VARIETY OF

ASSESSMENT
METHODS, TOOLS
AND TASK
It is best to use a variety of assessment instruments or tools when assessing student
learning outcomes.

OBJECTIVE EXAMINATIONS

 The advantage in using this type is that teachers are familiar with it, although constructing
high-quality test questions maybe difficult.

ESSAY EXAMINATIONS

 Allow for students individuality and expression although it may not cover an entire range
of knowledge.

WRITTEN WORK

 This type allows learning in the process as well as in the completion of the process.
Portfolio Assessment

 Portfolios may either be:

1. longitudinal/working/development portfolio which contains work in progress, reports,

documents and professional activities compiled over a period of time.

2. Best works/ display/showcase portfolio which display’s the student’s best work.

3. Assessment/evaluation portfolio which documents what a student has learned based on

standards and competencies expected at each grade level.

Assessment Rubrics

 a rubric is an authentic assessment tool which measures student’s work.

Rubrics have (3) common characteristics

 emphasis is on a stated objective

 performance is rated in a range
 Include specific performance characteristics arranged in levels or degrees in which a standard has been
meet.

Rubrics are of two major types: holistic and dimensional/analytical

Holistic Rubric- covers the instrument as a whole; students receive an over-all score based on a pre-
determined scheme.
 SCORING PROTOCOL:

Most Acceptable: 20 and above

Very Acceptable: 15-19
Acceptable: 10-14
Barely Acceptable: 5-9
Unacceptable: Below 5
 ASSESSMENT SCALE

CRITERIA EXCELLENT VERY GOOD GOOD FAIR POOR

(5) (4) (3) (2) (1)

1. Degree to which the report reflect

The objectives of the research.
2. Level of creativity
3. Clarity
4. Visual appeal
5. Level of effort

SUB- TOTALS
TOTAL:
Dimensional/analytical rubric

 Yields sub-scores for each dimension, as well as a cumulative score which is the sum, either
weighted or unweighted. A dimensional rubric utilizes multiple indicators of quality for
academic tasks that involve more than one level of skills or ability. Be

SCORING PROTOCOL:
Most Acceptable: 7 and above
Partially Acceptable: 4-6
Unacceptable: Below 4
Criteria Qualitative Assessment Scale
Score

A. Clarity in defining the issue/topic Level 0 to 3

--------
B. Level of scholarly research done Level 0 to 3
--------
C. Aesthetic appeal of report Level 0 to 3
--------
Assessment
A. Clarity in Defining the Issue/ Topic
-------- 3 The issue was explained in the introductory paragraph.
-------- 2 The issue/topic was mentioned in the introductory paragraph but was not clearly explained.
-------- 1 The issue/topic was mentioned in the introductory paragraph but was not clearly explained
-------- 0 The issue/topic was not mentioned at all
B. Levels of Scholarly Research
------ 3 The report cited different sources of opinion properly analyzed.
------ 2 The report cited different sources of opinion but not analyzed.
------ 1 The report cited only one or 2 sources opinions without analysis.
------ 0 The report did not indicate sources and there was no analysis.
C. Aesthetic Appeal
ASSESSMENT STRATEGIES AND MULTIPLE INTELLIGENCES
The nine multiple intelligences are in the following:
Verbal-Linguistic Intelligence
 Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
Mathematical-Logical Intelligence
 Abilityto think conceptually and abstractly, and capacity to discern logical or numerical
patterns
Musical Intelligence
 Ability to produce and appreciate rhythm, pitch and timber
Visual-Spatial Intelligence
 Capacity to think in images and pictures, to visualize accurately and abstractly
Bodily-Kinesthetic Intelligence
 Ability to control one's body movements and to handle objects skillfully
Interpersonal Intelligence
 Capacity to detect and respond appropriately to the moods, motivations and desires of others
Intrapersonal Intelligence
 Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
Naturalist Intelligence
 Ability to recognize and categorize plants, animals and other objects in nature
Existential Intelligence
 Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of
life, why do we die, and how did we get here
Assessment Strategies in the Classroom using the Multiple
Intelligences as bases
Assessment of Learning Outcomes in the K to 12
Program
 Assessment of Learning Outcomes in the K to 12 Program
 Theassessment process is holistic, with emphasis on the formative or developmental purpose of
quality assurance in student learning.
 Theassessment shall be done at four levels which are an adaptation of the cognitive levels for
learning. Weights are assigned to the levels.

LEVEL OF ASSESSMENT PERCENTAGE WEIGHT

Knowledge 15%

Process or Skills 25%

Understanding(s) 30%

Product Performances 30%

100%
TOTAL
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