Assessment of Student
Learning 2
Ernie C. Cerado, PhD
Ellen L. Consomo, MA
Jonathan Roque, MAED
Allan Ray M. Paculanan, MAT
Reynaldo B. Araňego, MAELT
Compilers
1
Preface
The COVID-19 pandemic has clearly posed a unique set
of challenges to higher education, and particularly to faceto-face field activities and the learning outcomes
associated with them.
- Daniel C. Barton, 2020
The closure of educational activities in almost all parts of the world due to the
COVID-19 pandemic resulted in a surprising swing from traditional learning to a
setup that largely depends on remote or digital teaching and learning. Currently,
the remote teaching of learning outcomes that have been customarily facilitated in
face-to-face manner presents unique challenges for students, faculty, and
institutions. Despite the apparent adversities, it creates an opportunity for faculty
members to develop teaching strategies and tools that answer the learning needs
of the students. In SKSU, the response is varied and location-specific. No “onesize-fits-all” measure is practical because of the differing environments, resources,
restrictions and peculiarities of each campus, faculty, and student. As a state
university where allocations are limited, the constraints are more obvious than the
means. Among the primary factors in choosing the most workable instructional
alternative are faculty readiness, student socio-economic histories, administrative
support and internet connectivity. Thus, the digitized and printed learning modules
emerge as the practical and responsive modality to use. These learning materials
nonetheless can be maximized along with other options such as online, SMS,
voice call, face-to-face or the blended way. With the commitment of the
management to facilitate the free reproduction and distribution of the modules, it is
very likely that desired learning outcomes can still be achieved in the face of
serious health challenges.
The students are thus invited to maximize the utilization of these learning modules
as this material is afforded freely. Let the principle of “active learning” comes into
play during this volatile period. You ought to be highly independent, creative, and
resourceful in learning. As matured learners, you have no choice but to be
responsible in learning.
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Table of Contents
Foreword
ii
Chapter 1
Basic Concepts, Theories, and Principles in
assessing Learning using Non-traditional
Methods
1
Chapter 2
27
Chapter 3
Learning Targets for Performance and Productoriented Assessment
Performance Assessment
Chapter 4
Affective Assessment
60
Chapter 5
Portfolio Assessment
84
Chapter 6
Process in Developing and Using Rubrics for
Alternative Assessment
103
Chapter 7
Organization and Analysis of Assessment Data
from Alternative Method
127
Chapter 8
Communicating and Reporting of Assessment
Data from Alternative Methods
140
Appendix
Course Syllabus
3
45
CHAPTER 1
BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN ASSESSING LEARNING
USING NON-TRADITIONAL METHODS
Overview
In the assessment task of teachers, traditional methods or the paper-and-pencil
tests are obviously not enough – thus, alternative means are necessary. To effectively
describe what alternative or authentic assessment for learning is all about, we need to
possess a good grasp of the difference between the traditional and alternative
assessment of learning, and to document the experiences of teachers who apply the
principles in assessing learning using alternative ways. Moreover, we must read
satisfactory information and knowledge about the basic concepts and principles in
assessing learning using non-traditional techniques if we want to be more familiar on it.
We are expected likewise to know these things before the discussion, analysis and
evaluation when we meet our professor in person or in the virtual classroom. Finally, if
this module cannot provide substantial information that we anticipate in this lesson
segment then you are free to explore or tap other resources particularly online.
What to Expect?
At the end of the chapter, the students can:
1. describe clearly the nature of authentic assessment;
2. differentiate authentic from traditional assessments;
3. illustrate the characteristics of authentic assessment;
4. clarify some models of authentic assessment;
5. identify and apply various types of authentic assessment;
6. deliberate the principles in assessing learning through alternative
methods; and
7. defend the advantages of authentic or alternative assessment.
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What is Alternative Assessment?
Understanding the meaning and nature of alternative assessment, we can consider the
following definitions as provided by several sources:
1. Alternative assessment refers to the use of alternative or non-traditional assessment
strategies or tools to collect information on student learning. At the core of
alternative assessment is the need to design and implement assessment tasks or
activities that refrain from using traditional paper-pencil test, which typically assess
cognitive learning outcomes and thus have right or wrong answers (David et al.,
2020).
2. Alternative assessment is any classroom assessment practice that focuses on
continuous individual student progress. Perhaps the best way to define alternative
assessment is to say that it's the counter to traditional forms of standardized
assessment.
https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
3. Alternative assessments, also referred to as performance tests or authentic
assessments, are used to determine what students can and cannot do, in contrast to
what they do or do not know. In other words, an alternative assessment measures
applied proficiency more than it measures knowledge. Typical examples of
alternative assessments include portfolios, project work, and other activities
requiring some type of rubric. https://ctl.byu.edu/using-alternative-assessments
4. Gulikers, Bastiaens, and Kirschner (2004) define authentic assessment as requiring
students to use the same competencies, or combinations of knowledge, skills, and
attitudes that they need to apply in the criterion situation in professional life.
http://www.deakin.edu.au/__data/assets/pdf_file/0005/268511/AUTHENTICASSESSMENT.pdf
5. An authentic assessment evaluates if the student can successfully transfer the
knowledge and skills gained in the classroom to various contexts, scenarios, and
situations beyond the classroom. Authentic assessments can include a myriad of
assessment techniques including skill labs, experiments, presentations, simulations,
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role-plays, class/term projects, debates, discussions, etc. (New Jersey Institute of
Technology, n.d.).
6. Dikli (2003) described the intent of alternative assessments to assess higher-order thinking
skills. Students have the opportunity to demonstrate what they learned. This type of
assessment tools focus on the growth and the performance of the student. That is, if a
learner fails to perform a given task at a particular time, s/he still has the opportunity to
demonstrate his/her ability at a different time and different situation. Since alternative
assessment is developed in context and over time, the teacher has a chance to measure the
strengths and weaknesses of the student in a variety of areas and situations.
In conclusion, Cajigal and Mantuano (2014) clarified that assessment is authentic when
it measures performance or products which have realistic meaning that can be
attributed to the success in school. Activities, questions and problems with “real-world”
satisfy the criterion that it needs to be an authentic intellectual work within the given
situation or contextual practicality of the tasks.
Characteristics of Alternative Assessment
In some cases, alternative assessment is also known as formative assessment and
portfolio assessment. The characteristics of alternative assessment may include:
•
Usually teacher-generated, as opposed to being passed down from an
administration, government, or third-party organization.
•
Takes into account the individual background and needs of every unique learner.
•
Considers the big picture of individual student progress over an extended period
of time.
•
Flexible, responsive, and continually developing according to curricular
objectives.
•
Takes into consideration different learning styles and preferences.
•
Allows language learners to demonstrate content knowledge and skills mastery
without language barrier difficulties.
•
Highly effective for use with students who are entitled to accommodations and/or
modifications.
•
Normally documented with qualitative data, such as performance descriptors,
comparisons with previous work, and skills demonstration.
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What Alternative Assessment IS NOT
Let us think about what alternative assessment is not:
•
Not standardized. Similarly, alternative assessment is not what is sometimes
referred to as 'large-scale' or 'high-stakes' assessment.
•
Not intended to replace or otherwise diminish the importance of traditional
assessments. In fact, it is intended to serve as a complement to school and/or
state-mandated standardized assessment programs.
•
Not implemented in one specific moment in time, such as at the end of a lesson,
unit, or semester.
•
Not a measurement of how a student performs compared to peers.
•
Not normally reported with quantitative data (e.g., percentage scores or
statistics).
•
Not presented in traditional formats, such as multiple-choice, true/false, and fillin-the blank questions and answers.
•
Not perfect, comprehensive, or appropriate in every situation.
Traditional Assessment versus Alternative Assessment
Traditional Assessment
Alternative Assessment
What Makes it Authentic
Requires right answer
Requires high-quality
performance or product, along
with justifications of decisions.
Questions must be
unknown to students in
advance
Instructions/questions/purp
ose must be known to
students in advance.
Disconnected from the real
world
Tied to real-world contexts
and constraints. Requires
student to solve realistic
problem.
A range of skills/knowledge
need to be integrated in order
to solve a problem.
Includes complex tasks for
which there may not be a
right answer.
Students must be able to
think through why they
made decisions that
resulted in final product.
Tasks that are to be judged
should be known ahead of
time. Rubrics should be
provided.
Task is similar in nature as
to what would be
encountered by a real-life
practitioner.
Tasks are multi-step and
multifaceted.
Isolations of skills, focus on
facts
Easily scored
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Meaningful assessment and
feedback is emphasized.
“One shot” approach
Iterative in nature.
Given a score
Opportunity to provide
diagnostic feedback.
Knowledge and skills are
used in more than one
way.
Designed to give practical
experience and improve
future performance.
Non-Traditional Assessment Models
In planning their annual assessment projects, the Center for Teaching and Learning
(2021) at DePaul University suggests the following alternative assessment models.
1. Authentic Assessment: Assessing by Doing
Authentic assessment is based on students’ abilities to perform meaningful tasks
they may have to do in the “real world.” In other words, this form of assessment
determines students’ learning in a manner that goes beyond multiple choice tests
and quizzes.
Developing an Authentic Assessment
Here are some suggestions for developing an authentic assessment:
•
Identify at least one task students need to be able to do to be successful in
employment and/or continuing education
•
Work with your fellow faculty/staff to determine how students might be able to
demonstrate their ability to do the task(s)
•
Identify criteria to evaluate the task(s)
•
Evaluate students’ abilities to complete the criteria of the task(s)
Some Authentic Assessment Methodologies
Examples:
•
Biology lab practical
•
e-Portfolio
•
Music jury
•
Mock trial
•
Acting in a play
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The basic premise of authentic assessment is that if you want to know how well
someone golfs, the best way to assess it is to have that person play a round of golf.
Critical Elements in Authentic Assessment
There are several critical elements to reflect on before deciding to use authentic
assessment.
•
This type of assessment requires a sense of meaningful tasks that students
would need to be able to perform after they leave college.
•
These meaningful tasks are often linked to demonstration of
knowledge/skills/abilities needed in the post-college world.
•
Authentic assessment typically relies on using a rubric (or some other scoring
guide).
Things to Consider in Developing an Authentic Assessment
Before deciding to implement authentic assessment, you should consider the
following two questions:
•
Where do students go after they complete your program?
•
What do students need to be able to do to be successful in what they do after
they complete your program?
In addition, you should take the following things into consideration:
•
Time: Developing the tasks for students to complete takes time, as does
developing rubrics/scoring guides and assessing students’ tasks.
•
Authentic Assessment needs to be done at a developmentally appropriate
time.
•
Students need to grasp knowledge and skills before they will be able to apply
them.
2. Developmental Assessment: Assessing by Progress
Developmental assessment looks at students’ progress in developing skills,
abilities, values, etc., rather than evaluating students’ final products.
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Using Developmental Assessment
Not every type of learning is best assessed by looking at the quality of a final
product. In fact, sometimes there is no expectation that students should, or even
could, fully develop in the assessed area by the end of a course or program.
An example of this is Maslow’s Hierarchy of Needs. Theoretically, very few people
ever fully develop to the final “self-actualized” stage. A few advantages of authentic
assessment are:
•
Developmental assessment is useful for outcomes based on students’
development rather than their abilities to create a final product.
•
This assessment is based on relevant principles of development in your
discipline.
•
This type of assessment emphasizes emerging knowledge and skills, rather
than recognizing only students’ final products.
•
Developmental assessment gives you the ability to focus on strengths and
unique aspects of your program.
•
Developmental assessment is ongoing and may occur in many contexts,
giving you a richer view of students’ learning.
Creating Developmental Assessments
Developmental assessments require some sort of pre-post design. If you would like
to know how much a student has developed their knowledge, skills, abilities, and/or
values, you need to measure that information at the beginning of a learning
experience, then again at the end.
Example:
One could administer a test at the beginning of a class; then ask the same students
to take the same test at the end of a class. By comparing students’ performances on
the pre- and post-tests, a teacher could determine students’ levels of development.
Some Developmental Assessment Methodologies
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Methodologies tend to rely on observational and work sampling techniques that
continually focus on performance, processes, and products over selected periods of
time and in a variety of contexts.
Example:
An instructor may compare two work samples using a developmental rubric to
determine students’ levels of development.
Critical Elements in Developmental Assessment
Developmental assessment requires a theory of how students develop the
knowledge, skills, abilities, and/or values you intend to measure. The person or
people conducting the assessment need to have good knowledge of the stages
through which students’ progress as they develop. Developmental assessment
necessarily requires some sort of a pre- post- assessment design.
Things to Consider in Developing a Developmental Assessment
•
The purpose of assessment is to collect information necessary to make
important decisions about students’ development and educational needs.
•
Assessment must serve in ways that enhance opportunities for optimal
growth, development, and learning.
•
The process of determining individual developmental and educational needs
informs instructional practices and provides a template for setting individual
and program goals.
3. Emergent Assessment: Assessing by Discovery
Emergent assessment is a model based on Michael Scriven’s (1967) goal-free
evaluation model. With emergent assessment, assessment is structured using
“effects” rather than learning outcomes. This model honors the idea that you may
bias your assessment by specifically defining what you are looking for (i.e. when
you focus exclusively on a learning outcome, you may be ‘putting on blinders’
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regarding the other things that may be happening with student learning). This
assessment model tends to be more qualitative in nature.
Using Emergent Assessment
Emergent Assessment addresses concerns about inquiry shared by many
disciplines, particularly those disciplines that tend to use more qualitative
methodologies. A few examples of these concerns are:
1. There may be differences between explicitly stated learning outcomes and
their associated implicit learning.
•
Prevents overlooking unintended outcomes (both good and bad).
•
Focus is on what program actually does, rather than what it intends to
do.
2. Does defining learning outcome in “testable” ways alter the learning outcomes
(and not always in desirable ways)?
•
With this type of assessment, the assessment process and learning
outcomes are equally subject to evaluation as student learning.
3. Are we sacrificing the roles of assessment for the goals of assessment? In
other words, are we sacrificing the process for the outcomes (i.e., assigning
grades or writing an assessment report)?
•
This assessment method more directly takes students’ needs into
consideration than a more traditional assessment model.
Developing Emergent Assessment
Profile the actual effects of instruction or educational program against demonstrated
needs of students who complete a course or program.
Step One
Create a profile of the needs of students who finish your course, graduate from
your program (that goes beyond what you intend to deliver).
Step Two
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Identify effects of educational program on students’ learning using primarily direct
methods, considering
•
both intended and unintended effects
•
both positive and negative effects
Step Three
Compare the information gained in step one with the information gained in step
two.
Some Emergent Assessment Methodologies
Methodologies may include anything that includes a global, comprehensive look at
student work, behavior, performance, attitudes, and values to determine what affect
the academic program is having.
Examples
•
Writing Samples
•
Especially those requiring reflection
•
Interviews or focus groups with students
•
Brainstorming sessions with students
•
Ecological observation of students engaged in work in a classroom
Critical Elements in Emergent Assessment
•
Assessors need to be competent in the subject of assessment.
▪
•
Assessors need to “know it when they see it.”
Assessors need to be aware of and conscientious of their bias.
▪
Ideally, the assessors would have no knowledge of intended learning
outcomes, but this is generally not possible in assessment.
▪
Assessors do not look for effects solely through the lens of defined
learning outcomes or intended learning based on course/program
academic content.
•
Need to be Critical!
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▪
Are you just seeing what you want to see?
Developing an Emergent Assessment
•
First, you should consider the necessarily intrusive nature of this type of
assessment. Is this appropriate for your setting (i.e., the culture or nature of
your course or program)?
•
Also, this type of assessment can be very time-consuming – both for the
faculty and for the students.
•
There is a need for both openness and honesty with this assessment model,
which may not be comfortable for some people.
•
Assessment with this model needs to be both balanced and unbiased. Note
that this requires knowledge from the assessors of their natural biases.
4. Learning-Oriented Assessment
Learning-oriented assessment is assessment that has the purpose of bringing about
deep and meaningful learning for student. This is a course-based type of
assessment that focuses on students’ learning rather than instructors’ teaching.
Using Learning-Oriented Assessment
Traditional Assessment
Learning-Oriented Assessment
Knowledge transmitted from professor to
students
Students construct knowledge by gathering &
synthesizing information from
different sources
Students passively receive information
Emphasis on acquiring knowledge for the
sake of having the knowledge
Students are actively involved in learning
Emphasis on using and communicating
information to address real world issues
Teaching and assessment are separate
Assessment used to monitor learning
Teaching and assessment are intertwined
Assessment used to promote (and diagnose
issues with) learning
Emphasis on the "right" answers
Emphasis on making, and learning from,
mistakes
Huba, M.E. & Freed, J.E. (2000). Learner-Centered Assessment on College Campuses. Allyn and Bacon:
Boston.
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Developing Learning-Oriented Assessment
Some suggestions for developing a learning-oriented assessment for a course:
•
Develop course-based learning outcomes
•
Create learning experiences designed to bring about the learning based on the
defined learning outcomes
•
Engage students in ill-defined (rather than well-defined) problems
•
Evaluate students’ abilities to complete the criteria of the task(s)
•
Provide formative assessment to involve students in improving their learning
•
Gather feedback from students about instructors’ teaching and their learning to
involve instructors in improving students’ learning
•
Adjust instruction based on feedback from students
Some Learning-Oriented Assessment Methodologies
Methodologies tend to focus more on formative assessment and classroom assessment
strategies. All assessment methodologies should have the purpose of contributing to
students’ learning
Examples:
•
e-Portfolios
•
Classroom Assessment Techniques (CATs)
•
Work on ill-defined problems (example: “grand challenges” in your field)
Critical Elements in Learning-Oriented Assessment
This type of assessment breaks down the barrier between instructors and students
•
Both are equal partners in students’ learning
•
Requires a lot of formative assessment (students need consistent feedback on
their learning)
•
This is a course-based (rather than a program-based) form of assessment.
•
Focuses heavily on formative assessment (rather than summative)
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•
BUT, still need to determine how grades will be given in the course
•
This type of assessment is based on an assumption of “backward design”
Developing a Learning-Oriented Assessment
Before deciding to implement learning-oriented assessment, you should consider the
following two questions:
•
This type of assessment requires a lot of faculty buy-in (due to its classroombased nature)
•
Requires a shift in both instructors’ and students’ thinking about mistakes
•
Making mistakes is to be expected as a natural part of the learning process
•
Use caution that the classroom does not have a punitive view of mistakes
•
Instructors’ teaching is equally up for evaluation as students’ learning.
•
This is a time-consuming form of assessment.
Types of Alternative or Authentic Assessment
Here is a list of alternative assessment strategies that teachers may want to consider.
Note that these examples are just some of the numerous strategies that are available.
Abstract
Annotated Bibliography
Autobiography/Biography
Blog
Brochure
Case Analysis
Cognitive Map
Description of a Process
Diary
Debate
Diagram
Flowchart
Group Discussion
Essay
Letter to the editor
Methods Plan
Memo
Multimedia presentation
Oral Report
Personal Letter
Narrative
Outline
Podcast
Review of book
Review of literature
Research Proposal
Statement of Assumptions
Summary
Taxonomy
Thesis sentence
Vlog
Portfolio
Question
Below are examples of Authentic or Alternative Assessments adapted from Queen’s
University Centre for Teaching and Learning Module on Assessment, and Berkeley
Centre for Teaching and Learning’s “Alternatives to Traditional Testing.”
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Letter/Letter to the
editor
•
•
•
•
Memo
•
•
Presentations
•
•
•
•
•
Poster
presentations
•
•
•
Portfolio of work
•
•
Asks student to write in first person singular
perspective, which can be adapted so that they are
writing from the perspective of a historical or imagined
individual, or themselves.
Students are asked to develop a coherent written
narrative or statement for the audience.
Requires research, disciplinary knowledge,
communication skills, and creativity.
Can be adapted by numerous disciplines.
Students prepare a one or two page memorandum or
briefing about a topic that is being covered in class.
Memo headings can include: background, problem,
solutions with pros and cons list, final recommendation.
This exercise allows students to practice being concise
and direct.
Considered the most readily approachable method of
authentic assessment.
Applies positive peer pressure, as it is likely that
students will be better prepared when they have to
perform before others.
Presentations are an opportunity for the development of
professional skills. Stu- dent will need to prepare and
rehearse, and develop an appropriate, polished use of
visual aids.
Enhances professional verbal, visual, written
communication skills.
Can be easily applied to many disciplines, including the
sciences.
The nature of the poster presentation can vary. It can
consist of a summary of a work in progress, or a visual
presentation that is equivalent to a term paper.
Headings to be included could be a literature review,
description of topics, observations, claim/thesis, and
conclusions.
Teaches professional skills for participation in academic
conferences.
Students develop portfolios in order to demonstrate the
evolution of their work over the course of the semester.
Students are typically asked to compile their best/most
representative work and write a critical introduction and
brief introduction to each piece.
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Proposals
•
Policy briefs,
Reports
•
Case studies,
Simulations
•
•
Fishbowls
•
•
Asking students to write a proposal for a larger, more
heavily weighted project allows students to try out their
ideas and set their own goals for learning before
actually carrying out their projects.
Policy briefs/reports ask students to address in a
professional manner a research question, course of
action, decision, or theory that is of interest and
importance. This allows students to develop
professional skills and become familiar with the specific
vocabulary and style of writing in their fields.
Case studies present fictional scenarios that include a
dilemma that requires problem solving. Students must
apply higher order thinking skills in order to evaluate
and apply knowledge, and to analyze the problem.
Simulations ask students to play and act out various
roles within a case. This can include mock trials, mock
city council or legislative meetings, and mock meetings
of corporation stockholders or school boards. In
simulations, students require background information
that they then apply to the role.
The fishbowl is similar to a debate. A few students are
selected to be in the “hot seat,” where they respond to
questions, concerns, ideas, about the given topic. Other
students ask questions and bring forth counter points.
This type of exercise advances student knowledge and
comprehension, as well as improving skills in active
listening, critical inquiry, professional communication,
presentation, and group discussion.
In addition, the Center for Educational Innovation of the University of Minnesota (2021)
promotes many ways to assess students' mastery of material besides multiple choice
examinations. You might find some that are unacceptable or absurd, but these are
alternative ways that teachers can consider in classroom assessment.
1. Open book exams. Because students can use books and notes, open book exams
encourage students to learn to apply knowledge rather than memorize material.
They are usually somewhat less anxiety-provoking than regular tests.
2. Crib Sheets. Allowing students to bring some notes provides the same advantages
as an open book exam. The process of deciding what to include in the notes, putting
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concepts in your own words, etc., is also a good learning experience for the
students. The instructor can provide appropriate parameters and guidance.
3. Take home exams. Take home exams allow instructors to give students problems
which will take longer than a class period to manage and/or require the students to
use a variety of references. However, they limit student studying to only the material
related to the questions asked and instructors do not know if students received help
in answering the questions.
4. Collaborative testing. Some instructors have students take multiple choice tests in
pairs or small groups. This approach which allows students to discuss the materials
and ‘teach each other’ usually increases the students’ grasp of the material. There
are several alternative ways to use collaborative testing. Some instructors allow
students to discuss the test with their group, but ask each student to turn in his/her
own answer sheet; group members do not need to agree on answers. Others require
the group to come to an agreement on answers; each group hands in one answer
sheet and each group member receives the same grade. A third option is a
combination of the two: Class members first take the test individually and hand in
their answers to receive an individual grade. Then they take the same test (or
portion of the test) as a group and individuals are assigned bonus points based on
the group’s performance (e.g., for group tests of 95% or better, individuals receive 3
bonus points, 89-94% receive 2 points, etc.). If tests are to be taken collaboratively,
test items should be written at the higher levels of the taxonomy.
5. Student portfolios. Instructors in many classes ask students to prepare a collection
of class assignments. These are most often collections of written work, but could
also include computer programs, drawings, video tapes, or problem solving.
Because portfolios contain a collection of student work, they often provide a more
accurate picture of a student’s achievement than a single test or project could.
6. Performance Tests. In a performance test students are required to perform a
complex skill or procedure, or create a product to demonstrate that they can apply
the knowledge and skills they have learned while the instructor observes and
evaluates the process. These tests are time consuming and often difficult to grade,
but are much more appropriate for certain courses than a pencil-and-paper test. For
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this type of test to be reliable, an instructor should have a scoring guide which
specifies the criteria for each grade.
7. Retake policies. Providing students with the opportunity to repeat an exam (using
an alternative form of the exam) benefits most students. It decreases student anxiety
and provides the opportunity for students to learn from their mistakes. However, this
policy demands a large bank of test items and additional instructor time for grading
the exams. One professor at this university cuts down on grading time by bringing
answer keys to class and having students correct their own tests, in the presence of
the instructor, as soon as they finish. This has the added benefit of immediate
feedback to the students.
8. Adding the option of explanation to an M-C test. Sometimes students feel that a
multiple choice question can be interpreted in more than one way with one
interpretation leading them to choose one answer while an alternative interpretation
leads to another. Allowing students to explain an answer decreases student anxiety
and often prevents penalizing the ‘good’ student for interpreting the question at a
deeper level than was intended. This entails slightly more grading time for the
professor, but those using this option report that students rarely include an
explanation for more than one or two questions.
9. Replacing tests with summaries. Some instructors, rather than testing, require
students to regularly write summaries of the class readings and lectures which
include the main points, a critical reaction to the ideas, and a discussion of what’s
most important. This requires a great deal of reading on the part of the instructor, but
students report that they prefer the summaries over tests. They feel it is less
stressful than taking a test and that they learn more and retain it longer.
Principles in Assessing Learning using Alternative Methods
According to David et al. (2020), there are many principles in the assessment of
learning using alternative assessment methods or non-traditional methods. Based on
literatures, the following may be considered as core principles:
1. Assessment is both process- and product-oriented. An assessment gives
equal importance to students’ performance or in producing a product. While
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traditional assessment methods are focused on assessing student products or
outputs, non-traditional or alternative methods like performance assessment
and portfolio assessment give value to the product developed by students, as
well as in the process students have undergone to develop the product.
2. Assessment should focus on higher-order cognitive outcomes. For
assessment to be valid and authentic, it should require students to
demonstrate their knowledge. However, the focus should be on providing
tasks or activities that would allow students’ demonstration of higher-order
cognitive outcomes (e.g., creating, analysing) or skills (e.g., creativity, critical
thinking). The use of non-traditional methods of assessment like performance
assessment allows the assessment of both lower-order and higher-order
cognitive outcomes in ways that are more authentic.
3. Assessment can include a measure of non-cognitive learning outcomes.
Traditional assessment focuses on knowledge and other cognitive learning
outcomes. However, psychomotor and affective learning outcomes are also
important learning outcomes, and there are learning targets that are noncognitive in nature. Hence, an assessment should also consider the
assessment of these non-cognitive outcomes. Non-traditional assessment
tools like rubrics, scales, and checklists allow the measurement of noncognitive learning outcomes that allow a more complete and assessment of
student learning.
4. Assessment should reflect real-life or real-world contexts. Assessment
tasks or activities should be authentic. The assessment should closely, if not
fully
approximate
real-life
situations
or
experiences.
Authenticity
of
assessment can be thought as a continuum from less authentic to most
authentic, with more authentic tasks expected to be more meaningful for
students. Performance assessment is optimal if the performance task to be
demonstrated is similar or closed to what is expected in the real world.
5. Assessment must be comprehensive and holistic. Assessment should be
performed using a variety of strategies and tools designed to assess student
learning in a more integrative way. Assessment should be conducted in
21
multiple periods to assess learning over time. Moreover, the use of both
traditional assessment and alternative assessment strategies and tools should
be considered. Non-traditional methods of assessment (e.g., use of rubrics,
scales) allow the possibility of multiple assessors, including the use of self,
and peer assessment. This ensures that students are being assessed in a
more comprehensive and holistic way.
6. Assessment should lead to student learning. This means that assessment
should be like classroom instruction. This principle is consistent with the
concepts of assessment for learning and assessment as learning.
Assessment for learning refers to the use of assessment to identify the needs
of students in order to modify instruction or the learning activities in the
classroom. In assessment as learning, assessment tasks, results, and
feedback are used to help students practice self-regulation and make
adjustments in order to achieve the curriculum outcomes.
Advantages of Alternative Assessments
What benefits do students, teachers and the education system can gain through
alternative assessments? The list below provides some insights into this question.
•
Students get an opportunity to apply the knowledge that they have learned and
demonstrate it in a constructive way that provides a solution to a problem.
•
They are encouraged to think, analyze, innovate and apply; and their sense of
reasoning tends to improve.
•
Students also improve on their communication skills as they need to also explain
their solutions and the logic behind it to examiners.
•
These tests are more realistic and bring in an understanding and the importance
of the knowledge gained.
•
A student’s skills are also measured along with the knowledge gained, making it
more complete and correct.
22
•
Provides educators with a real time understanding on how teaching methods can
be improved. This is so because they get to see how students have imbibed what
they have learned and bring it out productively.
•
It is easier to grade a student overall like this rather than just scoring marks
through shallow recitations.
•
It is much more transparent and fair as all students are given an equal
opportunity to apply the knowledge gained in a way they find fit rather than
constraining them.
Summary
23
Enrichment
1. For more information and insights about the implications of alternative assessment
to some subjects in the curriculum, you can visit https://www.teachnology.com/litined/assessment/alternative/ to read, explore and learn more from
“Educational Literature on Alternative Assessment”.
2. In language assessment, watch the video on “Alternatives in Assessment” using the
link https://www.youtube.com/watch?v=TSfYddYvF_g&t=25s.
3. In Mathematics, read the article titled. “Authentic Assessment Methods for
Mathematics” from https://resilienteducator.com/classroom-resources/authenticassessment-methods-for-mathematics/.
4. Also, Science.gov posted substantial amount of researches related to alternative
assessment techniques. Access through this link:
https://www.science.gov/topicpages/a/alternative+assessment+techniques
5. For Physical Education students, you can read this study online: Joseph K. Mintah
(2003). Authentic Assessment in Physical Education: Prevalence of Use and
Perceived Impact on Students' Self-Concept, Motivation, and Skill Achievement,
Measurement in Physical Education and Exercise Science, 7:3, 161-174.
https://doi.org/10.1207/S15327841MPEE0703_03.
Assessment
A. Let us check what ideas you have acquired about the basic concepts and principles
in assessing learning using non-traditional or alternative methods.
1.
2.
3.
4.
5.
What is alternative assessment of learning?
How similar or different is traditional assessment from alternative assessment?
Give at least 3 models of non-traditional assessments.
Give 3 criteria for an assessment task or activity to be considered as authentic.
Give and explain 3 principles in assessing learning using alternative methods.
B. To test whether you have learned about the basic concepts and principles in nontraditional assessment, complete the table below to indicate the differences of
traditional and alternative assessments.
Areas
Definition
Tools
Traditional Assessment
Use of traditional assessment
strategies or tools to provide
information n student learning
Paper and pencil tests
24
Alternative Assessment
Focus
Knowledge
Orientation
Outcome-based
Assessor
Teacher or external
C. Choose one (1) of the key principles in in assessing learning using alternative
assessment. Discuss it by presenting a specific case or experience with your past
teachers in basic education.
D. Prepare a plan on how you will carry out alternative assessment based on the
principles. Choose a specific topic based on DepEd Curriculum Guide of any subject
of your choice, then identify the competencies to teach and the manner you assess
them through alternative methods.
Principles
Plan in applying the principles in your
Classroom Assessment
Assessment is both a
process- and productoriented.
Assessment should focus on
higher-order cognitive
outcomes.
Assessment can include a
measure of non-cognitive
learning outcomes.
Assessment should reflect
real-life or real-world
contexts.
Assessment must be
comprehensive and
holistic.
Assessment should lead to
student learning.
25
E. Evaluate yourself on the extent of your knowledge and understanding about the
assessment of learning and its principles.
Great
extent
Moderate
extent
Not all
1. I can define alternative assessment.
2. I can explain what assessment of learning is using
alternative methods means.
3. I can compare and contrast traditional assessment
and alternative assessment.
4. I can enumerate the criteria in determining if an
assessment task or activity is authentic or not.
5. I can explain what is performance assessment is.
6. I can differentiate the 4 models of non-traditional
assessment.
7. I can describe the characteristics of alternative
assessments.
8. I can give examples of assessment tasks or
activities that conform to one or more of the core
principles of assessing learning using alternative
methods.
9. I can provide the advantages of using alternative
methods in assessment.
10. I can understand what it means to have good
assessment practices in the classroom.
References
Alternative Assessment: Definition and Examples (2021). Retrieved from
https://study.com/academy/lesson/alternative-assessment-definitionexamples.html
Alternative Assessment Strategies (2021). Retrieved from https://cei.umn.edu/supportservices/tutorials/integrated-aligned-course-design-course-designresources/alternative
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co.
Classroom Assessment. Retrieved from
https://fcit.usf.edu/assessment/selected/responseb.html
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
Mueller, Jon (2016). Authentic Assessment Toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
Using Alternative Assessments (2021). Retrieved from https://ctl.byu.edu/usingalternative-assessments.
26
Non-Traditional Assessment Models (2021). Retrieved from
https://offices.depaul.edu/center-teaching-learning/assessment/assessinglearning/Pages/non-traditional-assessment-models.aspx
27
CHAPTER 2
LEARNING TARGETS FOR PERFORMANCE AND PRODUCT-ORIENTED
ASSESSMENT
OVERVIEW
The definition of performance-based assessments varies greatly depending on
author, discipline, publication, and intended audience. Typically, a performance-based
assessment measures students' ability to apply the skills and knowledge learned from a
unit or units of study. The task challenges students to use their higher-order thinking
skills to create a product or complete a process.
Tasks can range from a simple constructed response like short answers to a
complex design proposal of a sustainable neighbourhood. Perhaps, the most genuine
assessments require students to complete a task that closely reflects the responsibilities
of a professional like artist, engineer, laboratory technician, financial analyst, or
consumer advocate.
Ordinarily, students are presented with an open-ended question that may
produce several different correct answers. In the higher-level tasks, there is a sense of
urgency for the product to be developed or the process to be determined or followed, as
in most real-world situations.
What to Expect?
At the end of the lesson, the students can:
1. revisit Bloom’s Taxonomy of educational objectives;
2. compare thoroughly the 3 domains of learning objectives;
3. reexamine what learning target is all about;
4. formulate learning targets that can be assessed through performance and
product-oriented assessment; and
5. create an assessment plan using alternative method of assessment.
28
Bloom’s Taxonomy of Educational Objectives
Educational objectives are specific statements of student performance at the end
of an instructional unit. Educational objectives are sometimes referred to as behavioral
objectives and are typically stated with the use of verbs. The most popular taxonomy of
educational objectives is Bloom's Taxonomy of Educational Objectives. It consists of
three domains: cognitive, affective, and psychomotor. These domains correspond to the
three types of goals that teachers want to assess: knowledge-based goals (cognitive),
skills-based goals (psychomotor), and affective goals (affective). Hence, there are three
taxonomies that can be used by teachers depending on the goals. Each domain
consists of different levels of expertise with varying degree of complexity. The
succeeding sections describe the taxonomies for the psychomotor and affective
domain.
Bloom’s Taxonomy of Educational Objectives in the Affective Domain describes
five
levels
of
expertise:
receiving,
responding,
valuing,
organization,
and
characterization by a value or value complex. Table 2 provides an elaboration of this
taxonomy. This will be discussed further in the assessment of affective learning.
Table 2. Taxonomy of Educational Objectives in the Affective Domain
Level
Receiving
Responding
Valuing
Description
Illustrative verbs Sample
objective
Awareness or passive Asks, chooses, Listen
attention to a
holds, identifies, attentively to
phenomenon or
listens
the instruction
stimulus
of the teacher
Active attention and
Answers,
Participates
response to a
complies,
actively in the
particular phenomenon participates,
focus-group
or stimulus
practices, writes discussion
Attaching value or
Completes,
Demonstrates
worth to a
demonstrates,
belief in the
phenomenon or object. differentiates,
value of the
Valuing may range
explains,
election
from acceptance to
justifies
process
commitment
29
Organization
Organizing values into
priorities by
comparing, relating,
and synthesizing
specific values
Internalizing
Having a personal
values/charac value system that is
terization
now a characteristics
of the learner
Adheres,
defends,
integrates,
organizes,
synthesizes
Acts, displays,
influences,
solves, verifies
Defends the
importance of
graduate
education in the
career of a
teacher.
Displays
commitment
to helping
economically
disadvantaged
students
In terms of educational objectives in the psychomotor domain, Bloom and
colleagues did not propose levels unlike in the cognitive and affective domains.
However, other scholars like Elizabeth Simpson (1972) built a taxonomy for the
psychomotor domain from the work of Bloom. In Simpson’s Taxonomy of Educational
Objectives in the Psychomotor Domain, seven (7) levels of expertise are described,
namely: perception, set, guided response, mechanism, complex overt response,
adaptation, and organizing.
Table 2. Taxonomy of Educational Objectives in the Psychomotor Domain
Level
Description
Illustrative Verbs
Sample Objective
Perception
The ability to use
Adjusts, describes, Detects non-verbal
sensory cues to guide
detects, identifies, cues from the
motor activity
selects
participants
Set
The mental, physical,
Begins, displays,
Shows motivation
and emotional sets that recognizes,
to learn a new skill
predispose a person’s
shows, states
response to different
situations.
Guided
Demonstration of
Copies, performs, Performs the
response
complex skill through
follows, reacts,
mathematical
guided practice like
responds
operation by
imitation and trial and
following the steps
error
demonstrated by
the teacher
30
Mechanism
Complex
overt
response
Adaptation
Origination
Learned responses
have become habitual
and movements can be
performed with some
degree of confidence
and proficiency
Performance of motor
acts that involve
complex movement
pattern in a quick,
accurate, and highly
coordinated manner.
Characterized by
automatic performance
and performance
without hesitation.
Psychomotor skills are
well developed and the
person can modify
movement pattern to fit
special requirements
Creating new
movement patterns to
fit a particular situation
or specific problem.
Learning outcomes
emphasize creativity
based upon highly
developed skills
Assembles,
dismantles, fixes,
manipulates, plays
Plays the guitar
Assembles,
dismantles, fixes,
manipulates, plays
(similar with
mechanisms but
performed in a
more accurate,
more coordinated
and quicker way)
Demonstrates
one’s expertise in
playing the guitar.
Adapts, alters,
modifies,
rearranges, varies
Modifies the dance
steps to suit the
abilities to one’s
group mates.
Arranges, builds,
Creates new steps
combines, creates, for contemporary
designs
version of a classic
dance hit
Bloom’s taxonomies of educational objectives for affective and psychomotor
domains are able to provide teachers with a structured guide in formulating more
specific learning targets in the classroom. The taxonomies serve as guide for teachers
in both instruction and assessment of student learning in the classroom. The challenge
is for teachers to identify the levels of expertise that they expect the students to achieve
and demonstrate. This will then lead to the identification of the assessment methods
required to properly assess student learning. Higher level of expertise in a given domain
requires are assumed to require more sophisticated assessment methods or strategies.
31
Performance-based Assessment and Rubrics
A rubric for assessment is a tool used to interpret and grade students' work
against criteria and standards. Sometimes, it is called "criteria sheets", "grading
schemes", or "scoring guides". It can be designed for any content domain (UNSW,
2010).
A rubric makes explicit a range of assessment criteria and expected performance
standards. Teachers evaluate a student's performance against all of these, rather than
assigning a single subjective score. A rubric handed out to students during an
assessment task briefing makes them aware of all expectations related to the
assessment task, and helps them evaluate their own work as it progresses. It also helps
teachers apply consistent standards when assessing qualitative tasks, and promotes
consistency in shared marking. By design, rubrics can be holistic or analytic.
Rubrics can be used to structure discussions with students about different levels
of performance on an assessment task. They can employ the rubric during peer
assessment and self-assessment, to generate and justify assessments. Once students
are familiar with rubrics, you can have them assist in the rubric design process, thus
taking more responsibility for their own learning.
Benefits of rubrics in performance-based assessment include:
▪
it provides a framework that clarifies assessment requirements and standards of
performance for different grades. In this, they support assessment as learning;
students can see what is important and where to focus their learning efforts.
▪
It enables very clear and consistent communication with students about assessment
requirements and about how different levels of performance earn different grades.
They allow assessors to give very specific feedback to students on their
performance.
▪
when students are involved in their construction, they are encouraged to take
responsibility for their performance
▪
when used for self-assessment and peer assessment, students become aware of
assessment processes and procedures, enhance their meta-cognitive awareness,
and improve their capacity to assess their own work
32
▪
it can result in richer feedback to students, giving them a clearer idea where they sit
in terms of an ordered progression towards increased expertise in a learning
domain.
▪
It helps assessors efficiently and reliably interpret and grade students' work.
▪
It systematically illuminates the gaps and weaknesses in students' understanding
against particular criteria, helping teachers target areas to address.
Learning Targets
As previously discussed from Assessment in Learning 1, a learning target is a
statement on what students are supposed to learn and what they can do because of
instruction. They are more specific compared with educational goals, standards, and
objectives and lend themselves to more specific instructional and assessment activities.
Learning targets should be congruent with the standards prescribed by a program or
level and aligned with the instructional or learning objectives of a subject or course.
Teachers formulate learning targets from broader standards and learning objectives.
The learning targets should be clear, specific, and meaningful to students. Thus,
learning targets are more effectively stated in students’ point of view, typically using the
phrase "I can..." For example, "I can differentiate between traditional methods and
alternative methods of assessment”.
The purpose of learning targets is to effectively inform students of what they
should be able to do or demonstrate as evidence of their learning. Therefore, learning
targets 'should specify both the content and criteria of learning. With specific learning
targets formulated, appropriate classroom instruction and assessment can be designed
The most common typology of learning targets are: knowledge, reasoning, skill,
product, and affect (also known as disposition).
Table 3. Types of Learning Targets
Learning
Targets
Knowledge
Description
Sample
Refers to factual, conceptual
and procedural information that
students must learn in a subject
or content area.
I can discuss the research
design that I used for my
thesis.
33
Reasoning
Skills
Product
Affective
Knowledge-based thought
processes that students must
learn. It involves application of
knowledge in problem-solving,
decision-making, and other
tasks that require mental skills.
Use of knowledge and or
reasoning to perform or
demonstrate physical skills.
Use of knowledge, reasoning,
and skills in creating a concrete
or tangible product.
Refers to affective
characteristics that students
can develop and demonstrate
because of instruction.
I can justify my choice of
Analysis of Variance
(ANOVA) as my statistical
analysis for my thesis
research.
I can perform Analysis of
Variance (ANOVA) on
research data using the
software SPSS.
I can write the results and
discussion section of a
thesis manuscript.
I can appreciate the role of
a thesis adviser in the
completion of a thesis
research.
Appropriate Alternative Methods of Assessment for Learning Targets
While all five types of learning targets (knowledge, reasoning, skill, product, and
affect) can be assessed by the use of alternative methods of assessment, three types of
learning targets can be best assessed using alternative assessments. These are skills,
products, and affect.
Stiggins et al. (2006) defined skills type of learning targets as one’s use of
knowledge and reasoning to act skilfully. In other words, skills refer to learning targets
that require the development and demonstration of behavioral or physical task. To able
to demonstrate skills or act skilfully, students must be able to possess the knowledge
and reasoning ability related or relevant to the skills to be demonstrated.
They described product learning targets as the use of knowledge, reasoning, and
skills to create a concrete product. Thus, products refer to learning targets that require
the development of a tangible and high-quality product or output. Students are expected
to create products that have certain core attributes that will serve as basis for evaluating
its quality.
Meanwhile, they defined affect or disposition as students’ attitudes about school
and learning. In practice, we look at affect/ disposition to encompass a broad range of
34
non-cognitive attributes beyond attitude that may affect learning and performance,
including motivation, interest, and other affective states. The development of
affect/disposition simultaneously occurs as a student learns concepts and skills in the
classroom. Table 4 provides good examples for the learning targets in different subject
areas.
Table 4. Examples of Learning Targets for Skills, Products, and Affect across
Different Subject Areas
Subject
Typology of
Learning Targets
Area
Learning Targets
English
Skills
Participate in conversation with others
Products
Write an argumentative essay where
arguments are justified by providing
factual or empirical data
Affect
Enjoy reciting a poem in front of an
audience
Physical
Skills
Dribbles the ball to cross the half-court.
Education
Products
Create a 3-month personal fitness plan
Affect
Show determination to complete the
physical task.
Mathematics Skills
Measures angles using protractor.
Products
Given the data, construct a histogram
with normal curve using SPSS.
Affect
Demonstrate interest in attending
mathematics class.
Science
Skills
Use laboratory equipment properly.
Products
Prepare a report about the field
observation.
Affect
Consider the safety of others in the
conduct of an experiment.
Social
Skills
Participate in civic, discussions on
Studies
current social issues.
Products
Create a timeline for the 2017 Marawi
Siege.
Affect
Argue with others in constructive
manner.
Once the learning targets are identified, appropriate alternative methods of
assessment can be selected to measure student learning. In terms of skills, having the
35
required skills to apply one’s knowledge and reasoning skills through the performance
of a behavioral or physical task is a step higher than simply knowing or being able to
reason based on knowledge. Hence, skills targets are best assessed among students
through performance-oriented or performance-based assessment as skills are best
measured through actual task performance.
In terms of products, a student’s knowledge, reasoning, and skills are all
required before one can create a meaningful product or output. Obviously, product
targets are best assessed through product assessment. Given the need to also give
value to the process of creating a product, performance assessment is also typically
used in relation to product assessment.
For affect or disposition, a student may already hold a particular affect or
disposition in relation to a particular lesson or learning target and such affect may
change or not depending on the learning and instructional and assessment experiences
of the, student. Affect or disposition is best assessed through affective assessment or
the use of self-report measures (checklists, inventories, questionnaires, scales) and
other alternative strategies to assess affective outcomes. Table 5 presents a suggested
matrix of the different types of learning targets best assessed through alternative
assessment methods.
Table 5. Learning Targets and Alternative Assessment Methods
Learning Targets PerformanceProductPortfolio
Self-Report
Oriented
Oriented
Scale
Skills
Product
Affect/Disposition
Note: More checks mean better matches.
Through the varied alternative methods of assessment, the teachers can expand
the role of assessor to other students (peer assessment) and the student themselves
(self-assessment). This allows assessment to become really authentic. There are also
other methods or strategies for alternative assessment, and it is up to the teachers to
select the method of assessment and design appropriate tasks and activities to
measure the identified learning targets.
36
SUMMARY
ENRICHMENT
1. For more information on learning targets, please watch these videos:
1.1.
https://vimeo.com/44052220
1.2.
https://vimeo.com/44052219
1.3.
https://www.youtube.com/watch?v=EIVl6Hhv-D0&t=90s
1.4.
https://www.youtube.com/watch?v=418EMBHcKys
1.5.
https://www.youtube.com/watch?v=CxGVZ1aGAT8
2. Also, explore the following online presentations:
2.1.
https://www.slideshare.net/AhlTerdieMantua/chapter-2-learning-targets
2.2.
https://www.slideshare.net/CathrynMonroe/learning-targets-64450022
37
2.3.
https://www.slideshare.net/MarciShepard/purpose-teaching-with-effectivelearning-targets-and-success-criteria?next_slideshow=1
3. The Department of Education have issued guidelines in creating rubrics for
performance tasks. You can watch these videos for better appreciation.
3.1.
https://www.youtube.com/watch?v=D-VxO6x9yO8
3.2.
https://www.youtube.com/watch?v=zFnJOxrtvLQ
3.3.
https://www.youtube.com/watch?v=tyc3kZpYbdw
ASSESSMENT
A. Read each item and choose the correct answer from the options. Encircle the letter
that corresponds to your response.
1. What level in Bloom’s taxonomy of educational objectives in the affective domain
refers to having a personal value system?
a. Internalizing values
b. Organization
c. Responding
d. Valuing
2. The learning target “Discuss the difference between learning target and educational
objectives” is an example of which type of learning target?
a. Knowledge
b. Product
c. Reasoning
d. Skills
3. The learning objective “Demonstrate interest in joining co-curricular organizations in
school” is an example of which type of affective learning outcome in Bloom’s
taxonomy?
a. Internalizing values
b. Organization
c. Responding
d. valuing
38
4. Which of the following assessment strategies is best matched with affective learning
targets?
a. Use of inventory
b. Use of multiple choice test
c. Use of performance rubric
d. Use of product rubric
5. The student can do backstroke in swimming. The statement refers to what type of
learning targets?
a. Affect
b. Disposition
c. Product
d. Skill
B. Answer the following questions.
1. What is the difference between educational objectives and learning targets?
2. What are the common typologies of learning targets?
3. Why is it important that learning targets and assessment tasks/activities are
matched?
4. What are the three learning target types that are best assessed through
alternative assessment methods? Justify your answer.
5. Is there something that you want to change or improve in the learning target/s?
6. What type of learning targets did you use in you learning targets? Why?
7. What is your basis in selecting the alternative assessment method to measure
the learning targets? Why?
8. How did learning target task help you understand the use of alternative
assessment for learning?
39
C. Complete the table by formulating sample learning targets per type.
Type of Learning
Sample Learning Targets
Targets
Knowledge targets
Reasoning targets
Skills targets
Product targets
Affective targets
D. Complete the learning targets task by supplying the required information on the table
provided.
Instructional
Lesson Content
Objective/Learning
Outcome Related
to the Lesson
Content
Types of
Learning Targets
40
Sample Learning
Targets
E. Select a specific lesson for a subject are and grade level that you think you should
be able to teach and handle when you are already a teacher in a school. Using the
DepEd Curriculum Guide for the subject, create an assessment plan for student
learning by formulating learning targets that can be best assessed using alternative
methods of assessment. Then, propose specific non-traditional assessment tasks or
activities to measure the identified learning targets.
Subject
Specific Lesson
Learning
Outcomes/Instructional
Objectives
Learning Targets
Assessment Task/Activity
(Alternative)
Why use this assessment
task/activity?
How does this assessment
task/activity help you
improve your instruction?
How does this assessment
task/activity help your
students achieve the
intended learning
outcomes?
41
Rubric for Essay
Criteria
Level
Responses
or answers
Submission
or
compliance
Exemplary
10
Superior
8
Satisfactory
6
Needs Improvement
4
All questions
were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories.
Analysis
questions
were
answered
completely.
Analysis
questions
were not
answered
completely.
Analysis questions
were not answered.
Clear
connection
with theories
Vaguely
related to
the theories
Exemplary
grammar and
spelling.
Submitted
before
the deadline
Grammar and
spelling are
superior.
Submitted on
the deadline
Grammar
and spelling
acceptable.
Submitted a
day
after the
deadline
Grammar and
spelling
Unsatisfactory.
Submitted two days
or more after the
deadline.
REFERENCES
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
DepEd Order No. 031, s. 2020 (Interim Policy Guidelines for Assessment and Grading
in Light of the Basic Education Learning Continuity Plan)
DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program)
Hattie, John (2012). Visible Learning for Teachers: Maximizing Impact on Learning.
New York: Routledge.
Klenowski, V. (1995). Student self-evaluation processes in student-centred teaching
and learning contexts of Australia and England. Assessment in Education:
Principles, Policy & Practice, 2(2).
Magno, C. (2010). The Functions of Grading Students. The Assessment Handbook, 3,
50-58.
42
Maxwell, Graham S. (2001). Teacher Observation in Student Assessment. (Discussion
Paper). The University of Queensland.
Moss, Connie and Susan Brookhart (2012). Learning Targets: Helping Students Aim for
Understanding in Today’s Lesson. Alexandria: ASCD.
Navarro, L., Santos, R. and Corpuz, B. (2017). Assessment of Learning 2 (3rd ed.).
Quezon City: Lorimar Publishing, Inc.
UNSW (2018). Using Assessment Rubrics. Retrieved from
https://teaching.unsw.edu.au/assessment-rubrics.
43
CHAPTER 3
PERFORMANCE ASSESSMENT
Overview
Traditional testing cannot measure a number of skills directly. Skills requiring the
demonstration of students’ understanding by creating an answer, carrying out
performance, or producing a product which involves independent judgment, critical
thinking and decision-making are best assessed with performance test. This type of
authentic assessment provides evidence of what the students know and can do in the
context of real life. This chapter discusses about performance assessment. The nature,
principles, types, characteristics and steps in designing performance-based assessment
are presented in this chapter.
What to Expect?
At the end of the chapter, the students can:
1. define performance assessment;
2. discuss the difference between a product- and process- based performance
assessment;
3. describe the characteristics of a good performance assessment;
4. enumerate the steps in conducting performance assessments;
5. explain the significance of performance assessment as compared to paper-andpencil assessment; and
6. design appropriate performance assessment tools for intended student learning
outcomes.
What is performance assessment?
Performance
assessment
or
performance-based
assessment
is
an
assessment activity or set of activities that require students to generate products or
performances that provide direct or indirect evidence of their knowledge, skills, and
abilities in an academic content domain. It is a form of testing that requires students to
44
perform a task rather than select an answer from a ready-made list. It provides teachers
with information about how well a student understands and applies knowledge and goes
beyond the ability to recall information.
Performance-based tasks or activities that best exemplified performance-based
assessments include actual performances of making products, such as carrying out
laboratory experiments, exhibiting creative and artistic talents, such as dancing,
painting, and playing a musical instrument, and demonstrating writing skills through
extemporaneous essay writing, article review, and reflective papers. These may also
include asking students to explain historical events, generate scientific hypotheses,
solve math problems, converse in a foreign language, or conduct research on an
assigned topic.
Performance assessment provides a basis for teachers to evaluate, both the
effectiveness of the process or procedure used (e.g. approach to data collection,
manipulation of instruments) and the product resulting from performance of a task (e.g.
completed report of results, completed art work). Unlike simple tests of factual
knowledge, there is unlikely to be a single right or best answer. Rather, there may be
multiple performances and problem solutions that may be judged to be excellent.
Problem formulation, the organization of ideas, the integration of multiple types of
evidence, and originality are all important aspects of performance that may not be
adequately assessed by paper-and-pencil tests.
In defining the purpose of assessment, the teacher should identify whether the
students will have to demonstrate a process or a product. If the learning outcomes deal
on the procedures which you could specify, then it focuses on process assessment.
Process-based performance assessment evaluates the actual task performance rather
than the output or product of an activity. This assessment aims to know what processes
a person undergoes when given a task. In assessing the process, it is essential that
assessment should be done while the students are performing the procedures or step.
Process-oriented assessments provide insights on the students’ critical thinking, logic
and reasoning skills. These will lead them to independent learning and set goals for
future use.
45
Sometimes, even though you teach specific process, the learning outcomes
simply imply that the major focus is product that the student produces. Nitko (2011)
suggested focusing assessment on the product students produce if most or all of the
evidence about their achievement of the learning targets is found in the product itself,
and little or none of the evidence you need to evaluate students is found in the
procedures they use or the ways in which they perform. Assessment of products must
be done if the students will produce a variety of better ways to produce high quality
products, sometimes, method or sequence does not make much difference as long as
the product is the focus of the assessment.
Both product-based and process-based assessments provide information
about how a student understands and applies knowledge and involve hands-on tasks or
activities that students must complete individually or in small groups. Below are
examples of product-based and process-based assessments:
Types
A. Product-Based Assessment
Visual Products
Kinesthetic Products
Written Products
Verbal Products
B. Process-Based Assessment
Oral
Presentations/Demonstrations
Dramatic/Creative Performances
Public Speaking
Athletic Skills
Demonstration/Competition
Examples
Charts, illustrations, graphs, collages, murals,
maps, timeline flows, diagrams, posters,
advertisements, video presentations, art exhibits
Diorama, puzzles, games, sculpture, exhibits,
dance recital
Journals, diaries, logs, reports, abstracts, letters,
thought or position papers, poems, story,
movie/TV scripts, portfolio, essay, article report,
research paper, thesis
Audiotapes, debates, lectures, voice recording,
scripts
Paper presentation, poster presentation, individual
or group report on assigned topic, skills
demonstration such as baking, teaching, problem
solving
Dance, recital, dramatic enactment, prose or
poetry interpretation, role playing, playing musical
instruments
Debates, mock trial, simulations, interviews, panel
discussion, story-telling, poem reading
Playing basketball, baseball, soccer, volleyball,
and other sports
46
Similar to performance assessment is the concept of authentic assessment.
Authentic assessment requires students to actually demonstrate their skills in applying
skills and knowledge they have learned from class. It involves tasks that resemble what
people do in the real setting or context, such as doing an actual research, making a
case study, giving a speech, or performing on a stage.
Characteristics of a Good Performance Assessment
With so many different types of performance assessment tasks or tools that can
be used to measure students’ learning outcomes, deciding which one to use can be
confusing and challenging. In choosing and designing the best performance
assessment, it is good to evaluate its suitability against the following criteria:
1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
Performance assessment should present or require tasks that are realistic and
related to everyday life. As it involves an authentic task, it should convey its purpose
and reflect its relevance to the students, their discipline, and the outside world as a
whole. For example, in an Entrepreneur class wherein one of the learning outcomes is
the ability to develop a business plan, instead of giving final exams to test students’
knowledge of concepts, principles, and processes of developing a business plan, the
students will be required to submit a proposed business plan for putting up a new
investment. This performance task entails students to identify the market needs and
gaps, plan out the marketing mix 7Ps (product, price, place, promotion, people, process
and physical) and the 4Ms (money, materials, manpower, machine) of operations, and
forecast the cost and revenues of the business. This task slows students to have handson experience in performing a task that is done in the actual world.
2. It provides opportunities for students to show both what they know and how well they
can do what they know.
Performance assessment should achieve a balanced approach wherein it gives
students opportunities to show their knowledge-and-skill competencies. Since the main
goal of teaching and learning is for students’ acquisition and application of knowledge
47
and skills, course assessments should therefore help answer the questions “Do the
students know it?” and “How well can they use what they know?” to determine whether
the students have actually achieved this goal.
For example, in a Practical Research 2 class, the teacher may require research
output at the end of the course, since this performance task will not only inform the
teacher whether the students learned the different parts of a research paper but also
whether the students can conceptualize a good research paper, conduct review of
related literature, apply appropriate data gathering procedure and analysis, and make
valid interpretations and implications of the results. The main challenge is for the
teachers to choose performance tasks that can measure both the competencies of
“knowing” and “applying” and at most “creating”.
3. It allows students to be involved in the process of evaluating their own and their
peers’ performance and output
Performance assessment should allow students to be involved in the process of
evaluating themselves and their peers. It should give students the opportunity for selfreflection or self-assessment, as well as to be involved in evaluating their classmates’
performance. Self-assessment allows students to make judgement about their learning
process and products of learning, track their progress, and identify the areas where to
focus or improve on. Peer assessment, on the other hand, allows students to give
constructive feedback about the performance of their classmates or groupmates, which
the latter can use to revise or improve their work. Both assessments require that scoring
or grading is based on the criteria agreed upon by the teacher and the students. The
use of a rubric can facilitate self-assessment and peer assessment.
4. It assesses more complex skills.
Unlike traditional tests that usually assess a single skill and require simple tasks
such as remembering or recalling of concepts, performance assessment usually taps
higher-order cognitive skills to apply knowledge to solve realistic and meaningful
problems. As such, performance assessment allows students to engage in more
challenging activities that require various skills, such as planning and decision-making,
48
problem-solving, critical thinking, communication, and creative skills, among others. For
example, instead of giving final exams to assess students’ learning in a marketing class,
the teacher may require the students to conduct a marketing and market research,
come up with a marketing strategy, and/or conduct an actual marketing for a product of
their choice. These performance tasks not only assess students’ knowledge of
principles and processes in marketing but also tap their creativity, planning skills,
collaborative skills, communication skills, and research skills.
5. It explains the task, required elements, and scoring criteria to the students before the
start of the activity and the assessment.
At the start of the class, it is important that the requirements of the subject are
presented and explained to the students. These include the required tasks, activities or
projects, the expected quality and level of performance or output, the criteria to be
included for assessment, and the rubric to be used. Ideally, students should be involved
in the whole assessment process from the very onset, by providing them assessment
options, getting them involved in discussions and decision-making on performance
standards and criteria, allowing them the opportunity to give feedback on teacher-made
rubrics and to revise them, and training them on how to apply for self- and peerassessment.
General Guidelines in Designing Performance Assessment
The learning outcomes at the end of the course serves as the bases in designing
the performance assessment tasks. With the learning outcomes identified, the evidence
of student learning that are most relevant for each learning outcome and the standard or
criteria that will be used to evaluate those evidences are then identified. To guide you in
designing performance assessments, the following questions may be addressed:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g.,
problem-solving, decision-making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the
outcomes and skills?
49
4. Are the specific performance tasks aligned with the outcomes and skills
interesting, engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for each criterion?
Furthermore, the choice of teaching and learning activities is also of utmost
importance in choosing the performance assessment to use. There should also be an
alignment among the learning outcomes, the teaching learning activities, and
assessment tasks. For example, in a Physical Education-Dance class, following threecourse components should be explicitly clear and linked, as shown below:
Intended Learning
Outcomes
At the end of the course,
the students should be
able to:
• Perform dance routines
and creatively combine
variations with rhythm,
coordination, correct
footwork technique,
frame, facial and body
expressions
• Participate in dance
socials and other
community fitness
advocacy projects.
Teaching-Learning
Activities
Performance Assessment
Tasks
Lecture, class discussion,
movement exercises,
dance demonstration,
actual dancing with teacher
and partners, collaborative
learning
Culminating dance class
recitals, practical test for
each type of dance,
reflection papers, peer
evaluation rating
Required attendance and
participation in school and
community dance
performances
Actual dance performance
in school or community
programs, reaction/reflection
papers
Conduct of Performance Assessment
Unlike in most traditional tests wherein student responses can be scored using
an answer key, performance assessments require the teacher’s and peers’ judgement
when evaluating the resulting products and performances. This necessitates using a set
of predetermined criteria that are aligned with desired targeted standards or desired
learning outcomes.
The following are the basic steps in planning and implementing performance
(process-based or product-based) assessments:
50
1. Define the purpose of performance or product-based assessment.
The first step in designing performance-based assessments is to define the
purpose of assessment. Defining the purpose of assessment provides information on
what students need to perform in a task given. Purpose must be specified at the
beginning of the process so that proper kinds of performance criteria and scoring
procedures can be established. Basic questions which teachers ask in determining
possible learning competencies to be considered are listed below.
Five Questions to consider in Determining Competencies
Questions
1. What important cognitive skills or
attributes do I want my students to
develop?
2. What social and affective skills or
attributes do I want my students to
develop?
3. What metacognitive skills do I
want my students to develop?
4. What types of problems do I want
my students to be able to solve?
5. What concepts and principles do I
want my students to be apply to
apply?
Examples
• communicate effectively in writing
• employ algebra to solve real-life
problems
• Work independently
• Appreciate individual differences
• Reflect on the writing process
• Self-monitor progress while working on
the independent project
• Perform research
• Predict consequences
• Understand cause-and-effect
relationships
• Use principles of ecology and
conservation
Example of a process-oriented performance-based assessment in which the
main domain is Oral Language and Fluency (Enclosure No. 4, DepEd Order No. 73, s.
2012).
Subject: English Grade 7
Content Standard:
The students demonstrate oral language proficiency and
fluency in various social contexts.
Performance Standard: The learner proficiently renders rhetorical pieces.
Task:
Oral-aural Production (The teacher may use dialogs or
passages from other written or similar texts).
Specific competencies:
1. Observe the right syllable stress pattern in different categories
2. Observe the use of the rising and falling intonation, rising intonation, and the
combination of both intonation patterns in utterances
51affect understanding of the message.
3. Demonstrate how prosodic patterns
Below is an example of product-oriented performance-based assessment task.
Performance Task: Creating a Book Cover
Competencies: The students should be able to:
1. Generate appropriate shots for book cover using digital camera,
2. Use a page lay-out software (MS Publisher) or presentation software (MS
Powerpoint);
3. Create size estimation of image, shapes, and textbox in terms of
importance, emphasis and visual hierarchy, and
4. Demonstrate skills in information design principles such as clarity, balance,
relevance contrast, alignment, repetition and proximity
2. Choose the activity/output that you will assess. The required performance or
output should be feasible given the time constraints, availability of resources, and
amount of data/materials needed to make an informed decision about the quality of a
student’s performance or output. The performance tasks should be interesting,
challenging, achievable, and with sufficient depth and breadth so that valid evaluation
about students’ learning can be made.
The following is an example of process-oriented performance task on problemsolving and decision-making.
Key Competencies:
1. Use reading skills and strategies to comprehend and interpret what is read.
2. Demonstrate competence in speaking and listening as tools for learning
3. Construct complex sentences.
Your friend is going through a difficult time. You have tried talking about the
issue but to no avail. After much thought you recall a book you had read where the
character went through a similar experience as your friend. How might the book
help your friend deal with the problem? What other sources of information or
resources could you find to help your friend? What might be some strategies your
friend could use? Use your writing skills to compose a letter to your friend as to
why he should read the book or resources you have collected. Be sure your letter
contains examples from the readings, your feelings and encouragement.
As a problem solver, devise a plan to meet with your friend to identify possible
solutions to the problem after he has read the materials. Be sure you are
considerate of feelings and outline steps you’ll take to make sure your discussion is
one of collaboration.
You will be assessed on your ability to make informed decisions, your ability
to create a letter with complex sentences, your ability to solve problem ad your
ability to work collaboratively with a peer.
Adapted from Educational Planning, Portland Public Schools
52
The example below shows performance task for product-oriented performancebased assessment.
Competency: Prepare Useful Solution
Performance Task:
Barangay Luntian is celebrating its 50th anniversary with the theme
“Kalikasan Ko, Mahal Ko”. The barangay captain called for a council meeting to
discuss the preparations for the program. As a councilor, you are asked to take
charge of the preparation of “Natural Beverage” for the guests. This healthful drink
should promote your locally produced fruits or vegetables as well as health and
wellness. On your next council meeting, you will present your plan for the
preparation of the drink and let the council member do the taste testing. The
council members will rate your drink based on the following criteria: practicality,
preparation, availability of materials, composition of solution(drink).
Taken from Enclosure No. 4, DepEd Order No. 73 , s. 2012
3. Define the criteria. Criteria are guidelines or rules for judging student responses,
products, or performances. Before conducting the assessment, the performance
criteria should be predetermined. The set of criteria should be discussed and agreed
upon by the teachers and the students. Performance criteria are important since they
define for the students the types of behavior or attributes of a product that are
expected, as well as allow the teacher and the students to evaluate a performance or
product as objectively and as consistent as possible. There are four types of criteria
that can be used for evaluating student performances:
A. content criteria – to evaluate the degree of a student’s knowledge and
understanding of facts, concepts and principles related to the topic/subject;
B. process criteria – to evaluate the proficiency level of performance of a skill or
process
C. quality criteria- to evaluate the quality of a product or performance; and
D. impact criteria-to evaluate the overall results or effects of a product or
performance.
4. Create the performance rubric. A rubric is an assessment tool that indicates the
performance expectations for any kind of student work. It generally contains three
essential features: (1) criteria or the aspects of performance that will be assessed, (2)
performance descriptors or the characteristics associated with each dimension or
53
criterion, and (3) performance levels that identifies students’ level of mastery within
each criterion. There are different types of rubrics:
A. holistic rubric – in holistic rubric, student performance or output is evaluated by
applying all criteria simultaneously, thus providing a single score based on
overall judgment about the quality of student’s work
B. analytic rubric – in analytic rubric, student’s work is evaluated by using each
criterion separately, thus providing specific feedback about the student’s
performance or product along several dimensions
C. general rubric – contains criteria that are general and can be applied across
tasks (e.g., the same rubric that can be used to evaluate oral presentation and
research output)
D. task-specific rubric – contains criteria that are unique to a specific task (i.e., a
rubric that can only be used for oral presentation and another rubric for
applicable only for research output)
Note: Discussions about rubrics will be dealt again more deeply in Chapter 6.
5. Assess student’s performance/product. In assessing a student’s work, it is
important to adhere to the criteria set and use the rubric developed. This is to ensure
objective, consistent, and accurate evaluation of student’s performance. It is also
important to provide specific and meaningful feedback and explanation to students on
how to they have performed the tasks, clarifying to them what they understand, what
they don’t understand, and where they can improve.
54
Summary
•
•
•
•
Performance Assessment refers to an assessment activity or set of activities that
require students to generate products or performances that provide direct or
indirect evidence of their knowledge, skills, and abilities in an academic content
domain.
The characteristics of a good performance assessment are (1) it is authentic, that
is, it includes performance tasks that are meaningful and realistic, (2) it provides
opportunities for students to show both what they know and how well they can do
what they know, (3) it allows students to be involved in the in the process of
evaluating their own ad their peers’ performance and output, (4) it assesses more
complex skills, and (5) it explains the task, required elements, and scoring criteria
to the students before the start of the activity and the assessment.
To guide you in designing performance assessments, the following questions may
be addressed: (1) what are the outcomes to be assessed?, (2) what are the
capabilities/skills implicit or explicit in the expected outcomes?, (3) what are the
appropriate performance assessment tasks or tools to measure the outcomes and
skills?, (4) are the specific performance tasks aligned with the outcomes and skills
interesting, challenging, and measurable?, (5) are the performance tasks
authentic and representative of real-world scenarios?, (6) what criteria should be
included to rate students’ performance level, and (7) what are specific
performance indicators for each criterion?
The basic steps in planning and implementing performance-based or productbased assessments are: (1) define the purpose of performance or product-based
assessment, (2) choose the activity/output that you will assess, (3) define the
criteria, (4) create the performance rubric, and (5) assess student’s
performance/product
Enrichment
To read or view more on the following topics, please visit the links below.
a. Performance-Based Assessment in Math
https://www.edutopia.org/practice/performance-based-assessment-makingmath-relevant
b. Performance-Based Assessment: Reviewing the Basics
https://www.edutopia.org/blog/performance-based-assessment-reviewingbasics-patricia-hilliard
c. Video-Discussion of Performance Assessment
i. https://www.youtube.com/watch?v=fPs_Uzc7NuQ
ii. https://www.youtube.com/watch?v=yYcGO1Izs-U
55
Assessment
A. Let us review what you have learned about designing performance assessment
tasks.
1. What are the types of performance assessments?
2. What are the characteristics of a good performance assessment?
3. What are the general guidelines in designing performance assessments?
4. What are the basic steps in conducing performance (process) -based or productbased assessments?
To be able to check whether you have learned the important information about
identifying and designing performance assessments, please complete the following
graphical representation:
B. Differentiate process-oriented from product-oriented performance-based
assessment using the template provided.
C. 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 tasks.
Field of Specialization: __________________
56
Learning Competencies
Performance Tasks
D. By now, you should be ready to design effective performance assessments to
assess your student learning outcomes. Let us apply what you have learned by
creating an assessment plan for the subjects that you are currently teaching. For
each subject, list down the desired learning outcomes and course topic for each
desired learning outcome and identify the appropriate performance tasks to assess
students’ achievement of the expected outcome. It is important that you have an
assessment plan for each subject that you teach.
Example of a Performance Assessment Plan:
Subject: General Chemistry Laboratory 1
Overall Desired Learning Outcomes: At the end of the course, the students are
expected to execute procedural tasks in laboratory experiments and to apply
proper waste disposal procedures.
Desired Learning
Outcomes
Design simple experiments
to test hypotheses
Course Topic
Types of Performance Tasks
All topics with
experiments
Properly use and handle
equipment and chemicals
Practice good laboratory
skills and techniques
Practice
teamwork/collaborative
skills
Apply concepts, theories
and ideas learned in a “real
world” setting
All topics with
experiments
All topics with
experiments
All topics with
experiments
Oral Presentation of experiment
plans/protocol, pre-lab
exercises, oral presentation of
experiment results
Actual laboratory performance
End of the
course
57
Actual laboratory performance
Peer evaluation through rubric
Projects, products
Use the following template to come up with your performance assessment plan.
Subject: ______________
Overall Desired Learning Outcomes:
______________________________________________________________________
______________________________________________________________________
Desired Learning
Outcomes
Course Topic
Types of Performance
Tasks
References
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
De Guzman, Estefania S. & Adamos, Joel L. (2015). Assessment of Learning 1.
Quezon City: Adriana Publishing Co., Inc.
Jones, Cheryl A. (2005). Assessment for Learning. Learning and Skills Development
Agency. Argyll Street. London: Regent Arcade House.
Navarro, Rosita L. & De Guzman-Santos, Rosita (2013). Authentic Assessment of
Student Learning Outcomes (Assessment of Learning 2) 2 nd Edition. Quezon
City: Lorimar Publishing, Inc.
Navarro, Rosita L. & De Guzman-Santos, Rosita (2013). Assessment of Learning
Outcomes (Assessment 1). Quezon City: Lorimar Publishing, Inc.
Walvoord, Barbara E. & Anderson, Virginia Johnson. (2009) Effective Grading: A Tool
for Learning and Assessment in College. 2nd Edition. San Francisco, California:
John Wiley & Sons, Inc.
58
CHAPTER 4
AFFECTIVE ASSESSMENT
Overview
Affective
assessment
places
emphasis
on
student
attitudes,
interests,
appreciations, values, and emotions. The objective of the assessment is to develop
students’ understanding of their emotional and social behavior. This gives them the ability
to better themselves in both individual and social aspects of life. The affective domain is
a term derived from Bloom’s Taxonomy of educational objectives. The grouping also
includes two other domains, namely: the cognitive and the psychomotor. It is assumed
that when an educator incorporates all these domains, a more complete form of
education is created. Skills in the affective domain depict the way people react
emotionally to internal and external circumstances, as well as their ability to sympathize
and empathize with others.
What to Expect?
At the end of this chapter, the students can:
1. define the affective factors that are important in students’ learning;
2. identify the taxonomy of affective behavior in students’ learning;
3. demonstrate knowledge and understanding affective traits articulated in the
Basic Education Curriculum Framework in one’s field of specialization;
4. develop understanding on the various assessment methods and tools that
could measure affective outcomes of learning; and
5. develop an assessment tool to measure affective outcomes of students
learning.
What is affective Assessment?
Affective assessment deals with the affect dimension of students’ learning. The
affective domain (from the Latin “affectus”, meaning "feelings) includes a host of
constructs such as attitudes, values, beliefs, opinions, interests, and motivation. They
59
are the non-cognitive outcomes of learning that are not easily seen or explicitly
demonstrated. The type of assessment in this domain is not aimed to determine what
the students have learned. Rather, it looks into how students feel while are learning how
their learning experiences have influenced their emotions and future behavior.
Affective assessment may involve students’ opinions, preferences, attitudes,
interests, and values in connection with mathematics, a topic in mathematics, learning
mathematics, a particular learning activity, the mathematics teacher, or the student
himself or herself as a learner of the subject. Affective assessments, compared to their
cognitive counterparts, have more inherent technical and interpretative challenges. We
reiterate that attitudes, interests, and values, being conceptual, are inferences made
from observed or self-reported behaviours. To measure and assess them, we can
obtain observed evidence of affect. This can be done by observing, by using checklist,
the student’s behaviour related to the object, or by asking the student to report on his or
her behaviour related to, or feelings towards, or views on the object. Note that we can
do both but, for a busy teacher, self-reports may be more practical than direct
observation of every student.
In cognitive assessments, our focus is mainly on students’ optimal performance
in tests or other assessment tasks. We assume that the students will try their best in the
test within the given time. An athlete’s performance in the Palarong Pambansa or
Olympics is an example of optimal performance. For affective assessments we are
more
concerned
about
students’
typical
behaviour
towards
something,
say,
mathematics learning. Students who are positive towards self (positive self-concept) in
relation to mathematics learning will have a tendency to respond favourably to learning
mathematics. These behaviours are characterized by feelings, emotions, or values.
Such students may, for example, show enthusiasm or engagement (covert behaviours,
not observable) during the daily mathematics lesson by asking questions or
volunteering to look up answers (overt behaviours, observable). Where a student
typically or normally responds enthusiastically, we are inclined to say that they have a
positive disposition towards mathematics. Teachers may use this information to predict
how students will be predisposed to behave in the future in mathematics lessons.
Likewise, students whose affect is adverse (away from something, say, homework)
60
have a tendency to respond negatively towards that something. Transient or one-time
feelings or emotions are of lesser concern in affective assessments, and we should
guard against labeling students as having a poor attitude towards mathematics based
on their atypical responses.
A technical challenge is the difficulty in linking the observed behaviours or selfreports to the concept of attitude, interest, or values. In the first place, unlike objective
tests, there is no “right” or “wrong” answers in the assessment of affect. Depending on
the manner in which the affective responses are captured, a student may react in a
socially desirable way so as to project the expected image, especially where persons of
authority such as their teachers are involved. Does a student’s smile when solving a
mathematics problem indicate enjoyment of the subject? Well, he may be thinking what
a silly question the teacher has set; or he has seen the answer of the question before.
Some students may fake answers or behave differently for some reasons, e.g., fear that
their responses might be held against them. So we want students to be honest in
supplying us with information about their affect. Then, it is of utmost importance that
anonymity and/or confidentiality be assured in order to collect accurate affective
assessment evidence.
This brings us to another aspect of affective assessment that is different from
cognitive assessment for the classroom teacher. We agree with Popham (2006) that the
focus of affective assessment should be on the status of the students as a class than as
individuals. The requirement of anonymity and/or confidentiality, as well as respect for
sensitivity of the nature of affect, necessitates a treatment of affective measures at a
group or class level. Therefore we suggest, based on what we know about the nature of
affect and the purpose we have for its assessment that teachers carry out affective
assessment at the classroom level. We recommend that their inferences about
students’ affective status to be directed at students as a group rather than at a student,
at least until we know how to do it more accurately.
A technical challenge in student assessment is the accuracy of the inference
from the assessment evidence to the construct being assessed. For example, in a
written test to assess understanding, a student’s written solution may indicate memory
work (hence rote-learning) rather than understanding. Hence for affective assessment, it
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would also be challenging to link the evidence (observed behaviours) for affective
assessment to the constructs of beliefs, attitudes, interests, and values. The correlation
between overt behaviours and covert attitudes or interests is far from being perfect in
that we may not be able to predict accurately how a student will be disposed to respond.
Being situation-specific, a student’s reaction will depend on both internal (within the
student, e.g., tiredness, unhappiness) and external (in the surroundings, e.g., hot day)
factors at play at the time when the assessment evidence is being collected. In the
prediction of behaviour from attitude, we have to constantly remind ourselves that it is a
tendency or predisposition to behave in a particular way. Hence, we should avoid using
once-off behaviours of students related to mathematics as their attitude towards
mathematics.
Limits and Boundaries
“Students are much more than the academic work they produce.” Information
generated from affective assessments can help provide a window into better
understanding of your students and potential learning opportunities in your classroom.
But there are limits and boundaries that must be recognized.
Cautions of Affective Assessment
Affective assessment is not personality testing and assessment. Validity and
reliability must be demonstrated, particularly since the measured constructs (e.g.,
attitude toward school) may be unstable or change considerably over a short period of
time.
The over generalization of findings and implications must be recognized and
prevented. Jumping to conclusions without several sources, with repeated findings from
those measures, must be avoided at all costs. As with any assessment measure, make
sure that the data, and the domain(s) being measured, are truly needed and relevant.
Why Affective Assessment?
Teaching is also knowing and understanding students as learners and humans. It
is essential that teachers know the feeling of pleasure, enjoyment or even anxiety that
62
learners experience because these feeling will have bearing on their attitudes,
motivation and belief that will eventually be manifested in their future behavior. This is to
individualize their approaches to students and reshape the lesson plan based on the
identified needs of students.
Also, it is important for the students themselves. Self-awareness of feelings,
emotions and attitudes can make students reflect on how they are in the process of
learning. This type of metacognition has proven to enhance learning and contribute to
success in academic work. Cognitive and affective assessment should work in tandem
as what empirical studies have proven.
Knowledge of what students view, perceive, and feel as they are engaged in
learning activities will guide teachers to improve their teaching strategies and enhance
learning. Affective assessment can provide supplemental information about a learning
difficulty or behavior problem that affects learning.
The low performance may be caused by affective factors, such as attitude,
interest, and motivation. According to Suggins (2005), motivation and desire represent
the very foundation of learning. If the students do not want to learn, there will be no
learning. Further, Popham (2011) contends that affective variables are often more
significant than cognitive variable.
What is the taxonomy of affective domain in learning?
The taxonomy of learning domains was formulated in 1956 under the leadership
of educational psychologist Dr. Benjamin Bloom. It was initiated to promote higher forms
of thinking in education, such as analyzing and evaluating, rather than just remembering
facts (rote learning). Learning takes place in three (3) domains, namely: cognitive,
psychomotor, and affective. The cognitive processes are remembering, understanding,
analyzing applying, evaluating and creating. ‘
On the other hand, the affective domain of learning that was developed by
Krathwohl et al. (1964) serve as guide in doing affective assessment. The next table
shows behavioral levels, description, the relevant verbs and examples of objectives.
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Level
Description
To receive
In this level of affective
behavior the learner
demonstrates awareness or
passive attention in an
activity that is happening
such that he/she gives
attention to that activity. This
level involves willingness to
receive the stimulus.
To respond
In this case, the learner
reacts positively to a given
stimulus or information that
has been received. Active
attention and response to a
particular to phenomenon or
interest.
To value
The learner demonstrates
commitment to the object,
knowledge, or activity.
Here, the learner has
internalized a set of specific
values such that these values
are manifested through
overt behaviors. Attaching
value or worth to a
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Illustrative
Verbs
asks, chooses,
describes,
follows, gives,
holds,
identifies,
locates, names,
points to,
selects, sits
erect, replies,
uses
Example
Looking at the teacher
during lecture is
awareness on
learning stimulus.
Listening and paying
attention indicate
willingness in
receiving that
stimulus.
Listening to
discussions of
controversial issues
with an open mind.
answers,
If a learner
assists,
participates in a class
complies,
discussion, and not
conforms,
merely listening, then
discusses,
the learner is in this
greets, helps,
level of behavior. This
labels,
behavior may be
performs,
compliance to a given
practices,
task, voluntary
presents,
engagement or doing
reads, recites,
an activity with
reports, selects, interest.
tells, writes
Participating in team
problem solving
activities. Questions
new ideals, concepts,
models, etc. in order
to fully understand
them
completes,
Picking up litters
describes,
outside the classroom
differentiates
without teacher's
presence or saving
money for a book, or
putting off lights after
class on own volition
are "valuing"
behaviors.
phenomenon or object.
To
organize
The learner has internalized
and integrated his or her
feelings, emotions, beliefs,
opinions, etc., resulting to
actions where new values
and traits emerged.
Organizing values into
priorities by comparing,
relating, synthesizing specific
values.
To
characterize
The learner demonstrates or
shows consistency of the
behavior that establishes an
image or character of the
learner. This behavior
extends beyond the school
setting and becomes part of
his or her lifestyle. Having
personal value system that is
now a characteristic of the
learner.
adheres, alters,
arranges,
combines,
compares,
completes,
defends,
explains,
generalizes,
identifies,
integrates,
modifies,
orders,
organizes,
prepares,
relates,
synthesizes
acts,
discriminates,
displays,
influences,
listens,
modifies,
performs,
practices,
proposes,
qualifies,
questions,
revises, serves,
solves, uses,
verifies
Accepting the idea
that integrated
curricula is a good
way
In this level, the
learner is able to
discern independently
the right from wrong,
and he/she is able to
make a decision on
what is more valuable
based on his or her
own judgment.
Recognizing own
abilities, limitations,
and values and
developing realistic
aspirations. Accepts
responsibility from
one’s behavior.
If doing an experiment
has instilled the value
of patience, such trait
could be carried over
to the student's nonscience activities.
A person's lifestyle
influences reactions to
many different kinds
of situations. Shows
self-reliance when
working
independently. Uses
an objective approach
in problem solving.
What are the Affective Variables in Learning?
1. Attitudes
It is important to note that attitude cannot be taken as solely affective. It
also has a cognitive component where the learner has the concrete knowledge
that defines the worth or value of the object or situation. For example, knowledge
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about the effect of smoking on health and knowledge about nicotine ideally
should make students have negative attitude towards smoking. However, this is
not always the case. One may have the knowledge but applying the knowledge is
another thing. Cognitive knowledge can be a contributing factor to affect a
desired affective outcome.
2. Values and Beliefs
Values are characteristics or traits that a person holds in high importance.
These include principles that one considers being right and consequently which
guides the person's future actions and decisions. In a school setting, values that
are included in the curriculum are honesty, patience, perseverance, respect for
others, cleanliness and order, care for environment, etc. Beliefs, on the other
hand, refer to our convictions or opinions we hold to be true even without
evidence. While beliefs are traditionally associated with religion, they have been
talked about in the field of education. There are such things as beliefs about
mathematics, freedom gender equality, etc.
Beliefs emanate from multiple sources, from what one hears, sees reads,
and experiences. Values are developed from beliefs. Beliefs, as well as values,
can change over time from learned experiences. As such, it is important that
teachers provide positive learning experiences to students because from these
experiences, they form beliefs that leads to formulation of values that are
desired.
These beliefs and values determine attitudes which are correlated with a
learner’s performance. This sequential relationship reinforces the importance to
assess these affective factors that can aid teachers in developing their
instructional plan to attain intended curriculum goals and objectives.
3. Interest
Interest is a psychological state that draws a person's attention to an
object, Idea, or event in a classroom setting it is what students are "into" or the
learner's disposition about a topic such as reading science, mathematics, history,
etc. It is interest that drives the learner to be attentive to the topic of discussion or
engage in any academic activity. Interest may be personal or situational.
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Whether personal or situational it is important for the teacher to know how
students are receptive on the content that is covered in the lesson. If there is low
interest as revealed from the assessment results, the teacher can think of
intervention strategies to address problem, like creating learning experiences that
are more exciting to engage students in interaction with peers, or with teachers.
Interest is directly linked with enjoyment and joy in doing something.
4. Motivation
Brown (1987) defines motivation as an inner drive, impulse, emotion, or
desire that moves one to a particular action. It arouses and sustains behavior. It
can lead to increased effort and energy to pursue a goal. If a learner is highly
motivated, he/her is willing to give his or her time and effort to reach a goal. It
brings a learner to excitement and enjoyment to an academic task and enhances
cognitive processing and improves learning.
Motivation has other intrinsic factors like curiosity, appreciation, valuing for
learning, as well as extrinsic factors like praise, grades for completion
certification, etc. Ausubel (1968) has identified six needs and desires that are
integral parts of motivation: (1) the need for exploration; (2) the need for
manipulation; (3) the need for activity; (4) the need for stimulation; (5) the need
for knowledge; and (6) the need for ego enhancement. From this list, we see the
critical role of teachers in creating a learning environment that can provide for
these needs in order for the learners to reach the highest level of motivation.
Consequently, assessment in this aspect of affective domain is of importance.
5. Self-confidence
This refers to how a person feels about his or her abilities to accomplish a
task or reach a goal. It is the person's perception of himself/herself and his or her
capabilities to perform successfully the task given to him/her. Empirical studies
showed self-confidence is associated with academic success.
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What assessment tools are used to measure affective learning?
Measurement of affective traits is more challenging compared to measuring
cognitive and psychomotor dimension of learning. Such measurement may be direct or
indirect. The direct assessment of affective learning outcomes is more attainable at the
lower levels in affective learning taxonomy (Krathwohl et al.,1964). Teachers for
example can take attendance to measure pupils’ willingness to receive information.
Likewise, teachers may consider the number of time the pupils raised his or her hand to
answer questions or the number of completed assignments and project.
Behaviors are less amenable to direct measurement because affective learning
outcomes (e.g. attitudes, values, beliefs, etc.) are internal states that exist in the mind
and thought of the learners. These indirect measurements are thought less reliable.
A variety of methods for indirectly assessing intended affective learning outcome
have been espoused. Some of the most common assessments include self-report
inventory, questionnaire, opinionnaire, semantic differential, observation and interview.
1. Self-report Questionnaires/Inventory is a type of assessment where the
respondents are asked to answer a question about himself or herself, his or her
behavior, emotions, feelings or views. It serves many purposes to include diagnosis
of students’ mental and emotional state. This is also popular in a pre-test and posttest design when the teacher wants to assess change (e.g. in attitude, interest,
motivation, etc.) before and after instructional period.
Self-report inventories use a variety of formats. The most common are:
a. Likert scale. This measuring tool that was invented by Rensis Likert, is a series
of questions or items that requires the respondent to select on a scale a rating
reflecting the level of agreement disagreement on items a particular topic,
experience, or issue. The responses both in descriptive and numeric form, range
from one extreme to another, such as “strongly agree” to strongly disagree where
“5” numerical value of the extreme positive feeling and "1" for the extreme
negative. This kind of scaling gives deeper insight into what the students are
thinking and feeling. An example of Likert scale is shown below:
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The Modified Fennema-Sherman Mathematics Attitude Scales (FSMAS)
Using this scale will help you and find out how you feel about yourself and
mathematics. As you read the sentence, you will know whether you agree or disagree.
The only correct responses are those that are true for you. Whenever possible, let the
things that have happened to you help you make a choice.
5 = Strongly Agree (SA) denoted by letter A
4 = Agree (A) denoted by letter B
3 = Uncertain (U) denoted by letter C
2 = Disagree (D) denoted by letter D
1 = Strongly Disagree (SD) denoted by letter E
1. I am sure that I can learn math.
A
B
C
D
E
2. My teachers have been interested in my progress in math.
A
B
C
D
E
3. Knowing mathematics will help me earn a living.
A
B
C
D
E
4. I don't think I could do advanced math.
A
B
C
D
E
5. Math will not be important to me in my life's work.
A
B
C
D
E
6. Males are not naturally better than females in math.
A
B
C
D
E
7. Getting a teacher to take me seriously in math is a problem.
A
B
C
D
E
b. Semantic Differential. This is a widely used scale that employs ratings of
concepts with contrasting adjectives placed at opposite ends of the number
scale. For example, the concept of "Problem Solving" can be assessed using the
following semantic differential scale:
Problem Solving
Difficult
Interesting
Useful
Realistic
Rigid
_____ _____ _____ _____ _____
1
2
3
4
5
_____ _____ _____ _____ _____
1
2
3
4
5
_____ _____ _____ _____ _____
1
2
3
4
5
_____ _____ _____ _____ _____
1
2
3
4
5
_____ _____ _____ _____ _____
1
2
3
4
5
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Easy
Boring
Useless
Unrealistic
Loose
In this example, the students are asked to express their attitudes toward
problem solving. They need to make a check mark on the scale indicating the
degree of agreement they have with the adjectives listed. Similar to the Likert
scale where there are negative items the position of the positive and negative
adjectives in semantic differential are reversed to balance the scale and create a
less biased measurement. The response could then be summed, and a mean
could determine in each of the adjective pairs. In this way, the concept "problem
solving” would be scaled on the various pairs of the adjectives.
c. Checklist. A checklist is a form of self-report that asks persons whether they
demonstrate a set of qualities or behaviors. In particular for affective assessment,
it is a tool for identifying the presence or absence of a feeling, attitude, or
behavior. The behaviors that are checked will reflect what values and beliefs
learners hold. For example attitude toward environment may be measured by
giving students a checklist that enumerates on actions related to environment
awareness and commitment in one column and space in another column where
students will put a check or a cross, indicating whether those actions are being
done or not.
Example: Self-Report Behavior Checklist
Name:_____________________ Grade : ______________ Date: ______
Put a check (√) on the options that corresponds to your answer to each item.
1. What is your reaction on the signing of Executive Order (EO) 26 on
Providing for the Establishment of Smoke-Free Environments in Public and
Enclosed Places?
___ I support the EO to protect the health of people
___ I find the EO as anti-poor
___ It is not my concern
___ I do not know what it is all about
2. What is your reaction to environmental polluters?
___ I will report them to the concerned officials.
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___ I will call their attention when I see them doing the act.
___ I will tell others not to imitate them.
___ It is their concern, they are responsible for their own.
3. Are you a member of any environmental organization?
___Yes
___ No
___Planning to do so
Another form of checklist also provides students a list of adjectives for describing
something or making judgment about behavior and actions and asks the respondents to
check those that apply to them.
Put a check (√) on the blanks that are true to you.
The reading class is:
I find English:
___ boring
___ exciting
___ fun
___ stimulating
___ informative
___ unpleasant
___ routine
___ fun
___ tiring
___ easy
___ difficult
___ irrelevant
___ useful
___ interesting
Writing Statements for Rating Scale for Self-Report
Some guidelines might be of help in creating your self-report assessment
instrument.
1. Statements should refer to the present conditions rather than past or future
situations.
2. The statement should be relevant to the psychological construct being measured.
3. Avoid factual statement since the nature of what is assessed is affective traits.
4. Statement should elicit a response that lends itself to one interpretation.
5. Statements should be clear and single sentences using precise and direct
language.
6. Considering that responses in the instrument reflect gradation statements should
no longer contain always, nearly, only, never and just. These words are
ambiguous.
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7. Use vocabulary appropriate for the level of understanding of the respondents.
8. Avoid double negative sentences.
Steps in the Construction of the Rating Scale
1. Select the affective trait you want to assess which you find relevant to teachinglearning situation. Make sure that you or your school is going to benefit from it and
use the data to improve the present situation.
Example
You may be interested to know students' interest about specific educational
issues like climate change and environment. These inventories will not only
help the science teacher in classroom situation, but the data may also help
teachers to know who can be tapped to participate in Waste Management and
Segregation Project the school is launching.
2. Construct items that are clear, definite, and focused on the trait you want to
measure. Consider the different levels of affective taxonomy in constructing the
items. In addition, since what you are assessing is on emotion or affect items should
include positive and negative positions that will make the respondent think carefully
the answer to the item.
3. Pilot test or field try the inventory and revise the parts that appear to be unclear. This
is advised when you want to measure more encompassing and long term affective
learning outcomes. The purpose of held testing the Instrument is to detect unclear
questions and statements and procedural difficulties the intended respondents can
experience with the questionnaire is preferred that field test be given to comparable
set of students. If the Inventory is intended for Grade 6 students, then having
another class of Grade 6 to give feedback to the inventory will best suit the purpose
of field testing.
4. Evaluate the self-report inventory to your target respondents
5. Analyze the results and consider the findings and draw the implication. The most
common scale is 1 to 5, with 1 as the extreme negative option, followed by the less
negative, and mid-range ratings indicating a level of neutrally through 5 being the
highest positive or favorable response. For the negative items, the numerical values
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are reversed. The use of simple statistics is essential. This involves frequency count
relative to each option in the scale cumulative percentages to see pattern of
responses in each item as well as the entire scale. Simple computation of mean will
be useful in visualizing the collective outcome as a class or as a grade level or in the
entire school. The most common way to treat data using Likert scale is to sum the
values of each selected option and determine the score for each respondent. The
scores represent a specific trait--- agreed or not agree, satisfied or not satisfied,
confident or not confident, etc
Again our intention is for classroom setting only data analysis does not have
to be complex and computation of a score may not be the focus. The teacher may
give more attention to patterns of responses vis-à-vis the content and essence of the
affective items. Consequently, the teacher should be able define the implications of
the results to improve the learning environment.
2. Interview. This is an oral assessment of student learning that is conducted through
spoken words and casual conversation. This assessment tool allows the teacher to
collect and explore more in-depth information about the trait being assessed that
cannot be captured by written instrument nor even be observed. The assessment
data are not just answerable by "Yes" or "No" or other predetermined responses.
Through this assessment technique the teacher is able to probe responses that
other forms of assessment tool cannot. The students can qualify and expand their
previous answers, which can be vague at the earlier part of the conversation. It
provides students opportunity to open other thoughts and ideas, and the teachers
can be flexible to adapt questions as the need arises. It can provide a powerful
"moment of sharing where the learner is able to express face-to-face his or her
feelings and emotions. Prerequisite to achieve all of these is the trust you have to
build with the interviewee by demonstrating care and respect.
Interviews may be structured or unstructured in the interview; there is a
planned sequence of questions, which lead to open ended discussions between the
teacher and the student, neither done individually or by group. One limitation though
of the structured interview is that predetermined questions tend to limit flexibility.
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Some important information about the learner on constructs you want to pursue may
be implied or ignored because you can be controlled by the list of question you need
to complete. On the other hand, the informal interview will appear to be natural and it
can create a more conversational environment for sharing, wherein the teacher will
be able to elicit more truthful information from students’ themselves. In many cases,
even when trust has been established students may not also be comfortable talking
about values and sharing feelings where he/she is in a one-to-one conversation with
the teacher. This is especially true for young adolescents who are more particular
with the image they create with others. A group interview may work better on older
students’ elicit most authentic information. Younger children can be more candid and
honest with their answers whether the interview is done individually or in a group.
Nevertheless, in whatever manner, interview is considered an effective tool for
affective assessment. Imagine yourself as a student and you experience a teacher
spending time talking to you about how you are doing in his or her subject, asking
you face-to-face on how you are learning, or how you are feeling toward his or her
subject. Questions like "How did you do on the assignment I gave you?", "What
questions in the test excite you most and "What task did you find most difficult?" will
make a great deal on student feelings. In other words, interviews may go beyond
cognitive improvement. Spoken words will motivate students to learn.
For interview to be an effective assessment tool, the following are general
steps in developing and conducting an interview
a. Select the assessment objectives.
b. List the oral questions in sequence based on the objectives. However, the
sequence is not absolute; instead, there should be a room for flexibility.
Questions should start with general questions followed more specific ones.
c. Make a report sheet or any form to record responses
d. Conduct the interview. Start with statements that will make me la be at
comfort level with the teacher.
e. Record the responses, both elicited responses and responses that were
aided by prompts. Record as well the questions were not.
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Sample: The Interview
Questions
Teacher Notes
1. How did feel about your participation in
our class today.
2. What did you think about the story that we
discussed?
3. Did the story interest you?
4. What is the part of the story that caught of
your attention? Why did it interest you
most?
5. What makes you read a book without
being told so by your teacher?
6. How do you like your reading class? What
makes you dislike it if ever you feel so?
7. What different approach should your
teacher use to help you and your
classmates better?
3. Students’ Journal. These are effective tools that can be used in assessing and
monitoring student thinking and attitudes. Journal writing gives students guided
opportunities to “think aloud” through writing. It is a special form of documentation
that records personal experiences and thoughts. It is a reflection of learner’s own
perception about a problem, a situation or an activity they are tasked with. Journal
writing opens the door for a one-to-one dialogue between the teacher and student. It
creates an environment of partnership where teachers and students resolve issues
and conflicts of ideas and understanding in confidential manner. The written journal
provides information to give feedback and ask questions to students that can
develop different ways of thinking. While the primary intentions of journal writing is to
capture students' feelings and emotions the discourse can lead to empowering the
cognitive domain of learning. To attain this, journals are guided by a set of ideas,
questions, or problems.
In choosing journal writing as an assessment tool for affective learning
outcomes, here are some guide questions to consider:
75
•
What is your purpose for the student journal (i.e., critical thinking, reflection, selfawareness, goal review, developing self-confidence, overcoming anxiety)?
•
What is the format (i.e., handwritten free form, typed, full sentences)?
•
What is the topic? What do you want the students to write about?
•
How much do you want your student to write (i.e., number of pages, number of
paragraphs, or number of words)?
•
How will the students be given feedback (i.e., individual, with a small group, with
the teacher)?
•
Who will read the journal (i.e., with teacher only with other teachers, with
selected students)?
•
How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)?
4. Observation. It is an assessment tool that involves looking out for the presence or
absence of behaviors of learners in a natural setting. Observation allows the teacher
to assess student behavior in the actual teaching and learning process unlike other
forms of assessment that require separate time with the student to answer the
measuring instrument. This method is a rich source of clues that can be both
obtrusive and unobtrusive measure of attitude, beliefs, disposition, character, etc.
Example
A Physical Education (PE.) teacher watches students play basketball in a
school court. While the focus may be on the skill of playing basketball like
shooting or throwing the ball correctly, the teacher can also directly watch who
play the “clean” game and who play on "foul" moves or what we often term,
the “dirty tricks”. Such behavior is indicative of important affective
characteristics like honesty, patience and positive disposition, which we aim to
develop not only for P.E, but across the school curriculum.
Like interview, observation may be structured or unstructured. An unstructured
observation is open ended with no formal reasoning of why is observed as
assessment process is ongoing. This does not mean a thing that does not require
76
planning. You have to be very clear of what is observed and list the behaviors and
actions that will indicate the possibility of the traits. There is still the need to record
observed data right after action observation time. Recall the more specific events,
which can be significant and include both positive and negative actions.
Unstructured observation data had been criticized for being subjective. Thus be
mindful of personal interpretation of observed data.
On the other hand in the structured observation, you need to prepare a checklist
or rating form before the actual observation. This checklist defines the positive and
negative behaviors indicative of the trait you wish to measure. The recording is
straightforward as it just requires a check on the “Yes” and "No" column for the
presence or absence of the behavior, respectively, or a check on the appropriate
numerical and descriptive scale rating scale is used. These are illustrated in the
exhibits below
Checklist for Structured Observations in Science Class
Student/s Observed ___________________ Date__________ Time
_________
Grade & Section ________________ Observer______________
Behavior
1. Raises hand during class discussions
2. Tells others that the lesson is fun
3. Gives criticism to classmates' response
to teacher's questions
4. Asks questions about issues connected
to the science concepts presented
5. Goes through the laboratory manual
before engaging in the actual
experiments
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Frequency of Occurrences
Rating Scale for Structured Observations in Science Class
Student/s Observed ___________________ Date__________ Time
_________
Grade & Section ________________ Observer______________
Behavior
Not at
all
Rarely Sometimes
Most of
the
Time
Almost
Always
1. Raises hand during
class discussions
2. Tells other that lesson is
fun
3. Gives criticism to
classmates’ response to
teacher’s questions
4. Asks questions about
issues connected to the
science concepts
presented
5. Goes through the
laboratory manual
before engaging in the
actual experiments
The measures obtained from observation approach can be made more valid and
reliable with the following guidelines.
1. Set a clear definition of affective trait you want to observe.
2. Prepare a checklist or rating scale that will define the more specific affective
behavior you want to capture. This checklist or rating scale will also be used in
collecting and recording your data.
3. Consult with a colleague or expert about the behavior listed as doable for
observation or not. You can try this with a sample of students.
4. Have a colleague/s to work with you in the actual observation time,
5. Be clear on ethical issues.
6. Record the observation immediately. Use the checklist, supplemented by
anecdotal records that are open-ended way to record observation. Record factual
observation and be cautious on personal interpretation and biased statements.
7. Review data. Reflect outcomes.
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8. Decide future steps based on the observation results.
9. Adjust planning and apply interventions.
10. Monitor progress.
Enrichment
1. For more information on affective assessment and affective assessment tools,
please watch these videos:
https://www.youtube.com/watch?v=FEou4iH9nc4
https://www.youtube.com/watch?v=xvL0WN4jYqY
http://youtube.com/watch?v=S9xspSC6MZ0
https://www.youtube.com/watch?v=0SCLFgIS7pQ
2. Also, explore these online presentations.
https://www.slideshare.net/autisticbigbro/affective-assessment-62258040
https://slideplayer.com/slide/9225837/
Summary
Affective assessment is an assessment based on the student’s attitudes, interest
and values.
Receiving, responding, valuing, organization and characterization are the
taxonomy of affective domain in learning while attitudes, values and beliefs,
interests, motivation and self-confidence are the affective variables in learning.
Affective assessment tools pertain to the tools that are used to measure the
affective traits, more challenging compared to measuring students’ cognitive
dimension of learning.
Self-structured questionnaires such as likert scale, semantic differential and
checklist; interview, student journals and observation are some of assessment
tools to measure affective learning.
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Assessment
A. The following are some questions to see how far you have understood what have
been discussed earlier.
1. What is affective learning?
2. Why do we need to measure affective learning?
3. What are some affective traits that are relevant to students’’ learning?
4. Why is it more challenging to measure the affective domain of learning?
5. What tools can you use to measure the affective dimension of learning? What
are the advantages and limitations of each measuring tool?
B. Test further your understanding about assessment of affective learning by answering
the following items below.
1. Which of the following learning domains relates to the development of a person’s
value system?
A. Cognitive
B. Psychomotor
C. Social
D. Affective
2. Which of the following theorists identified the taxonomy of affective learning
domain?
A. J. Piaget
B. D.R. Krathwohl C. B.F. Skinner
D. P.Likert
3. When a student is seeing the worth and usefulness of knowing the law of gravity
in his or physics lesson, the student is demonstrating what level of behavior?
A. Receiving
B. Responding
C. Valuing D. Characterizing
4. Which of the following actions is at the highest level of the affective domain?
A. Recalling Information
B. Responding t an issue
C. Demonstrating awareness
D. Internalization of Values
5. Which of the following assessment tools is most appropriate if teachers want to
capture and monitor in writing the students’ personal experiences and thoughts
about something in his or her learning?
A. Rating Scales
B. Student Reports
C. Student Journal
D. Interview
6. If a student joins voluntarily a marathon activity for raising funds for flood victim,
he or she is demonstrating what level of affective learning?
A. Awareness
B. Responding
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C. Valuing
D. Characterizing
7. It is an affective assessment tool that can take into account non-verbal
behaviors.
A. Self-report B. Observation C. Interview
D. Student Journals
Consider the following case to answer questions 8-10.
Mrs. Abad is a fourth-grade teacher at J.P. Garcia Elementary School
who experienced difficulty in her classroom this school year. She had to
spend much time and energy preventing her students from bullying each
other, and she noticed how many are making verbal remarks, calling each
other “stupid” or “dumb”. In addition, quite a number did not do assignments
and always missed bringing their textbooks in class. She is, however, puzzled
that in her actual English period, majority, even those who are guilty of
misbehavior, can communicate well when asked to recite and talk sense
when asked to interpret literary works. Overall, Mrs. Abad is not happy with
student achievement, as measured by different test where only 75%
performed above the level of satisfactory performance.
8. What affective trait should Mrs. Abad first develop among her students?
A. Interest B. Self-Confidence
C. Honesty D. Valuing of Learning
9. If the students can communicate when asked to recite and interpret literary piece,
what level of affective trait is demonstrated by the students?
A. Receiving
B Responding
C. Valuing D. Organizing
10. If Mrs. Abad wants to capture in depth the reasons for students’ misbehavior,
what assessment tool is most appropriate in her case?
A. Checklist
B. Observation
C. Interview D. Semantic Differential
C. Construct an assessment tool and answer the following questions.
1. Examine the assessment tool that you constructed, Do you find meaning of the
work you have done?
2. What was the purpose of assessment tool? What will it serve?
3. How significant is this tool in your future work as a teacher?
4. Is this plan worth your time and effort? Why?
5. What else could be done with assessment tool? For what other purpose can this
be useful?
81
REFERENCES
Cajigal, R. and Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc
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CHAPTER 5
PORTFOLIO ASSESSMENT
OVERVIEW
Nowadays, portfolios are extremely popular and become louder than ever before
for higher standards and stricter testing. Many schools make portfolios – or at least talk
about them. What portfolios are then? Have you ever done a portfolio? Tell me about
this experience. Did you enjoy it? What elements did you include in your portfolio? Are
the materials placed in the portfolio required? Do they not go to art school for students?
Have they nothing to do with inventories? Moreover, if you all need to get to university
with good grades and test scores, why bother?
If you believe, then it is worth exploring portfolio assessments; if you think that
students at all levels are doing more than just testing; if you believe, teachers need to
do more than testing; if you believe that students should be more active in learning; and,
if you feel that catering for a broader range of students while maintaining high standards
is a good idea.
What to Expect?
At the end of the chapter, the students can:
1. Describe the nature of portfolio through its meaning, characteristics and purpose.
2. Differentiate the different types and elements of portfolio.
3. Apply the steps in developing a portfolio assessment.
4. Enumerate the advantages and disadvantages of portfolio assessment.
Meaning, Nature, and Characteristics of Student’s Portfolio
In education, a portfolio also known as student portfolio is a student creative
output that showcases his/her learning journey. Students are asked to collect, select,
and present various forms of evidence of their achievements based on the desired
learning outcomes. In other words, student portfolio is the compilation of students’
83
artifacts relative to his/her learning experiences, and other written outputs such as
reflections and personal essays. These collections highlight students’ strengths and
weaknesses in a certain course.
Artifacts may include the written work, videos, artwork, projects, journals, or any
item that will show evidence of learning. These artifacts give portfolio life and meaning.
Student reflection is the highlight in creating portfolios. The reflection highlights how
students learn overtime. Reflection provides students opportunities to actively engage
self-assessment process.
Besides, a student portfolio is a compendium of student’s academic work and
other forms of educational evidence assembled for the purpose of:
1. evaluating coursework quality, learning progress, and academic achievement;
2. determining whether students have met learning standards or other academic
requirements for courses, grade-level promotion, and graduation;
3. helping students reflect on their academic goals and progress as learners; and
4. creating a lasting archive of academic work products, accomplishments, and
other documentation (The Glossary of Education Reform, 2016).
Eventually, it is important to note that student portfolio should represent a
collection of students’ best work or best efforts, students selected samples of work
experiences related to outcomes being assessed, and documents according to growth
and development toward mastering identified outcomes (Gabuyo, 2012).
Elements of Portfolio
A portfolio can be prepared by an individual student either at the direction of
his/her teacher or as uniquely devised by the student (Davis & Pennamperuma, 2005).
Whatever type of portfolio a student is driven to do, its basic elements do not differ.
A comprehensive portfolio includes the following good elements:
1. The Cover Letter. This element tells about the author of the portfolio and what the
portfolio shows about the author’s progress as a learner. It summarizes the evidence
of the student’s learning and progress.
2. Table of Contents. Shown in this element are the detailed contents in the portfolio.
84
3. Entries. Entries in the student portfolio can either be core or optional. Core entries
are items the student have to include, while optional are entries of student choice.
The core elements provide a common base from which to make decisions on
assessment. The optional items permit each student to represent his or her
uniqueness.
4. Dates. Specific dates have to be included for all entries to facilitate evidence of
growth overtime.
5. Drafts. Drafts of oral, aural, and written products and revised versions have to be
included in the portfolio.
6. Reflections. It can appear in the different stages in the learning process. Through
reflections students can express their feelings regarding their progress and or
themselves as learners.
Portfolio Assessment
Portfolio assessment is an assessment form that children do together with their
teachers, and is an alternative to the classic classroom test. The portfolio contains
samples of the children/student work and shows growth over time.
Important keyword
•
Reflection: By reflection on their own work student begin to identify the strengths and
weaknesses of their own work (self-assessment). The weaknesses then become
improvement goals. In portfolio assessment it is the quality that counts, not the
quantity.
•
Learning objectives - Each portfolio entry needs to be assessed with reference to its
specific learning objectives or goals. Different schools may create different forms of
portfolios.
▪
Portfolio assessment is important because it measures the progress of a student
and examines the instructional process, not just the final product.
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▪
Portfolio assessment can provide multiple levels of learning evidence and
demonstrate what a student knows and how he uses this knowledge.
▪
The contents of portfolios (artifacts /evidence) can include drawings, photos,
video or audio tapes, writing or other work samples, computer disks, and copies
of standardized or program-specific tests.
▪
Data sources can include parents, staff, and other community members who
know the participants or program, as well as the self-reflections of participants
themselves.
▪
Purposeful, systematic process of collecting and evaluating student products to
document progress toward the attainment of learning targets or show evidence
that a learning target has been achieved. Includes student participation in the
selection and student self-reflection. “A collection of artifacts accompanied by a
reflective narrative that not only helps the learner to understand and extend
learning, but invites the reader of the portfolio to gain insight about learning and
the learner (Porter & Cleland, 1995)
▪
Therefore a solid portfolio can truly assess a student's development.
Function of Portfolio assessment
•
The function of a portfolio assessment is to measure progress of a particular
process over a specified length of time.
•
Before beginning a portfolio, the student must be aware of the goals she is trying
to accomplish with this project (if not she will be confused as to what artifacts to
include).
•
According to Sewell, Marczack and Horn, "If goals and criteria have been clearly
defined, the 'evidence' in the portfolio makes it relatively easy to demonstrate that
the individual or population has moved from a baseline level of performance to
achievement of particular goals.
86
•
“A portfolio functions as a place to store materials so they are not forgotten and
so that the student can continuously reflect on her growth in that particular
subject area.
Why Use a Portfolio?
•
Portfolios can enhance the assessment process by:
▪
revealing a range of skills and understandings of students’ supporting
instructional goals;
•
•
▪
reflect change and growth over a period of time;
▪
encourage student, teacher, and parent reflection; and
▪
provide for continuity in education from one year to the next.
Instructors can use them for a variety of specific purposes, including:
▪
Encouraging self-directed learning.
▪
Enlarging the view of what is learned
▪
Fostering learning about learning
▪
Demonstrating progress toward identified outcomes
▪
Creating an intersection for instruction and assessment
▪
Providing a way for students to value themselves as learners
▪
Offering opportunities for peer-supported growth
Portfolios can record both final products and students' ongoing thinking
reflections and decision-making processes
Characteristics of an Effective Portfolio
•
Portfolio assessment is a multi-faceted process characterized by the following
recurrent qualities:
▪
It is continuous and ongoing, providing both formative (ongoing) and
summative (culminating) opportunities for monitoring students' progress
toward achieving essential outcomes.
▪
It is multidimensional, i.e reflecting a wide variety of artifacts and processes
reflecting various aspects of students' learning process.
87
▪
It provides for collaborative reflection, including ways for students to reflect
about their own thinking processes and metacognitive introspection as they
monitor their own comprehension, reflect upon their approaches to problemsolving and decision-making, and observe their emerging understanding of
subjects and skills.
•
Although approaches to portfolio development may differs, but most portfolios
have the following characteristics:
▪
They clearly reflect stated learner outcomes identified in the core or essential
curriculum that students are expected to study.
▪
They focus upon students' performance-based learning experiences as well
as their acquisition of key knowledge, skills, and attitudes.
▪
They contain samples of work that stretch over an entire marking period,
rather than single points in time.
▪
Clearly defined purpose and learning targets 
▪
Systematic and organized collection of student products
▪
Pre-established guidelines for what will be included
❖ Student selection of some works that will be included
❖ Student self-reflection and self-evaluation
❖ Progress documented with specific products and/or evaluations
❖ Portfolio conferences between students and teachers
▪
They contain works that represent a variety of different assessment tools.
▪
They contain a variety of work samples and evaluations of that work by the
student, peers, and teachers, possible even parents' reactions.
Purpose of Portfolio Assessment
•
Portfolio assessment develops awareness of own learning by the students.
•
Portfolio assessment caters to individuals in a heterogeneous class.
•
Portfolio assessment develops social skills. Student interacts with other students in
the development of their own portfolio.
•
Portfolio assessment promotes independent and active learners.
88
•
Portfolio assessment can improve motivation for learning thus achievement.
•
Portfolio assessment provides opportunity for student-teacher dialogue.
Difference between Portfolio Assessment and a Standard Classroom Test
1. Progress
1. Exams and portfolios measure different levels of student progress over specific
periods of time. Classroom Test - the student's performance is determined by
one class period on one day. Success on an exam depends on how much a
student studies and comprehends the material, Portfolio measures a much wider
time period, as students often include multiple drafts of essays or their body of
work composed over the course of a semester. Success of a portfolios focus on
the overall learning progress a student makes and the effort they put into the
project.
A. Reflection
In a traditional exam, the student's ability to answer the questions correctly
is the only factor that can pass him/her. In portfolios - allow for direct input from
students. Portfolios often require a self-evaluation component, such as a
reflective essay, that lets students describe their overall experience in the class
and the portfolio creation process. It lets students practice critical thinking, letting
them decide how well the portfolio measures up to course goals and standards.
B. Degree of Student Ownership
•
Test - Every student takes the same test and is judged according to correct
and incorrect answers, traditional exams let them play a very small role in
their evaluation.
•
In portfolio evaluation - both students and teachers involved in the process.
Portfolios let students take ownership of their evaluation by showcasing their
struggles and accomplishments and enabling communication with the teacher
in a way traditional exams don't allow for.
89
C. Grading Teachers
•
Teachers ultimately use two different grading methods to score tests and
portfolios.
▪
Traditional exams are more convenient to grade overall, as they involve
marking incorrect answers and calculating a numerical grade.
▪
Portfolios require teachers to establish their own specific grading criteria.
Even after they determine this grading scale, it still may be hard to
maintain objectivity, since the students' reflections and perspectives are
part of the evaluation. Grading portfolios is also much more time
consuming; teachers must not only read the students' work, but write
comments explaining and justifying their evaluation.
Advantages of Using Portfolio Assessment
•
Allows the evaluators to see the student each unique with its own characteristics,
needs, & strengths.
•
Serves as a cross-section lens, providing a basis for future analysis and
planning. By viewing the total pattern of the students’ development, one can
identify areas of strengths and weaknesses, and barriers to success.
•
Serves as a concrete vehicle for communication, providing ongoing
communication or exchanges of information among those involved.
•
Promotes a shift in ownership; student can take an active role in examining
where they have been and where they want to go.
•
Portfolio assessment offers the possibility of addressing shortcomings of
traditional assessment. It offers the possibility of assessing the more complex
and important aspects of an area or topic.
•
Covers a broad scope of knowledge and information, from many different people
who know the program or person in different contexts (e.g., participants, parents,
teachers or staff, peers, or community leaders).
90
Disadvantages of Using Portfolio Assessment
•
May be seen as less reliable or fair than more quantitative evaluations such as
test scores.
•
Scoring difficulties may lead to low reliability
•
Teacher training needed
•
Time-consuming to develop criteria, score and meet students
•
Students may not make good selections of which of which material to include
•
Sampling of student products may lead to weak generalization
•
Parents find the portfolio difficult to understand
•
Can be very time consuming for teachers or program staff to organize and
evaluate the contents, especially if portfolios have to be done in addition to
traditional testing and grading.
•
Having to develop your own individualized criteria can be difficult or unfamiliar at
first. If goals and criteria are not clear, the portfolio can be just a miscellaneous
collection of artifacts that don't show patterns of growth or achievement. Like any
other form of qualitative data, data from portfolio assessments can be difficult to
analyze or aggregate to show change.
Developing a Portfolio Assessment
There are suggested steps in developing a portfolio assessment for teachers and
students. It is important to clarify the purpose of the portfolio. Clarifying the purpose of
students’ portfolio is the first step to conceptualize the appropriate criteria as basis of
assessment. Teachers and students should be clarified of the purposes of various types
portfolio. Teachers must ascertain the rationale of having students’ portfolio in order to
have clear directions of what and how to assess students’ output.
Teachers should also empower students to collect and select what to include in
their portfolio. Portfolios can contain a range of items – plans such as narrative reports,
personal essays, reflections, quizzes, and other written works. Teachers should
cascade to students what are the things to be included in their portfolio. However, it is
highly encouraged to allow also the students to add evidences that they think of great
help to showcase their learning progress and achievement.
91
In addition, criteria of scoring must be designed and shared to students at the
start of the preparation of student portfolio. Teachers must develop a rubric as a guide
of students in accomplishing the portfolio and as a reference of teachers in rating the
output of students. This is to minimize subjectivity and bias in scoring.
Moreover, it is equally important to provide students models of student portfolio
that may serve not only as their guide but also an inspiration for them to exceed from
the expectations. Remember that portfolio is the compendium of student’s weaknesses
and strengths and highlights how an individual student makes learning and
development happen. As a teacher, you must provide students the motivation to
discover their full potential.
Lastly, students will really be asking for the processes of portfolio preparation as
to its format and submission date. Thus, it is a must to provide students clear
instructions of what to include. Format should be given for the purpose of uniformity and
organization and timetable should be agreed by teacher and students.
Balagtas et al. (2019) suggest the portfolio development process as shown in the
next figure.
1. Set Goals
This is considered the foremost step in designing a student portfolio. Students must
first identify the purpose of developing their portfolio. These goals are important to
be clearly defined since they serve as the guide of students of what to include and
92
how to arrange the elements of the portfolio. Teachers should guide students in
identifying their goals. Goals should be anchored in the desired learning outcomes
defined by the respective courses. It is also encourage that parents should be
involved in students’ goal setting.
2. Collect
After the goals are clearly defined, in this stage students now gather evidence of
their learning achievement. Students should collect all possible entries to be
included in the portfolio. It is encourage that students should be given a temporary
container where they can keep all the retained documents of their daily activities.
3. Select
In this stage, students review all the collected possible entries from their designated
temporary containers. Students should sort all the collected entries and assess
which collections are appropriate to be included on the basis of the pre-defined
goals.
Selection of entries may depend on course requirements set by teachers, choice of
parents based on their expectations and personal choice of students based on how
he/she personally interpret his/her learning progress.
4. Organize
After students select the entries for their portfolio, they can start organizing its
content. One of the techniques to organize the entries is to classify them by
category, by types, by nature, etc. The arrangement of entries could really depend
on the personal style of students. It is encourage to develop students’ creativity and
resources during this stage. It is ideal in this stage to provide Students Avenue to
decide what to add, modify, or remove entries any time. The suggested materials to
be used in making portfolio are clear book, album, and accordion bag with dividers
since they are flexible for any changes.
5. Reflect
Reflection of one’s learning progress gives life and essence to the portfolio. It is very
important that students reflect on their selected evidence of academic achievement
in order for them to contemplate to their strengths and weaknesses. This stage
allows students to assess the meaningfulness of their learning experiences. Also,
93
this stage allows students to reflect on the stories beyond numbers and words.
Some of the ways to make reflections are waiting a reflective journals and personal
essays.
6. Evaluate
This stage highlights the judgment of the achievement of students based on the
quality of presentation of evidence of their learning process. In evaluation stage,
students, their peers, teachers and their parents may contribute in rating their
learning progress. Often pre-determined rubrics are used in rating students’ portfolio
for the purpose of objectivity and parity. Evaluation stage can be applied during the
process or upon submission.
7. Confer
This stage allows teachers to communicate with the students and/or their parents
the results/outcomes of portfolio assessment that would explain or describe
students’ performance and progress of learning. This stage highlights the moment of
congratulating students for their academic accomplishment, and provides them
diagnostic feedbacks.
8. Exhibit
This stage is the celebration of learning. Students are given a chance to
present/exhibit their portfolio in various means. Exhibit can be done through online
platforms. Exhibit can also be done through an open-house portfolio exhibit inviting
the teachers, peers, parents and other stakeholders. Awarding of best portfolio and
other special awards can be done in this stage.
Types of Portfolio
There are many different types of portfolios. Each type can serve one or more
specific purposes as part of an overall school or classroom assessment program. The
following is a list of the types most often cited in the literature: documentation portfolio,
process portfolio and showcase portfolio.
1. The Documentation Portfolio (“working" portfolio)
Specifically, this approach involves a collection of work over time showing growth
and improvement reflecting students' learning of identified outcomes. The
94
documentation portfolio can include everything from brainstorming activities to drafts
to finished products. The collection becomes meaningful when specific items are
selected out to focus on particular educational experiences or goals. It can include
the best and weakest of student work.
2. Process Portfolio
This approach documents all facets or phases of the learning process. They are
particularly useful in documenting students' overall learning process. It can show
how students integrate specific knowledge or skills and progress towards both basic
and advanced mastery. The process portfolio emphasizes students' reflection upon
their learning process, including the use of reflective journals, think logs, and related
forms of metacognitive processing.
3. Showcase Portfolio
It is best used for summative evaluation of students' mastery of key curriculum
outcomes. It should include students' very best work, determined through a
combination of student and teacher selection. Only completed work should be
included. This type of portfolio is especially compatible with audio-visual artifact
development, including photographs, videotapes, and electronic records of students'
completed work. The showcase portfolio should also include written analysis and
reflections by the student upon the decision-making process used to determine
which works are included.
Phases of Portfolio Development
1. Organization and Planning
•
This initial phase of portfolio development entails decision-making on the part of
students and teachers.
•
By exploring essential questions at the beginning of the process, students can
fully understand the purpose of the portfolio and its status as a means of
monitoring and evaluating their own progress.
•
Key questions for the teacher and the student must include:
•
How do I select times, materials, etc. to reflect what I am learning in this class?
•
How do I organize and present the items, materials, etc. that I have collected?
95
•
How will portfolios be maintained and stored?
2. Collection
•
This process involves the collection of meaningful artifact and products reflecting
students' educational experiences and goals.
•
Decisions must be made at this phase about the context and contents of the
portfolio based upon the intent and purposes identified for it.
•
The selection and collection of artifact and products should be based upon a
variety of factors that can include:
▪
Particular subject matter;
▪
A learning process; or special projects, themes, and/or unites.
▪
All selections included in the collection should clearly reflect the criteria
and standards identified for evaluation.
3. Reflection
•
Wherever possible, there should be evidence of students' metacognitive
reflections upon the learning process and their monitoring of their evolving
comprehension of key knowledge and skills.
•
These reflections can take the form of learning logs, reflective journals, and other
forms of reflections upon their experiences, the thinking processes they have
used, and the habits of mind they employed at given points in time and across
time periods.
•
In addition, teacher and/or parent reflections upon the products, processes, and
thinking articulated in the portfolio should also be included wherever appropriate.
Evaluating a Portfolio
Portfolios offer a way of assessing student learning that is different than
traditional methods. Portfolio assessment provides the teacher and students an
opportunity to observe students in a broader context: taking risks, developing creative
solutions, and learning to make judgments about their own performances (Paulson,
Paulson and Meyer, 1991).
Teachers normally have multiple scoring strategies to evaluate:
96
•
Thoughtfulness (including evidence of students' monitoring of their own
comprehension, metacognitive reflection, and productive habits of mind).
•
Growth and development in relationship to key curriculum expectancies and
indicators.
•
Understanding and application of key processes.
•
Completeness, correctness, and appropriateness of products and processes
presented in the portfolio.
•
Diversity of entries (e.g., use of multiple formats to demonstrate achievement of
designated performance standards).
Summary
Portfolio is a systematic process and purposeful collection of student work to
document the student learning progress, efforts, and achievement towards the
attainment of learning outcomes.
A portfolio assessment is a form of authentic assessment. It is a purposeful
collection of student work that exhibits the student's efforts, progress and
achievements in one or more areas. It also provides samples of the student's
work which show growth over time.
In general, phases of portfolio development include organization and planning,
collection, and reflection.
Portfolio assessment allows both the teacher and students the opportunity to
observe students in a broader context.
Most literatures categorize portfolio as documentation, process or showcase.
Enrichment
A. Watch the following videos for additional information on portfolio assessment and its
development.
1. https://www.youtube.com/watch?v=0STQw6FMN6w
2. https://www.youtube.com/watch?v=I34DkpjLgVk
3. https://www.youtube.com/watch?v=b_R7cDhn6Ds
4. https://www.youtube.com/watch?v=gSf6nyC6by4
5. https://www.youtube.com/watch?v=grSoKVJ8T2s
97
B. For creating an electronic portfolio, you may watch the herein videos or visit the
given sites:
1. https://www.youtube.com/watch?v=4rpsAC6YNdM
2. https://www.youtube.com/watch?v=Mh1s6cXxcYY
3. https://www.google.com/aclk?sa=l&ai=DChcSEwi064uP6pnwAhWGMyoKHYiIBdEY
4.
5.
6.
7.
ABABGgJ0bQ&ae=2&sig=AOD64_3qHAzyfWMV_yq3OyPF5EHHyAsnw&q&adurl&ved=2ahUKEwid0IaP6pnwAhUVxIsBHa
J6D1sQ0Qx6BAgDEAE
https://www.google.com/aclk?sa=l&ai=DChcSEwi064uP6pnwAhWGMyoKHYiIBdEY
ABAAGgJ0bQ&ae=2&sig=AOD64_1d2JzZfQYMiDrBG2_oxKiYuBIjOQ&q&adurl&ved
=2ahUKEwid0IaP6pnwAhUVxIsBHaJ6D1sQ0Qx6BAgCEAE
https://www.commonsense.org/education/top-picks/student-portfolio-apps-andwebsites
https://www.google.com/aclk?sa=l&ai=DChcSEwi064uP6pnwAhWGMyoKHYiIBdEY
ABADGgJ0bQ&ae=2&sig=AOD64_3pWcrPrlagkT7pvPRKCLLOffstRg&q&adurl&ved
=2ahUKEwid0IaP6pnwAhUVxIsBHaJ6D1sQ0Qx6BAgFEAE
https://www.edutopia.org/blog/web-tools-for-student-portfolios-dave-guymon
Assessment
A. Encircle the letter that corresponds to your answer.
1. Which of the following is NOT TRUE about portfolio assessment?
a. Involves students in its own assessment.
b. Encourages collaborative process of determining students’ success
c. Measures students learning progress at one time
d. Allows students to reflect from his/her learning progress.
2. Which of the following statement BEST describes portfolio assessment?
a. Encourages competition among students
b. Encourages collaboration among students
c. Encourages responsibility of one’s learning progress
d. None of the above
3. Employing portfolio assessment in the classroom allows students to be responsible
with their own learning progress. This is because ______.
a. It tests what is really happening in the classroom
b. It offers multiple indicators of students’ progress
98
c. It gives the students the accountability of their own learning
d. It offers opportunities for students to document reflections of their learning.
4. The content of a portfolio is largely based on _____.
a. the goal and purpose of the portfolio
b. the characteristics of the student evaluated
c. the length of the portfolio
d. discretion of students
5. Teacher Anesa asks students to select and organize their written works in a manner
where it tells a story of how students’ learning progresses over time. Which of the
following type of portfolio should the students do?
a. Showcase Portfolio
b. Working Portfolio
c. Evaluation Portfolio
d. Any type that depends on the style of students.
B. Performance Task
1. Come up with a team of 2 or 3 members.
2. Explore extensively online. Search for completed or published
studies/researches related to portfolio assessment. Please note that there are
many variables associated to this concept; thus, you can consider them.
3. Choose one which interests you most; preferably, a study that is related to your
specializations, i.e., elementary, science, or languages. Get the complete
reference citations using APA styles and forms.
4. Make a multimedia presentation highlighting the following:
1. Basic information (Title of the study, author/s, name of the research journal,
date of publication, etc.)
2. Introduction (rationale, objectives/research problem)
3. Methods (Research design, participants/respondents, locale, sampling, etc.)
4. Results (Tables, Charts)
5. Analysis and Discussion/Findings
6. Conclusions
7. References (Literature cited)
5. Your output will be rated using a rubric as shown.
99
Rubrics for Research Paper Presentation via Multimedia*
Criteria
Organization
Excellent (20 pts)
• Has a clear
opening
statement that
catches the
audience’s
interest; stays
focused
throughout;
includes smooth
and clever
transitions which
are brief but not
choppy;
summarizes main
points
Content
Knowledge
• Presenter or
Style
• Level of
narrator provides
an accurate and
complete
explanation of key
concepts,
research problem
or objective,
methods and
findings. Level of
presentation is
appropriate for the
audience.
presentation is
appropriate for the
class. All can see
font. Main points
stand out. No
unimportant
information is
covered.
Presentation of • Professional
Data and
looking and
Results
accurate
representation of
the data in tables
and/or graphs.
Graphs and tables
Average (15 pts)
• Has a clear
opening
statement; stays
focused
throughout;
includes
transitions
between main
points, but could
have better
transitions from
idea to idea;
summarizes main
points
• For the most part,
explanations of
concepts are
accurate and
complete. Some
information on the
research problem,
methods and
findings are not
included; level of
presentation is
generally
appropriate.
• Level of
presentation is
generally
appropriate. Font
is appropriate
size, but could be
larger. Most of the
information is
appropriate.
• Too much detail
included on slide.
• Accurate
representation of
the data in tables
and/or graphs.
Graphs and tables
are labeled and
titled. Findings are
100
Poor (10 pts)
• Has no opening
statement or
irrelevant
statement; uses
ineffective
transitions that
rarely connect
points and there
seems to be no
sequence for
information;
presentation is
choppy and
disjointed; ends
without a
summary or
conclusion
• Explanations of
concepts and/or
theories are
inaccurate or
incomplete. Little
attempt is made to
tie in theory. There
is a great deal of
information that is
not connected to
the presentation
thesis; portions of
presentation are
too elementary for
audience.
• Level of
presentation is too
elementary or
sophisticated.
Font is too small.
• Too much
information
included.
Unimportant
information
highlighted.
• Accurate
representations of
the data in written
form, but no
graphs or tables
are presented.
Few of the
Score
____/20
____/20
____/20
____/20
are labeled and
titled. Findings are
completely
highlighted and
explained.
Collaboration
• Work load is
and Timeliness
divided and shared
equally
• Entire
presentation was
within 2 minutes of
allotted time.
Total
highlighted but not
discussed.
• Some members
contribute
• Entire
presentation was
within 2-5 minutes
of allotted time.
findings are
highlighted.
• One or two people
do all of the work
• Entire
presentation was
5minutes under
allotted time.
____/20
______/100
*with students’ prior consent
References
Balansag, C.L. (2014). Essential Elements of Portfolio. Retrieved from
https://prezi.com/cyqtgym3lgf0/essential-elements-of-the-portfolio/
Cajigal, R. and Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
Davis, Margery & Ponnamperuma, Gominda. (2005). Portfolio Assessment. Journal of
veterinary medical education. 32. 279-84. doi: 10.3138/jvme.32.3.279.
https://www.researchgate.net/publication/7506529_Portfolio_Assessment
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc
Gabuyo, Y. A. (2012). Assessment of Learning II. Manila: REX Bookstore.
The Glossary of Education Reform (2016). Portfolio. Retrieved from
https://www.edglossary.org/portfolio/#:~:text=A%20student%20portfolio%20is%20a,req
uirements%20for%20courses%2C%20grade%2Dlevel
University of Hawaii (2021). Using Portfolio in Program Assessment. Retrieved from
https://manoa.hawaii.edu/assessment/resources/using-portfolios-in-programassessment/
101
CHAPTER 6
PROCESS IN DEVELOPING AND USING RUBRICS FOR ALTERNATIVE
ASSESSMENT
Overview
There are several useful ways to assess students’ performance. Depending on
the nature of the performance it calls for, variety of tools can be used for assessment.
As a teacher, you need to critically examine whether the task to be performed matched
with the assessment tools to be utilized. Some ways of assessing the students’
performance could be the utilization of anecdotal records, interviews, direct
observations using checklist or Likert scale, and the use of rubrics specially for the
performance-based assessment. In this chapter, essential concepts about rubrics will
be discussed which, include the discussion of the different types of rubrics, its
characteristics, uses as well as the steps on how to develop and utilize rubrics in
assessment.
What to Expect?
At the end of the chapter, the students can:
1. define what a rubric is, its characteristics and types,
2. discuss the steps in developing rubrics,
3. explain the method of utilizing rubrics in assessment,
4. discuss the fundamental concepts of rubrics including its advantages,
5. develop sound and appropriate rubrics to assess students’ performance
and outputs, and
6. use rubrics to assess students’ performance and output.
What is a Rubric?
Rubrics nowadays have been widely used as assessment tool in various
disciplines, most especially in the field of education. Different authorities defined rubrics,
viz:
102
•
Set of rules specifying the criteria used to find out what the students know and
are able to do so (Musial, 2009).
•
Scoring tool that lays out specific expectations for assignments (Levy, 2005).
•
A scoring guide that uses criteria to differentiate between levels of student
proficiency (McMillan, 2007).
•
Descriptive scoring schemes that are developed by teachers or evaluators to
guide the analysis of products or processes of students’ effort (Brookhart, 1999).
•
The scoring procedures for judging students’ responses to performance tests
(Popham, 2011).
•
An assessment tool that specifies the performance expectations for any kind of
student work, particularly those that are not traditional in nature, such as
portfolio, outputs of projects, performances, collaborative work, and research
(David, 2020).
•
Heidi Goodrich Andrade (2018), a rubrics expert, defines it as "a scoring tool that
lists the criteria for a piece of work or 'what counts.'”
A rubric that is used to score students’ responses to a performance assessment
has, at minimum, three important features. Generally, it contains these essential
features: (1) criteria or aspects of performance that will be assessed, (2) descriptors or
the characteristics associated with each criterion, and (3) performance levels that
identify students’ level of mastery within each criterion.
The following are examples of student performances and outputs that can be
assessed by a rubric:
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•
Student Performances
Speech scripts (to inform, to
persuade, etc.)
1. Oral Presentations/ Demonstrations
• Research paper/poster
presentation
• Individual or group report
• Skills Demonstration, such as
baking and teaching
• Extemporaneous speech
2. Dramatic/Creative Performances
• Dance recital
• Performance in a play or musicals
• Poetry reading and interpretation
• Playing musical instruments
3. Public Speaking
•
Debates
•
Declamation
•
Panel Discussion
•
Inspirational Speech
4. Athletic Skills Demonstration/
Competition
Products/Outputs
1. Visual Products
•
Paintings
•
Posters
•
Video presentations
2. Kinesthetic Products
•
Dioroma
•
Sculpture
•
Dance Recital
•
Wood Carvings
3. Written Products
•
Essays
•
Poems
•
Thesis/Term Paper
•
Movie/TV Script
4. Verbal Products
•
Audiotapes
•
Voice Recording
104
Benefits of Rubrics
A carefully designed rubric can offer a number of benefits to teachers and
students alike.
Rubrics help teachers…
•
Guide Instruction - Teachers can use a rubric to see how their students are
performing in a variety of categories and craft follow-up lessons and individual
conferences to help their students improve
•
Save Time - After the initial work of creating a rubric is done, the rubric can
used again and again to effectively assess their students year after year
•
Remain Consistency - By using the same criteria from student to student,
teachers can assess each student using the same guidelines
•
Offer Clear Feedback - Rather than just giving students a grade (ex. 85% or
B+), students can see exactly what they did well and where they need to
improve.
Rubrics help students…
•
Take Ownership of Their Learning - Since rubrics clearly outline the criteria for
each level, they can put forth effort to perform to the best of their ability.
•
Understand Expectations - When written in kid-friendly language, students can
use the rubric to understand exactly what is required of them on all aspects of
their assignment.
•
Take Steps Toward Improvement - When students see where they are
currently performing and compare that to where they want to be, they can,
along with your help, develop action steps to help them improve.
Rubrics work best for assignments that are subjective. On the other hand,
objective assessment such as multiple choice, fill in the blank, or assessments
that only have one answer are not ideal for rubrics.
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https://www.classroomnook.com/blog/using-rubrics-to-improve-studentperformance
Types of Rubrics
Rubrics are usually classified according to two different aspects of their
composition: (1) whether the rubric considers each of the criteria one at a time or all the
criteria together, and (2) whether the rubric is applicable to all similar tasks or can only
be used for a particular task. The following are the types of rubrics:
Type of Rubric
General/Generic
Rubric
Task-specific
Rubric
Holistic Rubric
Description
It contains criteria that are general and can be applied across tasks.
This is most convention for teachers who do not have the time and
skills in developing different types of rubric as they can reuse the
same rubrics for several tasks or assignments. However, the
teacher may not be able to assess accurately the students’
performance for a particular task.
For example, the same rubric that can be used to evaluate both oral
presentation and research output.
It contains criteria that are unique to a specific performance task to
be assessed. This kind of rubric is best for instruction and formative
assessment since it will provide the students feedback on what
aspects of their performance or work need to be improved.
However, developing analytic rubrics is time-consuming for
teachers.
For example, a rubric can only be used for oral presentation and
another rubric is applicable for research output.
A students’ performance or output is evaluated by applying all
criteria simultaneously, thus providing a single score based on an
overall judgment about the quality of students’ work. It does not
provide a score on each individual criterion.
One advantage of holistic rubric is that it is quick to develop and use
by the teachers. However, it does not inform students about their
specific strengths and weaknesses, and thus, may not be as
sufficient and helpful in guiding them in improving their performance.
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Analytic Rubric
For example, rubric for problem-solving activities which entails
scoring the student’s overall ability to solve a particular problem or
issue, and rubric for creative work (e.g., painting), which gives an
overall score for the student’s creativity and skill.
A student’s work is evaluated by using each criterion separately,
thus providing specific feedback about a student’s performance or
product along several dimensions. This is most applicable for
assessing a complex performance or product.
One advantage is it identifies the student’s strengths and areas for
improvement based on the criteria identified. Scoring with an
analytic rubric however would entail more time than with a holistic
rubric.
For example, rubric for research paper that requires scoring a
student’s work on different parts of the research paper, or a rubric
for chemical laboratory experiment taking into consideration the
student’s performance in every stage of the experiment.
Table 1.2 describes the different types of rubrics and the advantages and
disadvantages of each.
Table 1.2. Advantages and Disadvantages of Different Types of Rubrics
Type of Rubric
Definition
Advantages
General
Description of work •
gives
characteristics that
apply to a whole
family of tasks
•
(e.g., writing,
problem solving).
•
•
Disadvantages
Can share with
• Lower reliability
students, explicitly
at first than with
linking assessment
task-specific
and instruction.
rubrics.
Reuse same rubrics • Requires
with several tasks or
practice to apply
assignments.
well.
Supports learning by
helping students see
“good work” as
bigger than one
task.
Supports student
107
•
Task-Specific
Description of work •
refers to the
specific content of
a particular task
(e.g., gives an
•
answer, specifies a
conclusion).
Holistic
All criteria
(dimensions, traits)
are evaluated
simultaneously.
•
•
•
Analytic
Each criterion
(dimension, trait) is
evaluated
separately
•
•
•
•
self-evaluation.
Students can help
construct general
rubrics
Teachers
• Cannot share
sometimes say
with students
using these makes
(would give away
scoring “easier.”
answers).
Requires less time
• Need to write
to achieve inter-rater
new rubrics for
reliability.
each task.
• For open-ended
tasks, good
answers not
listed in rubrics
may be
evaluated poorly.
Scoring is faster
• Single overall
than with analytic
score does not
rubrics.
communicate
information
Requires less time
about what to do
to achieve inter-rater
to improve.
reliability.
Good for summative • Not good for
formative
assessment.
assessment.
Gives diagnostic
• Takes more time
information to
to score than
teacher.
holistic rubrics.
Gives formative
• Takes more time
feedback to
to achieve interstudents.
rater
reliability
than with holistic
Easier to link to
rubrics.
instruction than
holistic rubrics.
Good for formative
assessment;
adaptable for
summative
assessment; if you
108
need an overall
score for grading,
you can combine the
scores.
Source: From Assessment and Grading in Classrooms (p. 201), by Susan M. Brookhart and Anthony J.
Nitko, 2008, Upper Saddle River, NJ: Pearson Education. Copyright 2008 by Pearson Education.
The following is an example of a General/Generic Rubric that can be used to
assess how a student, peer, classmate, or groupmate make a review or critique of one’s
work or performance. This is a generic rubric as this can be applied to any type of
performance tasks or outputs (e.g., research report, dance performance, oral
presentation, etc.)
Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs
Criterion
Provided
meaningful/
relevant
feedback on
peer’s work,
output,
performance
Not Evident
1
No/few comments
or suggestions to
improve the work,
performance, or
output, comments
might be
interpreted as
insulting, with little
understanding of
the assigned task.
Insufficient
2
Comments are
relevant and
superficial, not
relevant,
neutral or nonencouraging
Sufficient
3
Comments are
relevant and
appropriate;
comments
include positive
feedback and
suggestions.
Excellent
4
Comments include
suggestions and
additional resources;
comments praise
specific strengths of
the
work/performance as
well as
constructively
address weaknesses
with alternatives that
might be considered.
To differentiate the above with a task-specific rubric, the following example is
given below. In this rubric, the different criteria that are specific to the performance task
to be assessed are indicated.
109
Sample Task-Specific Rubric for Reviewer/Critic of Performance Tasks/Outputs
Criteria
Not Evident
1
Provided meaningful/relevant feedback on:
- significance of the
No/few comments
study
or suggestions;
with little
understanding.
-theoretical
basis/conceptual
framework of the
study
No/few comments
or suggestions;
with little
understanding.
-methods
No/few comments
or suggestions;
with little
understanding.
-comments in a
positive,
encouraging, and
constructive manner
No/few comments
or suggestions;
with little
understanding.
Insufficient
2
Comments
are
superficial
and not
relevant.
Comments
are
superficial
and not
relevant.
Comments
are
superficial
and not
relevant.
Comments
are
superficial
and not
relevant.
Sufficient
3
Comments
are relevant
and
appropriate.
Comments
are relevant
and
appropriate.
Comments
are relevant
and
appropriate.
Comments
are relevant
and
appropriate.
Excellent
4
Comments include
suggestions and
additional resources
regarding the
construct/problem.
Comments include
suggestions and
additional resources
regarding the
construct/problem.
Comments include
suggestions and
additional resources
regarding the
construct/problem.
Comments include
suggestions and
additional resources
regarding the
construct/problem.
Grade
On the other hand, examples of the holistic and analytic rubrics are presented
below.
Sample Holistic Rubric for Oral Presentation
Rating/Grade
A
(Exemplary)
B
(Satisfactory)
C
( Emerging)
Characteristics
Is very organized. Has a clear opening statement that catches
audience’s interest. Content of report is comprehensive and
demonstrates substance and depth. Delivery is very clear and
understandable, uses slides/ multimedia equipment effortlessly to
enhance presentation.
Is mostly organized. Has opening statement relevant to topic.
Covers important topics. Has appropriate pace and without
distracting mannerisms. Looks at slides to keep on track.
Has an opening statement relevant to the topic but does not give
outline of speech; is somewhat disorganized. Lacks content and
depth in the discussion of the topic. Delivery is fast and not clear;
some items not covered well. Relies heavily on slides and notes and
110
makes little eye contact.
D
Has no opening statement regarding the focus of the presentation.
(Unacceptable) Does not give adequate coverage of topic. Is often hard to
understand, with voice that is too soft or too loud and pace that is
too quick or too slow. Just reads slides, slides too much text.
Sample Analytic Rubric for Oral Presentation
Standards
4
Exemplary
Organization Has a clear
opening
statement that
catches
audience’s
interest,
maintains focus
throughout,
summarizes the
main points.
2
Emerging
Has opening
statement relevant
to topic but does
not give outline of
speech, is
somewhat
disorganized.
1
Unacceptable
Has no opening
statement or
has an
irrelevant
statement,
gives listener no
focus or outline
of the
presentation.
Content
Lacks content and
depth in the
discussion of the
topic, lacks
resources.
Does not give
adequate
coverage of
topic, lacks
sources.
Delivery is fast,
some items not
covered well, not
understandable.
Is often hard to
understand,
has voice that is
too soft or to
loud, has a
pace that is too
quick or too
slow,
demonstrates
one or more
distracting
Delivery
3
Satisfactory
Has opening
statement
that is
relevant to
topic ad
gives outline
of speech
and mostly
organized,
provides
adequate
“road map for
the listener.
Demonstrates
Covers topic,
substance and uses
depth, is
appropriate
comprehensive, sources, is
shows mastery objective.
of material
Has natural
Has
delivery,
appropriate
projects
pace, has no
enthusiasm,
distracting
interest, and
mannerisms,
confidence,
is easily
report can be
understood.
understood
well.
111
Use of
media
Uses slide
effortlessly to
enhance
presentation,
has an effective
presentation
without media
Response to Demonstrates
Questions
full knowledge
of topic,
explains and
elaborates on
all questions.
Looks on
slide to keep
on track,
uses an
appropriate
number of
slides
Shows ease
in answering
questions,
but does not
elaborate.
Relies heavily on
slides and notes,
makes little eye
contact, uses
slides with many
texts.
Answers
questions, but not
convincingly/vague
or unclear
mannerisms.
Just reads
slides, slides
too much text.
Cannot answer
most questions,
Demonstrates
little grasps of
information, has
undeveloped or
unclear
answers to
questions.
Grade
Importance of Rubrics
Rubrics are important because they clarify for students the qualities their work
should have. This point is often expressed in terms of students understanding the
learning target and criteria for success. For this reason, (1) rubrics help teachers teach,
(2) they help coordinate instruction and assessment, and (3) they help students learn.
1. Rubrics help teachers teach.
To write or select rubrics, teachers need to focus on the criteria by which learning
will be assessed. This focus on what you intend students to learn rather than what
you intend to teach actually helps improve instruction. Without clarity on outcomes,
it’s hard to know how much of various aspects of the content to teach. Rubrics help
with clarity of both content and outcomes. Really good rubrics help teachers avoid
confusing the task or activity with the learning goal, and therefore confusing
completion of the task with learning. Rubrics help keep teachers focused on criteria,
not tasks.
112
2. Rubrics help coordinate instruction and assessment.
Most rubrics should be designed for repeated use, over time, on several tasks.
Students are given a rubric at the beginning of a unit of instruction or an episode of
work. They tackle the work, receive feedback, practice, revise or do another task,
continue to practice, and ultimately receive a grade—all using the same rubric as their
description of the criteria and the quality levels that will demonstrate learning. This path
to learning is much more cohesive than a string of assignments with related but different
criteria.
3. Rubrics help students learn.
The criteria and performance-level descriptions in rubrics help students
understand what the desired performance is and what it looks like. Effective rubrics
show students how they will know to what extent their performance passes muster on
each criterion of importance, and if used formatively can also show students what their
next steps should be to enhance the quality of their performance.
Characteristics of a Good Rubric
A good rubric should have the following qualities:
1. Explicit. A good rubric should contain criteria and performance indicators that are
clear, concrete and observable as well as relevant and applicable to the performance
task to be assessed. Each benchmark and point value should also have clearly
delineated indicators, differentiating the expected quality of work for each
performance level.
2. Aligned. A good rubric should contain criteria that are aligned with the expected
quality of performance for a particular task or assignment, as well as with the
intended level of learning outcomes in the subject.
3. Authentic. A good rubric should include criteria and performance indicators or
descriptors that are meaningful and require application of real-life skills.
4. Valid. A good rubric should be able to measure what it intends to measure what it
intends to measure.
113
5. Diagnostic. A good rubric should be able to communicate to the students what are
expected of them in the course, allow them to reflect on their performance, and
provide them opportunities to improve areas that they did not do well.
Steps in Developing Rubrics
There are five basic steps in developing rubrics for assessing students’
performance and product (Figure 6.1).
Figure 6.1. Steps in Rubric Development
Step 1: Determine the learning outcome and the performance task to be
evaluated.
It is important to be clear about the learning outcome/s and the specific
performance task that will be evaluated. Choose tasks that are essential (i.e., aligned
with desired learning outcomes), authentic (i.e., involves meaningful and real-life
application of skills), complex (i.e., contains numerous possibilities for application,
extensions, and connections of knowledge, and skills), feasible (i.e., can be done given
the time constraints and availability of resources), and measurable (i.e., it can be
observed and measured).
To guide you in identifying the performance task/s that you want to be evaluated,
ask yourself the following questions:
1. What learning outcome/s are to be evaluated?
114
2. Which student performance/s or output/s in the subject are relevant measures of
such students’ learning outcomes?
3. Are all these tasks equally important?
4. Which is the best representation of the expected learning outcomes?
Step 2: Identify the quality attributes or indicators of the performance task.
Next, you need to identify and list all possible attributes or indicators of a good
performance. This can be based from your own expectations and benchmark exemplars
of work that reflect key standards. You may explore and specify the skills, knowledge,
and or behavior that you will be looking for to describe the standard in one’s
performance. Be sure to limit the characteristics that are important.
Step 3: Determine the criteria or dimensions.
Cluster the list of attributes and or indicators into possible groups or categories
and label the categories This will form the criteria for assessment. For example, in a
dance performance task, all attributes that pertain to how well the students execute the
dance in terms of movement, body position, placement in stage, and dance style that
can be grouped under the criterion “Technical Skills”. You can also include criteria in
terms of the components of a performance task. For example, for a research report
rubric, you can include as criteria the different parts of a research, such as introduction,
method, data gathering and analysis, conclusion, and recommendations. Likewise, for a
chemistry laboratory reports, you can include as dimensions introduction, materials/
equipment, procedure, data, results, and analysis. Keep in mind that only relevant
criteria should be included in the rubric. You also need to determine what type of criteria
(i.e., content, process, quality, or impact) and rubric (i.e, holistic, analytical, general, or
task-specific) will be used.
Step 4: Determine the benchmarks and point values.
A number of descriptors can be used to denote the levels of performance (with or
without accompanying symbols for letter or number grades). Examples of levels of
performance include:
115
Level 4
Exemplary
Distinguished
Level 3
Accomplished
Proficient
Level 2
Level 1
Developing
Beginning
Apprentice
Novice
Substantially
Developed
Mostly
Developed
Developed
Underdeveloped
Outstanding
Proficient
Acceptable
Unacceptable
Step 5: Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate or
exemplify each performance level are clear and delineated. These performance
descriptors should describe the relative differences between performances at each
level. The differences between performance points can be presented by:
(1) aspects of performance or behavior at different levels
e.g.
evaluates the different characteristics of … (4 points)
analyzes the different characteristics of … (3 points)
describes the different characteristics of … (2 points)
lists the different characteristics of … (1 point)
(2) adjectives, adjectival phrases, adverbial phrases to present different qualitative
differences between levels
e.g.
explains to a very great extent the…
explains to a great extent the…
explains with moderate accuracy the…
explains with limited accuracy the…
(3) numeric references to identify quantitative differences between levels
e.g.
gives more than 4 relevant examples of …
gives 3-4 relevant examples of the…
gives 1-2 relevant examples of the …
gives no (0) relevant examples of the …
(4) degrees of assistance needed by the students to complete the task
e.g.
explains the topic correctly and independently on his own
explains the topic with very little assistance from the teacher or
classmates
116
explains the topic with occasional assistance from the teacher or
classmates
needs assistance from the teacher or classmates in explaining the topic
most of the time
How can you make rubric useful to your students?
Rubric is an important component in the teaching-learning process. It does not
only help teachers in assessing students’ work through application of consistent
standards and in identifying the gaps in their learning, but it also male students aware of
what are expected of them in relation to the assessment tasks in particular and the
subjects as a whole, of how they will be graded, and eventually of how well they are
meeting these expectations.
Thus, to make the rubric more relevant and useful to the students, it is important
for teachers to:
1. prepare the rubric and make it available to students before they begin with the
assigned tasks to inform them the requirements, criteria, and expectations so as to
guide them in carrying out their tasks;
2. develop rubric with performance descriptors that are clear and easily understood by
students;
3. present the rubric to students and allow them to give their feedback and suggestions
to improve or refine it.
4. if possible, involve students in the creation of rubric to enhance their motivation,
engagement, and self-regulation; and
5. orient the students on how to effectively use the rubric, especially those that are used
for self-assessment and peer-assessment.
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Summary
•
•
•
•
•
•
•
A rubric is an assessment tool that specifies the performance expectations for
any kind of student work, particularly those that are not traditional in nature,
such as portfolio, outputs of projects, performances, collaborative work, and
research.
Rubrics are usually classified according to two different aspects of their
composition: (1) whether the rubric considers each of the criteria one at a time
or all the criteria together i.e. either the rubric is a generic/general rubric or a
task-specific rubric, and (2) whether the rubric is applicable to all similar tasks
or can only be used for a particular task i.e. either the rubric is holistic or
analytic.
Rubrics are important because they clarify for students the qualities their work
should have. This point is often expressed in terms of students understanding
the learning target and criteria for success. For this reason, (1) rubrics help
teachers teach, (2) they help coordinate instruction and assessment, and (3)
they help students learn.
A good rubric should have the following qualities: explicit, aligned, authentic,
valid and diagnostic.
The 5 basic steps in developing rubrics are the following: (1) Determine the
learning outcome and the performance task to be evaluated, (2) Identify the
quality attributes or indicators of the performance task, (3) Determine the
criteria or dimensions, (4) Determine the benchmarks and point values, and (5)
Write the benchmark or performance descriptors for quality work criteria.
A good rubric should have the following qualities: explicit, aligned, authentic,
valid and diagnostic.
The 5 basic steps in developing rubrics are the following: (1) Determine the
learning outcome and the performance task to be evaluated, (2) Identify the
quality attributes or indicators of the performance task, (3) Determine the
criteria or dimensions, (4) Determine the benchmarks and point values, and (5)
Write the benchmark or performance descriptors for quality work criteria.
Enrichment
1. For more information about creating and using rubrics, you may read the articles
and aces the following sites:
1.1.
http://www.ascd.org/publications/books/112001/chapters/What-AreRubrics-and-Why-Are-They-Important%C2%A2.aspx
118
1.2.
https://www.pbisrewards.com/blog/free-online-rubric-maker/
1.3.
https://resources.depaul.edu/teaching-commons/teachingguides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx
2. You can also watch the following videos from these links:
2.1.
https://www.youtube.com/watch?v=yVY6CDWaxoo
2.2.
https://www.youtube.com/watch?v=vfRP9HGVHGo
2.3.
https://www.youtube.com/watch?v=O11cRfbmVPQ
3. To update yourself, you may read also these researches related to rubrics and
learning.
3.1.
“The Use and Design of Rubrics to Support Assessment for Learning”
from
https://www.researchgate.net/publication/311979731_The_Use_and_Desi
gn_of_Rubrics_to_Support_Assessment_for_Learning
3.2.
“The Role of Rubrics in Advancing and Assessing Student Learning” from
https://files.eric.ed.gov/fulltext/EJ1055646.pdf
3.3.
“Effects of using rubrics on the learning achievement of students in
Educational Assessment and Evaluation” from
https://www.researchgate.net/publication/331703168_Effects_of_using_ru
brics_on_the_learning_achievement_of_students_in_Educational_Assess
ment_and_Evaluation
Assessment
A. Let us review what you have learned about creating rubrics. Answer the following
questions.
1. What is a rubric?
2. What are the different types of rubrics?
3. What are the characteristics of good rubrics?
4. What are the basic steps in developing rubrics for assessing students’
performance and product?
5. How can you make rubric relevant and useful to students?
119
To be able to check whether you have learned the important information about
creating rubrics, please complete the following graphical representation:
B. By now, you are ready to create rubrics to assess your students’ learning
outcomes. Let us apply what you have learned by creating a rubric for the
subjects that you are currently teaching.
For each subject, describe performance task to be evaluated, identify the
indicators of the performance task, develop the criteria, determine the
benchmarks and point values, and write the performance descriptors for quality
work criteria. It is important that you have a rubric for every learning outcome that
you want to evaluate.
An example below illustrates the steps in making a rubric for baking chocolate
cookies that can be used in Technology and Livelihood Education (TLE) subject.
1. Determine the learning outcomes and the performance task to be
evaluated.
•
Baking chocolate cookies.
2. Identify the indicators of the performance task.
•
Ability to bake delicious, crispy at edges but soft and chewy in the
middle, visually appealing chocolate chip cookies
3. Determine measurable criteria.
•
Number of chocolate chip cookies
•
Texture
•
Color
120
•
Taste
•
Richness
4. Determine performance benchmarks and point values.
•
Very Good (4)
•
Good (3)
•
Needs Improvement (2)
•
Poor (1)
5. Write the benchmark or performance descriptors for quality work
criteria.
Benchmark &
Point Values
4-Very Good
3- Good
2-Needs
Improvement
1-Poor
Performance Descriptors
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Chocolate chip in every bite
Chewy in the middle and crispy on the edges
Golden brown
Home-baked taste
Rich, creamy
Chocolate chips in about 75% of the bites taken
Chewy in the middle, but soft on the edges
Either brown from overcooking, or light from being 25% raw
Medium in richness and fat content
Chocolate chips in 50% of the bites taken
Texture is crispy from overcooking and at least 50% uncooked
Color is dark brown from overcooking or light from
undercooking
Tasteless (low-fat content)
Too few or too any chocolate chips
Texture resembles a dog biscuit
Burned
Dry with preservative after taste (stale, hard, chalky)
Below is the sample rubric for assessing the ability to bake chocolate cookies.
Criteria
4
Very Good
No. of Chips
Chips in every
bite
Chewy in
middle, crispy
on edges
Texture
3
Good
Chips in about
75% bites
Chewy in
middle, soft on
edges
121
2
Needs
Improvement
Chips in about
50% of bites
Texture crunchy
or 50%
uncooked
1
Poor
Too few or too
many chips
Texture
resembles a
biscuit
Color
Golden brown
Taste
Richness
Either brown
from
overcooking or
light from being
25% raw
Home-baked
Quality storetaste
bought taste
Rich, creamy,
Medium fat
high fat content contents
Either dark
brown from
overcooking or
light from
undercooking
Tasteless
Low fat contents
Burned
Stale, hard
chalky
Nonfat
contents
C. Now that you know the steps in designing a rubric, you can now develop one for
each performance task that you intend to assess. In the development of a rubric,
take note of the following information that you need:
1. Type of rubric to use
2. Performance task to be evaluated
3. Indicators of the performance task
4. Criteria for evaluating students’ product or performance
5. Benchmarks and point values for each criterion
6. Performance descriptors to indicate the quality of performance
Please use the following template when you make a rubric for assessing a specific
performance or output in your class:
Rubric for Assessing ________________
Type of Rubric: _____________________
Subject :___________________________
Criteria
Exemplary*
(4)
Accomplished*
(3)
*can be changed
122
Developing*
(2)
Beginning*
(1)
D. Evaluate the performance assessment tasks and rubrics that you have developed
by using the following checklists.
Checklist for a Good Rubric
Yes No
Performance Task:
1. Is the performance task aligned with desired learning outcomes?
2. Does it include meaningful and real-life application of skills?
3. Does it allow numerous opportunities for application, extension,
and connections of desired learning outcomes?
4. Is it feasible to implement?
5. Is it observable and measurable?
6. Is it interesting and challenging?
Performance Criteria
1. Is there an appropriate number of performance criteria?
2. Are the criteria clearly defined and indicated in the rubrics?
3. Are the criteria relevant to the skills being measured?
4. Are the performance criteria measurable and observable?
Levels of Performance or Benchmark and Point Values:
1. Is there appropriate number of levels?
2. Are the levels meaningful an suitable to the performance task?
Performance Descriptors/Indicators:
1. Are the performance indicators clear and understandable to the
students?
2. Are they observable and measurable?
3. Do they appropriately describe the relative differences between
performances at each level?
Overall:
1. Is the rubric appropriate for the performance task being
assessed?
2. Is it manageable and practical to use by students and teachers?
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E. Create a concept map on rubrics. You are about to perform a return
demonstration on designing rubrics. Start to synthesize and integrate the
concepts and ideas about rubrics and come up with a concept map showing the
relationship of its characteristics, types, and development. Share it with your
fellow students and provide a short description of it.
Based on the map you will present, create a rubric assessing your performance in
creating your concept map. Let your peer assess your map using the rubric you
have crafted. Use separate sheet of paper for your rubric.
References
1. Cajigal, R. and Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
2. David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
3. De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc
4. Gabuyo, Y. A. (2012). Assessment of Learning II. Manila: REX Bookstore.
5. “Rubric Tool” Retrieved from https://www.uen.org/rubric/know.shtml
6. “Creating and Using Rubrics” Retrieved from
https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html
7. Using Rubrics for Instruction and Assessment in the Elementary Classroom.
Retrieved from https://www.classroomnook.com/blog/using-rubrics-to-improvestudent-performance
8. http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-andWhy-Are-They-Important%C2%A2.aspx
9. https://www.pbisrewards.com/blog/free-online-rubric-maker/
10. https://resources.depaul.edu/teaching-commons/teaching-guides/feedbackgrading/rubrics/Pages/types-of-rubrics.aspx
11. https://www.youtube.com/watch?v=yVY6CDWaxoo
12. https://www.youtube.com/watch?v=vfRP9HGVHGo
13. https://www.youtube.com/watch?v=O11cRfbmVPQ
124
14. https://www.researchgate.net/publication/311979731_The_Use_and_Design_of_
Rubrics_to_Support_Assessment_for_Learning
15. https://files.eric.ed.gov/fulltext/EJ1055646.pdf
16. https://www.researchgate.net/publication/331703168_Effects_of_using_rubrics_o
n_the_learning_achievement_of_students_in_Educational_Assessment_and_Ev
aluation
125
CHAPTER 7
ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM ALTERNATIVE
METHOD
OVERVIEW
The assessment results needs to be analyzed to learn whether or not the criteria
on the student learning outcomes were met. To give meaning to the information that has
been collected, it needs to be analyzed for context, understanding, and to draw
conclusions. This step gives the information meaning, it is essential to effectively
communicate and utilize the assessment results.
How is assessment data analyzed? Analyzing data includes determining how to
organize, synthesize, interrelate, compare, and present the assessment results. These
decisions are guided by what assessment questions are asked, the types of data that
are available, as well as the needs and wants of the audience. Since information may
be able to be interpreted in various ways, it may be insightful to involve others in
reviewing the results. Discussing the data in groups will result in greater understanding
often through different perspectives.
What to Expect?
At the end of the chapter, the students can:
1. Use quantitative analysis to report the results of alternative methods of
assessment;
2. Present and summarize results of alternative methods of assessment to make
them useful for learners; and
3. Create a set of criteria, factors, and characteristics to be assessed using
alternative methods.
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
126
proficiency. Below are the examples of the degree of proficiency with their
corresponding points:
Beginner
Moving toward proficiency
Proficient
Very proficient
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
127
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 raters or judges to rate the performance. The consistency of the ratings
can be obtained using a coefficient of concordance. The Kendall’s w 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 is the highest and 1 is the lowest.
Five
Rater 1
Rater 2
Rater 3
demonstrations
Sum of
D
D2
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
Mean rating = 8.4
∑D2= 33.2
The scores given by the three raters are first computed by summating the ratings
for each demonstration. The mean is obtained from the sum of ratings (mean=8.4). The
128
mean is subtracted to each of the sum of ratings (D). Each difference is squared (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 W formula. In the formula, m is the
number of raters.
W = 12 (∑ D2 )
m2(N)(N2-1)
W = 12 (33.2)
32(5)(52-1)
W = 0.37
Kendall’s w coefficient of 0.37 is an estimation of the agreement of three raters in
the five demonstrations. There is a moderate concordance among the three raters
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
unfavorability toward a certain object. The favorability will depend on the degree of
agreement or disagreement to a standpoint.
Example:
The policeman 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
129
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
representation of the overall trait being measured. Usually, high scores in the 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
unfavorability.
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 large array of ratings is provided among the
participants within a continuum. The extreme points of the scle are provided with
descriptor.
130
Example
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:
Accommodating
Alienating
5
4
3
2
1
Patient
Harsh
5
4
3
2
1
Knowledge
Ignorant
5
4
3
2
1
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.
131
Example
Rate how you like the following food:
1. Pizza
2. Spaghetti
3. Hamburger
How do we quantify results from portfolios?
Assessment data gathered 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 insights 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 the contents. There is a table of contents found at the start of the
portfolio. Every entry is properly labeled.
132
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 represented – The teacher may require to have
the raw score, 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
learner’s scores in a formative assessment.
Record of Formative Assessment in Mathematics
Name of Students: Nissi Jay dela Cruz
Grade: 3
Subject: Mathematics
Learning
Competency
Multiplies
two-digit by
one-digit
numbers
Multiplies
one-to-twodigit numbers
by 1000
Multiplies
three-onenumber
using the
associate
property of
multiplication.
Multiplies
two-to threedigit numbers
by one-digit
Exercise 1 Percent
(10 items
Correct
Exercise 2 Percent
(10 items
Correct
Exercise 3 Percent
(10 items
Correct
2
20%
4
40%
7
70%
3
30%
3
30%
8
80%
2
20%
5
50%
8
80%
3
30%
6
60%
9
90%
133
numbers
without or
with
regrouping.
Multiplies
two- to threedigit numbers
by multiples
of 10 and
100.
1
10%
6
60%
9
90%
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 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.
134
Summary
Scales represent the degree of performance.
The reliability of the assigned points can be determined when the scoring of
two or more observers to the same behavior is consistent.
The types of response format vary depending on the nature of the behavior
measured using Likert scale, Verbal Frequency Scale, Linear Numeric Scale,
Semantic Differential Scale, and Graphic Scale.
Assessment data gathered from portfolios can both be qualitative or
quantitative.
Enrichment
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 (2), English teachers
commonly provide feedback on the three areas when it comes to student’s composition.
The feedback focuses on form, content, and writing styles. The full article can be read at
https://www.academia.edu/26580083/Teacher_Feedback_Practices_in_Second_Language_Ac
ademic_Writing_Classrooms.
Other Support Materials Available
1. Developing Instruments for Research: https://www.slideshare.net/crlmgn/developinginstruments-for-research.
2. Developing Affective Constructs: https://www.slideshare.net/crlmgn/developingaffective-constructs.
3. Characteristics of Good Student Feedback:
https://www.youtube.com/wact?v=Huju0xwNFKU.
135
Assessment
A. Answer the following questions briefly and concisely.
1. Why do we need to quantify assessment results?
2. Why do we need to couple quantitative assessment 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?
B. 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.
1. The Grade 6 students will select a classical novel, and they will make a book
report for it.
Criteria:
1.
2.
3.
4.
2. The Grade 9 students need to conduct an experiment to test if the substance is
acid or base.
Criteria:
1.
2.
3.
4.
3. The Grade 2 pupils will create a situation involving addition of whole numbers
including money.
Criteria:
1.
136
2.
3.
4.
C. 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.
D. Watch your recording while you are giving feedback to your partner. Conduct a selfassessment 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 evidence.
5
Verbal and nonverbal feedback were used.
6
The partner understands the feedback.
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?
137
Summarize the result of your performance in doing the culmination 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 scales.
5
I can make checklists and scales.
6
I can make appropriate criteria for scales, checklists, and
rubrics.
References
Cajigal, R. and Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc
Gabuyo, Y. A. (2012). Assessment of Learning II. Manila: REX Bookstore.
138
CHAPTER 8
COMMUNICATING AND REPORTING OF ASSESSMENT DATA FROM
ALTERNATIVE METHODS
Overview
The outcomes of assessments need to be reported both to the eventual endusers and to the other stakeholders involved in the assessment. The way in which this
is done is vital for what is reported, and how it is communicated, determine what the
users think they are being told and, thereby, the decisions that they make. Given this, it
is important to bear in mind a number of precepts. These state that the information must
be relevant to the users, balanced and accurate, concise yet complete, unambiguous
and understandable, and credible and open to scrutiny.
In 2016, one of the surveys in the US among parents, students, and educators,
found out that more than six in 10 parents said their child’s teachers rarely discuss their
child’s assessment results with them. And teachers reported in the survey that they felt
comfortable with most aspects of assessments – but less so when it came to
“communicating with parents about the results.”
While teachers are certainly on the front lines when it comes to communicating
with students about testing, we cannot forget the important role that parents play in
assessments. Talking to parents about assessment results is an important step in
helping parents understand their child’s growth, be a partner in goal setting, and
generally give them a role in improving their child’s learning.
As a teacher, there are points you can raise and tips you can impart to parents to
help them not only understand assessment and assessment results, but also in
preparing their children for testing. Have them meet with you as often as needed to
discuss their child’s progress. Suggest activities to do at home to help improve their
child’s understanding of schoolwork. Encourage them to have a quiet, comfortable place
for their child to study at home. Remind them that it is important for their child to be well
rested on school days and especially on the day of a test. Children who are tired are
less able to pay attention in class or to handle the demands of a test.
139
What to Expect?
At the end of the chapter, the students can:
1. differentiate feedback and assessment;
2. provide appropriate feedback based on alternative methods of
assessments;
3. communicate learners’ progress based on alternative methods of
assessment; and
4. report to parents the results of alternative methods of assessment.
Assessment Feedback
In order to provide proper feedback to learners and inform them about their
progress, we need to know the techniques on how to give feedback and the guide that
we need to use to determine the contents of our feedback. We are expected to consider
this before we can practice giving feedback.
Feedback is information given to the learner or teacher about the learner's
performance relative to learning goals or outcomes. It should aim towards and be
capable of producing improvement in students' learning.
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learningtoolkit/feedback/
Feedback is an important part of the assessment process. It has a significant
effect on student learning and has been described as “the most powerful single
moderator that enhances achievement” (Hattie, 1999)
The main objectives of feedback are to:
•
justify to students how their mark or grade was derived
•
identify and reward specific qualities in student work
•
guide students on what steps to take to improve
•
motivate them to act on their assessment
•
develop their capability to monitor, evaluate and regulate their own learning
(Nicol, 2010).
140
To benefit student learning, feedback needs to be:
Constructive: As well as highlighting the strengths and weaknesses of a given
piece of work, it should set out ways in which the student can improve the work. For
the student, it:
•
encourages them to think critically about their work and to reflect on what they
need to do to improve it
•
helps them see their learning in new ways and gain increased satisfaction
from it
•
helps promote dialogue between staff and students.
Timely: Give feedback while the assessed work is still fresh in a student’s mind,
before the student moves on to subsequent tasks.
Meaningful: It should target individual needs, be linked to specific assessment
criteria, and be received by a student in time to benefit subsequent work. Effective
feedback:
•
guides students to adapt and adjust their learning strategies
•
guides teachers to adapt and adjust teaching to accommodate students’
learning needs
•
guides students to become independent and self-reflective learners, and
better critics of their own work
•
stimulates reflection, interaction and dialogue about learning improvement
•
is constructive, so that students feel encouraged and motivated to improve
•
has consequences, so that it engages students by requiring them to attend to
the feedback as part of the assessment
•
is efficient, so that staff can manage it effectively.
Difference of Assessment and Feedback
Feedback and assessment are not the same. Assessment is the process of
judging or deciding the amount, value, quality, or importance of something. On the other
hand, feedback is information given on the amount, value, quality, or importance of the
thing being judged or measured.
141
Assessing students’ performance is a complex business. It might seem obvious
that we could simply ask students questions to find out what they’ve learned, but how
do we know we’re asking the right questions? Our questions often prompt students to
give particular answers and are unlikely to reveal the full extent of what they know. Any
inferences we make about what or whether students have learned are likely to be
flawed unless we have a decent working knowledge of reliability and validity.
•
Validity asks us to consider whether we are measuring the things we claim to be
measuring and whether the interpretations we make of students’ test scores and
the decisions we subsequently make are reasonable.
•
Reliability represents the extent to which a measure stays the same when
different students are assessed by different teachers, or if the same students
were given the same assessment on different occasions.
Feedback tends to be much better understood than assessment, but still, there is
a lot we can learn from knowing the differences. Assuming that the assessment we
have done is reliable and the inferences we have made are valid, then we are in a
position to give meaningful feedback. Just because we have got some useful feedback
does not been that we will communicate it in a way that students will understand how to
use it or that they will choose to use it if they do understand it. Nevertheless, giving
feedback based on unreliable assessments and invalid inferences might be devastating.
At best it will be ignored, yet when students do decide to take such feedback seriously
they might try to improve something which doesn’t need changing or, more likely, not
change
an
aspect
of
their
work
which
does
need
to
be
improved.
https://learningspy.co.uk/assessment/whats-difference-assessment-feedback/
Why is feedback a powerful means to help learners improve?
Feedback is a powerful means of helping the learners improve their academic
performance. Feedback is a specific means that allows the learners to determine which
part of their performance needs improvement. Feedback provides specific information to
learners on what they need to do to revise or redo their task in a better way, the content
of feedback can be:
142
•
The part of the answer or response that needs to be corrected
•
The specific strategy to be used to perform the task
•
The suggested procedure that needs to be undertaken by the learner
•
A direction to the learner where to find the answer
•
A challenge to the learner to think about the appropriate response
•
A clarification on some misconceptions of the learner
Feedback is given every time students perform a task whether it is a paper-and-
pencil test or performance task. Feedback is provided either during or after the
performance.
1. Feedback during performance. Feedback during performance can be verbal or
nonverbal. Verbal feedback can be written in a big signage (like a poster or a
handy white board) visible to the learner. This is possible to do when a
performance cannot be stopped like when one is currently dancing or singing.
The teacher can also provide feedback in segments of the performance` where
the learners can pause like when performing drama or doing some presentations.
The feedback during performance is useful to immediately correct the
performance to avoid further mistakes.
2. Feedback after performance. Feedback can also be given after the
performance of the task. This is appropriate when learners are provided another
opportunity to revise and show again the performance. This is applicable for
writing essays and compositions where students the complete work before a full
feedback is provided. Students in these tasks have the opportunity to rewrite
their work and resubmit for another round of feedback.
To make feedback powerful means to help learners improved, the following can
be considered:
1. Feedback needs to be specific and concrete. The following are illustrations of
general and specific feedback.
General Feedback
Specific Feedback
The essay is good.
You started the paragraph in your
Note: Saying that the essay is good does
essay with a topic sentence and
143
not provide idea to the learner which part
supporting sentences were provided
was good. The learner might think that the
after. This helped strengthen the point
essay is good in all aspects.
you want to make.
Note: This feedback is specific in
saying why the feedback is good based
on the structure of the sentence in the
paragraph.
The painting needs improvements, I can’t
Perhaps you may want to use other
see any object!
colors in your painting so that we can
Note: This is a broad feedback because it
distinguish the objects.
does not say what specific part needs to be
Note. This feedback is specific in giving
improved.
a recommendation on what can be
done about painting.
2. Feedback needs to be based on the agreed criteria. The criteria serve as a guide
to provide feedback on the work. For example, the criteria in writing a technical
paper are as follows:
•
The parts are organized according to the guide questions.
•
The ideas are well understood by the reader.
•
The information included are accurate.
•
More than 5 references are used.
Feedback NOT based on Criteria
There are several grammatical errors in
the paper.
The heading needs to be in bold font.
Feedback based on Criteria
Check again the idea conveyed by the
author in the journal because there are
discrepancies on page 3 (pertaining to the
criteria on accuracy of information)
Add one more reference to support further
your claim on the benefits of using organic
fertilizers on page 5 (pertaining to the
criteria on references)
144
3. Feedback should provide recommendations or suggestions on how to improved
performance.
Bad Feedback
Good Feedback
I cannot hear your voice.
Make your voice louder
Why are you looking at the ceiling while
Look at your classmates when you speak
speaking?
in front.
Forms of Feedback
There are three areas to focus when giving feedback. These areas are feedback
on the product or performance, on the procedure or process performed, and on the
strategy in improving the work.
1. Focus on the product or performance. This kind of feedback describes how
well the performance was done. Examples of such are:
“All the parts of the paper are complete.” “You have used up-to-date references in
your paper.”
“Included a definition of the term based on the main author.”
“Rephrase the finding sated by the author on page 25.”
2. Focus on the procedure. This kind of feedback focuses on the step-by-step
process that needs to be done by the learner.
“Follow the guidelines state in the workbook in conducting the experiment to get
accurate results.”
“Try different procedure in solving the problem.”
“Use more adjectives to describe the main character in your story.”
3. Focus on the strategy to improve the work. Strategies refer to the different
cognitive and metacognitive actions that the learner needs to think about in order
to arrive at a better work or performance.
“Given the criteria on delivering a speech, which parts did you achieve well and
provided evidence.”
“Use a different method to check if your answers are correct.”
“Compare your work with the model, which parts are different? How can you
improved these parts further?”
145
Using Portfolios to Help Learners
One of the important roles of the teacher is to communicate the progress of the
learners based on the learning targets. Progress of the learner is better communicated if
there is a good documentation of their formative assessment. The works that learners
have produced can be collected and complied in a portfolio. This is a visual
representation on what the learners have achieved from their initial work to their
improved work. For example, their essay in an English class is collected from the first
draft to the revised draft. This progress is communicated when the teacher creates an
opportunity to sit beside each learner to show progress in learning as evidence in the
portfolio. The following are some tips in making portfolios a powerful vehicle in
communicating learning progress and areas needing improvement.
1. Schedule a time slot to sit beside each child to show progress In learning. The
teacher may focus on the first work to the present work for one learning target at
a time (one object). The teacher may need about 5 minutes with each learner to
show evidences of attainment of each learning target.
2. Let the learners reflect on each entry in the portfolio. This can be guided when
the teacher starts to ask questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another.
Ask questions for the learners to describe and compare their previous work with
their present work by pointing at the differences, things that are present and
missing among the entries, and the changes that happened from one entry to
another.
4. Ask the learners to reflect on the areas that need to be continued and improved
for the succeeding work. Make the learners commit to their future plan of strategy
when engaging on the same task. Help the learners focus on making specific and
achievable plans.
5. End the conversation with the learners with an encouragement and a belief that
they can improve and are capable of mastering the task.
146
How to organize meeting with parents?
Assessment results are also communicated to parents. The parents are partners
in the child’s learning, and information about the academic standing of their child should
be communicated with them. They are needed to provide further support in their
learning.
Assessment results are communicated through the process of parents and
teacher conferences. The school usually sets schedule and guidelines for teachers to
confer with the parents. These guidelines are communicated during the parents’
orientation at the beginning of the school year. The following are guidelines that can be
followed in conducting parents and teacher conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to
happen.
2. Greet the parents in a positive tone. Express how you care about their child that
is why you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents’’ concerns, you may want to testate or clarify their
ideas, report relevant incidents, or ask further question.
5. When reporting assessment results, avoid judging on the ability of the child.
Focus on the performance based on criteria. Prepare evidence of the
performance and show the parents how rating was done. Describe the
performance based on the rubric.
6. When describing the performance of
the child,
use words that are
understandable to the parents. Avoid too technical terms cannot be avoided;
explain the terms to the parents.
7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result. Some course of action would be to verify an incident further,
check documents, and to try to ask the child again.
147
Summary
•
Feedback is information given to the learner or teacher about the learner's
performance relative to learning goals or outcomes. It should aim towards and
be capable of producing improvement in students' learning.
•
It is given every time students perform a task whether it is a paper-and-pencil
test or performance task. It is provided either during or after the performance.
•
•
Areas to focus when giving feedback include feedback on the product or
performance, on the procedure or process performed, and on the strategy in
improving the work.
For feedback to be powerful, it needs to be specific and concrete, based on the
agreed criteria, and should provide recommendations or suggestions on how to
improved performance.
Assessment
A. Let me check the ideas you have acquired about communicating assessment
results.
1. What is the difference between feedback and assessment?
2. Why do we need to give feedback?
3. Why should feedback be specific?
4. What makes a concrete feedback?
5. Why is it important to sit beside each learner as you explore his or her learning
portfolio?
6. How do we avoid negative reactions with parents when relaying assessment
results?
B. The following are incidents about the performance of a learner. Provide the
appropriate feedback to each situation. Write the feedback to be communicated to
the child on the lines provided.
148
1. In a Grade 2 mathematics class, a subtraction task is provided for a two-digit
number and one digit number. The task given is 24-5=?. The child subtracted 4
from 5 and brings down 2 resulting to an answer of 21.
24
-
5
21
What feedback will provide?
2. In a Grade 4 English class, the students are tasked to write an essay. One pupil
did not provide an indention in the first line of the composition.
What feedback will provide?
3. In Grade 7 class, recitation was conducted on the topic of characteristics of
metals. One student was asked to give three characteristics of metals. The
student stood up and kept quiet for more than three minutes. The child is taking
too much time to provide the answer.
What feedback will you provide?
149
4. In a Filipino class for Grade 5, the students were tasked to write a letter to a
selected classmate. One student wrote complaints about the behavior of the
classmate. The student wrote in the letter bad words that hurt the classmate.
What feedback will you provide?
5. In a music class for Grade 7, each student rendered a solo song number in front
of the class accompanied by a piano. One student could not reach the high note
required in one line of the song.
C. Watch the video of a very young girl in YouTube. The video is called “kindness
speech by 10 year old girl”, and it is found in this link:
http://www.youtube.com/watch?v=DtCxjMd5dM
The following are the criteria for the speech:
1. Mechanics: the voice is loud and clear.
2. Idea: More than two acts of kindness are provided.
3. Structure: The speech has an introduction, body, and conclusion.
4. Evidence: The arguments presented in the speech are supported with evidence.
150
5. Persuasion: The delivery of the speech is persuasive to the audience.
Suppose that you are the teacher, provide a feedback on each aspect of the
criteria. Write your feedback on the space provided.
1.
2.
3.
4.
5.
Instruction: Use the checklist below to evaluate the quality of the feedback given.
Checklist:
Yes No
1. Feedback is provided for each criterion.
2. The feedback is within the scope of the given criteria.
3. The feedback is specific
4. The feedback describes the performance with evidence.
5. The feedback provides suggestions for improvement.
6. The feedback will be understood by a 10-year-old child.
D. Review the rating given to your feedback. List down areas that need improvement
and how to improve them.
Areas for improvement
How will I improve this area?
1.
2.
3.
4.
5.
151
E. Summarize the result of your performance in doing the culminating task using the
checklist below.
Ready
Not yet
ready
1. I can independently give feedback across different
performances.
2. I can be specific with my feedback
3. I can follow the guidelines.
4. I use feedback to improved learners’ performance.
5. I use portfolios to communicate assessment results.
6. I can report the class standing of my students to their parents.
F. Choose from the following tasks what you can do given the result of your selfassessment and teacher’s feedback.
Level of Readiness
Scale
1
Description
Not yet ready
2
Quite ready
3
Read
Possible Task to Extend Opportunity for Successful
Performance
Communication with parents the learner’s assessment
results
Describe sufficiently the learner’s progress based on
assessment results
Provide adequate feedback on learner’s performance
References
Alternative Assessment Strategies (2021). Retrieved from https://cei.umn.edu/supportservices/tutorials/integrated-aligned-course-design-course-designresources/alternative
Alternative Assessment: Definition and Examples (2021). Retrieved from
https://study.com/academy/lesson/alternative-assessment-definitionexamples.html
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co.
David Didau (2021). Feedback and assessment are not the same Retrieved from
https://learningspy.co.uk/assessment/whats-difference-assessment-feedback/
EEF (2021). Feedback. Retrieved from
https://educationendowmentfoundation.org.uk/evidence-summaries/teachinglearning-toolkit/feedback/
152
Appendix A
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, 9800 City of Tacurong
College of Teacher Education
Second Semester, Academic Year 2020-2021
UNIVERSITY VISION
A trailblazer in arts, science and technology in the region.
UNIVERSITY OBJECTIVES
a.
Enhance competency development, commitment, professionalism, unity and true
spirit of service for public accountability, transparency and delivery of quality
UNIVERSITY MISSION
services;
b.
development needs of the region;
The University shall primarily provide advanced instruction and professional
training in science and technology, agriculture, fisheries, education and other
c.
UNIVERSITY GOAL
Strengthen local and international collaborations and partnerships for borderless
programs;
related field of study. It shall undertake research and extension services, and
provide progressive leadership in its area of specialization.
Provide relevant programs and professional trainings that will respond to the
d.
Develop a research culture among faculty and students;
e.
Develop and promote environmentally-sound and market-driven knowledge and
technologies at par with international standards;
f.
Promote research-based information and technologies for sustainable
development;
To produce graduates with excellence and dignity in arts, science and
technology.
g.
Enhance resource generation and mobilization to sustain financial viability of the
university.
153
Program Objectives and their relationships to University Objectives:
PROGRAM OBJECTIVES (PO)
A graduate of Bachelor of Elementary Education can:
A. Articulate and discuss the latest developments in elementary education;
B. Effectively communicate in English and Filipino, both orally and in writing;
C. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural
teams;
D. Act in recognition of professional, social, and ethical responsibility;
E. Preserve and promote “Filipino historical and cultural heritage”;
F. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
G. Demonstrate mastery of subject matter/discipline;
H. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners
and their environments;
I. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
J. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational
practices;
K. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and
outcomes;
L. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
M. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities;
N. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
O. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
P. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
Q. Manifest skills in communication, higher-order thinking skills, and use of tools and technology to accelerate learning
and teaching;
R. Demonstrate positive attitudes of a model teacher, both as an individual and as a professional; and
S. Manifest a desire to continuously pursue personal and professional development.
1.
2.
3.
4.
Course Code
Course Title
Prerequisite
Credits
: Prof Ed 607
: Assessment of Learning 2
: Assessment of Learning 1
: 3 Units
UNIVERSITY OBJECTIVES
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d
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5. Course Description:
This course for pre-service teachers focuses on the principles, development and
utilization of alternative forms of assessment. It emphasizes on how to assess processand product-oriented learning outcomes as well as affective learning. Students will
experience how to develop rubrics and other assessment tools for performance-based
and product-based assessment. .
154
6. Course Learning Outcomes and its Relationships to Program Objectives
COURSE LEARNING OUTCOMES
At the end of the semester, the students can:
A. Demonstrate knowledge and understanding of the course syllabus and basic academic
policies;
B. Prepare an assessment plan to show understanding of the concepts and principles in
assessing learning using alternative methods of assessment;
C. Formulate specific learning targets that will be assessed through alternative
assessment at the end of instructions
D. Develop performance assessment tools that are most applicable to specific student
outcomes
E. Demonstrate an understanding about affective outcomes of learning and acquire
knowledge on how to measure these outcomes;
F. Plan on how to use portfolio assessment as a method in assessing students’ learning in
at least one quarter in a subject area/grade level;
G. Develop rubrics that are most applicable to a particular student performance and
output;
H. Select appropriate criteria and analyze the results from non-traditional forms of
assessment like performance tasks, scales, and checklists;
I. Provide feedback to learners based on the results of alternative forms of assessment
like performance-task, checklists, scales and portfolio,
A
/
B
/
C
D
E
F
PROGRAM OBJECTIVES
G H I J K L M
N
O
P
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7. Course Contents
Course Objectives,
Topics, Time Allotment
Desired Student Learning Outcomes
CHAPTER 0. COURSE ORIENTATION (3 hours)
Subtopics: Course Syllabus; Common Academic Policies
• Discuss the VMGO of 1. Students can recite orally and explain
the vision and mission, and significant
the University, the
academic policies of the University.
classroom policies,
2. They can enumerate the course
scope of the course,
desired learning outcomes.
course requirements
3. They can simulate the computation of
and grading system
one’s grades given the criteria.
4. They can use the syllabus as reference
for independent learning.
Outcomes-Based
Assessment (OBA)
Activities
• Oral Recitation of the
University Vision and
Mission
• Students participation in
QA activity facilitated by
the teacher
(Involvement in the Gclass)
• Paper-and-pencil test
Evidence of
Outcomes
•
•
•
•
Rubric score
card on Oral
Recitation (OR)
Class
Participation
Rating (CPR)
Paper-andpencil test
result
Journal
Course
Learning
Outcomes
Program
Objectives
A
A, B
Values
Integration
Accountability,
Excellence
155
• Journal Writing
CHAPTER 1. BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN ASSESSING LEARNING USING NON-TRADITIONAL METHODS (6 hours)
Subtopics: What is Alternative or Authentic Assessment, Characteristics of Alternative Assessment; Traditional vs Alternative Assessment, Different Models of Alternative
Assessment, Types of Alternative or Authentic Assessment (Observation, Essays, Interviews, Performance tasks, Exhibitions and Demonstrations, Portfolios, Journals,
Teacher-created tests, Rubrics, Self- and Peer-Evaluation), Principles in using Alternative Methods of Assessment, Advantages of Alternative Assessments
1. Students can differentiate authentic
B
B, G, H, P, Objectivity,
• Define and explain
• Paper-and-pencil test
• Paper-andfrom traditional assessment.
R
Truthfulness
alternative
pencil test result
• Presentation of matrix of
2. They can show concrete examples of
assessment and
• Exercises/Quiz
learning targets and
the different types of authentic
related concepts
methods of assessment
Scores (EQS)
assessment.
• Identify the varied
• Students participation in • Class
3. They can demonstrate an
types of alternative
QA activity facilitated by
Participation
understanding of the different principles
assessments
the teacher
Rating (CPR)
in assessing learning using alternative
• Discuss the principles
(Involvement in the G• Journal
methods.
in using alternative
class)
• Concept Map
4. They can enumerate and discuss the
methods of
• Journal Writing
advantages of alternative assessments. • Concept mapping
assessment and its
advantages
• Self-assessment as
contained in the last part
of the Chapter
•
CHAPTER 2. LEARNING TARGETS FOR PERFORMANCE AND PRODUCT-ORIENTED ASSESSMENTS (3 hours)
Subtopics: Learning Targets Appropriate to Alternative Assessment, Bloom’s Taxonomy of Educational Objectives in the Affective and Psychomotor Domains, Learning Targets,
Appropriate Alternative Methods of Assessment for Learning Targets
1. Students can formulate learning targets
C
B, G. P
Objectivity,
• Group Reporting and
• Exercises/Quiz
6. Review Bloom’s
that can be assessed through
Respect,
Discussion
Scores (EQS)
taxonomy of
performance and product-oriented
Accountability
educational
• Completing a table of
• Class
assessment
objectives
learning content, and
• Participation
2. They can create an assessment plan
• Present the
objectives/targets
Rating (CPR)
using alternative method of assessment • Completing a matrix of
appropriate
• Assessment
alternative methods
learning content,
Plan
of assessment for
outcomes, targets, and
• Journal
learning targets
tasks
• Quiz
• Self-assessment as
contained in the last part
of the Chapter
• Involvement in the G-class
CHAPTER 3. PERFORMANCE ASSESSMENT (6 hours)
Subtopics: What is Performance Assessment?, Product-based and Process-based assessments, Characteristics of Good Performance Assessments, General Guidelines in
156
Designing Performance Assessment, Steps in Conducting Performance Assessment, Performance Tasks and Assessment in DepEd (DO No. 8, s. 2015 & DO 31, s. 2020)
1. Students can explain the significance of • Group Reporting and
D
B, G, P
Excellence,
• Define performance
• Exercises/Quiz
performance assessment as compared
Perseverance
assessment
Discussion
Scores (EQS)
to paper-pencil assessment
, Honesty
• Discuss the
• Quiz
• Checklist Rating
2. They can differentiate a product-based • Oral Recitation
difference between a
(CLR)
from a process-based assessment
product-based and
• Class
• Identifying performance
3.
They can design appropriate
process-based
Participation
task given a
performance assessment tools by
assessment
Rating (CPR)
lesson/content
following the steps in conducting
• Describe the
• Journal
• Evaluating performance
performance assessments and taking
characteristics of a
assessment
into consideration the characteristics of • Journal Writing
good performance
a good performance assessment.
assessment
• Exploring DepEd policies
• Enumerate the steps
on performance
in conducting
assessment
performance
• Self-assessment as
assessments
contained in the last part
of the Chapter
• Involvement in the G-class
• Individual activity (
Creating Performance
assessment tool catering
both the process – and
product-based
assessment)
CHAPTER 4. AFFECTIVE ASSESSMENT (12 hours)
Subtopics: Meaning of Affective Assessment, Why Assess Affective Domain?, Taxonomy of Affective Domain in Learning, Affective Traits and Learning Targets, Methods of
Assessing Affective Targets, Self-report questionnaire, Interview, Student journals, Teacher Observation, Common Assessment Tools used in Measuring Affective Learning,
Checklists, Rating Scale, Likert Scale, Semantic Differential, and Sentence Completion
157
• Discuss the meaning
and importance of
affective assessment
• Present the taxonomy
of affective domain in
learning
• Describe the different
methods and common
assessment tools in
measuring affective
learning
1.
2.
3.
Students can formulate affective
learning outcome for the different levels
in the affective domain
They can compare and contrast the
different methods and tools used in
affective assessment
They can develop an assessment tool
to measure affective outcomes of
learning
• Group Reporting and
Discussion
• Quiz
• Oral Recitation
• Conducting interview to
asses learning
• Answering a survey
questionnaire and attitude
scale
• Evaluating Assessment
Tools
• Concept Mapping
• Self-assessment as
contained in the last part
of the Chapter
• Participation in the G-class
• Individual activity (
Creating assessment tool
to measure affective
outcomes of learning)
•
•
•
•
•
Oral Recitation
(OR)
Exercises/Quiz
Scores (EQS)
Answered
Questionnaires
Evaluation
Results
Class
Participation
Rating (CPR)
Journal
E
B, G, H, P
Justice,
Respect,
fairness, Hard
work,
Responsibility
CHAPTER 5. PORTFOLIO ASSESSMENT (6 hours)
Subtopics: Nature of Portfolio Assessment (Meaning, Characteristics, Purpose), Types of Portfolio, Elements of Portfolio, Why Use Portfolio Assessment?, Steps in Developing
Portfolio Assessment, and Portfolio Evaluation
1. Students can relate portfolio and
F
B, G, J, P
Integrity,
• Describe the nature
• Group Reporting and
• Exercises/Quiz
portfolio assessment.
Justice,
of portfolio through its
Discussion
Scores (EQS)
2. They can design portfolio assessment
Objectivity
meaning,
• Quiz
• Portfolio Plan
tools of a given subject.
characteristics and
• Oral Recitation
• Class
3. The can develop and evaluate portfolio • Individual/Group Activity
purpose
Participation
assessment utilized in the classroom.
• Differentiate the
Rating (CPR)
(Portfolio
different types and
• Journal
Conceptualization and
elements of portfolio
Development)
• Enumerate the steps
• Evaluating a Portfolio Plan
in developing a
• Involvement in the G-class
portfolio assessment
CHAPTER 6. PROCESS IN DEVELOPING AND USING RUBRICS FOR NON-TRADITIONAL ASSESSMENT (6 hours)
Subtopics: What is a Rubric?, Characteristics of Good Rubrics, Types of Rubrics (Holistic rubrics, Analytic rubrics and Developmental rubrics - definition, elements and samples),
Steps in Developing Rubrics, and Evaluating Rubrics
1. Students can discuss the fundamental
G
B, G, H, N, Integrity,
•
Define what a rubric
• Group Reporting and
• Exercises/Quiz
concepts of rubrics including the
R
Justice,
is, its characteristics
Discussion
Scores (EQS)
158
•
•
and types
Discuss the steps in
developing rubrics
Explain the method
of utilizing rubrics in
assessment
2.
3.
4.
5.
advantages and disadvantages of each
type.
They can differentiate holistic, analytic
and developmental rubrics from one
another.
They can develop sound and
appropriate rubrics to assess student
performance and outputs.
They can evaluate a developed or
given rubrics.
They can use rubrics to assess student
performance and outputs.
• Quiz
• Group activity
(Constructing rubrics of
each type)
• Evaluating rubrics through
a checklist
• Self-assessment as
contained in the last part
of the Chapter
• Involvement in the G-class
•
•
•
Checklist Rating
(CLR)
Class
Participation
Rating (CPR)
Journal
CHAPTER 7. ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM NON-TRADITIONAL METHODS (6 hours)
Subtopics: Quantifying Results of Rubrics, Scales , Checklists and Portfolio, Summarizing Results, and Guidelines in Giving Qualitative Feedback
H
B, H, P. R
•
Discuss the process
• Exercises/Quiz
1. Students can use quantitative analysis • Group Reporting and
of quantifying results
Discussion
Scores (EQS)
to report the results of alternative
of rubrics
methods of assessment.
• Self-assessment as
• Checklist Rating
• Present how to
contained in the last part
(CLR)
2. They can present and summarize
summarize results
of the Chapter
results of alternative methods of
• Oral Recitation
and how to give
assessment to make them useful for
• Oral Recitation
(OR)
qualitative feedback
learners.
• Involvement in the G• Class
class
Participation
3. They can create a set of criteria,
factors, and characteristics to be
Rating (CPR)
assessed using alternative methods
• Journal
CHAPTER 8. COMMUNICATING AND REPORTING OF ASSESSMENT DATA FROM ALTERNATIVE METHODS (6 hours)
Subtopics: Feedback and Learners’ Improvement, Forms of Feedback, Use of Portfolio in Improving Learning, and Organizing Parents’ Conference
I
B, G, J, N,
• Discuss how to
• Group Reporting and
• Exercises/Quiz
1. Students can provide appropriate
R
provide feedback with
Discussion
Scores (EQS)
feedback based on alternative methods
the end in view of
of assessment.
• Self-assessment as
• Checklist Rating
improving learning
contained in the last part
(CLR)
2. They can tell learners’ progress based
• Present the different
of the Chapter
on alternative methods of assessment.
• Class
forms of feedback
• Oral Recitation
Participation
3. They can report to parents the results
• Discuss how to
Rating (CPR)
• Quiz
of non-traditional methods of
organize parents’
assessment.
• Involvement in the G-class • Journal
conference
Objectivity
Simplicity,
Accuracy,
Fairness
Charity,
Equality,
Accuracy
159
8. Course Evaluation
Course
Requirements
The following are the course requirements:
(a) Examinations (Midterm and Final);
(b) Quizzes/Exercises; Oral/Virtual Presentation,
(c) Class Participation/involvement,
(d.) E-portfolio of Assessment Tools (this requirement entails students to construct their own assessment tools - product and process-based, affective, and
portfolio – complete with corresponding scoring rubrics)
All students must adhere to these class guidelines: (a) act politely, responsibly and with maturity; (b) arrive on time and be ready for instruction; (c) set cell
phones in silent mode and keep them inside the bags; (d) contribute to an orderly learning environment; (e) consult the professor when deemed necessary; (f)
establish good rapport with professors; (g) maintain silence during oral reports/presentations; and, (h) cooperate in classroom activities or any task performances.
Midterm Grade
Final Term Grade
FINAL GRADE
Midterm Examination
25%
Final Examination
25%
Midterm Grade
50%
Quizzes
15%
Quizzes
15%
Final Term Grade 50%
Assignments
10%
Assignments
10%
TOTAL
100%
Presentation
20%
Presentation
20%
Project
20%
Project
20%
Attendance
10%
Attendance
10%
TOTAL
100%
TOTAL
100%
Course
Policies
Grading
System
Schedule of
Examination
May 2021*
July 2021*
*tentative
References:
Book
Online
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
2.
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City: Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City: Adriana Publishing Co., Inc.
Hattie, John. Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge, 2012.
Klenowski, V. (1995). Student self-evaluation processes in student-centred teaching and learning contexts of Australia and England. Assessment in Education:
Principles, Policy & Practice, 2(2).
Magno, C. (2010). The Functions of Grading Students. The Assessment Handbook, 3, 50-58.
Maxwell, Graham S. (2001). Teacher Observation in Student Assessment. (Discussion Paper). The University of Queensland.
Moss, Connie and Susan Brookhart. Learning Targets: Helping Students Aim for Understanding in Today’s Lesson. Alexandria: ASCD, 2012.
Navarro, L., Santos, R. and Corpuz, B. (2017). Assessment of Learning 2 (3rd ed.). Quezon City: Lorimar Publishing, Inc.
Armstrong, P. (2020). Bloom’s Taxonomy. TN: Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/bloomstaxonomy/ .
Center for Teaching and Learning (2021). Types of Rubrics. Retrieved from https://resources.depaul.edu/teaching-commons/teaching-guides/feedbackgrading/rubrics/Pages/types-of-rubrics.aspx
160
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Classroom Assessment. Retrieved from https://fcit.usf.edu/assessment/selected/responseb.html
Development of Affective Assessment Tools (2009). Retrieved March 13, 2021 from http://www.ruelpositive.com/development-affective-assessmenttools#:~:text=There%20are%20three%20feasible%20methods,say%20about%20themselves%20and%20others.
Fisher, M. Jr. R. (2020). Student Assessment in Teaching and Learning. Retrieved from https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/
General Rubrics Maker (2021).Retrieved from https://www.teach-nology.com/web_tools/rubrics/gen/
Isaacs, Geoff (1996). Bloom’s Taxonomy of Educational Objectives. The University of Queensland: TEDI. Retrieved from
https://kaneb.nd.edu/assets/137952/bloom.pdf
Machado, Joseph (2011). Open-Ended Questioning with Bloom's. Retrieved from https://web.tech4learning.com/open-ended-questioning-with-blooms
McDonald, Emma (2011). Student Portfolios as an Assessment Tool. Retrieved from
https://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald025.shtml
McMillan, J. and Hearn, J. (2008). Student Self-Assessment. Educational Horizons. Retrieved from https://eric.ed.gov/?id=EJ815370.
Meador, Derrick (2019, March 4). The Purpose of Building a Portfolio Assessment. Retrieved from https://www.thoughtco.com/the-purpose-of-building-a-portfolioassessment-3194653#:~:text=A%20portfolio%20assessment%20is%20a,as%20what%20you%20have%20learned.
Mueller, Jon (2016). Authentic Assessment Toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
Sir Louie TV. (2020, November 11). Scoring Rubrics [Video file]. Retrieved from https://www.youtube.com/watch?v=yVY6CDWaxoo&t=39s
Writing Effective Rubrics (2021).Retrieved from https://myresources.spcollege.edu/writing-effective-rubrics
Rubric for Evaluation of Class Participation/Involvement Performance
Criteria
Inadequate
(0 point)
Level of Engagement
and active
participation
Student never contributes to
class discussion; fails to
respond to direct questions
Listening Skills
Does not listen when others
talk, interrupts, or makes
inappropriate comments
Relevance of
Contribution to topic
under discussion
Preparation
Contributions , when made,
are off-topic or distract class
from discussion
Student is not adequately
prepared; Does not appear to
have read the material in
advance of class
Developing but below
expectations
(1 point)
Few contributions to class
discussion; Seldom
volunteers but responds to
direct questions
Does not listen carefully and
comments are often nonresponsive to discussion
Accomplished/ Meets
Expectations
(2 points)
Proactively contributes to class
discussion, asking questions
and respond to direct questions
Contributions are sometimes
off-topic or distracting
Contributions are always
relevant
Student has read the material
but not closely or has read
only some of the assigned
material in advance of class
Student has read and thought
about the material in advance
of class;
Listens and appropriately
responds to the contributions of
others
Exemplary/Displays leadership
(3 points)
Score
Proactively and regularly
contributes to class discussion;
Initiates discussion on issues
related to class topic
Listens without interrupting and
incorporates and expands on the
contributions of other students
Contributions are relevant and
promote deeper analysis of the
topic
Student is consistently well
prepared; Frequently raises
questions or comments on material
outside
161
Rubrics for Online Presentation
Criteria
Points
1
Poor
Audience cannot understand presentation
because there is no sequence of information.
Organization
4
Fair
Audience has difficulty following
presentation because student jumps
around.
Student is uncomfortable with
information and is able to answer only
rudimentary questions.
7
Good
Student presents information in logical
sequence which audience can follow.
Student is at ease with content, but fails
to elaborate.
Excellent
10
Student presents information
interesting sequence which a
follow.
Student demonstrates full kno
than required) with explanatio
elaboration.
Content Knowledge
Student does not have grasp of information;
student cannot answer questions about subject.
Visuals
Student used no visuals.
Student occasional used visuals that
rarely support text and presentation.
Visuals related to text and presentation.
Student used visuals to reinfo
text and presentation.
Mechanics
Student's presentation had four or more
spelling errors and/or grammatical errors.
Presentation had three misspellings
and/or grammatical errors.
Presentation has no more than two
misspellings and/or grammatical errors.
Presentation has no misspell
grammatical errors.
Delivery
Student mumbles, incorrectly pronounces
terms, and speaks too quietly for students in
the back of class to hear.
Student incorrectly pronounces
terms. Audience members have
difficulty hearing presentation.
Student's voice is clear. Student
pronounces most words correctly.
Student used a clear voice an
precise pronunciation of term
Total
Prepared by:
Reviewed by:
ERNIE C. CERADO (ACCESS)
ELLEN L. CONSOMO (ACCESS)
JONATHAN ROQUE (PALIMBANG)
REYNALDO ARANEGO (KALAMANSIG)
ALLAN REY PACULANAN (ACCESS)
Faculty/Instructors
ANESA P. MANGINDRA, PhD
BEED Chairperson
Approved by:
NANCY B. ESPACIO, EdD
Dean, College of Teacher Education
162