ASSESSMENT OF LEARNING 2

ALTERNATIVE ASSESSMENT
Learning Domains
• Education aims at the holistic development of an individual.
• Education should therefore address the three learning domains:
- cognitive
- affective and
- psychomotor for the total development of an individual
• In most educational instances, cognition is paid the most attention, to
the neglect of the affective and psychomotor learning domains.
R.A. 10533 Policy Statement
… it is hereby declared the policy of the State that every
graduate of basic education shall be an empowered individual
who has learned through a program that is rooted on sound
educational principles and geared towards excellence, the
foundation of learning throughout life, the competence to
engaged in work and be productive, the ability to co-exist in
fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical
thinking, and the capacity and willingness to transform
others and one’s self.
Role as teachers
• Develop individuals thinking in a productive rather than
reproductive way, taking initiatives, and being able to adapt
oneself to a great variety of situations.

• The Four C’s (the most popular 21st Century skills

- Critical thinking: Finding solutions to problems
- Creativity: Thinking outside the box
- Collaboration: Working with others
- Communication: Talking to others.
Role of teachers
• To develop IMT skills
- Information literacy – Understanding facts,
figures, statistics and data
- Media literacy – Understanding the methods and
outlets in which information is published
- Technology literacy – Understanding the machines
that make the information age possible.
The Role of Teachers
• To develop life skills – skills pertaining to living our personal and
professional life (FLIPS)
- Flexibility
- Leadership
- Initiative
- Productivity
- Social skills
Most of these 21st Century skills verge on the AFFECT and the
PSYCHOMOTOR learning domains the realization of which can hardly be
measured using the traditional means of assessment.
Example of a Value-Laden Lesson
• SHS Core Subject: Personal Development
• Content: Knowing Oneself
• Content Standard: The learners demonstrate an understanding of
themselves during middle and late adolescence
• Performance Standard: The learners shall be able to conduct self-
exploration and simple disclosure
• Learning Competency: Share their unique characteristics, habits, and
experiences.
An Example of a Value-Laden Lesson
• Objective: 1. Introduce oneself with pride and self-confidence in no
more than five sentences.
2. Use fun facts about oneself.
• Subject-matter: Self Introduction
Ref. “How to Introduce Yourself in English” in English with
Lucy, You Tube
IS THIS AUTHENTIC TEACHING?
WHAT KIND OF ASSESSMENT IS REQUIRED FOR THIS KIND OF LESSON?
 ALTERNATIVE ASSESSMENTS
• In traditional assessment, students select or identify “bits and pieces” of what
was taught. This practice is inadequate to capture the totality of students’
learning.
• Authentic assessment (also called performance assessment) is now extensively
used to determine the impact of instructional programs on students’ academic
performance.
• In authentic assessment, students work on meaningful, complex, relevant, open-
ended learning activities that are incorporated into the assessment process. The
focus of attention is on significant tasks such as student products/exhibits and/or
performances rather than on right or wrong answers to objective tests.
• The results of these activities are authentic products that reveal their ability to
apply the knowledge and skills they have learned to contextualized problems and
real-life settings.
 Interviews
Cooperative
Works
Projects Simulations

Videos and Artwork

Performances
Palette of
Observation
Checklists
Assessment Graphic
Organizers
Tools
Peer
Logs and Journals
Evaluations

Musical
Pieces Computer
Programs
Self-Assessments
Alternative Assessments
Authentic or performance assessments include the use of rubrics.
Rubrics are statements specifying criteria associated with different
levels of proficiency for evaluating student performance (Standford &
Reeves, 2005; Whittaker, Salend, & Duhaney, 2001. In Salend, 2008).
Rubrics assess process, performance, and progress by delineating the
various categories associated with assessment tasks an learning
activities, the different levels of performance, and the indicators
describing each level and then rating student performance on products
that show their learning.
Rubrics can be student- or teacher-created scoring systems.
Analytic vs Holistic Rubrics
• Analytic rubrics are used to assign points for responses on an
assessment or work sample based on specific predetermined criteria.
Those points are then added to determine an overall score indicating
predetermined criteria.
• Holistic rubrics are used to determine the quality of a student’s
response and rely on the product or performance rather than the
actual process.
• Students can also effectively use rubrics as a means of self-
assessment. When students create their own rubrics, it promotes
empowerment. (Ogle, 1994).
Self-assessment
• In self-assessment or self-evaluation, students are taught to assess or
evaluate their behavior according to some standard or scale.
• The students can rate their behavior using a 5-point scale.

EXERCISE As2.(1)
How well do you know yourself?
Answer Parts 1-6 in the Metacognition Self-
Assessment sent to you. Please score your exercise
and send me ONLY the interpretation of your score
by part and your not fewer than 500-word reflection.
 Activity As2.(1)
TASK: Examine the Dep ED K-12 Basic Education Curriculum Guide
that you have downloaded. List down the learning competencies that
would require authentic or performance assessment. Prepare a chart
like the one below and list at least five (5) of them. An example is given
to guide you.
Competencies Authentic/Performance Activity and
Assessment
Explain that knowing oneself can make a Completion of Metacognitive exercise
person accept his/her strengths and and scoring oneself.
limitations and dealing with others better Graphing and interpreting the result and
writing a reflection paper.
 Graphic Organizers
• Graphic organizers are effective for organizing ideas and illustrating
relationships.
• As visual representation of knowledge, a graphic organizer can be
used as both teaching and assessment tool. A student can use it as a
learning strategy, too.
• A graphic organizer is a way of structuring information, of arranging
important aspects of a concept or topic into a pattern using labels.
• Graphic organizers promote active learning.
• Graphic organizers include timeline, 5W matrix, semantic map, Venn
diagram, charts, story map, web, concept map, among others.
Timeline
Rodrigo Roa Duterte
• Example

19__ Served in the Judiciary

2016 Elected President

Faced COVID Pandemic

2019 crisis

2016 – 2022 Sitting as President of the

Republic of the Philippines
until 2022
5W matrix

who what when where why

Comparison chart

Hunters Gatherers

Food Supply

Shelter

Division of Labor

Social Structure
Venn diagram

▪ an adult animal ▪ a baby animal

▪ has four legs BOTH ▪ has no legs
▪ can live in or ▪ must live in
• can swim
out of water • must be water
▪ breathes through wet ▪ breathes through
its lungs and its skin gills
Semantic map

THE AGTA
OF ALBAY
Structured overview
FOOD

NUTRIENTS

CARBOHYDRATES FATS PROTEINS VITAMINS MINERALS

Concept ladder
MADE (USED) FOR?

PARTS OF?

GEAR

KINDS OF?

MADE OF?

KIND OF?
Flow chart

QUESTION

effect & effect &

cause result
cause cause
Flow chart with multiple causes

QUESTION

cause

cause result

cause
Anecdotal Recording and Anecdotal Record
• Narrative or anecdotal recording is typically used as an initial method
for investigating academic, social, and behavioral expression of a
student who is experiencing challenges in the classroom.
• All the actions and verbalizations of the target student are recorded
for a predetermined length of time.
• An anecdotal record, also known as a narrative log or continuous
recording is a narrative of the events that take place during the
observation; it helps one understand the academic context in which
the student behavior occurs, and the environmental factors that
influence student behavior.
Suggestions to write anecdotal reports
• Give the date, time and length of the observation.
• Describe the activities, design, individuals, and their relationships to
the setting in which the observation occurred.
• Report in observable terms all of the student’s verbal and nonverbal
behaviors as well as the responses of others to these behaviors.
• Avoid interpretations.
• Indicate the sequence and duration of events (Salend, 2008, p. 282).
An Example: Matthew
… The class begins the lesson, with Ms. McLeod asking the students
various questions. Matthew calls out the answers to several questions,
and Ms. McLeod reminds him to raise his hand. As the lesson continues,
Matthew touches another student, and the student swats his hand
away. He then makes faces at Maria, who is sitting next to him. Maria
laughs and starts sticking her tongue out at Matthew, Matthew raises
his hand to respond to a question but cannot remember what he wants
to say when Ms. MacLeod calls on him, and starts making up a story
and telling jokes. The class laughs, and Ms. McLeod tells Matthew to
pay attention.
Matthew (cont.)
As Ms. McLeod begins to give directions for independent work,
Matthew stares out the window. Ms. McLeod asks him to stop and get
to work. He works on the assignment for 2 minutes and then “trips” on
his way to the wastepaper basket. The class laughs, and Ms. McLeod
tells Matthew to return to his seat and get to work. When he reaches
his desk, he begins to search for a book, and makes a joke about
himself. His classmates laugh, and Ms. McLeod reminds Matthew to
work on the assignment. At the end of the period, Ms. McLeod collects
the students’ work, and notes that Matthew and many of his
classmates have only completed a small part of the assignment.
Anecdotal record
• Antecedents of Matthews behavior
-Teacher-directed activity
• Behavior of Matthew
- Calls out answers; Makes extraneous comments; Distracts others,
Leaves his work area; Completes a limited amount of work.
• Consequences of the behavior
- Receives teacher attention; Receives peer attention; Receives
reprimand; Avoids unmotivating activity
• Functions of the behavior
-To express the disappointment with instructional activity; To receive
attention from adults and peers.
 PORTFOLIO ASSESSMENT*
• Portfolio assessment involves teachers, students and family members
working together to create a continuous and purposeful collection of
various authentic students’ products across a range of content areas
throughout the school year to show the process and products associated
with student learning.
• Some guidelines for using portfolio assessment
1. Identify the goals of the portfolio.
2. Determine the type of portfolio:
a) A showcase portfolio - presents the student’s best work and is often
used to help students enter a specialized program or school or apply
for employment.
 PORTFOLIO ASSESSMENT (cont.)
b) A reflective portfolio – helps teachers, students, and family
members reflect on students’ learning, including attitudes,
strategies, and knowledge.
c) A cumulative portfolio – shows changes in the product and
process associated with students’ learning throughout the
school year.
d) A goal-based portfolio – has preset goals; items are selected to fit
those goals.
e) A process portfolio – which documents the steps and processes a
student has used to complete a piece of work.
 PORTFOLIO ASSESSMENT
3. Select a variety of real classroom products that address the goals of
the portfolio. Students and teachers jointly select a range of
authentic classroom products related to goals of the portfolio. You
can use video and audio recordings to document students’
accomplishments.
4. Establish procedures for collecting, storing, organizing, and noting
the significance of students’ products.
5. Record the significance of items included in students portfolios and
help students reflect on them.
 PORTFOLIO ASSESSMENT
• Caption statements that can be used by students:
Improvement:
This piece shows my improvement in ____. I used to ____ but now
I ______.
Pride:
I am proud of this work because ____. In this piece, notice how I ______.
Special Efforts:
This piece shows something that is hard for me. As you can see, I have
worked hard to _____.
 PORTFOLIO ASSESSMENT
Course Objectives:
This work shows my progress on _____. I have learned to ____
I will continue to ______ .
Content Areas:
In (content area) I have been working on ____. My goal is to
____ .
Thematic Units:
I have been working on a unit relating to the theme of ____.
As part of this unit, I selected the
following pieces: ____ These pieces show that I ___.
 PORTFOLIO ASSESSMENT

Projects
I have been working on a project about _____. I learned _____. The project
shows I can ____

Difficulties
This piece shows the trouble I have with ______

Strategy Use
This piece shows that I have used the following method:
____ The steps I used were ____ and ____ .
 PORTFOLIO ASSESSMENT

Help your students reflect on their portfolios by asking them to discuss why
they selected a particular piece of work. They can respond to questions that
relate to:
- learning outcomes (e.g. “What did you learn from working on this
project?”
- improvement (e.g. “If you could redo this, how would you improve
it?” or “How is this piece different from your other pieces?”
- process (e.g. :What process did you go through to complete this
assignment?
- strategy use (e.g. What strategies did you use to work on this
piece?” Were they effective?”
 PORTFOLIO ASSESSMENT

6. Review and evaluate portfolios and share them with others.

Portfolios should be reviewed and evaluated periodically by teachers,
students, family members, and administrators throughout the school
year during conferences. Students can share their portfolios with
others. Questions that can guide the process:
- What does the portfolio reveal about the student’s academic,
behavioral, language, and social-emotional performance and skills?
- What are the student’s strengths and instructional challenges?
- What does the portfolio indicate about the student’s learning style,
attitudes, motivation, interests, cultural background, and use of
learning strategies?
 PORTFOLIO ASSESSMENT

Questions (cont.)—
- Do items in the portfolio relate to each other? If so, what patterns do
they reveal?
- How can the information presented in the portfolio be used to plan
the student’s educational program? (Swicegood, 1994).
________
N.B. Discussion about the portfolio assessment is taken from:
Salend, Spencer J. (2008). Creating inclusive classrooms: Effective and reflective practice, 6th Edition.
New Jersey: Pearson Prentice Hall.
Why use portfolios?
Portfolios provide information that traditional paper-and-pencil tests cannot. They provide a
demonstration of academic skills that helps teachers and students make informal decisions about
instruction (Zimmerman, 1993). Purposes for the use of portfolios are:
1. To be more sensitive to the needs of students’ diverse learning abilities (Glazer, 1998).
2. To develop a holistic picture of the activities the student has engaged in over a period of time
(Wrotham, 2001)
3. To provide visible evidence of a student’s progress in relation to goals (Tomlinson and Allan,
2000).
4. To make the assessment process of evaluating, revising, and re-evaluating fundamentally a
learning process (Darling-Hamman et al. 1995)
5. To help students think about how their work meets established criteria, analyze their efforts, and
plan for improvement (Rolheiser et al., 2000).
6. To reveal of range of skills and understandings and to value student and teacher reflection
(Vavrus, 1990).
Assessment tools that may be included in
portfolios

1. videos and performances

2. projects 7. peer evaluations
3. cooperative works 8. computer programs
4. simulations 9. self assessments
5. artwork 10. musical pieces
6. graphic organizers 11. logs and journals
12. observational checklists
AND MORE
Self-assessment in portfolio development
• The real power of the portfolio emerges when students describe the
work they include, discuss the key concepts they have learned, and
most importantly, reflect on how this learning has affected them.
• A portfolio is really a multisensory and multidimensional
personification of a student’s learning. As Gronlund (1998) warns,
“Simply collecting samples of student work and putting it in a file does
not provide for effective use of the portfolio.”
• If students merely collect and store work in a folder, they minimize
the effectiveness of using the work as an effective instructional and
assessment tool.
Reflections
“Reflection happens when students think about how their work meets established criteria:
they analyze the effectiveness of their efforts, and plan for improvement. Reflecting on
what has been learned and articulating that learning to others is the heart and soul of the
portfolio process. Without reflection, a portfolio had little meaning” (Rolheiser, Bower &
Stevahn, 2000).
Reflection is the heart and soul of the portfolio process because it enhances the
learner’s ability to self-assess his/her work and analyze his/her strengths and weaknesses
in order to set new goals for growth. The metacognitive process of “thinking about one’s
thinking” is critical to the success of a portfolio.
The student takes control of their own learning by becoming an informed critic of
her own work. The teachers and parents serve as “guides on the side,” but the student
builds the capacity to self-assess redirect and refine her own work.
 PORTFOLIO ASSESSMENT

Portfolio assessment is reflective.

A Sample of student reflection:
Date: 12/18/2008
I have been working on a story about Thanksgiving. I feel good about
this item because I made up the story. In working on this story, I used a
checklist that Ms. Feld gave me. The checklist asked me: What is the
title of the story? Who are the characters? Where does the story take
place? What happens in the story? and How does the story end. (From:
Salend, 2008).
More samples of student reflections
Sample 1
I really enjoy writing poetry – especially funny poems. I try to use rhyming words that are interesting.
It’s hard with limericks because you have to have three words that rhyme. I’d like to write jingles for
ads on television someday. I don’t know what other jobs require poetry writing.
MendyMedusa
Sample 2
This is not our best work. The filming of the video was difficult because we didn’t use a tripod. The
camera moves around too much and is sometimes out of focus. We need to learn how to edit a video.
Also, our script wasn’t very good. Our narrator ran out of things to say!

From: Kay Burke, Robin Fogarty & Susan Belgrad, 2002

 ACTIVITY As2.(2)
TASK: Reflect on your experience in doing Activity 1 (TOS)
and Activity 2 (Test Construction).

Write a reflection paper of not fewer than 200 words.

Please refer to the caption statements given earlier to

guide you.
References
Documents
R.A. 10533
DepEd Order No. 8, s. 2015
Books
• Buendicho, F.C. (2010). Assessment of Student Learning 1. Manila: Rex Bookstore
• Grader, M. E (1999). Classroom Assessment and Learning. New York: Longman
• Kubiszyn, T., Borich, G. (2008). Educational Testing and Measurement Classroom Application and Practice. New
York: John Wiley and Sons, Inc.
• Linn, R. (2000) Measurement and Assessment Principles and Practice for Effective Instruction, Boston: Ally and
Bacon.
• Moore, David. S. (1995). The Basic Practice of Statistics. New York: W.H. Freeman and Company
• Navarro, R. L. and Santos, R. (2012). Assessment of Learning Outcomes (2 nd edition). Manila: Lorimar Publishing.
• Popham, J. (1999). Classroom Assessment what teachers need to know (2 th Edition), Boston: Ally and Bacon.
• SEAMEO INNOTEC Regional Education Program (SIREP) (2010). Integrating Education for Sustainable
Development, Phil.
• Stiggins, R.J. (2001). Student-involved Classroom Assessment. New Jersey: Merrill Practice Hall.
Various Websites (For students readings)