Assessment in Learning 2

Krizamari Arguzon-De Leon

 Table of Contents

Module 1: A Close Look at Student Learning Outcomes

Introduction 1
Learning Objectives 1
Lesson 1. What is Student Learning Outcome? 2
Lesson 2. What are the sources of Expected Student Learning 2
Outcomes (SLO)?
Lesson 3. Characteristics of Good Learning Outcomes 4
Assessment Task 6
Summary 7
References 8

Module 2: Authentic Assessment: Meaning, Characteristics and Practices

Introduction 9
Learning Objectives 9
Lesson 1. Meaning, Characteristics and Principles 10
Lesson 2. Authentic Assessment Tools 12
Assessment Task 16
Summary 17
References 18

Module 3: Process-Oriented Performance Based Assessment

Introduction 19
Learning Objectives 19
Lesson 1. Process-Oriented Learning Competencies 20
Lesson 2. Task Designing 21
Lesson 3. Scoring Rubrics 22
Assessment Task 27
Summary 28
References 29

Module 4: Product-Oriented Performance Based Assessment

Introduction 30
Learning Objectives 30
Lesson 1. Product-Oriented Learning Competencies 31
Lesson 2. Task Designing 33
Lesson 3. Scoring Rubrics 34
Assessment Task 37
Summary 37
References 38
 List of Figure
Figure Description Page

1 Phases of Authentic Assessment 14

List of Table
Table Description Page

1 Traditional Assessment vs. Authentic Assessment 15

Course Code: ED 10

Course Description: This is a course that focuses on the principles,

development and utilization of alternative forms of assessment in measuring
authentic learning. It emphasizes on how to assess product-and-product-
oriented learning outcomes as well as affective learning. Students will
experience how to develop rubrics and other assessment tools for performance-
based assessment.

Course Intended Learning Outcomes (CILO):

At the end of the course, students should be able to:
1. Analyze the fundamental concepts and characteristics of 21st century assessment.
2. Apply the principles in constructing and interpreting performance-based
assessment.
3. Develop instruments for assessing affective learning.

Course Requirements:
 Class Standing - 60%
 Major Exams - 40%

Periodic Grade 100%

 MODULE 1
A CLOSE LOOK AT STUDENT LEARNING
OUTCOMES

Introduction

Students who are well informed about what behaviors expected of them in a course /
subject or learning activity have definite guide during the learning activity and are therefore
perceived to attain success. Correlatively, teachers who know very well what they wish their
students to demonstrate or perform will be in the best position to align their instructional
activities to the desired learning outcomes. In this light, all assessment and evaluation activities
should start with the identification and clarification of the student learning outcomes (SLO).

The identified and clarified student learning outcomes serve as the load stars that will
guide both teacher and students in activities leading to the attainment of the deserved learning
outcomes.

Learning Outcomes

At the end of this module, students should be able to:

1. identify the characteristics of a good learning outcome;

2. construct correct learning outcomes; and

3. determine the advantages of having clear learning outcomes.

Lesson 1. What is Student Learning Outcome (SLO)? (Navarro &
Santos, 2009)
Every college program should have a set of college-wide expectations from student
learning which have been previously agreed upon by the faculty of the program and which the
students who pass the different courses under the college program are expected to demonstrate.
The individual teacher may add to his/her course more student learning expectations but must
adopt the agreed upon college program expectations and reflect them on each course syllabus.
It is important that these common program-wide expectations are identified and clarified
because they are the basis of the outcomes assessment process. The student learning outcomes
in the teacher education program are the skills, competencies and values that the students are
expected to demonstrate at the end of the every course/subject which are in turn, integrated into
the year - end formation of students as they progress towards becoming professional teachers.
Attainment of these learning outcomes should be periodically assessed cooperatively by both
teacher and students. Periodic assessment helps the students determine their strengths and
deficiencies and become active participants in outcomes attainment.

Lesson 2. What are the Sources of Expected Student Learning

Outcomes (SLO)? (Navarro & Santos, 2009)

Expected student learning outcomes may be sourced from any or all of the following:
1. The institution's mission statement is a relevant source of student learning expectations. Public
schools refer to the public school system mission or state school charter as source of learning
outcomes. Private schools are either sectarian or non-sectarian and their mission may be sourced
from their respective religious goals, in the case of sectarian schools, or their founder's
philosophy in the case of non-sectarian schools.

2. Policies on competencies and standards issued by government education agencies such as the
Department of Education (DepEd). Technical Education and Skills Development Authority
(TESDA) and Commission on Higher Education (CHED) are the prescribed sources of student
learning outcomes.

2
3. Expected competencies identified by the different professions, business and industry should
be adopted to ensure that graduates are able to perform as expected in their respective work
places and/or professions.

4. The thrusts and development goals of the national government are useful integration in the
identified competencies and expectations from all sectors of education.

5. International trends and developments should also be considered in identifying and

determining student learning outcomes to ensure the graduates' competitiveness in the
employment and professional practice abroad.

6. It will be enriching if the identified competencies and expectations of students integrate the
basic general education competencies such as the following competencies listed by the
Montgomery College:

(a) Oral and written communication which includes the ability use oral and written language of
communication supported by appropriate technology and enhanced with effective style
presentation.
(b) Scientific and quantitative reasoning ability which includes competency in the use of
quantitative data, mathematical procedure and scientific methods of inquiry in decision- making.
(c) Ability to analyze, synthesize and develop creative solutions which are the components of
higher order thinking skills (HOTS) or competencies.
(d) Technological competency which involves the ability to use computer technology in
documentation and presentations appropriate in different academic and professional settings.
(e) Information literacy involves the ability to efficiently locate and effectively use information
from both print and electronic sources.

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Lesson 3. Characteristics of Good Learning Outcomes (Navarro &
Santos, 2009)

1. Good student learning outcomes (SLO) are centered on the students, on what the learners are
capable of doing, instead of the teaching technique. The teaching strategy will only be guided by
the desired competencies of the students. For instance if the SLO is: "the students can explain
and illustrate the life cycle of an insect," to guide the students towards the desired competency
the teacher may use any or all of the following instructional techniques andactivities:

(a) Video presentation of the life cycle of a butterfly

(b) Poster presentation of the different stages in the development of a butterfly
(c) Field trip to a botanical garden or nature park to observe the different stages in the life cycle
of a butterfly
(d) Submission of an essay on the dangers observed that will interrupt or abort the life cycle of
a butterfly
(e) Submission of a proposed project to protect the life cycle of insects or other useful animals

2. Good learning outcomes are based on the program mission statement agreed upon by the
program faculty in consultation with other stakeholders like alumni and other professionals. It is
important that the student learning outcomes are based on issuances from government
regulatory agencies such as DepEd's K to 12 Law Enhanced Basic Education in the Philippines,
thee CHED's Policies, Standards and Guidelines on Teacher Education, thrusts of appropriate
professional organizations and advocacies of employer and industry groups.

3. Good student learning outcomes are very well understood by both students and faculty. They
should be in agreement on the importance of these competencies which they will cooperatively
develop. Here are suggested steps that teacher and students can together take in their
cooperative monitoring of the progress towards the desired learning outcomes or skills and
competencies.

H ooking the students to the desired learning outcome

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E xploring and experiencing the supporting student activities
A pplying the ideas/knowledge required in contrived, simulated or real-life situationsR
efining, rehearsing, reviewing the target skills/ competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply the learning outcome

4. Good learning outcomes include a spectrum of thinking skills from simple to the higher order
of application of knowledge and skills. Here is an example of a range of learning outcomes from
the simple to the complex under the competency: "ability to understand."
(a) can identify

(b) can explain

(c) can apply

(d) can analyze

(e) can synthesize

(f) can evaluate

(g) can judge

(h) can create

5. Good learning outcomes are measureable. Student competencies should be expressed as

transitive verbs and/or action words which are demonstrable and observable at various levels.
Examples of observable/measurable competency levels:
(a) For K to 12 Grades 3-10 Reading, Mathematics, Language, Science.

Numerical Rating Proficiency Level

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 1 Below basic level

2 Basic level

3 Proficient level

4 Advanced level

(b) For the nursing program, the example used is Patricia Benner's Levels of Competency.

Numerical Rating Level of Competency

1 Novice

2 Advanced Beginner

3 Competent

4 Proficient

5 Expert

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 Assessment Task 1.1

Identify the characteristic of a good student learning outcome that each of the following depicts:
The students:
1. can perform the dance "Pandanggo sa Ilaw"

2. can submit a proposed project to hold a poster contest on environmental sanitation

3. can decide on the best solution to a Mathematics problem

4. can participate in a community project as a contribution to society

5. can discuss with the teacher one's difficulty in attaining the desired learning outcome

6. can research on the life and works of Apolinario Mabini and submit a report on one's findings

7. can do a power point presentation on the solar system

8. can demonstrate a simple experiment in class on the law of buoyancy

9. can volunteer to perform the desired competency

10. can illustrate through posters the characteristics of a good member of the community

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 Assessment Task 1.2
Write 2 examples of student learning outcomes derived from each of the following
sources:
1. Your school's mission

2. The act enhancing the Philippine basic education system (K to 12 law)

3. National Competency-Based Teacher Standards (NCBTS)

4. General education basic competencies

5. Education for All (EFA)

Summary
 Student learning outcomes in the teacher education program are the skills,
competencies and values that the students are expected to demonstrate at the

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 end of every course, which are in turn, integrated into the year – end formation of
students as they progress towards becoming professional teachers.
 The sources of expected student learning outcomes are:
- Institution’s mission statement
- Policies on competencies and standards issued by government education
agencies.
- Expected competencies identified by the different professions
- The thrusts and development goals of the national government are useful
integration in the identified competencies and expectations from all sectors
- International trends and developments
- Basic general education competencies
 The characteristics of a good learning outcomes are:
- Centered on students
- Based on the program missions statement agreed upon agreed upon
by thefaculty consultation with other stakeholders.
- Learning outcomes are very well understood by both students and faculty.
- Include a spectrum of thinking skills from simple to the higher order of
applicationof knowledge and skills.
- Measurable

Reference

Navarro, R. & Santos, R. (2013). Authentic Assessment of Student Learning Outcomes.

Assessment 2 (2nd Edition). Lorimar Publishing, Inc. Cubao. Quezon City, Metro, Manila.
Retrieved on November 2018 from
https://www.researchgate.net/publication/348431439_The_Art_of_Assessment_of_Successful_Learni
ng_Outcomes

9
 MODULE 2
AUTHENTIC ASSESSMENT: MEANING,
CHARACTERISTICS AND PRACTICES

Introduction

Both assessment and evaluation are based on the judgment of an experienced,

thoughtful human being an expert. Machines don’t assess, papers don’t assess, tests don’t
assess. Humans assess. And what better person is there to assess the progress and
development of his or her students than the classrooms teacher.
-Larry Malone Lawrence
(as cited by Navarro & Santos, 2013)

Authentic assessment helps students see themselves as active participants, who are
working on a task of relevance, rather than passive recipients of obscure facts. It helps teachers by
encouraging them to reflect on the relevance of what they teach and provides results that are
useful for improving instruction.

Learning Outcomes

At the end of this module, students should be able to:

1. distinguish traditional from authentic assessment tasks;

2. distinguish assessment, evaluation, testing and mark; and
3. determine the characteristics of an authentic assessment.

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Lesson 1. Meaning, Characteristics and Principles (Navarro, & Santos,
2013)
The terms assessment, evaluation, testing and marks are terms often used in determining
the degree of attainment of student learning outcomes. At times they are used interchangeably;
it will be useful to clarify their meanings to distinguish them from one another.

Assessment refers to the process of gathering data and information about what students
know and can do. Such information may be sourced through observation of students during
their learning activities, examining the results of their learning activities or testing their
knowledge and skills. Through assessment, the teacher can find out what students are learning.

Evaluation involves the task of interpreting, forming conclusions and making judgments
about the information which was gathered in the process of assessment. The data gathered by In
Diane Hart, assessment are neither useful nor useless but they reflect the learning process. Such
information becomes meaningful only when they are processed and interpreted as to how well
the students are attaining their desired competencies.

Testing is an instrument of assessment. A test is an assessment tool that reflects the

records of the students' learning outcomes.

Marks are reports of the results of evaluating information obtained in the assessment
process. Marks have certain components related to the learning activities undertaken by the
students.

Examples of such components are:

20 % for class participation

10 % for completed assignments
20 % for quizzes
30 % for submitted reports
20 % for oral presentation of completed
project100% TOTAL

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 Assessment involves review of evidence of learning such as journal entries, written
work, portfolios, skill demonstrations, and performance in learning activities, test results and
rubrics ratings which cover a period time and should reveal the progress of students in
competencies. Evaluation on the other hand occurs when a mark or grade is assigned after a
quiz, .a. presentation or a completed task.

In recent years, higher education institutions in the Philippines have joined in the
international focus on the need to include in the teaching learning process the assessment and
documentation of student learning outcomes. This focus is in recognition of the importance of
information on learning outcomes in the improvement of the educational experiences that
colleges and universities offer.

Characteristics of Authentic Assessment (AA)

1. AA starts with clear and definite criteria of performance made known to the students.
2. AA 1s criterion referenced rather than norm referenced and so it identifies strengths and
weaknesses, but does not compare students nor rank their levels of performance.
3. AA requires students to make their own answers to questions rather than select from given
options as in multiple choice items, and requires them to use a range of higher order thinking
skills (HOTS).
4. AA often emphasizes performance and therefore students are required to demonstrate their
knowledge, skills, or competencies in appropriate situations. AA does not rely on ability to recall
facts or memorize details; instead students are asked to demonstrate skills and concepts they
have learned.
5. AA encourages both teacher and students to determine their rate of progress in cooperatively
attaining the desired student learning outcomes.
6. AA does not encourage rote learning and passive taking of tests; instead, students are
required to demonstrate analytical skills, ability to integrate what they learn, creativity, and ability
to work in a group, skills in oral and written communications. In brief, AA values not only the
finished products which are the learning outcomes, but also the process of leaning.

11
7. AA changes the role of students as passive test takers into becoming active and involved
participants in assessment activities that emphasize what they are capable of doing instead
tests to measure students skills or retained facts has come under scrutiny because of the
limitation encountered in determining the students' capability to utilize their knowledge and skills
in work and professional practice. At best, these tests are able to give a "snap shot" of the
students’ ability to recall facts and information at a given time but fail to provide a "moving
picture" of how they will perform in real-world situations which exist in the workplace.

While multiple choices, true false or matching tests can be indicators of academic
achievement, teachers and students are often misled by the results of these tests on the kind of
academic work and activities that need to be mastered. It is to be remembered that test items are
not real problems; right answers are not necessarily indicators of critical thinking.

When students complete high school studies or even college degree, they are expected
to be able to live in the outside world armed with skills that comply with certain standards. Often,
such skills do not involve mastery of grammar rules and solutions to mathematical problems. It
is good for students to have mastery of this basic knowledge but if they cannot apply these skills
to real- life tasks, then they have not been prepared for the real world, hence the need for
authentic assessment.

Lesson 2. What is Authentic Assessment? (Navarro, & Santos, 2013)

"A form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills.." -Jon Mueller (2011) (as cited by
Navarro, & Santos, 2013)

"...Engaging and worthy problems or questions of importance, in which students must use
knowledge to fashion performances effectively and creatively. The tasks are either replicas of or
analogous to the kind of problems faced by adult citizens and consumers or professionals in the
field."- Grant Wiggins (1987) (as cited by Navarro, & Santos, 2013)

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"Performance (authentic) assessments call upon the examinee to demonstrate specific skills and
competencies; that is, to apply of their weaknesses. This result is diminished fear of tests and
improvement of self-esteem. From teacher centered activities, AA encourages a learner -
centered class where the teacher's major role is to help students accept responsibility for their
learning and become self-evaluators. The teacher designs activities and evaluates results which
provide information needed for monitoring students' progress and evaluating the teacher's
instructional strategies.

Phases of Authentic Assessment

The purpose of assessment is to improve student learning. Assessment achieves this

purpose by gathering pieces of evidence of student performance over a period of time. Such
evidence may be in the form of written works, journal entries, oral presentations, research paper
results, essays, story writing, and examination results. Closing the loop encourages the use of
assessment results for further improvement.

In general, outcome assessment goes through five (5) phases:

1. Identifying the most important knowledge and skills that student should be able to
demonstrate as a result of their learning activities.

2. Determining the criteria and standards of outcomes performance and the acceptable
evidence that may be presented as proof of outcomes' attainment.

3. Implementation of the supporting activities that will facilitate the attainment of

thedesired student learning outcomes.

4. Measuring the extent at which the students are attaining the desired learning
outcomes.

5. Interpreting the assessment results and evaluating whether they indicate attainment of
the desired outcomes and utilizing them for continuous improvement.

"Closing the Loop" is demonstrated in a diagram of these phases adopted from Jon Muellers
(2011) of North Central College, Nashville, Illinois. Both assessment and evaluation are based on
the judgment of an experienced, thoughtful human being the classroom teacher.

13
 Figure 1. Phases of Authentic Assessment

Source: https://www.scribd.com/presentation/410358990/Phase-of-Authentic-Assessment

Examples of Authentic Assessment Activities

1. Doing science experiments

2. Conducting social science field research
3. Writing stories and reports
4. Reading and interpreting literary pieces
5. Solving mathematical problems that have re implications
6. Performing particular skills/competencies
7. Simulation or role playing
8. Exhibiting and displaying completed works
9. Submitting portfolios

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10. Submitting original creative projects

How does Authentic Assessment Differ from Traditional Assessment (TA)

Traditional Assessment is commonly associated with pre-determined choice measures of

assessment such us multiple choice tasks, fill- in-the-blanks, true false, matching type and
others. Students typically recall or select the answers. Essentially, TA springs from the
educational philosophy which involves the following principles and practices:

1. A school's mission is to develop useful citizens;

2. To be a useful citizen, one must possess a certain body of knowledge and skills
3. The school is entrusted to teach this body of knowledge and skills;
4. To determine if the students have acquired these knowledge and skills, the school must test
the students on these knowledge and skills.

Authentic Assessment, on the other hand is grounded on the following principles and practices:

1. a school's mission is to develop useful citizens;

2. To be a useful citizen, one has to be capable of performing useful tasks in the real-world;
3. The school's duty is to help students develop proficiency in performing the tasks that they will
be required to perform after graduation in the work place

4. The school must then require students to perform tasks that duplicate or imitate real-world
situations.

Table 1. Traditional Assessment vs. Authentic Assessment

Attributes Traditional Assessment Authentic Assessment

Action/ options Selecting a response Performing a task

Setting Contrived/ imagined Simulation/ Real-Life

Method Recall/ recognition Construction/ application

Focus Teacher-structured Student-structured

Outcome Indirect evidence Direct evidence

Source: Navarro & Santos, 2013

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 In conclusion, teachers do not have to select between authentic assessment and
traditional assessment. Mastery of knowledge and skills which is the focus of traditional
assessment must be encouraged among the students to form the foundation on which will be
built the activities that will require students to demonstrate and perform the tasks that they are
expected to perform in the real world.

Assessment Task 1.1

Determine whether each of the following assessment activities/ strategies is traditional or

authentic:

1. Dramatizing a story

2. Writing business letters for various purposes

3. administering a multiple choice test

4 requiring memorization of historical facts a task

5. Keeping and updating a portfolio

6. Drawing the parts of a microscope

7. Writing the multiplication tables 7,8,9

8. Submitting a report on observations of insects in a field trip

9. Interviewing the barangay chairman about the problems of the community and reporting

onthe findings application

10. Providing the answers to a filling the blanks assignment

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 Assessment Task 1.2
Decide whether each of the following is assessment, evaluation, testing or mark.
1. administering true false items to be answered
2. rating of 73- 76 which is equivalent to Barely Satisfactory
3 submission of a research report in biology
4. regular entries in a journal in English
5. rubric rating shows that student needs improvement
6. writing of a different ending to a story read
7. multiple-choice items to be answered
8. experiment performed in a laboratory
9. assessment results show attainment of learning outcome
10. proficient level

Summary
 Assessment refers to the process of gathering data and information about what
students know and can do.
 Evaluation involves the task of interpreting, forming conclusions and making
judgments about the information which was gathered in the process of
assessment.
 Testing is an instrument of assessment. It is a tool that reflects the records of the
students’ learning outcomes.
 Marks are reports of the results of evaluating information obtained in the
assessment process.
 The characteristics of a good authentic assessment are:
- Starts with clear and definite criteria

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 - Criterion-referenced rather than norm-referenced
- Requires students to make their own answers to questions
- Often emphasizes performance and therefore students are required to
demonstrate their knowledge, skills and competencies in appropriate situations,
- Encourages both students and teacher to determine their rate of progress.
- Does not encourage rote learning and passive taking of tests.
- Changes the role of students from passive test takers into becoming active and
involved participants in assessment activities.
 The phases of authentic assessment are:
- Phase 1 Identify learner outcome
- Phase 2 Determine criteria and acceptable evidences of performance
- Phase 3 Implement supporting learning experiences and instructional activities
- Phase 4 Implement assessment strategies
- Phase 5 Evaluate results to determine attainment of outcome and
ensurecontinuous improvement

References

Navarro, R. & Santos, R. (2013). Authentic Assessment of Student Learning Outcomes.

Assessment 2 (2nd Edition). Lorimar Publishing, Inc. Cubao. Quezon City, Metro, Manila. Retrieved
on November 2018 from
https://www.researchgate.net/publication/348431439_The_Art_of_Assessment_of_Successful_Learni
ng_Outcomes
Navarro, R. & Santos, R. (2013). Traditonal Assessment vs. Authentic Assessment. Authentic
Assessment of Student Learning Outcomes. Assessment 2 (2nd Edition). p. 22 Retrieved on
November 2018 from
https://www.researchgate.net/publication/348431439_The_Art_of_Assessment_of_Successful_Learni
ng_Outcomes

Phases of Authentic Assessment. (n.d.). Retrieved from

https://www.scribd.com/presentation/410358990/Phase-of-Authentic-Assessment

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 MODULE 3
PROCESS-ORIENTED, PERFORMANCE BASED
ASSESSMENT

Introduction

Too often, we tend to assess students learning through their outputs or products or
through some kind of traditional testing. However, it is important to assess not only these
competencies but also the processes which the students underwent in order to arrive at these
products or outputs. It is possible to explain why the students’ outputs are as they are through
an assessment of the processes which they did in order to arrive at the final product.

This module is concerned with process-oriented, performance-based assessment is not

an end in itself but a vehicle for educational improvement. Its effective practice, then, begins
with and enacts vision of the kinds of learning we most value for students and strive to help
them achieve.

Learning Outcomes

At the end of this module, students should be able to:

1. identify process-oriented learning outcomes;
2. construct rubrics for different activities; and
3. distinguish analytic from holistic rubrics.

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Lesson 1. Process-Oriented Learning Competencies (Navarro, &
Santos, 2013)

Information about outcomes is of high importance, where students "end up" matters
greatly. But to improve outcomes, we need to know about student experience along the way
about the curricula, teaching, and kind of student effort that lead to particular outcomes.

Assessment can help us understand which students learn best under what conditions; with
such knowledge comes the capacity to improve the whole of their learning. Process- oriented
performance-based assessment is concerned with the actual task performances rather than the
output or product of the activity.

1.1 Learning Competencies The learning objectives in process-oriented performance based

assessment are stated in directly observable behaviors of the students. Competencies are
defined as groups or clusters of skills abilities needed for a particular task. The objectives
generally focus on those behaviors which exemplify a "best practice" for the particular task.
Such behaviors range from a "beginner or novice level up to the level of an expert. An
example of learning competencies for a process-oriented performance-based assessment is
given below:

Task: Recite a Poem by Edgar Allan Poe, The Raven Objectives:

The activity aims to enable the students to recite a poem entitled "The Raven'" by Edgar Allan
Poe, specifically to:

1. recite the poem from memory without referring to notes;

2. use appropriate hand and body gestures in delivering the piece

3. maintain eye contact with the audience while reciting the poem,

4. create the ambiance of the poem through appropriate rising and falling intonation

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5. pronounce the words clearly and with proper diction.

Notice that the objective starts with a general statement of what is expected of the
student from the task (recite a poem by Edgar Allan Poe) and then breaks down the general
objective into easily observable behaviors when reciting a poem. The specific objectives
identified constitute the learning competencies for this particular task. As in the statement of
objectives using Bloom's taxonomy, the specific objectives also range from simple observable
processes to more complex observable processes, e.g. creating an ambiance of the poem
through appropriate rising and falling intonation. A competency is said to be more complex
when it consists of two more skills.

The following competencies are simple competencies:

 Speak with a well-modulated voice;

 Draw a straight line from one point to another point;
 Color a leaf with a green crayon.

The following competencies are more complex competencies:

 Recite a poem with feeling using appropriate voice quality facial expressions and hand
gestures;
 Construct an equilateral triangle given three non-collinear points
 Draw and color a leaf with green crayon.

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Lesson 2. Task Designing (Navarro, & Santos, 2013)

Task Designing Learning tasks need to be carefully planned. In particular, the teacher
must ensure that the particular learning process to be observed contributes to the overall
understanding of the subject or course. Some generally accepted standards for designing a task
include:

 Identifying an activity that would highlight the competencies to be evaluated, e.g. reciting
a poem, writing an essay, manipulating the microscope etc.
 Identifying an activity that would entail more or less the same sets of competencies. If an
activity would result in too many possible competencies, then the teacher would have
difficulty assessing the student's competency on the task.
 Finding a task that would be interesting and enjoyable for the students. Tasks such as
writing an essay are often boring and cumbersome for the students.
Example: The topic is on understanding biological diversity.

Possible Task Design; Bring the students to a pond or creek. Ask them to find all living
organisms they can find living near ne pond or creek. Also, bring them to the school
playground to nu as many living organisms they can. Observe how the students will
develop a system for finding such organisms, classifying organisms and concluding the
differences in biological diversity of the two sites.

Science laboratory classes are particularly suitable for a process-oriented performance-

based assessment technique.

Lesson 3. Scoring Rubrics (Navarro, & Santos, 2013)

Rubric is scoring Scale used to assess student performance along a task-specific set of
criteria. Authentic assessments typically are criterion-referenced measures, that is, a student's
aptitude on a task is determined by matching the student's performance against a set of criteria
to determine the degree to which the student's performance meets the criteria for the task. To
measure student performance against a pre- determined set of criteria, a rubric, or scoring Scale,
is typically created which contains the essential criteria for the task and appropriate levels of
performance for each criterion. For example, the following rubric (scoring scale) covers the
recitation portion of a task in English.

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 As in the given example, a rubric is comprised of two components: criteria and levels of
performance. Each rubric has at least two criteria and at least two levels of performance. The
criteria, characteristics of good performance on a task, are listed in the illustrated rubric (number
of hand gesture appropriate facial features, voice inflection and ambiance). Actually, as is
common in rubrics, a short hand is used for each criterion make it fit easily into the table. The
full criteria are statements of performance such as "include a sufficient number of hand gesture
and recitation captures the ambiance through appropriate feelings and tone in the voice".

For each criterion, the evaluator applying the rubric can determine to what degree the
student has met the criterion, i.e., the level of performance. In the given rubric, there are three
levels of performance for each criterion. For example, the recitation can contain lots of
inappropriate, few inappropriate or no inappropriate hand gestures.

Finally, the illustrated rubric contains a mechanism for assigning a score to each project.
(Assessments and their accompanying rubrics can be used for purposes other than evaluation
and, thus, do not have to have points or grades attached to them.) In the second to-left column
a weight is assigned each criterion. Students can receive 1, 2 or 3 points for "number of sources."
But appropriate ambiance, more important in this teacher's mind, is weighted three times (x3) as
heavily. So, students can receive 3, 6 or 9 points (ie. 1,2 or 3 times 3) for the level of
appropriateness in this task.

Descriptors

The rubric includes another common, but not a necessary component of rubrics
descriptors. Descriptors spell out what is expected of students at each level of performance for
each criterion. In the given example, "lots of inappropriate facial expressions, "monotone voice
used" are descriptors. A descriptor tells students more precisely what performance looks like at
each level and how their work may be distinguished from the work of others for each criterion.
Similarly, the descriptors help the teacher more precisely and consistently distinguish between
student works.

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Why Include Levels of Performance?

1. Clearer expectations
It is very useful for the students and the teacher if the criteria are
identified and communicated prior to completion of the task. Students know what is
expected of them and teachers know what to look for in student performance. Similarly,
students better understand what good (or bad) performance on a task looks like if levels
of performance are identified, particularly if descriptors for each level are included.

2. More consistent and objective assessment

In addition to better communicating teacher expectations, levels of performance
permit the teacher to more consistently and objectively distinguish between good and
bad performance, or between superior, mediocre and poor performance, when
evaluating student work.

3. Better feedback

Furthermore, identifying specific levels of student performance allows the

teacher to provide more detailed feedback to students. The teacher and the students can
more clearly recognize areas that need improvement.

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 Analytic Versus Holistic Rubrics

For a particular task you assign students, do you want to be able to assess how well the
students perform on each criterion, or do you want to get a more global picture of the students’
performance on the entire task? The answer to that question is likely to determine the type of
rubric you choose to create or use: Analytic or holistic.
Analytic rubric

Most rubrics, like the Recitation rubric mentioned, are analytic rubrics. An analytic rubric
articulates levels of performance for each criterion so the teacher can assess student
performance on each criterion. Using the Recitation a poor, good or excellent job of "creating
ambiance and distinguish that from how well the student did on "voice rubric, a teacher could
assess whether a student has done inflection."

Holistic rubric

In contrast, a holistic rubric does not list separate levels of performance for each
criterion Instead, a holistic rubric assigns a level of performance by assessing performance
across multiple criteria as a whole.
When to choose an analytic rubric

Analytic rubrics are more common because teachers typically want to assess each
criterion separately, particularly for assignments that involve a larger number of criteria It
becomes more and more difficult to assign a level of performance in a holistic rubric as the
number of criteria increases. As student performance increasingly varies across criteria itbecomes
more difficult to assign an appropriate holistic category to the performance. Additionally, an
analytic rubric better handles weighting of criteria.

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When to choose a holistic rubric

So, when may you use a holistic rubric? Holistic rubric tends to be used when a quick or
gross judgment needs to be made. If the assessment is a minor one, such as a brief homework
assignment, it may be sufficient to apply a holistic judgment (e.g, check, check-plus, or no- check)
to quickly review student work. But holistic rubrics can also be employed for more substantial
assignments. On some tasks it is not easy to evaluate performance on one criterion
independently of performance on a different criterion. For example, many writing rubrics are
holistic because it is not always easy to disentangle clarity from organization or content from
presentation. So, some educators believe a holistic or global assessment of student performance
better captures student ability on certain tasks. (Alternatively, if two criteria are nearly inseparable,
the combination of the two can be treated as a single criterion in an analytic rubric.)
How Many Levels of Performance Should I Include in my Rubric?

There is no specific number of levels a rubric should or should not possess. It will vary
depending on the task and your needs. A rubric can have as few as two levels of performance
(e.g., a checklist) or as many as you decide are appropriate. Also, it is not true that there must
be an even number or an odd number of levels. Again, that will depend on the situation.

Generally, it is better to start with a smaller number of levels of performance for a

criterion and then expand if necessary. Making distinctions in student performance across twoor
three broad categories is difficult enough. As the number of levels increases and those
judgments become finer and finer, the likelihood of error increases.

Thus, start small. For example, in an oral presentation rubric, amount of eye contact
might be an important criterion. Performance on that criterion could be judged along three levels
of performance:

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Makes eye contact with audience Never Sometimes Always

Although these three levels may not capture all the variations in student performance on
the criterion, it may be sufficient discrimination for your purposes. Or, at the least, it is a place to
start. Upon applying the three levels of performance, you might discover that you can effectively
group your students’ performance in these three categories. Furthermore, you might discover
that the labels of "never", "sometimes" and "always" sufficiently communicate to your students
the degree to which they can improve on making eye contact.

On the other hand, after applying the rubric you might discover that you cannot
effectively discriminate among student performances with just three levels of performance
Perhaps, in your view, many students fall in between never and sometimes, or between
sometimes and always, and neither label accurately captures their performance. So, at this point,
you may decide to expand the number of levels of performance to include never, rarely,
Sometimes, usually and always.

Makes eye contact Never Rarely Sometimes Usually Always

There is no "right answer as to how many levels of performance there should be for a
criterion in an analytic rubric; that will depend on the nature of the task assigned, the criteria
being evaluated, the students involved and your purposes and preferences. For example,
another teacher might decide to leave off the "always" level in the above rubric because
"usually" is as much as normally can be expected or even wanted in some instances. Thus, the
"makes eye contact" portion of the rubric for that teacher might be:

Makes eye contact Never Rarely Usually Always

We recommend that fewer levels of performance be included initially because such is:
easier and quicker to administer easier to explain to students (and others) easier to expand than
larger rubrics to shrink.

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 Assessment Task 1.1

For each of the following tasks, identify at least three (3) process-oriented learning
competencies:

1. Constructing a graphic organizer to illustrate child growth and development

2. Constructing three-dimensional models of solids from cardboards

3. Writing an essay about the EDSA III People Power Revolution

Assessment Task 1.2

Choose any five activities below and then construct your own scoring rubrics.

1. Use evidence to solve a mystery2

Devise a game.
3. Participate in a debate.
4. Infer the main idea of a written piece.
5. Draw a picture that illustrates what's described in a story or article. Explain what you have
drawn, using details from the story or article.
6. Write a research paper.
7. Apply a scoring rubric to a real or simulated piece of student work.
8. Write an outline of a text or oral report.
9. Propose and justify a way to resolve a problem.
10. Design a museum exhibit.

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 Summary
 Process-oriented learning competencies emphasizes that we need to know about
students experiences along the way not just the output.
 Competencies involve simple and complex ones.
 Learning tasks need to be carefully planned. The teacher must ensure that the
particular learning process to be observed contributes to the overall
understanding of the subject.
 Rubric is scoring scale used to assess student performance along a task-specific
set of criteria.
 Descriptors are part of rubric that spells out what is expected of students at each
level of performance for each criterion.
 Levels of performance are important to include because it sets clearer
expectations; more consistent and objective assessment; Better feedback.
 Analytic rubric articulates levels of performance for each criterion so the teacher
can assess student performance on each criterion.
 Holistic rubric does not list separate levels of performance for each criterion.

Reference

Navarro, R. & Santos, R. (2013). Authentic Assessment of Student Learning Outcomes.

Assessment 2 (2nd Edition). Lorimar Publishing, Inc. Cubao. Quezon City, Metro, Manila. Cited on
November 18 from
https://www.researchgate.net/publication/348431439_The_Art_of_Assessment_of_Successful_Le
arning_Outcomes

29
 MODULE 4
PRODUCT-ORIENTED PERFORMANCE BASED
ASSESSMENT

Introduction

The role of assessment in teaching happens to be a hot issue in education today. This has
led to an increasing interest in performance-based education." Performance-basededucation
poses a challenge for teachers to design instruction that is task-oriented. The trend isbased on
the premise that learning needs to be connected to the lives of the students throughrelevant
tasks that focus on students’ ability to use their knowledge and skills in meaningful ways. In
this case, performance-based tasks require performance-based assessments in whichthe actual
student performance is assessed through a product, such as a completed project orwork that
demonstrates levels of task achievement.

This module is concerned with product-oriented, performance-based assessment as a

vehicle for educational improvement.

Learning Outcomes

At the end of this module, students should be able to:

1. identify process-oriented learning outcomes;
2. construct rubrics for different activities; and
3. distinguish analytic from holistic rubrics.

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Lesson 1. Product-Oriented Learning Competencies (Navarro, &
Santos, 2013)

Student performances can be defined as targeted tasks that lead to a product or overall
learning outcome. Products can include a wide range of student works that target specific skills.
Some examples include communication skills such as those demonstrated in reading, writing,
speaking, and listening, or psychomotor skills requiring physical abilities to perform a given task.
Target tasks can also include behavior expectations targeting complex tasks that students are
expected to achieve. Using rubrics is one way that teachers can evaluate or assess student
performance or proficiency in any given task as it relates to a final product or learning outcome.

Thus, rubrics can provide valuable information about the degree to which a student has
achieved a defined learning outcome based on specific criteria that defined the framework for
evaluation. The learning competencies associated with products or outputs are linked with an
assessment of the level of "expertise" manifested by the product. Thus, product-oriented
learning competencies target at least three (3) levels: novice or beginner's level, skilled level, and
expert level. Such levels correspond to Bloom's taxonomy in the cognitive domain in that they
represent progressively higher levels of complexity in the thinking processes. There are other
ways to state product-oriented learning competencies. For instance, we can define learning
competencies for products or outputs in the following way:

Level 1: Does the finished product or project illustrate the minimum expected parts or functions?
(Beginner)
Level 2: Does the finished product or project contain additional parts and functions on top of the
minimum requirements which tend to enhance the final output? (Skilled level)
Level 3: Does the finished product contain the basic minimum parts and functions, have
additional features on top of the minimum, and are aesthetically pleasing? (Expert level) Example:
The desired product is a representation of a cubic prism made out of cardboard in an elementary
geometry class.

Learning Competencies:
The final product submitted by the students must:

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1. possess the correct dimensions (5" x 5 x 5) (minimum specifications)
2. be sturdy, made of durable cardboard and properly fastened together (skilled specifications)
3. be pleasing to the observer, preferably properly colored for aesthetic purposes (expert level)
Example: The product desired is a scrapbook illustrating the historical event called EDSA I
People Power
Learning Competencies: The scrapbook presented by the students must:

1. contain pictures, newspaper clippings and other illustrations for the main characters of EDSA I
People Power namely Corazon Aquino, Fidel V. Ramos, Juan Ponce Enrile, Ferdinand E. Marcos,
Cardinal Sin. (minimum specifications)
2. contain remarks and captions for the illustrations made by the student himself for the roles
played by the characters of EDSA I People Power-(skilled level)
3. be presentable, complete, informative and pleasing to the reader of the scrapbook (expert
level).
Performance-based assessment for products and projects can also be used for assessing
outputs of short-term tasks such as the one illustrated below for outputs in a typing class.
Example: The desired output consists of the output in a typing class.
Learning Competencies:

The final typing outputs of the students must:

1. possess no more than five (5) errors in spelling (minimum specifications)

2. possess no more than 5 errors in spelling while observing proper format based on the
document to be typewritten (skilled level)
3. possess no, more than 5 errors in spelling, has the proper format, and is readable and
presentable (expert level).

Notices that in all of the above examples, product-oriented performance based learning
competencies are evidence-based. The teacher needs concrete evidence that the student has
achieved a certain level of competence based on submitted products and projects.

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Lesson 2. Task Designing (Navarro & Santos, 2013)

How should a teacher design a task for product-oriented performance based

assessment? The design of the task in this context depends on what the teacher desires to
observe as outputs of the students. The concepts that may be associated with task designing
include:

a. Complexity. The level of complexity of the project needs to be within the range of ability of the
students. Projects that are too simple tend to be uninteresting for the students while projects
that are too complicated will most likely frustrate them.

b. Appeal. The project or activity must be appealing to the students. It should be interesting
enough so that students are encouraged to pursue the task to completion. It should lead to self-
discovery of information by the students.

C. Creativity. The project needs to encourage students to exercise creativity and divergent
thinking. Given the same set of materials and project inputs, how does one best present the
project? It should lead the students into exploring the various possible ways of presenting the
final output.

d. Goal-Based. Finally, the teacher must bear in mind that the project is produced in order to
attain a learning objective. Thus, projects are assigned to students not just for the sake of
producing something but for the purpose of reinforcing learning.

Example: Paper folding is a traditional Japanese art.

However, it can be used as an activity to teach the concept of plane and solid figures in
geometry. Provide the students with a given number of colored papers and ask them to
construct as many plane and solid figures from these papers without cutting them (by paper
folding only)

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Lesson 3. Scoring Rubric (Navarro & Santos, 2013)

Scoring rubrics are descriptive scoring schemes that are developed by teachers or other
evaluators to guide the analysis of the products of processes of students' efforts. Scoring rubrics
are typically employed when a judgment of quality is required and may be used to evaluate a
broad range of subjects and activities. For instance, scoring rubrics can be most useful in grading
essays or in evaluating projects such as scrapbooks. Judgments concerning the quality of a given
writing sample may vary depending upon the criteria established by the individual evaluator. One
evaluator may heavily weigh the evaluation process upon the linguistic structure, while another
evaluator may be more interested in the persuasiveness of the argument. A high quality essay is
likely to have a combination of these and other factors. By developing a pre- defined scheme for
the evaluation process, the subjectivity involved in evaluating an essay becomes more objective.

Criteria Setting. The criteria for scoring rubrics are statements which identify "what really counts"
in the final output. The following are the most often used major criteria for product assessment:

 Quality

 Creativity

 Comprehensiveness

 Accuracy

 Aesthetics

From the major criteria, the next task is to identify sub statements that would make the
major criteria more focused and objective. For instance, if we were scoring an essay on: "Three
Hundred Years of Spanish Rule in the Philippines", the major criterion "Quality" may possess
the following sub statements:

 interrelates the chronological events in an interesting manner

 identifies the key players in each period of the Spanish rule and the roles that they
played
 succeeds in relating the history of Philippine Spanish rule (rated as Professional, Not
quite professional, and Novice)

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 The scoring rubrics in this particular example exemplify what is called a "holistic scoring
rubric". It will be noted that each score category describes the characteristics of a response that
would receive the respective score. Describing the characteristics of responses within each score
category increases the likelihood that two independent evaluators would assign the same score
to a given response. In effect, this increases the objectivity of the assessment procedure using
rubrics. In the language of test and measurement, we are actually increasing the "inter- rater
reliability".

When are scoring rubrics an appropriate evaluation technique?

Grading essays is just one example of performances that may be evaluated using scoring
rubrics. There are many other instances in which scoring rubrics may be used successfully:
evaluate group activities, extended projects and oral presentations (e.g., Chicago Public Schools,
1999; Danielson, 1997a; 1997b; Schrock, 2000; Moskal, 2000). Also, rubrics scoring cuts across
disciplines and subject matter for they are equally appropriate to the English, Mathematics and
Science classrooms (e.g., Chicago Public Schools, 1999; State of Colorado, 1999; Danielson, 1997a;
1997b; Danielson & Marquez, 1998; Schrock, 2000). Where and when a scoring rubric is used
does not depend on the grade level or subject, but rather on the purpose of the assessment.

Other Methods

Authentic assessment schemes apart from scoring rubrics exist in the arsenal of a teacher.
For example, checklists may be used rather than scoring rubrics in the evaluation of essays.
Checklists enumerate a set of desirable characteristics for a certain product and the teacher
marks those characteristics which are actually observed. As such, checklists are an appropriate
choice for evaluation when the information that is sought is limited to the determination of
whether or not specific criteria have been met. On the other hand, scoring rubrics are based on
descriptive scales and support the evaluation of the extent to which criteria have been met. The
ultimate consideration in using a scoring rubric for assessment is really the purpose of the
assessment. Scoring rubrics provide at least two benefits in the evaluation process. First, they
support the examination of the extent to which the specified criteria have been reached. Second,
they provide feedback to students concerning how to improve their

34
performances. If these benefits are consistent with the purpose of the assessment, then a
scoring rubric is likely to be an appropriate evaluation technique.

General versus Task-Specific

In the development of the scoring rubrics, it is well to bear in mind that it can be used to
assess or evaluate specific tasks or general or broad category of tasks. For instance, suppose that
we are interested in assessing the student's oral communication skills. Then, a general scoring
rubric may be developed and used to evaluate each of the oral presentations given by that
student. After each such oral presentation of the students, the general scoring rubrics are shown
to the students which then allow them to improve on their previous performances. Scoring
rubrics have this advantage of instantaneously providing a mechanism for immediate feedback.
In contrast, suppose the main purpose of the oral presentation is to determine the students’
knowledge of the facts surrounding the EDSA I revolution, then perhaps a specific scoring rubric
would be necessary. A general scoring rubric for evaluating a sequence of presentations may not
be adequate since, in general, s EDSA I (and EDSA II) differ on the situations events such
Surrounding factors (what caused the revolutions) and the ultimate outcomes of these events.
Thus, to evaluate the students' knowledge of these events, it will be necessary to develop specific
rubrics scoring guide for each presentation.

Process of Developing Scoring Rubrics

The development of scoring rubrics goes through a process. The first step in the process
entails the identification of the qualities and attributes that the teacher wishes to observe in the
students outputs hat would demonstrate their level of proficiency. (Brookhart, 1999) qualities
and attributes form the top level of the scoring criteria the rubrics. Once done, a decision has to
be made whether a holistic or an analytical rubric would be more appropriate. In an analytic
scoring rubric, each criterion is considered one by one and the descriptions of the scoring levels
are made separately. This will then result in separate descriptive scoring schemes for each of the
criterion or scoring factor. On the other hand, for holistic scoring rubrics, the collection of criteria
is considered throughout the construction of each level of the scoring rubric and the result is a
single descriptive scoring scheme.

35
 The next step after defining the criteria for the top level of performance is the
identification and definition of the criteria for the lowest level of performance. In other words, the
teacher is asked to determine the type off performance that would constitute the worst
performance or a performance which would indicate lack of understanding of the concepts being
measured. The underlying reason for this step is for the teacher to capture the criteria that
would suit a middle level performance for the concept being measured. In particular, therefore,
the approach suggested would result in at least three levels of performance.

It is of course possible to make greater and greater distinctions between performances.

For instance, we can compare the middle level performance expectations with the best
performance criterion and come up with an above average performance criterion; between the
middle level performance expectations and the worst level of performance to come up with a
slightly below average performance criteria and so on. This comparison process can be used until
the desired number of score levels is reached or until no further distinctions can be made. If
meaningful distinctions between the score categories cannot be made, then additional score
categories should not be created (Brookhart, 1999). It is better to have a few meaningful score
categories then to have many score categories that are difficult or impossible to distinguish.

A note of caution, it is suggested that each score category should be defined using
descriptors of the work rather than value-judgment about the work (Brookhart, 1999). For
example, "Student's sentences contain no errors in subject-verb agreements," is preferable over,
"Student's sentences are good." The phrase "are good" requires the evaluator to make a
judgment whereas the phrase "no error is quantifiable. Finally, we can test whether our scoring
rubric is "reliable" by asking two or more teachers to score the same set of projects or outputs
and correlate their individual assessments. High correlations between the raters imply high
interrater reliability. If the scores assigned by teachers differ greatly, then such would suggest a
way to refine the scoring rubrics we have developed. It may be necessary to clarify the scoring
rubrics so that they would mean the same thing to different scorers.

36
 Assessment Task 1-1

Develop a scoring rubric for the following:

1. Evaluating an output of a typing class.

2. Oral presentation of the piece “Rhyme of the Ancient Mariner”

3. Essay on “Why Jose Rizal Should be the National hero”

Summary

Product-Oriented learning defines students’ performances as targeted tasks that lead to

a product or overall learning outcome.

Task designing includes:

- Complexity

- Appeal

- Creativity

- Goal-Based

Criteria setting includes:

- Quality
37
 - Creativity

- Comprehensiveness

- Accuracy

- Aesthetics

The use of scoring rubric does not depend on the grade level or subject, but rather on
the purpose of the assessment.


 
Reference
Navarro, R. & Santos, R. (2013). Authentic Assessment of Student Learning Outcomes.

Assessment 2 (2nd Edition). Lorimar Publishing, Inc. Cubao. Quezon City, Metro, Manila
Retrieved on 2018 from
https://www.researchgate.net/publication/348431439_The_Art_of_Assessment_of_Successful
_Learning_Outcomes.

38
39


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