Lesson 7

Organization and Analysis of Assessment Data from Alternative Methods

Suggested Timeframe: 6 hours

How do we analyze data from nontraditional assessment methods?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

 Use the quantitative analysis to report the results of alternative methods of

assessment;
 Present and summarize results of alternative methods of assessment to make them
useful for learners; and
 Create a set of criteria, factors, and characteristics to be assessed using alternative
methods.

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and skills in
selecting appropriate criteria and analyze the results from non-traditional forms of assessment
like performance-tasks, scales, and checklists. You are considered successful in this culminating
performance task if you have satisfied at least the following indicators of success:

Contents of the Analysis for nontraditional Indicators of Success

methods
Use quantitative analysis to report results
All the possible considerations in analyzing
the data are met, which include descriptive
and inferential techniques to establish
validity and reliability.
Present and summarize the results All necessary information contained in the
assessment results are appropriate in order
to describe what the learner can do.
Create a set of criteria, factors, and All the possible considerations in selecting
characteristics for alternative methods the criteria are met.
Prerequisite of This Lesson

To be able to successfully do this culminating performance task, you should have

understood the different purposes, functions, and ways to make alternative forms assessment,
which include performance-based assessment, affective assessment, and portfolio assessment.
In the previous lesson, you were provided with different ways, purposes, and uses of alternative
forms of assessment in the classroom setting. You have also learned that there are
competencies and skills that are appropriately measured using alternative methods of
assessment.

PREPARE

In order to analyze, present, and select the results of alternative forms of assessment,
you need to know how to use and interpret results of descriptive and inferential statistics. You
are expected to read these types of Statistics before you can report the findings from scales,
checklist, and rubrics.

How do we quantify results from rubrics?

In the creation of rubrics, there are scales that represent the degree of performance.
This degree of performance can range from high to low degree of proficiency. Below are
examples of the degree of proficiency with their corresponding points:

Beginner Moving toward Proficient Very proficient

proficiency
1 point 2 points 3 points 4 points

Poor Needs improvement Good Very good

1 point 2 points 3 points 4 points

Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points
 Rare Sporadic Consistent
1 point 2 points 3 points

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

Inadequate Needs improvement Good Excellent

1 point 2 points 3 points 4 points

Needs improvement Proficient Excellent

1 point 2 points 3 points

Absent Developing Adequate Fully developed

1 point 2 points 3 points 4 points

Limited Partial Thorough

1 point 2 points 3 points

Emerging Developing Achieving

1 point 2 points 3 points

Not there yet Shows growth Proficient

1 point 2 points 3 points

Poor Fair Good Excellent

1 point 2 points 3 points 4 points

The points depend on the quality of the behavior shown by the learner’s performance.
The reliability of the assigned points can be determined when the scoring of two or more
observers to the same behavior is consistent. Such procedure entails the use of multiple rates or
judges to rate the performance. The consistency of the ratings can be obtained using a
coefficient of concordance. The Kendall’s ꞷ coefficient of concordance is used to test the
agreement among raters.

If a performance task was demonstrated by five students and there are three raters. The
rubric used a scale of 1 to 4 where 4 is the highest and 1 is the lowest.

Five Rater Rater Rater Sum of D D2

demonstrations 1 2 3 Ratings
A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36
X̅ ratings = 8.4 ∑D2 = 33.2

The scores given by three rates are first computed by summating the ratings for each
demonstration. The mean is obtained from the sum of ratings ( X̅ ratings = 8.4). The mean is
subtracted to each of the Sum of Ratings (D). Each difference (D 2), then the sum of squares is
computed (∑D2 = 33.2). The mean and summation of squared differences are substituted in the
Kendall’s ꞷ formula. In the formula, m is the number of raters.

2
12 Σ D
W= 2 2
m (N )(N −1)

12(33.2)
W=
3 (5)(5 2 −1)
2

W =0.37

Kendall’s ꞷ coefficient of 0.38 is an estimation of the agreement of the three raters in

the five demonstrations. There is a moderate concordance among the three rates because the
coefficient is far from 1.00.

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 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.

Likert Scale. The Likert scale is used to measure students’ favorability and
unfavourability toward a certain object. The favorability will depend on the degree of
agreement or disagreement to a standpoint.

Example:

The policemen is helpful in the street.

____ Strongly Agree _____ Agree _____Disagree _____Strongly disagree

The current president of the country implemented the policy well.

____ Strongly Agree _____ Agree _____Disagree _____Strongly disagree

Smoking cigarettes should be banned in public transportation.

____ Strongly Agree _____ Agree _____Disagree _____Strongly disagree

To quantify the scales, a numerical score can be assigned to each of the responses. For
example, 4 points can be assigned to strongly agree, 3 points for agree, 2 points for disagree,
and 1 point for strongly disagree. To get the total score for the overall scale, the points for each
item can be summated. The total score is a presentation of the overall trait being measured.
Usually, high scores in a Likert scale represent favorable attitude, and low scores represent
unfavorable attitudes. Norms are created to make specific cut off points for the degree of
favorability and unfavourability.

Verbal Frequency Scale. This is used to measure how often a habit is done. The items
here are measures of a habit.

Example:

I read a book.

_____ Always _____ Often _____ Sometimes _____Rarely _____ Never

I wash my hands before eating.

 _____ Always _____ Often _____ Sometimes _____Rarely _____ Never

Similar to the idea of quantifying a Likert scale, a verbal frequency scale is scored by
assigning numerical values for every response. When “always” is answered, it can be given 5
points, 4 points for often, 3 points for sometimes, 2 points for rarely, and 1 point for never. The
total score for the habit can also be estimated through a total score by summating the scores of
all the items. The higher score means high frequency of the habit while the low score means
lower frequency for the habit.

Linear Numeric Scale. This is used when a large array of ratings is provided among the
participants within a continuum. The extreme points of the scale are provided with a descriptor.

Example

Rate the following personnel in your school on how valuable each one is to your
learning. Use the scale below and write the corresponding number for your answer.

Less More
Valuable Valuable

1 2 3 4 5 6 7 8 9

____1. Teacher
____2. Academic Coordinator
____3. Guidance Counselor
____4. Assistant Principal
____5. Principal
Semantic Differential Scale. This scale is used to describe the object or behavior by
making use of two opposite adjectives.
Example:
Rate the teaching of your teacher based on the characteristics provided.
My teacher is :
1. Accommodating Alienating

5 4 3 2 1

2. Patient Harsh

5 4 3 2 1

3. Kwnoledgeable Ignorant

5 4 3 2 1

Graphic Scale. This scale uses illustrations to represent degree of presence or absence of the
characteristics measured this is usually used for respondents, such as young children, who have
limited vocabulary.
Example:
Rate how you like the following food:
1. Pizza

2. Spaghetti

3. Hamburger
How do we quantify results from portfolios?
Assessment data generated from portfolios can both be 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 – all the parts of the portfolio listed by the teacher are
present.
2. Accuracy of the reflections – an authentic reflection is made for every entry in the
portfolio. The reflection provides the insight on the realization of the learner about his
or her weaknesses and the improvement that needs to be done.
3. Organization of content and proper sequence – the portfolio can be classified according
to lessons and the entries show the draft and final work with proper label. There are
markers or tabs provided so that the teacher can easily browse through contents. There
is a table of contents found at the start of the portfolio. Every entry is properly labeled.
How do we summarize results?
When results of assessment are summarized, the teacher needs to think about two
things:
1. The kind of scores that will be presented – the teacher may require to have the raw
score, percentage, or transmuted grade. The average and summation of raw 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. Below is an example of a tabular presentation of learner’s
scores in a formative assessment.

Record of Formative Assessment in Mathematics

Name of Student: Juan Dela Cruz

Grade: 3

Subject: Math
 Learning Exercise 1 Percent Exercise 2 Percent Exercise 3 Percent
Competency (10 items) Correct (10 items) Correct (10 items) Correct
Multiplies two-digit 2 20% 4 40% 7 70%
by one-digit
numbers
Multiplies one- to 3 30% 3 30% 8 80%
two-digit numbers
by 1000
Multiplies three 2 20% 5 50% 8 80%
one-digit numbers
using associative
property of
multiplication.
Multiplies two- to 3 30% 6 60% 9 90%
three-digit
numbers by one-
digit numbers
without or with
regrouping
Multiplies two- to 1 10% 6 60% 9 90%
three-digit
numbers by
multiples of 10 and
100

Guidelines in Giving Qualitative Feedback

1. The contents of feedback are based and within the confines of the criteria.
2. The feedback should inform the students on what to do to become better in their
performance or behavior. The recommendation can be:
o A suggested procedure
o How to correct the errors
o The kind of thinking required to get the answer
o Where to locate the answer
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo and resubmit the task.
5. Detail the feedback if the learner needs more information.
6. The feedback can be short if the learner knows what to do.
7. Feedback can come in the form of verbal cues and gestures so that the learner is not
disrupted while performing.
DEVELOP
Let me check the ideas you have acquired about the organizing assessment results.
1. Why do we need to quantify assessment results?
Answer: Quantifying assessment results is important because it brings clarity and
objectivity to evaluations. It helps us measure progress, pinpoint strengths and
weaknesses, and make informed decisions based on data. Without quantification,
comparing performance fairly across individuals or groups becomes challenging.
2. Why do we need to couple quantitative assessment results with qualitative?
Answer: Combining quantitative assessment results with qualitative data offers a more
complete understanding of performance. While numbers show us how well someone
did, qualitative insights explain the reasons behind those results. This blend helps
educators or evaluators grasp the intricacies of learning processes, behaviors, and
individual needs.
3. When do you think is the appropriate time to give feedback?
Answer: Feedback timing depends on the assessment's purpose and context. Generally,
providing feedback promptly allows individuals to reflect on their performance while it's
fresh. Formative assessments benefit from immediate or frequent feedback, guiding
ongoing learning. Summative assessments may allow feedback afterward to shape
future learning strategies.
4. Why do we need to record results of formative assessment?
Answer: Recording formative assessment results is vital for tracking progress,
identifying trends, and informing instructional decisions. It helps educators see how
individuals or groups are improving and where they may need extra help. Recorded data
also aids in communicating student progress and needs to stakeholders like parents or
administrators, fostering productive discussions based on evidence.
APPLY
The following are performance tasks. Provide the scale for the tasks by giving four
criteria each and decide what type of scale is to be used.
A. The Grade 6 students will select a classic novel, and they will make a book report for it.

Criteria: Scale Type: Likert Scale (1-5), with descriptors ranging from "Poor" to
"Excellent" for each criterion.

1.Depth of Analysis: How well did the student analyze the themes, characters, and plot
of the novel?
2.Clarity of Presentation: How clearly did the student present their ideas in the book
report?
3.Originality of Insights: Did the student provide unique insights or perspectives on the
novel?
 4.Language and Mechanics: How effectively did the student use language and
demonstrate grammatical accuracy in their writing?

B. The Grade 8 students need to conduct an experiment to test if the substance is acid or
base.

Criteria: Scale Type: Rubric Scale (0-4), with descriptors ranging from "Incomplete" to
"Advanced" for each criterion.

1.Experimental Design: How well-designed was the experiment to test for acids or
bases?
2.Data Collection and Analysis: How accurately and thoroughly did the student collect
and analyze experimental data?
3.Understanding of Concepts: How well did the student demonstrate an understanding
of acid-base chemistry concepts in their experiment and analysis?
4.Conclusion and Interpretation: How effectively did the student draw conclusions and
interpret the results of their experiment?

C. The Grade 1 pupils will create a situation involving subtraction of whole numbers,
including money.

Criteria: Scale Type: Checklist Scale (Yes/No), with specific criteria to be checked for each
aspect listed.

1.Mathematical Accuracy: How accurately did the pupil perform subtraction of whole
numbers, including money?
2.Creativity in Situation: How creatively did the pupil create a scenario involving
subtraction?
3.Clarity of Presentation: How clearly did the pupil explain their subtraction situation?
4.Engagement and Participation: How actively did the pupil engage in the activity and
participate in discussions?

TRANSFER
Design a performance task that will be performed by your partner. Construct a scoring
rubric that you could see in evaluating the performance of your partner. Record the session
when you are giving feedback. You may use any of the following learning competencies for the
performance task:
1. Write a letter to a friend from another country.
2. Create a print by rubbing pencil or crayon on paper placed on top of a textured object
from nature and found objects.
3. Conduct lettering, lines, and drawing.
Performance Task: Write a Letter to a Friend from Another Country
Task Description:
Your partner will write a letter to a fictional friend living in a different country. The letter
should include personal updates, inquiries about their friend’s life, cultural references, and
plans for a future meet-up or activity together.
Scoring Rubric:
1. Content (30 points)
- Personal Updates (10 points): Includes meaningful updates about their own life,
experiences, and feelings.
- Inquiries about Friend (10 points): Asks questions about their friend’s life,
experiences, and feelings.
- Cultural References (5 points): Includes references to cultural events, traditions, or
topics relevant to both countries.
- Plans for Future (5 points): Includes suggestions or plans for a future meet-up, activity,
or shared experience.
2. Organization and Clarity (20 points)
- Introduction (5 points): Clearly introduces the purpose of the letter and sets the
tone.
- Body Paragraphs (10 points): Organizes thoughts logically with clear transitions
between ideas.
- Conclusion (5 points): Wraps up the letter effectively, possibly reiterating plans or
expressing anticipation.
3. Language and Style (20 points)
- Grammar and Mechanics (10 points): Demonstrates control over grammar,
punctuation, and spelling.
- Vocabulary and Expression (10 points): Uses varied vocabulary, descriptive language,
and appropriate expressions for informal letter writing.
4. Creativity and Engagement (20 points)
- Creativity (10 points): Includes unique ideas, perspectives, or storytelling elements
that engage the reader.
 - Engagement (10 points): Demonstrates genuine interest in communicating with the
friend, using an appropriate tone for the relationship.
5. Presentation (10 points)
- Formatting (5 points): Properly formats the letter with date, salutation, body
paragraphs, and closing.
- Neatness and Legibility (5 points): Handwriting or typing is neat and easily readable.

EVALUATE
Watch your recording while you are giving feedback to your partner. Conduct a self-
assessment about your work performance.

YES NO Criteria
✔ 1 The feedback is based on the criteria set.
✔ 2 The feedback recommends how to revise the work.
✔ 3 The feedback was immediate.
✔ 4 The feedback was supported with an evidence.
✔ 5 Verbal and nonverbal feedback were used.
✔ 6 The partner understands the feedback.

REFLECT
1. Examine your performance when making feedback. Are you satisfied with how you did
it?
2. How well did you satisfy the criteria provided in the checklist? How would you want to
revise your work?
3. How did this task help you to become a good teacher?
4. How do you intend to develop your skill further in deciding on the appropriate feedback
to be delivered?
Summarize the result of your performance in doing the culminating task using the checklist
below.

Ready Not yet

Ready
✔ 1 I can independently conduct the appropriate feedback given the
criteria
✔ 2 I can design tasks with appropriate criteria.
✔ 3 I can decide well the appropriate scale to be used when designing a
scale
✔ 4 I use the right degree of performance for sales
 ✔ 5 I can make checklists and scales.
✔ 6 I can make appropriate criteria for scales, checklists, and rubrics.
SUSTAIN
Choose from the following tasks what you can do given the result of your self-
assessment and teacher’s feedback.

Level of Readiness Possible Tasks to Extend Opportunity for Successful Performance

Scale Description
1 Not Yet Ready Design rating forms using the appropriate type of scale.
2 Quite ready Generate the relevant criteria for a task.
3 Ready Provide adequate feedback on learner’s performance.
Educator’s Input
In a study conducted by Magno and Amarles (2011) titled “Teacher’s Feedback Practices
in Second Language Academic Writing” and published in the International Journal of
Educational and Psychological Assessment volume 6 issue 2, English teachers commonly provide
feedback on three areas when it comes to student’s composition. The feedback focuses on
form, content, and writing style. The full article can be read at
https://www.academia.edu/26580083/Teachers_Feedback_Practices_in_Second_Language_Ac
ademic_Writing_Classrooms.
Other Support Materials Available
1. Developing Instruments for Research: https://www.slideshare.net/crlmgn/developing-
instruments-for-research.
2. Developing Affective Constructs: https://www.slideshare.net/crlmgn/developing-
affective-constructs.
3. Characteristics of Good Student Feedback: https://www.youtube.com/watch?
v=Huju0xwNFKU.

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the 21st century
learning and innovation skills: critical thinking, creative thinking, communication, collaboration, and
knowledge of you content (5Cs).

What output/s in this lesson

shows you a very good in the Chosen Output Why?
following:
1. Content (the output reflects Example: Constructed Table of Because it reflects the
understanding of the topic Specifications framework of the test, which is
discussed) the Revised Bloom’s Taxonomy
where the six cognitive
 processes are given as well as
the four dimensions of
knowledge
2. Critical Thinking (the output
reflects ability to critique
/evaluate/ solve problems)
3. Creative Thinking (the
output reflects ability to
create new ideas)
4. Communication (the output
reflects ability to express
one’s ideas in words or
actions)
5. Collaboration (the output
reflects ability to work well
with others)