ASSESSMENT OF STUDENT LEARNING 2

Assessing Skills, Deep Understanding and Reasoning

Performance-based assessment
-requires demonstration of essential and observable skills or competency in creating a
product, constructing a response or making a presentation

Alternative assessment - is any method that differs from conventional paper-and-pencil tests,
most particularly the objective tests. (e.g., observations, oral presentations, experiments,
portfolios, etc.)

Authentic assessment – an assessment that answers to what extent students can apply the skills
and knowledge to solve “real world” problems, giving a sense of authenticity.
“many, but not all performance-based assessments are authentic”
Examples of authentic assessment
1. Makabayan
Somewhat Authentic
Ipaliwanag ang mga dapat mong gawin para makatulong sa paglutas sa suliranin sa polusyon
Authentic
Gumawa ng isang plano para sa gawaing makakatulong sa paglutas sa sulrinanin sa polusyon
Very Authentic
Isagawa ang naisip na proyektong makakatulong sa paglutas sa sulrinanin sa polusyon at lihad sa
klase ang naging resulta nito

2. Math
Somewhat Authentic
Solve the word problems on addition
Authentic
Given is an addition sentence, construct a word problem out of it and solve it.
Very Authentic
Construct a word problem on addition that you encountered in real life and show your solution to
this problem

3. Communication Arts
Somewhat Authentic
Read and summarize the story of “The Turtle and the Monkey”. Then write the lesson that you
learned from it.
Authentic
Read any story you want. Summarize it and then write the lesson that you have learned from it
Very Authentic
Write your most memorable experience and indicate the lesson that you have learned from it

4. Science
Somewhat Authentic
Explain the steps when manipulating the microscope in examining the body parts of a tiny
animal
Authentic
Demonstrate how to use the microscope in examining the body parts of a tiny animal
Very Authentic
Get any specimen of a tiny animal and examine its body parts using the microscope

ASSESSMENT OF STUDENT LEARNING 2

Characteristics of Performance-based assessment
* Students perform, create, construct, produce or do something
* Deep understanding and/ or reasoning skills are needed and assessed
* Involves sustained work, often days and weeks
* Calls on students to explain, justify and defend
* Performance is directly observable
* Involves engaging ideas of importance and substance
* Relies on trained assessor’s judgment for scoring
* Multiple criteria and standards are specified and made public
* There is no single “correct” answer

Forms of Performance-based tasks

1. Problem solving tasks
2. Oral or psychomotor tasks (without products)
3. Written or psychomotor tasks (with product)

Types of Performance-based tasks

1. Restricted type – narrow/specific targets that require short responses
2. Extended type – requires variety of sources of answers and allows integration of areas and
skills

How to assess performance-based tasks

1. Identify the competency

2. Describe the task
3. Develop a scoring RUBRIC

Rubric - scoring guidelines used to assess the different qualities of a product or level of
performance

Types of Scoring Rubrics

1. Holistic rubrics- describes the over-all quality of a performance of product
2. Analytic rubrics- describes the quality of a performance or product in relation to a set of more
Specific criterion

Advantages Disadvantages
Holistic - Faster - can’t pinpoint area of strength and weaknesses
- One score - Same weights
Analytic - Many phases - Time consuming
- Determines - Same score for different qualities
strengths/weaknesses
- Differential weighing

Elements of Rubrics

1. Competency to be tested
2. Performance task
3. Evaluative criteria and their indicators
4. Qualitative and quantitative description of each level
5. Indication of what type of rubrics is used

ASSESSMENT OF STUDENT LEARNING 2

PORTFOLIO ASSESSMENT
-is a purposeful, ongoing, dynamic, and collaborative process of gathering multiple
indicators of the learner’s growth and development

Principles underlying portfolio assessment

1. content principle – it reflects the subject matter that is important for the students to learn
2. learning principle – it enables the students to become active and thoughtful learners
3. equity principle – it allows the students to demonstrate their learning styles and multiple
Intelligences

Types of portfolio
1. working portfolio – a collection of student’s day-to-day work which reflects one’s learning
(process oriented)
2. show portfolio – a collection of a student best works (product oriented)
3. documentary portfolio – a working portfolio and a show portfolio (process and product)

Evaluation tools for the portfolio assessment

1. alternative response
Ex. This work is relevant/irrelevant

2. Rating Scale – ratings can be selected from 3 or more levels

Ex. Rate the work based on the given criteria
1.creativity
4-excellent 3-very satisfactory 2-satisfactory 1-needs improvement

3. Likert scale – tells the degree of one’s agreement or disagreement to the given quality of work
Ex. Indicate the extent of your agreement/disagreement to the following statements

1. the idea presented is accurate

4-strongly agree 3- agree 2- disagree 1-strongly disagree 0-unobserved

4. Rubric – a set of guidelines to distinguish different qualities

a. holistic rubric – describes the overall quality of a performance or product
b. analytic rubric – describes the quality of performance or product in relation to a
specific criterion

Possible criteria in scoring rubrics for portfolio

- completeness, creativity, originality, resourcefulness, reflectiveness, organization,
mechanics, visual appeal, accuracy of information, diversity of collection, multiple
intelligences, quality of the product and evidence of understanding.

ASSESSING AFFECTIVE TRAITS AND LEARNING TARGETS

Attitude targets – attitudes are internal states that influence what students are likely to do
Attitudes Predisposition to respond favorable or unfavorably to specific situation
Interests Personal preference for certain kind of activities
Values Importance, worth or usefulness of conduct
Opinions Beliefs about specific situation
Preferences Desire to select one object over another
Motivation Desire and willingness to be engaged in behavior
Academic self-concept Self-perceptions of competence in school
Self-esteem Attitude toward oneself; degree of self-respect
Locus of control Self-perception of whether success and failure is controlled by the
students or by external factor
Altruism Willingness and propensity to help others

ASSESSMENT OF STUDENT LEARNING 2

Affective taxonomy of educational objectives
Category (level) Definition
Receiving Develops awareness, shows
willingness to receive
Responding Shows willingness to respond
and find some initial level of
satisfaction
Valuing Shows that objects or situation
has worth
Organization Brings together a complex set
of values and organizes them
in an ordered relationship
Characterization Organized system of values
becomes a person’s life
outlook
Example
Student pays attention to the
teacher lecture about smoking
Student asks questions about
different books
Student reads continually, asks
for more books
Student develops a plan for
integrating reading and sports
Student develops a consistent
philosophy of life

Methods of Assessing Affective Targets

1. Teacher observation
Unstructured – is open-ended, there is no checklist or rating scale of recording
Structured – more prepared, uses instruments like rating scales
2. Student Self-Report
-Student interview
-Questionnaires and surveys
-Constructed response
-Selected response (Likert scale)
3. Peer ratings
- Guess-who approach – students are asked to list the students they believe best
correspond to the behavior descriptions
- Sociometric approach – assesses social structure of the class and the interaction
patterns among the students

Prepared by:

ELMER D. DELA ROSA, PhD

Department of Secondary Education
College of Education
Central Luzon State University

ASSESSMENT OF STUDENT LEARNING 2