EdCK 3
Assessment in Learning 2
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PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
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EdCK 3 – Assessment in Learning 2 First Edition,
2022
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Learning Module Development Team
Assigned Chapter
Title
Author/s
Chapter 1:
Authentic
Assessment
the Classroom
Chapter 2:
Performance Assessment
Chapter 3:
Authentic Assessment of the Affective
Domain
Chapter 4:
Communicating Authentic
Assessment Results
Chapter 5:
Assessment
of
One’s
Teaching Practice
in
Noemi Regalado-Bulatao
Noemi Regalado Bulatao
Course Overview
Introduction
This course focuses on the principles, development, and use of alternative forms of assessment in measuring, monitoring,
and reporting.
Assessing authentic learning and communicating its outcomes It focuses on how to evaluate process- and product-oriented
learning. Outcomes in addition to affective learning Pre-service teachers will learn how to design, develop, select, and use
rubrics and other assessment tools.
Alternative assessment tools for performance and product-based evaluation. The course also covers how to provide and
improve instruction and learner performance, provide accurate and constructive feedback.
General Objectives:
By the end of the course, the students will be able to:
1. Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using
authentic assessment techniques in various curriculum teaching areas;
2. Demonstrate skills in designing, developing and using learner-appropriate performance-based, productbased, and
affective assessment tools in monitoring and evaluating learner progress and achievement in various curriculum
areas;
3. Demonstrate knowledge and understanding of providing timely, accurate and constructive feedback to improve
learner performance;
4. Demonstrate familiarity with various strategies for communicating authentic learning results;
5. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and
programs; and
6. Demonstrate an understanding of how professional reflection on assessment feedback can be used to improve
practice.
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Course Details
Course Code:
Course Title:
EdCK 3
Assessment in Learning 2
No. of Units:
3 units
Classification:
Lecture-based
Pre-requisite / Co-requisite:
Semester and Academic Year:
Schedule:
Assessment in Learning 1
2nd Semester, AY 2021 - 2022
MWF 08:00-09:00
11:00-12:00
TTH 01:00-02:30
02:30-04:00
Noemi Regalado Bulatao
Name of Faculty:
Contact Details:
o Mobile Number:
o Email:
o FB Account:
Consultation o Day:
o Time:
Learning Management System
The University LMS will be used for asynchronous learning and assessment. The link and class code for LMS will be
provided at the start of class through the class’ official Facebook Group.
Google Meet
Zoom
Google Classroom
University LMS
Assessment with Rubrics
Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests, individual/group outputs using
synchronous and/or asynchronous modalities or submission of SLM exercises. Rubrics are also provided for evaluation of
individual/group outputs.
Major examinations will be given as scheduled. The scope and coverage of the examination will be based on the lessons/topics
as plotted in the course syllabus.
RUBRIC FOR BUILDING ARGUMENT LINK:
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MODULE OVERVIEW
Introduction
This module has been designed to assist you in your learning journey by utilizing the Advanced and Personality
learning activities required to complete your course. This module includes reading materials selected to help you understand
the ideas and concepts introduced in the module.
This semester, EdCK 3 class will focus on the principles, development, and use of alternative forms of assessment
in measuring, evaluating, and analyzing authentic learning, as well as communicating each result. It emphasizes/stresses the
importance of Process-and-product-oriented learning outcomes, as well as affective learning, are evaluated. Trainees will
learn how to design, develop, select, and use rubrics and other alternative assessment tools for performance and productbased assessments. The course also covers how to give accurate and constructive feedback in order to improve instruction
and learning performance.
Activities and assessments of learning process are provided to test your understanding and application of
the lessons covered in this module.
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Table of Contents
Chapter 1: Authentic Assessment in the Classroom
A. High-Quality Assessment in Retrospect
1. Purpose
2. Targets
3. Methods
4. Reliability, Validity and Practicality
B. What is Authentic Assessment?
1. Nature
2. Characteristics
3. Related terms
C. Why Use Authentic Assessment?
1. Principles
2. Traditional assessment vis-a vis authentic assessment
D. Developing Authentic Classroom Assessment?
1. A framework for authentic assessment
2. Authentic assessment development process
Chapter 2: Performance Assessment
A. What and why of performance assessment
1. Meaning and Nature
1.1. Purpose of performance assessment
1.2. Types of performance tasks o Process-based o Products-based
2.Principles of performance assessment
B. Developing Performance Tasks
1. Designing performance tasks
2. Goal, Role, Audience, Situation, Products, Standards, (GRASPS) model: A guide to developing
authentic performance tasks
3. Differentiating performance tasks for diverse learners
4. Scoring Rubrics
4.1. Types
4.2. Components
4.3. Development
4.4. Interpretation and utilization
Chapter 3: Authentic Assessment of the Affective Domain
A. Affective Targets
1. Attitudes
2.Interests
3. Motivation
4. Values
5. Self-concept
6. Locus of control
7. Self-efficacy
8. Anxiety
9. Creativity
10.Epistemological beliefs
B. Appropriate methods
1. Types
2. Selection
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3. Development
4.Interpretation and utilization
C. Other Affective Measures and Assessments
1. Non-test Indicators
2. Transversal Competencies
3. 21st Century Skills
Chapter 4: Communicating Authentic Assessment Results
A. Effective Communication
1. What to communicate
2. Why communicate
3. How to communicate
3.1. Managing message quality
3.2. Managing interpersonal dynamics
B. Portfolio as Communication Medium
1. Portfolio and authentic assessment
1.1. Nature and characteristics
1.2. Analyzing the key components of portfolios
2. Types and uses
3. e-Portfolios
C. Grading and Reporting
1. Nature, purpose and rationale for assigning grades
2. Grading systems
2.1. Letter grades
2.2 Percentage grades
2.2.1. averaging
2.2.2. cumulative
2.3. Verbal descriptors
2.4. Checklists
2.5. Narrative Reports
3. Reporting to Parents
3.1. Report cards
3.2. Parent-teacher conference
3.3. Other communication
Chapter 5: Assessment of One’s Teaching Practice
A. Reflective Practice Using Learner Attainment Data
1. Learners’ test score
2. Learner’s non-test data and other information
B. Reflective Practice Through Performance Evaluation
1. Student as Evaluators
2. Peers as Evaluators
3. Supervisors as Evaluators
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Chapter 3: Authentic Assessment of the Affective Domain (Week 10-12)
A. Affective Targets
Attitudes
Interests
Motivation
Values
Self-concept
Locus of control
Self-efficacy
Anxiety
Creativity
Epistemological beliefs
B. Appropriate methods
Types
Selection
Development
Interpretation and utilization
C. Other Affective Measures and Assessments
Non-test Indicators
Transversal Competencies
21st Century Skills
Lesson Objectives:
a. select appropriately developed, high quality affective assessment tools;
b. use target- and learner-appropriate affective assessment methods and tools; and
c. interprets performance assessment data/ results for monitoring and evaluating learner
achievement to improve learner performance and inform instruction.
INTRODUCTION:
In this lesson, we shall discuss how to assess affective domain. Affective Domain covers behaviors with
regards to attitudes, beliefs and feelings. Networks of attitudes, beliefs and feelings from the student’s values.
Values are perceptions or ideas of worth, while beliefs are perceptions of fact. It also emphasizes on feelings,
emotions and degree of acceptance or rejection.
According to Hohn (1995), as cited by McMillan (2001), the term affective refers to a wide variety of
traits and dispositions that are different from knowledge, reasoning and skills. The term “affect” is general in
nature, it is better for teachers to use specific behavior when developing learning target.
According to William James Popham (2003), the reasons why it is important to assess affect are: 1)
educators should be interested in assessing affective variables because these variables are excellent predictors
of students’ future behavior; 2) teachers should assess affect to remind themselves that there ‘s more to being
successful teacher than helping students to obtain higher scores on achievement tests; and 3) information
regarding student’s affect can help teachers teach more effectively on a dayto-day basis.
A. Affective Targets
ACQUISITION OF NEW KNOWLEDGE:
Affective Targets (refer to pp.51-56 of your textbook – Assessment in Learning 2)
1. Attitude targets
McMillan (1980) defines attitude as internal state that influence what students are likely to do. The
internal state can in some degree determine positive or negative or favourable or unfavourable reaction toward
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an object, situation, person or group of objects, general environme nt of group of persons. It does not refer
to behaviours, when a student knows, right or wrong, in a moral or ethical sense or characteristics such as
age, race or socio-economic status. In a learning institution, attitude is contingent on subjects, teachers, other
students, homework and other objects or persons. Most often one can identify the positive and negative
attitudes that a person intends to foster or at least keep track of because of these attitudes are related to
correct and future behaviour. The following are examples of positive and negative attitudes shown on the
table below:
A Positive attitude toward
A
Negative
toward
Learning
Cheating
Science, English, and other
cts
attitude
drug use
Assignments
Bullying
Classroom rules
cutting classes
Teachers
dropping out
In research conducted by research psychologists, they found that attitudes consist of three components or
contributing factors (Forsyth, 1999):
1. An affective component of positive and negative feelings
2. A cognitive component describing worth or value
3. A behavioural component indicating a willingness or desire to engage in particular actions
The affective component consists of the emotion or feeling associated with an object or a person (good or
bad feelings, enjoyment, likes, comfort, anxiety, etc.) the cognitive component is an evaluative belief ((such
as thinking something valuable, useful, worthless, etc.). the behavioural component is actually responding in
a positive way. A strong and stable attitude is manifested when all the three components are consistent. Which
means that, if a student like science , the student thinks its valuable and reads science related materials at
home, it translates that the student has a very strong positive attitude. On the other hand, if it is likely that
for many students, these components will contradict one another. For example, Juana may not like English
very much but thinks that English is important. The question is, what would her attitude be in general sense
toward English? That would depend on what component of the attitude is being measured. If it is only affective
component then the attitude would be negative but if it is the cognitive component it would translate to positive
attitude.
This trifocal conceptualization has significant implication for identifying attitude targets. Does the
assessment need to focus on feelings, thoughts, or behaviour? If the learning target for example is “student
will have a positive attitude toward school” then the assessment need to include all the three components
since the general nature of target would need to be consistent with the assessment. But if the target is
“students will like coming to school”, then it would suffice that the assessment focus only on the affective
component.
Interest Targets
Interest is a personal preference for certain kinds of activities. According to Kelly, interests of an
individual really important information about the make-up of his personality. Interests are one of the
determinants of the individual differences.
An interest is a tendency to become absorbed in an experience and to continue it‖(Bingham, W.V).
The following are the main characteristics of Interest
1. Interests are not necessarily related to ability or aptitude.
2. Interest can be hereditary as well as acquired from environment, through the interests are mainly
acquired.
3. Interests are fairly stable, cannot be changed easily.
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4.
5.
6.
Interests of an individual resemble with his parents or family interests.
Interests are the aspects of personality of an individual.
Interests are related to aptitudes and achievements
Motivation Targets
Motivation is a condition inside us that desires a change, either in the self or the environment.
When we tap into this well of energy, motivation endows the person with the drive and direction needed
to engage with the environment in an adaptive, open-ended, and problem-solving sort of way (Reeve,
2018).
In education, motivation is defined as the extent to which the students are involved in trying to
learn (McMillan, 2007). This includes the student’s initiation of learning, the intensity of effort exerted
the students’ commitment, and the student’s persistence. In other words, motivation is the determined
engagement in learning in order to gain mastery of knowledge and skills; students take learning
seriously and give importance to opportunities to learn.
Like attitudes, motivation is too ambiguous to use in the general definition as an outcome
because it is difficult to pinpoint the source of lack of effort and involvement. McMillan (2007) suggests
that motivation targets should focus on self-efficacy and value, distinct by academic subjects and type
of learning (like knowledge, understanding and reasoning). Below are some examples of motivation
targets:
•
•
Students will believe that they are capable of learning how to write simple computer programs using
Java. (Self-efficacy)
Students will believe that it is important to know how to write simple computer program using Java.
(value)
In assessing motivation, it is important to consider why students are learning, the reasons students’ give
their actions. When students do something or engaged themselves to activities because they find the activities
interesting, enjoyable, or challenging, they are intrinsically motivated. While extrinsic motivation is doing
something because it leads to a reward or punishment. Likewise, it has been shown that students who are
motivated by a need to understand and master the task (mastery orientation) show more positive behaviour
and thinking as compared to those who are doing something for the result or outcome (performance operation).
Students who are for mastery orientation are more engaged, have general inclination to generate solutions to
difficulties, and generate more positive credits to success and failure (success attributed to ability and moderate
effort failure to lack of effort).
Values Target
Values are characteristics or traits that a person holds in high importance. This include principles that
one considers to be right, and consequently which guides the person’s future actions and decisions. 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.
Another definition of values that it refers to either to the end state of existence or to modes of conduct
that are desirable or sought (Rokeach, 1973). End state of existence refer to conditions and aspects of oneself
and the kind of world that a person wants such as safe life, world peace, freedom, happiness, social acceptance
and wisdom. Modes of conduct are manifested in what a person believe is appropriate and needed in everyday
existence such as being honest, cheerful, ambitious, loving, responsible and helpful. Each of these values can
be placed into categories consistent with different areas of person’s lives. Hence the aspect of moral, political,
social, aesthetic, economic, technological and religious values.
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McMillan (200&) suggested that in setting value targets, it is necessary to stick to
noncontroversial and those that are clearly related to academic learning and school and department of
education goals. Some values that are commendable and non-controversial are described below:
Value
Sample Value Target
Honesty
Students should learn to value honesty in their dealings with others.
Integrity
Students should firmly observe their own codes and values.
Justice
Students should support the view that all citizens should be the recipients
of equal justice from government law enforcement agencies.
Freedom
Students should believe that democratic countries must provide the
maximum level of freedom to their citizens.
McMillian and Popham (2005) suggested other non-controversial values like kindness, generosity,
perseverance, loyalty, respect, courage, compassion and tolerance. Both of them believed that that there
should be a limit in the number of affective traits targeted and assessed. It is better to do excellent job assessing
a few important traits than to try to assess many traits casually.
Self-Concept Target
How Does Self-Efficacy Develop?
One's self-concept (also called self-construction, selfidentity, self-perspective or self-structure) is a collection of beliefs about
oneself that includes elements such as academic performance, gender
roles, sexuality and racial identity. Generally, self-concept embodies the
98 answers to "Who am I?". Self-concept is a cognitive or descriptive
component of one's self (e.g., "I am a fast runner"),
Extensive literature on self-concept and self-esteem are
available for references. Most educators refer to these characteristics
when dealing with students who have problems with school and learning.
It is accepted that these beliefs are important event when controversy
over whether self-concept and self-esteem proceed or result from academic learning. Some level of positive
self-efficacy is needed for achievement (McMIllan, 2007). It is likely that the said aspect self-concept is formed,
at least in part, when children experience meaningful success with moderate effort.
In setting targets, it is helpful to remember that self-concept and self-esteem are multidimensional
(Marsh & Craven, 1997). There is bodily self, an athletic self, a mathematical self, a social self, and others.
Each person has a self-description in exact area that form one’s self concept of self-image. Moreover, individuals
have a sense of self-regard, self-affirmation, and self-worth in each area (self-esteem) hence, a student can
have a self-concept that is he is tall and thin, but feel very comfortable with it and accept the description. On
the contrary, there can be another student who has the same self-concept but feels inferior or inadequate, thus,
have a low self-esteem.
In assessing the academic self-concept, universal self-concept, and self-esteem targets must be
avoided including self-description and an evaluation of that description. General self-concept measured through
attitudes and motivations is not beneficial since general self-concepts are from areas not directly related to
academic learning. Through specifying academic self-concept or self-concept in academic ability a more valid
indication of what students think of themselves as learners will be known. Targets that are specific to subject
areas will yield to a more useful information. In addition, it is also helpful to know where students draw the line
between descriptions of themselves and if they like those descriptions. For cases of more serious mental or
emotional problems, a general measure may be needed however, it is best to leave those kinds of assessments
for such cases to school psychologist or counsellor.
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Locus of Control
• Locus of control (Rotter 1966) refers to an individual's beliefs about the extent of control that they have
over things that happen to them. The more anxious or depressed a
person is, the more external their locus of control tends to be and
a greater external locus of control is associated with a greater
vulnerability to physical illness.
• Locus of control is a psychological concept that refers to how
strongly people believe they have control over the situations and
experiences that affect their lives.
• In education, locus of control typically refers to how students
perceive the causes of their academic success or failure in school.
Types of Locus of Control
1. Internal locus of control. Students generally believe that their
success or failure is a result of the effort and hard work they invest in their education. Individual
believes that his/her behaviour is guided by his/her personal decisions and efforts.
"Anxiety," by Deedee Von Licht.
2. External locus of control. Students generally believe that their successes or failures result from
external factors beyond their control, such as luck, fate, circumstance, injustice, bias, or teachers
who are unfair, prejudiced, or unskilled. Individual believes that his/her behaviour is guided by fate,
luck, or other external circumstances.
For example, students with an internal locus of control might blame poor grades on their failure to
study, whereas students with an external locus of control may blame an unfair teacher or test for their poor
performance.
Whether a student has an internal or external locus of control is thought to have a powerful effect
on academic motivation, persistence, and achievement in school. In education, “internals” are considered
more likely to work hard in order to learn, progress, and succeed, while “externals” are more likely to believe
that working hard is “pointless” because someone or something else is treating them unfairly or holding them
back. Students with an external locus of control may also believe that their accomplishments will not be
acknowledged or their effort will not result in success.
Self-Efficacy
Self-efficacy is the student’s self-perception of his/her capability to perform successfully. It also
meant as the belief we have in our own abilities, specifically our ability to meet the challenges ahead of
us and complete a task successfully (Akhtar, 2008). General self-efficacy refers to our overall belief in
our ability to succeed, but there are many more specific forms of self-efficacy as well (e.g., academic,
parenting, sports).
High self-efficacy can manifest as one or more of the following traits and behaviors, among others:
1. A student who is not particularly gifted in a certain subject but believes in her own ability to learn
it well;
2. A man who has had bad luck with relationship so far, but retains a positive outlook on
3. An expectant mother who is nervous about caring for a new baby, but believes that she has what
it takes to succeed, no matter how difficult or scary it is;
4. A new graduate who takes a high-profile, high-status job that she has never done before, but that
she feels she can succeed in;
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President Ramon Magsaysay State University- Sta. Cruz Campus
5.
An entrepreneur who pours his heart and soul into establishing his business, but quickly moves on
to his next great idea when his business is hit with an insurmountable and unexpected challenge.
Anxiety
Anxiety is the mind and body's reaction to stressful, dangerous, or unfamiliar situations. It's the
sense of uneasiness, distress, or dread you feel before a significant event. A certain level of Anxiety helps
us stay alert and aware, but for those suffering from an anxiety disorder, it feels far from normal - it can be
completely debilitating.
Types of Anxiety Disorders
There are many anxiety-related disorders, and they are divided into three main categories:
1. Anxiety disorders: Anxiety disorders are characterized by a general feature of excessive fear (i.e.
emotional response to perceived or real threat) and/or anxiety (i.e. worrying about a future threat) and
can have negative behavioral and emotional consequences.
2. Obsessive-compulsive and related disorders are characterized by obsessive, intrusive thoughts
(e.g., constantly worrying about staying clean, or about one's body size) that trigger related, compulsive
behaviors (e.g. repeated hand-washing, or excessive exercise). These behaviors are performed to
alleviate the anxiety associated with the obsessive thoughts.
3. Trauma- and stressor- related anxiety disorders are related to the experience of a trauma (e.g.,
unexpected death of a loved one, a car accident, or a violent incident like war or sexual assault) or stressor
(e.g., divorce, beginning college, moving).
Creativity
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be
useful in solving problems, communicating with others, and entertaining ourselves and others.
Three reasons why people are motivated to be creative:
1. need for novel, varied, and complex stimulation
2. need to communicate ideas and values
3. need to solve problems
In order to be creative, you need to be able to view things in new ways or from a different perspective.
Among other things, you need to be able to generate new possibilities or new alternatives. Tests of creativity
measure not only the number of alternatives that people can generate but the uniqueness of those alternatives.
the ability to generate alternatives or to see things uniquely does not occur by change; it is linked to other,
more fundamental qualities of thinking, such as flexibility, tolerance of ambiguity or unpredictability, and the
enjoyment of things heretofore unknown.
Characteristics of the creative personality:
1. Creative individuals have a great deal of energy, but they are also often quiet and at rest.
2. Creative individuals tend to be smart, yet also naive at the same time.
3. Creative individuals have a combination of playfulness and discipline, or responsibility and irresponsibility.
4. Creative individuals alternate between imagination and fantasy ant one end, and rooted sense of reality
at the other.
5. Creative people seem to harbor opposite tendencies on the continuum between extroversion and
introversion.
6. Creative individuals are also remarkable humble and proud at the same time.
7. Creative individuals to a certain extent escape rigid gender role stereotyping and have a tendency toward
androgyny.
8. Generally, creative people are thought to be rebellious and independent.
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9. Most creative persons are very passionate about their work, yet they can be extremely objective about it
as well.
10. The openness and sensitivity of creative individuals often exposes them to suffering pain yet also a great
deal of enjoyment.
Epistemological Belief
• It is the learner’s personal philosophy concerning acquisition of knowledge, which can change over time
depending upon one’s personal life experiences.
Beliefs about the nature of knowledge and knowing.
• Epistemological beliefs are defined as the individuals' subjective beliefs of the definition of knowledge
and the way in which the process of acquiring knowledge takes place (Schommer, 1990 cited in Deryakulu
& Büyüköztürk, 2002).
• The name epistemological beliefs include epistemological theories, ways of knowing, epistemic reflection,
epistemological resources, epistemic cognition, and epistemological thinking. However, they all refer to
the cognitions (i.e., understandings) an individual has about knowledge and knowing. The different
theories on epistemological beliefs differ to the extent to which they also include a student's cognitions
about learning, intelligence, instruction.
B. Appropriate methods
Appropriateness of Assessment Methods are the strategies, techniques, tools and instruments for
collecting information to determine the extent to which the students demonstrate the desired learning
outcomes.
These are the common types of Appropriateness of Assessment Methods
1. Written-Response Instruments
This includes objective tests (multiple-choice, true or false,
matching type or short answer test), essays, examinations, and
checklists.
•
Objective test – appropriate for the various levels
of the hierarchy of educational objectives.
•
Essay – when properly planned, can test the students’ grasp of high-level cognitive skills particularly in
areas of application, analysis, synthesis, and evaluation.
2. Product-Rating Scale
These scales measure products that are frequently
rated in education such as book reports, maps,
charts, diagram, notebook, essay and creative
endeavor of all sorts.
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3. Performance Test
One of these is the performance checklist
which consists of the list of behaviors that
makes up a certain type of performance.
4. Oral Questioning
An appropriate assessment method when the objectives are:
• To the students’ stock knowledge; and
•
To determine the student’s ability to communicate ideas in a coherent verbal sentence
Consider:
• State of mind
• Feelings
• Anxiety
• Nervousness
5. Observation and Self-Report
These are useful supplementary assessment
methods when used in conjunction with oral
questioning and oral test.
Selecting Appropriate Assessment Methods
Observation
Effective teachers observe their students from the time they enter the classroom.
During instruction, teachers observe students’ behavior to gain information about students’ level of interest
and understanding of the material or activity.
Questioning
Teachers ask questions for many instructional reasons including keeping students’ attention on the lesson,
highlighting important points and ideas, promoting critical thinking, allowing students’ to learn from each
others answers, and providing information about students’ learning.
Development of Affective Assessment Tools
According to McMillan (2007), the method of assessing affective targets has three feasible methods to evaluate
affective traits and dispositions.
The three feasible methods are Student Self-Report, Teacher Observation and Peer Ratings.
1. Student Self-Report
In this method, there are ways to show students’ influence as selfreport. The common and coordinate way is having a casual
discussion or interview. Students can answer to a survey or
questionnaire about themselves or to other students.
Example of Self-Report Questionnaire
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There are sorts of personal communication that teachers can utilize with their students. It can be discussions,
individual interviews, group interviews and casual conversations to assess affect.
The other type under student self-report method is questionnaires and surveys. And there are two types of format
using the questionnaires and surveys; it is the Constructed-Response format and Selected-Response format.
Constructed-Response format
Is a straight forward approach inquiring students about
their affect by reacting to statement or to a question?
The other way to actualize Constructed-Response
format is by means of an essay.
Selected-Response format
Are composed of questions to which there is typically one best
answer. They are sometimes referred to as objective assessments
(Suskie, 2018).
2. Teacher Observation
This method is one of the necessary tools for formative assessment. In using observation, the primary thing
to do is determine in advance how particular behaviors relate to the target.
Student Behaviours Indicating Positive and Negative Attitudes Toward Learning
POSITIVE
NEGATIVE
Rarely misses class
Rarely late to class
Asks lots of questions
Helps other students
Works well independently without supervision
Is involved in extracurricular activities
He or she likes school
Comes to class early
Stays after school
Volunteers to help
Completes homework
Tries hard to do well
Completes assignments before they are due
Rarely complains
Is rarely off-task
Rarely bothers students
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Is frequently absent
Is frequently tardy
Rarely asks questions
Rarely helps other students
Needs constant supervision
Is not involved in extracurricular activities
Says he or she doesn’t like school
Rarely comes to class early
Rarely stays after school
Doesn’t volunteer
Often does not complete homework
Doesn’t care about bad grades Never does extra
credit work
Never completes assignments before the due date
complains Sleep in class
Bothers other students
Stares out window
President Ramon Magsaysay State University- Sta. Cruz Campus
These behaviors give foundation in creating guidelines, checklist or rating scales. The positive behaviors
are called approach behaviors whereas the negative ones are named avoidance behaviors. McMillan (2007)
suggested that the best approach is to develop a list of positive and negative behaviors.
After the list of behaviors has been created, the teacher must choose whether to use an informal,
unstructured observation or a formal one and structured. These two types differ in terms of arrangement and
what is recorded.
Unstructured Observation
Can also be used for the reason of making summative judgements. In using Unstructured Observation, it is
essential to have at least some guidelines and examples of behaviors that demonstrate affective trait.
Unstructured Observation is more practical, which suggests teachers can record everything they have
observed and are not limited by what is contained in a checklist or rating scale.
Structured Observation
Is different from unstructured observation with regard to preparation needed as well as in the way observation
is recorded.
3. Peer Ratings
Is the least common method among the three feasible methods of assessing affect. Because of the nature
of learners, they don't continuously take this activity seriously and most regularly than not they are subjective in
conducting this peer rating. Hence, peer rating is seen as generally inefficient in terms of conducting, scoring,
and interpreting peer ratings. However, teachers can precisely observe what is being assessed in peer ratings
since teachers are very much engaged.
Interpreting and Utilizing the Different Methods or Combination of Methods in Assessing Affect
Each of the three feasible methods (Student Self Report, Teacher Observation and Peer Rating) has its
own advantages and disadvantages. In choosing for which method or methods to utilize, consider the following
factors:
Type of affect that needs to be assessed;
A common response to something or someone can best be gathered through observation. Nevertheless, if an
attitude component is to be diagnosed, a self-report will give a better knowledge.
If the information needed is from grouped or individual responses; and
If grouped response and tendencies are required, selected response self-report method is suitable, because it
guarantees anonymity and is easily scored.
The use of information
If the intention of the affective assessment is to utilize the outcomes as supporting input to grading, then multiple
approaches is essential and be mindful of the plausibility of having fake comes from self-report and even from
peer judgment
C. Other Affective Measures and Assessments
1. Non – Test Indicators
Every student goes through assessment to measure if they achieved the expected learning outcomes at
the end of the course. Academic tests are typically relied upon to assess the performance of students in educational
tasks which focus more on the cognitive development. “Educated but not well – mannered.” A school must pursue
goals not just focusing on the high-test scores of its students but also on their personality, attitude, and behaviour
while learning which affects their social being. This can be seen on the students’ performances while not being
informed that they are being judged. The assessment tools that can be include are portfolios, anecdotal records,
non – test instruments such as questionnaires, interview guidelines, observation guidelines, check list, and rating
scales.
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2. Transversal Competencies
Transversal Competencies (TVC) refers to knowledge, skills, values, and attitudes that are integral to life
in the 21st century. We need to adapt and collaborate with our fast-changing world, technological advances that
continuously shaping our lives and workplaces. A change from old educational goals is needed in order to achieve
this. Students who will become future workers need to be ready and must have a sophisticated and complex
problem – solving skills, communication and coordination skills. This will help the success of an individual and also
well-functioning society.
There are 6 categories of Transversal Competencies:
1.
2.
3.
4.
5.
6.
Critical and innovative thinking
Global citizenship
Physical health & religious beliefs
Intrapersonal skills
Interpersonal skills
Media and information literacy
Groupings of the skills referring to each category:
Critical and innovative thinking - this is how we think extensively and profoundly using abilities, attitudes
and dispositions such as reason, reasoning, resourcefulness, creativity and ingenuity in all learning areas at school
and in their lives outside school.
• Creativity
• Entrepreneurship
• Resourcefulness
• Application skills
• Reflective thinking
• Reasoned decision making
Global citizenship - understanding the wider world, and our place in it. It is about our rights, responsibilities
and taking active roles in our community.
• Awareness and openness
• Tolerance and respect for diversity
• Responsibility and ability to resolve conflict
• Ethical and intercultural understanding
• Democratic participation
• Respect for the environment
• National identity and the sense of belonging
Physical health and religious beliefs – giving importance for our well – being while continuously living and
working, and also respecting different religious beliefs.
• Respect for religious values
• Appreciation of health lifestyle
Intrapersonal skills – these are the skills within ourself or the internal skills and habits that help us control
thoughts, cope with problems, and learn new knowledge. Such abilities, which contribute to emotional
intelligence, include aspects such as self-confidence and resilience.
• Self – discipline
• Ability to learn independently
• Flexibility and adaptability
• Self – awareness
• Perseverance and self – motivation
• Compassion
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President Ramon Magsaysay State University- Sta. Cruz Campus
• Integrity and self – respect
Interpersonal skills - These are the abilities we use every day as we connect and communicate, both
individually and in groups, with other people. They have a broad range of abilities, but especially communication
skills such as listening and speaking effectively. They also provide the capacity to control the feelings and regulate
them.
• Communication skills
• Organizational skills
• Teamwork and collaboration
• Sociability and collegiality
• Empathy and compassion
Media and information literacy
• Ethical use of ICT
• Ability to critically evaluate information and media content
•
Ability to obtain and analyse information through ICT
3. 21st Century Skills
21st century skills are needed to be equipped by the students to become globally competitive and able to
adapt with the fast – changing world and advanced technologies.
We have 3 Categories of 21st Century Skills:
1. Learning Skills
2. Literacy Skills
3. Life Skills
Learning Skills – these are the four C’s (Critical thinking, Creativity, Collaboration, and Communication)
that teaches students about the mental processes needed to adapt to a new work environment and
strengthen it.
• Critical Thinking – this is how we find solutions to problems that may arise. For example, in a
company that is facing a problem, as we tell the problem, we should also be ready and know the
solution to it.
•
Creativity – thinking outside the box, we should be able to innovate ideas, new things, that may
help to adapt and to become successful.
•
Collaboration – this is how well we work with our workmates or classmates. Combining each
other ideas, doing each other parts or responsibilities and each other willingness. “Two is better
than one.”
•
Communication – this is how we talk to others with the challenging part of having different
beliefs, philosophy, but still able to understand each other ideas and messages trying to convey.
Having good communication will avoid conflicts and failure of a project.
Literacy Skills – these are usually called the IMT skills (Information, Media, and Technology) that are
concerned about different element in digital understanding.
• Information – being able to understand facts from fiction, figures, statistics, and data we’ve
searched on internet.
•
Media – this is our skill of how to identify which of the information we read, watched, or
heard is true or if it is credible or not. As with the technology advances, it is easy for people to
edit what they’re posting online to attract netizens and make them believe easily. As for us, we
must not be one sided or focus with just one source, we must also look for other sources that will
back it up to make sure that it is credible and true.
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President Ramon Magsaysay State University- Sta. Cruz Campus
•
Technology – being a techy person is important in 21st century, knowing how to use technologies
or performing using it. Like in everyday class, its already outdated to use cartolina, manila paper,
or blackboard for teaching or presenting lessons,
but we are now using projector, laptops, and
PowerPoint.
Life skills – also called FLIPS (Flexibility, Leadership,
Initiative, Productivity, Social Skills) these are the skills we
need in our daily life wherever we are, especially in
workplace.
• Flexibility – this emphasizes the willingness and
ability to adapt to changing circumstances. For
example, with knowing to yourself that you are
wrong with something, you should know, able to
admit, and accept that you are wrong, then able to
change for the betterment of yourself.
Since learning is a lifelong process, there’s always
a space for failure and the important is that making
up for that.
•
Leadership – is the leading of a particular group
that motivates your members to act to achieve a
particular goal set.
•
Initiative – voluntarily doing what is needed to be
done without expecting rewards in exchange of it.
•
Productivity – this is how we accomplished goals
in our daily lives. Giving importance to time knowing
that you should not waste it and complete task with
the given specific time.
•
Social Skills – this is how we are able to socialize
and interacts with the others. Being an extrovert is
so much an advantage since socializing with
different types of person is easy to do.
REFERENCES:
Textbook:
David, A.P., Magno, C.P., Golla, E.F., and Valladolid, V.C. (2020). Assessment in Learning 2, 1st ed. Rex Book Store
Cajigal, R.M and Mantuano, M.L.D. (2014). Assessment of Learning 2. ADRIANA Pub. Co. Inc.
https://www.slideshare.net/paj261997/performancebased-assessment-assessment-of-learning-2chapter-2
https://www.scribd.com/document/540849449/LESSON-7-1-authentic-assessment-of-the-affective-domain
https://www.google.com/search?q=Authentic+Assessment+of+the+Affective+Domain++appropriate+methods&sxsrf=ALiCzsb9KpTU
DWIe5O_yEyiBLj3sR442xQ%3A1653208891138&ei=O_eJYp6CCJTO2roPrdmxsA4&ved=0ahUKEwjei8iF2_L3AhUUp1YBHa1sDO
YQ4dUDCA4&uact=5&oq=Authentic+Assessment+of+the+Affective+Domain++appropriate+methods&gs_lcp=Cgdnd3Mtd2l6
EAMyBQgAEIAEOgcIABBHELADOgcIABCwAxBDSgQIQRgASgQIRhgAUO4HWKgPYIoYaAFwAXgAgAGFAogB5AOSAQMyLTKYAQC
gAQKgAQHIAQnAAQE&sclient=gws-wiz
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Unit 4 –Communicating Authentic Assessment Results (Week 13-16)
A. Effective Communication
1. What to communicate
2. Why communicate
3. How to communicate
- Managing message quality
- Managing interpersonal dynamics
B. Portfolio as a Communication Medium
1. Portfolios and authentic assessment
- Nature and characteristics
- Analyzing the key components of portfolios
2. Types and uses
3. e-Portfolios
C. Grading and Reporting
1. Nature, purpose and rationale for assigning grades
2. Grading Systems
- Letter grades
- Percentage grades
o Averaging
o Cumulative
- Verbal descriptors
- Checklists
- Narrative reports
3. Reporting to Parents
- Report cards
- Parent-teacher conference
-Other communications
Learning Objectives:
a. design and develop portfolios for authentic assessment of learning outcomes;
b. report, punctually and accurately, results of assessment of learner academic performance
and achievement in the form of grades, marks, descriptors or narratives; and
c. articulates to parents learning needs, progress and behavior of the learners during a parent,
teacher conference or other appropriate situation.
INTRODUCTION:
This unit is about communicating authentic assessment results. Main topics are Effective Communication,
Portfolio as a Communication Medium, and Grading and Reporting. This topic will introduce us why is it that
these topics are important to understand and how to apply such.
A. Effective Communication
Effective Communication is about something other than trading information. It’s tied in with understanding
the feeling and expectations behind the information. Just as having the option to unmistakably pass on a message,
you need to likewise tune in such that acquires the full significance of what’s being said and causes the other
individual to feel heard and comprehended. (Robinson, L. Effective Communication)
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1) What is Communicate?
- Communicating is important in the daily lives of people, by using this tool we can exchange
-
information’s to others that can give us ideas, knowledge, and motivations.
Communication is a process of exchanging information; it involves one sender that encodes a
message and a recipients or receiver that decodes the message.
There are different categories of communication.
1. Verbal Communication- an interaction that involves vocalizing the thoughts of a sender through
face to face, telephone, radio or television and other media.
2. Non-Verbal Communication-an interaction that uses body language, sign language or gesture to
communicate.
3. Written Communication- is a type of communication that express there thoughts or information
through writing or typing a letter, e-mail, posting status on social media, books, magazine,
messenger, and SMS.
4. Visualization-using of pictures, graphs and charts to communicate.
Communication is a helpful tool to seek and share information but there are hindrances in
communicating, this is challenging for us people because these hindrances can cause
misunderstanding. The following are barriers in communication;
1. Culture and Language Differences.
2. Lack of Interest
3. Lack of Communication Skills
4. Noise
5. Distractions 6. Different Perspectives
6.
Emotional State.
2) Why Communicate?
-Communicating is one of the activities that people do in their daily lives. It is a tool that
can motivate, influence and bring out changes in our and others' attitudes. (General, 2010)
General Objectives of Communication
1. We can communicate to persuade- meaning to let everyone do something by
commanding or promoting them.
2. We communicate in order to give or provide information’s.
3. We communicate seeking information- If we want to know some information,
we ask someone that can provide us information.
4. We communicate to express our thoughts and emotions.
How to communicate?
Authentic Assessment
When considering how to assess student learning in a course, most instructors would agree that the ideal
assessment would be one that not only assesses students’ learning; it also teaches students and improves their
skills and understanding of course content. One fundamental aspect of such assessments is that they are
authentic.
An authentic assignment is one that requires application of what students have learned to a new situation,
and that demands judgment to determine what information and skills are relevant and how they should be used.
Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints;
they can involve a real-world audience of stakeholders or “clients” as well. According to Grant Wiggins (1998), an
assignment is authentic if it
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•
•
•
•
•
•
is realistic.
requires judgment and innovation.
asks the student to “do” the subject.
replicates or simulates the contexts in which adults are “tested” in the workplace or in civic or personal
life.
assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to
negotiate a complex task.
allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine
performances and products.
Authentic assessments can be contrasted with conventional test questions, which are often indirect
measures of a student’s ability to apply the knowledge and skills gained in a course. Conventional tests have an
important place in college courses, but cannot take the place of authentic assessments. The table below, drawn
from Wiggins, illustrates the differences between typical tests and authentic assessments.
Typical tests
Require
responses
correct
Authentic tasks
Require
a
highquality
product
or
performance, and a
justification of the solutions to problems
encountered
Indicators of authenticity
Correctness is not the only criterion;
students must be able to justify their
answers.
Must be unknown
to the student in
advance to be valid
Should be known in advance to students as
much as possible
Are disconnected
from
real-world
contexts and
constraints
Contain items that
isolate
particular
skills or facts
The context and constraints of the task
Are tied to realworld contexts and
are like
constraints; require the student to “do” the those encountered by practitioners in
subject.
the discipline.
Include
easily
scored items
Are integrated challenges in which a range
of skills and knowledge must be used in
Coordination
Involve complex tasks that for which there
may be no right answer, and that may not
be easily scored
Are “one shot”;
students get one
Are iterative; contain recurring tasks
chance to show
their learning
Provide a score
Provide usable diagnostic information
about students’ skills and
knowledge
The tasks and standards for judgment
should be known or predictable.
The task is multifaceted and complex,
even if there is a right answer.
The validity of the assessment is not
sacrificed in favor of reliable scoring.
Students
may
use
particular
knowledge or
skills in several different ways or
contexts.
The assessment is designed to improve
future
performance, and students are
important “consumers” of such
information.
Authentic assessments have several advantages over conventional tests. They are likely to be more valid
than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they
involve real-world tasks, they are also likely to be more interesting for students, and thus more motivating. And
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finally, they can provide more specific and usable information about what students have succeeded in learning as
well as what they have not learned.
However, authentic assessments may require more time and effort on an instructor’s part to develop, and
may be more difficult to grade. To address the difficulty of grading authentic assessments, it is often useful to
create a grading rubric that specifies the traits that will be evaluated and the criteria by which they will be judged.
Examples of Authentic Assessments
Nursing
Business
Computer Science
Psychology
Public Affairs or
Service Learning
Courses
Provide a case study of a patient and ask students to assess and create a plan of care
Develop a
business/marketing/sales plan for an imaginary (or real) company in a student's area
of interest.
Troubleshoot a problematic piece of code; Develop a website/app to solve a particular
problem and/or meet a set of criteria
Examine/critique a case study from multiple theoretical positions
Consider how a community agency might be impacted by a particular challenge
(budget cuts, infrastructure outage, public health crisis, etc.)
Biology/Chemistry
Draw a diagram of how a process works, indicating what happens if X occurs
History
Engage in a role play of a particular event in history; Describe what might have
happened if one element of a historical event had changed.
B. Portfolio as a Communication Medium
Portfolios and Authentic Assessment
What is a Portfolio?
A portfolio is not the pile of student work that accumulates over a semester or year. Rather, a portfolio
contains a purposefully selected subset of student work. "Purposefully" selecting student work means deciding
what type of story you want the portfolio to tell. All decisions about a portfolio assignment begin with the type of
story or purpose for the portfolio. The particular purpose(s) served, the number and type of items included, the
process for selecting the items to be included, how and whether students respond to the items selected, and
other decisions vary from portfolio to portfolio and serve to define what each portfolio looks like.
Are Portfolios Authentic Assessment?
Student portfolios have most commonly been associated with collections of artwork and, to a lesser extent,
collections of writing. Students in these disciplines are performing authentic tasks which capture meaningful
application of knowledge and skills. Their portfolios often tell compelling stories of the growth of the students'
talents and showcase their skills through a collection of authentic performances. Furthermore, in the more
thoughtful portfolio assignments, students are asked to reflect on their work, to engage in self-assessment and
goal-setting. Those are two of the most authentic skills students need to develop to successfully manage in the
real world.
Nature and Characteristics of Portfolio
 Focus is on development of self-evaluation skills.
 Teacher and students must meet to discuss evaluations (teachers can get a good window into students’
understanding of their progress).
 In addition to improving instruction, the goal is to help student internalize criteria for excellence.
 Can be used for student-directed conferences with parents.
 Focus is on evaluation of student work in its entirety and certifying accomplishment.
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 Teacher should provide student with clear guidelines about content of portfolio and scoring criteria.
 If used to assess program goals, the content and organization of portfolios must be highly standardized.
Key Components of Portfolio
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.
3. Entries. Entries in the student portfolio can either be core or optional. Core entries are item 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.
Questions that student have to consider in making reflections for each item in the portfolio follows.
• What did I learn from it?
• What did I do well?
• Why did I choose this item?
• What do I want to improve in the item?
• How do I feel about my performance?
• What were the problem areas or difficulties encountered?
B. Portfolio as a Communication Medium
An e-Portfolio is an collection of evidence in an electronic format in showcases of learning over time. When you
think about your e- portfolio and the types of evidence that it contains, it is about to think carefully on its purpose
and intended evidence. portfolio is in the reflection and the learning, making the connections between portfolio
and learnings.
It may contain all or some of the following:
• Files of various formats (text, pictures, videos.)
• Evidence related to courses taken, programs of study etc.
• Writing samples (which might include several drafts to show development and improvement)
• Projects prepared for class or extracurricular activities
• Evidence of creativity and performance
• Evidence of extracurricular or co-curricular activities, including examples of Leader ship
• Evaluations, Analysis and Recommendations.
Types and Uses
The sections that follow emphasize that identifying specific goals or purposes for assigning a portfolio is
the first and most critical step in creating such an assignment. Just as identifying a standard guides the rest of
the steps of developing an authentic assessment, identifying the purpose(s) for a portfolio influences all the other
decisions involved in producing a portfolio assignment. I will list several of the most common purposes here, and
then I will elaborate on how each purpose affects the other decisions in the section below.
Purposes
Why might you use a portfolio assignment? Portfolios typically are created for one of the following three
purposes: to show growth, to showcase current abilities, and to evaluate cumulative achievement. Some examples
of such purposes include
1. Growth Portfolios
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a. to show growth or change over time
b. to help develop process skills such as self-evaluation and goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more products/performances
2. Showcase Portfolios
a. to showcase end-of-year/semester accomplishments
b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favorite, best or most important work
d. to communicate a student's current aptitudes to future teachers
3. Evaluation Portfolios
a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students appropriately
The growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes the products
of learning. Of course, a portfolio may tell more than one story, including more than one category above. For
example, a showcase portfolio might also be used for evaluation purposes, and a growth portfolio might also
showcase "final" performances or products. What is critical is that the purpose(s) is clear throughout the process
to student, teacher and any other pertinent audience. To elaborate on how the purpose affects the portfolio
assignment let me answer the question.
TYPES OF e-PORTFORLIOS
Showcase - These ePortfolio is primarily a way to demonstrate showcase the highlights of a student’s
academic career.
Learning ePortfolios – These Portfolios are typcally created by students as part of a course to demonstrate
learning and learning process. These portfolios support the idea of formative feedback as an essential part of
learning process.
Assessment – Using both formative and summative assessment feedback was provided to colleges, departments
and instructors on the quality of evidence students used in their portfolios to demonstrate our general education
competencies.
C. Grading and Reporting
1. Nature, Purpose and Rationale for assigning grades
What is the Nature of assigning grades?
The nature of assigning grade according to McKeachie (1986), is processed through absolute grading as
it is the only form of assigning grades that is compatible with the mastery of teaching and learning strategies.
Through this process, the instructor is expected to be able to understand and describe the learner’s behaviors at
the end of the class session and determine the grading components that identifies and measures the evaluation
performance of the students. The objectives of every discussion in a class session is given to the students to help
them with learning and guide them for their achievement measures.
Every achievement are measured, the instructors are comparing the results with standards and criterions.
The students that do not meet the criterion are expected to study further, rewrite their paper, or make changes
in their works in order to be evaluated again. This process continues until the learners achieve the passing level
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of the instructor’s criterion and standards. The instructor’s standards and criterion are the key factors to achieve
a successful grading method.
What is the Purpose of assigning grades?
Based on Walvoord, B. & V. Anderson in 1998 the purpose of assigning grades is
the following:
• as an evaluation of student work;
• as a means of communicating to students, parents, graduate schools, professional schools, and future
employers about a student’s performance in college and potential for further success;
• as a source of motivation to students for continued learning and improvement;
• as a means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and
bring closure to it.
According to Walvoord & Anderson (1998), the purpose of assigning grades is that, it evaluate
the works of the students, it serves as the mean of communication with the students, parents, graduate
schools, professional schools, and future employers about the performance of the students in college
and their potential. It also serves as a source of motivation for students that will help them continue to
learn and to improve, and it organizes a lesson, unit or semester that marks the transition of grades in
a course and brings closure to the students.
Assigning grades provides feedback to the students on their own learning and the things that
they understand and do not understand, and the things the students need to improve. Assigning grades
also helps the instructors determine their students’ learning and can inform them the future teaching
decisions they can make. It is used as an evaluation of the students’ work that accurately reflects the
quality of their understanding and is graded fairly. Accuracy and fairness in grading may take a lot of
time, and college instructors used it in a short supply. When the students are not satisfied with the
grades that they got, they sometimes protest for their grades and it results a headache to the instructors.
Some instructor’s notices that the students’ and their own focus gets in their way when they are
assigning numbers that acts as a way of promoting actual learning.
What is the rationale of assigning grades?
Grading rationale sorting- One reason for evaluating students is to be able to label them in the basis
of their performance and thus to sort them like so many potatoes. Sorting, in turn, has been criticized
at each of the three levels, but for very different reasons.
• Level 1- the concern is merely that we are not correctly dumping individuals into the right piles.
• Level 2- questions are raised about whether grades are reliable enough to allow students to be
sorted effectively.
• Level 3- this criticism is far too tame. The trouble is not that we are sorting students badly a
problem that logically should be addressed by trying to do it better.
Grading Rationale motivation- One of the major motives behind assessment in general is to motivate
students to work harder so that they will receive a favorable evaluation. Indeed, given the extent to
which A’s and F’s function as rewards and punishments rather than as useful feedback, grades are
counterproductive regardless of whether they are intentionally used for this purpose.
Rationale Feedback- Some educators insist that their purpose in evaluating students is neither to sort
them nor to motivate them, but simply to provide feedback so they can learn more effectively tomorrow than
they did today. From a Level 2 perspective, this is an entirely legitimate goal — and grades are an entirely
inadequate means of reaching it.( 1-14.)
2. Grading Systems
Grading system is a method used by teachers to assess students’ educational performance. In early
times, simple marking procedure was used by educators. But now, a proper grading system is followed by every
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educational institute. The grades such as A, A-, A+, B, B-, B+, C, D E and so on are used to evaluate the
performance of a student in a test, presentation or final examination.
• The grading system is based on an advanced marking pattern.
• The grading system has reduced the scoring pressure of students.
• Grading system let the students identify their weaknesses and strengths.
• Grading system make the study easier.
• Grading system reflect a student learning progress and achievement.
Types of Grading Systems
There are 7 types of grading systems available. They are:
1. Percentage Grading – From 0 to 100 Percent.
2. Letter grading and variations – From A Grade to F Grade.
3. Norm-referenced grading – Comparing students to each other usually letter grades.
4. Mastery grading – Grading students as “masters” or “passers” when their attainment reaches a prespecified
level.
5. Pass/Fail – Using the Common Scale as Pass/Fail
6. Standards grading (or Absolute-Standards grading) – Comparing student performance to a preestablished standard (level) of performance
7. Narrative grading -Writing Comments about students
- Letter grades
Letter grade are symbols used to represent a range of grades. Each letter has a corresponding percentage.
Most colleges and University are using this grading system. Using a series of letters (often A, B, C, D, F) or letters
with plusses and minuses as an ordered category scale - can be done in a norm- referenced (standardsbased)
manner.
Here is the example of letter grade:
27 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
- Percentage Grades
• Percentage grades is the total of your grades from your performances or outputs.
There are various types of computing your grade percentage. Below is an example how to.
Find your overall grade in the class. Take the number of points you have earned on every assignment and
add them together. Then divide this number by the number of possible points in the entire course. So if,
for instance, you have earned 850 points total in a class where there were 1,000 possible points, your
grade percentage in that class is 85. This is considered a "B" grade on an average grade scale.
This is an example of percentage grade equal to.
President Ramon Magsaysay State University
Grade Point
Equivalence
1.00 99-100
1.25 96-98
1.50 93-95
1.75 90-92
2.00 87–89
2.25 84–86
2.50 81-83
2.75 78-80
3.00 75–77
5.00
INC
Failure
Incomplete
University of Santo Tomas Grade Point System
Grade Point
Equivalence
Equivalence Description
1.00 96–100%
Excellent
1.25 94–95%
Very
Good
1.50 92–93%
Very
Good
1.75 89–91%
Good
2.00 87–88%
Good
2.25 84–86%
Good
2.50 82–83%
Fair
2.75 79–81%
Fair
3.00 75–78%
Pass
5.00 Below 75% Failure
INC
Incomplete
FA
Failure due to Absences
WP
Withdrew with Permission WF
28 EdCK 3-Assessment in Learning 2
Withdrew without Permission (Failure)
President Ramon Magsaysay State University- Sta. Cruz Campus
STANDARD TYPE
LEVELS OF ACHIEVEMENT
Grade Point
0.0
2.67
3.00
3.33
3.67
4.00
4.33
Letter Grade
F
B-
B
B+
A-
A
A+
STANDARD
TYPE
LEVELS OF ACHIEVEMENT
% Bands
0-69%
Marks/20
7072%
7376%
7779%
8084%
8589%
1616.5
1717.5
90100%
0-13.5
14
15
15.5
Levels
Level 1
Level 2
Level 3
Level 4
Labels
Fails to meet
threshold level of
achievement
A moderate
level of
achievement
A high level of
achievement
A very high t
outstanding level
achievement
18-20
- Verbal Descriptors
Verbal descriptors:
Verbal descriptors are grading criteria. These are created to know how to label the grades of the
students may it be for percentage grading or output grading.
•
You can make one of your own for basis. To make one you have to know the grades of the output of your
students or their percentage grade. You can also create a criteria if you already have a right expectation
(Expected grades to have for the students.) or computation for grade.
This is an example of verbal descriptor:
In verbal descriptor or in criteria, per labels should be described. Review and revise to ensure
appropriateness and relevance of the created criteria.
- Checklists
Checklist:
There is a variety of checklist. Checklist for exams, outputs to be finished in a certain week, checklist for
portfolio. This topic is about grading checklist. In other words “rubrics”. Rubrics is a grading guide. It contains
specific explanations what to put in your output.
29 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
- Narrative Reports
Narrative Report
The narrative report describes the things or events that have taken place in the past through the logical
progression of the relevant facts.
To reliably shed more light on the things or incidents that occurred, a heavy emphasis on description is
used.
Contents of a Narrative Report
1. Introduction - A short summary of the subject of the study must be included in the presentation of
your narrative report. This is the first part of the report that requires a generic declaration like a study to
convey what the rest of the paper/report would be about. Much as with other piece of literature, the
introduction should be able to mention the key argument the article is attempting to make briefly but
also correctly.
2. Knowledge - This report section contains all the details related to your main subject. In this section
you will write about what you have learned throughout the term.
3. Observations - The things you have noticed and the things you have learned by observation are listed
in this section. This is simply the art where all of your findings are recounted during the time in which
the subject of your report happened.
4. Recommendations - In the portion of recommendations, you reflect on concluding what was
addressed in the previous pages. This chapter will also be used to explain what can be done to
strengthen those events or activities that you have attended.
Tips for Effective Narrative Report Writing
1. Make an appropriate cover page.
2. Start with a rough draft.
3. Depending on your academic guideline but it is usually written in a 12 - point font.
4. Accurate topic headings to break up a simple report for convenient and comprehensive reading.
Provide white space, use double spacing for easy reading.
Provide a designated number for each page.
Use a summary of your topic at the beginning of your report.
Carefully proofread your general report.
Stick with the five W questions.
10. Chronologically recount your experiences or observations while providing facts and evidences.
5.
6.
7.
8.
9.
11.Depending on the sensitivity of the topic, avoid using actual names, replace them with fictitious names
instead.
12. Always express factual assumptions upon which you base your opinions.
13. Lastly, always keep it short and simple. This is just a recount of previous events, there is no need to expand
each topic.
REFERENCES:
Robinson, L. (n.d.). Effective Communication. https://www.helpguide.org/articles/relationshipscommunication/effectivecommunication.htm
2011-2021, (. (n.d.). What is Communication? https://www.skillsyouneed.com/ips/whatis-communication.html
General, I. (2010, February 13). Why do we communicate? https://www.communicationtheory.org/why-dowecommunicate/#:~:text=Communication%20is%20a%20tool%20with,and%20is%20a %20social%20activity
https://citl.indiana.edu/teaching-resources/assessing-student-learning/authenticassessment/index.html
30 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Chapter 20 Essential Elements of a Portfolio. (2011, May 3). Retrieved January 22, 2021,
from http://ed103shibboleth.blogspot.com/2011/05/chapter-20-essentialelementsof.html
Mueller, J. (2018). Portfolios (Authentic Assessment Toolbox). Retrieved January 22,
2021, from http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm#are
Portfolio Assessment - PDF. (n.d.). Retrieved January 22, 2021, from
https://www.geneseo.edu/sites/default/files/sites/education/p12resourcesportfolioassessment.pdf
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
https://en.m.wikipedia.org/wiki/Electronic_portfolio
https://www.clemson.edu/academics/programs/eportfolio/information.html
Butler, R. (1987). Task-Involving and Ego-Involving Properties of Evaluation. Journal of
Educational Psychology,
79,
p.
474-482.
https://www.alfiekohn.org/article/grading/ Butler, R. (1998). Enhancing and Undermining Intrinsic Motivation. British
Journal of Educational Psychology, 58, p. 1-14.
https://www.alfiekohn.org/article/grading/
McKeachie, W. (1986). Assigning Course Grade. Retrieved January 22, 2021, from https://citl.illinois.edu/citl101/measurement- evaluation/exam-scoring/assigningcourse-grades
Walvoord, B. & Anderson V. (1998). Effective Grading: A Tool for Learning and
Assessment. Retrieved January
22,2021,
from
https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/
1 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
EdCK 3
Assessment in Learning 2
This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE
EdCK 3 – Assessment in Learning 2 First Edition,
2022
Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials included in this module are owned by their respective copyright holders. Every effort has been exerted
2 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
to reach and seek permission to use these materials from their respective copyright owners. The University and authors do
not claim ownership over them.
3 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Assigned Chapter
Chapter 1:
Chapter 2:
Chapter 3:
Chapter 4:
Chapter 5:
Learning Module Development Team
Titl
Author
e
/s
Authentic
Assessment
Noemi Regalado-Bulatao
in the
Classroom
Performance Assessment
Noemi Regalado Bulatao
Authentic Assessment of the
Affective Domain
Communicating
Authentic Assessment
Results
Assessment of
One’s
Teaching Practice
Course Overview
Introduction
This course focuses on the principles, development, and use of alternative forms of assessment in measuring, monitoring,
and reporting.
Assessing authentic learning and communicating its outcomes It focuses on how to evaluate process- and product-oriented
learning. Outcomes in addition to affective learning Pre-service teachers will learn how to design, develop, select, and use
rubrics and other assessment tools.
Alternative assessment tools for performance and product-based evaluation. The course also covers how to provide and
improve instruction and learner performance, provide accurate and constructive feedback.
General Objectives:
By the end of the course, the students will be able to:
1. Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using
authentic assessment techniques in various curriculum teaching areas;
2. Demonstrate skills in designing, developing and using learner-appropriate performance-based, productbased, and
affective assessment tools in monitoring and evaluating learner progress and achievement in various curriculum
areas;
3. Demonstrate knowledge and understanding of providing timely, accurate and constructive feedback to improve
learner performance;
4. Demonstrate familiarity with various strategies for communicating authentic learning results;
5. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and
programs; and
6. Demonstrate an understanding of how professional reflection on assessment feedback can be used to improve
practice.
4 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Course Details
Course Code:
Course Title:
EdCK 3
Assessment in Learning 2
No. of Units:
3 units
Classification:
Lecture-based
Pre-requisite / Co-requisite:
Assessment in Learning 1
Semester and Academic Year:
2nd Semester, AY 2021 - 2022
Schedule:
MWF 08:00-09:00
11:00-12:00
TTH 01:00-02:30
02:30-04:00
Noemi Regalado Bulatao
Name of Faculty:
Contact Details:
o Mobile Number:
o Email:
o FB Account:
Consultation o Day:
o Time:
Learning Management System
The University LMS will be used for asynchronous learning and assessment. The link and class code for LMS will be
provided at the start of class through the class’ official Facebook Group.
Google Meet
Zoom
Google Classroom
University LMS
Assessment with Rubrics
Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests, individual/group outputs using
synchronous and/or asynchronous modalities or submission of SLM exercises. Rubrics are also provided for evaluation of
individual/group outputs.
Major examinations will be given as scheduled. The scope and coverage of the examination will be based on the lessons/topics
as plotted in the course syllabus.
RUBRIC FOR BUILDING ARGUMENT LINK:
5 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
MODULE OVERVIEW
Introduction
This module has been designed to assist you in your learning journey by utilizing the Advanced and Personality
learning activities required to complete your course. This module includes reading materials selected to help you understand
the ideas and concepts introduced in the module.
This semester, EdCK 3 class will focus on the principles, development, and use of alternative forms of assessment
in measuring, evaluating, and analyzing authentic learning, as well as communicating each result. It emphasizes/stresses the
importance of Process-and-product-oriented learning outcomes, as well as affective learning, are evaluated. Trainees will
learn how to design, develop, select, and use rubrics and other alternative assessment tools for performance and productbased assessments. The course also covers how to give accurate and constructive feedback in order to improve instruction
and learning performance.
Activities and assessments of learning process are provided to test your understanding and application of
the lessons covered in this module.
6 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Table of Contents
Chapter 1: Authentic Assessment in the Classroom
A. High-Quality Assessment in Retrospect
1. Purpose
2. Targets
3. Methods
4. Reliability, Validity and Practicality
B. What is Authentic Assessment?
1. Nature
2. Characteristics
3. Related terms
C. Why Use Authentic Assessment?
1. Principles
2. Traditional assessment vis-a vis authentic assessment
D. Developing Authentic Classroom Assessment?
1. A framework for authentic assessment
2. Authentic assessment development process
Chapter 2: Performance Assessment
A. What and why of performance assessment
1. Meaning and Nature
1.1. Purpose of performance assessment
1.2. Types of performance tasks o Process-based o Products-based
2.Principles of performance assessment
B. Developing Performance Tasks
1. Designing performance tasks
2. Goal, Role, Audience, Situation, Products, Standards, (GRASPS) model: A guide to developing
authentic performance tasks
3. Differentiating performance tasks for diverse learners
4. Scoring Rubrics
4.1. Types
4.2. Components
4.3. Development
4.4. Interpretation and utilization
Chapter 3: Authentic Assessment of the Affective Domain
A. Affective Targets
1. Attitudes
2.Interests
3. Motivation
4. Values
5. Self-concept
6. Locus of control
7. Self-efficacy
8. Anxiety
9. Creativity
10.Epistemological beliefs
B. Appropriate methods
1. Types
2. Selection
7 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
3. Development
4.Interpretation and utilization
C. Other Affective Measures and Assessments
1. Non-test Indicators
2. Transversal Competencies
3. 21st Century Skills
Chapter 4: Communicating Authentic Assessment Results
A. Effective Communication
1. What to communicate
2. Why communicate
3. How to communicate
3.1. Managing message quality
3.2. Managing interpersonal dynamics
B. Portfolio as Communication Medium
1. Portfolio and authentic assessment
1.1. Nature and characteristics
1.2. Analyzing the key components of portfolios
2. Types and uses
3. e-Portfolios
C. Grading and Reporting
1. Nature, purpose and rationale for assigning grades
2. Grading systems
2.1. Letter grades
2.2 Percentage grades
2.2.1. averaging
2.2.2. cumulative
2.3. Verbal descriptors
2.4. Checklists
2.5. Narrative Reports
3. Reporting to Parents
3.1. Report cards
3.2. Parent-teacher conference
3.3. Other communication
8 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Chapter 4: Grading and Reporting (Week 16-17) – (continuation of Chapter 4 modules)
Lesson Objectives:
a. Understand the functions of grading and reporting system
b. Describe the various types of grading and reporting systems and provide guidelines for the
effective use.
INTRODUCTION:
By discussing the many types of grading systems, this lesson will seek to simplify the work and
reduce some of the complications. The major goal of the grading and reporting system is to deliver results in a
concise, intelligible format for a wide range of users, which raises various important concerns, such as: should I
count only achievement or also effort? What does a student's grade mean? Achieve I compare it to the scores of
other students, a standard of what they can do (criterion-referenced), or an estimate of what they can do (learning
potential, or self-referenced)? What should my grade distribution be, and how can I figure it out? How do I show
students and their parents their development, as well as their strengths and weaknesses?
1. Functions of Grading and Reporting Systems
a. Enhancing student’s learning through: clarifying instructional objectives for them, showing student’s
strengths and weaknesses, providing information on personal-social development, enhancing students’
motivation and indicating where teaching might be modified. These can be achieved through day-to-day
tests and feedback and integrated periodic tests.
b. Reports to parents/guardians. Grading and reporting systems also inform parents and guardians of
students on the progress of their wards.
c. Administrative and guidance uses. The administrative and guidance purpose of grading and reporting
consist in: 1.) helping to decide promotion, graduation, honors, athletic eligibility; 2.) reporting
achievement to other schools or to employers; and 3.) providing input for realistic educational, vocational,
and personal counseling.
2. Types of Grading and Reporting Systems
a. Traditional letter-grade system
b. Pass-fail
c. Checklists of objectives
d. Letters to parents/guardians
e. Portfolios
f. Parent-teacher conferences
3.
Development of a Grading and Reporting System
 Based on clear statement of learning objectives
 Consistent with school standards
 Based on adequate assessment
 Based on the right level of detail
 Provide for parent-teacher conferences as needed
4. Assigning Letter Grades and Computing Grades
a. Properly weight each component to create a composite. The weighs used are normally agreed upon by
the school officials.
b. Put all components on same scale to weight properly: a. equate ranges of scores b. or, convert all toTscores or other standard scores.
9 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
5. Norm or Criterion-Refeferenced Grading
 Norm-reference
a. Grade depends on what group you are in, not just your own performance
b. Typical grades may be shifted up or down, depending on group’s ability
c. Widely used because much classroom testing is norm-referenced.
 Criterion-referenced
a. Grade does NOT depend on what group you are in, but only on your own performance compared to a set
of performance standards.
b. Grading in a complex task, because grades must:
 Clearly define the domain
 Clearly define and justify the performance standards;
 Be based on criterion-referenced assessment
c. Conditions are hard to meet except in complete mastery learning settings.
6. Distribution of Grades and Guidelines for Effective Grading
a.
b.
c.
d.
Normal curve is defensible only when we have a large unselected group.
When “grading on the curve”, school staff should set fair ranges of grades for different groups and courses;
When “grading on the curve”, any pass-fail decision should be based on an absolute standard
Standards and ranges should ne understood and followed by all teachers.
Guideline for Effective Grading
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Describe grading procedures to students at beginning of instruction.
Clarify that course grade will be based on achievement only.
Explain how other factors will be reported.
Relate grading procedures to intended learning outcomes.
Obtain valid evidence for assigning grades.
Prevent cheating.
Return and review all test results as soon as possible.
Property weight the various types of achievements included in the grade.
Do not lower an achievement grade for tardiness, weak effort, or misbehavior.
Be fair, Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade.
7. Conducting Parent-Teacher Conferences
Guidelines for a good conference
A. Make plans
 Review your goals
 Organize the information to present
 Make list of points to cover and questions to ask
 If portfolios are brought, selects and review carefully
B. Start positive and maintain a positive focus
 Present student’s strong points first
 Be helpful and have example of work to show strengths and needs
 Compare early vs. later work to show improvement
C. Encourage parents to participate and share information
10 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus


Be willing to listen
Be willing to answer questions
D. Plan actions cooperatively
 What steps can you take?
 Summarize at the end.
E. End with positive comment.
 Should not be a vague generality
 Should be true.
F. Use good human relations skills.
REFERENCES:
Authentic Assessment of Student Learning Outcomes: Assessment of Learning 2 by Rosita L. Navarro, Ph.D, Rosita De GuzmanSantos, Ph. D.
11 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Chapter 5: Assessment of One’s Teaching Practice (Week 17-18)
Lesson Objectives:
a. demonstrates reflective self-assessment, using learner assessment data and other reflection aids, for
purposes of adjusting one’s teaching practices and for purposes of growing in the profession (advancing
in the career stage);
b. explain how professional reflection and learning can be used to improve teaching practice
INTRODUCTION:
The growth of teaching and learning processes depends on a strong assessment component. Teachers
and students can make conclusions from the data collected during assessment and take appropriate action.
Such acts may assist in bringing about the required changes in teaching and learning, or they may merely paint
a picture of students' abilities or accomplishments through time. The teacher as a profession and how
professional reflection and learning can be used to enhance teaching practice will be covered in this lecture.
Additionally, it exemplifies reflective self-evaluation by using learner assessment data and other reflection tools
to change teaching practices and advance one's professional development.
The teaching and learning process needs to be continuously monitored, reviewed, and renewed to
ensure the teaching (including the teaching and learning activities and the assessment) and course (objectives,
learning outcomes, and contents) quality are up to standards and up-to-date. This is the core duty of any
teacher; rather they are a new or an experienced one. Evaluating teachers’ teaching is a way to identify the
strong aspects of their practice, as well as their weaknesses which may need to be changed and improved.
Teachers should take the initiatives and responsibility to evaluate their teaching and make improvements over
time. It is important to understand that evaluating your teaching does not mean you are a bad teacher it means
quite the opposite.
Asse ssment of One’s Teaching Practice
Reflective practice is, in its simplest form, thinking about what you do. It is closely related to the concept
of learning from experience, in that you think about and monitor what you did and what happened and decide
based on what you would do differently next time. Reflective practice is beyond casual thinking. Reflective
practice requires a conscious effort to think about events and develop insights from them. It also encourages
teachers to explore their own beliefs and assumptions about learners, teaching-learning including assessment,
and to find solutions to problems.
The reflective practice for teachers whose main task is to teach is to analyze data that reveal if
they are teaching effectively or not as proven by learners’ learning expressed in learners’ test scores derived
from traditional assessment or in non-test data shown in learners’ products, processes performed and changes
in attitude, values, and motivation.
12 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Methods for Evaluating Your Teaching
Self-monitoring: Teachers monitor their performance as they teach. Teachers should monitor
themselves while teaching. After each teaching session, teachers should ask themselves (or complete a brief
self-evaluation form) whether they have met their determined goals and objectives, and evaluate the good
and the to be improved aspects of the session. Teachers can keep a log (i.e. a teaching portfolio, or video
log as described in the next section) to track their progress and improvement over time.
1.
▪ Self-monitoring is a meaningful source of information for evaluating teaching. Teachers would take
special notice of (and record) that information that is particularly important to them, like a
customized profile for individual teachers.
▪ However, self-monitoring involves self-judgment. It is often difficult to be fair and objective. Personal
biases and misinterpretations of students’ reactions by the teachers themselves may interfere
with the teaching effectiveness of the evaluation.
2.
Audio and video recording: Teachers can audio or videotape their teaching sessions, which allows
them to keep a record of and investigate their actual teaching performance in detail. Teachers can review
the records with other colleagues to discuss the areas for improvement.
▪ Audio and video recording provides teachers objective information that reflects what was
happening in the class. It is always easy for people to monitor others and notice their
weaknesses, but it is rather difficult for them to monitor themselves, especially during teaching
when teachers are devoting most of their mental resources to instructing and explaining to
students.
▪ The recording reflects the actual teaching performance, but it is meaningless by itself. For example,
it does not tell teachers whether speaking at a particular pace is good or bad. Teachers have to
discuss with their fellows to obtain opinions to identify the strengths and weaknesses in their
teaching, as well as possible room for improvements.
▪ It is a good idea to arrange several recording sessions throughout the semester (e.g. one at the
beginning, one at the middle, and one at the end of the semester) to check with the progress
and improvement of specifically targeted areas. But it is important to obtain consent from
students and the faculty before doing the recording.
▪ Furthermore, keeping a log of class video records can help teachers to track their progress, and it
is also useful material for new teaching staff to learn from.
3.
Students’ feedback on teaching: Students’ perception of learning experience in class is sometimes the
most direct way to weigh how effective a teacher delivers his teaching. After all, the goal of education is
to make students learn and understand. Therefore, what students perceive and experience in class would
directly determine how effective they are learning. Collecting students’ perception of teaching should be
carried out several times in the semester (at least once at mid-term and once at the end of term), to allow
opportunities to correct poor practices rather than leaving them till the end of the course. Two common
methods to collect information about students’ perception towards teaching are questionnaire surveys and
interviews.
o Questionnaires: This is a common method to collect students’ opinions about teaching, and it
has been used widely across universities as a standard practice. Standardized questions on the
questionnaires collect information about students’ background, general opinions about the course
(e.g. the topics are interesting, course materials are difficult, too many assignments, comments
given on assignments are helpful, etc.), and an overall evaluation of the effectiveness of the course
and the teacher, using predefined scales of quantitative scores (e.g. 1 – Strongly Agree, …, 5 –
13 EdCK 3-Assessment in Learning 2
President Ramon Magsaysay State University- Sta. Cruz Campus
Strongly Disagree). Some general open-ended questions such as “What do you think can be
improved in this course?” and “What do you like most about this course?” are also usually included
in the questionnaires. Of course, teachers can put down some specific questions in which they
particularly would like to know about.
o Interviews: Focus-group interviews with students can be conducted by the teachers themselves
(if trust has been built among the teacher and students) or an outside person (if a greater level of
objectivity is required). Teachers can set the questions that they are interested to know with their
faculty’s colleagues and consultants in advance, and probe more detailed information and
clarifications from students during the interview. It is a more flexible option compared to large
class questionnaire surveys. Directly interviewing with students can usually reveal students’
thoughts on some unanticipated aspects, which can generate lots of useful information. But
interviews can usually only be conducted with a small portion of students in the class, which may
not necessarily be reflecting the whole picture of thoughts of the entire class.
4.
Feedback from observation by other colleagues and experts: Teachers can invite other
colleagues or experts to sit in their classes and directly observe how the teaching is conducted (including
teaching style, contents, pace, etc.), to give feedback and constructive criticisms. Similar to video
recording, observation by other people allows teachers to become aware of many things that they are
too busy to notice while conducting their teaching. Teachers can negotiate with the observers before the
class observation regarding the areas of focus, and discuss the important points in a debriefing meeting
afterward.
o Peer-observation: Junior teachers can invite other junior peers to observe and give feedback
to their teaching. This would be free from any political risk and peers would be willing to freely
exchange and share their ideas honestly.
o Observation by senior colleagues: Teachers can also invite experienced senior teachers to
be their observers. Senior teachers who have been experienced in teaching can often provide
useful opinions for new teachers to get started smoothly. Nevertheless, political risks can be a
concern since some teachers behave differently when being observed by seniors who decide on
their promotion and tenure.
o Observation by professionals from an outside party: Teachers may consult their
university’s teaching support center or similar organizations to arrange a teaching consultant to
observe their classes. These consultants do not necessarily need to possess adequate knowledge
about the subject being taught, but they can provide objective comments to teachers on general
presentation skills, skills of facilitating student discussions, and ideas for active and interesting
learning approaches.
Using Learner Attainment Data: A Measure of
Teaching Effectiveness
Which can serve as sources of data that reveal learner’s attainment of learning outcomes that
ultimately reflect teachers’ teaching effectiveness? Learners’ attainment data serve as a measure
of teachers’ teaching effectiveness. They can be analyzed to monitor and evaluate learners’
progress and achievement. They are the result of effective teaching.
Different documents that teachers can use to monitor learner’s performance.
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1. Daily Lesson Log for a week. The daily lesson log shows the lesson for each day with the index of
mastery computed accurately. The index of mastery contains the learner attainment data that measure
the learners’ mastery level of competency. It guides the teachers in their instruction and allows them
to determine whether the learners are ready to proceed to the next lesson, or if they need additional
activities for remediation. Likewise, the teacher may also use data to modify or adjust his/her instruction
to address the needs of his/her learners.
2. Electronic Class Record. This is another document that teachers use to monitor and evaluate the
learners’ progress and achievement. The electronic class record, including the grading sheet and
summary of quarterly grades, allows teachers to monitor the individuality of the learner attainment
data per specific learning area and assess whether the learner passed or failed. With this tool, teachers
can assess the progress and achievement of each learner and can provide him or her with instructional
intervention or enrichment.
3. Progress chart. The teacher also uses a progress chart to monitor his/her learners’ progress quarterly
based on the class average. The chart helps him/her to have a general assessment of his/her learners’
progress and to design activities appropriate to their level of proficiency.
Suggestions for the Use of Documents
To use these documents more effectively, teachers should take note of the following suggestions:
Plan monitoring and evaluation activities. Before the school year begins, we may identify
monitoring and evaluation activities to be conducted daily, weekly, quarterly and yearly. The documents
or school forms needed for these activities may already be prepared and saved in folders or on the
computer.
Monitor and evaluate learners’ performance regularly and consistently. A day without
monitoring and evaluation may cause us to miss serious problems in the learners’ learning. If left
unchecked, this will certainly hamper the learners’ academic success. Monitoring and evaluating
learners’ performance religiously according to plan is the best way to avoid potential problems in the
process.
Explore varied monitoring and evaluation documents. Although our schools provide us with
standard documents and school forms, such as daily lesson logs and electronic class records, we can
always find or create additional ones that can help us in the monitoring and evaluation process. For
instance, we may also use a daily checklist to track our learners’ performance. A daily progress chart,
not just quarterly, may give us immediate information about the learners’ achievement of the daily
target to provide a prompt intervention. Another strategy is to have an anecdotal record of each learner
to gain a more individualized assessment of the learner’s progress.
Validate monitoring and evaluation documents to ensure accuracy of learner attainment
data. Some monitoring and evaluation documents may be used. However, we must ensure that these
documents are validated and reliable such as those provided by DepEd.
Involve the learners in certain types of monitoring and evaluation. Monitoring and evaluation
are hard work especially for teachers handling large classes. As a strategy, we may also instruct our
learners to have a group or peer monitoring within the class and check their progress weekly. This may
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help the learners become more conscious of the quality of their performance and aim for higher
achievement.
Other Ways of Evaluating Learner Achievement
Here are other ways of determining how well learning outcomes were attained by learners:
Item Analysis. Item analysis is a process that examines learner responses to individual test items to
assess the quality of each test item and the test as a whole.
This is to improve test items and to enhance the teacher’s skills in test construction and identify specific
areas from carefully written tests based on the table of specifications. The competencies covered for
the grading period are included and organized according to the domains of learning. The teacher makes
sure that the test construction aligns with the TOS. You can evaluate the achievement of the class in
their respective learning areas. You can also determine the least mastered skills or competencies and
evaluate their attainment data. Also, you can compare the mastery level of a group of learners with
other groups. You may also change the item that only a few learners answered correctly which may
indicate that the question is ambiguous or is not part of the learning competency.
The teacher makes sure that the test construction aligns with the table of specifications. With the TOS,
you can evaluate the achievement of the class in their respective learning areas. You can also determine
the least mastered skills or competencies and evaluate their attainment data. Also, you can compare
the mastery level of a group of learners with other groups. You may also change the item that only a
few learners answered correctly which may indicate that the question is ambiguous or is not part of
the learning competency.
The results of an item analysis may inform the teacher of the necessary interventions (e.g. enrichment,
activities, reteaching, remediation) that we can provide to the learners.
Frequency Table with Mean Score, Standard Deviation, and Mean Percentage. In addition to
the item analysis, you may also measure learner achievement by using a frequency table for pretest
and posttest results. The mean score, standard deviation and mean percentage of pretest and posttest
are computed and compared. Learner achievement is determined by calculating the mean score or
mean percentage increase from pretest to posttest.
By analyzing test results, we can evaluate learner achievement in several areas. Specific weaknesses of
an individual learner or a class can also be determined using this approach.
Reflective Practice through Performance Evaluation
The most concrete and obvious proof of teachers’ teaching performance is students’ learning or students’
demonstration of the learning outcomes. In addition to learners’ performance, however, teachers’
performance can also be evaluated by the students themselves, peers, and supervisors. Let us not
forget that teachers’ selfevaluation is also a rich source of teachers’ evaluation performance for
teachers imbued with that genuine desire for continuous professional development. But mind you, dear
teachers, this is just one of the many sources and NOT the only source of information as regards your
teaching performance. Remain open to the observations and evaluation comments of your primary
customers, the students, and your colleagues and supervisors. Reflective practice is not necessarily an
individual activity. It is a shared activity. Each of us has a blind spot. Others help us see ourselves
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objectively. Besides, a reflective practice of performance evaluation that is shared among teachers,
students, fellow teachers, and supervisors leads to the building of a professional learning community.
With teachers’ performance evaluation from students, peers, supervisors, and self, we are assured of a
reliable 360-degree assessment. It is no wonder why in many school systems, the teachers’
performance rating is a product of the teacher’s evaluation by students, immediate supervisor, and by
the teacher themselves.
Students as Evaluators: Making Students’ Evaluation Meaningful
Meaningful student involvement calls for something deliberate, empowering, far-reaching and
sustainable. Engaging students as evaluators call for educators to develop practical, applicable
feedback opportunities where students are encouraged to be honest, open, and solution-oriented.
Students find particular investment in evaluation when they can see tangible outcomes, and have some
measure of accountability from the systems, educators, or situations they are evaluating.
By involving students as evaluators, a school can develop purposeful, impacting, and authentic
assessments of classes, school, teachers and enact accountability and ownership for all participants in
the learning process. Effective evaluations may include student evaluations of classes and schools;
student evaluations of teachers; student evaluations of self; and student-led parent-teacher
conferences, where students present their learning as partners with teachers and parents, instead of
as passive recipients of teaching done to them.
Engaging students as evaluators should not mean replacing any other evaluations. Instead, it should be
seen as an additional information source. This is true whether students are evaluating themselves,
their peers, classroom curricula, school climate, or their teachers directly. Student evaluations should
not replace teacher evaluations. To get the most from students’ evaluation, students need to be
partnered meaningfully with adults and need to be taught about what they were evaluating. This is
essential for honoring student learning as well as whatever is being evaluated.
Peer as Evaluators: Making Peer Evaluation of Teaching Work
Peer evaluation or peer review is a type of performance evaluation that is done by one or more people
of matching competencies. Peer review is usually done among the members of the same team. This is
a method employed to preserve the quality standard at the desired level and improve productivity and
performance. It is understandable why peer evaluation of teaching consists of the review of teaching
performance by colleagues, usually in the same or a similar discipline.
Peer review is also a part of the 360-degree assessment along with students’ teacher evaluation, selfreview, and manager assessment. It helps in pointing out the strengths and weaknesses that a teacher
faces at the ground level.
How to Make Peer Evaluation Work
Peer evaluation works the only week necessary elements such as those given below are present:
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1. Support from school administrators. Supportive administrators recognize that experienced teachers,
through their daily contact with students, provide effective role models for one another. Administrators
who support teachers we aware of the importance of empowerment and see themselves as facilitators
to that end.
2. Trust. The foundation for productive communication opens the door for selfevaluation.
3. Time. As with anything else that we hope to learn and grow from, this process also takes time, sometimes
above and beyond the school day. However, the time spent is well worth the rewards gained.
4. Voluntary. If teachers feel coerced by other teachers or administrators, the necessary foundation of trust
will not exist.
Supervisors as Evaluators of Teaching Performance
Remember, that if we are including in here a discussion on teacher supervision by school head or
supervisor it is because the results of teacher supervision by school head are a source of data for
assessment of teaching performance on which teachers must reflect for further improve their teaching
practice.
Instructional Supervision Support Intervention Strategies
In addition to instructional supervision and in support of teachers’ improved teaching which is part of
continuing professional development, the DepEd offers the following job-embedded learning strategies:
• Study Groups. This is a study group of teachers interested in collegial study and action such as curriculum
design and instructional innovation, It engages teachers in dialogue, helping them to make meaning of
information and develop a shared understanding about topics such as values, pedagogy, and learning.
• Action Research. The teacher-researcher engages in research to address a problem closely connected to
his/her work especially teaching. Action research gives teachers the skills they need to work on problems
specific to student learning.
• Peer Teaching/Coaching. It is a professional development strategy that enables teachers to consult with
one another, discuss and share teaching practices that increase student learning, observe one’s
classroom promote collegiality, and support and help ensure quality teaching for all students. Peer
teaching relationship is built on confidentiality and trust in a non-threatening secure environment in
which teachers learn and grow together.
• Mentoring. It is a supervisory procedure where the instructional supervisor, school head, master teacher
or a more skilled teacher helps or guides another teacher for professional growth.
• Conferencing. It is a conference between a school head and a teacher after classroom supervision. If
correctly employed, it gives each teacher the special help needed to become proficient in self-analysis,
self-appraisal, and selfimprovement.
• Walkthrough. Classroom walkthrough is a brief visit to classrooms throughout the school, conducted
frequently on an informal or non-evaluative basis, designed to collect patterns of data that can help
members of the professional learning community to continually improve their teaching practice. It is a
process of visiting classrooms for a short period of 5 – 15 minutes, where the instructional program is
observed and feedback is provided to tea
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Summary
Reflective practice requires a conscious effort to think about events and develop insights
from them. It also encourages teachers to explore their own beliefs and assumptions about
learners, teaching-learning including assessment, and to find solutions to problems.
The methods for evaluating teaching performance include self-monitoring, audio and video
recording, students’ feedback on teaching, and feedback from observation by colleagues and
experts.
The different documents that teachers can use to monitor learner’s performance are daily
lesson logs, electronic class records, and a progress chart.
The instructional supervision support intervention strategies include study groups, the
conduct of action research, peer teaching/coaching, mentoring, conferencing, and classroom
walkthrough.
References
Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing Co., Inc. Quezon City, Philippines.
Calmorin, L. (2011). Assessment of Students Learning 2. Rex Book Store, Manila Philippines.
Chan C.(2010) Assessment: Evaluating your Teaching, Assessment Resources@HKU, University of Hong Kong
[http://ar.cetl.hku.hk] https://ar.cetl.hku.hk/pdf/EvaluatingTeaching.pdf
Corpuz, B., & Cuartel, I. (2021). Assessment in learning 2: Authentic Assessment, Lorimar publishing Inc., Quezon City,
Philippines.
David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in Learning 2. Rex Book Store, Manila Philippines.
Gabuyo, Y. & Dy, G. (2013). Assessment of Learning 2. Rex Book Store, Manila Philippines.
Santos, R. (2007). Assessment of Learning 2. Lorimar publishing Inc., Quezon City, Philippines.
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EdCK 3
Assessment in Learning 2
This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE
EdCK 3 – Assessment in Learning 2 First Edition,
2022
Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials included in this module are owned by their respective copyright holders. Every effort has been exerted
to reach and seek permission to use these materials from their respective copyright owners. The University and authors do
not claim ownership over them.
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Assigned Chapter
Chapter 1:
Chapter 2:
Chapter 3:
Chapter 4:
Chapter 5:
Learning Module Development Team
Titl
Author
e
/s
Authentic
Assessment
Noemi Regalado-Bulatao
in the
Classroom
Performance Assessment
Noemi Regalado Bulatao
Authentic Assessment of the
Affective Domain
Communicating
Authentic Assessment
Results
Assessment of
One’s
Teaching Practice
Course Overview
Introduction
This course focuses on the principles, development, and use of alternative forms of assessment in measuring, monitoring,
and reporting.
Assessing authentic learning and communicating its outcomes It focuses on how to evaluate process- and product-oriented
learning. Outcomes in addition to affective learning Pre-service teachers will learn how to design, develop, select, and use
rubrics and other assessment tools.
Alternative assessment tools for performance and product-based evaluation. The course also covers how to provide and
improve instruction and learner performance, provide accurate and constructive feedback.
General Objectives:
By the end of the course, the students will be able to:
1. Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using
authentic assessment techniques in various curriculum teaching areas;
2. Demonstrate skills in designing, developing and using learner-appropriate performance-based, productbased, and
affective assessment tools in monitoring and evaluating learner progress and achievement in various curriculum
areas;
3. Demonstrate knowledge and understanding of providing timely, accurate and constructive feedback to improve
learner performance;
4. Demonstrate familiarity with various strategies for communicating authentic learning results;
5. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and
programs; and
6. Demonstrate an understanding of how professional reflection on assessment feedback can be used to improve
practice.
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Course Details
Course Code:
Course Title:
EdCK 3
Assessment in Learning 2
No. of Units:
3 units
Classification:
Lecture-based
Pre-requisite / Co-requisite:
Assessment in Learning 1
Semester and Academic Year:
2nd Semester, AY 2021 - 2022
Schedule:
MWF 08:00-09:00
11:00-12:00
TTH 01:00-02:30
02:30-04:00
Noemi Regalado Bulatao
Name of Faculty:
Contact Details:
o Mobile Number:
o Email:
o FB Account:
Consultation o Day:
o Time:
Learning Management System
The University LMS will be used for asynchronous learning and assessment. The link and class code for LMS will be
provided at the start of class through the class’ official Facebook Group.
Google Meet
Zoom
Google Classroom
University LMS
Assessment with Rubrics
Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests, individual/group outputs using
synchronous and/or asynchronous modalities or submission of SLM exercises. Rubrics are also provided for evaluation of
individual/group outputs.
Major examinations will be given as scheduled. The scope and coverage of the examination will be based on the lessons/topics
as plotted in the course syllabus.
RUBRIC FOR BUILDING ARGUMENT LINK:
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MODULE OVERVIEW
Introduction
This module has been designed to assist you in your learning journey by utilizing the Advanced and Personality
learning activities required to complete your course. This module includes reading materials selected to help you understand
the ideas and concepts introduced in the module.
This semester, EdCK 3 class will focus on the principles, development, and use of alternative forms of assessment
in measuring, evaluating, and analyzing authentic learning, as well as communicating each result. It emphasizes/stresses the
importance of Process-and-product-oriented learning outcomes, as well as affective learning, are evaluated. Trainees will
learn how to design, develop, select, and use rubrics and other alternative assessment tools for performance and productbased assessments. The course also covers how to give accurate and constructive feedback in order to improve instruction
and learning performance.
Activities and assessments of learning process are provided to test your understanding and application of
the lessons covered in this module.
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Table of Contents
Chapter 1: Authentic Assessment in the Classroom
A. High-Quality Assessment in Retrospect
1. Purpose
2. Targets
3. Methods
4. Reliability, Validity and Practicality
B. What is Authentic Assessment?
1. Nature
2. Characteristics
3. Related terms
C. Why Use Authentic Assessment?
1. Principles
2. Traditional assessment vis-a vis authentic assessment
D. Developing Authentic Classroom Assessment?
1. A framework for authentic assessment
2. Authentic assessment development process
Chapter 2: Performance Assessment
A. What and why of performance assessment
1. Meaning and Nature
1.1. Purpose of performance assessment
1.2. Types of performance tasks o Process-based o Products-based
2.Principles of performance assessment
B. Developing Performance Tasks
1. Designing performance tasks
2. Goal, Role, Audience, Situation, Products, Standards, (GRASPS) model: A guide to developing
authentic performance tasks
3. Differentiating performance tasks for diverse learners
4. Scoring Rubrics
4.1. Types
4.2. Components
4.3. Development
4.4. Interpretation and utilization
Chapter 3: Authentic Assessment of the Affective Domain
A. Affective Targets
1. Attitudes
2.Interests
3. Motivation
4. Values
5. Self-concept
6. Locus of control
7. Self-efficacy
8. Anxiety
9. Creativity
10.Epistemological beliefs
B. Appropriate methods
1. Types
2. Selection
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3. Development
4.Interpretation and utilization
C. Other Affective Measures and Assessments
1. Non-test Indicators
2. Transversal Competencies
3. 21st Century Skills
Chapter 4: Communicating Authentic Assessment Results
A. Effective Communication
1. What to communicate
2. Why communicate
3. How to communicate
3.1. Managing message quality
3.2. Managing interpersonal dynamics
B. Portfolio as Communication Medium
1. Portfolio and authentic assessment
1.1. Nature and characteristics
1.2. Analyzing the key components of portfolios
2. Types and uses
3. e-Portfolios
C. Grading and Reporting
1. Nature, purpose and rationale for assigning grades
2. Grading systems
2.1. Letter grades
2.2 Percentage grades
2.2.1. averaging
2.2.2. cumulative
2.3. Verbal descriptors
2.4. Checklists
2.5. Narrative Reports
3. Reporting to Parents
3.1. Report cards
3.2. Parent-teacher conference
3.3. Other communication
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Chapter 4: Grading and Reporting (Week 16-17) – (continuation of Chapter 4 modules)
Lesson Objectives:
a. Understand the functions of grading and reporting system
b. Describe the various types of grading and reporting systems and provide guidelines for the
effective use.
INTRODUCTION:
By discussing the many types of grading systems, this lesson will seek to simplify the work and
reduce some of the complications. The major goal of the grading and reporting system is to deliver results in a
concise, intelligible format for a wide range of users, which raises various important concerns, such as: should I
count only achievement or also effort? What does a student's grade mean? Achieve I compare it to the scores of
other students, a standard of what they can do (criterion-referenced), or an estimate of what they can do (learning
potential, or self-referenced)? What should my grade distribution be, and how can I figure it out? How do I show
students and their parents their development, as well as their strengths and weaknesses?
1. Functions of Grading and Reporting Systems
a. Enhancing student’s learning through: clarifying instructional objectives for them, showing student’s
strengths and weaknesses, providing information on personal-social development, enhancing students’
motivation and indicating where teaching might be modified. These can be achieved through day-to-day
tests and feedback and integrated periodic tests.
b. Reports to parents/guardians. Grading and reporting systems also inform parents and guardians of
students on the progress of their wards.
c. Administrative and guidance uses. The administrative and guidance purpose of grading and reporting
consist in: 1.) helping to decide promotion, graduation, honors, athletic eligibility; 2.) reporting
achievement to other schools or to employers; and 3.) providing input for realistic educational, vocational,
and personal counseling.
2. Types of Grading and Reporting Systems
a. Traditional letter-grade system
b. Pass-fail
c. Checklists of objectives
d. Letters to parents/guardians
e. Portfolios
f. Parent-teacher conferences
3.
Development of a Grading and Reporting System
 Based on clear statement of learning objectives
 Consistent with school standards
 Based on adequate assessment
 Based on the right level of detail
 Provide for parent-teacher conferences as needed
4. Assigning Letter Grades and Computing Grades
a. Properly weight each component to create a composite. The weighs used are normally agreed upon by
the school officials.
b. Put all components on same scale to weight properly: a. equate ranges of scores b. or, convert all toTscores or other standard scores.
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5. Norm or Criterion-Refeferenced Grading
 Norm-reference
a. Grade depends on what group you are in, not just your own performance
b. Typical grades may be shifted up or down, depending on group’s ability
c. Widely used because much classroom testing is norm-referenced.
 Criterion-referenced
a. Grade does NOT depend on what group you are in, but only on your own performance compared to a set
of performance standards.
b. Grading in a complex task, because grades must:
 Clearly define the domain
 Clearly define and justify the performance standards;
 Be based on criterion-referenced assessment
c. Conditions are hard to meet except in complete mastery learning settings.
6. Distribution of Grades and Guidelines for Effective Grading
a.
b.
c.
d.
Normal curve is defensible only when we have a large unselected group.
When “grading on the curve”, school staff should set fair ranges of grades for different groups and courses;
When “grading on the curve”, any pass-fail decision should be based on an absolute standard
Standards and ranges should ne understood and followed by all teachers.
Guideline for Effective Grading
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Describe grading procedures to students at beginning of instruction.
Clarify that course grade will be based on achievement only.
Explain how other factors will be reported.
Relate grading procedures to intended learning outcomes.
Obtain valid evidence for assigning grades.
Prevent cheating.
Return and review all test results as soon as possible.
Property weight the various types of achievements included in the grade.
Do not lower an achievement grade for tardiness, weak effort, or misbehavior.
Be fair, Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade.
7. Conducting Parent-Teacher Conferences
Guidelines for a good conference
A. Make plans
 Review your goals
 Organize the information to present
 Make list of points to cover and questions to ask
 If portfolios are brought, selects and review carefully
B. Start positive and maintain a positive focus
 Present student’s strong points first
 Be helpful and have example of work to show strengths and needs
 Compare early vs. later work to show improvement
C. Encourage parents to participate and share information
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

Be willing to listen
Be willing to answer questions
D. Plan actions cooperatively
 What steps can you take?
 Summarize at the end.
E. End with positive comment.
 Should not be a vague generality
 Should be true.
F. Use good human relations skills.
REFERENCES:
Authentic Assessment of Student Learning Outcomes: Assessment of Learning 2 by Rosita L. Navarro, Ph.D, Rosita De GuzmanSantos, Ph. D.
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Chapter 5: Assessment of One’s Teaching Practice (Week 17-18)
Lesson Objectives:
a. demonstrates reflective self-assessment, using learner assessment data and other reflection aids, for
purposes of adjusting one’s teaching practices and for purposes of growing in the profession (advancing
in the career stage);
b. explain how professional reflection and learning can be used to improve teaching practice
INTRODUCTION:
The growth of teaching and learning processes depends on a strong assessment component. Teachers
and students can make conclusions from the data collected during assessment and take appropriate action.
Such acts may assist in bringing about the required changes in teaching and learning, or they may merely paint
a picture of students' abilities or accomplishments through time. The teacher as a profession and how
professional reflection and learning can be used to enhance teaching practice will be covered in this lecture.
Additionally, it exemplifies reflective self-evaluation by using learner assessment data and other reflection tools
to change teaching practices and advance one's professional development.
The teaching and learning process needs to be continuously monitored, reviewed, and renewed to
ensure the teaching (including the teaching and learning activities and the assessment) and course (objectives,
learning outcomes, and contents) quality are up to standards and up-to-date. This is the core duty of any
teacher; rather they are a new or an experienced one. Evaluating teachers’ teaching is a way to identify the
strong aspects of their practice, as well as their weaknesses which may need to be changed and improved.
Teachers should take the initiatives and responsibility to evaluate their teaching and make improvements over
time. It is important to understand that evaluating your teaching does not mean you are a bad teacher it means
quite the opposite.
Asse ssment of One’s Teaching Practice
Reflective practice is, in its simplest form, thinking about what you do. It is closely related to the concept
of learning from experience, in that you think about and monitor what you did and what happened and decide
based on what you would do differently next time. Reflective practice is beyond casual thinking. Reflective
practice requires a conscious effort to think about events and develop insights from them. It also encourages
teachers to explore their own beliefs and assumptions about learners, teaching-learning including assessment,
and to find solutions to problems.
The reflective practice for teachers whose main task is to teach is to analyze data that reveal if
they are teaching effectively or not as proven by learners’ learning expressed in learners’ test scores derived
from traditional assessment or in non-test data shown in learners’ products, processes performed and changes
in attitude, values, and motivation.
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Methods for Evaluating Your Teaching
Self-monitoring: Teachers monitor their performance as they teach. Teachers should monitor
themselves while teaching. After each teaching session, teachers should ask themselves (or complete a brief
self-evaluation form) whether they have met their determined goals and objectives, and evaluate the good
and the to be improved aspects of the session. Teachers can keep a log (i.e. a teaching portfolio, or video
log as described in the next section) to track their progress and improvement over time.
1.
▪ Self-monitoring is a meaningful source of information for evaluating teaching. Teachers would take
special notice of (and record) that information that is particularly important to them, like a
customized profile for individual teachers.
▪ However, self-monitoring involves self-judgment. It is often difficult to be fair and objective. Personal
biases and misinterpretations of students’ reactions by the teachers themselves may interfere
with the teaching effectiveness of the evaluation.
2.
Audio and video recording: Teachers can audio or videotape their teaching sessions, which allows
them to keep a record of and investigate their actual teaching performance in detail. Teachers can review
the records with other colleagues to discuss the areas for improvement.
▪ Audio and video recording provides teachers objective information that reflects what was
happening in the class. It is always easy for people to monitor others and notice their
weaknesses, but it is rather difficult for them to monitor themselves, especially during teaching
when teachers are devoting most of their mental resources to instructing and explaining to
students.
▪ The recording reflects the actual teaching performance, but it is meaningless by itself. For example,
it does not tell teachers whether speaking at a particular pace is good or bad. Teachers have to
discuss with their fellows to obtain opinions to identify the strengths and weaknesses in their
teaching, as well as possible room for improvements.
▪ It is a good idea to arrange several recording sessions throughout the semester (e.g. one at the
beginning, one at the middle, and one at the end of the semester) to check with the progress
and improvement of specifically targeted areas. But it is important to obtain consent from
students and the faculty before doing the recording.
▪ Furthermore, keeping a log of class video records can help teachers to track their progress, and it
is also useful material for new teaching staff to learn from.
3.
Students’ feedback on teaching: Students’ perception of learning experience in class is sometimes the
most direct way to weigh how effective a teacher delivers his teaching. After all, the goal of education is
to make students learn and understand. Therefore, what students perceive and experience in class would
directly determine how effective they are learning. Collecting students’ perception of teaching should be
carried out several times in the semester (at least once at mid-term and once at the end of term), to allow
opportunities to correct poor practices rather than leaving them till the end of the course. Two common
methods to collect information about students’ perception towards teaching are questionnaire surveys and
interviews.
o Questionnaires: This is a common method to collect students’ opinions about teaching, and it
has been used widely across universities as a standard practice. Standardized questions on the
questionnaires collect information about students’ background, general opinions about the course
(e.g. the topics are interesting, course materials are difficult, too many assignments, comments
given on assignments are helpful, etc.), and an overall evaluation of the effectiveness of the course
and the teacher, using predefined scales of quantitative scores (e.g. 1 – Strongly Agree, …, 5 –
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Strongly Disagree). Some general open-ended questions such as “What do you think can be
improved in this course?” and “What do you like most about this course?” are also usually included
in the questionnaires. Of course, teachers can put down some specific questions in which they
particularly would like to know about.
o Interviews: Focus-group interviews with students can be conducted by the teachers themselves
(if trust has been built among the teacher and students) or an outside person (if a greater level of
objectivity is required). Teachers can set the questions that they are interested to know with their
faculty’s colleagues and consultants in advance, and probe more detailed information and
clarifications from students during the interview. It is a more flexible option compared to large
class questionnaire surveys. Directly interviewing with students can usually reveal students’
thoughts on some unanticipated aspects, which can generate lots of useful information. But
interviews can usually only be conducted with a small portion of students in the class, which may
not necessarily be reflecting the whole picture of thoughts of the entire class.
4.
Feedback from observation by other colleagues and experts: Teachers can invite other
colleagues or experts to sit in their classes and directly observe how the teaching is conducted (including
teaching style, contents, pace, etc.), to give feedback and constructive criticisms. Similar to video
recording, observation by other people allows teachers to become aware of many things that they are
too busy to notice while conducting their teaching. Teachers can negotiate with the observers before the
class observation regarding the areas of focus, and discuss the important points in a debriefing meeting
afterward.
o Peer-observation: Junior teachers can invite other junior peers to observe and give feedback
to their teaching. This would be free from any political risk and peers would be willing to freely
exchange and share their ideas honestly.
o Observation by senior colleagues: Teachers can also invite experienced senior teachers to
be their observers. Senior teachers who have been experienced in teaching can often provide
useful opinions for new teachers to get started smoothly. Nevertheless, political risks can be a
concern since some teachers behave differently when being observed by seniors who decide on
their promotion and tenure.
o Observation by professionals from an outside party: Teachers may consult their
university’s teaching support center or similar organizations to arrange a teaching consultant to
observe their classes. These consultants do not necessarily need to possess adequate knowledge
about the subject being taught, but they can provide objective comments to teachers on general
presentation skills, skills of facilitating student discussions, and ideas for active and interesting
learning approaches.
Using Learner Attainment Data: A Measure of
Teaching Effectiveness
Which can serve as sources of data that reveal learner’s attainment of learning outcomes that
ultimately reflect teachers’ teaching effectiveness? Learners’ attainment data serve as a measure
of teachers’ teaching effectiveness. They can be analyzed to monitor and evaluate learners’
progress and achievement. They are the result of effective teaching.
Different documents that teachers can use to monitor learner’s performance.
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1. Daily Lesson Log for a week. The daily lesson log shows the lesson for each day with the index of
mastery computed accurately. The index of mastery contains the learner attainment data that measure
the learners’ mastery level of competency. It guides the teachers in their instruction and allows them
to determine whether the learners are ready to proceed to the next lesson, or if they need additional
activities for remediation. Likewise, the teacher may also use data to modify or adjust his/her instruction
to address the needs of his/her learners.
2. Electronic Class Record. This is another document that teachers use to monitor and evaluate the
learners’ progress and achievement. The electronic class record, including the grading sheet and
summary of quarterly grades, allows teachers to monitor the individuality of the learner attainment
data per specific learning area and assess whether the learner passed or failed. With this tool, teachers
can assess the progress and achievement of each learner and can provide him or her with instructional
intervention or enrichment.
3. Progress chart. The teacher also uses a progress chart to monitor his/her learners’ progress quarterly
based on the class average. The chart helps him/her to have a general assessment of his/her learners’
progress and to design activities appropriate to their level of proficiency.
Suggestions for the Use of Documents
To use these documents more effectively, teachers should take note of the following suggestions:
Plan monitoring and evaluation activities. Before the school year begins, we may identify
monitoring and evaluation activities to be conducted daily, weekly, quarterly and yearly. The documents
or school forms needed for these activities may already be prepared and saved in folders or on the
computer.
Monitor and evaluate learners’ performance regularly and consistently. A day without
monitoring and evaluation may cause us to miss serious problems in the learners’ learning. If left
unchecked, this will certainly hamper the learners’ academic success. Monitoring and evaluating
learners’ performance religiously according to plan is the best way to avoid potential problems in the
process.
Explore varied monitoring and evaluation documents. Although our schools provide us with
standard documents and school forms, such as daily lesson logs and electronic class records, we can
always find or create additional ones that can help us in the monitoring and evaluation process. For
instance, we may also use a daily checklist to track our learners’ performance. A daily progress chart,
not just quarterly, may give us immediate information about the learners’ achievement of the daily
target to provide a prompt intervention. Another strategy is to have an anecdotal record of each learner
to gain a more individualized assessment of the learner’s progress.
Validate monitoring and evaluation documents to ensure accuracy of learner attainment
data. Some monitoring and evaluation documents may be used. However, we must ensure that these
documents are validated and reliable such as those provided by DepEd.
Involve the learners in certain types of monitoring and evaluation. Monitoring and evaluation
are hard work especially for teachers handling large classes. As a strategy, we may also instruct our
learners to have a group or peer monitoring within the class and check their progress weekly. This may
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help the learners become more conscious of the quality of their performance and aim for higher
achievement.
Other Ways of Evaluating Learner Achievement
Here are other ways of determining how well learning outcomes were attained by learners:
Item Analysis. Item analysis is a process that examines learner responses to individual test items to
assess the quality of each test item and the test as a whole.
This is to improve test items and to enhance the teacher’s skills in test construction and identify specific
areas from carefully written tests based on the table of specifications. The competencies covered for
the grading period are included and organized according to the domains of learning. The teacher makes
sure that the test construction aligns with the TOS. You can evaluate the achievement of the class in
their respective learning areas. You can also determine the least mastered skills or competencies and
evaluate their attainment data. Also, you can compare the mastery level of a group of learners with
other groups. You may also change the item that only a few learners answered correctly which may
indicate that the question is ambiguous or is not part of the learning competency.
The teacher makes sure that the test construction aligns with the table of specifications. With the TOS,
you can evaluate the achievement of the class in their respective learning areas. You can also determine
the least mastered skills or competencies and evaluate their attainment data. Also, you can compare
the mastery level of a group of learners with other groups. You may also change the item that only a
few learners answered correctly which may indicate that the question is ambiguous or is not part of
the learning competency.
The results of an item analysis may inform the teacher of the necessary interventions (e.g. enrichment,
activities, reteaching, remediation) that we can provide to the learners.
Frequency Table with Mean Score, Standard Deviation, and Mean Percentage. In addition to
the item analysis, you may also measure learner achievement by using a frequency table for pretest
and posttest results. The mean score, standard deviation and mean percentage of pretest and posttest
are computed and compared. Learner achievement is determined by calculating the mean score or
mean percentage increase from pretest to posttest.
By analyzing test results, we can evaluate learner achievement in several areas. Specific weaknesses of
an individual learner or a class can also be determined using this approach.
Reflective Practice through Performance Evaluation
The most concrete and obvious proof of teachers’ teaching performance is students’ learning or students’
demonstration of the learning outcomes. In addition to learners’ performance, however, teachers’
performance can also be evaluated by the students themselves, peers, and supervisors. Let us not
forget that teachers’ selfevaluation is also a rich source of teachers’ evaluation performance for
teachers imbued with that genuine desire for continuous professional development. But mind you, dear
teachers, this is just one of the many sources and NOT the only source of information as regards your
teaching performance. Remain open to the observations and evaluation comments of your primary
customers, the students, and your colleagues and supervisors. Reflective practice is not necessarily an
individual activity. It is a shared activity. Each of us has a blind spot. Others help us see ourselves
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objectively. Besides, a reflective practice of performance evaluation that is shared among teachers,
students, fellow teachers, and supervisors leads to the building of a professional learning community.
With teachers’ performance evaluation from students, peers, supervisors, and self, we are assured of a
reliable 360-degree assessment. It is no wonder why in many school systems, the teachers’
performance rating is a product of the teacher’s evaluation by students, immediate supervisor, and by
the teacher themselves.
Students as Evaluators: Making Students’ Evaluation Meaningful
Meaningful student involvement calls for something deliberate, empowering, far-reaching and
sustainable. Engaging students as evaluators call for educators to develop practical, applicable
feedback opportunities where students are encouraged to be honest, open, and solution-oriented.
Students find particular investment in evaluation when they can see tangible outcomes, and have some
measure of accountability from the systems, educators, or situations they are evaluating.
By involving students as evaluators, a school can develop purposeful, impacting, and authentic
assessments of classes, school, teachers and enact accountability and ownership for all participants in
the learning process. Effective evaluations may include student evaluations of classes and schools;
student evaluations of teachers; student evaluations of self; and student-led parent-teacher
conferences, where students present their learning as partners with teachers and parents, instead of
as passive recipients of teaching done to them.
Engaging students as evaluators should not mean replacing any other evaluations. Instead, it should be
seen as an additional information source. This is true whether students are evaluating themselves,
their peers, classroom curricula, school climate, or their teachers directly. Student evaluations should
not replace teacher evaluations. To get the most from students’ evaluation, students need to be
partnered meaningfully with adults and need to be taught about what they were evaluating. This is
essential for honoring student learning as well as whatever is being evaluated.
Peer as Evaluators: Making Peer Evaluation of Teaching Work
Peer evaluation or peer review is a type of performance evaluation that is done by one or more people
of matching competencies. Peer review is usually done among the members of the same team. This is
a method employed to preserve the quality standard at the desired level and improve productivity and
performance. It is understandable why peer evaluation of teaching consists of the review of teaching
performance by colleagues, usually in the same or a similar discipline.
Peer review is also a part of the 360-degree assessment along with students’ teacher evaluation, selfreview, and manager assessment. It helps in pointing out the strengths and weaknesses that a teacher
faces at the ground level.
How to Make Peer Evaluation Work
Peer evaluation works the only week necessary elements such as those given below are present:
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1. Support from school administrators. Supportive administrators recognize that experienced teachers,
through their daily contact with students, provide effective role models for one another. Administrators
who support teachers we aware of the importance of empowerment and see themselves as facilitators
to that end.
2. Trust. The foundation for productive communication opens the door for selfevaluation.
3. Time. As with anything else that we hope to learn and grow from, this process also takes time, sometimes
above and beyond the school day. However, the time spent is well worth the rewards gained.
4. Voluntary. If teachers feel coerced by other teachers or administrators, the necessary foundation of trust
will not exist.
Supervisors as Evaluators of Teaching Performance
Remember, that if we are including in here a discussion on teacher supervision by school head or
supervisor it is because the results of teacher supervision by school head are a source of data for
assessment of teaching performance on which teachers must reflect for further improve their teaching
practice.
Instructional Supervision Support Intervention Strategies
In addition to instructional supervision and in support of teachers’ improved teaching which is part of
continuing professional development, the DepEd offers the following job-embedded learning strategies:
• Study Groups. This is a study group of teachers interested in collegial study and action such as curriculum
design and instructional innovation, It engages teachers in dialogue, helping them to make meaning of
information and develop a shared understanding about topics such as values, pedagogy, and learning.
• Action Research. The teacher-researcher engages in research to address a problem closely connected to
his/her work especially teaching. Action research gives teachers the skills they need to work on problems
specific to student learning.
• Peer Teaching/Coaching. It is a professional development strategy that enables teachers to consult with
one another, discuss and share teaching practices that increase student learning, observe one’s
classroom promote collegiality, and support and help ensure quality teaching for all students. Peer
teaching relationship is built on confidentiality and trust in a non-threatening secure environment in
which teachers learn and grow together.
• Mentoring. It is a supervisory procedure where the instructional supervisor, school head, master teacher
or a more skilled teacher helps or guides another teacher for professional growth.
• Conferencing. It is a conference between a school head and a teacher after classroom supervision. If
correctly employed, it gives each teacher the special help needed to become proficient in self-analysis,
self-appraisal, and selfimprovement.
• Walkthrough. Classroom walkthrough is a brief visit to classrooms throughout the school, conducted
frequently on an informal or non-evaluative basis, designed to collect patterns of data that can help
members of the professional learning community to continually improve their teaching practice. It is a
process of visiting classrooms for a short period of 5 – 15 minutes, where the instructional program is
observed and feedback is provided to tea
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Summary
Reflective practice requires a conscious effort to think about events and develop insights
from them. It also encourages teachers to explore their own beliefs and assumptions about
learners, teaching-learning including assessment, and to find solutions to problems.
The methods for evaluating teaching performance include self-monitoring, audio and video
recording, students’ feedback on teaching, and feedback from observation by colleagues and
experts.
The different documents that teachers can use to monitor learner’s performance are daily
lesson logs, electronic class records, and a progress chart.
The instructional supervision support intervention strategies include study groups, the
conduct of action research, peer teaching/coaching, mentoring, conferencing, and classroom
walkthrough.
References
Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing Co., Inc. Quezon City, Philippines.
Calmorin, L. (2011). Assessment of Students Learning 2. Rex Book Store, Manila Philippines.
Chan C.(2010) Assessment: Evaluating your Teaching, Assessment Resources@HKU, University of Hong Kong
[http://ar.cetl.hku.hk] https://ar.cetl.hku.hk/pdf/EvaluatingTeaching.pdf
Corpuz, B., & Cuartel, I. (2021). Assessment in learning 2: Authentic Assessment, Lorimar publishing Inc., Quezon City,
Philippines.
David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in Learning 2. Rex Book Store, Manila Philippines.
Gabuyo, Y. & Dy, G. (2013). Assessment of Learning 2. Rex Book Store, Manila Philippines.
Santos, R. (2007). Assessment of Learning 2. Lorimar publishing Inc., Quezon City, Philippines.
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