Lyceum of the Philippines University Cavite
College of Arts and Sciences
Education Department
MIDTERM
COURSE MODULE
ON
PRED12E
ASSESSMENT IN LEARNING 2
CHAPTER 4: DESIGNING MEANINGFUL PERFORMANCE-BASED
ASSESSMENT
OVERVIEW
Chapter Intended Learning Outcome(s):
By the end of Chapter 4, students are expected to:
Cite evidences of validity and reliability in teacher-made tests.
[ENGAGE]
CHAPTER 4 LEARNING KEY POINTS
Steps in developing a meaningful performance assessment both process and product that
will match to the desired learning outcomes:
1. Defining the purpose of assessment
2. Identifying performance task
3. Developing scoring schemes
4. Rating the performance
In defining the purpose of assessment, learning targets must be carefully identified and
taken into consideration.
Performance assessments primarily used four types of learning targets:
1. deep understanding
2. reasoning
3. skills
4. products.
If the learning outcomes deal on the procedures which you could specify, then it focuses
on process assessment. In assessing the process, it is essential also that assessment should
be done while the students are performing the procedures or steps.
The learning objectives start with a general competency which is the main target of the
task, and it follows with specific competencies which are observable on the target
behavior or competencies. This can be observed also in defining the purpose of assessment
for product-oriented PBA.
Performance needs to be identified so that students may know what tasks and criteria to be
performed. In this case, a task description must be prepared to provide the listing of
specification of the tasks and will elicit the desired performance of the students.
In creating performance tasks, one should specify:
o
the learning targets,
o the criteria by which you will evaluate performance, and
o the instructions for completing the task.
o Include also the time needed to complete the tasks.
Crafting tasks for both process- and product-oriented performance-based assessments
needs careful planning. Engagement, elaboration, and experience are some factors to
consider in making authentic tasks which make it different from traditional assessment.
NOTES
ACTIVITIES
CHAPTER 4: DESIGNING MEANINGFUL PERFORMANCE-BASED ASSESSMENT
I. EXPLORE
A. The first step in developing performance assessments involves determining which concepts,
knowledge, and/or skills should be assessed. With this, you need to know what type of
decisions will be made from the given assessment.
Tasks: 1. Identify a process-oriented and product-oriented performance.
2. Formulate competencies in defining the purposes of the assessment.
Use the template below in accomplishing this task.
Orientation
Process
Product
Topic
General
Competency
Specific
Competencies
Expected
Performance
II. APPLY
A. Differentiate process-oriented from product-oriented performance-based assessment using
the template provided.
PERFORMANCE-BASED
ASSESSMENT
PROCESS
PRODUCT
Competenci
es
Task Design
Scoring
Scheme
B. In your field of specialization, identify several learning outcomes which can be best measured
with performance-based assessment tasks. For each learning competency, formulate three
performance tasks.
{Field of Specialization}
_____
Learning Competencies
Performance Tasks
III. ASSESS
Crafting Meaningful Performance-Based Assessment
From the discussion of the steps in designing performance-based assessment, choose a topic
related to your field of specialization and create a performance-based assessment following the
guidelines and principles of crafting meaningful performance-based assessment.
Field of Study:
Grade/Year Level:
TOPIC:
Step 1: Defining the Purpose of Assessment
General Competency:
Specific Competencies:
Step 2: Identifying Performance Task
Step 3: Scoring Scheme
Create a scoring rubric from the task formulated. Show how each element of writing and
implementing scoring are presented. Follow strictly the steps presented in designing rubric.
Scoring Rubric:
{Title}
_____
Task Description:
_____
_____
_____
_
_
_
Scale
Dimension
Score
IV. Review Questions (Test your knowledge): This activity aims to measure what you have learned in
Chapter 4: Designing Meaningful Performance-Based Assessment.
Multiple Choice: Read each question and all of the alternatives carefully. Choose and highlight the
alternative that best answers the question or completes the statement.
1.
a.
b.
c.
d.
Which of the following statements describes PBA?
It requires students to create product or demonstrate process.
It uses paper-and-pencil as an assessment approach.
It is done only for physical education courses.
It indirectly measures a number of skills.
2.
a.
b.
c.
d.
What is the first step in planning for a performance-based assessment?
Prepare a scoring rubric.
Evaluate the performance.
Identify performance tasks.
Determine the purpose of assessment
3.
a.
b.
c.
d.
Which statement about PBA is FALSE?
It stresses what students know and can do.
It assesses both process and product tasks.
It emphasizes application of knowledge.
It accentuates process only.
4.
a.
b.
c.
d.
e.
According to our textbook, which of the following is NOT one of the four types of learning targets?
deep understanding
reasoning
surface understanding
skills
products
5. What is the main purpose of follow-up conference with students regarding their performance
rating?
a. It clarifies misbehavior done by the students.
b. It is an avenue for establishing rapport with the students.
c. It identifies the strengths and limitations of the students.
d. It serves as a venue to change the given grades to the students.
6.
a.
b.
c.
d.
Which should Teacher Reggie consider in constructing performance tasks?
Focus on learning outcomes that require limited cognitive skills.
Construct multiple task directions to indicate clearly the students’ tasks.
Communicate performance expectations to the class president who will relay to his classmates.
Provide the necessary scaffolding for students to understand the task and what is expected.
7.
a.
b.
c.
d.
The following are techniques to be used for students’ performance-based assessment, EXCEPT
Interviews
Anecdotal Records
Paper-and-Pencil Test
Student Constructed Response
8.
Which could be seen in a rubric?
I. Objective in a high level of cognitive level
II. Scale for assessment
III. Dimensions of the quality
IV. Description of dimensions
a. I and II only
b. I, II, and III
c. II, III, and IV.
d. I, II, III, and IV
9. Which is the first step to consider in defining the performance tasks in developing a scoring rubric?
a. Rating the rubrics.
b. Formulating the task description.
c. Identifying the purpose of assessment.
d. Describing the dimensions of performance.
10.
a.
b.
c.
d.
Which of the following describes a rubric?
Rubric is a measuring instrument used in rating performance-based tasks.
Rubric is a modified checklist and rating scale.
It can be used in scoring both the processes and the products of learning.
A rubric is a coherent set of criteria for students' work that includes descriptions of levels of
performance quality.
e. All of the above provide descriptions of a rubric.
11.
a.
b.
c.
d.
Which is the first step to consider in defining the performance tasks in developing scoring rubrics?
Rating the rubrics
Formulating the description task
Identifying the purpose of assessment
Describing the dimensions of performance
12.
a.
b.
c.
d.
What kind of rubric is BEST for rating students’ photofolio?
Holistic
Analytic
Both holistic and analytic
Either holistic or analytic
13.
a.
b.
c.
d.
Which kind of rubric is best to use in rating students' projects done for several days?
Analytic
Holistic
Either holistic or analytic
Both holistic and analytic
14.
a.
b.
c.
d.
Which is NOT true of an analytic rubric?
It is time consuming
It is easier to construct than the holistic rubric
It gives one's level of performance per criterion
It allows one to pinpoint the strengths and weaknesses of one's work.
15.
a.
b.
c.
d.
Which is a performance task for process-oriented activity?
Recite a poem
Design a project plan
Develop a website for an institution
Construct a nipa hut using cogon grass
16. What is the main purpose of follow-up conference with students regarding their performance
rating?
a. It clarifies misbehavior done by the students.
b. It is an avenue for establishing rapport with the students.
c. It identifies the strengths and limitations of the students.
d. It serves as a venue to change the given grades to the students.
In questions 17 -25, decide whether the statement describes a holistic rubric or an analytic rubric.
A. Analytic rubric.
H. Holistic rubric
17. It describes the overall quality of a performance or product.
18. All criteria (dimensions, traits) are evaluated simultaneously.
19. It is more time consuming to use.
20. It is more difficult to construct.
21. It does NOT permit differential weighting of the qualities of a product or a performance.
22. It helps raters pinpoint specific areas of strengths and weaknesses.
23. It allows for fast assessment.
24. It provides one score to describe the overall performance or quality of product.
25. Each criterion (dimension, trait) is evaluated separately.
CHAPTER 5: AFFECTIVE LEARNING COMPETENCIES
OVERVIEW
Section Topics
Affective Learning Competencies
Development of Affective Assessment Tools
Section Intended Learning Outcome
At the outset of this section, you are expected to be able to develop instruments for assessing
affective learning.
Chapter Intended Learning Outcome(s):
By the end of Chapter 5, students are expected to:
Craft affective learning outcome for the different levels in the affective domain.
[ENGAGE]
CHAPTER 5 LEARNING KEY POINTS
Positive affective traits influence:
1. motivation
2. involvement
3. cognitive learning
The term affect refers to emotions and feelings, yet affective targets include cognitive
and behavioral traits.
Attitudes refer to predispositions to respond favorably or unfavorably. They include
cognitive, affective, and behavioral components.
Motivation is the purposeful commitment to learn.
Motivation is determined by self-efficacy (student’s beliefs about his or her capability to
learn) and the value of learning.
Academic self-concept is the way students describe themselves as learners. Self-esteemis
how students feel about themselves. Both are multidimensional; it is best to avoid general
measures of self-concept or self-esteem.
Social relationship targets involve interpersonal interaction and competence.
Classroom environment is the climate established through factors such as:
1. affiliation
2. involvement
3. cohesiveness
4. formality
5. friction
6. warmth
The affective domain of Bloom’s taxonomy defines different levels of affect in hierarchical
manner, from attending to something to using something as a factor in determining one’s
life.
Affective Domain of the Taxonomy of Educational Objectives serves a valuable part
of assessment of affect. Through them, standard or level of affect that is part of the target
is determined. It also provides good suggestions for using student behavior as indicators
of affect at each of the levels. The five levels of affective objectives are:
1. Receiving (Attending)
2. Responding
3. Valuing
4. Organizing
5. Characterizing by a Value (Internalizing)
Affective Domain (Values, Attitudes, and Interests)

The affective domain emphasizes emotional knowledge. It tackles the question, “What actions do
I want learners to think or care about?

The affective domain includes factors such as student motivation, attitudes, appreciation and
values.
Descriptors (Affective)
NOTES
ACTIVITIES
CHAPTER 5: AFFECTIVE LEARNING COMPETENCIES
I. EXPLORE
A. Given the following classroom situations, think of a solution that will help you as a teacher to
understand better your students and how affective targets will help you improve the situation if
not totally solve the problem.
1. Carlos is an intelligent kid but never makes it to the top ten of his class because of his attitude
towards some of his teachers.
2. Angel is a consistent honor student since grade school and active too in extra-curricular
activities. Then, all of a sudden, in high school she became an average performing student. It
resulted when she found out that there was favoritism. Grades were adjusted in order for
some of her classmates not to be disqualified in being part of the top section (due to
technicalities of grade requirement).
B. Given the classroom situation, analyze and identify what characteristics of classroom environment
is/are present in the situation. Propose what action(s) must be done to improve the situation.
Classroom Situation
Characteristics of
Classroom Environment
(present)
Action to Improve the
Situation
Vice-President for Linkages complained to
the Office of Student Affairs that Section A
was so noisy and unruly, that their office
operation was affected, as the Linkages
office is adjacent to the classroom of
Section A. As per complaint, a group of
students are quarreling, others are playing.
The complaint was brought to the attention
of the adviser of Section A. But the adviser
failed to extricate what happened since no
one among the class wants to tell the true
story.
II. APPLY
A. Apply the concepts discussed about affective domain of the taxonomy of educational objectives in
the given situation by crafting affective objectives correctly. The objectives must be measurable.
Group discussion follows after this capacity to share and solicit additional comments and
suggestions from
Situation:
The school, being sectarian, wants to ensure that their graduates will embody the character
traits that are expected of their graduates. As such, the president gave an instruction that religion
must be integrated in all the subjects and not just during religion class.
As a teacher, what and how will you support this direction of the school president so that it
will be realized, focusing on the affective domain of the students?
Levels
Measurable Affective Objective
Receiving (Attending)
Affective Objective:
Responding
Affective Objective:
Valuing
Affective Objective:
Organizing
Affective Objective:
Characterizing by a Value or
Value Concept
Affective Objective:
B. Write your own ideas about the importance of affective targets in learning.
Affective Targets
Why is affective target important?
What problems can I anticipate in setting affective targets
How will the student benefit
III. ASSESS
Brainstorm, analyze, and come up with your (research) group’s affective objectives, depicting the
progress in each stage of the Taxonomy of Educational Objectives. Use the template provided for your
answers.
TOPIC: Attitude Toward Collaborative Activity – Group Research.
Affective Stage
1. Receiving (Attending)
2. Responding
3. Valuing
4. Organizing
5. Characterizing
Affective Learning Targets
V. Review Questions (Test your knowledge): This activity aims to measure what you have learned in
this chapter.
Multiple Choice: Read each question and all of the alternatives carefully. Choose and highlight the
alternative that best answers the question or completes the statement.
[Topic: Affective Learning Competencies]
[1-10] Identify what level of affective domain of educational objectives is best achieved by the following
descriptive activities. Answers may be used more than once.
Affective Domain Levels (Bloom and Krathwohl):
a. Receiving
b. Responding
c. Valuing
d. Organization
e. Characterization by a value (Internalization)
Descriptive Activities:
1. Shows awareness of the importance of learning.
2. Shows concern for the welfare of others.
3. Enjoys helping others.
4. Demonstrates belief in the democratic process.
5. Practices cooperation in group activities.
6. Accepts responsibility for own behavior.
7. Shows sensitivity to social problems.
8.
Obeys school rules.
9. Understands and accepts own strengths and weaknesses.
10. Demonstrate self-reliance in working independently.
11. Which of the following refers to the emotions or feelings that one has toward someone or
something?
a. Cognitive
d. Knowledge
b. Affective
e. Reasoning
c. Psychomotor Skill
12. Pupil Jane may not like Mathematics very much but she thinks that Mathematics is important. This
statement reveals that her attitude toward Mathematics is
a. negative in the affective component.
b. positive in the affective component..
c. positive in the cognitive component.
d. A only.
e. both A and C are correct analyses.
13. Which affective trait is described as the willingness and propensity to help others?
a. Motivation
d. Self-esteem
b. Altruism
e. Moral development
c. Locus of control
14. An affective trait that is best described as self-perception of whether success and failure is
controlled by the student or by external influences is known as
a. Motivation
d. Self-esteem
b. Altruism
e. Moral development
c. Locus of control
15. The student’s self-perception of his or her capability to perform successfully is referred to as
a. self-interest
c. self-efficacy
b. self-concept
d. self-esteem
16. Positive affective traits and skills are essential for:
I. Preventing students from dropping out of school
II. Maximizing the motivation to learn
III. Being an involved and productive member of our society.
a. I and II
c. I and III
b. III only
d. I only
e. I, II, and III
17. What refers to the nature of interpersonal interactions and functioning in a group setting?
a. Classroom development
c. Preferences
b. Altruism
d. Social relationships
18. What describes the intense desire and willingness to get involved in behavior?
a. Classroom development
c. Motivation
b. Altruism
d. Preferences
19. The following must be considered in assessing affect, EXCEPT
I. Conducting several assessments over a period of time
II. Using varied ways in measuring an affective trait
III. Deciding if data or results needed are grouped or individualized
a. I and II
c. II only
b. I, II, and III
d. I and III
e. None of the above
20. What formative assessment strategies monitor specific skills, behaviors or dispositions of individual
or group of students?
a. Rating Scale
c. Checklist
b. Likert Scale
d. Semantic Differential Scale
21. Which of the following statements describes the Likert Scale?
I. Simple and widely used self-report method in assessing affect.
II. Scoring is based on assigning weights from 1 to 5 to each position scale.
III. It is easy to construct and score.
a. I and II
c. II and III
b. II only
d. I, II, and III
22. Which of the following statements does NOT describe Semantic Differential Scale?
a. Semantic differential scale uses adjectives that are opposite in direction and intensity.
b. Semantic differential scale makes it easier to assure anonymity.
c. It is an efficient way of collecting information.
d. It captures whatever comes to mind from each student. (sentence completion)
23. What are the components of an attitude?
I. Affective
II. Cognitive
III. Behavioral
a. I, II, and III
c. II and III
b. I and II
d. I and III
24. Which of the following student behaviors does NOT indicate positive attitude toward learning?
a. completes homework
b. rarely misses class
c. rarely helps other students
d. is involved in extracurricular activities
e. completes assignment before they are due
CHAPTER 6: DEVELOPMENT OF AFFECTIVE ASSESSMENT TOOLS
Intended Learning Outcome(s):
By the end of Chapter 6, students are expected to:
[ENGAGE]
Multiple Choice: Read each question and all of the alternatives carefully. Choose and highlight the
alternative that best answers the question or completes the statement.
CHAPTER 7: NATURE OF PORTFOLIO ASSESSMENT
Chapter Intended Learning Outcome(s):
By the end of Chapter 7, students are expected to:
[ENGAGE]
Multiple Choice: Read each question and all of the alternatives carefully. Choose and highlight the
alternative that best answers the question or completes the statement.
End of Midterm Period
Lessons