Name: Rochyll Angel C.

Galecia BSED III- English

Subject: Assessment in Learning 2

UNIT I - 21ST CENTURY ASSESSMENT

Scenario.
A. Given the following situation how would you apply the 21st Century
Assessment Characteristics? Use the template provided.

Before the school year starts, Mr. Cruz, the principal, called the teachers to a meeting
and discussed the plans for the coming school year. One of the agenda of the meeting is the
improvement of the tools and methods that the teachers utilized to assess students’ learning.
As per record, the school utilizes traditional assessment practices. He challenged the teachers to
present an updated assessment instrument/tool that is aligned with the required skills of the
21st century.

Note: For Step 1, you may use the assessment tools based on your observation/field study. For
Step 2, you need to do some extra work or research about 21 st century assessment.

Step 1.

Assessment Instruments/Tools Currently Used

Instruments/ Tools For what it is used? How often it is used?

(Purpose)
1.Self- Assessment -It is use to determine if the
students have really learn from
what you had taught them, and
to let teachers know, if they
need to re-discuss the lesson or
continue with the next one.
2. Scenario/s -It is used to measure how
much do students learn from the
discussion by making a scenario
or a role play that they can
apply it.
3. Project -It is used to give points to the
creativity of students in applying
what they have learn all
throughout the lesson.
4. Research and Research It is to help the students to look
Paper for credible resources through
survey
-Self-Assessment are mostly
used after the discussion of a
lesson; at the end of every
unit.
- It should be use, depending
on the teacher. Whenever
they want to test the
learners.
- Project are often used right
after the discussion of
lessons too.
It can be done anytime
Step 2. After filling up the inventory of assessment instruments/tools used, analyze each and
classify accordingly as to which characteristics of 21 st Century Assessment are exemplified by
the assessment activities and assessment tools/instruments utilized. Used the template
provided below.

The current assessment practices of the school are aligned with the 21 st assessment
fundamentals in terms of:

21st Century Assessment Current Assessment Practices including instruments that exemplify
the 21st Century assessment. Note: Activities and instruments may
be repeated as long as they exemplify the characteristics

Assessment Activities Assessment Tools/Instruments

1. Responsive Interview students Survey, reports

2. Flexible Think-Pair-Share Multiple choice, true or false,

essays

3. Integrated Individual performance and Speech, recitation

project

4. Informative Sharing and summarizing Graphic organizers

thoughts or ideas

5. Multiple Methods Interviews, writing essay, Oral questions/Open-Ended-

individual performance, Questions, Written tests, Grading
presentation, Reaction paper rubrics, research

6. Communicated Think-Pair-Share, role Grading rubrics, reporting, oral

playing, reporting, interviews questions, written tests,

7. Technically Sound Asking random questions that Research paper

talks about facts and
evidence
8. Systemic Making research paper Research paper
B. Complete the mind map on the 21st century assessment by filling the main
characteristics in the big circles and sub-points in the smaller circle (Note:
You may add similar circles, if necessary)
 UNIT II - TYPES OF ASSESSMENT

1. Construct a concept map showing the relationship between the different types of
assessment.
indirect and
inauthentic measures
global approach measures performances or
students learning products

Traditional
Holistic Authentic
Assessment
Assessment Assessment
specific
approach
assessme
nts-based
Analytic Formative evidence
Assessment Types of Assessment
Assessment

Decontextualized Summative
focuses on Assessment Assessment
declarative determining
knowledge the final
and or grade
procedural Contextualized Norm-Referenced
knowledge Assessment Assessment
Criterion-
Referenced
Assessment
focus is on the
Comparing one
student’s construction
student to other
of functioning Performance
student’s
knowledge and the of the student
student’s performance performance
itself
B. You are a seasoned teacher and some beginning teachers seek for your help in determining
the suitable way to evaluate progress of the students in measuring the following domains. What
will you recommend/suggest?

1. Cognitive
Cognitive domain help learners to develop their minds and improve their
knowledge or mental skills in relation to problem solving and critical thinking activities.
Teachers could give different activities to boost and help their learners and also to
evaluate them also such as games, fun performances, and etc. These could brought
challenge to students to think carefully for their responses.
2. Affective
Affective domain help students to support their emotional development and how
to express it correctly. Examples of activities that could help them are speeches, role
playing, reflection paper and speech choirs. It may help learners to relate what they
have feel to the role they portray and can build interactions with each other.

3. Psychomotor
In this domain, it requires the learners to move or have some physical exercises
because it can be an Energizer to them and to have a little bit fun upon moving. It the
students to go outside the classroom and do certain movements, freely express their
gestures just like having outdoor games, dancing and warm-up exercises. It can reduce
boredness and feeling of being alone.

C. Complete the matrix of the different types of assessment

Types of Brief Description Advantage/ Classroom Application

Assessment Disadvantages

1. Traditional It is indirect and It is a standardized, It is often used inside the

Assessment inauthentic measures of norm referenced and classroom with the use of
students learning student’s experiences are paper and pencil tests or
outcomes. It also focuses based on real world quizzes like essays.
on learner’s ability of situation.
memorization and recall;
that mostly use paper and
pencil tests.

2. Authentic Focuses on the analytical
Assessment and creative thinking skills,
students work
cooperatively ,reflect
student learning,
Student’s work is It can be used when there
performance based and are activities that students
it is where they can should perform in order to
execute the task in a understand it better.
realistic way.
 achievement, and attitude
of relevant activities.
3. Formative It refers to the frequent,
Assessment interactive assessment of
the students’ progress to
identify learning needs
and shape teaching.
4. Summative It is for determining the
Assessment final grade as
demonstrated from the
academic achievement of
the students by giving long
test and etc.
5. Norm- It gives us information on
Referenced what the student can
Assessment perform by comparing to
another student.
6. Criterion- It describes the
Referenced performance of the
Assessment students without reference
to the performance of
others.
7. Contextualiz It measures skills and
ed knowledge in dealing with
Assessment specific situations or
perform specific tasks
which the students have
identified as important and
meaningful to them.
8. Decontextu It focuses on declarative
alized knowledge and or
Assessment procedural knowledge in
artificial situations
detached from the real
work context.
9. Analytic It refers to specific
The result of students It is often done at the of
performances may the unit in order to test
reflect the effectiveness and record students
of the teaching. understanding.
It can help the teacher It is often used at the end
to identify the students of the unit where previous
that has low academic- topics are combined
performance and make a together to test students’
solution to address the understanding and
problem in regards of knowledge.
students poor grades.
It challenged the It cis based on teacher’s
students to exert more given schedule for their
effort in the task in performance.
order to meet the
standards that being set.
The result of this It can be used daily,
assessment can help the weekly or at the and of
teachers to identify the the unit because it serves
student/s with low as the basis on the
academic performance performance of the
and to make their next learners.
activity more meaningful
to catch up on their low
grade.
This kind of assessment The teacher can use it as
will help the students to a tool to help the students
perform or answering to identify which best
the task while having a describes the following
little fun in it because statements in an
even it doesn’t assessment.
necessarily connected to
real life context, still
students can learn from
it.
It can motivate the It can be done after the
students to produce a daily discussion where
productive and students should be test if
informative work that will they know on how to
serve as important and make their own output.
meaningful to the
students.
Students became It can be done anytime
 Assessment approach in the competent in dealing because it is very flexible
assessment in the with different tasks. to use and students can
assessment of learning cater their own needs to
outcomes. improve themselves.
10. Holistic It refers to a global The teachers or Students are allowed and
Assessment approach in the facilitators have the required to do the task by
assessment of a student- ability to give feedback having feedback.
learning outcome. in students performances
that will cater their needs
to improve their work.

Unit III. Nature of Performance-Based Assessment

Learning Activities

A. Describe the nature of the performance-based assessment and create a webbing as a

graphic organizer.

- The nature of performance-based of assessment is

talent

ability

product skills

outcome

PERFORMANC
E-BASED
process competency
ASSESSMENT

Mind quality
blowing resourceful
Critical
thinking

creativity
B.Think of a slogan that would describe performance-based assessment. Tell something about
your slogan.

“STRIKE your Performance and, HIT that SCORE”

- I made that slogan because for me performance-based assessment is basically based on
the learner’s performance. Assessments are done with how do students perform that is
related to the lesson. I write Strike your performance and, hit that score because in
order to have a high score and to look like you really learn something from what is
being taught you need to show it on your performance. The beautiful and perfect it is,
the more active and knowledge you have.

C. As a teacher education student, think of a subject you plan to teach and make workable
tasks which are applicable to your teaching situation in the different types of performance
assessment.

Types of Performance Performance Task to be Workable Tasks (Authentic)

Tasks Undertaken

Solving a Problem Solving Students will do this task

Experimentation individually. They will
discover the answer due to
the given problem.
Completing an Inquiry Survey Data Gathering In this activity, the students
Debate will defend their standpoint
by gathering factual
information through
researches or surveys and
interviews.
Determining a Position Written Tests The students will do the
task/s individually.
Presentation Tasks Reporting In delivering the lesson,
Demonstration students are responsible to
Role Playing take this role. They are going
to choose a topic that they
will demonstrate infront of
their classmates.
 Capstone Performance Research Paper In the 21st century, Senior
High School students are also
required to have their
research to defended as a get
pass. It is mostly in maximum
of three members and they
will plan for their research
defense by the given time of
the desired teacher. Students
are required to finish their
task in doing their research
paper and being credited
afterwards.

Unit IV. Designing Meaningful Performance-Based Assessment

Learning Activities

1. The first step in developing performance assessments involves determining which concepts,
knowledge, and/or skills should be assessed. With this, you need to know what type of
decisions will be made from the given assessment.

Tasks: 1. Identify a process-oriented and product-oriented performance.

2. Formulate competencies in defining the purpose of the
assessment.

Orientation Topic General Specific Expected

Competency Competencies Performance

Principles of -able to apply the -identify the -Write and perform a

Process Speech Writing principles of principles of 5 minutes
speech in daily speech writing inspirational speech
conversation -differentiate the
stages or process
in speech writing
-reflect all the
learnings on
principle of
speech writing

Earth Science; -name all planets -identify the - The group of five
Product The Solar and outer space things in solar students are
System objects system required to make a
 -differentiate the Solar System model.
characteristics of
all the planets
-apply learning to
the task given

B. Differentiate process-oriented from product-oriented performance-based assessment using

the template provided.

PERFORMANCE-BASED
ASSESSMENT

PROCESS PRODUCT

The students observe the The students observe the

COMPETENCIES
specific and intended specific and intended
outcome from the present outcome from the present
lesson.

The task must be encouraging It is where the students are

Task
and flexible to the students. Design expected to perform the given
task.

The result of students’ Descriptive scoring scheme

performance are based on the
rubrics that will be given to
them before the presentation.
Scoring can be used in evaluation
Scheme
because it can be a guide to
the analysis of the students in
the product.
C. Crafting Meaningful Performance-Based Assessment

From the discussion of the steps in designing performance-based assessment, choose a topic
related to your field of specialization and create a performance-based assessment following the
guidelines and principles of crafting meaningful performance-based assessment.

Field of Study: English

Grade/ Year Level: 9

TOPIC: Parts of Speech

STEP 1: Defining the Purpose of Assessment

General Competency: The students should able to identify, differentiate,

and use all the parts of speech.

Specific Competencies:

- name all of the 8 parts of speech

- able to identify which words belong to specific parts of speech.

- use parts of speech in writing sentences and paragraphs

- determine what is right and wrong in contexts.

STEP 2: Identifying the Performance Task

Performance Task: Speech

Competencies:

1. Think of the most unforgettable thing that happened to your life;

2. Put down the scenarios in an outline;
3. Relate it on how it can inspire the audience or the listener:
4. Write your final speech for 3 minutes using correct application of part of
speech.
Step 3: Scoring Scheme

Create a scoring rubric from the task formulated. Show how each element of writing and
implementing scoring are presented. Follow strictly the steps presented in designing rubric.

Title: Speech

Task Description: The students are required to make a 3 minutes speech about their
unforgettable thing happened to their life that can inspired other people using correct use of
part of speech.

8 6 4 2 Score
Scale

Dimensions
Students is Students The student is Student does
completely seems pretty somewhat not seem at
Preparedness prepared and prepared but prepared, but is all prepared to
has obviously might have clear that present.
rehearsed needed a rehearsal is
couple more locking.
rehearsal

Characterization Possess a Seems pretty Somewhat Doesn’t have

character to be in shows a a character
that is related character, character that within.
to the type of wanted to wanted to
speech being show. portray.
made
Content The speech is Mixed with The speech is Doesn’t show
all about the quotation, and more on sayings any
story of life sayings from than story of life connection
and has other and have and have 4-5 and have half
correct little mistakes mistakes in of the writing
grammar. in grammar. grammar. as a mistake.
Flow of the story The steps in The steps in The steps seems The steps is
making making speech doesn’t follow not followed.
speech is is pretty being by the student
being used by the in writing.
applied. student.
Speaks Clearly Speaks Speaks clearly Speaks clearly Often
clearly and and distinctly and distinctly all mumbles or
distinctly all all (100-95%) (94-85%) of the cannot be
(100-95%) the time, but time, and understood or
the time, and mispronounces mispronounces mispronounce
mispronounc one words. no more than s more than
 es no words. word. one word.

Total

Unit V. Affective Learning Competencies

Learning Activities

1. Given the classroom situation, analyze and identify what characteristic of classroom
environment is/are present in the situation. Propose what action (s) must be done to
improve the situation. Discuss your answers and give your comments and suggestions to
what you and your classmates will share during discussion. Use the template provided.

Classroom Situation Characteristics of Classroom Action to Improve

Environment (present) the Situation

VP for Linkages complained
to the Office of the Student
Affairs that Section A was so
noisy and unruly, that their
office operation was affected,
as the Linkages office is
adjacent to the classroom of
Section A. As per complaint,
a group of students are
quarreling, others are
playing. The complaint was
brought to the attention of
the adviser of the Section A.
But the adviser failed to
extricate what happened
since no one among the class
wants to tell the true story.
-The Characteristics that are
present in the classroom is
the affiliation and
competition. In regards with
that, the students in Section
A are seems to be close as
they were playing together
that had brought so much
noise. The other one, they
will not brag to each other if
there’s no competition that
relies in between.
-To improve the situation
regarding to the complaint of
Linkages Offices; for me
there should be a forum or
an orientation that should
conduct to the Section A. The
students need to be
enlighten why they need to
keep their voices low and to
behave well. As for the
adviser said that there’s no
one among the class wants
to tell the story, so it is way
better to give them all a
lecture and advices or a little
punishment or reward that
can make them avoid making
noises.

B. Apply the concepts discussed about affective domain of the taxonomy of educational
objectives in the given situation by crafting affective objectives correctly. The objectives must
be measurable.
Situation:
The school, being sectarian, wants to ensure that their graduates will embody the
character traits that are expected of their graduates. As such, the president gave an instruction
that religion must be integrated in all the subjects and not just during religion class.

As the teacher, what and how will you support this direction of the school president so
that it will be realized, focusing on the affective domain of the students?

Levels Measurable Affective Objectives

Receiving Affective Objective:

(Attending) - Discover and study new things that relates to religion and

apply as what is being instructed.

Responding Affective Objective:

- Accept and practice religious norms to acquire the expected

spiritual learner.

Valuing Affective Objective:

- Actively and consistently participates in any religious affiliated

activities of the school.

Organizing Affective Objective:

- Integrate the religious aspect in all of the class load and

subjects as part of the instruction.

Characterizing by a Affective Objective:

Value or Value - Applies, practices the religious norms in daily living not just

Concept being instructed at school.

C. Craft two Affective Learning Outcomes for each of the affective traits. Use the
template provided below.
 Affective Traits Affective Learning Outcomes

Attitude ALO #1

-actively participates to embrace new learning that can boost oneself

into bright side

ALO #2

-shows interest in accepting new challenges that form a positive

engagement in new learning

Values ALO #1

-able to give importance to the learnings that can be acquire within

the class

ALO #2

-shows positive feedback to the new and flexible teaching-learning

concept.

Motivation ALO #1

-willingly to address new ways on learning

ALO #2

-determined to give all the best to lift up everyone in a specific

admiration and goal