PROFESSIONAL EDUCATION|ASSESSMENT OF LEARNING |PROF. CARMILO F.
FLORES
ASSESSMENT of LEARNING
LET 2023 NEW CURRICULUM
1. Validating theoretical knowledge in the actual
assessment of learning.
1.1. Demonstrate understanding of principles in
constructing traditional, alternative/ authentic
forms of high quality assessment
1.2. Apply knowledge and skills in the development
and use of assessment tools for formative and
summative purposes
1.3. Apply rules in test construction and use of
authentic assessment tools for product and
process assessment
1.4. Demonstrate skills in interpreting assessment
results to improve learning.
1.5. Comprehend and apply basic concepts of
statistics in educational assessment and
evaluation
1.6. Demonstrate knowledge of providing timely,
accurate and constructive feedback to learners
and parents
MEASUREMENT
An educational process that checks the specificity of an
individual which is expressed quantitatively.
The quantification of what students learned through the use of
tests, questionnaires, rating scales, checklists, and other devices.
MEASUREMENT answers the question, how much does a
student learn or know?
EVALUATION
An educational process that checks the personality of
an individual which is expressed qualitatively.
A process of making judgements, assigning value, or deciding on
the worth of student’s performance. EVALUATION answers the
question, how good, adequate, or desirable is it?
ASSESSMENT
The full range of information gathered and synthesized
by teachers about their students and their classrooms. Gathered
through observation, verbal exchange, written reports, or
outputs. ASSESSMENT looks into how much change has
occurred on the student’s acquisition of a skill, knowledge or
value before and after a given learning experience.
PURPOSES OF M-E-A
● Appraisal of the school, curriculum, instructional
materials, physical plant, equipment
● Appraisal of the teacher
● Appraisal of the school child
FUNCTIONS OF M-E-A
● Improvement of student learning
● Identification of students’ strengths and weaknesses
● Assessment of the effectiveness of a particular teaching
strategy
● Appraisal of the effectiveness of the curriculum
● Assessment and improvement of teaching
effectiveness
● Communication with and involvement of parents in
their children’s learning
METHODS OF COLLECTING ASSESSMENT DATA
1. Paper-and-pen
⮚ Supply Type – requires the student to produce or
construct an answer to the question
⮚ Selection Type – requires the student to choose the
correct answer from a list of options
2. Observation
Involves watching the students as they perform certain
learning tasks like reading, speaking....
TYPES OF EVALUATION
1. DIAGNOSTIC EVALUATION
Undertaken before instruction, in order to assess student’s
prior knowledge of a particular topic or lesson. Done to
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determine strengths and weaknesses of students as bases
for remedial instruction..
2. FORMATIVE EVALUATION
Administered during the instructional process to provide
feedback to students and learners on how well the former
are learning the lesson being taught. Frequently done to
determine who have reached mastery of the lesson.
3. SUMMATIVE EVALUATION
Undertaken to determine student achievement for grading
purposes. Usually done at the end of a unit, which
summarizes the student’s accomplishments.
APPROACHES TO EVALUATION
CRITERION-REFERENCED MEASURE (CRM)
● A student’s performance is compared against a
predetermined or agreed upon standard.
● Designed to measure students’ performance with
respect to some particular criterion or standard. It is
used to evaluate performance against performance
objective.
NORM-REFERENCED MEASURE (NRM)
● A student’s performance is compared with the
performance of other students.
● Designed to measure the ability of one student
compared to the abilities of other students in the same
class.
TYPES OF TESTS AND THEIR USES(Manarang, 1983;
Louisell&Descamps, 1992)
1. Mode of Response
● Oral
● Written
● Performance
2. Ease of Quantification of Response
● Objective – with definite/ exact answer
● Subjective – divergent answers
3. Mode of Administration
● Individual – one student at a time
● Group – simultaneous
4. Test Constructor
● Standardized – prepared by an expert or specialist;
follow uniform procedure
● Teacher-Made – prepared by classroom teacher with
no established norm for scoring and interpretation
5. Mode of Interpreting Results
● Norm-Referenced – comparing performances of
students
● Criterion-Referenced – comparing an individual
performance with a specific goal
6. Nature of Answer
● Personality – emotion, social adjustment, dominance &
submission, value orientation, disposition, emotional
stability, frustration level, degree of introversion or
extroversion
● Intelligence – mental ability (I.Q)
● Aptitude – predicting the likelihood in a learning area
● Achievement – to determine what student has learned
from formal instruction
● Accomplishment – to determine what students has
learned form a broader area
● Socio-metric (Preference) – discovering learner’s likes
and dislikes; social acceptance; social relationships
● Trade – to measure an individual’s skill or competence
in an occupation or vocation
● Speed – to determine ability and accuracy bounded
with time
● Diagnostic – to identify specific strengths and
weaknesses in past and present learning
● Formative – to improve teaching and learning while it
is going on
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PROFESSIONAL EDUCATION|ASSESSMENT OF LEARNING |PROF. CARMILO F. FLORES
● Summative – given at the end of instruction to
determine student’s learning and assign grades
TEST CONSTRUCTION: TEACHER MADE TESTS
Why Assess?
● To determine entry knowledge and skills
● To check status of learners’ learning
● To determine if targets are met
STEPS IN WRITING TEST ITEMS
1. Identification of instructional objectives and learning
outcomes.
2. Listing the topics to be covered in the test.
3. Preparation of the Table of Specification (TOS).
4. Selection of the appropriate type/s of test.
5. Writing the test items.
6. Sequencing the test items.
7. Writing the directions or instructions.
8. Preparation of the answer sheet (if necessary) and scoring
key.
9. Administering the test.
10. Analyzing the test results.
11. Interpreting the test results.
GENERAL GUIDELINES IN WRITING TEST ITEMS
● Avoid wording that is ambiguous and confusing.
● Use appropriate vocabulary and sentence structure.
● Keep questions short and to the point.
● Avoid using negative and double negative statements.
● Avoid using abbreviations/ acronyms especially if not
used/presented in the class.
● There should be clear instruction.
● There should be specified number of points.
● There should be no patterns provided.
● There should be proper mechanical make-up.
● Do not provide clues/hints to the answer.
● Use vocabulary suited to the maturity of the students.
● Use language that even the poorest readers will understand.
● Items should not be directly lifted from book/reference.
TYPES OF TEACHER-MADE TEST
1. Objective
● Multiple Choices ● Analogy
● Matching Type ● Rearrangement
● Alternative Response ● Identification
● Completion/Augmentation ● Labeling
2. Subjective (Essay)
● Extended
● Restricted
MULTIPLE CHOICES
Stem – question or problem in each item; can be presented in 2
ways:
● Incomplete statement – all the options end with a
period or only the last option ends with a period.
● Direct question – options do not end with a period but
stem ends with a question mark.
Options - alternatives where student selects the correct answer
- there is only one correct/best answer from the
options, the less appropriate are foils or distracters (maximum
no. of options is 5 and the minimum is 4)
ADVANTAGES
● great versatility in measuring objectives - from the level
of rote memorization to the most complex level
● the teacher can cover a substantial amount of course
material in relatively short time
● scoring is objective
● teachers can construct options that require students to
discriminate among them - vary in the degree of
correctness
● effects of guessing are largely reduced since there are
greater options
● items are more amenable to item analysis
DISADVANTAGES
● more time-consuming in terms of looking for options
that are plausible
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● more than one defensible correct answer
RULES
● essence of the problem should be in the stem; all
options should measure the same objective
● when the incomplete statement format is used, the
options should come at the end of the statement
● there should be coherence in stems and options
● there should be consistency in the length/presentation
of choices
● avoid repetition of words in the options
● the choices should be arranged
ascendingly/descendingly
● the choices should be arranged in vertical/columnar
order
● stems and options should be stated positively
whenever possible
● avoid negative statements or double-negative
statements in the stem
● options should be plausible and homogeneous
● items should have defensible correct or best option
● vary the placement of correct options (to avoid pattern)
● avoid overlapping options
● options for complex type must be clear
● make sure there is only one correct/best answer to an
item
● stem and options should be in a single page
● avoid using none of the above
● use none of the above option only if there is an
absolute right answer
● avoid using all of the above
⮚ It is a poor distracter since it has very little
discriminating power to identify knowledgeable
from non-knowledgeable students.
● do not have combination of all of the above and none
of the above in the options
● use four or five options
● there should be uniformity in the number of choices for
all the items
● there should be no articles a/an at the end of the stem
● stem should be clear and grammatically correct and
should contain elements common to each option (MC
obey Standard English rules of punctuation and
grammar; a question requires a question mark)
TYPES OF ESSAY
1. EXTENDED RESPONSE QUESTIONS
● Leave students free to determine the content and
to organize the format of their answer
● Opinionated or open-ended answers are solicited
from students
2. RESTRICTED RESPONSE QUESTIONS
● Limit both the content and the format of the
students’ answers
● Certain parameters are used in the
questions/problems
ADVANTAGES OF ESSAY
● No guessing, assesses factual information
● Allows divergent thinkers to demonstrate higher order
thinking skills (HOTS)
● Reduces lead time required to produce
● Less work to administer for smaller number of students
● Can be rich in diagnostic information
DISADVANTAGES OF ESSAY
● Subjectivity in scoring
● Even different times of day make a difference
● First paper to be read/checked often sets standard
● Time consuming in checking
● Can result to student rambling, confusion or inability to
find a focus
HOW TO WRITE ESSAY QUESTIONS
● Define the task clearly to the student
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● When testing for content, make each item relatively

short and increase the number of items
● Do NOT provide a choice of questions
With negatively skewed data, the mean is lowest, followed by
● Devise answer key as you write question
the median and mode.
● Give students the criteria for evaluating the answers
● Present material to get higher thinking skills
To be effective, essay questions need to….
● Be related to classroom and/or homework learning
● Be clearly articulated Measure Advantages Disadvantages
● Be unambiguous Mean Best known Affected by
● Cover larger segments of material, rather than have a (Sum of all values/ average extreme values
very limited scope no. of values) Exactly calculable Can be absurd for
● Provide sufficient time for the quality of answers Make use of all discrete data
expected data (e.g. Family size
● Require incorporation of factual knowledge Useful for = 4.5 person)
● Require students to provide reasoning for their answers statistical analysis Cannot be
● Include clear directions as to length and structure obtained
INCREASING OBJECTIVITY OF ESSAY SCORING graphically
● Score blind Median (middle Not influenced by Needs
● Read one question at a time value) extreme interpolation for
● Halo effects values group/
● Have a policy on irrelevant answers, errors Obtainable even if aggregate data
TEST INTERPRETATION data (cumulative
CENTRAL TENDENCY distribution frequency curve)
MEAN unknown (e.g. May not be
● Most common measure of central tendency group/aggregate characteristic of
● Best for making predictions data) group
● The best measure of central tendency if the distribution Unaffected by when: (1) items
is normal irregular class are only few; (2)
● The arithmetic average, computed simply by adding width distribution
together all scores and dividing by the number of Unaffected by irregular
scores. open-ended class Very limited
● It uses information from every single score. statistical use
MEAN (Ungrouped) Mode (most Unaffected by Cannot be
X frequent value) extreme values determined
X= Easy to obtain exactly in
n from histogram group data
Example Determinable Very limited
If X = {3, 5, 10, 4, 3} from only values statistical use
X= (3 + 5 + 10 + 4 + 3) / 5 near the modal
= 25 / 5 class
= 5
MEASURE OF VARIABILITY/ DISPERSION
MEDIAN
● A numerical index that shows the extent to which the
● Divides a distribution of scores exactly in half.
scores of a group scatter/ disperse/spread below and
● The middle-most value.
above a central point in a distribution.
● Better than mode because only one score can be
1. RANGE- the difference between the highest and the
median and the median will usually be around where
lowest values in a dataset. The range is simple to
most scores fall.
compute and is useful when you wish to evaluate the
● If data are perfectly normal, the mode is the median.
whole of a data set. It is useful for showing the spread
● The median is computed when data are ordinal scale or
within a dataset.
when they are highly skewed.
2. INTER-QUARTILE RANGE- indicates the extent to which
Finding the Median
the central 50% of values within the data set are
● First you rank order the values of X from low to high or
dispersed. It is based upon and related to median. The
vice versa
inter-quartile range provides a clearer picture of the
● Count number of observations and add 1
over all data set as compared to range.
· Divide by 2 to get the middle score
3. STANDARD DEVIATION- summarizes the amount by
MODE
which every value within a data set varies from the
● The most common observation in a group of scores.
mean. It indicates how tightly the values in the data set
● Distributions can be unimodal, bimodal, or multimodal.
are bunched around the mean value. The SD is the most
● If the data is categorical (measured on the nominal
widely used measure of dispersion, it takes into account
scale) then only the mode can be calculated.
EVERY VARIABLE in the dataset. It is usually presented
● The most frequently occurring score.
in conjunction with the mean.
The Shape of Distributions
Measures of Position
With perfectly bell shaped distributions, the mean, median, and
(or Location or Relative Standing)
mode are identical.
▪ Are used to locate the relative position of a data value
in a data set
▪ Can be used to compare data values from different data
With positively skewed data, the mode is lowest, followed by the sets
median and mean. ▪ Can be used to compare data values within the same
data set

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▪ Includes z-(standard) score, percentiles, quartiles, 2. Normal distribution

deciles and stanine scores
a) Quartiles- divides the distribution in to four
b) Deciles- divides the distribution in to ten
c) Percentiles- divides the distribution in to 100
d) Stanine Scores- Standard scores that tell the location of a
raw score in a specific segment in a normal distribution
which is divided into 9 segments, numbered from a low of 1
through a high of 9. Scores falling within the boundaries of
these segments are assigned one of these 9
numbers(standard nine)
Stanines 1, 2, and 3 reflect BELOW AVERAGE performance.
Stanines 4,5, and 6 reflect AVERAGE performance.
Stanines 7,8, and 9 reflect ABOVE AVERAGE performance.
e) Standard or Z- scores - Can be used to compare data values
from different data sets by “converting” raw data to a
standardized scale
- Calculation involves the mean and standard
deviation of the data set
-Represents the number of standard deviations
that a data value is from the mean for a specific
distribution
- Can be positive, negative or zero
f) T-scores- ells the location of a score in a normal distribution
having a mean of 50 and a standard deviation of 10.
Sociometry is a quantitative method for measuring social
relationships. Sociometric technique shows the interpersonal
relationships among the members of a group.
PERSONALITY ASSESSMENTS
- used to determine one’s emotional adjustment,
interpersonal relations, motivation, interest,
attitudes/feelings toward self, others and events or
activities.
Psychometrics- The branch of psychology that deals with the
design, administration, and interpretation of quantitative tests
for the measurement of psychological variables such as
intelligence, and personality traits.’
Likert Scale- -psychometric scale commonly involved in research
that employs questionnaires. It is the most widely used approach
to scaling responses in survey research, such that the term (or
more accurately the Likert-type scale) is often used
interchangeably with rating scale.
-respondents specify their level of agreement or
disagreement on a symmetric agree-disagree scale for a series of
statements. Thus, the range captures the intensity of their
feelings for a given item.
-The format of a typical five-level Likert item, for example,
could be:
o Strongly disagree
o Disagree
o Moderately Agree
o Agree
o Strongly agree
Semantic Scale - -is a type of a rating scale designed to measure
the connotative meaning of objects, events, and concepts. The
connotations are used to derive the attitude towards the given
object, event or concept.
The respondent is asked to choose where his or her position lies,
on a scale between two bipolar adjectives (for example:
"Adequate-Inadequate", "Good-Evil" or "Valuable-Worthless").
Semantic differentials can be used to measure opinions,
attitudes and values on a psychometrically controlled scale.
Thurstone Scale - means of measuring attitudes towards
religion. It is made up of statements about a particular issue, and
each statement has a numerical value indicating how favorable
or unfavorable it is judged to be. People check each of the
statements to which they agree, and a mean score is computed,
indicating their attitude.
Skewness
SKEWNESS
1. Positive skew
3. Negative skew
KURTOSIS
1. Platykurtic
2. Mesokurtic
3. Leptokurtic
The Z statistic will allow you to standardize a normal distribution
ASSESSMENT OF LEARNING 2
Characteristics of 21st Century Assessments
1. Responsive
2. Flexible
3. Integrated
4. Informative
5. Multiple Methods
6. Communicated
7. Technically Sound
8. Systemic
Student learning outcomes are statements of the knowledge,
skills and abilities individual students should possess and can
demonstrate upon completion of a learning experience or
sequence of learning experiences.
Characteristics of Good Student Learning Outcomes(SLO)
1. Good student learning outcomes (SLO) are centered on
the students, on what the learners are capable of doing,
instead of the teaching technique.
2. The student learning outcome are based on the
issuances from government regulatory agencies like
CHED’s Policies, Standards and Guidelines on teacher
education and DepEd’s K to 12 Law Enhanced Basic
Education in the Philippines.
3. Good student learning outcomes are very well
understood by both students and faculty.
4. Good learning outcomes include a spectrum of thinking
skills from simple to the higher order of application of
knowledge and skills.
5. Good learning outcomes are measurable. Students’
competencies should be expressed as transitive verbs
and/or action words which are demonstrable and
observable at various levels.
Three Types of Learning
Learning can be achieved in different forms. In order to cater the
different forms of learning, Benjamin Bloom and a committee of
colleague in 1956 identified three domains of educational
activities namely: cognitive, affective, and psychomotor.

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Cognitive = Knowledge
Psychomotor = Skills
Affective = Attitudes
BLOOM’S TAXONOMY of Educational Objectives
1. COGNITIVE DOMAIN- call for outcomes of mental
activity such as memorizing, reading, problem solving,
analyzing, synthesizing and drawing conclusions.
2. AFFECTIVE DOMAIN- refers to a person’s awareness
and internalization of objects and stimulation, it focus
on emotions.
3. PSYCHOMOTOR DOMAIN- focus on the physical and
kinesthetic skills of the learners, characterized by
progressive levels of behaviors from observing mastery
of physical skills.
Bloom’s Cognitive Taxonomy
1. Knowledge – recognizes students’ ability to use
memorization and recall facts.
2. Comprehension- involves students’ activity to read
subject matter, extrapolate and interpret important
and put other ideas to their own words.
3. Application- students take new concept and apply to
another situation.
4. Analysis- students have the ability to take new
information and break it down into parts and to
differentiate them.
5. Synthesis- students are able to take various types of
information to form a whole creating a pattern where
one did not previously exist.
6. Evaluation- involves students’ ability to look at
someone else’s idea or principles and see the worth of
the work and the value of the conclusion.
Bloom’s Revised Taxonomy
(Anderson and Krathwohl’s Affective Taxonomy)
Psychomotor (Skills)
⮚ In the early seventies, E. Simpson, Dave and A.S Harrow
recommended categories for the Psychomotor Domain
which included physical coordination, movement and
use of the motor skills body parts. Development of
these skills requires constant practice in accuracy and
speed.
⮚ Simpson contributed 7 categories,
⮚ Dave 5 categories and
⮚ Harrow 6 categories.
⮚ They have been re-organized and simplified into 4
categories or levels.
AFFECTIVE DOMAIN
⮚ In 1964, David R. Krathwohl, together with his
colleagues, extended Bloom’s Taxonomy of Educational
Objectives by publishing the second taxonomy of
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objectives, this time giving emphasis on the affective
domain.
⮚ The affective domain refers to the way in which we deal
with situations emotionally such as feelings,
appreciation, enthusiasm, motivation, values, and
attitude.
⮚ The taxonomy is ordered into 5 levels as the person
progresses towards internalization in which the
attitude or felling consistently guides or controls a
person’s behavior.
AUTHENTIC ASSESSMENTS
Authentic assessments attempt to demonstrate what a student
actually learns in class rather than the student’s ability to do well
on traditional tests and quizzes. Many have claimed this type of
assessment an excellent means of evaluating a student’s
knowledge of subject matter.
CHARACTERISTICS OF AUTHENTIC ASSESSMENTS
1. Authentic Assessment starts with clear definite criteria of
performance made known to the students.
2. Authentic Assessment is a criterion- referenced rather than
norm referenced and so it identifies strengths and
weaknesses but does not compare students nor rank their
levels of performance.
3. Authentic Assessment requires students to make their own
answer to questions rather than select from given options
as in multiple choice items and requires them to use a range
of higher order thinking skills (HOTS).
4. Authentic Assessment often emphasizes performance and
therefore students are required to demonstrate their
knowledge, skills or competencies in appropriate situations.
5. Authentic Assessment changes the role of students as
passive test takers into become active and involve
participants in assessment activities that emphasize what
they are capable of doing.
AUTHENTIC ASSESSMENT TOOLS
▪ Authentic assessment makes use of three modes of
assessment:
1. Observations which include date and information that the
teacher collects from daily work with students.
2. Performance samples which are tangible results that
demonstrate student’s achievement.
3. Tests and measures of student’s actual performance at a
specific place and time.
I. Observations-Based Assessment Tools
▪ To make observation-based assessment efficient and
impartial, Diane Hart (1994) suggested the following
guidelines:
1. Observe not only one but all the students.
2. Observation must be as frequent and as regular as possible.
3. Observations must be recorded in writing.
4. Reliability of observation records is enhanced if multiple
observations are gathered and synthesized.
Developmental checklist is an observation tool which
requires the teacher to describe the traits or learning behaviors
being assessed. When used regularly during the school year,
developmental checklists give a moving picture of the student’s
progress towards the desired competencies.
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Interview sheet is another observation tool which is also
called the conference recording form. Interview sheets consist of
a list of questions the teacher intends to ask and space for
recording student’s answers.
PERFORMANCE-BASED ASSESSMENT
⮚ process of gathering information about students
learning through actual demonstration of essential and
observable skills (process) and creation of products.
Open to many possible answers and judged using multiple
criteria or standards.
REASONS FOR USING PERFORMANCE-BASED ASSESSMENT
1. Dissatisfaction of the limited information obtained from
selected- response test.
2. Influence of cognitive psychology, which demands not only
for the learning of declarative but also for procedural
knowledge.
3. Appropriate for experiential, discovery-based, integrated
and problem-based learning approaches.
SEVEN CRITERIA IN SELECTING A GOOD PERFORMANCE
ASSESSMENT TASK
1. Authenticity - task is similar to what students might
encounter in real world
2. Feasibility- realistically implementable (costs, space, time,
equipment)
3. Generalizability- likelihood that the task will be generalized
to comparable task
4. Fairness- task is fair to all regardless of social status or
gender.
5. Teachability -allows to master the skill that one should be
proficient in.
6. Multi-foci- multiple instructional outcomes
7. Scorability- reliably and accurately evaluated
II. Performance Assessment Tools
▪ Student achievements at specific place and time
are actual student performance that deserve to be
assessed.
▪ One of the most frequently used measurements
instruments is the checklist.
▪ A performance checklist consists of a list of
behaviors that make up a certain type of
performance (e.g. using a microscope, preparing a
letter, solving mathematics performance, etc.)
Process Oriented Performance - Based Assessment
1. Formulate a process-oriented learning
competency.
2. Design a process-oriented learning activity.
3. Create a scoring rubric to evaluate the process of
the activities to target the learning competencies.
Competencies are defined as groups or clusters of skills and
abilities needed for a particular task.
Example of a process-oriented learning competencies
are:
1. Create a brochure in order to spread awareness about
Covid19 virus and its disease.
2. Deliver a persuasive speech before a class.
When designing a task, see to it that what you are trying to target
are the competencies that you set at the beginning of the lesson.
Task designing should relate to learning competencies that
would be evaluated and developed for learners.
This is to see to it that each learner will become an active
member of the group, will develop accountability and
responsibility through the given task. This will also ensure proper
monitoring of progress of the learners.
A rubric is a versatile and flexible instrument that can support
assessment for all purposes and can be used with many different
methods.
BENEFITS OF RUBRICS
1. Rubrics can be used for both formative and summative
assessment.
2. Other kinds of instruments can be developed from rubrics.
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Checklist can be expanded into rubrics, and the
highest level of a rubric can often be made into a
checklist.
Rubrics can also be modified into scoring guides to
assign points or grades to final products and
performances.
3. Students can use rubrics throughout a project or unit for self
and peer-assessment.
4. Rubrics can make instruction more effective.
Rubrics set out the learning expectations for a unit
and can be used to plan instruction in 21st century skills.
HOLISTIC RUBRIC
⮚ Provides an overall impression of a student’s work
⮚ Yields a single score for a product or performance
⮚ Is well-suited to judging simple products or
performances
⮚ Does not provide a detailed analysis of the strengths
and weaknesses
ANALYTIC RUBRIC
⮚ Divides the product or performance into distinct traits and
judges each separately
⮚ Is better suited to judging complex performances involving
several dimensions
⮚ Provide more specific information or feedback
⮚ Helps students better understand what quality of work is
expected.
⮚ Is more time-consuming to learn and apply
Important Elements of a Rubric
1. Competency to be tested
2. Task
3. Evaluative Criteria and their Indicators
4. Performance Levels
5. Qualitative and Quantitative descriptions of each
performance level
STEPS IN WRITING RUBRICS
⮚ Set the Scale
Use your professional judgment to assess student
learning on a scale of 1-3, 1-4, 1-5, or 1-10 that is appropriate for
evaluating the performance /process/ product.
⮚ Define the Ratings
Add appropriate descriptors to each number on the
scale that you have identified.
4 = Advanced;
3 = Proficient;
2 = Basic;
1 =Beginning
⮚ Identify basic descriptions
Add simple descriptions for each number on the
scale.
4 – Advanced ability to __________;
3 – Proficient ability to ___________;
2 – Basic ability to _____________;
1 – No ability to ________________.
⮚ Descriptions of what performance will look like at
each level
4 - The student is able to (description of what advanced
performance would look like).
3 – The student is able to (description of what proficient
performance would look like) but not yet able to (description
of advanced performance).
2 - The student is able to (description of what basic
performance would look like) but not yet able
to(description of proficient performance).
1 - The student is unable to (description of desired
performance).
PRODUCT-ORIENTED ASSESSMENT
The design of the task in this context depends on what the
teacher desires to observe as outputs of the student.
Complexity- within the range of ability of the students.
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Appeal- interesting enough so that students are encouraged to
pursue the task to completion.
Creativity- lead the students into exploring the various possible
ways of presenting the final outcome.
ASSESSMENT in the AFFECTIVE DOMAIN
Affective domain is the most nebulous and the hardest to
evaluate among Bloom’s three domains.
Traditional assessment procedures, for instance, concentrate on
the cognitive aspects of learning and typically focus on the
development of tasks and instruments for measuring cognitive
learning.
In the AFFECTIVE DOMAIN, consider the following concepts:
Attitudes
⮚ are defined as a 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.
Motivation.
⮚ A reason or set of reasons for engaging in a particular
behavior, especially human behavior as studied
inpsychology and neuropsychology. According to Geen
(1995), motivation refers to the initiation, direction,
intensity, and persistence of human behavior. -
Motivation is the purposeful commitment to learn.
The NEED Theory
(Abraham Maslow of Hierarchy of Human Needs)
One of the theories that explain human motivation.
● Human beings have wants and desires which influence
their behavior; only unsatisfied needs can influence
behavior, satisfied needs cannot.
● Arranged in order of importance, from the basic to the
complex.
● The person advances to the next level of needs only
after the lower need is at least minimally satisfied.
● The further the progress up the hierarchy, the more
individuality and psychological health a person
will show.
The Two-Factor Theory
(Frederick Herzberg)
He stated that certain factors in the workplace result in job
satisfaction while others do not, but if absent lead to
dissatisfaction. He distinguished between:
● Motivators (challenging work, recognition,
responsibility- positive satisfaction
● Hygiene factors (status, job security, salary and
fringe benefits) which do not motivate if
present, but if absent will result in demotivation.
The ERG Theory (Existence, Relatedness, and Growth)
Clayton Alderfer
Self-efficacy.
● An impression that one is capable of performing in a
certain manner or attaining certain goals. It is a belief
that one has the capabilities to execute the courses of
actions required to manage prospective situations.
Assessment TOOLS in the AFFECTIVE DOMAIN
Three feasible methods of assessing affective traits and
dispositions:
1. teacher observation
2. student self-report
3. peer ratings
ST. LOUIS REVIEW CENTER-Southern Tagalog
Three considerations in assessing affective domain:
1. Emotions and feelings change quickly most especially
for young children and during early adolescence.
2. Use varied approaches in measuring the same affective
trait as possible.
3. Decide what type of data or results are needed:
individual or group data.
Teacher Observation
This is often used when the teacher wants to observe the
approach behaviors (positive) and avoidance behaviors
(negative).
There are two types of this kind of observation:
1. Unstructured observation- normally open-ended, no
checklists or rating scale is used. Everything that is observed
is just simply recorded.
2. Structured observation- checklist or rating forms are to be
made since it will be used to record observations.
Student self-report
Student interview- there is an opportunity that
teachers may have direct involvement with the students
wherein teachers can probe and respond for better
understanding.
Surveys and questionnaires- there are two types of
using survey and questionnaires:
the constructed response, straightforward approach
asking the students about their affect by responding to simple
statement of question;
the selected-response, in which students can choose
from options and this assures anonymity.
Peer ratings
Least common method in assessing affective domain
because students may not take this seriously. However, the
teachers can accurately observe what is being assessed in peer
ratings since teachers also engage with the students.
Checklists
- contain criteria that focus on the intended outcome or
target. It helps students in organizing the tasks assigned to them
into logically sequenced steps that will lead to successful
completion of the task.
Rating Scale
- helps students understand the learning
target/outcomes and to focus students’ attention to
performance. It gives feedback to students as far as their
strengths and weaknesses with respect to the targets to which
they are measure.
Likert Scale
-respondents specify their level of agreement or
disagreement on a symmetric agree-disagree scale for a series of
statements. Thus, the range captures the intensity of their
feelings for a given item.
-The format of a typical five-level Likert item, for
example, could be:
Strongly disagree
Disagree
Moderately Agree
Agree
Strongly agree
Semantic Differential Scale
-is a type of a rating scale designed to measure the
connotative meaning of objects, events, and concepts. The
connotations are used to derive the attitude towards the given
object, event or concept.
The respondent is asked to choose where his or her
position lies, on a scale between two bipolar adjectives (for
example: "Adequate-Inadequate", "Good-Evil" or "Valuable-
Worthless"). Semantic differentials can be used to measure
opinions, attitudes and values on a psychometrically controlled
scale.
Sentence Completion
- It captures whatever comes to mind from each
student.
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PORTFOLIO ASSESSMENT
1. CONTENT PRINCIPLE- should reflect the subject matter that
is important for the students to learn.
2. LEARNING PRINCIPLE- should enable students to become
active learners.
3. EQUITY PRINCIPLE- should allow students to demonstrate
their personal learning styles and multiple intelligences.
Types of PORTFOLIOS
1. Showcase Portfolio -Selection of best works
- Student chooses work, profile are accomplishments
and individual profile emerges.
2. Documentation Portfolio
-Like a scrapbook of information and examples. Includes
observations, tests, checklists, and rating scales.
3. Process Portfolio
-demonstrate all facets or phases of the learning process
Stages in Implementing PORTFOLIO Assessment
Stage 1
Identifying teaching goals to assess
Stage 2
Introducing the idea of portfolio assessment to the class
Stage 3
Specification of Portfolio Content
Stage 4
Giving clear and detailed guidelines for portfolio
presentation
Stage 5
Informing key school officials, parents and other
stakeholders
Stage 6
Development of the Portfolio
GRADING and REPORTING SYSTEM
Grading is the process of judging the quality of the performance
of a student.
Nonetheless, the grade is the symbol used to represent the
achievement or progress of a student.
According to Erickson and Strommer (1999, cited by Gabuyo &
Dy, 2013), grading and reporting systems are used to:
⮚ Communicate the achievement of the students
⮚ Provide students information to improve their self-
evaluation
⮚ Provide incentives for students to learn
⮚ Select or group students from certain educational path
or progress
⮚ Evaluate the effectiveness of the program
⮚ Inform the teacher about what students have and not
learned.
⮚ Motivate and encourage good work.
Functions of Grading and Reporting
1. Enhancing student’s learning
o enhancing students’ motivation
o indicating where teaching might be modified
2. Reports to parents/guardians
o inform parents and guardians of students’ progress
3. Administrative and guidance uses
o helping to decide promotion, graduation, honors,
athletic eligibility
o reporting achievements to other schools or to
employers
o providing input for realistic educational, vocational and
personal
o counseling
Methods of Computing Final Grade
There are two conventional methods of computing the final
grades:
1. the averaging method and
2. the cumulative method.
The computation of the final grade will depend on the grading
policy of the school or college and universities.
CLASSROOM ASSESSEMENTS In K to 12
ST. LOUIS REVIEW CENTER-Southern Tagalog
This stipulated that there are three components of summative
assessment, namely: Written Works, Performance Tasks, and
Quarterly Assessment.
Written Works - This component ensures that students are able
to express learned skills and concepts in written form. This may
include essays, written reports, long quizzes, and other written
outputs.
Performance Tasks - This component allows the learners to
show what they know and are able to do in diverse ways.
Learners may create innovate products or do performance-
based tasks. Note that some written outputs may be considered
as performance tasks.
Quarterly Assessment - This component measures learning at
the end of the quarter. This may be in the form of objective tests,
performance-based assessments, or a combination thereof.
The grading system, according to this policy, is standard-based
and competency-based. For the Kindergarten, checklists,
anecdotal records, and portfolios are used instead of numerical
grades, which are based on the Kindergarten curriculum guide.
On the other hand, Grade 1 to 12 learners are graded on three
components every quarter: Written Works, Performance Tasks,
and Quarterly Assessment. The weights of these components
vary depending on the subject and grade level of the learner. All
grades
are based on weighted raw scores of the learner’s summative
assessments. The minimum grade needed to pass a specific
learning area is 60 (percentage score), which is then transmuted
to 75 in the report card. The lowest mark that can appear on the
report card for Quarterly Grades and Final Grades is 60.
NORM-REFERENCED and CRITERION- REFERENCED GRADING
There are two common types of grading systems used
at different educational levels in the Philippines. We
have the norm-referenced grading system and the
criterion-referenced grading system.
In the norm-referenced grading system, student’s performance
is evaluated relative to the performance of the other students
within the group. When grades are compared to other students
(where you rank), it is called norm-referencing. In such a system,
grade depends on what group you are in, not just your own
performance. In addition, the typical grade may be shifted down
or up, depending on the group’s ability.
ADVANTAGES:
1. It is easy to use.
2. It works well for the courses with retention policies, and it
limits only a few students to advance to the next level of the
course.
3. It is useful if the focus is on the individual achievement of
the students.
4. It does not encourage cooperation among the students.
5. The teacher easily identifies learning criteria – the
percentage of students who received the highest grade or
lowest grade.
DISADVANTAGES:
1. The performance of a student is not only determined by his
achievement, but also the achievement of the other
students.
2. It promotes competition among the students rather than
cooperation.
3. Not all students can pass the given subject or course.
Criterion-referenced grading system give grades that reflect
absolute performance or compared to specified standards.
The student must get a grade higher than or equal to a given
standard to pass a given test.
ADVANTAGES:
1. The performance of the students will not be affected by
the performance of the whole class.
2. All students may pass the subject or course when they
meet the standard set by the teacher.
DISADVANTAGES:
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1. It is difficult to set a reasonable standard if it is not ▪ Is obtained by subtracting the mean from the given
stated in the grading policies of the institution. data value and dividing the result by the standard
2. All students may not pass the subject or course when deviation.
they do not meet the standard set by the teacher or the ▪ Can be positive, negative or zero
institution. Stanine Scores
Guidelines for Effective and Fair Grading ▪ Standard scores that tell the location of a raw score in
1. Discuss the grading procedures to the students at the a specific segment in a normal distribution which is
very start of instruction. divided into 9 segments, numbered from a low of 1
2. Make clear to the students that their grades will be through a high of 9
purely based on achievement. ▪ Scores falling within the boundaries of these segments
3. Explain how other elements like effort or personal- are assigned one of these 9 numbers(standard nine)
social behaviors will be reported. ▪ Stanines 1, 2, and 3 reflect BELOW AVERAGE
4. Relate the grading procedures to the intended learning performance.
outcomes or goals/objectives. ▪ Stanines 4,5, and 6 reflect AVERAGE performance.
5. Get hold of valid evidence like test results, reports ▪ Stanines 7,8, and 9 reflect ABOVE AVERAGE
presentation, projects, and other assessment results as performance.
bases for computation and assigning grades.
6. Take precautions to prevent cheating on tests and
other assessment measures.
7. Return all tests and other assessment results, as soon
as possible.
8. Assign a weight to the various types of achievement
included in the grade.
9. Tardiness, weak effort, or misbehavior should not be
charged against the achievement grade of students.
10. Be judicious/fair and avoid bias.
11. Grades are black and white, as a rule, do not change
grades.
12. Keep pupils informed of their class standing or
performance.
Conducting Parent- Teacher Conference
❑ Make plans for the conference. Set the goals and
objectives of the conference ahead of time.
❑ Begin the conference in a positive manner. Starting the
conference by making a positive statement about the
student sets the tone for the meeting.
❑ Present the student's strong points before describing
the areas needing improvement. It is helpful to present
examples of the student’s work when discussing the
student’s performance.
❑ Encourage parents to participate and share
information.
❑ Plan a course of action cooperatively.
❑ End the conference with a positive comment.
❑ Use good human relations skills during the conference
STATISTICS and COMPUTER: Tools for Analyzing Data
Descriptive statistics summarize and organize characteristics of
a data set. A data set is a collection of responses or observations
from a sample or entire population.
There are 3 main types of descriptive statistics:
● The distribution concerns the frequency of each value.
● The central tendency concerns the averages of the
values.
● The variability or dispersion concerns how spread out
the values are.
Inferential statistics allows you to make predictions
(“inferences”) from that data. With inferential statistics, you
take data from samples and generalize about a population.
The most common methodologies of inferential statistics are :
a. hypothesis tests
b. confidence intervals
c. regression analysis.
Standard Score or z-score
-Can be used to compare data values from different
data sets by “converting” raw data to a standardized scale
-Calculation involves the mean and standard deviation
of the data set
-Represents the number of standard deviations that a
data value is from the mean for a specific distribution

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