional development to instruction
 Help in attracting additional resources for students with
greatest needs
3. To Administrators
 Cause administrators to examine school policies related to
curriculum and instruction
 Help administrators judge the quality of their programs
 Lead to changing school policies to improve curriculum and
instruction
 Guide better resource allocation decisions (e.g., providing
professional development)
4. To Policy Makers
 Facilitate policymakers’ judgement of the effectiveness of
educational policies
 Enhance policymakers’ ability to monitor school system
performance
 Promote better allocation of state educational resources
5. To Parents
 Encourage greater parental involvement
 Motivate parents to put more effort in school work
 Prompt parents to bring pressure to improve ineffective
schools
Negative Effects of Large – Scale Testing

1. To Students
 Aggravate students and discourage them from trying
 Make students more competitive rather than collaborative
 Cause students to devalue grades and school assessments
 Lose confidence, lower their self – esteem and cause them
to avoid the subject
 Entice students to cheat in order to increase their scores
2. To Teachers
 Encourage teachers to focus more on specific test content
than on the curriculum standards
 Lead teachers to engage in inappropriate test preparation
 Devalue teacher’s sense of professional worth
 Entice teachers to cheat when they administer tests
 Increase teacher’s stress and lower their morale
3. To Administrators
 Cause enacting policies to increase test scores but not
necessarily increase learning
 Lead to relocate resources to tested subjects at the expense
of others
 Cause wasting resources on test preparation and scoring
 Distract administrators from other school needs and problems
4. To Policy Makers
 Supply misleading information that leads policymakers to
suboptimum decisions
 Encourage a “blame the victims” spirit among policymakers
 Foster simplistic view of education and its goals.
5. To Parents
 Focus on higher scores at the expense of learning and

achievement
 Develop negative attitudes toward assessment and lose faith
in decision that have been taken on the basis of test results
 Parents of minority students doubt the fairness of test scores
and accused them as biased
Keywords Index:
Effects of Large – Scale Testing Large - Scale Test

Purpose of Large Scale Testing

sources below
Publishing to help
Company, QC. you further understand the lesson:
the process.
Let’s Check!
Activity 1. Provide the information being asked.
a. Give two (2) positive effects of Large - Scale testing in each stakeholders.
1. Students
2. Teachers
3. Parents
4. Policy Makers
5. Administrators
b. Give two (2) negative effects of Large - Scale testing in each stakeholders.
1. Students
2. Teachers
3. Parents
4. Policy Makers
5. Administrators
Let’s Analyze!
a. Large - scale testing uses standardized tests. There is an argument that the Licensure
Examination for Teachers will be no longer in paper – pencil type of test but through
performance based assessments such as demo teaching and lesson planning. Give pros
and cons. Choose your side and expound it.
b. Enumerate a few of large – scale testing done in the Philippines. Discuss the
advantages and disadvantages of having these large – scale testing.
Big Picture in Focus: ULOb. Explain the mechanism of Computer –

Metalanguage Based Analysis of Assessment Data
demonstrate ULOb; Examine the mechanism of Computer – Based Analysis of
assessment Data.
1. Correlation. This refers to an educational standardized assessment that are external

and norm – reference in nature. This contributes to developing quality educational
system.
2. Descriptive Statistics. This refers to the branch of statistics which deals with the
summary statistic that quantitatively describes or summarizes features from a collection
of information.
3. Frequency distribution. This pertains to describing a set of scores which is a mere
listing of the possible score values and the number of persons who achieved each
score.
4. Inferential Statistics. This refers to the branch of statistics which deals with the
process of using data analysis to deduce properties of an underlying distribution of
probability.
5. Kurtosis. This refers to the measurement of the peak of a distribution and indicates
how the distribution is around the mean.
6. Mean. This refers to a measure of central tendency which is the average of the set of
scores.
7. Median. This refers to a measure of central tendency which is the point that divides
the distribution in half.
8. Mode. This refers a measure of central tendency that highlights the frequently
occurring score in the situation.
9. Range. This refers to an educational standardized assessment that are external and
norm – reference in nature. This contributes to developing quality educational system.
10. Skewness. This refers to the difference of the highest and lowest scores in the
distribution.
11. Standard deviation. This refers how spread the scores or values are.
12. Standard scores. This refers to the number of standard deviations which values of
a raw score is above or below the mean.
13. Statistics. This refers to practice or science of collecting and analyzing numerical
data in large quantities, especially for the purpose of inferring proportions in a whole
from those in a representative sample.
14. Variance. This refers the measurement on how widely the scores distribution are
spread from the mean.
Essential Knowledge
A. Definition and Branches of Statistics
Statistics
The practice or science of collecting and analyzing numerical data in large
quantities, especially for the purpose of inferring proportions in a whole from those in a
representative sample.
The two main branches of statistics are descriptive statistics and inferential
statistics. Both of these are employed in scientific analysis of data and both are equally
important for the student of statistics.
Descriptive Statistics
A descriptive statistic is a summary statistic that quantitatively describes or
summarizes features from a collection of information, while descriptive statistics is the
process of using and analysing those statistics.
Ex: There are four major types of descriptive statistics:
 Measures of Frequency. Count, Percent, Frequency. ...

 Measures of Central Tendency. Mean, Median, and Mode. ...
 Measures of Dispersion or Variation. Range, Variance,
Standard Deviation.
Inferential Statistics
Statistical inference is the process of using data analysis to deduce properties of
an underlying distribution of probability. Inferential statistical analysis infers properties
of a population, for example by testing hypotheses and deriving estimates.
Ex: With inferential statistics, you take data from samples and make
generalizations about a population. For example, you might stand in a mall and ask a
sample of 100 people if they like shopping at Sears.
B. Frequency Distribution
A simple, common sense technique for describing a set of test scores is through
the use of a frequency distribution.
A frequency distribution is merely a listing of the possible score values and the
number of persons who achieved each score. Such an arrangement presents the
scores in a more simple and understandable manner than merely listing all of the
separate scores. Consider a specific set of scores to clarify these ideas.
A set of scores for a group of 25 students who took a 50-item test is listed in Table
1. It is easier to analyze the scores if they are arranged in a simple frequency
distribution. The frequency distribution for the same set of scores is given in Table 2).
The steps that are involved in creating the frequency distributions are:
First, list the possible score values in rank order, from highest to lowest. Then, a
second column indicates the frequency or number of persons who received each score.
For example, three students received a score of 47, two received 40, and so forth.
There is no need to list score values below the lowest score that anyone received.
Table 1. Score of 25 Students on a 50-item test
Student Student Score

Score
A 48 N 43
B 50 O 47
C 46 P 48
D 41 Q 42
E 37 R 44
F 48 S 38
G 38 T 49
H 47 U 34
I 49 V 35
J 44 W 47
K 48 X 40
L 49 Y 48
M 40
Table 2. Frequency Distribution of the 25 Scores of Table

1
Score Frequency Score Frequency
50 1 41 1
49 3 40 2
48 5 39 0
47 3 38 2
46 1 37 1
45 0 36 0
44 2 35 1
43 1 34 1
42 1
When there is a wide range of scores in a frequency distribution, the distribution

can be quite long, with a lot of zeros in the column of frequencies. Such a frequency
distribution can make interpretation of the scores difficult and confusing.
A grouped frequency distribution would be more appropriate in this kind of
situation Groups of score values are listed rather than each separate possible score
value.
If we were to change the frequency distribution in Table 2 into a grouped
frequency distribution, we might choose intervals such as 48-50, 45-47, and so forth.
The frequency corresponding to interval 48-50 would be 9(1+3+5). The choice of the
width of the interval is arbitrary, but is must be the same for all intervals. In addition, it is
good idea to have an odd-numbered interval width (we used 3 above) so that the
midpoint of the interval is a whole number. This strategy will simplify subsequent graphs
and description of the data. The grouped frequency distribution is presented in Table 3.
Table 3. Grouped Frequency Distribution
Frequency
Score Interval
48-50 9
45-47 4
42-44 4
39-41 3
36-38 3
33-35 2
Frequency distributions summarize sets of test scores by listing the number of

people who received each test score. All of the test scores can be listed separately, or
the scores can be grouped in a frequency distribution.
C. Measures of Central Tendency

Frequency distributions are helpful for indicating the shape to describe a
distribution of scores, but we need more information than the shape to describe a
distribution adequately. We need to know where on the scale of measurement a
distribution is located and how the scores are dispersed in the distribution.
For the former, we compute measures of central tendency, and for the latter, we
compute measures of dispersion. Measures of central tendency are points on the scale
of measurement, and they are representative of how the scores tend to average. There
are three commonly used measures of central tendency: the mean, the median, and the
mode, but the mean is by far the most widely used.
The Mean
The mean of a set of scores is the arithmetic mean. It is found by summing the
scores and dividing the sum by the number of scores. The mean is the most commonly
used measure of central tendency because it is easily understood and is based on all of
the scores in the set; hence, it summarizes a lot of information. The formula for the
mean is as follows:
_ X
X=
N
Where:
_
X is the mean
X is the symbol for a score, the summation operator (it tells us to add all the Xs)
N is the number of scores
For the set of scores in table 1

X = 1100
N = 25
So then,
_ 1100
X =------------= 44
25
The mean of the set of scores in Table 1 is 44. The mean does not have to equal an
observed score; it is usually not even a whole number.
When the scores are arranged in a frequency distribution, the formula is:
_ fX mdpt
X=
N
Where fX mdpt means that the midpoint of the interval is multiplies by the frequency for
that interval. In computing the mean for the scores in Table 3, using formula we obtain.
_ 9(49) + 4(46) + 4(43) + 3(40) + 3(37) +

2(34) X = = 43.84
25
Note that this mean is slightly different than the mean using ungrouped data. This
difference is due to the midpoint representing the scores in the interval rather than using
the actual scores.
The Median
Another measure of central tendency is the median which is the point that divides
the distribution in half; that is, half of the scores fall above the median and half of the
scores fall below the median.
When there are only a few scores, the median can often be found by inspection.
If there is an odd number of scores, the middle score is the median. When there is an
even number of scores, the median is halfway between the two middle scores.
However, when there are tied scores in the middle of the distribution, or when the
scores are in a frequency distribution, the median may not be so obvious.
Consider again the frequency distribution in Table 2. There were 25 scores in the
distribution, so the middle score should be the median. A straightforward way to find this
median is to augment the frequency distribution with a column of cumulative
frequencies. Cumulative frequencies indicate the number of scores at or below each
score. Table 4 indicates the cumulative for the data in Table 2.
Table 4. Frequency Distribution, Cumulative Frequencies for the Scores of Table 2

Score Frequency Cumulative Frequency
50 1 25
49 3 24
48 5 21
47 3 16
46 1 13
45 0 12
44 2 12
43 1 10
42 1 9
41 1 8
40 2 7
39 0 5
38 2 5
37 1 3
36 0 2
35 1 2
34 1 1
For example, 7 persons scored at or below a score of 40, and 21 persons scored
at or below score of 48.
To find the median, we need to locate the middle score in the cumulative
frequency column, because this score is the media. Since there are 25 scores in the
distribution, the middle one is the 13th, a score of 46. Thus, 46 is the median of this
distribution; half of the people scored 46 and half scored.
When there are ties in the middle of the distribution, there may be a need to
interpolate between scores to get the exact median. However, such precision is not
needed for most classroom tests. The whole number closest to the median is usually
sufficient.
The Mode
The measure of central tendency that is the easiest to find is the mode. The
mode is the most frequently occurring score in the distribution. The mode of the scores
in Table 1 is 48. Five persons had scores of 48 and no other score occurred as often.
Each of these three measure of central tendency – the mean, the median, and
the mode means a legitimate definition of “average” performance on this test. However,
each does provide different information. The arithmetic average as 44; half the people
scored at or below 46 and more people received 48 than any other score.
There are some distributions in which all three measures of central tendency are
equal, but more often than not they will be different. The choice of which measure of
central tendency is best will differ from situation to situation.
The mean is used most often, perhaps because it includes information from all of
the scores.
When a distribution has a small number of very extreme scores, though, the
median may be better definition of central tendency. The mode provides the least
information and is used infrequently as an “average”. The mode can be used with
nominal scale data, just as an indicator of the most frequently appearing category. The
mean the median, and the mode all describe central tendency:
 The mean is the arithmetic average

 The median divides the distribution in half
 The mode is the most frequent score.
D. Measures of Variation
Measures of central tendency are useful for summarizing average performance,
but they tell us nothing about how the scores are distributed or “spread out” around the
averages.
Two sets of test scores may have equal measures of central tendency, but they
might differ in other ways. One of the distribution may have the scores tightly clustered
around the average, and the other distribution may have scores that are widely
separated.
As you may have anticipated, there are descriptive statistics that measure
dispersion, which also are called measures of variability. These measures indicate how
spread out the scores tend to be.
The Range
The range indicates the difference between the highest and lowest scores in the
distribution. It is simple to calculate, but it provides limited information. We subtract the
lowest from the highest score and add 1 so that we include both scores in the spread
between them. For the scores of Table 2, the range is 50-34 + 1 = 17.
A problem with using the range is that only the two most extreme scores are
used in the computation. There is no indication of the spread scores between the
highest and lowest. Measures of dispersion that take into consideration every score in
the distribution are the variance and the standard deviation. The standard deviation is
used great deal in interpreting scores from standardized tests.
The Variance
The Variance measures how widely the scores in the distribution are spread
about the mean. In other words, the variance is the average squared between the
scores and the mean. As a formula, it looks like this:
_
(X – X)
S2 =
N
An equivalent formula, easier to compute is:
X2 _
S2 = X2
N
The computation of the variance for the scores of Table 1 is illustrated in Table 5.
The data for students K through V are omitted to save space, but these values are
included in the column totals and in the computation.
The Standard Deviation
The standard deviation also indicates how spread out the scores are, but it is
expressed in the same units as the original scores. The standard deviation is computed
by finding the square root of the variance.
S = S2
For the data in Table 1, the variance is 22.8. The standard deviation is 22.8, or
4.77. The scores of most norm groups have the shape of a “normal” distribution-a
symmetrical, bell-shaped distribution with which most people are familiar. With a normal
distribution, about 95 percent of the scores are within two standard deviations of the
mean.
Even when scores are not normally distributed, most of the scores will be within
two standard deviations of the mean. In the example, the mean minus two standard
deviations is 34.46, and the mean plus two standard deviations is 53.54. Therefore, only
one score is outside the mean.
Table 5. Computation of the Variance for the Scores of Table 1
Score Score-Mean
Student (Score-mean)2
x x-x
(x-x)2
A 48 4 16
B 50 6 36
C 46 8 4
D 41 -3 9
E 37 -7 49
F 48 4 16
G 38 -6 36
H 47 3 9
I 49 5 25
J 44 0 0
. . . .
. . . .
. . . .
W 47 3 9
X 40 -4 16
Y 48 4 16
Totals 1100 0 570
To determine the mean:
_ 1100
X =------------= 44
25
Then to determine the variance:
(X – X)2 570
S2 = = = 22.8
N 25
The usefulness of the standard deviation becomes apparent when scores from
different test are compared. Suppose that two test are given to the same class – one on
fractions and the other on reading comprehension. The fractions test has mean of 30
and a standard deviation of 8; the reading comprehension test has a mean of 60 and a
standard deviation of 10. If Ann scored 38 on the fractions test and 55 on the reading
comprehension test, it appears from the raw scores that she did better in reading than in
fractions, because 55 is greater than 38. But relative of the performance of the others in
the class, the opposite is true.
A score of 38 on the fraction test is one standard deviation above the mean – a
score that is lower than average. Clearly, when comparison is made relative to the class
mean, Ann’s performance on the fractions test in better than her performance on the
reading comprehension test.
In fine, descriptive statistics that indicate dispersion are the range, the variance,
and the standard deviation. The range is the difference between the highest and lowest
scores in the distribution plus one. The standard deviation is a unit of measurement that
shows by how much the separate scores tend to differ from the mean. The variance is
the square of the standard deviation. Most scores are within two standard deviation
from the mean.
E. Skewness and Kurtosis
The Skewness
The first thing you usually notice about a distribution’s shape is whether it has
one mode (peak) or more than one. If it’s unimodal (has just one peak), like most data
sets, the next thing you notice is whether it’s symmetric or skewed to one side. If the
bulk of the data is at the left and the right tail is longer, we say that the distribution is
skewed right or positively skewed; if the peak is toward the right and the left tail is
longer, we say that the distribution is skewed left or negatively skewed.
The first one is moderately skewed left: the left tail is longer and most of the distribution
is at the right. By contrast, the second distribution is moderately skewed right: its right
tail is longer and most of the distribution is at the left. If skewness is positive, the data
are positively skewed or skewed right, meaning that the right tail of the distribution is
longer than the left. If skewness is negative, the data are negatively skewed or skewed
left, meaning that the left tail is longer.
If skewness = 0, the data are perfectly symmetrical. But a skewness of exactly

zero is quite unlikely for real-world data, so how can you interpret the skewness
number? It suggests this rule of thumb:
 If skewness is less than −1 or greater than +1, the distribution is

highly skewed.
 If skewness is between −1 and −½ or between +½ and +1, the
distribution is moderately skewed.
 If skewness is between −½ and +½, the distribution is
approximately symmetric.
The Kurtosis
Distributions of data and probability distributions are not all the same shape.
Some are asymmetric and skewed to the left or to the right. Many times, there are two
values that dominate the distribution of values. Kurtosis is the measure of the peak of a
distribution and indicates how high the distribution is around the mean.
The other common measure of shape is called the kurtosis. As skewness

involves the third moment of the distribution, kurtosis involves the fourth moment. The
outliers in a sample, therefore, have even more effect on the kurtosis than they do on
the skewness and in a symmetric distribution both tails increase the kurtosis, unlike
skewness where they offset each other.
You may remember that the mean and standard deviation have the same units
as the original data, and the variance has the square of those units. However, the
kurtosis, like skewness, has no units: it’s a pure number, like a z-score.
These are different types of kurtosis:

 Mesokurtic. A distribution identical to the normal distribution
 Leptokurtic. A distribution that more peaked than normal.
 Platykurtic. A distribution that is less peaked than normal.
F. Standard Scores
In statistics, the standard score is the number of standard deviations by which

the value of a raw score is above or below the mean value of what is being observed or
measured. Raw scores above the mean have positive standard scores, while those
below the mean have negative standard scores.
For example, an IQ of 100 means the person scored above 50% of people. This
is determined by using the same graph as the IQ one we looked at earlier. If you scored
a 115 on an IQ test, then you would look at 115, which is one standard deviation above
the mean.
G. Measures of Correlation
Correlation is a bivariate analysis that measures the strength of association

between two variables and the direction of the relationship. Usually, in statistics, we
measure four types of correlations: Pearson correlation, Kendall rank correlation,
Spearman correlation, and the Point-Biserial correlation.
A correlation coefficient of -1 means that for every positive increase in one

variable, there is a negative decrease of a fixed proportion in the other. For example,
the amount of gas in a tank decreases in (almost) perfect correlation with speed.
Correlation is a bivariate analysis that measures the strength of association

between two variables and the direction of the relationship. In terms of the strength of
relationship, the value of the correlation coefficient varies between +1 and -1. A value
of
± 1 indicates a perfect degree of association between the two variables. As the
correlation coefficient value goes towards 0, the relationship between the two variables
will be weaker. The direction of the relationship is indicated by the sign of the
coefficient; a + sign indicates a positive relationship and a – sign indicates a negative
relationship. Usually, in statistics, we measure four types of correlations: Pearson
correlation, Kendall rank correlation, Spearman correlation, and the Point-Biserial
correlation. The software below allows you to very easily conduct a correlation.
Keywords Index:
Correlation Descriptive Statistics Frequency Distribution Inferential Statistics Kurtosis

Mean
Measure of Central Tendency Measure of Variation
Median Mode Range Skewness
Standard Deviation Standard Scores Statistics
Variance

the process.
Let’s Check!
Activity 1. Your task is to define the following terms associated with computer – based
analysis of assessment data.
1. Mean
2. Median
3. Mode
4. Statistics
5. Descriptive statistics
6. Inferential statistics
7. Variance
8. Standard Deviation
9. Range
10. Skewness
11. Standard Scores
12. Frequency Distribution
13. Positive Correlation
14. Negative Correlation
15. Zero Correlation

Let’s Analyze!
a. What are the advantages and disadvantages of having your assessment data being
analyzed? Explain your answer.
b. Compare and contrast mean, median and mode. Provide your own example for each
measurement of central tendency.
In a Nutshell
Activity 1a. As a teacher, how will these analyzed data help improve your classroom
instruction?
b. Based on your analyzed assessment data, most of your students are performing low in
your class. How will you proceed? Explain your answer.
c. Based on your analyzed assessment data, almost of your students are performing
high in your class but a single student performs extremely low. How will you proceed?
Explain your answer.
PART 3: COURSE SCHEDULES
Activity Date Where to submit

ULO A: Let’s Check Activities May 27, 2020
ULO A: Let’s Analyze Activities May 27, 2020
ULO A: In a Nutshell May 27, 2020
ULO B: Let’s Check Activities June 3, 2020
ULO B: Let’s Analyze Activities June 3, 2020
ULO B: In a Nutshell June 3, 2020
ULO C: Let’s Check Activities June 9, 2020
ULO C: Let’s Analyze Activities June 9, 2020
ULO C: In a Nutshell June 9, 2020
First Exam

ULO A: Let’s Check Activities June 16, 2020
ULO A: Let’s Analyze Activities June 16, 2020
ULO A: In a Nutshell June 16, 2020
ULO B: Let’s Check Activities June 19, 2020
ULO B: Let’s Analyze Activities June 19, 2020
ULO C: Let’s Check Activities June 24, 2020

ULO C: Let’s Analyze Activities June 24, 2020
ULO C: In a Nutshell June 24, 2020
ULO D: Let’s Check Activities July 1, 2020
ULO D: Let’s Analyze Activities July 1, 2020
ULO D: In a Nutshell July 1, 2020
Second Exam

ULO A: Let’s Check Activities July 8, 2020
ULO A: Let’s Analyze Activities July 8, 2020
ULO B: Let’s Check Activities July 13, 2020
ULO B: Let’s Analyze Activities July 13, 2020
ULO B: In a Nutshell July 13, 2020
Third Exam/ Final Exam

ULO A: Let’s Check Activities July 8, 2020
ULO A: Let’s Analyze Activities July 8, 2020
ULO A: In a Nutshell July 8, 2020
ULO B: Let’s Check Activities July 13, 2020
ULO B: Let’s Analyze Activities July 13, 2020
ULO B: In a Nutshell July 13, 2020
Third Exam/ Final Exam

VI. Online Code of Conduct
(1) All teachers/Course Facilitators and students are expected to abide by an

honor code of conduct, and thus everyone and all are exhorted to exercise
selfmanagement and self-regulation.
(2) Faculty members are guided by utmost professional conduct as learning

facilitators in holding OBD and DED conduct. Any breach and violation shall be
dealt with properly under existing guidelines, specifically on social media
conduct (OPM 21.15) and personnel discipline (OPM 21.11).
(3) All students are likewise guided by professional conduct as learners in

attending OBD or DED courses. Any breach and violation shall be dealt with
properly under existing guidelines, specifically in Section 7 (Student Discipline)
in the Student Handbook.
(4) Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance
tasks and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
(5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly.
The University shall institute monitoring mechanisms online to detect and
penalize plagiarism.
(6) All borrowed materials uploaded by the teachers/Course Facilitators shall be

properly acknowledged and cited; the teachers/Course Facilitators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
(7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses
and shall honestly exercise due assessment of student performance.
(8) Teachers/Course Facilitators shall never engage in quarrels with students

online. While contentions intellectual discussions are allowed, the
teachers/Course Facilitators shall take the higher ground in facilitating and
moderating these discussions. Foul, lewd, vulgar and discriminatory languages
are absolutely prohibited.
(9) Students shall independently and honestly take examinations and do

assignments, unless collaboration is clearly required or permitted. Students
shall not resort to dishonesty to improve the result of their assessments (e.g.
examinations, assignments).
(10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
(11) By handling OBD or DED courses, teachers/Course Facilitators agree and

abide by all the provisions of the Online Code of Conduct, as well as all the
requirements and protocols in handling online courses.
(12) By enrolling in OBD or DED courses, students agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
VII. Monitoring of OBD and DED
(1) The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective OBD classes through
the Blackboard LMS. The LMS monitoring protocols shall be followed, i.e.
monitoring of the conduct of Teacher Activities (Views and Posts) with generated
utilization graphs and data. Individual faculty PDF utilization reports shall be
generated and consolidated by program and by college.
(2) The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check
and review online the status and interaction of the faculty and the students.
(3) For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.
Course prepared by:
Da _rl _w_y_e_th S. Bayocbo_c
Name of Course Facilitator/Faculty
Course reviewed by:
Mari_b_e_l
_C_. _Aba_l_o_s Name of

Program Head
Approved by:
Jocelyn B. Bacasmot
Name of Dean

Sim Educ 107

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University of Mindanao 1

College of Teacher Education “Physically Distanced but Academically Engaged”

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM)

Course/Subject: EDUC 107- Assessment of Learning 2

Name of Teacher: DARLWYETH S. BAYOCBOC

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT

Big Picture (Week 1-3)

ULOc: Explain the features and characteristics of a

ULOb: Examine ways to assess Affective Learning Outcomes 68

ULOc: Examine the Salient Features, Purpose and Development

ULOd: Explain the Components, Purpose and Effective Grading System 90

Big Picture (Week 7-8)

Course Outline : EDGMRC – Good Manners and Right Conduct (ESP)

Course Coordinator: Darlwyeth S. Bayocboc

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Since this course is included in the licensure

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

For group assessment tasks, the course coordinator will

standards or other reasonable circumstances e.g.

If disapproved by the course coordinator, you can

Grading System All culled from BlackBoard sessions and traditional

All culled from on-campus/onsite sessions (TBA):

Submission of the final grades shall follow the usual

Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Dean Dr. Jocelyn Bacasmot

CC’s Voice: Hello prospective teacher! Welcome to this course EDUC107:

PART 2: INSTRUCTION PROPER

a. Describe the characteristics and features of 21st Century Assessment;

Big Picture in Focus: ULOa. Describe the characteristics and

A. What is Assessment in the 21st Century?

21st Century Skills

B. What are the Assessment Competencies for Teachers?

4. Developing valid pupil grading procedures that use pupil assessment.

Assessment Competencies Evaluation

Self-Help and Supplemental Readings: You can also refer to the

* DepEd Order No. 8 s. 2015

Self-Preparation: RRR – Remember, Recite/Retell, Repeat

Activity 2. To check your understanding about the different assessment competencies a

1. Teacher chooses the assessment methods for instructional

2. Teacher avoids using the assessment results when making

3. Teachers communicate assessment results to students solely as

4. Teachers must develop valid pupil grading procedures that use

5. Teachers must recognize unethical, illegal and otherwise

a. Choosing assessment methods appropriate for instructional decisions.

b. Administering, scoring, and interpreting the results of both externally

produced and teacher produced assessment methods.

c. Using assessment results when making decisions about individual students,

d. Developing valid pupil grading procedures that use pupil assessment.

e. Communicating assessment results to students, parents, other lay

f. Recognizing unethical, illegal, and otherwise inappropriate

Big Picture in Focus: ULOb. Examine the different types of

1. Analytic Assessment. This pertains to a type of assessment that contains

A. Assessment for Learning (Formative Assessment), Assessment of Learning

Assessment for Learning (Formative Assessment)

Assessment for learning is ongoing assessment that allows teachers to monitor

After teaching a lesson, we need to determine whether the lesson was

Assessment of Learning (Summative Assessment)