GROUP 1

LEADER:
NORFAIZA BANDRANG

MEMBERS:
IVY ROSE AMPO
CHRIS MARK ARAÑA
ANGELICA AVERGONZADO
SHENAMIE BAHAL
ARTHUR BATUCAL
JOLLE JANE BADIANG
LESSON 7

ORGANIZATION AND
ANALYSIS OF
ASSESSMENT DATA
FROM ALTERNATIVE
METHODS
 In this lesson, you are expected to:
In this lesson, you are expected to:

• Use 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 learner's; and

• Create a set of criteria, factors, and

characteristics to be assessed using
alternative methods.
Content of the analysis Indicators of
for nontraditional
methods Success
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 of the
results.

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

characteristics for alternative methods selecting the criteria are met.
How do we quantify results from rubrics?

In creation of rubrics, there are scales that

represent the degree of performance.
The points depend on the quality of the behavior shown
by the learners performance.
If a performance task was demonstrated by five students and there are

three raters.
Five Rater Rater Rater Sum of D D²
demonstrat 1 2 3 Ratings
ion
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
How do we quantify results from scales

and checklist?
• Scale could be a measure of noncognitive
dimension of students behavior.
Likerts Scale. The likert scale is used to.measure students
favorability and unfavorability toward a certain object.
Example:
The policeman is helpful in the street.
Verbal Frequency Scale. This is used to
measure how often a habit is done

Example:
I read a book.
Linear Numeric Scale. This is used when a
large array of Ratings is provided among the
participants within a continuum.
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.
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:
 PCPG6
GRAPHIC
SCALE
- This scale uses illustrations to
represent the 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
 Example:
RATE HOW YOU LIKE THE FOLLOWING FOOD:
3. HAMBURGER

HOW DO WE QUANTIFY RESULTS FROM PORTFOLIOS?

 Assessment data generated from portfolios can both be qualitative or

quantitative. When assessing portfolios using a 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:
COMPLETENESS OF THE ENTRIES
All parts of the portfolio listed by the teacher are present.

ACCURACY OF THE REFLECTIONS

An authentic reflection is made for every entry in the
portfolio. The reflection provides insights on the
realization of the learner about his or her weaknesses
and the improvement that needs to be done.
 The following criteria can be used when
assessing portfolios:
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 the contents. There is
a table of contents found at the start of the portfolio.
Every entry is properly labeled.
HOW DO WE SUMMARIZE RESULTS?

1. THE KIND OF SCORES THAT WILL BE PRESENTED – The

teacher may require to have the raw scores, percentage, or
transmuted grade. The average and summation of 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
learners’ 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 – 2 20% 4 40% 7 70%

digit by one –
digit numbers.

Multiplies one – 3 30% 3 30% 8 80%

to two – digit
numbers by
1000.
 Multiplies three 2 20% 5 50% 8 80%
one – digit
numbers using
the 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 an
100.
GUIDELINES IN GIVING QUALITATIVE
FEEDBACK
1. The contents of the 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:
 a suggested procedure
 how to correct the errors
 the kind of thinking required to get the answer
 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?

2. Why do we need to couple quantitative results with
qualitative?
3. When do you think is the appropriate time to give
feedback?
4. Why do we need to record the results of formative
assessment?
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.

B. The Grade 8 students need to conduct an experiment to test if the substance is acid
or base.
C. The Grade 1 pupils will create a situation involving subtraction of whole numbers,
including money.

TRANSFER

Design a performance task that will be performed by your partner. Construct a scoring
rubric that you could use 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.
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 non–verbal feedback was used.

6 The partner understands the feedback.

REFLECT
1. Examine your performance when making feedback. Are
you satisfied with how you did?
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?
Thanks!
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