ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM NON-TRADITIONAL

METHOD

Introduction:

Explain the background and context of the assessment.

Clearly state the objectives and goals of the assessment.
Describe the nontraditional methods employed and why they were chosen.

CONTENT:
 Detail the nontraditional assessment methods used (e.g., online surveys, social
media analysis, observational data, etc.).
 Explain the sampling technique and data collection process.
 Mention any tools or software used for data collection and analysis.
What is a rubric?
A rubric is a tool that specifies the performance expectations for any kind of student
work, particularly those that are not traditional in nature, such as portfolio, outputs, or
projects, performances, collaborative work, and research. Generally, it contains three
essential featured:
1. criteria or the aspects of performance that will be assessed;
2. descriptors or the characteristics associated with each criterion, and
3. performance levels that identify students’ levels of mastery within each criterion.

To review, the following are examples of student performances and outputs that can be
assessed by a rubric.
Student Performances:
1. Oral Presentations/Demonstrations
2. Research paper/poster presentation
3. Individual or group report
4. Skills demonstration (ie. baking and practice teaching)
5. Extemporaneous speech
2. Dramatic/creative Performances
Dance recital
Performance in play or musicals
Poetry reading and interpretation
Playing musical instrument

3. Public Speaking
Debates
Declamation
Panel discussion
Inspirational speech

A. How do we quantify results

from rubrics?
In the criterion of rubrics, there
are scales representing the
degree of
performance. This degree of
performance can range from
high to low degree of
proficiency. Below are some
examples of the degree of
proficiency with their
corresponding points.
A. How do we quantify results
from rubrics?
In the criterion of rubrics, there
are scales representing the
degree of
performance. This degree of
performance can range from
high to low degree of
proficiency. Below are some
examples of the degree of
proficiency with their
corresponding points.
A. How do we quantify results
from rubrics?
In the criterion of rubrics, there
are scales representing the
degree of
performance. This degree of
performance can range from
high to low degree of
proficiency. Below are some
examples of the degree of
proficiency with their
corresponding points.
A. How do we quantify results
from rubrics?
In the criterion of rubrics, there
are scales representing the
degree of
performance. This degree of
performance can range from
high to low degree of
proficiency. Below are some
examples of the degree of
proficiency with their
corresponding points.
How do we quantify results from rubrics?
In the criterion of rubrics, there are scales representing the degree of performance.
This degree of performance can range from high to low degree of proficiency. Below
are some examples of the degree of proficiency with their corresponding points.

A. Beginner Moving toward

B. proficiency
C. Proficient Very proficient
 D. 1 point 2 points 3 points 4
points
E. Poor Needs
F. improvement
G. good Very good
H. 1 point 2 points 3 points 4
points
Beginner Moving toward Proficient Very proficient1
proficiency
1 POINT 2 3 4

Poor Needs Good Very Good

Improvement
1 point 2 3 4

How do we quantify results

from scales and
checklists?
How do we quantify results from scales and checklists?
Scales could be a measure of
non-cognitive dimensions of
students’ behavior.
When the items in the scale are
answered by the students, the
response format
quantifies the behavior
measured by the scale. The
types of response format vary
depending on the nature of the
behavior measured.
Scales could be a measure of non-cognitive dimensions of students’ behavior. When the
items in the scale are answered by the students, the response format quantifies the
behavior measured by the scale. The types of response format vary depending on the
nature of the behavior measured.

1. Likert Scale.
The Likert scale is used to measure students’ favorability and unfavorability
toward a certain object. The favorability will depend on the degree of agreement
or disagreement to a standpoint.
Example: The teacher is proficient in delivering the lesson.[ ] Strongly agree [ ]
Agree [ ] Disagree [ ] Strongly disagree
Graphic Scale. This scale uses
illustrations to represent the
degree of presence or
absence of the characteristics
measured. This is usually used
for respondents like
children or those with limited
vocabulary.
Example:
Rate how you like the following
food.
2. Graphic Scale.
This scale uses illustrations to represent the degree of presence or absence of
the characteristics measured. This is usually used for respondents like children
or those with limited vocabulary.

Example: Rate how you like the following food.

Pizza
63
1. Likert Scale. The Likert scale
is used to measure students’
favorability and
unfavorability toward a certain
object. The favorability will
depend on the degree of
agreement or disagreement to a
standpoint.
Example: The teacher is
proficient in delivering the
lesson.
[ ] Strongly agree [ ] Agree [ ]
Disagree [ ] Strongly disagree
To quantify the scales, a
numerical score can be assigned
to each of the
responses. For example, 4 for
strongly agree, 3 for agree, 2 for
disagree, and 1 for
strongly disagree. To get the the
total score for the overall scale,
points for each item
can be summated. The total
score is a representation of the
over-all trait being
measured. Usually, high scores
in a Likert scale represent
favorable attitude and low
scores represent unfavorable
attititude.
The same process is applied in
quantifying verbal frequency
scale, linear
scale, and semantic differential
scale.
2.
How do we quantify results from portfolios?

Assessment data generated from portfolios can be both qualitative or

quantitative. When assessing portfolios using quantitative approach, scales and
rubrics can be used. The scales and other measures need to specify the criteria
required in assessing the portfolio. Qualitative assessment requires criteria and
narrative feedback provided to the learner. The following criteria can be used
when assessing portfolios:
1. Completeness of the entries
2. Accuracy of Reflections
3. Organization of content and proper sequence

How do we summarize results?

When results of assessment are
summarized, the teacher needs
to thin about
two things:
1. The kind of scores,
percentage, or transmuted
grade. The average and
summation of scores may be
required depending on the
grading system.
2. The tabular or graphical
presentation of the scores –
Scores can be
presented in a tabular or
graphical manner.
How do we summarize results?
When results of assessment are summarized, the teacher needs to thin about two
things:
1. The kind of scores, percentage, or transmuted grade. The average and summation of
scores may be required depending on the grading system.
2. The tabular or graphical presentation of the scores – Scores can be presented in a
tabular or graphical manner.

Qualitative Feedback
1. The feedback should inform the students on what to do to become better in their
performance or behavior. The recommendations can be:
A suggested procedure
How to correct the errors
The kind of thinking required to get the answer
Where to locate the answer
2. The feedback should be immediate to correct the error.
3. The learner needs to be provided with an opportunity to redo and resubmit the task.
4. Detail the feedback if the learner needs more information.

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