Preface

THE COURSE

Code : PROF. ED. AL2

Description : Assessment in Learning 2
Units :3
Pre- requisite : Assessment in Learning 1
Year level : Third Year College
Semester : First Sem. SY. 2021- 2022

This Instructional Module on Assessment in Learning 2 is a humble

response to address the needs, situations, and resources of each of every student
and will cover all the bases in ensuring that quality education will be accessible
amid the present crisis posed by COVID- 19 for SY 2020- 2021 and SY- 2021-
2022, with face to face classes still prohibited due to public health situation. Thus,
Moodle- based Learning Management System (LMS) is designed as repository of
all the instructional materials by the Biliran Province State University to ensure
that no student is left behind despite the present challenging situation. The
students are given the choice also to download the module or print material
uploaded from the LMS. It has been very challenging in preparing this module
because of the need to align to the new normal scenario and the need to continue
meeting and exceeding teacher educators’ and education students’ expectations
and of the desire to keep the pedagogies and mode of delivery up-to-dated.

This module is written purposely to give a clear understanding and

meaning of Assessment in Learning 2. This is the second of the two courses on
assessment under the Professional Education Component in the new Policies,
Guidelines, and Standards set by the Commission on Higher Education (CHED
Memo No. 74 to 80 and 82, s. 2017). This is a three- unit course that is usually
taught for 54 hours in one term. In some universities like Biliran Province State
University, the course should be delivered in 18 weeks for a semestral schedule.
The topics in this course are divided into three modules, in which the first and third

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 1

modules have two (2) lessons each, while the second module has four (4) lessons
for a total of eight (8) lessons to cover all the suggested topics to be discussed in
class, given to the target learning outcomes of the course.

Module 1 dwells on the introduction to Assessment in Learning 2. This

module, which introduces all the foundations in this second course on
assessment, has two (2) lessons. Lesson 1 focuses on the basic concepts,
theories, and principles in assessing learning using alternative methods. Lesson
2 is on the learning targets for performance and product- oriented assessment,
which will enable teachers to understand the targets and methods considered
nontraditional in their approach to assessing learning. Module 2, which consists
of four lessons, focuses on the alternative ways in assessing learning. The first
lesson is on performance assessment, which could enable pre- service teachers
to understand what performance assessment is, their characteristic, guidelines,
and conduct for its administration. The second lesson is on affective assessment,
which explains the whys and whats in assessing affective learning including the
tools used for assessment. The third lesson is on portfolio assessment, which
provides the necessary input to understand the whys, whats, and hows in
assessing learning through students’ portfolios. The fourth lesson is on the
process in developing and using rubrics for nontraditional assessment, which
explains the types of rubrics, their characteristics, use, and how they are
developed. Module 3 focuses on the analysis and reporting of assessment data
using alternative methods. Just like the first module, this module has also two (2)
lessons. The first lesson is about the organization and analysis of assessment
data from alternative methods, which could provide teachers the skills in
quantifying data obtained from rubrics, scales, and portfolios and how they are
organized for easy interpretation and use to improve teaching and learning. The
last lesson for this course is on communication and reporting of assessment data
from alternative methods, which will enable teachers to gain some techniques and
ethical considerations in communicating assessment data from nontraditional
methods to pre- service teachers, parents, and other relevant stakeholders.

This module has been designed to have the following features:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 2

1. Outcome- based. The principles of outcome- based education in Spady and
Uy (2014, p.8), such as clarity of focus, design down, high expectations, and
expanded opportunity have guided the design of the worktext or module. In
this worktext or module, clarity of focus means that the desired outcome of
very big idea or topic covered by the course has been made clear at the
beginning of the course and in every lesson. This idea or topic has been
drawn from the Policies, Standards, and Guidelines (PSGs) set by the
Commission on Higher Education (CHED) for the pre- service teacher
education programs, the Philippine Professional Standards for Teachers
(PPST), and the Philippine Qualifications Framework (PQF). High
expectations refers to the articulation of the quality indicators for one to be
considered successful in attaining the desired outcome. Design down
requires articulation of the desired outcome of the topic, its culminating
performance task, and its alignment to instructional activities. Expanded
opportunity requires pre-service teachers to be provided with opportunities
to improve their performance, even after evaluation, as they see the value of
their learning to their future endeavor as professional beginning teachers.

2. PSGs- aligned. Alignment of the module or worktext to the PSGs defined by

CHED has been made evident in its title and the statement of course
outcomes.

3. Standards- based. The PPST was also targeted as another reference in

defining the program outcomes and the quality performance of the culminating
tasks set, where pre- service teachers are expected to demonstrate the desired
learning outcomes of every lesson.

4. 21st Century Skills and Strategies- focused. In addition to the integration of

technology in assessing learning, the 21st century skills are targeted in the
design of the different learning activities of each lesson. The learning and
innovation skills that are targeted are those defined by the Partnership for the
21st Century Learning (2018), namely: collaboration, communication, critical
thinking and problem solving, and creative thinking and innovation.

5. Whole- Child Sensitive. The module or worktext will address the whole- child
tenets where pre-service teachers will be developed holistically toward meeting

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 3

 the standards for a professional beginning teacher in a learning environment,
which the Association for Supervision and Curriculum Development (2018)
defines as a place where they could be healthy, safe, engaged, supported, and
challenged (Balagtas, et al. 2020).

Each lesson in the module has been designed to follow the UPDATERS
Framework, where each letter has the following meaning and features:

U Understand In this part, the pre- service teachers or students are made to
understand the Desired Learning Outcomes/s (DLO) targeted
when learning the big topic. This outcome defines what they
should be able to demonstrate after learning the big topic. This
statement of DLO is expected to be realized through the
performance of a Culminating Performance Task (CPT), which
is presented at the start of the lesson, together with its success
indicators, to make the pre- service teachers conscious of where
they are heading as they go through each part of the lesson
leading to the attainment of the DLO.
P Prepare In this part, the pre-service teachers engage themselves in a
flipped- classroom environment where they prepare by
exploring in advance he important ideas, concepts, theories,
principles, laws, etc., of the lesson through different acquisition
strategies. These strategies could include reading available
materials provided in the worktext and other support materials
that could be taken from the Internet, whether audio, video or
text. The tasks provided to acquire ideas could be accomplished
at home or anywhere outside the classroom to be ready for
discussion, analysis, and evaluation, when the pre- servie
teachers meet the course facilitator inside the traditional
residential or virtual classroom.
D Develop In this part, the pre-service teachers are engaged by the course
facilitator toward meaning- making strategies for them to reflect
and make sense out of the information acquired about the big
topic. The course facilitator poses a series of questions that
could help the pre- service teachers draw important concepts,
principles, processes, and theories for discussions. Questions
during discussions vary from simple to complex. Examples and
authentic situations are cited to illustrate the theories, principles,
and concept presented. Toward the end of this event, pre-
service teachers create a graphic organizer to synthesize
learnings gained from the acquisition (thru Prepare) and
meaning- making strategies (thru Develop) as a proof of
learning.
A Apply In this part, the pre- service teachers are provided with
opportunities to master the skills needed in performing the CPT
under the supervision or guidance of the course facilitator. They
are expected to demonstrate the skills or produce evidence of
understanding of the learned concepts, principles, and theories

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 through varied activities that could show their ability to apply
learning. The course facilitator is expected to closely monitor
pre- service teachers’ performance and provide suggestions and
needed demonstrations to achieve the target outcomes.
T Transfer In this part, the pre- service teachers are provided with different
transfer strategies to put into one’s context the acquired
information and skills in the performance of the authentic CPT,
either individually or in group, and independent of the teacher.
The course facilitator guides the pre- service teachers by giving
clear instructions on how to proceed to performing the task
embedded in realistic situations, scenarios, a job, or the real
world, where the pre- service teachers are expected to perform
their role for the profession they are being trained.
E Evaluate In this part, the pre- service teachers are provided with written
assessment and time to produce evidence of their attainment of
the DLO. A series of assessment tasks will be given to the pre-
service teachers to capture varied learning targets that could
manifest attainment of the DLO. These targets include
knowledge, reasoning, skills, and products of learning, which will
be measured through: (a) multiple choice items parallel to those
given by the Board Licensure Examination for Professional
Teachers (BLEPT) and (b) a rubric that will reflect the self, peer,
or teacher rating to the CPT performed.
R Reflect In this part, the student examines all outputs produced and
would have a self- gauge of attainment of DLO. The student
would be given opportunity to write a reflective journal, log, or
diary that could capture thoughts, emotions, attitudes, or
critiques developed in the course of performing the series of
learning activities provided by the course facilitator. The
reflective outputs will be part of the course portfolio. The pre-
service teachers will also do self- assessment or self- rating of
the extent of attainment of the DLO with reference to the
success indicators set at the beginning of the lesson. The rating
will be in pencil form to mean that the rating is tentative as
more opportunities will be provided to raise the level of
attainment of the targeted DLO.
S Sustain In this part, the pre- service teachers’ interest to the lesson will
be the sustained through the performance of a task from varied
choices to further refine and strengthen the knowledge, skills,
attitudes, and values developed. Provision for reinforcement
and enhancement activities are encouraged to allow pre-
service teachers to grow more and expand their horizon. Thus,
they become more mature, productive, and responsible
members of the community who could sustain life’s challenges.

Every lesson has the Educator’s Input where an educator or an expert

practitioner shares practices and views about the topics discussed to give more
input and concrete examples of the application of lesson ideas in the classroom.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 5

 Other instructional support to the pre- service teachers will also be given to
ensure attainment of the desired learning outcomes. Finally, the lesson ends with
an assessment of the quality of the best evidence that the student has identified to
show attainment of the DLO, which forms part of the course portfolio that s/he is
gradually developing for exhibit toward the end of the course. These outputs for
portfolio assessment will be judged using the 5Cs drawn from the P21 Framework:
communication, critical thinking and problem solving, and creative thinking and
innovation, PLUS content where these competencies are expected to be
developed.

At the end of all the lessons, the module will have a summative test using
multiple- choice and open- ended test formats designed based on the Structure of
Observed Learning Outcomes (SOLO) Framework. Rubrics for the pre- service
teachers’ reflective journals and course ePortfolio will also be provided,
highlighting the measures of success for the attainment of the desired learning
outcomes drawn from the PPST, PSGs, and other relevant sources, particularly
the competency standards on assessment that every teacher is expected to fulfill.

It is hoped that the features of this module will make your learning of the
second assessment course, that is, Assessment in Learning 2, meaningful,
engaging, and challenging. Your learning in this course will be a good foundation
to make you equipped with the assessment skills that every teacher should
possess to perform effectively and efficiently his or her role as assessor of
students’ learning (Balagtas, et al. 2020).

Upon completing this module, you are expected to show knowledge, skills,
and desirable attitudes and values in developing and using high quality written
tests in gathering, analyzing, interpreting, communicating, and reporting
assessment data to improve teaching and learning.

Please be reminded that Plagiarism is a form of stealing; as with other offences

against the law, ignorance is no excuse. The way to avoid plagiarism is to give

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 credit where credit is due. If you are using someone else’s idea,
acknowledge it, even if you have changed the wording or just
summarized the main point. To avoid plagiarism, you must give credit whenever
you use:

a.) another person's idea, opinion, or theory;

b.) any facts, statistics, graphs, drawings--any pieces of information--that are

not common knowledge;

c.) quotations of another person's actual spoken or written words; or

d.) Paraphrase of another person's spoken or written words.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises or activities.
2. Don’t forget to answer the pre-test before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Submit all your finish activities to your teacher via LMS once you are through
with it or via email, group chat, and face to face provided health precautionary
measures are observed.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

Your output will be graded according to the following criteria:

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COURSE MAP
ASSESSMENT IN LEARNING 2
Introduction to
Assessment in
Learning 2
a.) Sufficiency – The output provides sufficient information
- 50%

b.) Accuracy – The output provides accurate information - 20%

c.) Organization – The output exhibits organized presentation - 30%

of thought TOTAL 100%

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 8

 Analysis and
Alternative Reporting
Ways of
in Assessing
Assessment Data
Learning Using the
Alternative  Basic Concepts, Theories, and Principles in
Assessing
MethodsLearning Using Alternative Methods

 Learning targets for Performance and Product- Oriented Assessment

 Performance Assessment

 Affective Assessment

 Portfolio Assessment

 Process in Developing and Using

Rubrics for Alternative Assessment

 Organization and Analysis

of Assessment Data from
Alternative Methods

 Communication and
Reporting of Assessment
Data from Alternative
Methods

Suggested Course Syllabus

Course Title Assessment in Learning 2

Course Description This is a three- unit course that focuses on the principles,
(PSG) development, and utilization of alternative forms of assessment in
measuring authentic learning. It emphasizes on how to assess
process- and product- oriented learning outcomes as well as
affective learning. Students will experience how to develop

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 9

 rubrics for performance- and product- based assessment through
learning opportunities that will allow them to (a) meet the program
outcomes and standards of a beginning teacher; (b) develop the
21st century skills of collaboration, communication, critical thinking
and problem solving, and creative thinking; and (c) be healthy,
safe, engaged, supported, and challenged.
Program Outcomes The course aims for the pre- service teachers in pre- elementary,
and Performance elementary, and secondary schools to demonstrate a variety of
Indicators (PSG thinking skills in planning, developing, and utilizing appropriate
Mandated) assessment and evaluation tools to measure and report learning
processes outcomes. The success of pre- service teachers in
learning this course through this module is gauged by the
following performance indicators:
1. design authentic assessment and alternative assessment
tools;
2. interpret assessment results and use these to improve
teaching and learning;
3. keep accurate and updated records of the learners’
performance using technology tools where feasible and
appropriate; and
4. provide timely feedback of assessment results to parents and
other stakeholders.
PQF Outcomes for The course should produce education graduates meet the
Level 6 following outcomes of a bachelor’s level defined in the Philippine
Qualifications Framework (2012).
a. Knowledge, Skills, and Values. Graduates at this level will
have a broad and coherent knowledge and skills in their field of
study for professional work and lifelong learning.
b. Application. Graduates at this level will have application in
professional work in a broad range of discipline and/or further
study.
c. Degree of Independence. Graduates at this level will work
independently or in teams related to the field.
Program Outcomes As defined in the PSGs for BECEd, BEED, and BSEd, the
(PSG) teacher education programs should enable the pre- service
teachers to:
1. articulate and discuss the latest development in the specific
field of practice (PQF level 6 descriptor);
2. effectively communicate in English and Filipino, both orally and
in writing;
3. work effectively and collaboratively with a substantial degree of
independence in multidisciplinary and multicultural teams. (PQF
level 6 descriptor); and
4. act in recognition of professional, social, and ethical
responsibility to preserve and promote “Filipino histrorical and
cultural heritage” (based on RA 7722).
Philippine The course aims to help the pre- service teachers meet the
Professional standards for a professional beginning teacher defined in Domain
Standards for 5: Assessment and Reporting of the Philippine Professional
Teachers (Career Standards for Teachers (PPST).
Stage 1- Beginning
Teachers) Domain 5 relates to processes associated with a variety of
assessment tools and strategies used by teachers in monitoring,
evaluating, documenting, and reporting learners’ needs,

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 progress, and achievement. This domain concerns the use of
assessment data in a variety of ways to inform and enhance the
teaching and learning process and programs. It concerns
teachers providing learners with the necessary feedback about
learning outcomes. This feedback informs the reporting cycle and
enables teachers to select, organize, and use sound assessment
processes. The following are the strands and indicators on
assessment in this domain.

5.1 Design, selection, organization, and utilization of assessment

strategies
5.1.1 Demonstrate knowledge of the design, selection,
organization, and use of diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements.
5.2 Monitoring and evaluation of learner progress and
achievement
5.2.1 Demonstrate knowledge of monitoring and evaluation of
learner progress and achievement using learner attainment data.
5.3 Feedback to improve learning.
5.3.1 Demonstrate knowledge of providing timely, accurate, and
constructive feedback to improve learner performance.
5.4 Communication of learner needs, progress, and achievement
to key stakeholders
5.4.1 Demonstrate familiarity with a range of strategies for
communicating learner needs, progress, and achievement.
5.5 Use of assessment data to enhance teaching and learning
practices and programs
5.5.1 Demonstrate an understanding of the role of assessment
data as feedback in teaching and learning practices and
programs.

Course Desired The pre-service teachers trained to be professional beginning

Learning Outcome teachers should be able to show knowledge, skills, and desirable
(Final Desired values in developing and using high quality written tests in
Learning Outcome) gathering, analyzing, interpreting, communicating, and reporting
assessment data to improve teaching and learning.

Topic No. of Desired Learning Learning Assessment

Hours Outcome Activities Evidence

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1. Course 4.5  Demonstrate Setting of Statement of
Introduction understanding of expectations by the Desired Learning
the Course Desired Pre- service Outcomes
Learning Outcomes teachers and
and the evidence Course facilitator ( Online)
for their attainment

MODULE 1: INTRODUCTION TO ASSESSMENT IN LEARNING 2

2. Basic 4.5  Define and explain  Flipped Approach  showing

Concepts, the alternative (home- based applications of the
Theories, assessment and reading of the text principles
and Principles related concepts. and suggested  Reflective
in Assessing  Demonstrate an supplementary Journals
Learning understanding of materials then  Individual Lesson
Using Non the different discussions in Demonstration
traditional principles in class) Teaching
Methods assessing learning  Interactive
using alternative discussions
methods.  Actual planning of
situations applying
principles in
assessing
learning.
 Demonstration
Teaching
3. Learning 4.5  Formulate learning  Flipped Approach  Formulated learning
targets of targets that can be (home- based targets
Peformance assessed through reading of the text  Reflective Journals
and performance and and suggested
product- oriented supplementary
Product-
assessment. materials then
Oriented  Create an discussions in class)
Assessment assessment plan  Interactive
using alternative discussions
methods of  Actual planning of
assessment. learning targets
 Lesson
Demonstration
Teaching
 Synchronous and
Asynchronous mode
of transfer of
learning

Topic No. of Desired Learning Learning Assessment

Hours Outcome Activities Evidence

MODULE 2: ALTERNATIVE WAYS IN ASSESSING LEARNING

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 12

Lesson 1. 4.5  Identify and design Flipped Approach  Plan for
Performance appropriate (home- based performance-
Assessment reading of the text based Assessment
performance
and suggested  Reflective Journals
assessment tools for supplementary  Lesson
intended student materials then exemplar/Lesson
learning outcomes discussions in class) Plan
 Interactive discussions
Actual planning of
performance- based
assessment.
Lesson Demonstration
Teaching

Lesson 2. 4.5  Develop an  Flipped Approach  Affective Instrument

Affective assessment tool to (home- based Developed
Assessment measure affective  Reflective Journals
reading of the text
outcomes of learning.  Lesson
and suggested exemplar/Lesson Plan
supplementary
materials then
discussions in class)
 Interactive
discussions
 Actual planning of
affective scale.
assessment.
 Lesson
Demonstration
Teaching
 Synchronous and
Asynchronous mode
of transfer of
learning
Lesson 3. 4.5  Develop a plan in  Flipped Approach  Portfolio Plan
Portfolio assessing students’ (home- based  Reflective
Assessment learning using Journals
reading of the text
portfolio  Lesson
assessment. and suggested exemplar/Lesson
supplementary Plan
materials then
discussions in class)

Topic No. of Desired Learning Assessment

Hours Learning Activities Evidence
Outcome
 Interactive
discussions
 Actual planning of

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 13

 portfolio
assessment.
 Lesson
Demonstration
Teaching
 Synchronous and
Asynchronous mode
of transfer of
learning
Lesson 4. 4.5  Develop sound and  Flipped Approach
Process in appropriate rubrics (home- based
Developing to assess students’ reading of the text  Rubric
and Using performance and and suggested developed
Rubrics for outputs. supplementary  Reflective
Non-  Skillfully use rubrics materials then Journals
Traditional to assess students’ discussions in class)  Lesson
Assessment performance and  Interactive exemplar/Lesson
output. discussions Plan
 Actual planning of
rubrics.
 Lesson
Demonstration
Teaching
 Synchronous and
Asynchronous mode
of transfer of
learning
MODULE 3: ANALYSIS AND REPORTING OF DATA FROM NONTRADITIONAL METHODS

Lesson 1. 4.5  Use quantitative  Flipped Approach  Analyzed and

Organization analysis to report the (home- based organized data from
and Analysis of results of alternative reading of the text
alternative methods
Assessment methods of and suggested
Data from Non- assessment. supplementary of assessment.
traditional  Present and materials then  Reflective Journals
Methods summarize results of discussions in  Lesson
alternative methods of class) exemplar/Lesson
assessment to make  Interactive Plan
them useful for discussions
learners.  Actual planning of
 Create a set of criteria, rubrics.
factors, and  Lesson
characteristics to be Demonstration
assessed using Teaching
alternative methods.  Synchronous and
Asynchronous mode
of transfer of
learning

No. of Assessment
Topic Desired
Hours Learning Evidence
Learning
Outcome Activities

Lesson 2. 6  Provide appropriate  Flipped Approach  Assessment

Communicating feedback based on (home- based Report for
and reporting of alternative methods of reading of the text Parents and

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 14

Assessment assessment. and suggested other Relevant
Data from  Tell learners’ supplementary Stakeholders
Alternative progress based on materials then
Methods alternative methods discussions in class)
of assessment.  Interactive  Lesson
 Report to parents’ the discussions exemplar/Less
results of non-  Actual plan in on Plan
traditional methods of communicating
assessment. assessment results
to parents and other
relevant
stakeholders.
 Lesson
Demonstration
Teaching
 Synchronous and
Asynchronous mode
of transfer of
learning
Lesson 3. Post- 9  Demonstrate  Summative Test  Final Test Results
Evaluation attainment of the  ePortfolio Exhibit  Course ePortfolio
desired learning  Self- Assessment
outcomes set for the
course.
Suggested Grading System: Written Examinations- 35% is provided summative test
as a possible reviewer for the pre- service teacher. Attendance/Participation in a
synchronous or asynchronous platform- 30%. Reflective Journals and eProtfolio - 35%
rubric is provided as guide for self and teacher evaluation. The teacher may allot Two
(2) weeks to make adjustment on virtual engagement such as, major examinations
(Midterm/Final), project making, research works, outreach activities, self-directed
learning and other curricular and extra-curricular activities.
*(Online, Offline, or Blended) – depending on learners’ capability scan/survey.

Learning Reources:
 BiPSU LMS
 Google Meet
 Instructional posts
 Module
 Textbooks
 Messenger
 Lesson Exemplar

The Teaching and Learning Activities and suggested date of submissions are
shown in the table below.

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 MODULE 1TO
INTRODUCTION
ASSESSMENT IN 1
MODULE OCTOBER 11, 2021- MARCH,
LEARNING 2 2022
Teaching and Learning Activities Number of Suggested Date of
Hours Submission

Module 1: Introduction to Assessment of Learning

1.

Lesson 1- 6.5 hours November 12, 2021

Lesson 2- 6.5 hours November 17, 2021

Module 2: Alternative Ways in Assessing Learning

Lesson 1- 6.5 hours December 17, 2021

Lesson 2- 6.5 hours January 14, 2022

Lesson 3- 6.5 hours January 28, 2022

Module 3: Analysis and Reporting of Assessment

Data Using the Alternative Methods

Lesson 1- 6 hours February 14, 2022

Lesson 2- 6 hours February 25, 2022

Lesson 3- 8.5 hours March 25, 2022

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 16

Welcome Letter “Choose
to Studentsabefore Pre- Test
job you love, and you will never have
to work a day in your life.”- Author Unknown
Welcome and congratulations to everyone for having enrolled in this
course- Assessment in Learning 2. Isn’t it wonderful to see yourself as a
very important part of this profession? Come on…. Join us in our plight to
be effective teachers and assessors. So engage yourself now and
discover the beauty of teaching and learning. As you venture into this
course, set your goals. Develop philosophical values as you engage in
your personal desire to create a learning environment that works for you.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 17

Learning
Pre- Pre- Vocabulary
Test Test
A. Instructions: Determine
B. Instructions: Decide whether
whether each
each ofof the
the following
following assessment
is assessment,
activities/strategies is traditional
evaluation, testing or mark. or authentic.

1. dramatizing a storytrue – false items to be answered

1. administering
2. writing business letters
2. rating of 73-76 for is
which various purposes
equivalent to Barely Satisfactory
3. administering
3. submission a multiple choicereport
of a research test in biology
4. requiring memorization
4. regular entries in aof historical
journal facts
in English
5. keeping and updating a portfolio
5. rubric rating shows that student needs improvement
6. drawing the of
6. writing parts of a microscope
a different ending to a story read
7. writing the multiplication
7. multiple- choice items tables
to be7,answered
8, 9
8. submitting a report
8. experiment on observations
performed of insects in a field trip
in a laboratory
9. interviewing the barangay chairperson
9. assessment results show attainment about the problems
of learning outcomeof the community
and reporting
10. proficientonlevel
the findings
10. providing the answers to a filling the blanks assignment

Affective Assessment – This is a type of assessment that deals with the affect
dimension of students’ learning or the noncognitive outcomes of learning that
are not easily seen or explicitly demonstrated like attitudes, emotions,

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 18

 interests, motivations, preferences, values, and the like (Balagtas,et al.,
2020).

Assessment – The process of gathering and organizing quantitative and

qualitative information about the learner being assessed to describe,
improve, certify, or communicate his or her learning (Balagtas,et al., 2020).

Feedback – A powerful means of helping the learners improve their academic

performance.

Learning Targets – Refer to statements of student performance for a relatively

restricted type of learning outcome that will be achieved in a single lesson.

Motivation – An inner drive, impulse, emotion, or desire of a person to move to a

particular action.

Organizing – A higher level of affective behavior where the learner brings together
different values that start the development of a value system.

Portfolio Assessment – This is an alternative approach to pen-and-paper objective

test in assessing what the students know and can do in the form of evidence
accumulated across time of learning.

Rubric – An assessment tool that specifies the performance expectations for any
kind of student work, particularly those that are not traditional in nature.

Skills Learning Target – Use of knowledge and/or reasoning to perform or

demonstrate physical skills.

Task- Specific Rubric – A type of rubric that contains criteria that are unique to a
specific performance task to be assessed.

Verbal frequency Scale – Used to measure how often a habit is done.

Working portfolio – A type of portfolio that shows evidence of the process of

learning (Balagtas,et al., 2020).

LESSON 1: Basic Concepts, Theories, and

Principles in Assessing Learning Using Alternative
Methods
Suggested Timeframe: 4.5 hours

What is assessment for learning using nontraditional methods?

UNDERSTAND

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 19

 Define and explain the alternative assessment and related concepts; and

 Demonstrate an understanding of the different principles in assessing learning

using alternative methods of assessment.

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to prepare an assessment

plan to show understanding of the concepts and principles in assessing learning
using alternative methods of assessment. You are considered successful in this
culminating performance task if you have satisfied at least the following indicators
of success:

Performance Tasks Success Indicators

Develop a matrix of the difference Explain alternative assessment in
between the traditional and alternative terms of the matrix developed.
assessment of learning.
Propose a plan or strategy for Plan assessment practices that apply
assessing student learning based on principles in assessing learning using
the core principles in assessing alternative assessment methods.
learning using alternative methods of
assessment.

Prerequisite of This Lesson

As this is the first lesson, there is no prerequisite lesson that you need to
have read and understood. However, an adequate understanding of lessons
learned in your Assessment in Learning 1 course may help you understand and
appreciate this lesson better. It is suggested that you go back to these lessons if
there is an opportunity.

PREPARE

To be able to successfully describe what alternative assessment for learning is,

you need to develop a matrix of the difference between the traditional and alternative
assessment of learning and document the experiences of teachers who apply the
principles in assessing learning using alternative methods. To be able to do these, you
need to read the following information about the basic concepts and principles in
assessing learning using nontraditional methods. You are expected to read this
information before the discussion, analysis, and evaluation when you meet the teacher

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 20

face-to-face or your virtual classroom. If the information provided in this module or
worktext is not enough, you can look up more information that you can access on the
internet.

What is an alternative assessment?

Assessment is generally defined as the process of gathering quantitative and/or

qualitative data for the purpose of making decisions, whereas assessment of learning
can be defined as the systematic and purpose- oriented collection, analysis, and
interpretation of evidence of student learning in order to make informed decisions
relevant to the learners. In contrast, assessment for learning refers to the use of
assessment to identify the needs of students in order to modify instruction or the
learning activities in the classroom. Assessment for learning is formative in nature, and
it is meant to identify gaps in the learning experiences of students, so that they can be
assisted in achieving the curriculum outcomes.

In practice, most teachers use traditional assessment methods to assess and

evaluate the learning of students in the classroom. Traditional assessment refers to
the use of traditional assessment strategies or tools to provide information on student
learning. Typically, objective (e.g., multiple choice) and subjective (e.g., essay) paper-
and- pencil tests are used to assess students. Traditional assessments are often used
as the basis for evaluating and grading students. They are more commonly used in
classrooms because they are easier to design and quicker to be scored.

In contrast, alternative assessment refers to the use of alternative or

nontraditional assessment strategies or tools to collect information on student learning.
Examples of alternative forms of assessment are performance- oriented and product-
oriented assessment methods. At the core of alternative assessment is the need to
design and implement assessment tasks or activities that refrain from using traditional
paper-and-pencil tests, which typically assess cognitive learning outcomes and thus
have right or wrong answers. The following are features of alternative assessment
(Silvestre- Tipay 2009, p.58):

1. Assessment is based on authentic tasks that demonstrate learners, ability to

accomplish communication goals;

2. Instructor and learners focus on communication, not on right and wrong answers;

3. Learners help to set the criteria for successful completion of communication tasks;
and

4. Learners have opportunities to assess themselves and their peers.

While the practice of assessing learning using traditional methods like paper-
and- pencil tests is still common in many classrooms, there is an emerging trend toward
the use of alternative assessment r assessment using nontraditional methods, which in
theory and practice can capture learning targets and learning outcomes in more

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 21

authentic ways. Indeed, the use of alternative assessment can lead to more authentic
assessment of learning. In comparison, traditional assessments are viewed as less
authentic types of assessment.

While traditional assessment typically uses paper-and-pencil tests, alternative

assessment is more concerned with performance assessment or performance- based
assessment. Performance assessment refers to assessing student learning by
requiring a student to perform a task or develop a product as a demonstration of one’s
learning. The focus of the assessment is on providing opportunity for the students to
apply what they have learned through task performance and or product creation. The
emphasis is on assessing what students know and what they can do. If the task to be
demonstrated closely resembles what is typically performed or experienced in the real
world (high degree of realism), then performance assessment is also more authentic.

Another alternative method of assessing learning is through portfolio

assessment, which pertains to students’ construction and use of portfolios in a
purposeful and systematic manner in order to document their progress in the attainment
of learning targets. A portfolio is a collection of learning and performance artifacts by a
student and is typically accompanied by personal narratives and reflections. The use of
a portfolio allows students to document and demonstrate their accomplishments in the
classroom and provide opportunities to the learners and their teachers to evaluate the
progress in a given period of time (Tolentino, 2009). A portfolio assessment also allows
the assessment of students’ learning processes and products/outputs in a
comprehensive and integrative manner.

Other alternative strategies for assessing learning are assessment of non-

cognitive learning outcomes through performance rubrics (for psychomotor outcomes)
and rating scales and checklists (for affective or dispositional outcomes). The use of
rubrics and scales may also provide opportunities for using self- assessment and peer
assessment, which allow for a more comprehensive assessment of student learning
and performance in the classroom.

What are the different models of alternative assessment?

The three most common models of nontraditional assessment are: (1) Emergent
Assessment, (2) Developmental Assessment, and (3) Authentic Assessment.

Emergent assessment is based on Michael Scriven’s goal free evaluation

model (1967). In this model, the assessment focuses on determining the “effects” of
instruction on students. The emphasis is on the assessment of both the intended and
unintended effects and learning outcomes. Hence, assessment is not limited to
collecting information if the intended learning outcomes defined were met or not, but
also give importance to unintended learning outcomes whether positive or negative.

Emergent assessment examines how and what the educational program and
instruction are doing to address the needs of students. The assessor should have no

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 22

preconceived notions or biases regarding learning outcomes or instructional goals. With
this model, assessment is more qualitative and the assessor uses multiple methods to
record all data accurately and determine their importance and quality. Hence,
categories emerge from the observations of the assessor. In this model, direct and
indirect evidence of student learning are both collected. Direct evidence refers to
tangible and compelling evidence of what students have and have not learned, whereas
indirect evidence refers to proxy signs for learning that are less tangible and less
compelling compared to direct evidence.

Developmental assessment, on the other hand, focuses on determining the

extent that students have developed their competencies from instruction. This model
adopts a pre- test and post- test methodology to collect information if a student has
developed or improved after instruction. It involves a comparison of what students can
do at different time points and or different contexts to assess if there is progress.
Developmental assessment is said to be useful for assessing learning outcomes based
on students’ development rather than a final product. Assessors should have adequate
knowledge of how a skill or attributes develops so appropriate assessment strategies
and tools can be designed.

Authentic Assessment is the most popular model for alternative assessment. It

is an approach in the assessment of student learning that refers to the use of
assessment strategies or tools that allow learners to perform or create a product that is
meaningful to the learners as they are based on real- world contexts. The authenticity of
assessment tasks is best described in terms of degree and not in terms of the presence
or absence of authenticity. Hence, an assessment can be more authentic compared to
other assessments. The most authentic assessments are the ones that allow
performances that most closely resemble real- world tasks or applications in real- world
settings or environments.

The following can be used as criteria in determining if an assessment task or

activity is authentic or not (Silvestre- Tipay 2009):

The assessment task or activity can…

1. be built around topics or issues of interest to the students;

2. replicate real- world communication contexts and situations;

3. involve multistage tasks and real problems that require creative use of language
rather than simple repetition;

4. require learners to produce a quality product or performance;

5. introduce the students to the evaluation criteria and standards;

6. involve interaction between assessor (instructor, peers, self) and person assessed;
and

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 23

7. allow for self- evaluation and self- correction as they proceed.

What are the different principles in assessing learning using alternative

methods?

There are many principles in the assessment of learning using alternative

assessment or nontraditional methods. Based on the different readings and references
on these principles, the following maybe considered as core principles:

1. Assessment is both process- and product- oriented. An assessment gives equal

importance to student performance or product and the process they engage in to
perform or produce a product. While traditional assessment methods are focused on
assessing student products or outputs, nontraditional or alternative methods like
performance assessments and portfolio assessment give value to the product
developed by students, as well as in the process students have undergone to
develop the product.

2. Assessment should focus on higher- order cognitive outcomes. For assessment

to be valid and authentic, it should require students to demonstrate their knowledge.
However, the focus should be on providing tasks or activities that would allow
students’ demonstration of higher- order cognitive outcomes (e.g., creating,
analyzing) or skills (e.g., creativity, critical thinking). The use of nontraditional or
alternative methods of assessment like performance assessment allows the
assessment of both lower- order and higher- order cognitive outcomes in ways that
are more authentic.

3. Assessment can include a measure of noncognitive learning outcomes.

Traditional assessment focuses on knowledge and other cognitive learning
outcomes. However, psychomotor and affective outcomes are also important
learning outcomes, and there are learning targets that are noncognitive in nature.
Hence, an assessment should also consider the assessment of these noncognitive
outcomes. On traditional assessment tools like rubrics, scales, and checklists allow
the measurement of noncognitive learning outcomes that allow a more complete and
assessment off student learning.

4. Assessment should reflect real- life or real- world contexts. Assessment tasks or
activities should be authentic. The assessment should closely, if not fully
approximate real- life situations or experiences. Authenticity of assessment can be
thought of as a continuum from least authentic to most authentic, with more authentic
tasks expected to be more meaningful for students. Performance assessment is
optimal if the performance task to be demonstrated is similar or close to what is
expected in the real world.

5. Assessment must be comprehensive and holistic. Assessment should be

performed using a variety of strategies and tools designed to assess student learning

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 24

 in a more integrative way. Assessment should be conducted in multiple periods to
assess learning over time. Moreover, the use of both traditional assessment and
alternative assessment strategies and tools should be considered. Nontraditional
methods of assessment (e.g., use of rubrics, scales) allow the possibility of multiple
assessors, including the use of self and peer assessment. This ensures that students
are being assessed in a more comprehensive and holistic way.

6. Assessment should lead to student learning. This means that assessment should
be like classroom instruction. This principle is consistent with the concepts of
assessment for learning and assessment as learning. Assessment for learning refers
to the use of assessment to identify the needs of students in order to modify
instruction or the learning activities in the classroom. In assessment as learning,
assessment tasks, results, and feedback are used to help students practice self-
regulation and make adjustments in order to achieve the curriculum outcomes.

DEVELOP

Let us check what ideas you have acquired about the basic concepts and
principles in assessing learning using nontraditional or alternative methods.

1. What is alternative assessment of learning?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. How similar or different is traditional assessment from alternative

assessment?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________

3. Give three models of alternative or nontraditional assessment.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 25

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________

4. Give three criteria for an assessment task or activity to be considered as

authentic.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________

5. Give and explain three principles in assessing learning using alternative

methods.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________

To know if you have acquired the needed information about the basic
concepts and principles in alternative assessment, use the table provided to
develop a matrix of the difference between traditional assessment and alternative
assessment of learning. Everyone will share and discuss in the class the matrix
they have developed.

Table 1.1. Key Differences Between Traditional Assessment and Alternative

Assessment

Area Traditional Assessment Alternative Assessment

Definition Use of traditional assessment

strategies or tools to provide
information on student

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 26

 learning

Tools Paper-and-pencil-tests

Focus Knowledge

Orientation Outcome- oriented

Assessor Teacher or External

APPLY

Based on the lessons on the basic concepts and principles in assessing

learning using nontraditional or alternative methods, select three core principles in
assessing learning and explain them in relation to your experience with a previous
or current teacher in one of your courses/subjects.

Example:

Principle Illustration of Practice

1. Assessment should reflect real-life or In our practicum course, we were

real- world contexts. asked to prepare a lesson plan then to
execute the plan in front of the
students with my critic teacher around
to evaluate my performance. The
actual planning of the lesson and its
execution in front of the class and the
critic teacher are authentic ways of
assessing my ability to design and
deliver instruction rather than being
assessed through demonstration in
front of my classmates in the
classroom.

Given the example above, continue the identification of illustrations of

assessment practices guided by the principles discussed in the class.

In a clean sheet of paper, identify three core principles we discussed in the class.
Then describe how a current or previous teacher demonstrated in practice the principle

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 27

you selected and discussed. Share your insights on how your teacher’s assessment
practices allowed you to improve your learning.

Principle Illustration of Practice

1.

2.

3.

TRANSFER

Prepare a plan on how you will conduct assessment based on the core
principles we learned. Refer to the K to 12 Curriculum to identify the competencies
targeted by instruction and how you intend to assess your future students following the
principles in assessing learning using alternative methods. Use the matrix provided to
write your ideas on how you should design and conduct assessment of student learning
based on the core principles.

Principle Plan in Applying the Principles in Your

Classroom Assessment

Assessment is both process- and product- oriented.

Assessment should focus on higher- order cognitive

outcomes.

Assessment can include a measure of noncognitive

learning outcomes.

Assessment should reflect real- life or real- world

contexts.

Assessment must be comprehensive and holistic.

Assessment should lead to student learning.

EVALUATE

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 28

 Part 1. Evaluate the assessment plan matrix that you have developed by
using the following checklist:

Yes No Item Criteria

1 I understood what each of the principles means.

2 I was able to provide an answer (plan or strategy in

assessment) in each of the principles given.

3 I was able to make a plan or strategy for assessment that

correctly matches and addresses each principle.

4 I was able to answer the matrix by applying what I have

learned about the basic concepts in alternative
assessment.

5 I was able to answer the matrix by applying what I have

learned about the principles in assessment of learning
using nontraditional methods.

Part 2. For each item, circle the option that corresponds to what you think is the
best answer.

1. Which is the following is NOT TRUE about alternative assessment?

A. Provides learners opportunities to assess themselves and their peers.

B. Is less authentic compared with traditional assessment.

C. Involves collection of information on student learning.

D. Does not focus on right and wrong answers.

2. Which of the following statements about traditional assessment is NOT TRUE?

A. Its tasks are more difficult to design.

B. Is associated with the use of paper-and-pencil tests.

C. Allows assessment of higher-order cognitive outcomes.

D. Is less authentic compared with alternative assessment.

3. Which model of alternative assessment is said to be useful for assessing

learning outcomes based on students’ development rather than a final product
or output?

A. Authentic assessment

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 29

 B. Developmental assessment

C. Emergent assessment

D. Performance assessment

4. Which of the following assessment tasks is the LEAST AUTHENTIC?

A. Answering a multiple- choice test

B. Performing in a field demonstration

C. Preparing a research proposal

D. Participating in a musical concert

5. Teachers should also rate each student contribution in the creation of their
group project. This statement is most reflective of which principle of
assessment?

A. Assessment should focus on higher- order cognitive outcomes.

B. Assessment is both process- and product- oriented.

C. Assessment must be comprehensive and holistic.

D. Assessment should lead to student learning.

REFLECT

1. Examine the assessment plan you have developed. Are you satisfied with it?

2. Is there something you want to change or improve in the assessment plan?

3. Which among the principles did you find easy to illustrate in the way you
planned your assessment? Why?

4. Which among the principles did you find difficult to illustrate in the way you
planned your assessment? Why?

5. How did the activity help you understand assessment of learning using
alternative methods?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 30

SUSTAIN
Evaluate the extent of your knowledge and understanding about
assessment of learning and its principles.

Indicators Great Moderate Not at All

Extent Extent

1. I can define alternative assessment.

2. I can explain what assessment of learning is

using alternative methods means.

3. I can compare and contrast traditional

assessment and alternative assessment.

4. I can enumerate the criteria in determining if an

assessment task or activity is authentic or not.

5. I can explain what performance assessment

means.

6. I can define what a portfolio is.

7. I can explain what each of the principles of

assessment using alternative methods means.

8. I can give examples of assessment tasks or

activities that conform with one or more of the
core principles of assessing learning using
alternative methods.

9. I can give examples of assessment tasks or

activities that do not conform with one or more
of the core principles of assessing learning
using alternative methods.

10. I understand what it means to have good

assessment practices in the classroom.

Based on your self- assessment and teacher feedback, choose the following
tasks to help you enhance your knowledge and understanding of the basic concepts
and principles in assessment of learning using alternative methods.

Level Possible Tasks

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 31

Very Good Help or mentor classmates who are having difficulty in
explaining the basic concepts in alternative assessment.
Read references on other principles in assessment of learning
using alternative methods.
Good Ask your teacher to provide more examples or illustrations of
concepts or principles that you need to further understand.
Read references on other principles in assessment of learning
using alternative methods.

Needs Improvement Examine the concepts or principles that you need to understand
better and ask assistance from teacher and classmates.
Read references on other principles in assessment of learning
using alternative methods.

Educator’s Input

A college and senior high school teacher from a private school in Metro Manila
has been interviewed about her practices in alternative methods of assessment in the
classroom. She shared:

“I always believe that assessment should be meaningful to

my students in the same way that my instruction and learning
activities should be meaningful for them. If we use assessment
tasks that are more relevant and interesting for the students, they
will find lessons and classroom activities more meaningful. This will
make them more accepting of the assessment activities that we
give them. They will look at assessment tasks as not just
something that they need to do in order to earn a grade, but
something that is meaningful and something that they can enjoy. I
want my students to look forward to our future assessment
activities. That is why it is important that I use both traditional
methods of assessment like tests, and less traditional ones like
performance tasks or demonstrations. And like what I shared
previously, I also ask my students to do collaborative projects
where they practice peer evaluation after doing the task as
teamwork is usually one of my criteria for evaluation.”

The sharing of the teacher suggests that she understands the nature of
alternative assessment and that she appreciates the need to combine traditional and
non-traditional methods of assessing learning. She provided evidence that she
practices certain principles of assessment like being authentic and holistic. It is
authentic when the teacher saw it that her assessment practice is meaningful to the
students and that the tasks are interesting and relevant to the learners and that they
could be applied outside the classroom. It is holistic because she provides varied
assessment tasks or activities that provide her information about her students’
learning. All teachers should have an adequate understanding of the basic concepts

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 32

 in assessment of learning using nontraditional methods to complement what they
know about more traditional methods of assessment. Understanding the principles in
assessing learning in relation to nontraditional assessment is also important so they
will be informed and competent in their classroom assessment practices.

Other Support Materials Available

For this lesson, there are other materials that are made available for the
course professor. These include the following:

1. A ready- made PowerPoint presentation on Basic Concepts and Principles in

Assessing Learning Using Alternative Methods.

2. Other readings on alternative assessment.

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in
the 21st century learning and innovation skills: critical thinking, creative
thinking, communication, collaboration, and knowledge of your content
(5Cs).

What output/s in this lesson Chosen Output Why?

shows you are very good in the
following:

1. Content (the output reflects Example: Constructed Because it reflects the

understanding of the topic Table of Specification framework of the test, which
discussed) is the Revised Bloom’s
Taxonomy where the six
cognitive processes are
given as well as the four
dimensions of knowledge.
2. Critical Thinking (the output
reflects ability to
critique/evaluate/solve problems)

3. Creative Thinking (the output

reflects ability to create new

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 33

 formulate learning targets that can be assessed through performance and product-
oriented assessment; and

 create anideas)
assessment plan using alternative methods of assessment.
4. Communication (the output
reflects ability to express one’s
ideas in words or actions)
5. Collaboration (the output
reflects ability to work well with
others)

LESSON 2:
Learning Targets for Performance and Product-
Oriented Assessment
Suggested Timeframe: 4.5 hours

What are the learning targets for alternative methods of assessment?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 34

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your

knowledge and skills in formulating specific learning targets that will be assessed
at the end of instruction through an assessment plan on student learning. You are
considered successful in achieving this outcome if you have satisfied at least the
following indicators of success:

Performance Tasks Success Indicators

Describe the different types of learning
Given a specific type of learning
targets that are best suited for target, one should be able to describe
alternative assessment. its meaning and use.
Formulate learning targets for specific
Using the competencies in the K to 12
lessons. Curriculum, one should be able to
develop an assessment methods are
matched with specific learning targets.
Develop an assessment plan where Given the competencies targeted for
appropriate alternative assessment instruction, one should be able to
methods are matched with specific develop an assessment plan where
learning targets. appropriate alternative assessment
methods are used to assess learning
targets.

Prerequisite of This Lesson

To be able to achieve the intended outcomes of this lesson, you should have
understood the basic concepts, theories, and principles in assessing student learning
using alternative methods (see lesson 1). It is also important that you are able to
remember your knowledge of assessment purposes, learning targets, and appropriate
assessment methods from Lesson 2 of Assessment of Learning 1. If those were not clear
to you, then this lesson will not be easy for you, too. I suggest that you review these
lessons.

v
PREPARE
To be able to successfully prepare an assessment plan using alternative methods based
on learning targets, you need to read the following information about learning targets for
performance and product- oriented assessment. You are expected to read this before
discussion, analysis, and evaluation when you meet the teacher face-to-face in your
classroom.

What are the learning targets appropriate for alternative assessment?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 35

Bloom’s Taxonomy of Educational Objectives

Educational objectives are specific statements of student performance at the end

of instructional unit. Educational objectives are sometimes referred to as behavioral
objectives and are typically stated with the use of verbs. The most popular taxonomy of
educational objectives is Bloom’s Taxonomy of Educational Objectives. Bloom’s
Taxonomy consists of three domains: cognitive, affective, and psychomotor. These three
domains correspond to the three types of goals that teachers want to assess: knowledge-
based goals (cognitive), skills- based goals (psychomotor), and affective goals (affective).
Hence, there are three taxonomies that can be used by teachers depending on the goals.
Each taxonomy consists of different levels of expertise with varying degree of complexity.
The succeeding sections describe the taxonomies for the psychomotor and affective
domain.

Bloom’s Taxonomy of Educational Objectives in the Affective Domain describes

five levels of expertise: receiving, valuing, organization, and characterization by a value or
value complex. Table 2.1 provides an elaboration of this taxonomy. This will be discussed
further in Lesson 4 on assessment of affective learning.

Table 2.1 Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative Verbs Sample Objective

Receiving Awareness or passive asks, chooses, Listens attentively to

attention to a holds, identifies, the instruction of the
phenomenon or listens teacher
stimulus
Responding Active attention and answers, complies, Participate actively in
response to a particular participates, the focus- group
phenomenon or practices, writes discussion
stimulus
Valuing Attaching value or worth completes, Demonstrates belief in
to a phenomenon or demonstrates, the value of the
object. Valuing may differentiates, election process
range from acceptance explains, justifies
to commitment
Organization Organizing values into adheres, defends, Defends the
priorities by comparing, integrates, importance of graduate
relating, and organizes, education in the career
synthesizing specific synthesizes of a teacher
values
Internalizing Having a personal value acts, displays, Displays commitment
values/ system that is now a influences, solves, to helping economically
characterization characteristic of the verifies disadvantaged
by a value or learner students

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 36

value complex

In terms of educational objectives in the psychomotor domain, Bloom and

colleagues did not propose levels unlike in the cognitive and affective domains. However,
other scholars like Elizabeth Simpson (1972) built a taxonomy for the psychomotor
domain from the work of Bloom. In Simpson’s Taxonomy Educational Objectives in the
Psychomotor Domain, seven levels of expertise are described: perception, set, guided
response, mechanism, complex overt response, adaptation, and Organizing. Table 2.2
provides an elaboration of this taxonomy.

Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Sample Objectives

Verbs
Perception The ability to use adjusts, Detect non- verbal
sensory cues to guide describes, cues from the
motor activity detects, participants
identifies, selects
Set The mental, physical, begins, displays, Shows motivation to
and emotional sets that knows, learn a new skill
predispose a person’s recognizes,
response to different shows, states
situations.
Guided Response Demonstration of a copies, performs, Perform the
complex skill through follows, reacts, mathematical operation
guided practice like responds by following the steps
imitation and trial and demonstrated by the
error. teacher
Mechanism Learned responses assembles, Plays the guitar
have become habitual dismantles, fixes,
and movements can be manipulates,
performed with some plays
degree of confidence
and proficiency
Complex Overt Performance of motor assembles, Demonstrates one’s
Response acts that involve dismantles, fixes, expertise in playing the
complex movement manipulates, guitar
patterns in a quick, organizes (similar
accurate, and highly with mechanisms
coordinated manner. but performed in
Characterized by a more accurate,
automatic performance more
and performance coordinated, and
without hesitation quicker way)
Adaptation Psychomotor skills are adapts, alters, Modifies the dance
well developed and the modifies, steps to suit the
person can modify rearranges, abilities of one’s
movement patterns to varies groupmates
fit special requirements
Origination Creating new arranges, builds, Creates new steps for
movement patterns to combines, a contemporary version
fit a particular situation creates, designs of a classic dance hit

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 37

 or specific problem.
Learning outcomes
emphasize creativity
based upon highly
developed skills.

Bloom’s taxonomies of educational objectives for affective and psychomotor domains are
able to provide teachers with a structured guide in formulating more specific learning
targets in the classroom. The taxonomies serve as guide for teachers in both instruction
and assessment of student learning in the classroom. The challenge is for teachers to
identify the levels of expertise that they expect the students to achieve and demonstrate.
This will then lead to the identification of the assessment methods required to properly
assess student learning. Higher level of expertise in a given domain requires are
assumed to require more sophisticated assessment methods or strategies.

Learning Targets

As previously learned from Assessment in Learning 1, a learning target is a

statement on what students are supposed to learn and what they can do because of
instruction. Learning targets are more specific compared with educational goals,
standards, and objectives and lend themselves to more specific instructional and
assessment activities. Learning targets should be congruent with the standards
prescribed by a program or level and aligned with the instructional or learning objectives
of a subject or course. Teachers formulate learning targets from broader standards and
learning objectives. The learning targets should be clear, specific, and meaningful to
students. Thus, learning targets are more effectively stated in students’ point of view,
typically using the phrase “I can…” For example, “I can differentiate between traditional
methods and alternative methods of assessment”.

The purpose of learning targets is to effectively inform students of what they

should be able to do or demonstrate as evidence of their learning. Therefore, learning
targets should specify both the content and criteria of learning. With specific learning
targets formulated, appropriate classroom instruction and assessment can be designed.

The most common typology of learning targets are knowledge, reasoning, skill,
product, and affect (also known as disposition). Table 2.3 summarizes these types of
learning targets.

Table 2.3. Description and Sample Learning Targets

Type of Learning Targets Description Sample

Knowledge targets Refers to factual, conceptual, and I can discuss the

procedural information that students research design that I
must learn in a subject or content used for my thesis.
area.
Reasoning targets Knowledge- based thought I can justify my choice of
processes that students must learn. Analysis of Variance

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 It involves application of knowledge (ANOVA) as my
in problem solving, decision- statistical analysis for my
making, and other tasks that require thesis research.
mental skills.
Skill targets Use of knowledge and or reasoning I can perform Analysis of
to perform or demonstrate physical Variance (ANOVA) on
skills. research data using the
software SPSS.
Product targets Use of knowledge, reasoning, and I can write the results
skills in creating a concrete or and discussion section of
tangible product. a thesis manuscript.
Affective targets Refers to affective characteristics I can appreciate the role
that students can develop and of a thesis adviser in the
demonstrate because of instruction. completion of a thesis
research.

What are the appropriate alternative methods of assessment for learning targets?

While all five types of learning targets (knowledge, reasoning, skill, product, and
affect) can be assessed by the use of alternative methods of assessment, three types of
learning targets can be best assessed using alternative assessments. These are skills,
products, and affect.

Stiggins et al. (2006) defined skills type of learning targets as one’s use of
knowledge and reasoning to act skilfully. In other words, skill refer to learning targets that
require the development and demonstration of behavioural or physical task. To able to
demonstrate skills or act skilfully, students must be able to possess the knowledge and
reasoning ability related or relevant to the skills to be demonstrated.

On the other hand, Stiggins et al. (2006) described product learning targets as the
use of knowledge, reasoning, and skills to create a concrete product. Thus, products refer
to learning targets that require the development of a tangible and high- quality product or
output. Students are expected to create products that have certain core attributes that will
serve as basis for evaluating its quality.

Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students’

attitudes about school and learning. In practice, we look at affect/disposition to
encompass a broad range of noncognitive attributes beyond attitude that may affect
learning and performance, including motivation, interest, and other affective states. The
development of affect/disposition simultaneously occurs as a student learns concepts and
skills in the classroom.

Table 2.4. Sample Learning Targets Across Subject Areas

Subject Area Typology of Learning Learning Targets

Targets
English Skills Participate in conversation with
others.
Products Write an argumentative essay

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 where arguments are justified by
providing factual or empirical data
as support.
Affect Enjoy reciting a poem in front of
an audience.
Physical Education Skills Dribbles the ball to cross the half-
court.
Products Create a three- month personal
fitness plan.
Affect Show determination to complete
the physical task.
Mathematics Skills Measure angles using a proctor.
Products Given the data, construct a
histogram with normal curve
using SPSS.
Affect Demonstrate interest in attending
mathematics class.
Science Skills Use laboratory equipment
properly.
Products Prepare a report about the field
observation.
Affect Consider the safety of others in
the conduct of an experiment.
Social Studies Skills Participate in civic discussions on
current social issues.
Products Create a timeline for the 2017
Marawi Siege.
Affect Argue with others in a
constructive manner.

Once the learning targets are identified, appropriate alternative methods of

assessment can be selected to measure student learning. I n terms of skills, having the
required skills to apply one’s knowledge and reasoning skills through the performance of
a behavioural or physical task is a step higher than simply knowing or being able to
reason based on knowledge. Hence, skills targets are best assessed among students
through performance- oriented or performance- based assessment as skills are best
gauged through actual task performance.

In terms of products, a student’s knowledge, reasoning, and skills are all required
before one can create a meaningful product or output. Obviously, product targets are best
assessed through product assessment. Given the need to also give value to the process
of creating a product, performance assessment is also typically used vis-à-vis product
assessment.

For affect or disposition, a student may already hold a particular affect or

disposition in relation to a particular lesson or learning target and such affect may change
or not depending on the learning and instructional and assessment experiences of the
student. Affect or disposition is best assessment through affective assessment or the use

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 40

of self- report measures (checklists, inventories, questionnaires, scales) and other
alternative strategies to assess affective outcomes.

Table 2.5 presents a matrix of the different types of learning targets best assessed
through alternative assessment methods.

Learning Performance- Product- Portfolio Self- Report

Targets Oriented Oriented Scale
Skills /// /// /// /

Product /// /// /// /

Affect/Disposition / / / /

Note: More checks mean better matches.

Across the different non-traditional or alternative methods of assessment, teachers

can expand the role of assessor to other students (peer assessment) and the student
themselves (self- assessment). This allows assessment to become really authentic.
There are also other methods or strategies for alternative assessment, and it is up to the
teachers to select the method of assessment and design appropriate tasks and activities
to measure the identified learning targets.

DEVELOP

Let us check what ideas you have acquired about learning targets for alternative
assessment methods in the classroom.

1. What is the difference between educational objectives and learning targets?

2. What are the common typologies of learning targets?

3. Why is it important that learning targets and assessment tasks/activities are

matched?

4. What are the three learning target types that are best assessed through alternative
assessment methods? Why?

Table 2.6. Sample Learning Targets

(Instruction: Complete the table by formulating sample learning targets per type.)

Type of Learning Targets Sample Learning Targets

Knowledge targets
Reasoning targets

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 41

 Skill targets
Product targets
Affective targets

APPLY

Now, check the syllabus of this course and select any single lesson that interests
you. If applicable, select a lesson that should be completed in a day or a week based on
the schedule indicated in the syllabus. Formulate specific learning targets (knowledge,
reasoning, skills, product, and affective) for the lesson using Table 2.6. Add additional
rows whenever applicable (e.g., more than one type of learning targets is identified, more
than one learning target is identified). Use additional sheets of paper if necessary.

Example:

Title of Lesson: Performing Descriptive Statistics Using SPSS

Instructional Lesson Content Type of Learning Sample Learning

Objective/Learning Targets Targets
Outcome Related
to the Lesson
Content
I can…

At the end of the A. Review of Knowledge define the different

lesson, students Descriptive measures of central
should be able to Statistics tendency and variability
demonstrate the
use of the software choose the descriptive
SPSS in performing Reasoning statistics needed to
descriptive statistics address a specific
question

B. Steps in Skills show how to obtain

performing mean, median, and
Descriptive and mode of SPSS
Frequency Analysis
in SPSS

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 42

 C. Interpreting Knowledge explain the meaning of
SPSS Outputs from the values displayed in
Descriptive and the SPSS table for
Frequency Analysis descriptive statistics

Affect show interest in

analyzing data using
SPSS

Using the example as reference, complete the learning targets task by supplying
the required information on the table provided.

Title of Lesson: ______________________________________________________

Table 2.7. Learning Targets Task

Instructional Lesson Content Type of Learning Sample Learning

Objective/Learning Targets Targets
Outcome Related
to the Lesson
Content

TRANSFER

Now select a specific lesson for a subject area and grade level that you think you
should be able to teach and handle when you are already a teacher in a school. Using
the DepEd Curriculum Guide for the subject, create an assessment plan for student
learning by formulating learning targets that can be best assessed using alternative
methods of assessment (you may focus on skills, products, affective, or any combination
of these learning targets). Then, propose specific nontraditional assessment tasks or
activities to measure the identified learning targets. Use Table 2.8 for this task.

Table 2.8. Assessment Plan Using Alternative Assessment Methods

Subject

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 43

Specific Lesson

Learning Outcomes/Instructional
Objectives

Learning Targets

Assessment Task/Activity (Alternative)

Why use this assessment task/activity?

How does this assessment task/activity

help you improve your instruction?

How does this assessment task/activity

help your students achieve the intended
learning outcomes?

EVALUATE

Part 1. Evaluate the learning targets and assessment tasks and activities that
you have developed in your assessment plan assessment plan by using the following
checklist:

Yes No Item Criteria

1 I was able to formulate specific learning targets.

2 The learning targets I made contain information on what the

students must know and what they need to do to demonstrate
what they know.
3 The learning targets I made are congruent with at least one
learning outcome or instructional objective in the subject.
4 I was able to identify alternative assessment task/s or
activity/ies that match/ies the learning targets.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 44

 5 I was able to complete the task in the table by applying what I
have learned about learning targets and alternative
assessment methods.

Part 2. For each item, circle the option that corresponds to what you think is the
best answer.

1. What level in Bloom’s taxonomy of educational objectives in the affective domain

refers to having a personal value system?

A. Internalizing values

B. Organization

C. Responding

D. Valuing

2. The learning target “Discuss the difference between learning target and
educational objectives” is an example of which type of learning target?

A. Knowledge

B. Product

C. Reasoning

D. Skills

3. The learning objective “Demonstrate interest in joining co- curricular organizations in

school” is an example of which type of affective learning outcome in Bloom’s
taxonomy?

A. Internalizing values

B. Organization

C. Responding

D. Valuing

4. Which of the following assessment strategies is best matched with effective learning
targets?

A. Use of inventory

B. Use of multiple- choice test

C. Use of performance rubric

D. Use of product rubric

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 45

5. The student can do backstroke in swimming. This statement refers to what type of
learning targets?

A. Affect

B. Disposition

C. Product

D. Skill

REFLECT

1. Examine the learning target/s you have developed. Are you satisfied with it/them?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Is there something you want to change or improve in the learning target/s? Why?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________

3. What type of learning targets did you use in your learning targets? Why?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. What was your basis in selecting the alternative assessment method to measure the
learning targets? Why?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 46

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

5. How did the task in Table 2.7 help you understand the use of alternative assessment
for learning?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

SUSTAIN
Evaluate the extent of your knowledge and understanding about learning
targets and appropriate or alternative assessment methods.

Indicators Great Moderate Not at All

Extent Extent

1. I can differentiate between educational

objectives and learning targets.

2. I can enumerate the different levels of expertise

in Bloom’s Taxonomy of Educational Objectives
in the Affective Domain.

3. I can enumerate the different levels of expertise

in Simpson’s Taxonomy of Educational
Objectives in the Psychomotor Domain.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 47

4. I can formulate sample learning targets for each
type of learning targets.

5. I know the types of learning targets can explain

what performance assessment means.

6. I can define what a portfolio is.

7. I can explain what each of the principles of

assessment using alternative methods means.

8. I can give examples of assessment tasks or

activities that conform with one or more of the
core principles of assessing learning using
alternative methods.

9. I can give examples of assessment tasks or

activities that do not conform with one or more
of the core principles of assessing learning
using alternative methods.

10. I understand what it means to have good

assessment practices in the classroom.

Based on your self- assessment and teacher feedback, choose the following
tasks to help you enhance your knowledge and understanding of the basic concepts
and principles in assessment of learning using alternative methods.

Level Possible Tasks

Very Good Help or mentor classmates who are having difficulty in

explaining the basic concepts in alternative assessment.
Read references on other principles in assessment of learning
using alternative methods.
Good Ask your teacher to provide more examples or illustrations of
concepts or principles that you need to further understand.
Read references on other principles in assessment of learning
using alternative methods.

Needs Improvement Examine the concepts or principles that you need to understand
better and ask assistance from teacher and classmates.
Read references on other principles in assessment of learning
using alternative methods.

Educator’s Input

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 48

 A college and senior high school teacher from a private school in Metro Manila has
been interviewed about her practices in designing assessment tasks to measure
performance and product learning targets. She shared:

“It is important that students are given the opportunity to show that
they can apply what they have learned in the classroom by creating a
product. In my personal development class in senior high school, aside
from providing paper-and-pencil tests that allow me to assess my
students’ cognitive learning from my class, I also give them
performance tasks like showcasing their talents of dancing, singing,
and reciting poetry. More importantly, I have two major requirements.
First, a group project wherein my students create a video about
different career paths and employment opportunities in relation to their
respective tracks and strands in senior high school. I use a scoring
rubric that is able to assess both the quality of the video and the steps
and strategies my students used to develop the video. Second, I
require my students to organize and manage a seminar- orientation on
personal development in various topics for junior high school students.
I assess their performance in this task by using a rubric and checking
their reflections in their portfolios. I believe that having my students to
do a task and create a product is essential for me to gauge their
learning in a more practical and authentic way. I believe that this also
makes my assessment more holistic.”

The sharing of the teacher suggests that she understands the importance of using
both traditional and alternative assessment methods to ensure a more authentic and
holistic assessment of student learning. She also seems to understand the importance
of targeting skills and product learning targets in her subject and the need to design
alternative assessment tasks like performance- oriented and product- oriented group
projects based on these learning targets. Indeed, it is imperative that teachers
understand the purpose of their assessment so they can better design and use
assessment tasks that provide clear and adequate evidence of the extent that their
students have met the learning targets. As can be inferred from what the teacher
shared, it is also important that the learning targets we identify for a lesson or set of
lessons go beyond the typical knowledge learning targets.

Other Support Materials Available

For this lesson, there are other materials that are made available for the course
professor. These include the following:

1. A ready- made PowerPoint presentation on Learning Targets and Alternative

Assessment Methods

2. Other readings on Learning Targets for Performance and Product- Oriented

Assessment

Portfolio Assessment

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 49

MODULE 2
ALTERNATIVE WAYS IN and innovation
Directions: Choose one (1) output in this lesson that can best
show your ability in the 21 st
century learning
skills: critical thinking, creative thinking, communication,
ASSESSING LEARNING
collaboration, and knowledge of your content (5Cs).

What output/s in this Chosen Output Why?

Lesson shows you are very
Good in the following:
1. Content (the output reflects Example: Because it reflects the
understanding of the topic Constructed Table of framework of the test,
discussed) Specifications which the
Revised Bloom’s
Taxonomy where the six
cognitive
processes are given as well as
the four dimensions of
knowledge.
2. Critical Thinking (the output
Reflects ability to critique/evaluate/
Solve problems)
3. Creative Thinking (the output
reflects ability to create new
Ideas)
4. Communication (the output
reflects ability to express one’s
Ideas in words or actions)
5. Collaboration (the output reflects ability
to work well with others)

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 50

 Design appropriate performance assessment tools for intended student learning
outcomes.

LESSON 1:
Performance Assessment
Suggested Timeframe: 4.5 hours

How do you assess students’ learning outcomes using various types of

performance assessment tools?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Significant Culminating Performance Task and Success Indicators

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 At the end of the lesson, you should be able to demonstrate your
knowledge and skills I developing performance assessment tools that are most
applicable to a particular student outcome. You are considered successful in this
culminating performance task if you have satisfied at least the following indicators
of success:

Performance Tasks Success Indicators

Knowing the various types of Identify the appropriate performance
performance assessment tools. assessment tool for a specific
performance or product.
Designing performance assessment Create a performance assessment tool
tools. that is aligned with the desired
learning outcomes (DLO) and the
teaching and learning activities (TLAs).

Prerequisite of This Lesson

To be able to perform successfully the above culminating performance tasks, you

should have distinguished between traditional and performance assessments,
understood the processes in setting learning objectives and student outcomes and in
preparing the table of specifications, identified the different types of performance
assessments tasks, and learned the guidelines in designing performance assessment
tools.

PREPARE
To be able to learn or enhance your skills on how to develop good and effective
performance assessment tools, review your prior knowledge on the differences
between traditional and alternative assessment and how and when to choose a
particular assessment method most appropriate to the identified learning objectives
and desired learning outcomes of your course.

What is performance assessment?

Performance assessment is an assessment activity or set of activities that

require students to generate products or performances that provide direct or indirect
evidence of their knowledge, skills, and abilities in an academic content domain. It
provides teachers with information about how well a student understands and applies
knowledge and goes beyond the ability to recall information. It is used for assessing
learning outcomes that involve designing or creating projects or products such as
research papers, art exhibits, reflective essays, and portfolios. On the other hand,
performance- based tasks include actual performances of making those products,
such as carrying out laboratory experiments, exhibiting creative and artistic talents,
such as dancing, painting, and playing a musical instrument, and demonstrating
writing skills through extemporaneous essay writing, article review, and reflective

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 52

papers. Both product- based and performance- based assessments provide
information about how a student understands and applies knowledge and involve
hands- on tasks or activities that students must complete individually or in small
groups. Below are examples of product- based and performance- based
assessments:

Types Examples

A. Product- Based Assessment

Visual Products charts, illustrations, graphs, collages,

murals, maps, timeline flows, diagrams,
posters, advertisements, video
presentations, art exhibits
Kinesthetic Products diorama, puzzles, games, sculpture,
exhibits, dance recital
Written Products Journals, diaries, logs, reports, abstracts,
letters, thought or position papers, poems,
story, movie/TV scripts, portfolio, essay,
article report, research paper, thesis
Verbal Products Audiotapes, debates, lectures, voice
recording, scripts
B. Performance- Based Assessment

Oral Presentations/Demonstrations Paper presentation, poster presentation,

individual or group report on assigned
topic, skills demonstration such as baking,
teaching, problem solving
Dramatic/Creative Performances Dance, recital, dramatic enactment, prose
or poetry interpretation, role playing,
playing musical instruments
Public Speaking Debates, mock trial, simulations,
interviews, panel discussion, story- telling,
poem reading
Athletic Skills Demonstration/Competition Playing basketball, baseball, soccer,
volleyball, and other sports

Similar to performance assessment is the concept of authentic assessment.

Authentic assessment requires students to actually demonstrate their skills in applying
skills and knowledge they have learned from class. It involves tasks that resemble
what people do in the real setting or context, such as doing an actual research,
making a case study, giving a speech, or performing on a stage.

What are the characteristics of a good performance assessment?

With so many different types of performance assessment tasks or tools that

can be used to measure students’ learning outcomes, deciding which one to use can
be confusing and challenging. In choosing and designing the best performance
assessment, it is good to evaluate its suitability against the following criteria:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 53

1. It is authentic, that is, it includes performance tasks that are meaningful and
realistic.

Performance assessment should present or require tasks that are realistic and
related to everyday life. As it involves an authentic task, it should convey its
purpose and reflect its relevance to the students, their discipline, and the outside
world as a whole. For example, in an Entrepreneur class wherein one of the
learning outcomes is the ability to develop a business plan, instead of giving final
exams to test students’ knowledge of concepts, principles, and processes of
developing a business plan, the students will be required to submit a proposed
business plan for a putting up a new investment. This performance task entails
student to identify the market needs and gaps, plan out the marketing mix (7Ps)
and the 4Ms of operations, and forecast the costs and revenues of the business.
This task allows students to have hands- on experience in performing a task that is
done in the actual world.

2. It provides opportunities for students to show both what they know and how well
they can do what they know.

Performance assessment should achieve a balanced approach wherein it gives

students opportunities to show their knowledge-and-skill competencies. Since the
main goal of teaching and learning is for students’ acquisition and application of
knowledge and skills, course assessments should therefore help answer the
questions “Do the students know it?” and “How well can they use what they know?”
to determine whether the students have actually achieved this goal. For example, in
a Practical Research 2 class, the teacher may require research output at the end of
the course, since this performance task will not only inform the teacher whether the
students learned the different parts of a research paper but also whether the
students can conceptualize a good research paper, conduct review of related
literature, apply appropriate data gathering procedure and analysis, and make valid
interpretations and implications of the results. The main challenge is for the
teachers to choose performance tasks that can measure both the competencies of
“knowing” and at most “creating”.

3. It allows students to be involved in the process of evaluating their own and their
peers’ performance and output.

Performance assessment should allow students to be involved in the process

of evaluating themselves and their peers. It should give students the opportunity for
self- reflection or self- assessment, as well as to be involved in evaluating their
classmates’ performance. Self- assessment allows students to make judgment
about their learning process and products of learning, track their progress, and
identify the areas where to focus or improve on. Peer assessment on the other
hand, allows students to give constructive feedback about the performance of their
classmates or groupmates, which the latter can use to revise or improve their work.
Both assessments require that scoring or grading is based on the criteria agreed
Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 54
 upon by the teacher and the students. The use of a rubric can facilitate self-
assessment and peer assessment.

4. It assesses more complex skills.

Unlike traditional tests that usually assess a single skill and require simple
tasks such as remembering or recalling of concepts, performance assessment
usually taps higher- order cognitive skills to apply knowledge to solve realistic and
meaningful problems. As such, performance assessment allows students to
engage in more challenging activities that require various skills, such as planning
and decision- making, problem- solving, critical thinking, communication, and
creative skills, among others. For example, instead of giving final exams to assess
students’ learning in a marketing class, the teacher may require the students to
conduct a marketing and market research, come up with a marketing strategy,
and/or conduct an actual marketing for a product of their choice. These
performance tasks not only assess students’ knowledge of principles and
processes in marketing but also tap their creativity, planning skills, collaborative
skills, communication skills, and research skills.

5. It explains the task, required elements of the activity, and scoring criteria to the
students before the start of the activity and the assessment.

At the start of the class, it is important that the requirements of the subject are
presented and explained to the students. These include the required tasks,
activities or projects, the expected quality and level performance or output, the
criteria to be included for assessment, and the rubric to be used. Ideally, students
should be involved in the whole assessment process from the very onset, by
providing them assessment options, getting them involved in discussions and
decision- making on performance standards and criteria, allowing them opportunity
to give feedback on teacher- made rubrics and to revise them, and training them on
how to apply rubric for self- and peer- assessment.

Where are the general guidelines in designing performance assessment?

The learning outcomes at the end of the course serve as the bases in
designing the performance assessment tasks. With the learning outcomes
identified, the evidence of student learning that are most relevant for each learning
outcome and the standard or criteria that will be used to evaluate those evidence
are then identified. To guide you in designing performance assessments, the
following questions may be addressed:

1. What are the outcomes to be assessed?

2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g.,
problem- solving, decision- making, critical thinking, communication skills)?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 55

 3. What are the appropriate performance assessment tasks or tools to measure the
outcomes and skills?

4. Are the specific performance tasks aligned with the outcomes and skills
interesting, engaging, challenging, and measurable?

5. Are the performance tasks authentic and representative of real- world scenarios?

6. What criteria should be included to rate students’ performance level?

7. What are specific performance indicators for each criterion?

Furthermore, the choice of teaching and learning activities is also of utmost

importance in choosing the performance assessment to use. There should also be an
alignment among the learning outcomes, the teaching learning activities, and
assessment tasks. For example, in a Physical Education- Dance class, the following
three- course components should be explicitly clear and linked, as shown next page:

Intended Learning Teaching- Learning Performance Assessment

Outcomes Activities Tasks
At the end of the course,
the students should be
able to:
 Perform dance Lecture, class discussion, Culminating dance class
routines and creatively movement exercises, dance recitals, practical test for each
combine variations with demonstration, actual type of dance, reflection papers,
rhythm, coordination, dancing with teacher and peer evaluation rating
correct footwork partners, collaborative
technique, frame, facial learning
and body expression.
 Participate in Required attendance and Actual dance performance in
dance socials and participation in school and school or community programs,
other community community dance reaction/reflection papers
fitness advocacy performances
projects.

How do you conduct performance assessment?

Unlike in most traditional tests wherein student responses can be scored using
an answer key, performance assessments require the teacher’s and peers’ judgment
when evaluating the resulting products and performances. This necessitates using a
set of predetermined criteria that are aligned with desired targeted standards or
desired learning outcomes.

The following are the basic steps in planning and implementing performance-
based or product- based assessments:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 56

1. Define the purpose of performance or product- based assessment. The
teacher may ask the following questions?

- What concept, skill, or knowledge of the students should be assessed?

- At what level should the students be performing?

- What type of knowledge id being assessed (e.g., remembering to create)?

2. Choose the activity/output that you will assess. The required performance or
output should be feasible given the time constraints, availability of resources, and
amount of data/materials needed to make an informed decision about the quality
of a student’s performance or product. The performance tasks should be
interesting, challenging, achievable, and with sufficient depth and breadth so that
valid evaluation about student’s learning can be made.

3. Define the criteria. Criteria are guidelines or rules for judging student responses,
products, or performances. Before conducting the assessment, the performance
criteria should be predetermined. The set of criteria should be discussed and
agreed upon by the teacher and the students. Performance criteria are important
since they define for the students the types of behavior or attributes of a product
that are expected, as well as allow the teacher and the students to evaluate a
performance or product as objectively and as consistent as possible. There are
four types of criteria that can be used for evaluating student performances:

A. content criteria – to evaluate the degree of a student’s knowledge and

understanding of facts, concepts, and principles related to the topic/subject;

B. process criteria – to evaluate the proficiency level of performance of a skill or

process;

C. quality criteria – to evaluate the quality of a product or performance; and

D. impact criteria – to evaluate the overall results or effects of a product or

performance.

4. Create the performance rubric. A rubric is an assessment tool that indicates the
performance expectations for any kind of student work. It generally contains three
essential features: (1) criteria or the aspects of performance that will be assessed,
(2) performance descriptors or the characteristics associated with each dimension
or criterion, and (3) performance levels that identifies students’ level of mastery
within each criterion. There are different types of rubrics:

A. holistic rubric – in holistic rubric, student performance or output is evaluated by

applying all criteria simultaneously, thus providing a single score based on
overall judgment about the quality of student’s work.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 57

 B. analytic rubric – in analytic rubric, student’s work is evaluated by using each
criterion separately, thus providing specific feedback about the student’s
performance or product along several dimensions.

C. general rubric – contains criteria that are general and can be applied across
tasks (e.g., the same rubric that can be used to evaluate oral presentation and
research output).

D. task specific rubric – contains criteria that are unique to a specific task (i.e., a
rubric that can only be used for oral presentation and another rubric applicable
only for research output)

For a more detailed discussion on the types of rubric and the steps in
developing a rubric, please refer to Lesson 1- Module 3: Process in Developing and
Using Rubrics for Alternative Assessment.

5. Assess student’s performance/product. In assessing a student’s work, it is

important to adhere to the criteria set and use the rubric developed. This is to
ensure objective, consistent, and accurate evaluation of student’s performance. It
is also important to provide specific and meaningful feedback and explanation to
students on how they have performed the tasks, clarifying to them what they
understand, what they don’t understand, and where they can improve.

DEVELOP

Let us review what you have learned about designing performance assessment
tasks.

1. What are the types of performance assessments?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________

2. What are the characteristics of a good performance assessment?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________

3. What are the general guidelines in designing performance assessments?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 58

 Performance
Assessment

_____________________________________________________________________
_____________________________________________________________________
_ _ __________
_ _______
What are the When to What is a good How to
_ How to _______
types? use? performance to
_ create? conduct? _______
_ use? _______
_ _______________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________________

4. What are the basic steps in conducting performance- based or product- based
assessments?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________

To be able to check whether you have learned the important information

about identifying and designing performance assessments, please complete the
following graphical representation:

APPLY

By now, you should be ready to design effective performance assessments to

assess your student learning outcomes. Let us apply what you have learned by creating
an assessment plan for the subjects that you are currently teaching. For each subject,
list down the desired learning outcomes and course topic for each desired learning

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 59

outcome, and identify the appropriate performance tasks to assess students’
achievement of the expected outcome. It is important that you have an assessment
plan for each subject that you teach.

Example of a Performance Assessment Plan:

Subject: General Chemistry Laboratory 1

Overall Desired Learning Outcomes: At the end of the course, the students are
expected to execute procedural tasks in laboratory experiments and to apply proper
waste disposal procedures.

Desired Learning Course Topic Types of Performance Tasks

Outcomes
Design simple All topics with experiments Oral presentation of experiment
experiments to test plans/protocol, pre-lab exercises,
hypotheses oral presentation of experiment
results
Properly use and handle All topics with experiment Actual laboratory performance
equipment and chemicals
Practice good laboratory All topics with experiments Actual laboratory performance
skills and techniques
Practice All topics with experiments Peer evaluation through rubric
teamwork/collaborative
skills
Apply concepts, theories End of the course Projects, products
and ideas learned in a
“real world” setting

Use the following template to come up with your performance assessment plan.

Subject: ______________________________

Overall Desired Learning Outcomes:

_____________________________________________________________________
_____________________________________________________________________

Desired Learning Outcomes Course Topic Types of Performance Tasks

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 60

 Checklist for Designing Performance Assessments

Yes No

1. Is the performance task authentic (i.e., it presents meaningful

and realistic conditions)?

2. Is it aligned with desired learning outcomes?

3. Does it provide opportunities for students to show both what the

know and how well they can do what they know?

4. Does it tap higher- order cognitive skills and the ability to apply
knowledge?

5. Does it allow students to engage in more challenging activities that

Demonstrate a broader array of skills?

6. Is it feasible to implement?

7. Is it observable and measurable?

TRANSFER
By now, you are equipped to construct a sample performance assessment for the
subject. In the development of the performance assessment, you need the following
information:

1. Desired learning outcomes for subject area.

2. Level cognitive/thinking skills appropriate to assess the desired learning outcomes.

3. Specific activity or output to assess (i.e., performance task)

4. Appropriate types of performance assessment to use.

5. Criteria for evaluating students’ performance.

6. Type of rubric to use.

EVALUATE

Evaluate the performance assessments that you have developed by using the
following checklists.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 61

REFLECT

1. Examine the performance assessments tasks that you have chosen for your course.
Are they the most appropriate for the desired learning outcomes?

2. Do they need major revisions? If yes, in which aspect?

Test your understanding about constructing performance assessment.

Answer the following items:

1. Mr. Trinidad has been advocating the use of performance- based assessments in his
science class. What type of performance assessment is he most likely to use to grad
his students on their knowledge of the ecosystem?

A. Multiple choice on the different types of ecosystem

B. True or False on the roles of organisms in the ecosystem

C. Essay on the different types of ecosystem

D. Ecosystem Diorama with explanation

2. Which of the following requirements in a Chemistry laboratory subject is best

assessed using performance assessment?

A. Laboratory experiment report

B. Conduct of an experiment

C. Midterm exams

D. Peer or groupmate evaluation

3. Which of the following is the best example of a performance assessment of a product

or output in an English class?

A. Debate

B. Extemporaneous speech

C. Oral presentation

D. Research paper

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 62

4. What type of performance task is best to demonstrate students’ problem- solving skill
in a math subject among primary school students?

A. Multiple- choice test

B. Oral presentation

C. Quiz bee contest

D. Essay

5. Your teacher in Digital Literacy subject asks your class to help her revise and finalize
the proposed rubrics that she will use to assess the students’ competency in using
computers.

5.1 What kinds of performance assessment are the most appropriate to use for
this class? What type of rubric to use?

Performance Assessment Rubric

5.2 What characteristics will you look for to say that the proposed rubric is a
good and effective performance assessment tool?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

5.3 What criteria can be included for judging the students’ performances or
outcomes? Please give your reasons for your answers.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 63

 _____________________________________________________________
_____________________________________________________________

SUSTAIN
Evaluate the level of your skills in identifying and designing performance
assessments using the following scale:

Level Performance Benchmark

Proficient (4) I know this very well. I can teach others how to make one.

Master (3) I can do it by myself. However, sometimes make mistakes.

Developing (2) I am getting there. I still need help to be able to perfect it.

Novice (1) I cannot do it myself. I need help to make a good/effective test.

Based on your self- assessment above, choose the following tasks to help you
enhance your skills and competencies in designing performance assessment tasks:

Level Possible Tasks

Proficient I know them well. I can help or mentor others who are having
difficulty in identifying and designing performance
assessments.
Master I can do it by myself. However, I may need to consult my
peers or experts if I have some concerns or difficulties.
Developing I am getting there. However, I still need help from peers or
experts to improve my skills.
Novice I cannot do it myself. I need help to make an effective
performance assessment tool.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 64

Educator’s Input

Mr. Remoto is teaching Understanding Culture, Society, and Politics in one

Senior High School in Metro Manila. The course uses the disciplines of Anthropology,
Sociology, and Political Science to develop students’ knowledge of cultural, social, and
political dynamics, and sensitivity to cultural diversity and to provide them with an
understanding of how culture, human agency, society, and politics work. To assess
students’ learning in his course, he required written works, performance tasks, and final
exams. This is what he shares about the classroom assessment he used:

“I give written exams in this subject which comprise 30% of the final grade. Part of
the written exams are seatwork/assignments and long quizzes. The biggest chunk of
the students’ final grade comes from the performance tasks, which comprise 40% of
their final grade. Among the performance tasks that I require include class
participation, group reporting, and a research paper. The last 30% of the final grade
is based on a culminating project, which is an advocacy campaign, which aims to
create awareness of a specific social issue in the Philippine Society. I require the
students to conduct a research about the topic and to make use of digital poster
slogan, infographic, infomercial video, music video, or short film as a medium to send
the message across to their audience. A rubric was developed and is used in rating
this culminating project. There are also other rubrics that I use for other requirements
of this subject, such as a rubric for individual class participation, group report, and
research paper.”

Other Support Materials Available

For further information about performance assessment, you may refer to

the following materials:

1. PowerPoint Presentation on the Guidelines in developing Performance Assessment

Tools

2. Palm, T. (2008). Performance Assessment and authentic assessment: A conceptual

analysis of the literature. Practical Assessment, Research & Evaluation, 13(4).
Retrieved from http://pareonline.net/getvn.asp?v=13&n=4.

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the 21 st
century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your content (5Cs).

What output/s in this lesson shows you Chosen Output Why?

are very good in the following:
1. Content (the output reflects Example: Because it reflects the
understanding of the topic Constructed Table of framework of the test,
Discussed) Specifications which the Revised Bloom’s
Taxonomy where the six

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 65

 Develop an assessment tool to measure affective outcomes of learning.

cognitive processes are

given as well as the
four dimensions of
knowledge.
2. Critical Thinking (the output reflects ability
to critique/evaluate/solve
problems)
3. Creative Thinking (the output reflects
ability to create new ideas)
4. Communication (the output reflects
Ability to express one’s ideas in
words or actions)
5. Collaboration (the ouput reflects
ability to work well with others)

LESSON 2:
Affective Assessment
Suggested Timeframe: 4.5 hours

How do you assess affective outcomes of students’ learning?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you are expected to demonstrate an

understanding about affective outcomes of learning and acquire knowledge on
how to measure these outcomes. As a result, you should be able to develop an
assessment tool to measure at least one affective trait that students have
developed in the course of their learning. Your success in this performance task
will be determined if you have done the following:

Tasks Success Indicators

1. Define the affective factors that are 1. Present at least an experiential sample
important in students’ learning. situation to illustrate how feelings and
emotions can influence learning.
2. Identify the taxonomy of affective 2. Present a list of affective qualities that

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 66

 behaviors in students’ learning. students should demonstrate in a course or
subject vis-à-vis the defined taxonomy in the
affective domain.
3. Demonstrate knowledge and 3. Present and explain the affective factors
understanding of the affective traits contained in the K to 12 Basic Education
articulated in the Basic Education Curriculum Framework in the chosen field of
Curriculum Framework in one’s field of teaching.
specialization.
4. Develop understanding on the various 4. Develop the behavioral indicators in at least
assessment methods and tools that one aspect of affective domain in students’
could measure affective outcomes of learning.
learning.
5. Review literature or research studies 5. Present a sample research instrument used
that deal with assessment of affective to assess students’ affective behavior.
traits.
6. Develop an assessment tool to 6. Present and discuss the constructed
measure affective outcomes of assessment tool to measure affective outcome
students’ learning. of learning.

Prerequisite of This Lesson

In order to accomplish the performance tasks identified in this lesson, you should
have understood why affective domain is part and parcel in developing instructional
objectives. If you have reached the high level of appreciation on the “whys” of including
affective domain in your lesson plan, and you feel confident in formulating objectives on
affect, the lessons are presented here will be exciting and enjoyable for you. As you walk
through the text of this lesson, it is important to recall the past lessons about formulating
instructional objectives, in particular, how to state objectives in measurable and
observable terms. In addition, your understanding about basic concepts, knowledge, and
skills about assessment as discussed in the earlier lessons will be most useful.

PREPARE
To be able to develop your assessment tool to measure the affective dimension of
students’ learning, you need to read and understand the information in the following
paragraphs that discuss important aspects about affective assessment, which will
eventually guide you to accomplish the ultimate objective of this lesson, that is, to
develop an assessment tool to measure affective outcome of students’ learning. To
maximize the time with your teacher in the course, it is advised that you read the text
by yourself such that class discussion with the teacher will be more focused on more
specific concerns about the content and essence of the material, queries, and
difficulties in accomplishing the tasks.

What is affective assessment? Why assess affective domain?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 67

 Think about your answer to the following questions:

How do you feel doing mathematics?

What do you like in mathematics?

Your responses may vary. Some may like the subject, or for the majority, the
feeling is the opposite. If we deal with measurement of feelings, attitude, or interest,
we are into affective assessment. From the word itself, this type of assessment
deals with the affect dimension of students’ learning. The affective domain (from the
Latin affectus, meaning “feelings”) includes a host of constructs, such as attitudes,
values, beliefs, opinions, interests, and motivation. They are the noncognitive
outcomes of learning that are not easily seen or explicitly demonstrated. The type of
assessment in this domain is not aimed to determine what the students have learned.
Rather, it looks into how students feel while they are learning, how their learning
experiences have influence their emotions and future behavior. Teaching is not only
imparting content knowledge that requires cognition. It is also knowing and
understanding students as learners and humans. Therefore, it is essential that
teachers know the feeling of pleasure, enjoyment or even anxiety that learners
experience because these feelings will have bearing on their attitudes, motivation, and
beliefs that will eventually be manifested in their future behavior. Further, with
information about the students’ affective characteristics, teachers will be able to
individualize their approaches to students and reshape the lesson plan based on the
identified needs of students.

Assessment on the affective domain is not only on the part of teachers to know
information about students. It is also useful for student themselves. Self- awareness of
feelings, emotions, and attitudes can make students reflect on how they are in the
process of learning. This type of metacognition has proven to enhance learning and
contribute to success in the academic task. Student attainment is a result of the
functioning of his or her whole personality. Cognitive and affective assessment should
work in tandem as what empirical studies have proven.

Unlike cognitive and psychomotor assessment, affective assessment does not

determine the grades the students get. It rather helps teachers determine what steps
need to be taken to help students achieve academic success. Knowledge of what
students view, perceive, feel as they are engaged in learning activities will guide
teachers to improve their teaching strategies and enhance learning. Affective
assessment can provide supplemental information about a learning difficulty or
behavior problem that affects learning. For example, if students feel nervous in just
seeing numerical symbols and sign of operations, how will the students be helped in
this kind of anxiety? Fear about mathematics will cause nervousness and possibly
lead to poor performance, if not failure. Teachers have always been focused on the
attainment of student content knowledge and more often, feel frustrated with students’
poor achievement. The low performance may be caused by affective factors, such as

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 68

attitude, interest, and motivation. According to Stiggins (2005), motivation and desire
represent the very foundation of learning. If the students do not want to learn, there
will be no learning. Further, Popham (2011) contends that affective variables are often
more significant than cognitive variables. In the past, more effort was devoted in the
measurement of cognitive learning behavior, but in recent years, assessment of
affective characteristics of learners has been given more importance. Admittedly,
assessment is far more difficult domain to assess and to objectively analyze since
affective objectives range from simple attention to complex and internal qualities of
character and thinking of learners. Nevertheless, teachers need to deal with
assessment and measurement of students’ abilities in this domain.

What is the taxonomy of affective domain in learning?

In the assessment of cognitive domain, you have used the Revised Bloom’s
Taxonomy of Cognitive Processes identified as remembering, understanding,
applying, analyzing, evaluating, and creating. As presented in Lesson 2, in the
affective domain of learning, Krathwohl et al. (1964) developed a taxonomy of
affective qualities that can serve as guide in doing affective assessment. As shown in
Table 2.1, these include the following behavior:

1. To receive: In this level of affective behavior, the learner demonstrates an

awareness in an activity that is happening such that he/she gives attention to the
activity. This level involves willingness to receive the stimulus. For example,
looking at the teacher during lecture is an awareness on a learning stimulus, but
listening and paying attention indicate willingness in receiving that stimulus.

2. To respond: In this case, the learner reacts to a given stimulus or information that
has been received. If a learner participates in a class discussion, and not merely
listening, then the learner is in this level of behavior. This behavior may be
compliance to a given task, voluntary engagement, or doing an activity with
interest.

3. To value: This is the level where the learner demonstrates commitment to the
object, knowledge, or activity. Here, the learner has internalized a set of specific
values such that these values are manifested through overt behaviors. For
example, picking up litters outside the classroom without teacher’s presence or
saving money for a book, or putting off lights after class on own volition are
“valuing” behaviors.

4. To organize: This is the level where the learner has internalized and integrated his
or her feelings, emotions, beliefs, opinions, etc., resulting to actions where new
values and traits emerged. In this level, the learner is able to discern
independently the right from wrong, and he/she is able to make a decision on what
is more valuable based on his or her own judgment.

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5. To characterize: In this level of affective trait, the learner demonstrates his or
beliefs and attitudes not only in a single event or situation but in multiple events,
showing consistency of the behavior that establishes an image or character of the
learner. The behavior extends beyond the school setting and becomes part of his
or her lifestyle. For example, if doing an experiment has instilled the value of
patience, such trait could be carried over to the student’s nonscience activities.

What are the affective variables in learning?

As mentioned earlier, a number of variables can be investigated using affective

assessment and these basically deal with how students feel or think about a lesson, a
person, or an activity. In the education field, the most common variables for affective
assessment are the following:

1. Attitudes. This is the most talked about affective factor in a student’s learning. We
always talk about attitude toward something. This means we are referring to a
person’s reaction whether negative or positive, favorable or unfavorable toward an
object, activity, person, or environment. In teaching, this will be concerned with the
attitude toward learning, subject, teachers, classmates, homework, and projects or
even attitude with wearing of uniforms, attendance to flag ceremony, and others.
Here, we all desire to foster positive attitudes. On the other hand, we also want
students to have negative attitude on things like cheating, bullying, fighting, drugs,
absenteeism, and smoking.

It is important to note that attitude cannot be taken as solely affective. It also

has a cognitive component where the learner has the content knowledge that
defines the worth or value of the object or situation. For example, knowledge about
the effect of smoking on health and knowledge about nicotine ideally should make
students have negative attitude toward smoking. However, this is not always the
case. One may have the knowledge but applying the knowledge is another thing.
Cognitive knowledge can just be a contributing factor to effect a desired affective
outcome.

Some empirical research reinforced the importance of assessing attitude.

Othuon (2010) found out that negative attitude toward English is the most affective
and psychological factor that results in the students’ poor performance in English.
The ability of students to master a second language is not only influenced by the
mental competence or language skills but also by the students’ attitudes and
perceptions toward the target language (Abidin et al. 2012).

2. Values and Beliefs. Values are characteristics or traits that a person holds in high
importance. These include principles that one considers to be right, and
consequently which guides the person’s future actions and decisions. In a school
setting, values that are included in the curriculum are honesty, patience,
perseverance, respect for others, cleanliness and order, care for environment, etc.
Beliefs, on the other hand, refer to our convictions or opinions we hold to be true

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 even without evidence. While beliefs are traditionally associated with religion, they
have been talked about in the field of education. There are such things as beliefs
about mathematics, freedom, gender equality, etc.

Beliefs emanate from multiple sources, from what one hears, sees, reads,
and experiences. Values are developed from beliefs. Beliefs, as well as values, can
change over time from learned experiences. As such, it is important that teachers
provide positive learning experiences to students because from these experiences,
they form beliefs that lead to the formation of values that are desired. Further,
these beliefs and values determine attitudes which are correlated with a learner’s
performance. This sequential relationship reinforces the importance to assess
these affective factors that can aid teachers in developing their instructional plan to
attain intended curriculum goals and objectives.

3. Interest. Interest is a psychological state that draws a person’s attention to an

object, idea, or event. In a classroom setting, it is what students are “into” or the
learner’s disposition about a topic, such as reading, science, mathematics,
history, etc. It is interest that drives the learner to be attentive to the topic of
discussion or engage in any academic activity. Interest may be personal or
situational. If a student reads a book or save money to buy books, even this is not
a course requirement, this means that he/she has personal interest in reading.
However, if a student has a liking for mathematics because he/she likes his or her
mathematics teacher, then his or her interest in mathematics is situational.
Whether personal or situational, it is important for the teacher to know how
students are receptive on the content that is covered in the lesson. If there is low
interest as revealed from the assessment results, the teacher can think of
intervention strategies to address the problem, like creating learning experiences
that are more exciting to engage students in interaction with peers, or with
teachers. Interest is directly linked with enjoyment and joy in doing something.

4. Motivation. Brown (1987) defines motivation as an inner drive, impulse, emotion,

or desire that moves one to a particular action. It arouses and sustains behavior.
It can lead to increased effort and energy to pursue a goal. If a learner is highly
motivated, he/she is willing to give his or her time and effort to reach a goal. It
brings a learner to excitement and enjoyment to an academic task and enhances
cognitive processing and improves learning.

Motivation has other intrinsic factors like curiosity, appreciation, valuing for
learning, as well as extrinsic factors like praise, grades for completion,
certification, etc. Ausubel (1968) has identified six needs and desires that are
integral parts of motivation: (1) the need for exploration, (2) the need for
manipulation, (3) the need for activity, (4) the need for stimulation, (5) the need for
knowledge, and (6) the need for ego enhancement. From this list, we see the
critical role of teachers in creating a learning environment that can provide these

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 needs in order for the learners to reach the highest level of motivation.
Consequently, assessment in this aspect of affective domain is of importance.

5. Self- Confidence. This refers to how a person feels about his or her abilities to
accomplish a task or reach a goal. It is the person’s perception of
himself/herself and his or her capabilities to perform successfully the task given
to him/her. Empirical studies showed self- confidence is associated with
academic success. In particular, Stankov et al. (2012) have found that students
who think they are skilled in Math tend to perform well on Math and English
tests. In the same study, the researchers contend that confidence tests as an
assessment tool can benefit both learning and teaching. For example, the
scores from the self- confidence tests on subject contents provide students with
insights into the topics they are weak in.

What assessment tools are used to measure affective learning?

Measurement of affective traits is more challenging compared to measuring

cognitive and psychomotor dimension of learning. Such measurement may be direct
or indirect. The direct assessment of affective learning outcomes is more attainable at
the lower levels in the learning taxonomy of Krathwohl et al. (1964). Teachers, for
example, can take attendance to measure pupil’s willingness to receive information.
Likewise, teachers may consider the number of times the pupil raised his or her hand
to answer or ask questions, or the number of completed assignments and projects.
These are sample evidence at “responding” level. However, in this age of
globalization, where character and morals of citizens are critical, becoming more
critical, educators are giving more attention to higher levels of affective taxonomy. But
then, behaviors at these levels are less amenable to direct measurement because
affective learning outcomes (e.g., attitudes, values, beliefs, etc.) are internal states
that exist in the mind and thoughts of the learners. Because of these, indirect
measurements are thought to be less reliable. Nevertheless, researchers and
educationists are in continuing effort to overcome these perceived difficulties.

The information generated from the use of indirect assessment of affective

learning outcomes can come from different sources- student himself/herself, teachers,
or peers. A variety of methods for indirectly assessing intended affective learning
outcome have been espoused. Some of the most common assessments include self-
report inventory, questionnaire, opinionnaire, semantic differential, observation, and
interview.

1. Self- Report Questionnaires. As the name applies, self- report or self- inventory
is a type of assessment where the respondent is asked to answer a question
about himself/herself, his or her behavior, emotions, feelings, or views. It serves
many purposes to include diagnosis of students’ mental and emotional state. This
is also popular in a pre-test and post- test design when the teacher wants to

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 assess change (e.g., in attitude, interest, motivation) before and after instructional
period. This assessment tool is easy to administer to get immediate results and
information directly from the person who is most knowledgeable about
himself/herself. One limitation of this method is the honesty of the person- his or
her tendency not to write the truth of what he/she feels. Instead, the student may
choose a response that can satisfy the teacher, rather than actually writing the
truth. The respondent can also be personally biased because he/she is
responding to a nonfactual or subjective statement from his or her own point of
view only. To prevent this possibility, the one handling the assessment should try
to ensure setting the right environment for getting the most truthful data.

Self- report inventories use a variety of formats. The most common are
presented in the following:

a. Likert scale. This measuring tool, invented by Rensis Likert, is a series of

questions or items that requires the respondent to select on a scale a rating
reflecting the level of agreement or disagreement on items that are related to a
particular topic, experience, or issue. The responses, both in descriptive and
numeric form, range from one extreme to another, such as “strongly agree”, where
“5” is the numerical value of the extreme positive feeling and “1” for the extreme
negative. This kind of scaling gives deeper insight into what the students are
thinking and feeling. An example of Likert scale is shown below:

Rating Scale on Views About Mathematics and Mathematics Learning

To what extent do you agree or disagree with the following views about Mathematics?
Check the appropriate box.
Strong Agree Slightly Disagree Strongly
ly Agree Disagree
Agree (4) (3) (2) (1)
(5)
1. Mathematics is the study of formulas,
rules and procedures in solving
problems.
2. In mathematics, you can discover new
things that can be exciting.
3. To be able to solve mathematics
problems, you have to memorize and
follow procedures as taught in class.
4. Mathematics is an exact subject that
requires precision and accuracy.
5. Mathematics is logic and reasoning.

From your review of research literature, you must have noted that most of the Likert
scale instruments indicate the numeric scale value as seen in the rating scale on Views
About Mathematics:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 73

Strongly Agree Slightly Disagree Strongly
Agree Agree Disagree
(5) (4) (3) (2) (1)

One danger of having the numeric scale values of 5,4,3,2,1 is the possibility that an
option with a higher value will be more attractive to the respondents. You have the choice
to omit the numeric scale and just indicate the actual scale labels in the instrument.
Likewise, descriptive labels and numeric scale value can vary to be more congruent with
the Likert items. For example, in a Reading Interest Inventory, some items may be written
this way:

“I like reading books by myself.”

“I save my money to buy extra books I like.”

The two statements above are action statements rather than commonly used
Strongly Agree, Agree, etc. It may be more appropriate to use the descriptive scale
labels and numeric scale values as: Always (5); Almost Always (4); Sometimes (3);
Rarely (2); Never (1) OR Always (5); Very Often (4); Often (3); Not Very Often (2);
Never (1).

The 5-point scale is the most common continuum, but this will be more fitted if
your respondents are adults. A 4-point or 3-point scale will be easier for younger
respondents. Also, instead of the numerical values that usually appear in many of the
standardized rating scales, some visuals might be more useful to catch the attention of
the younger respondents in answering the instrument.

The following is another example:

Rating Scale on Attitude Toward Science Lesson

In your science class, how frequently did you find yourself experiencing the
following situations?
Alway Sometime Rarely Neve
s s r
1. I enjoy being in science class.

2. My science teacher gives me interesting

things to do in and outside the school.
3. Doing experiment in science is fun and
exciting.
4. I love listening to what my teacher says
about the world we live in.
5. I enjoy making science assignments and
projects with classmates.
6. Handling microscope and other science
equipment makes me nervous.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 74

7. Science makes me nervous than any other
subject.
8. The exercises during our lessons are
boring.

An alternative format for labeling the response shown in the previous page may
work out better for some respondents especially to lower age level of students.

Writing Statements for Rating Scale for Self- Report

Some guidelines might be of help in creating your self- report assessment

instrument.

1. Statements should refer to the present conditions rather than past or future
situations.

2. The statement should be relevant to the psychological construct being measured.

3. Avoid factual statement since the nature of what is assessed are affective traits.

4. Statement should elicit a response that lends itself to one interpretation.

5. Statements should be clear and simple sentences using precise and direct
language.

6. Considering that responses in the instrument reflect gradation, statements

should no longer contain always, nearly, only, never, and just. These words are
ambiguous.

7. Use vocabulary appropriate for the level of understanding of the respondents.

8. Avoid double negative sentences.

Steps in the Construction of the Rating Scale

1. Select the effective trait you want to assess which you find relevant to teaching-
learning situation. Make sure that you or your school is going to benefit from it and
use the data to improve the present situation.

Example: You may be interested to know students’ interest about specific

educational issues like climate change and environment. This inventory will not only
help the science teacher in classroom situation, but the data may also help
teachers to know who can be tapped to participate in Waste Management and
Segregation Project the school is launching.

2. Construct items that are clear, definite, and focused on the trait you want to
measure. Consider the different levels of affective taxonomy in constructing the
items. In addition, since what you are assessing is on emotion or affect, items

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 75

 should include positive and negative positions that will make the respondent think
carefully the answer to the item.

3. Pilot test or field try the inventory and revise the parts that appear to be unclear.
This is advised when you want to measure more encompassing and long term
affective learning outcomes. The purpose of field testing the instrument is to detect
unclear questions and statements and procedural difficulties the intended
respondents can experience with the questionnaire. It is preferred that field test be
given to comparable set of students. If the inventory is intended for Grade 6
students, then having another class of Grade 6 to give feedback to the inventory
will best suit the purpose of field testing.

4. Administer the self- report inventory to your target respondents. It is advised that
adequate time like on power test is provided for completion of the inventory.

5. Analyze the results and consider the findings and draw the implication. The most
common scale is 1 to 5, with 1 as the extreme negative option, followed by the less
negative, and mid- range ratings indicating a level of neutrality through 5 being the
highest positive or favorable response. For the negative items, the numerical values
are reversed. The use of simple statistics is essential. This involves frequency count
relative to each option in the scale, cumulative percentages to see pattern of
responses in each item as well as the entire scale. Simple computation of mean will
be useful in visualizing the collective outcome as class, or as a grade level or in the
entire school. The most common way to treat data using Likert scale is to sum the
values of each selected option and determine the score for each respondent. The
score represents a specific trait- agreed or not agree, satisfied or not satisfied,
confident or not confident, etc.

Again, if your intention is for classroom setting only, data analysis does not have to
be complex and computation of a score may not be the focus. The teacher may give
more attention to patterns of responses vis-à-vis the content and essence of the
affective items. Consequently, the teacher should be able to define the implications
of the results to improve the learning environment.

b. Semantic Differential. This is a widely used scale that employs ratings of concepts
with contrasting adjectives placed at opposite ends of the number scale. For
example, the concept of “Problem Solving” can be assessed using the following
semantic differential scale:

Problem Solving

Difficult ___ ___ ___ ___ ___ Easy

1 2 3 4 5

Interesting ___ ___ ___ ___ ___ Boring

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 76

Name ______________________________ Grade ________________ Date _____________

Put a check (/) on the options that correspond to your answer to each item.

1. How would you like to be part of environmental program activities?

1 2 3 4 5
_____ I do volunteer to be part of the crusade
_____ I give donations Useful ___ ___ ___ ___ ___ Useless
_____ I just let my parents pay their taxes
_____ I am not interested 1 2 3 4 5
2. Do you follow any of the Realistic
television shows about___
___ environmental
___ ___ issues___
and programs?
Unrealistic
_____ Yes, always 1 2 3 4 5
_____ Not regularly
_____ No Rigid ___ ___ ___ ___ ___ Loose
3. Which of the following waste materials do1you segregate
2 3 at home?
4 5
_____ Papers, newspapers
In this example, the students are asked to express their attitudes toward
_____ Glass and bottles
problem solving. They need to make a check mark on the scale indicating the degree
_____ Plastics
of agreement
_____ Food leftovers they have with the adjectives listed. Similar to the Likert scale where
_____ I there
do not segregate
are negative items, the position of the positive and negative adjectives in
semantic differential are reversed to balance the scale and create a less biased
4. Do you read magazines and publication about environmental issues?
measurement. The response could then be summed, and a mean could be determined
in each
_____ Yes, everyof the adjective pairs. In this way, the concept “problem solving” would be
time
_____ Sometimes
scaled on the various pairs of the adjectives.
_____ Rarely
_____ No,
C. not my interest
Checklist. A checklist is a form of self- report that asks persons to indicate whether
they demonstrate a set of qualities or behaviors. In particular, for affective
5. What is your reaction on the signing of Executive Order 26 on Providing for the
Establishmentassessment, it isEnvironments
of Smoke- Free tool for identifying
in Publicthe
andpresence
Enclosedor absence of a feeling, attitude,
Places?
or behavior. The behaviors that are checked will reflect what values and beliefs
learners hold. For example, attitude toward environment may be measured by
giving students a checklist that enumerates different actions related to environment
awareness and commitment in one column and space in another column where
students will put a check or a cross, indicating whether those actions are being
done or not.

An Example of a Self- Report Behavior Checklist

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 77

Put a check markI support
_____ (/) on the blanks
the that are
Executive truetotoprotect
Order you. the health of people
_____ I find the Executive Order as anti- poor
The reading class
_____ is:my concern
It is I find English:
_____ I do not know what it is all about
_____ boring _____ fun
_____ exciting _____ tiring
6. What is your reaction to environmental polluters?
_____ fun _____ easy
_____ stimulating _____ officials
_____ I will report them to the concerned difficult
_____ informative
_____ I will call their attention when_____ irrelevant
I see them doing the act
_____ unpleasant
_____ I will tell others not to imitate_____
them useful
_____ routine _____ interesting
_____ It is their concern, they are responsible for their own action

7. Are you a member of any environmental organization?

_____ Yes
_____ No
_____ Planning to do so

Another form of checklist also provides students a list of adjectives for describing
something or making judgment about behavior and actions and asks the respondents to
check those that apply to them.

2. Interview. This is an oral assessment of student learning that is constructed

through spoken words and casual conversation. This assessment tools allows the
teacher to collect and explore more in- depth information about the trait being assessed
that cannot be captured by written instrument nor even be observed. The assessment
data are not just answerable by “Yes” or “No” or other predetermined responses.
Through this assessment technique, the teacher is able to probe responses that other
forms of assessment tool cannot. The students can qualify and expand their previous
answers, which can be vague at the earlier part of the conversation. It provides
students opportunity to open other thoughts and ideas, and the teachers can be flexible
to adapt questions as the need arises. It can provide a powerful “moment of sharing”
where the learner is able to express face-to-face his or her feelings and emotions.
Prerequisite to achieve all of these is the trust you have to build with the interviewee by
demonstrating care and respect.

Interviews may be structured or unstructured. In the structured interview, there is

a planned sequence of questions, which lead to open- ended discussions between the
teacher and the student, either done individually or by group. One limitation though of
the structured interview is that predetermined questions tend to limit flexibility. Some
important information about the learner on constructs you want to pursue may be
missed or ignored because you can be controlled by the list of questions you need to
complete. On the other hand, informal interview will appear to be natural, and it can

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 78

create a more conversational environment for sharing, wherein the teacher will be able
to elicit more truthful information from students about themselves. In many cases, even
when trust has been established, students may not also be comfortable talking about
values and sharing feelings when he/she is in a one-to-one conversation with the
teacher. This is especially true for young adolescents who are more particular with the
image they create with others. A group interview may work better on older students to
elicit most authentic information. Younger children can be more candid and honest with
their answers whether the interview is done individually or in a group. Nevertheless, in
whatever manner, interview is considered an effective tool for affective assessment.
Imagine yourself as a student and you experience a teacher spending time talking to
you about how you are doing in his or her subject, asking you face-to-face on how you
are learning, or how you are feeling toward his or her subject. Questions like “How did
you do on the assignment I gave you?”, “What questions in the test excite you most?”,
and “What task dod you find most difficult?” will make a great deal on students’ feelings.
In other words, interviews may go beyond cognitive improvement. Spoken words will
motivate students to learn.

For interview to be an effective assessment tool, the following are general steps
in developing and conducting an interview:

1. Select the assessment objectives.

2. List the ora questions in sequence based on the objectives. However, the sequence
is not absolute, instead, there should be a room with flexibility. Questions should
start with general questions followed by more specific ones.

3. Make a report sheet or any form to record responses.

4. Conduct the interview. Start with statements that will make the learner be at comfort
level with the teacher.

5. Record the responses, both elicited responses and responses that were aided by
prompts. Record as well the questions that were not answered, and additional
questions that were given during the probing process. Record the wait time for the
response. It will also be worth noting to record the nonverbal behavior like body
movements during the interview process.

Sample: The Interview

Questions Teacher Notes

 How did you feel about your

participation in our class today?

 What did you think about the

story that we discussed

 Did the story interest you?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 79

 What is the part of the story that
caught most of your attention? Why
did it interest you most?

 What makes you read a book

without being told so by your teacher?

 How do you like your reading

class? What makes you dislike it if
ever feel so?

 What different approach should

your teacher use to help you and your
classmates better?

3. Student Journals. These are effective tools that can be used in assessing and
monitoring student thinking and attitudes. Journal writing gives students guided
opportunities to “think aloud” through writing. It is a special form of documentation
that records personal experiences and thoughts. It is reflection of learners’ own
perception about a problem, a situation, or an activity they are tasked with. A student
who encountered a difficult problem and is asked to write about the situation through
a journal will reflect more deeply and think critically about the problem or situation
and what action and decisions were made to hurdle the difficulties. In journal writing,
students are given opportunity to rewind previous experiences that can give them
new perspectives in facing future actions. Further, through journals, students are
given the opportunity to open up and express their thoughts and feelings, which can
reveal their thinking both on the cognitive and affective aspect of the problem task.
For example, if the student is asked the question, “When is a person a hero to you?”,
the student’s writing will reveal not only his or her set of beliefs and values (the
affective component), but also his or her knowledge on the concept of heroism (the
content part).

Journal writing pens the door the door for a one-to-one dialogue between the
teacher and student. It creates an environment of partnership where teachers and
students resolve issues and conflicts of ideas and understanding in confidential
manner. The written journal provides information for teachers to give feedback and
ask questions to students that can develop different ways of thinking. While the
primary intention of journal writing is to capture students’ feelings and emotions, the
discourse can lead to improving the cognitive domain of learning. To attain this,
journals are guided by a set of ideas, questions, or problems.

In choosing journal writing as an assessment tool for effective learning

outcomes, here are some guide questions to consider:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 80

  What is your purpose for the student journal writing (i.e., critical thinking,
reflection, self- awareness, goal review, developing self- confidence,
overcoming anxiety)?

 What is the format (i,e., hand written free form, typed, full sentences)?

 What is the topic? What do you want the students to write about?

 How much do you want your student to write (i.e., number of pages, number
of paragraphs, or number of words)?

 How will the students be given feedback (i.e., individual, with a small group,
with the teacher)?

 Who will read the journal (i.e., with teacher only, with other teachers, with
selected students)?

 How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)?

4. Observation. It is an assessment tool that involves looking out for the presence or
absence of behaviors of learners in a natural setting. Observation allows the teacher
to assess student behavior in the actual setting and learning process unlike other
forms of assessment that require separate time with the student to answer the
measuring instrument. This method is a rich source of clues that can be both
obtrusive and unobtrusive measures of attitude, beliefs, disposition, character, etc.
Example: A Physical Education (P.E.) teacher watches students play basketball in a
school court. While the focus may be on the skill of playing basketball like shooting or
throwing the ball correctly, the teacher can also directly watch who play the “clean”
game and who play on “foul” moves or what we often term, the “dirty tricks”. Such
behavior is indicative of important affective characteristics like honesty, patience, and
positive disposition, which we aim to develop not only in P.E. but across the school
curriculum. Like interview, observation may be structured or unstructured. An
unstructured observation is open- ended, with no formal recording of what is
observed as assessment process is ongoing. This does not mean though that it does
not require planning. You have to be very clear of what to observe and list the
behaviors and actions that will indicate the possession of the trait. There is still the
need to record observed data right after actual observation time. Recall the more
specific events, which can be significant, and include both positive and negative
actions. Unstructured observation data had been criticized for being subjective. Thus,
be mindful of your personal interpretation of observed data.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 81

 Rating Scale for Structured Observations in Science Class

Student/s Observed _________________ Date_________ Time __________

Grade & Section ____________________ Observer ____________________

Behavior Not at Rarel Sometimes Most of the Almost

All y Time always
1. Raises hand during
class discussions On
2. Tells others thatChecklist
the for Structured Observations in Science Class the
lesson is fun
3. GivesStudent/s
criticismObserved
to _________________ Date_________ Time __________
classmates’ response
Grade & Section
to teacher’s questions ____________________ Observer ____________________
4. Ask questions about
issues connected to
science concepts
presented Behavior Frequency of
5. Goes through the Occurences
1. Raises handmanual
laboratory during class discussions
2. Tells others
before that the
engaging in lesson is fun
3. Gives criticism
the actual to classmates’ response to teacher’s
questions
experiments
4. Ask questions about issues connected to science
concepts presented
5. Goes through the laboratory manual before engaging in
the actual experiments
other
hand,
in the

structured observation, you need to prepare a checklist or rating form before the
actual observation. This checklist defines the positive and negative behaviors
indicative of the trait you wish to measure. The recording is straightforward as it just
requires a check on the “Yes” and “No” column for the presence or absence of the
behavior, respectively, or a check on the appropriate numerical and descriptive scale
if rating scale is used. These are illustrated in the exhibits below:

The measures obtained from observation approach can be made more valid and
reliable with the following guidelines:

1. Set a clear definition of the affective trait you want to observe.

2. Prepare a checklist or rating scale that will define the more specific affective behavior
you want to capture. This checklist or rating scale will also be sed in collecting and
recording your data.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 82

3. Consult with a colleague or expert about the behavior listed as doable for observation
or not. You can try this with a sample of students.

4. Have colleague/colleagues to work with you in the actual observation time.

5. Be clear on ethical issues.

6. Record the observation immediately. Use the checklist, supplemented by anecdotal

records that are an open- ended way to record observation. Record factual
observation and be cautious on personal interpretation and biased statements.

7. Review data. Reflect on outcomes.

8. Decide future steps based on the observation results.

9. Adjust planning and apply interventions.

10. Monitor progress.

DEVELOP

Following are some questions to see how far you have understood what have
been earlier discussed.

1. What is affective learning?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why do we need to measure affective learning?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What are some affective traits that are relevant to students’ learning?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 83

 Assessment of Affective Learning

Levels of Affective Affective Learning Variables Measuring Tools

Learning
___________________________________________________________________
Sample Behaviors
___________________________________________________________________
__ ____________________________________________________________
__ ________________________________________________________
_ ________________________________________________________
_ _________________________________________________________
__ _______________________________

4. Why is it more challenging to measure the affective domain of

learning?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. What are the levels of affective domain of learning?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

6. What tools can you use to measure the affective dimension of learning? What are the
advantages and limitations of each measuring tool?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

To further check if you have learned the contents about assessment of affective
domain of learning, fill in with a word, phrase or sentence that is appropriate for each
blank in the boxes below.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 84

APPLY

1. Below is a sample Environment Attitude Scale. Classify the items according to the
taxonomy of affective traits: receiving, responding, valuing, organization, and
characterization.

Student Environmental Survey

Direction: Please put a (/) mark on Yes or No to indicate which actions you have
taken on behalf of environmental issues. Your honest response is very important.
Ye No
s
1. Listened to announcements

2. Attended a rally for free planting

3. Read information about climate change

4. Wrote a letter to a club officer

5. Apprehended one who threw garbage on the floor

6. Took part in a protest for cutting trees

7. Filed a complaint about vandalism

8. Joined an action group in clean- up activity

9. Contributed money for a environmental cause

10. Wrote a letter to the newspaper about traffic jam

2. Pick five to seven grade school students to sit with you. Using the attached interview
guide questions, invite the students to a conversation for this interview session to
enable you to assess their attitude toward reading. Record what transpired and
interpret results. What implications can you draw from the conversation with these
children?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 85

 Interview Questions

1. Do you enjoy reading?

2. What do you like about reading?
3. What type of books do you like to read?
4. Do you prefer to read in or outside of school? Does it matter?
5. Are there any books you don’t like to read?
6. What makes reading exciting for you?
7. What makes reading boring?
8. What does your teacher do to make reading and learning enjoyable?
9. Contributed money for an environmental cause
10. Wrote a letter to the newspaper about traffic jam.

a. Develop at least five action behaviors that can measure how your students possess
the qualities below.

b. Get a friend to check whether the items you have developed are in line with the
affective trait that is being assessed. Prepare a simple two- point scale evaluation
checklist for your friend to use in determining the appropriateness of the behaviors
you have developed on these affective traits

1. Compassion

2. Honesty

3. Punctuality

4. Dependability

5. Politeness

6. Patience

3. To guide you in developing your own affective tool, examine the following portions of
high- quality assessment instruments that were developed by the International
Association for the Evaluation of Educational Achievement (IEA).

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 86

How well do you read? Tell how much you agree with each of these statements.

Agree Agree Disagree Disagree

a lot a little a little a lot

1. I usually do well in reading

2. Reading is easy for me
3. I have trouble reading stories with
difficult words
4. Reading is harder for me than for many
Of my classmates
5. Reading is harder for me than any other
subject Exhibit A. Student Confident in Reading
6. I am not just good in reading

*Reverse Coded
Very Somewhat Not confident
Confident confident

TRANSFER

Now, you can construct an affective assessment tool for a course or

subject you will most likely handle when you are already a teacher.

To provide you a sound basis to define and decide on what affective

assessment tool will be most appropriate and useful to you, you need to do the
following:

1. Look for the document on the Basic Education K to 12 Curriculum Framework

of your major field as future teacher.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 87

2. List the affective traits that are articulated in the curriculum framework.

3. Among the list of affective traits, decide which is the most important trait you
want your future students to emulate. Make sure the answer to this question
“Why do you value it most to be measured?” is very clear for you to appreciate
this performance task.

4. Review the taxonomy of affective domains as you develop the items in the
assessment tool. You can choose any of the assessment tools discussed
earlier in the module.

5. Considering that affective traits are not easily learned and developed, your
assessment tool is intended at the end of the year, or midyear at the earliest.

EVALUATE

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 88

 3. Is the statement/question/task congruent with the intended
area of measurement?
4. Can the tool as a whole generate data that are relevant to
program/course intervention and desired learning outcome?
5. Does the instrument measure the same outcome type (attitude,
knowledge, behaviour, condition) as the oneTool
Assessment you Checklist
want to I. Review
measure?
Additional Comments
Instructions : Use theforassessment
Relevance Checklist to review your assessment tool for relevance,
feasibility, and for its ability to generate reliable and truthful data from your respondents. This
III. Feasibility
checklist can help you decide on needed improvement for your assessment instrument.

1. inIsthe
Fill theblank
instrument well-
with a (/) suited
mark to the
on the circumstances
appropriate column.(when,
where, etc.) under which you/your assistant or respondents
 Itemswill complete?*
marked “yes” indicate the instrument may be appropriate for your objectives.
2. If you
 Items marked need to“no” collect data the
indicate once to measure
instrument maychange
NOT be andappropriate for your objectives.
 Itemsmonitor progress,
marked “not can thewill
sure” instrument collect this
require further type of data?
improvement to determine if the instrument is
3. appropriate
Is the instrument’s
for your length and level of complexity appropriate
objectives.
for your respondents?
4. Is theITEMS
instrument’s length reasonable for the respondents to Response
complete it?
I. Content and Format Ye No Not
5. Is it clear how you will with the data to report results? s Sur
e
Additional
1. Is the comments
language about Feasibility
of the statement/question/task clear, direct,
and specific?
IV.2.Data Quality
Does the statement/question/task contain only one complete
thought or concept?
1. 3.
Do Is questions/statements/task
the language appropriate that addresses the affective
for your respondents’
outcome cover all the(e.g.,
characteristics relevant dimensions
age, of yourand
education, outcome?
language
preference)?
2. Does the instrument capture the background information you
need,
4. Cansuch as age,be
statement gender, status,
interpreted in etc.?
more than one way?
3. 5.
Does Is the instrument
instrument’s reflect the thinking
intended purposeandclear
the element of the
(e.g., measuring
affective construct
outcomes versus that is assessed?
assessing needs) AND does this match your
4. Do purpose?*
any questions/tasks require personal or sensitive
information
Additional that it for
Comments would be inappropriate
Content and Format to ask for?
Additional Comments on Data Quality
II. Relevance with Areas/Domains of Affective Traits
1. Is the statement/question/task applicable to the traits being
assessed?
2. Is the statement/question/task related to the effectiveness of
the course of study?
judiciously the assessment tool you have developed. Talk with at least three
classmates on how to review your work. The rating scale below may help you and your
peers in evaluating what you have done. Listen to what they have said and written in
the evaluation form. Make the necessary revision to improve your work.

II. Select a class in your laboratory school or in a partner school of your institution. Pilot
test the assessment tool that you developed to at least 50 students in basic education.
Analyze the results. In your analysis of data, include: (a) patterns of responses, (b)
frequency counts and percentages, if applicable, and (c) interpretation of both
qualitative and quantitative results.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 89

III. Test further your understanding about assessment of affective learning by answering
the following items below:

1. Which of the following learning domains relates to the development of a person’s

value system?

A. cognitive

B. psychomotor

C. social

D. affective

2. Which of the following theorists identified the taxonomy of affective learning

domain?

A. J. Piaget

B. D.R. Krathwohl

C. B.F. Skinner

D. P. Likert

3. When a student is seeing the worth and usefulness of knowing the law of gravity in
his or her physics lesson, the student is demonstrating what level of behavior?

A. Receiving

B. Responding

C. Valuing

D. Characterizing

4. Which of the following actions is at the highest level of the affective domain?

A. Recalling information

B. Responding to an issue

C. Demonstrating awareness

D. Internalization of values

5. Which of the following assessment tool is most appropriate if teachers want to

capture and monitor in writing the students’ personal experiences and thoughts
about something in his or her learning?

A. Rating scale

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 90

 B. Student reports

C. Student journal

D. Interview

6. If a student joins voluntarily a marathon activity for raising funds for flood victim, he
or she is demonstrating what level of affective learning?

A. Awareness

B. Responding

C. Valuing

D. Characterizing

7. It is an affective assessment tool that can take into account nonverbal behaviors.

A. Self- reports

B. Observation

C. Interview

D. Student journals

Consider the following case to answer questions 8-10.

Mrs. Abad is a fourth- grade teacher at J.P Garcia Elementary School who
experienced difficulty in her classroom this school year. She had to spend much time
and energy preventing her students from bullying each other, and she noticed how many
are making verbal remarks, calling each other “stupid” or “dumb”. In addition, quite a
number did not do assignments and always missed bringing their textbooks in class. She
is, however, puzzled that in her actual English period, majority, even those who are
guilty of misbehavior, can communicate well when asked to recite and talk sense when
asked to interpret literary works. Overall, Mrs. Abad is not happy with student
achievement, as measured by different summative tests where only 75% performed
above the level of satisfactory performance.

8. What affective trait should Mrs. Abad first develop among her students?

A. Interest

B. Self- confidence

C. Honesty

D. Valuing of learning

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 9. If the students can communicate when asked to recite and interpret literary piece,
what level of affective trait is demonstrated by the students

A. Receiving
B. Responding

C. Valuing

D. Organizing

10. If Mrs. Abad wants to capture in depth the reasons for students’ misbehavior, what
assessment tool is most appropriate in her case?

A. Checklist

B. Observation

C. Interview

D. Semantic Differential

REFLECT

1. Examine the assessment tool that you constructed. Do you find meaning in the work
that you have done?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What was the purpose of this assessment tool? What will it serve?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 92

 3. How significant is this tool in your future work as a teacher?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________________

4. Is this plan worth your time and effort? Why?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. What else could be done with this assessment tool? For what other purpose
can this be useful?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

SUSTAIN
1. Place yourself as the student. Respond to the questions or tasks contained in the
assessment tool. What have you found about yourself?

2. Pick up a classmate. Request him/her to respond to the assessment tool. Describe your
peer on the affective trait measured by the assessment tool.

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3. Make a review of some researches on the developed instruments to measure affective
outcome of learning. Present these in class. Include in your presentation the following: (a)
the affective trait that is measured, (b) behaviors that defined the traits, (c) style and
format, (d) strengths of the instrument, (e) limitations of the measuring tool, and (f)
provision for interpreting the results.

4. Reflect on one child within your setting that is causing you concern. You may see this in a
formal classroom, in a library, or any study corner. List the reasons for this concern and
try to identify the most appropriate observational method to enable clarification of your
thoughts on the behavior you have initially observed. Propose subsequent interventions.

Educator’s Input

As a mathematics teacher educator, I find it enjoyable to talk to my former

students who attend their graduate courses during Saturdays. Majority of them are
novice teachers who love sharing to their former professors their early experiences in
teaching mathematics. I remember Miss Joy, sharing some of her thoughts as a teacher:

“I will always remember our class when you showed your

collection of mathematics calendars. It was amazing how each
number in the calendar year stands as the answer to the given
mathematics problem written in that calendar. Imagine how 365
mathematics problems can be contained in one calendar, with each
month- page containing 30- 31 mathematics problems. The
concept of mathematics calendar is a creative idea to make
mathematics more appealing and be loved by my students.”

She adds, “In my own way, I also tried to make mathematics

enjoyable through different and innovate for me innovative
strategies of teaching mathematics. In the beginning of the year, I
asked my students to write their “mathematics biography” that tells
the history on how they lived and relate with mathematics as
students. It was so interesting to know many things I have not
thought of- how they look at mathematics from the different
experiences they encountered. They expressed their feelings of joy
for success in solving a problem, the fears, pains, failures, and
embarrassment they have experienced in the subject. Their essays
have been so useful for me in deciding on my teaching approach
and the kind of material that will make them learn and enjoy
mathematics. In addition, I administer a mathematics inventory
about their learning preferences. I see this kind of exercise
beneficial for them and for me. From their end, they become more
aware of themselves as mathematics learner, and from my end, it
makes me aware of the classroom environment that will enhance
their learning.”

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 It is worth noting how Miss Joy sees the whole learning process in totality, not only
is she after the learning of the content of mathematics but also the affective variables that
are important to learning of mathematics.

Other Support Materials Available

For further information about affective assessment, you may refer to PowerPoint
Presentation on the Guidelines in Conducting Affective Assessment.

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the
21st century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your content (5Cs).

What output/s in this lesson

shows you are very good in the Chosen Output Why?
following:
1. Content (the output reflects Example: Because it reflects the framework of the
understanding of the topic Constructed Table test,
of which is the Revised
discussed) Specifications Bloom’s Taxonomy where the six
cognitive processes are given as
well as the four dimensions of
knowledge.
2. Critical Thinking (the output
Reflects ability to critique/
Evaluate/solve problems)
3. Creative Thinking (the
Output reflects ability to create
new ideas.)
4. Communication (the output
Reflects ability to express
one’s ideas in words or
actions)
5. Collaboration (the output
reflects ability to work well with
others)

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 95

 develop a plan in assessing students’ learning using portfolio assessment.

LESSON 3:
Portfolio Assessment
Suggested Timeframe: 4.5 hours

How do you assess students’ learning using portfolio assessment?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and
skills in planning individually how to use portfolio assessment as a method in
assessing students’ learning in at least one quarter in a subject area and grade level. You
are considered successful in this culminating performance task if you have satisfied at
least the following indicators of success:

Contents of the Portfolio Plan Indicators of Success

1. Identified competencies Assessed All identified curriculum competencies
through Learning Portfolios are appropriate for portfolio
assessment
2. Significant evidence of Attainment of All identified evidence of attainment of
the Competencies the curriculum competencies are
significant or valuable to keep in one’s
learning portfolio
3. Assessment Rubric for Portfolio All the descriptions of a high- quality
Evidence evidence of a successful performance
task are clear and realizable
4. Analysis and Reporting of There is a clear guide for students’

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 96

 Assessment Results self- monitoring of success to
achieving the desired learning
outcomes and how to interpret and
communicate results

Prerequisite of This Lesson

To be able to do successfully this culminating performance task, you should have

understood the process in identifying the appropriate assessment method for a given
curriculum competency. In that lesson on methods of assessment (see Lesson 2), you
were guided in identifying curriculum competencies where portfolio assessment is the
appropriate method. If that was not clear to you, then this lesson will not be easy for
you, too. I suggest that you go back to the lesson that explains the different methods of
assessment and the type of learning target appropriate for them. Another option is to try
this lesson just the same then see if you can catch up with what it requires from a
student to be successful in doing the desired significant culminating performance task,
which is to plan how to assess your students in a subject area and level using portfolio
assessment.

PREPARE

To know how to develop portfolio assessment, you can surf the internet and read
information from there. You can also read what is provided in this module about what,
why, when, and how to assess students’ learning using portfolio assessment. You are
expected to read this before discussion, analysis, and evaluation when you meet the
teacher face-to-face or in your virtual classroom.

What is portfolio assessment?

Portfolio assessment is an alternative to pen-and-paper objective test as an

approach to assessing students’ learning. It is a purposeful, ongoing, dynamic, and
collaborative process of gathering multiple indicators of the students’ growth and
development in a course or program of study. Portfolio assessment is also a
performance- based approach to assessing learning but more authentic than any one-
time performance task as it allows examination of multiple evidence of the process and
product of learning developed across time.

Why portfolio assessment?

Burke (1999) recognizes portfolio as another type of assessment and considered

authentic because of the following reasons:

 It tests what is really happening in the classroom.

 It offers multiple indicators of students’ progress.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 97

 Set Goals

 It gives the students the responsibility of their own learning.

2. Collect
It offers opportunities for students to document reflections of their learning.
Confer/Exhibit
 It demonstrates what the students know in ways that encompass their personal
learning styles and multiple intelligences.
 It offers teachers new role in the assessment process.
3. Select
 It allows teachers to reflect on the effectiveness of Evaluate
their instruction.
 It provides teachers freedom of gaining insights into Rubrics)
(Using the students’ development or
achievement over a period of time.
How do we do portfolio assessment?
4. Organize
Reflect
In doing portfolio assessment, one should be guided by the content, learning, and
equity principles.

1. Content principle suggests that portfolios should reflect the subject matter that is
important for the students to learn.

2. Learning principle suggests that portfolios should enable the students to become
active and thoughtful learners.

3. Equity principle explains that portfolios should allow students to demonstrate their
learning styles and multiple intelligences.

Portfolios could come in three types: working, show, or documentary.

1. The working portfolio is a collection of a students’ day-to-day works that

reflect his or her learning.

2. The show portfolio is a collection of a students’ best works.

3. The documentary portfolio is a combination of a working and a show portfolio.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 98

 Figure 5.1 The Portfolio Development Process

1. Set Goals
This is the first step in portfolio assessment in which the students set their goals
in developing a learning portfolio. To guide the students in stating their goals, the
teachers may articulate first the goals of the course or subject and his or her
expectations to the students. Students could also ask what their parents expect
from them. They could also be given goal- setting planners.

2. Collect

In this stage, the students should start collecting all possible entries in their
portfolio. They should be advised to have a temporary container for all their
entries, and this should be placed in the school so that keeping of entries will
be part of the daily activities of the students. A good practice in collecting the
portfolio entries is to have a log of all entries with a few descriptions how they
were obtained and why they were kept in the portfolio.

Goal- Setting Planner

I participate in this activity because:

______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.

I am doing this work because:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________________________________________.

What I target to accomplish are:

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________.

3. Select

This is the stage where the students are asked to select what will finally be used to
gauge their success from all their collections of possible entries in a portfolio. The
selection usually depends on what the teacher requires them to do, their parents’

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 99

 choice, and the entries that they personally chose as the best gauge of their
accomplishment in the program. Selections could include evidence that show in-
and out-of-class activities participated in by the students in relation to the program.

4. Organize

This is the stage where the students decide on how they will organize their entries..
The teachers should guide them by telling them to make a table of contents for their
portfolio entries and a direction on where to find them. The organization of the
portfolio could vary depending on the style of the students. Some teachers take this
stage as the opportunity for the students to develop or hone their creativity and
resourcefulness. The organizer could also be of any material, but it is suggested that
the container is something flexible that it could allow one to add, modify, or delete any
entry any time. Examples of materials used in making portfolios are clearbook, album,
accordion bag, box with dividers, envelopes, colored magazines, CDs, flash drives, or
cloud- based storage.

5. Reflect

An important trait of a portfolio is the presence of students’ reflections of their

experiences. Making reflective journals, log of entries, and labeling an evidence in a
portfolio are just some of the different ways to show knowledge, understanding,
attitudes, values, writing skills, and creativity. This is the opportunity for the students
to reflect on the meaningfulness of their experiences, as well as the impact of their
teacher’s styles and methodology in teaching.

6. Evaluate

This is the stage where the students, their peers and teachers, or even the parents
are involved in rating the achievement of the students based on their evidence of
learning, their reflections of their experiences, and the organizations of their portfolio.
Rubrics are often used in rating students’ performance using their portfolios. Rubrics
in rating portfolios should be given to the students, even at the beginning of the
portfolio process, so that they are guided on what to put in their portfolio and how to
organize them based on the criteria and indicators of a quality product or excellent
performance. Evaluation of portfolio could be done by individual entry on a specified
date or when the development is complete. However, most teachers prefer rating the
student- required evidence upon their submission so that the students can be given
immediate feedback on their work. What are usually rated at the end of portfolio
development are the students’ selected evidence of their learning, and the packaging
of their portfolio, which could reveal their personal traits.

7. Confer

This is the stage when the teachers confer with the students or parents to discuss the
students’ performance and progress of learning. This is also the time to congratulate

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 100

 the students for their accomplishment or to help them identify areas for their
improvement.

8. Exhibit

This is the time to celebrate success in the form of an exhibit of students’ portfolios.
The highlight of the exhibit is the awarding of the best learning portfolio.
Again, since reading, viewing, and or exploring the Internet need time from
you, they should be done outside the class time. Your class time should then be
reserved to clarify with your teacher your confusions and to interact with your
classmates on what they have understood and probably found out different from
what you have discovered from your own exploration of the lesson.

DEVELOP

Check the ideas you have acquired about portfolio assessment from different
sources.

1. What would you assess students’ learning using their portfolios?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________________________________________

2. What are the benefits of the students when you use their portfolios to assess their
learning? What about their teachers?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________________________________________

3. What are the challenges that portfolio assessment poses to students as a method
of assessing their learning? What about their teachers?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 101

 How?
What? Portfolio Assessment

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Why? When?
4. How different is the use of students’ portfolio from the other methods in assessing
learning?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. What do you need to do when planning for portfolio assessment?

To know if you have acquired the needed information about portfolio assessment,
kindly complete this graphic organizer based on what you read, viewed, and
listened to.

APPLY

Plan your own course portfolio. See the scoring instrument that is shown at the
back of this lesson and module. Try to answer the following questions as your guide
in developing your course portfolio.

1. What do I want to assess about you through your learning portfolios?

2. What is the important evidence that you should produce to prove that you have
successfully performed the significant learning outcomes of the course?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 102

My Course Portfolio Plan

1. My Target Goals:

2. My Target Collections:
3. How do you
3. My Nonnegotiable Collections: know that
4. My Plan for Organization: these
evidence you
5. My Style of Reflection: will produce
are worth
6. My Own Evaluation Rubric:
keeping and
7. My Plan for Portfolio Exhibit: showing to
school
principals or educational institutions when you apply for a teaching job?

After seeing my portfolio plan in this course, please list or draw in the space
provided below the parts of the portfolio plan that you intend to prepare for your
portfolio assessment. You can follow my sample plan or create your own. Don’t forget
to go back to the defined significant culminating performance task set at the beginning
of the lesson and the indicators of success in performing it.

TRANSFER

Now put the details needed in your plan for portfolio assessment for a subject
area and grade level that you thought you should be able to teach and handle when you
are already a teacher in a school. You may plan for portfolio assessment for one
quarter, for all quarters, or the whole school year. This is an individual portfolio plan you
have to make. In your plan, you should provide the following information:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 103

1. Curriculum competencies in the subject area and grade level that are appropriately
assessed through portfolio assessment.

2. The nonnegotiable evidence in the portfolio that should be produced by the students
as a product of performance tasks done individually or in groups as a gauge to
success in achieving the identified curriculum competencies.

3. The assessment rubric to allow to students’ tracking of their way to success to those
nonnegotiable evidence of doing the defined performance tasks.

4. The students’ self- selected entries as supporting evidence to their journey to the
successful achievement of their defined performance tasks.

5. The overall assessment rubric that could certify their success in meeting the desired
significant learning outcomes.

6. The process in analyzing and communicating the assessment results.

EVALUATE

A. Evaluate your own portfolio plan using the four- point scale rubric below. Then
let your peer evaluate this, too. Use pencil in rating your work to mean this is
not your final rating yet. Discuss with your peer your areas of strengths and
weaknesses based on your self- and peer- assessment guided by the rubric
prepared by your course professor. If you are not yet at the top based on your
evaluation, then improve your plan to be successful in the end. Remember, this
is not yet your final rating. You can still improve your work. You may also
evaluate the rubric if there are problematic areas in it that should be fixed so
you will know better how to be successful in the end.

Assessment Rubric for the Portfolio Plan

Parts of the Performance Levels Remark

Portfolio (What to do if
Plan not yet
successful/
what to do
next if
successful)
1 2 3 4
Meeting Nearing the
Meeting the
Going
Initially the Expectations Expectations Beyond the
Expectations Expectations
1. Identified Two (2) or One (1) of the All identified All
Competencies to
More of the identified curriculum identified
Assess identified curriculum competencies curriculum

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 104

through curriculum competencies are competencies
Learning competencies are NOT appropriate are appropriate
Portfolios are NOT appropriate for for portfolio for portfolio
appropriate for portfolio assessment. assessment
portfolio assessment. PLUS added
assessment. the important
cognitive and
affective
ingredients to
success.
2. Significant Two (2) or One (1) of All identified All
Evidence of More of the the identified evidence of identified
Attainment of identified evidence of attainment of the
evidence of
the evidence of attainment of thecurriculum attainment of the
Competencies attainment of curriculum competencies curriculum
the competencies isare significant orcompetencies
curriculum NOT valuable to are
competencies significant or keep in one’s significant or
are NOT valuable to keep learning valuable to
significant or in one’s portfolio. keep in one’s
valuable to keeplearning learning
in one’s portfolio. portfolio as
learning well as the possible evidence
portfolio. that
could
support
important
cognitive and
affective
ingredients to
success.
3. Assessment 3 or more 1 to 2 of the All the All the the
Rubric for of the descriptions descriptions descriptions
Portfolio descriptions of aof a high quality
of a high of a high
Evidence high quality evidence of a quality quality
evidence of a successful evidence of a evidence of a
successful performance task successful successful
performance are NOT clear or performance taskperformance
task are NOT realizable. are clear and task are clear
clear or realizable. and realizable
realizable. INCLUDING
the
descriptions
of all the
levels in getting
to the top.
4. Analysis There is an There is a There is a There is
and attempt to guide for a clear guide clear guide for
Reporting prepare a students’ self- for students’ students’ self
of guide for monitoring of self- monitoring of
Assessment students’ self- success to monitoring of success to to
Results monitoring of achieving the success to achieving the the
success but desired achieving the desired
NOT CLEAR learning desired learning
yet on what outcomes learning outcomes and
actually tells. and how to outcomes on how to
interpret how to interpret
results but interpret results PLUS
NOT SO results. recommen-
CLEAR YET ded actions/

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 105

 or requires next steps
YET a for better
clarification performance.
from the
teacher.
5. Other
criteria,
please
specify
and
describe
their levels
of
performance

Present
Assessment
How do
you
describe
your overall
plan in
portfolio
assessment

B. Test your understanding about portfolio assessment. Answer the five- item
multiple choice test below.

1. Which is true about portfolio assessment?

A. It assesses process and not the product of learning.
B. It assesses product and not the process of learning.
C. It assesses the process and product of learning.
D. It is a traditional form of assessment.

2. In planning for portfolio assessment, you examined the curriculum to find out
the topics that require outputs as evidence of learning. What principle explains
this process of portfolio assessment?
A. Content Principle
B. Learning Principle
C. Equity Principle
D. Product Principle

3. What is the advantage of letting your students develop a learning portfolio?

A. Students are evaluated in the most objective manner.
B. Students are evaluated based on varied evidence of learning.
C. Students are evaluated free from their teacher’s personal biases and
prejudices.
D. Students are asked to demonstrate what they are capable of doing without
necessarily providing outputs of learning.

4. You have asked your students to develop a portfolio. What should you do
first?
A. Explain to the students the purpose of developing the portfolio.

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 B. Let the students have a copy of the rubric for use in your assessment.
C. Group the students and let them organize all their outputs in class to form
a portfolio.
D. Let the students collect whatever they want from the activities you have
given them in the class.

5. You are planning a performance task where your students could create some
evidence of their ability to solve word problems involving the four basic
operations. Which of the following will you consider as the as the best task to
give to your students as outputs for inclusion in their learning portfolio?
A. Letting the students solve a set of word problems involving the four
fundamental operations.
B. Letting the students construct word problems involving the four
fundamental operations that they have to solve after.
C. Letting the students construct word problems involving the four
fundamental operations that they have to solve and discuss with their
classmates.
D. Letting the students construct word problems using the given number
sentences involving four fundamental operations that they have to solve
after.

C. Choose your most significant output in this lesson and include this in your
digital course portfolio. Evaluate the quality of your work using the assessment
rubric given or your own rubric constructed for this purpose. What is your
assessment of your output? Are you happy or not? Why?

Chosen Portfolio Evidence

What do I like in this evidence?
Why should I keep this evidence?

REFLECT

1. Examine the portfolio assessment plan that you made. Are you happy with the
result?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________

2. Why have you done this plan?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 107

 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________

3. How significant is this plan for your future role as a teacher?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Is this plan worth your time and effort? Why?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

5. What do you intend to do with this plan if you have more time?

Summarize the result of your performance in doing the significant culminating

task, which is development of a plan for portfolio assessment.

Evidence Levels
of of Readiness to Play Assessor’s Role of Present
Readiness Students’ Learning through Portfolio Assessment
Assessment
1 2 3

Not Yet Quite Ready Ready

Portfolio Plan Your Your Your

Prepared assessment assessment is assessment
score is level level 2 in the 4- must be at least
1 in the 4- pt pt scale level 3 in the 4-
scale pt scale
Situational Your Your Your
Test where assessment assessment assessment
Portfolio score is 1 or score is 2-3 in score must be
Assessment none in the 5- the 5- item test at least 4 in the
is Needed item test 5- item test

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 108

SUSTAIN
Choose from the following tasks what you can do given the result of your self- and
peer- assessment.

Level of Readiness to Practice Possible Tasks to extend Opportunity for

Portfolio Assessment Successful Performance
Scale Description 1. Do this plan with your classmate whose
work is in the same level. You do your work
1 Not Yet Ready together with the assistance of your course
professor.
2. Let the course professor identify the
problems with your plan and work on their
improvement.
2 Quite Ready 3. Examine the areas in your plan that needs
improvement. Address them immediately so
you can get the highest mark possible.
4. See the work of your classmates whose
performance is higher than what you have
shown.
3 Ready 5. Be a tutor to your classmates whose plan is
nearing the expected quality. Assist him/her
how to meet the expectations when using
portfolio assessment.
6. Expand your portfolio plan to cover more
content and competencies needed of a
teacher when doing classroom assessment.

Educator’s Input

I have been practicing portfolio assessment for two decades already. I was first
exposed to it in my training in Australia when we were asked to make a writing project
out of our training. I wrote a guide in developing pre- service teacher’s portfolio. Because
of my readings to prepare the manual, I got so interested in this assessment approach.
So, when I got back to the university after six months of training, I tried to assess my
students using their learning portfolios. I did not realize that when my students have
started submitting their individual outputs, that I would be needing time to rate all their
works using the rubric that I designed. I went through the pains of checking my students’
individual portfolio. I enjoyed through looking at their works of different kinds. Enjoyed
more reading their reflective journals, especially the good things they say about me and
what they have learned from the course. I have been doing this kind of work for two

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 109

semesters until I realized I can help myself by engaging my students in the assessment
process. When I met another class for the same assessment course, I started the course
by briefing my students of the course and all its requirements. I told them that one of
their major outputs is their learning portfolio in their assessment course. I gave them my
rubric. I told them to study it and the qualities I require in their work. I invited them to
comment on the rubric, suggest what should be improved or the entries that they want to
negotiate. My students did not comment at all. They were probably thinking everything is
clear and acceptable. So, when they started learning from the course, every topic that I
discussed had a required portfolio output.

There were outputs where I allowed them to work by group. But they need to
evaluate each other’s performance in the group. There were also outputs that should be
done individually. This includes their reflective journal. I asked them to also do self-
evaluation on their journals before I did my evaluation. To reduce the number of
portfolios I need to check, I required it as a group work. It was easy as I had fewer
portfolios to check per class. I also let them do self- evaluation and peer evaluation f the
portfolios before they were submitted to me for my final checking. I was doing averaging
initially, and then later on, I just considered the rating that is common or popular among
raters (i.e., self, peer, and teacher). If they all differ in their ratings, I review the ratings
and that is where I apply averaging after. I have been doing this kind of portfolio
assessment for many years. Until one time, I realized that students’ group portfolios
were piling up in my cabinet. Because they are all group learning portfolios, no single
student could claim the work, so they were all to my keeping. But my space was getting
smaller, and my pile of portfolios was getting higher. Then, I introduced group portfolios
in CDs.

All portfolios had to be in digital format. All works from drafts of the tools to their
final version must be computerized so that they are easily stored and saved in a CD.
Just like in printed portfolios, I required my students to design their digital portfolios’
cover with a concept that is explained. I let them organize their entries for easy viewing. I
asked them to organize them using PowerPoint presentation with hyperlinks for the
actual files of tools and other documentations in Word file or even with videos. It was
easy. The students could reproduce their work. My space could also cover all their
works. Since then, I used digital portfolio stored in CDs or flash drive in assessing my
students’ learning in whatever level I handle, whether undergraduate, master’s, or
doctoral class. I enjoyed reading and seeing actual accomplishments of my students
through their portfolio. I find my students enjoying what they are doing, too.

Now, I am using portfolios even in the trainings for teachers that I lead. I asked
them to develop ePortfolio this time. There are websites that could allow you to create
portfolios for free. This is worth doing for all students as you have a compilation of all
your valuable works that could walk you through on what you have learned, how you
learned, and why you have learned. I tell you, this may seem difficult at the start, but
definitely as you progress in your work, you will enjoy doing it and you will feel
accomplished after doing it.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 110

Other Support Materials Available

For further information about portfolio assessment, you may refer to the following
reading materials and tools:

1. Rubrics in Assessing Portfolio Assessment in this course

2. Sample learning portfolios

3. PowerPoint presentation on Portfolio Assessment

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the
21st century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your content (5Cs).

What output/s in this

lesson shows you are Chosen output Why?
very good in the
following:
1. Content (the output Example: Because it reflects the
reflects understanding of Constructed Table of framework of the test,
the topic discussed) Specifications which the
Revised Bloom’s
Taxonomy where the six
cognitive processes
are given as well as
the four dimensions of
knowledge.
2. Critical Thinking (the
output Reflects ability to
critique/evaluate/
solve problems)
3. Creative Thinking (the
output reflects ability to
create new ideas)
4. Communication (the
output reflects ability to
express one’s Ideas in
words or actions)
5. Collaboration (the output
reflects ability to work
well with others)

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 111

MODULE 3
ANALYSIS AND
REPORTING OF
ASSESSMENT DATA
USING THE
ALTERNATIVE
METHODS

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 112

 develop appropriate rubrics to assess students’ performance and outputs; and
 use rubrics to assess students’ performance output.

LESSON 1:
Process in Developing and Using Rubrics for
Alternative Assessment
Suggested Timeframe: 6 hours

How do you develop and use rubrics for performance assessment?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your

knowledge and skills in developing rubrics that are most applicable to a particular
student performance and output. The following indicators will help you determine
if you are successful in developing rubrics:

Tasks Success Indicators

Developing rubrics for students’ Come up with assessment rubrics
performance and outputs containing the essential features of a
sound rubric

Prerequisite of This Lesson

The development of sound rubrics requires specific skills and experience. To be

able to perform successfully the above culminating performance tasks, you should have
background on the different types of performance assessment tasks, understood the
guidelines in designing performance tasks, and recognized the different components of a
good assessment rubric. Please refer back to Lesson 3. Performance Assessment to fully
grasp the lesson.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 113

PREPARE
To get started, it is important to review your prior knowledge on the differences between
traditional and authentic assessment and how and when to choose a particular
assessment tool that is most appropriate in measuring the learning/instructional
objectives and intended learning outcomes of your subject.

What is a rubric?

A rubric is an assessment tool that specifies the performance expectations for any
kind of student work, particularly those that are not traditional in nature, such as portfolio,
outputs or projects, performances, collaborative work, and research. Generally, it
contains three essential features: (1) criteria or the aspects of performance that will be
assessed, (2) descriptors or the characteristics associated with each criterion, and (3)
performance levels that identify students’ level of mastery within each criterion.

The following are examples of student performances and outputs that can be
assessed by a rubric:

Student Performances:

1. Oral Presentations/Demonstrations

 Research paper/poster presentation

 Individual or group report
 Skills demonstration, such as baking and teaching
 Extemporaneous speech

2. Dramatic/Creative Performances

 Dance recital
 Performance in a play or musicals
 Poetry reading and interpretation
 Playing musical instruments

3. Public Speaking

 Debates
 Declamation
 Panel discussion
 Inspirational speech

4. Athletic Skills Demonstration/Competition

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 114

Products/Outputs

1. Visual Products

 Paintings
 Collages
 Posters
 Video presentations

2. Kinesthetic Products

 Diorama
 Sculpture
 Dance recital
 Wood carvings

3. Written Products

 Essays
 Poems
 Thesis/term paper
 Movie/TV script

4. Verbal Products

 Audiotapes
 Voice recording
 Speech scripts (to inform, to persuade, etc.)

What are the different types of rubric?

Rubrics are usually classified according to two different aspects of their

composition: (1) whether the rubric considers each of the criteria one at a time or all
criteria together, and (2) whether the rubric is applicable to all similar tasks or can only
be used for a particular task. The following are the types of rubrics:

Type of Rubric Description

General/ Generic It contains criteria that are general and can be applied across
Rubric tasks. This is most convenient for teachers who do not have the
time and skills in developing different types of rubric as they can
reuse the same rubrics for several tasks or assignments.
However, the teacher may not be able to assess accurately the
student’s performance for a particular task.

For example, the same rubric that can be used to evaluate

both oral presentation and research output.
Task- Specific Rubric It contains criteria that are unique to a specific performance task

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 115

 to be assessed. This kind of rubric is best for instruction and
formative assessment since it will provide the students feedback
on what aspects of their performance or work need to be
improved. However, developing analytic rubrics is time-
consuming for teachers. For example, a rubric can only be used
for oral presentation and another rubric is applicable for
research output.
Holistic Rubric A students’ performance or output is evaluated by applying all
criteria simultaneously, thus providing a single score based on
an overall judgment about the quality of student’s work. It does
not provide a score on each individual criterion.

One advantage of holistic rubric is that it is quick to develop and

use by the teachers. However, it does not inform students about
their specific strengths and weaknesses, and thus, may not be
as sufficient and helpful in guiding them in improving their
performance.

For example, rubric for problem solving activities which entails

scoring the student’s overall ability to solve a particular problem
or issue, and rubric for creative work (e.g., painting), which gives
an overall score for the student’s creativity and skill.
Analytic Rubric A student’s work is evaluated by using each criterion separately,
thus providing specific feedback about a student’s performance
or product along several dimensions. This is most applicable for
assessing a complex performance or product.

One advantage is it identifies the student’s strengths and areas

for improvement based on the criteria identified. Scoring with an
analytic rubric however would entail more time than with a
holistic rubric.

For example, rubric for research paper that requires scoring a

student’s work on different parts of the research paper, or a
rubric for chemical laboratory experiment taking into
consideration the student’s performance in every stage of the
experiment.

The following is an example of a General/Generic Rubric that can be used to

assess how a student, peer, classmate, or groupmate make a review or critique of
one’s work or performance. This is a generic rubric as this can be applied to any type
of performance tasks or outputs (e.g., research output, dance performance, oral
presentation, etc.).

Sample Generis Rubric for Reviewer/Critic of Performance Tasks/Outputs

Criterion Not Evident Insufficient Sufficient Excellent

Provided No/few Comments are
Comments are are Comments
meaningful/ comments superficial,
or not not
relevant and
include
relevant suggestions relevant,
to neutral appropriate;
or suggestions
feedback on improve the non- encouraging. comments and additional
peer’s work, work, include positive resources;

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 116

output, performance, or feedback and comments
performance output, suggestions. praise
comments must be specific
interpreted as strengths of the
insulting, with little work/
understanding of the performance as well
assigned task. as
constructively
address
weaknesses with
alternatives that
might be
considered.

To differentiate the above with a task- specific rubric, the following example is
given below. In this rubric, the different criteria that are specific to the performance task
to be assessed are indicated.

Sample Task-Specific Rubric for Reviewer/Critic of Performance

Tasks/Outputs

Criteria Not Evident Insufficient Sufficient Excellent

1 2 3 4
Provided
meaningful/relev
ant feedback on:
- Significance No/few Comments are Comments are Comments
of the study comments or superficial and relevant and include
suggestions; not relevant. appropriate. suggestions and
with little additional
understanding resources
regarding the
construct/problem.
- Theoretical No/few Comments are Comments are Comments
basis/ comments or superficial and relevant and include
conceptual suggestions; not relevant. appropriate. suggestions and
framework of with little additional
the study understanding. resources
regarding the
construct/problem.
- methods No/few Comments are Comments are Comments
comments or superficial and relevant and include
suggestions. do not provide appropriate. suggestions and
appropriate additional
suggestions on resources
how research regarding the
should be construct/problem.
constructed.
- Comments in No/few Comments are Comments Comments praise
a positive, comments or neutral or non- include specific strengths
encouraging, suggestions encouraging; positive of the
and given to comments are feedback and work/performance
constructive improve the not relevant to suggestions. as well as
manner paper; the study. constructively

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 117

 comments address
might be weaknesses with
interpreted as alternatives that
insulting. might be
considered.
Grade

On the other hand, examples of the holistic and analytic rubrics are presented
below.

Sample Holistic Rubric for Oral Presentation

Rating/Grade Characteristics
A Is very organized. Has a clear opening statement that
(Exemplary) catches audience’s interest. Content of report is
comprehensive and demonstrates substance and depth.
Delivery is very clear and understandable, uses slides/
multimedia equipment effortlessly too enhance presentation.
B Is mostly organized. Has opening statement relevant to topic.
(Satisfactory) Covers important topics. As appropriate pace and without
distracting mannerisms. Looks at slides to keep on track.
C Has an opening statement relevant to topic but does not give
(Emerging) Outline of speech; is somewhat disorganized. Lacks content and
depth in the discussion of the topic. Delivery is fast and not clear;
some items not covered well. Relies heavily on slides and notes
and makes little eye contact.
D Has no opening statement regarding the focus of the
(Unacceptable) Presentation. Does not give adequate coverage of topic. Is often
hard to understand, with voice that is too soft or too loud and
pace that is too quick or too slow. Just reads slides, slides too
much text.

Sample Analytic Rubric for Oral Presentation

Standards 4 3 2 1
Exemplary Satisfactory Emerging Unacceptable
Organization Has a clear Has opening Has opening Has no opening
Opening statement that statement relevant statement or has
statement that is relevant to to topic and but an irrelevant
catches topic and gives does not give statement, gives
audience’s outline of speech, is
outline of speech, is listener no focus
interest, maintainsmostly organized, somewhat or outline of the
focus throughout, provides disorganized. presentation.
summarizes adequate
main points. “road map”
for the listener.

Content Demonstrate Covers topic, Lacks content and Does not give
substance and uses depth in the adequate
depth, is appropriate discussion of the coverage of topic,

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 118

 comprehensive, sources, is topic, lacks lacks sources.
shows mastery objective. resources.
of material.
Delivery Has natural Has appropriate Delivery is fast, Is often hard to
delivery, pace, has no some items not understand, has
projects distracting covered well, not voice that is too
enthusiasm, mannerisms, is understandable. soft or too loud,
interest, and easily has a pace that is
confidence, understood. too quick or too
report can be slow,
understood well. demonstrates one
or more
distracting
mannerisms.
Use of media Uses slides Look at slides Relies heavily on Just reads slides,
effortlessly to to keep on track Slides and notes, slides too much
enhance uses an makes little eye text.
presentation, appropriate contact, uses slides with
has an effective number of slides. many texts.
presentation without
media.
Response to Demonstrates Shows ease in Answers Cannot answer
Questions full knowledge answering questions, but not most questions,
of topic, questions but convincingly/ Demonstrates little
explains and does not vague or unclear. grasp of
elaborates on elaborate. information, has
all questions. undeveloped or
unclear answers to
questions.
GRADE

What are the characteristics of a good rubric?

A good rubric should have the following qualities:

1. Explicit. A good rubric should contain criteria and performance indicators that are
clear, concrete and observable as well as relevant and applicable that are clear,
concrete, and observable as well as relevant and applicable to the performance task
to be assessed. Each benchmark and point value should also have clearly delineated
indicators, differentiating the expected quality of work for each performance level.

2. Aligned. A good rubric should contain criteria that are aligned with the expected
quality of performance for a particular task or assignment, as well as with the
intended level of learning outcomes in the subject.

3. Authentic. A good rubric should include criteria and performance indicators or

descriptors that are meaningful and require application of real- life skills.

4. Valid. A good rubric should be able to measure what it intends to measure.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 119

 5. Diagnostic. A good rubric should be able to communicate to the students what are
expected
Step 1. Identify of them in the course, allow them to reflect on their performance, and
Step 2. Identify
Step 3.
the learning
outcomes and
provide them
the opportunities
quality to improve onStep
Determine
4.
areas that they
Determine the
Stepdid notthedo well.
5. Write
attributes or benchmark or
performance measure benchmarks performance
indicators of the
task to What
be are performance
the basic stepscriteria.
in developingand
rubrics?
point descriptors for
evaluated. values. each criterion.
task.
There are five basic steps in developing rubrics for assessing students’
performance and product (Figure 6.1).

Figure 6.1. Steps in Rubric Development

Step 1: Determine the learning outcome and the performance task to be

evaluated.

It is important to be clear about the learning outcome/s and the specific

performance task that will be evaluated. Choose tasks that are essential (i.e., aligned
with desired learning outcomes), authentic (i.e., involves meaningful and real- life
application of skills), complex (i.e., contains numerous possibilities for application,
extensions, and connections of knowledge and skills), feasible (i.e., can be done given
the time constraints and availability of resources), and measurable (i.e., it can be
observed and measured).

To guide you in identifying the performance task/s that you want to be

evaluated, ask yourself the following questions:

1. What learning outcome/s are to be evaluated?

2. Which student performance/s or output/s in the subject are relevant measures of

such students’ learning outcomes?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 120

3. Are all of these tasks equally important?

4. Which is the best representation of the expected learning outcomes?

Step 2: Identify the quality attributes or indicators of the performance task.

Next, you need to identify and list all possible attributes or indicators of a
good performance. This can be based from your own expectations and benchmark
exemplars of work that reflect key standards. You may explore and specify the
skills, knowledge, and or behavior that you will be looking for to describe the
standard in one’s performance. Be sure to limit the characteristics that are
important.

Step 3: Determine the criteria or dimensions.

Cluster the list of attributes and or indicators into possible groups or

categories and label the categories. This will form the criteria for assessment. For
example, in a dance performance task, all attributes that pertain to how well the
students execute the dance in terms of movement, body position, placement in
stage, and dance style can be grouped under the criterion “Technical Skills”. You
can also include criteria in terms of the components of a performance task. For
example, for a research report rubric, you can include as criteria the different parts
of a research, such as introduction, method, data gathering and analysis,
conclusion, and recommendations. Likewise, for a chemistry laboratory report, you
can include as dimensions’ introduction, materials/equipment, procedure, data,
results, and analysis. Keep in mind that only relevant criteria should be included in
the rubric. You also need to determine what type of criteria (i.e., content, process,
quality or impact) and rubric (i.e., holistic, analytical, general, or task- specific) will
be used.

Step 4: Determine the benchmarks and point values.

A number of descriptors can be used to denote the levels of performance

(with or without accompanying symbols for letter or number grades). Examples of
levels of performance include:

Level 4 Exemplary Distinguished Substantially Outstanding

Developed
Level 3 Accomplished Proficient Mostly Proficient
Developed
Level 2 Developing Apprentice Developed Acceptable

Level 1 Beginning Novice Underdevelop Unacceptable

ed

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 121

Step 5: Write the benchmark or performance descriptors for quality work criteria.

It is important that the behaviors, characteristics, or qualities that illustrate or

exemplify each performance level are clear and delineated. These performance
descriptors should describe the relative differences between performances at each
level. The differences between performance points can be presented by:

(1) aspects of performance or behavior at different levels

e.g., evaluates the different characteristics of… (4 points)

analyzes the different characteristics of… (3 points)
describes the different characteristics of … (2 points)
lists the different characteristics of… (1 point)

(2) adjectives, adjectival phrases, adverbs and adverbial phrases to

present different qualitative differences between levels

e.g., explains to a very great extent the …

explains to a great extent the …
explains with moderate accuracy the …
explains with limited accuracy the …

(3) numeric references to identify quantitative differences between levels

e.g., gives more than 4 relevant examples of …

gives 3-4 relevant examples of the…
gives 1-2 relevant examples of the …
gives no (0) relevant examples of the …

(4) degrees of assistance needed by the student to complete the task

e.g., explains the topic correctly and independently on his own

explains the topic with very little assistance from the teacher or classmates
explains the topic with occasional assistance from the teacher or
classmates
needs assistance from the teacher or classmates in explaining the topic
most of the time

How can you make rubric useful to your students?

Rubric is an important component in the teaching- learning process. It does not

only help teachers in assessing students’ work through application of consistent
standards and in identifying the gaps in their learning, but it also makes students aware
what are expected of them in relation to the assessment tasks in particular and the
subject as a whole, of how they will be graded, and eventually of how well they are
meeting these expectations.

Thus, to make the rubric more relevant and useful to the students, it is important
for teachers to:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 122

1. prepare the rubric and make it available to students before they begin with the
assigned tasks to inform them the requirements, criteria, and expectations so as to
guide them in carrying out their tasks;

2. develop rubric with performance descriptors that are clear and easily understood by
students;

3. present the rubric to students and allow them to give their feedback and suggestions
to improve or refine it;

4. if possible, involve students in the creation of rubric to enhance their motivation,

engagement, and self- regulation; and

5. orient the students on how to effectively use the rubric, especially those that are used
for self- assessment and peer- assessment.

DEVELOP

Let us review what you have learned about creating rubrics.

1. What is a rubric?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What are the different types of rubrics?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. What are the characteristics of good rubrics?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 123

 Rubrics

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What are______________________________________________________________________
the When to use? What is a good How to create?
types? rubric?
4. What are the basic steps in developing rubrics for assessing students’ performance
and product?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

To be able to check whether you have learned the important information about
creating rubrics, please complete the following graphical representation:

APPLY

By now, you are ready to create rubrics to assess your students’ learning
outcomes. Let us apply what you have learned by creating a rubric for the subjects that
you are currently teaching.

For each subject, describe performance task to be evaluated, identify the

indicators of the performance task, develop the criteria, determine the benchmarks and
point values, and write the performance descriptors for quality work criteria. It is
important that you have a rubric for every learning outcome that you want to evaluate.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 124

 An example below illustrates the steps in making a rubric for baking chocolate
cookies that can be used in Technology and Livelihood Education (TLE) subject.

1. Determine the learning outcome and the performance task to be

evaluated.

 Baking chocolate cookies

2. Identify the indicators of the performance task.

 Ability to bake delicious, crispy and edges but soft and chewy in the middle,
visually appealing chocolate chip cookies

3. Determine measurable criteria.

 Number of chocolate chip cookies

 Texture
 Color
 Taste
 Richness

4. Determine performance benchmarks and point values.

 Very Good (4)

 Good (3)
 Needs Improvement (2)
 Poor (1)

5. Write the benchmark or performance descriptors for quality work criteria.

Benchmark & Point Values Performance Descriptors

4- Very Good  Chocolate chip in every bite

 Chewy in the middle and crispy on the edges
 Golden brown
 Home- baked taste
 Rich, creamy
3- Good  Chocolate chips in about 75% of the bites
taken
 Chewy in the middle, but soft on the edges
 Either brown from overcooking, or light from
being 25% raw
 Medium in richness and fat content
2- Needs Improvement  Chocolate chips in 50% of the bites taken
 Texture is crispy from overcooking or light from
undercooking
 Tasteless (low- fat content)
1- Poor  Too few or too many chocolate chips
 Texture resembles a dog biscuit
 Burned
 Dry with preservative after taste (stale, hard,

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 125

 chalky)

Below is the simple rubric for assessing the ability to bake chocolate cookies.

Criteria 4 3 2 1
Very Good Good NI Poor

No. of chips Chips in every Chips in about Chips in about Too few or too
bite 75% of bites 50% of bites many chips

Texture Chewy in Chewy in Texture crunchy Texture

middle, crispy middle, soft on or 50% uncooked resembles a
on edges edges biscuit
Color Golden brown Either brown Either dark brown Burned
from from overcooking
overcooking or or light from
light from undercooking
being 25% raw
Taste Home- baked Quality store- Tasteless Stale, hard,
taste bought taste chalky

Richness Rich, creamy, Medium fat Low fat contents Nonfat contents
high fat contents
content

TRANSFER

Now that you know the steps in designing a rubric, you can now develop one for
each performance task that you intend to assess. In the development of a rubric, take
note of the following information that you need:

1. Type of rubric to use

2. Performance task to be evaluated

3. Indicators of the performance task

4. Criteria for evaluating students’ product or performance

5. Benchmarks and point values for each criterion

6. Performance descriptors to indicate the quality of performance

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 126

 Please use the following template when you make a rubric for assessing a
specific performance or output in your class:

Rubric for Assessing ________________

Type of Rubric: _____________________

Subject: ___________________________

Criteria Exemplary* Accomplished Developing* Beginning*

(4) * (2) (1)
(3)

*can be changed

EVALUATE

Evaluate the performance assessment tasks and rubrics that you have
developed by using the following checklists.

Checklist for a Good Rubric

Yes No

Performance Task:

1. Is the performance task aligned with desired the learning outcomes?

2. Does it include meaningful and real- life application of skills?
3. Does it allow numerous opportunities for application, extension, and
connections of desired learning outcomes?
4. Is it feasible to implement?
5. Is it observable and measurable?
6. Is it interesting and challenging?

Performance Criteria:

1. Is there an appropriate number of performance criteria?

2. Are the criteria clearly defined and indicated in the rubrics?
3. Are the criteria relevant to the skills being measured?
4. Are the performance criteria measurable and observable?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 127

Levels of Performance or Benchmark and Point Values:

1. Is there appropriate number of levels?

2. Are the levels meaningful and suitable to the performance task?

Performance Descriptors/Indicators:

1. Are the performance indicators clear and understandable to the

students?
2. Are they observable and measurable?
3. Do they appropriately describe the relative differences between
performances at each level?

Overall:

1. Is the rubric appropriate for the performance task being assessed?

2. Is it manageable and practical to use by students and teachers?

REFLECT

1. Examine the different rubrics that you have developed for various
performance tasks that you assessed. Do they meet the qualities of a
good/sound rubric? Support your claims.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. Do the rubrics need major revisions? If yes, in which aspect of the rubrics?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Test your understanding about developing and using rubrics for non-
traditional assessment. Answer the following items:

1. What feature of the rubric identifies students’ level of mastery within each
criterion?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 128

 A. Criteria

B. Descriptors

C. Performance Level

D. Point Values

2. Ms. Cruz is planning to develop a rubric that she can use to assess her students’
performance in an individual book review reporting and in group oral presentation for
her 21st Century Literature from the Philippines and the World class. What kind of
rubric is applicable for both performance tasks?

A. Analytic

B. General

C. Holistic

D. Task- specific

3. Mr. Arevalo required his students in his Understanding Culture, Society, and
Politics class to write an essay on their roles as agents of social, cultural, and
political change in the country. To evaluate his students’ work, he plans to use
different criteria separately, namely: content, organization, position/stance,
development/support, and grammar, language, and mechanics. What type of
rubric should Mr. Arevalo use?

A. Analytic

B. General

C. Holistic

D. Task- specific

4. What type of rubric will you use when you want a quick snapshot of your student’s
achievement or performance and when you feel that a single dimension is enough to
define the quality of their performance?

A. Analytic

B. General

C. Holistic

D. Task- specific

5. What are the characteristics of a good rubric?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 129

 _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

6. What are the steps in creating a rubric?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

7. How can you make rubric relevant and useful to students?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

SUSTAIN
Evaluate the level of your skills in designing a rubric using the following
scale:

Level Performance Benchmark

Proficient I know this very well. I can teach others how to make one.
Master I can do it by myself. However sometimes make mistakes.
Developing I am getting there. However, I still need help to be able to perfect it.
Novice I cannot do it myself. I need help to make a good/effective test.

Based on your self- assessment above, choose the following tasks to help
you enhance your skills and competencies in designing a rubric:

Level Possible Tasks

Proficient Help or mentor colleagues who are having difficulty in designing

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 130

 rubrics.
Willingly contribute or supervise the development of rubrics for
department use.
Master Examine the areas that you need to improve and address them
immediately.
Consult colleagues on what needs to be revised, added, or
deleted in the rubrics you have developed before they are
implemented.
Developing/Novice Read more books/references on how to develop rubrics. Work
and collaborative with your colleagues who are teaching the
same course/subject in developing a rubric.

Educator’s Input

Assessing student’s work and performances has become a breeze for me

when I started using rubrics. I have developed a number of rubrics for different
requirements in my course. I have developed rubrics for research paper, research
proposal, oral presentation, peer or group mates’ evaluation, and other projects or
outputs. I usually make use of analytic rubric since I want to evaluate or rate my
students’ work in terms of the difference criteria that I have set. For example, for a
research paper, the rubric includes as bases for assessment the different parts of a
research paper, such as introduction, method, results, conclusion and
recommendations. Detailed descriptions are written for each level of performance,
taking into consideration the marked characteristics that would set each benchmark and
point value from each other (e.g., from novice to expert). On the other hand, for the
rubric for oral presentation, I included the following criteria for assessing students’
performance: organization, content, delivery, use of media, and response to questions. I
also give students opportunities to conduct self- assessment and peer assessment
using rubrics since I believe that this will allow them to become more self- regulated
learners.

When creating a rubric, I would start with the identification of the performance
task or output that would represent the best measure of my students’ learning in the
subject. For example, in my research class, my-end-of the term requirement is a full-
blown research output, which includes all the necessary components, from introduction
to recommendations and references. I identify and specify the attributes for each
performance level, starting off with the attributes that characterize the best performance
level and down to the least acceptable performance.

For me, the difficult part in the development of rubrics is the writing of
descriptions for each performance level. It is hard to differentiate and describe what
makes one level of performance apart from another level. For example, how different
are the characteristics of an “accomplished” from a “proficient” user of media or visual
aid materials during presentation? To help me with this, I just make it a point that I
include and emphasize quantity and or quality that I expect for each level of
performance as criteria and keep the elements of the description parallel from one

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 131

 performance level to the next. I either use levels of cognitive thinking, qualitative and
quantitative descriptions, or extent of practice or application as bases for delineating or
differentiating the levels of performance.

Other Support Materials Available

For further information about performance assessment, you may refer to the
PowerPoint presentation on Developing and Using Rubrics for Non-traditional
Assessment.

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the
21st century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your content (5Cs).

What output/s in this lesson shows you Chosen Output Why?

are very good in the following:
1. Content (the output reflects Example: Because it reflects the
understanding of the topic Constructed Table of framework of the test,
Discussed) Specifications which the Revised Bloom’s
Taxonomy where the six
cognitive processes are
given as well as the
four dimensions of
knowledge.
2. Critical Thinking (the output reflects ability
to critique/evaluate/solve
problems)
3. Creative Thinking (the output reflects
ability to create new ideas)
4. Communication (the output reflects
Ability to express one’s ideas in
words or actions)
5. Collaboration (the ouput reflects
ability to work well with others)

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 132

 use quantitative analysis to report the results of alternative methods of
assessment;
 present and summarize results of alternative methods of assessment to make
them useful for learners; and
 create a set of criteria, factors, and characteristics to be assessed using alternative
methods.

LESSON 2:
Organization and Analysis
of Assessment Data from
Alternative Methods
Suggested Timeframe: 6 hours

How do we analyse data from non-traditional assessment methods?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and
skills in selecting appropriate criteria and analyse the results from non- traditional forms
of assessment like performance-tasks, scales, and checklists. You are considered
successful in this culminating performance task if you have satisfied at least the
following indicators of success:

Content of the analysis for non- Success Indicators

traditional methods
Use quantitative analysis to report All the possible considerations in
results analysing the data are met, which
include descriptive and inferential
techniques to establish validity and
reliability of the results.
Present and summarize the results All necessary information contained in
the assessment results are
appropriate in order to describe what
the learner can do.
Create a set of criteria, factors, and All the possible considerations in
characteristics for alternative methods selecting the criteria are met.

Prerequisite of This Lesson

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 133

 To be able to successfully do this culminating performance task, you should have
understood the different purposes, functions, and ways to make alternative forms
assessment, which include performance- based assessment, affective assessment, and
portfolio assessment. In the previous lessons, you were provided with different ways,
purposes, and uses of alternative forms of assessment in the classroom setting. You
have also learned that there are competencies and skills that are appropriately
measured using alternative methods of assessment.

PREPARE

In order to analyse, present, and select the results of alternative forms of

assessment, you need to know how to use and interpret results of descriptive and
inferential statistics. You are expected to read these types of Statistics before you
can report the findings from scales, checklists, and rubrics.

How do we quantify results from rubrics?

In the creation of rubrics, there are scales that represent the degree of
performance. This degree of performance can range from high to low degree of
proficiency. Below are examples of the degree of proficiency with their corresponding
points:

Beginner Moving toward Proficient Very proficient

proficiency
1 point 2 points 3 points 4 points

Poor Needs Good Very good

improvement
1 point 2 points 3 points 4 points

Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

Rare Sporadic Consistent

1 point 2 points 3 points

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 134

Novice Intermediate Advance Superior
1 point 2 points 3 points 4 points

Inadequate Needs improvement Good Excellent

1 point 2 points 3 points 4 points

Needs improvement Proficient Excellent

1 point 2 points 3 points

Absent Developing Adequate Fully developed

1 point 2 points 3 points 4 points

Limited Partial Thorough

1 point 2 points 3 points

Emerging Developing Achieving

1 point 2 points 3 points

Not there yet Shows growth Proficient

1 point 2 points 3 points

Poor Fair Good Excellent

1 point 2 points 3 points 4 points

The points depend on the quality of the behaviour shown by the learner’s
performance. The reliability of the assigned points can be determined when the
scoring of two or more observers to the same behaviour is consistent. Such
procedure entails the use of multiple raters or judges to rate the performance. The
consistency of the ratings can be obtained using a coefficient of concordance. The
Kendall’s w coefficient of concordance is used to test the agreement among raters.

If a performance task was demonstrated by five students and there are three
raters, the rubrics used a scale of 1 to 4 where 4 is the highest and 1 is the lowest.

Five Rater Rater Rater Sum of D D2

Demonstrati 1 2 3 Ratings
ons

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 135

A 4 4 3 11 2.6 6.76

B 3 2 3 8 -0.4 0.16

C 3 4 4 11 2.6 6.76

D 3 3 2 8 -0.4 0.16

E 1 1 2 4 -4.4 19.36

_
X ratings = 8.4 ∑D2 = 33.2

The scores given by the three raters are first computed by summating the ratings
for each demonstration. The mean is obtained from the sum of ratings (X ratings = 8.4).
The mean is subtracted to each of the Sum of Ratings (D). Each difference is squared
(D2), then the sum of squares is computed (∑D 2= 33.2). The mean and summation of
squared differences are substituted in the Kindall’s w formula. In the formula, m is the
numbers of raters.
W= 12∑D2
m2 (N) (N2 -1)
W= 12 (33.2)
32 (5) (52 – 1)
W= O.37

Kendall’s w coefficient of 0.38 is an estimation of the agreement of the three

raters in the five demonstrations. There is a moderate concordance among the three
raters because the coefficient is far from 1.00.

How to quantify results from scales and checklists?

Scales could be a measure of noncognitive dimensions of students’ behavior.

When the items in the scale are answered by students, the response format quantifies
the behavior measured by the scale. The types of response format vary depending on
the nature of the behavior measured.

Likert Scale. The Likert scale is used to measure students’ favorability and
unfavorability toward a certain object. The favorability will depend on the degree of
agreement or disagreement to a standpoint.

Example:
The policeman is helpful in the street.

___ Strongly agree ___ Agree ___ Disagree ____ Strongly disagree

The current president of the country implemented the policy well.

___ Strongly agree ___ Agree ___ Disagree ___ Strongly disagree

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 136

Smoking cigarettes should be banned in public transportation.

___ Strongly agree ___ Agree ___ Disagree ___ Strongly disagree

To quantify the scales, a numerical score can be assigned to each of the

responses. For example, 4 points can be assigned to strongly agree, 3 points for
agree, 2 points for disagree, and 1 point for strongly disagree. To get the total score
for the overall scale, the points for each item can be summated. The total score is a
representation of the overall trait being measured. Usually, high scores in a Likert
scale represent favorable attitude, and low scores represent unfavorable attitudes.
Norms are created to make specific cut off points for the degree of favorability and
unfavorability.

Verbal Frequency Scale. This is used to measure how often a habit is

done. The items here are measures of a habit.

Example:

I read a book.

___ Always ___ Often ___ Sometimes ___ Rarely ___ Never

I wash my hands before eating.

___ Always ___ Often ___ Sometimes ___ Rarely ___ Never

Similar to the idea of quantifying a Likert scale, a verbal frequency scale is

scored by assigning numerical values for every response. When “always” is
answered, it can be given 5 points, 4 points for often, 3 points for sometimes, 2
points for rarely, and 1 point for never. The total score for the habit can also be
estimated through a total score by summating the scores of all the times. The
higher score means high frequency of the habit while the low score means lower
frequency for the habit.

Linear Numeric Scale. This is used when a large array of ratings is provided
among the participants within a continuum. The extreme points of the scale are
provided with a descriptor.

Example:

Rate the following personnel in your school on how valuable each one is to
your learning. Use the scale below and write the corresponding number for your
answer.

Less More
Valuable Valuable

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 137

 1 2 3 4 5
6 7 8 9

____ 1. Teacher
____ 2. Academic counselor
____ 3. Guidance counselor
____ 4. Assistant principal
____ 5. Principal

Semantic Differential Scale. This scale is used to describe the object or

behavior by making use of two opposite adjectives.

Example:

Rate the teaching of your teacher based on the characteristics provided.

My teacher is:

1. Accommodating Alienating
5 4 3 2 1

2. Patient Harsh

5 4 3 2 1

3. Knowledgeable Ignorant
5 4 3 2 1

Graphic Scale. This scale uses illustrations to represent the degree of presence
or absence of the characteristics measured. This is usually used for respondents, such
as young children, who have limited vocabulary.

Example:

Rate how you like the following food:

1. Pizza

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 138

2. Spaghetti

3. Hamburger

How do we quantify results from portfolios?

Assessment data generated from portfolios can both be qualitative or

quantitative. When assessing portfolios using quantitative approach, scales and rubrics
can be used. The scales and other measures need to specify the criteria required in
assessing the portfolio. Qualitative assessment requires criteria and narrative feedback
provided to the learner.

The following criteria can be used when assessing portfolios:

1. Completeness of the entries – All the parts of the portfolio listed by the teacher are
present.

2. Accuracy of the reflections – An authentic reflection is made for every entry in the
portfolio. The reflection provides the insights on the realization of the learner about
his or her weaknesses and the improvement that needs to be done.

3. Organization of content and proper sequence – The portfolio can be classified

according to lessons and the entries show the draft and final work with proper label.
There are markers or tabs provided so that the teacher can easily browse through
the contents. There is a table of contents found at the start of the portfolio. Every
entry is properly labelled.

How do we summarize results?

When results of assessment are summarized, the teacher needs to think about
two things:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 139

Record of Formative Assessment in Mathematics

Name of Student: Padunot Dagotdot

Grade: 7
1. The
Subject: Math kind of
scores
that will be presented – The teacher may require to have the raw score, percentage,
or transmuted grade. The average and summation of scores may be required
depending on the grading system.

2. The tabular or graphical presentation of the scores – Scores can be presented in a

tabular or graphical manner. Below is an example of a tabular presentation of
learner’s scores in a formative assessment.

Learning Exercise 1 Percent Exercise 2 Percent Exercise 3 Percent

Competency (10 items) Correct (10 items) Correct (10 items) Correct

Multiplies two- 2 20% 4 40% 7 70%

digit by one- digit
numbers
Multiplies one- to 3 30% 3 30% 8 80%
two- digit
numbers by
1000.
Multiplies three 2 20% 5 50% 8 80%
one- digit
numbers using
the associative
property of
multiplication.
Multiplies two- to 3 30% 6 60% 9 90%
three- digit
numbers by one-
digit numbers
without or with
regrouping.
Multiplies two- to 1 10% 6 60% 9 90%
three- digit
numbers by
multiples of 10
and 100.

Guidelines in Giving Qualitative Feedback

1. The contents of the feedback are based and within the confines of the criteria.

2. The feedback should inform the students on what to do to become better in their
performance or behaviour. The recommendation can be:

 a suggested procedure

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 140

  how to correct the errors

 the kind of thinking required to get the answer

 where to locate the answer

3. The feedback should be immediate to correct the error.

4. The learners need to be provided with an opportunity to redo and resubmit the
task.

5. Detail the feedback if the learner needs more information.

6. The feedback can be short if the learner knows what to do.

7. Feedback can come in the form of verbal cues and gestures so that the learner is
not disrupted while performing.

DEVELOP

Let me check the ideas you have acquired about the organizing assessment results.

1. Why do we need to quantify assessment results?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Why do we need to couple quantitative assessment results with qualitative?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. When do you think is the appropriate time to give feedback?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 141

4. Why do we need to record the results of formative assessment?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

APPLY

The following are performance tasks. Provide the scale for the tasks by giving
four criteria each and decide what type of scale is to be used.

A. The Grade 6 students will select a classic novel, and they will make a book report
for it.

Criteria:
1.
2.
3.
4.

B. The Grade 9 students need to conduct an experiment to test if the substance is acid or
base.

Criteria:
1.
2.
3.
4.

C. Grade 7 students will create a situation involving subtraction of whole numbers,

including money.

Criteria:
1.
2.
3.
4.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 142

TRANSFER

Design a performance task that will be performed by your partner. Construct a

scoring rubric that you could use in evaluating the performance of your partner.
Record the session when you are giving feedback. You may use any of the following
learning competencies for the performance task:

1. Write a letter to a friend from anywhere in the country.

2. Create a print by rubbing pencil or crayon on paper placed on top of a textured

object from nature and found objects.

3. Conduct lettering, lines, and drawing.

EVALUATE

Watch your recording while you are giving feedback to your partner. Conduct
a self- assessment about your work performance.

Yes No Criteria

1 The feedback is based on the criteria set.

2 The feedback recommends how to revise the work.

3 The feedback was immediate.

5 Verbal and nonverbal feedbacks were used.

6 The partner understands the feedback.

REFLECT

1. Examine your performance when making feedback. Are you satisfied with how you
did it?

__________________________________________________________________
__________________________________________________________________

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 143

 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. How well did you satisfy the criteria provided in the checklist? How would you want
to revise your work?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. How did this task help you to become a good teacher?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. How do you intend to develop your skill further in deciding on the appropriate
feedback to be delivered?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Summarize the result of your performance in doing the culminating task using the
checklist below:

Ready Not yet

ready
1 I can independently conduct the appropriate feedback given
the criteria.
2 I can design tasks with appropriate criteria.
3 I can decide well the appropriate scale to be used when
designing a scale.
4 I use the right degree of performance for scales.
5 I can make checklists and scales.
6 I can make appropriate criteria for scales, checklists, and

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 144

 rubrics.

SUSTAIN
Choose from the following tasks what you can do given the result of your self-
assessment and teacher’s feedback.

Level of Readiness Possible Tasks to Extend Opportunity for Successful

Performance
Scale Description

1 Not yet ready Designing rating forms using the appropriate type of
scale.
2 Quite ready Generate the relevant criteria for a task.

3 Ready Provide adequate feedback on learner’s performance.

Educator’s Input

In a study conducted by Magno and Amarles (2011) titled “Teacher’s

Feedback Practices in Second Language Academic Writing” and published in the
International Journal of Educational and Psychological Assessment volume 6 issue
2, English teachers commonly provide feedback on three areas when it comes to
student’s composition. The feedback focuses on form, content, and writing style. The
full article can be read at https://www.academia.edu/26580083/Teachers
Feedback_Practices_in_Second_Language_Academic_Writing_Classrooms.

Other Support Materials Available

1. Developing Instruments for Research:

https://www.slideshare.net/crlmgn/developing-instruments-for-research.

2. Developing Affective Constructs:

https://www.slideshare.net/crlmgn/developing-affective-constructs.

3. Characteristics of Good Student Feedback: https://www.youtube.com/watch?

v=Huju0xwNFKU.

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the
21st century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your content (5Cs).

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 145

 What output/s in this lesson shows you Chosen Output Why?
are very good in the following:
1. Content (the output reflects Example: Because it reflects the
understanding of the topic Constructed Table of framework of the test,
Discussed) Specifications which the Revised Bloom’s
Taxonomy where the six
cognitive processes are
given as well as the
four dimensions of
knowledge.
2. Critical Thinking (the output reflects ability
to critique/evaluate/solve
problems)
3. Creative Thinking (the output reflects
ability to create new ideas)
4. Communication (the output reflects
Ability to express one’s ideas in
words or actions)
5. Collaboration (the ouput reflects
ability to work well with others)

LESSON 3:
Communicating and Reporting of
Assessment Data from Alternative
Methods
Suggested Timeframe: 6 hours

How do we make the learners understand the results of alternative assessment?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 146

 provide appropriate feedback based on alternative methods of assessment;

 communicate learners’ progress based on alternative methods of assessment; and

 report to parents the results of alternative methods of assessment.

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your

knowledge and skills in giving feedback to learners based on the results ooof
alternative forms of assessment like performance- tasks, checklist, scales, and
portfolios. You are considered successful in this culminating performance task if
you have satisfied at least the following indicators of success:

Performance Tasks Indicators of Success

Provide adequate feedback to learners. All information about the assessment task and
corresponding rubric are given to learners to
monitor progress in the attainment of
educational targets or objectives.
Communicate progress of learners based All information contained in the portfolio are
on their portfolios. used to inform the learners of what they can
and cannot do based on evidences of learning.
Organize a meeting with parents relaying The guidelines in communicating with parents
the results of the learner’s performance. about the performance of the learner are
followed.

Prerequisite of This Lesson

To be able to successfully do this culminating performance task, you should have

understood how to analyze information coming from assessment data and orhanize the
results in a way that is useful for the learners. In the previous lessons, you were
provided with different ways of quantifying assessment information and how to use
qualitative means to describe the standing of the learner. You have also learned that
there are ways on how to organize assessment information.

PREPARE
In order to provide proper feedback to learners and inform them about their progress,
you need to know the techniques on how to give feedback and the guide that you need

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 147

to use to determine the contents of your feedback. You are expected to read this before
you can practice giving feedback.

Why is feedback a powerful means to help learners improve?

Feedback is a powerful means of helping the learners improve their academic

performance. Feedback is a specific means that allows the learners to determine which
part of their performance needs performance. Feedback provides specific information to
learners on what they need to do to revise or redo their task in a better way. The content
of feedback can be:

 The part of the answer or response that needs to be corrected

 The specific strategy to be used to perform the task

 The suggested procedure that needs to be undertaken by the learner

 A direction to the learner where to find the answer

 A challenge to the learner to think about the appropriate response

 A clarification on some misconceptions of the learner

Feedback is given every time students perform a task whether it is a paper-and-

pencil test or performant task. Feedback is provided either during or after the
performance.

1. Feedback during performance. Feedback during performance can be verbal or

nonverbal. Verbal feedback can be written in a big signage (like a poster or a handy
white board) visible to the learner. This is possible to do when a performance cannot be
stopped like when one is currently dancing or singing. The teacher can also provide
feedback in segments of the performance where the learner can pause like when
performing drama or doing some presentations. The feedback during performance is
useful to immediately correct the performance to avoid further mistakes.

2. Feedback after performance. Feedback can also be given after the performance of
the task. This is appropriate when learners are provided another opportunity to
revise and show again the performance. This is applicable for writing essays and
compositions where students submit the completed work before a full feedback is
provided. Students in these tasks have the opportunity to rewrite their work and
resubmit for another round off feedback.

To make feedback a powerful means to help learners improve, the following can be
considered:

1. Feedback needs to be specific and concrete. The following are illustrations of general
and specific feedback.

General feedback Specific Feedback

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 148

The essay is good. You started the paragraph in your essay
with a topic sentence and supporting
Note: Saying that the essay is good sentences were provided after. This helped
does not provide idea to the learner strengthen the point you want to make.
which part was good. The learner
might think that the essay is good in Note: This feedback is specific in saying
all aspects. why the feedback is good based on the
structure of the sentences in the paragraph.
The painting needs improvement. I Perhaps you may want to use other colors
can’t see any object! in your paintings so that we can distinguish
the objects.
Note: This is a broad feedback
because it does not say what specific Note: This feedback is specific in giving a
part needs to be improved. recommendation on what can be done
about the painting.

2. Feedback needs to be based on the agreed criteria. The criteria serve as a guide to
provide feedback on the work. For example, the criteria in writing a technical paper
are as follows:

 The parts are organized according to the guide questions.

 The ideas are well understood by the reader.

 The information included are accurate.

 More than 5 references are used.

Feedback NOT based on Criteria Feedback based on Criteria

There are several grammatical errors Check again the idea conveyed by the
in the paper. author in the journal because there are
discrepancies on page 3
(pertaining to the criteria on accuracy
of information)
The heading needs to be in hold font. Add one more reference to support
further your claims on the benefits of
using organic fertilizers on page 5
(pertaining to the criteria on
references)

3. Feedback should provide recommendations or suggestions onhow to improve

performance.

Bad Feedback Good Feedback

I cannot hear your voice. Make your voice louder.
Why are you looking at the ceiling while Look at your classmates when you
speaking? speak in front.

What are the different forms of feedback?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 149

 There are three areas to focus when giving feedback. These areas are
feedback on the product or performance, on the procedure or process performed,
and on the strategy in improving the work.

1. Focus on the product or performance. This kind of feedback describes how well the
performance was done. Examples of such feedback are:

“All the parts of the paper are complete.” “You have used up-to-date references in
your paper.”

“Include a definition of the term based on the main author.”

“Rephrase the findings stated by the author on page 43.”

2. Focus on the procedure. This kind of feedback focuses on the step-by-step process
that needs to be done by the learner.

“Follow the guidelines stated in the workbook in conducting the experiment to get
accurate results.”

“Try a different procedure in solving the problem.”

“Use more adjectives to describe the main character in your story.”

3. Focus on the strategy to improve the work. Strategies refer to the different
cognitive and metacognitive actions that the learner needs to think about in order to
arrive at a better work or performance.

“Given the criteria on delivering a speech, which parts did you achieve well and
provide evidence.”

“Use a different method to check if your answers are correct.”

“Compare your work with the model, which parts are different? How can you improve
these parts further?”

How to use portfolios to help learners improve?

One of the important roles of the teacher is to communicate the progress of the
learners based on the learning targets. Progress of the learner is better communicated if
there is a good documentation of their formative assessment. The works that learners
have produced can be collected and compiled in a portfolio. This is a virtual
representation on what the learners have achieved from their initial work to their
improved work. For example, their essay in an English class is collected from the first
draft to the revised draft. This progress is communicated when the teacher creates an
opportunity to sit beside each learner to show progress in learning as evidenced in the
portfolio. The following are some tips in making portfolios a powerful vehicle in
communicating learning progress and areas needing improvement.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 150

1. Schedule a time slot to sit beside each child to show progress in learning. The
teacher may focus on the first work to the present work for one learning target at a
time (one objective). The teacher may need about 5 minutes with each learner to
show evidences of attainment of each learning target.

2. Let the learners reflect on each entry in the portfolio. This can be guided when the
teacher starts to ask questions pertaining to the learning strategy used.

3. Let the learners report their observation on the transition of one work to another. Ask
questions for the learners to describe and compare their previous work with their
present work by pointing at the differences, things that are present and missing
among the entries, and the changes that happened from one entry to another.

4. Ask the learners to reflect on the other areas that need to be continued and
improved for the succeeding work. Make the learners commit to their future plan of
strategy when engaging on the same task. Help the learners focus on making
specific and achievable plans.

5. End the conversation with the learners with an encouragement and a belief that they
can improve and are capable of mastering the task.

How to organize meeting with parents?

Assessment results are also communicated to parents. The parents are partners
in the child’s learning, and information about the academic standing of their child should
be communicated with them. They are needed to provide further support in their
learning.

Assessment results are communicated through the process of parent and teacher
conferences. The school usually sets schedule and guidelines for teachers to confer with
parents. These guidelines are communicated during the parents’ orientation at the
beginning of the school year. The following are guidelines that can be followed in
conducting parent and teacher conferences:

1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to
happen.

2. Greet the parents in positive tone. Express how you care about their child that is
why you set a meeting with them.

3. Let the parents talk. Avoid interrupting them while they say their concerns.

4. When responding to parents’ concerns, you may want to restate or clarify their
ideas, report relevant incidents, or ask further questions.

5. When reporting assessment results, avoid judging on the ability of the child.
Focus on the performance based on the criteria. Prepare evidence of the

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 151

 performance and show the parents how rating was done. Describe the
performance based on the rubric.

6. When describing the performance of the child, use words that are understandable
to the parents. Avoid too technical terms. If technical terms cannot be avoided,
explain the terms to the parents.

7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result. Some course of action would be to verify an incident further,
check documents, and try to ask the child again.

DEVELOP
Let me check the ideas you have acquired about communicating assessment
results.

1. Why do we need to give feedback?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Why should feedback be specific?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. What makes a concrete feedback?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Why is it important to sit beside each learner as you explore his or her learning
portfolio?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 152

 _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. How do we avoid negative reactions with parents when relaying assessment

results?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

APPLY

The following are incidents about the performance of a learner. Provide the
appropriate feedback to each situation. Write the feedback to be communicated to
the child on the lines provided.

1. In a Grade 2 mathematics class, a subtraction task id provided for a two- digit

number and a one-digit number. The task given is 24-5=? the child subtracted 4
from 5 and brings down 2 resulting to an answer of 21.

24
- 5
21

What feedback will you provide?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. In a Grade 4 English class, the students are tasked to write an essay. One pupil did
not provide an indention in the first line of the composition. What feedback will you
provide?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 153

 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. In a Grade 7 class, recitation was conducted on the topic of characteristics of metals.

One student was asked to give three characteristics of metals. The student stood up
and kept quiet for more than three minutes. The child is taking too much time to
provide the answer. What feedback will you provide?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. In a Filipino class for Grade 8, the students were tasked to write a letter to a selected
classmate. One student wrote complaints about the behaviour of the classmate. The
student wrote in the letter bad words that hurt the classmate. What feedback will you
provide?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. In a music class for Grade 7, each student rendered a solo song number in front
of the class accompanied by a piano. One student could not reach the high note
required in one line of the song. What feedback will you provide?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

TRANSFER

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 154

 Watch the video of a 10- year old girl in YouTube. The video is called
“kindness speech by 10 year old girl”, and it is found in this link:
https://www.youtube.com/watch?v=DtCxMdE5dM

The following are the criteria for the speech:

1. Mechanics: the voice is loud and clear.

2. Idea: More two acts of kindness are provided.

3. Structure: The speech has an introduction, body, and conclusion.

4. Evidence: The arguments presented in the speech are supported with

evidence.

5. Persuasion: The delivery of the speech is persuasive to the audience.

Suppose that you are a teacher, provide a feedback on each aspect of the
criteria. Write your feedback on the space provided.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Instructions: Use the checklist below to evaluate the quality of the feedback given.

Checklist

Yes No

1 Feedback is provided for each criterion.

2 The feedback is within the scope of the given criteria.

3 The feedback is specific.

4 The feedback describes the performance with evidence.

5 The feedback provides suggestions for improvement.

6 The feedback will be understood by a 10- year old child.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 155

EVALUATE

Review the rating given to your feedback. List down areas needing
improvement and how to improve them.

Areas for Improvement How will I improve this area?

1.

2.

3.

4.

REFLECT

Summarize the result of your performance in doing the culminating task using the
checklist below.

Ready Not yet ready

1 I can independently give feedback across different

performances.
2 I can be specific with my feedback.
3 I can follow the guidelines in giving feedback.
4 I use feedback to improve learners’ performance.
5 I use portfolios to communicate assessment results.
6 I can report the class standing of my students to their
parents.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 156

SUSTAIN
Choose from the following tasks what you can do given the result of your self-
assessment and teacher’s feedback.

Level of Readiness Possible Tasks to Extend

Opportunity for Successful
Performance
Scale Description

1 Not yet ready Design rating forms using the

appropriate type of scale.
2 Quite ready Generate the relevant criteria for a
task.
3 Ready Provide adequate feedback on
learner’s performance.

Educator’s Input

I have conducted seminars for teachers on how to give proper feedback.

Based on the talks, I have found the following common practices of feedback on the
workshop conducted.

Common mistakes on giving feedback:

1. Saying broad feedback, such as “very good”, “excellent”, “good job”, “very bad”,
and “needs improvement”

2. Giving stars with no meanings

3. Putting a large question mark or cross on full page of the paper

4. Checking only the final answers and ignoring the process

5. Giving feedback with further discussion

6. Collecting portfolios and returning them with no session with each student

7. Giving the answers when students are unable to answer

8. Giving no feedback after a performance

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 157

 9. Giving no time for students to revise work after feedback is given

10. Feedbacking is done only by the teacher

Other Support Materials Available

1. PowerPoint presentation of the Lesson

2. Other resources available in the Internet

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the
21st century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your content (5Cs).

What output/s in this lesson shows you Chosen Output Why?

are very good in the following:
1. Content (the output reflects Example: Because it reflects the
understanding of the topic Constructed Table of framework of the test,
Discussed) Specifications which the Revised Bloom’s
Taxonomy where the six
cognitive processes are
given as well as the
four dimensions of
knowledge.

2. Critical Thinking (the output reflects ability

to critique/evaluate/solve
problems)
3. Creative Thinking (the output reflects
ability to create new ideas)
4. Communication (the output reflects
Ability to express one’s ideas in
words or actions)
5. Collaboration (the ouput reflects
ability to work well with others)

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 158

TABLE OF SPECIFICATIONS

Topic Instructio % of No. of Cognitive Behavior/Test

nal Items Items Format? No. of Items/Placement
Time of Items/Knowledge Dimension/
(Hours)

R U Ap An E C

1. Basic Concepts, Theories, and 4.5 10% 10% 5 1. 1.

Principles in Assessing Learning 1-2 3-5
Using Nontraditional Methods (C) (C)
2. Learning Targets for 4.5 10% 5 10 I. II.1
Performance and Product- (C) 6-9 (M)
Oriented Assessment (C)
I

3. Performance Assessment 4.5 10% 5 I. I. I. 12 I. I.

14 13 (P) 11 15
(C) (C) (M)
(C)

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 159

 4. Affective Assessment 6 5 I. I.
16- 19
(P)
18
(F)
I.
22
(M)
5. Portfolio Assessment 6 5 I. I. I. 23 I. I.
21 22 (M) 24 25
(P) (M)
(F) (C)
6. Process in Developing and Using 4.5 10% 5 I. 28 1. II.
Rubrics for Nontraditional (P) 26- 2
Assessment 27,
(M)
29-
30
(M)
7. Organization and Analysis of 6 5 I. I. I.
Assessment Data from 31 32’ 34-
Nontraditional Methods 35
(C) 33
(P)
(C)
8. Communicating and Reporting of 6 5 I. I.
Assessment Data from 36- 38-
Nontraditional Methods 39
37,
(P)
40
(C)
Total 42 5 12 7 14 2 2

Legend:
Knowledge Dimensions: Factual (F), Conceptual (C), Procedural (P), Metacognitive (M)
Cognitive Behaviors: Remembering (R), Understanding (U), Applying (Ap), Analyzing (An),
Evaluating (E), and Creating (C)
Test Formats: I. Multiple Choice; II. Constructed Response

WHOLE COURSE PORTFOLIO RUBRICS

A. Directions: Given the competencies in Domain 5: Assessment and Reporting expected of

a beginning teacher as defined in the Philippine Professional Standards for
Teachers (PPST), what evidence can you provide to prove that you can
demonstrate each competency? Evaluate the QUALITY of the evidence using
the rubric below:

4 – the evidence can fully show the attainment of the competency

3- the evidence can partially show that attainment of the competency

2 – the evidence can show the attainment of the competency to a little extent

1 – the evidence can show the attainment of the competency to a very little extent

Competencies of a Beginning Teacher Evidence Quality Anotation

in the PPST Chosen

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 160

 1. Demonstrate knowledge of the Example: The test I developed
design, selection, organization and Developed and 4 shows that I know how
use of diagnostic, formative, and Administered to select, design,
summative assessment strategies Written Test organize, and
consistent with curriculum administer a
requirements. summative test based
on the K to 12
Curriculum. The test
can be used as a
diagnostic and
formative teast as I
examined the results
to find out the
strengths and
weaknesses of the
students who took the
test so that proper
intervention could be
offered to address
their learning
problems.
2. Demonstrate knowledge of
monitoring and evaluation of
learner progress ang achievement
using learner attainment data.
3. Demonstrate knowledge of
providing timely, accurate, and
constructive feedback to improve
learner performance.
4. Demonstrate familiarity with a
range of strategies for
communicating learner needs,
progress and achievement.
5. Demonstrate an understanding of
the role of assessment data as
feedback in teaching and learning
practices and programs.

B. Directions: Given the target program outcomes set by the CHED PSG, what
evidence can you provide to prove that you can demonstrate each competency?
Evaluate the QUALITY of the evidence using the rubric below:

4 – the evidence can fully show the attainment of the competency

3- the evidence can partially show that attainment of the competency

2 – the evidence can show the attainment of the competency to a little

extent

1 – the evidence can show the attainment of the competency to a very little
extent

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 161

Learning Outcomes CHED Set Evidence Quality Anotation
in the PSGs in Teacher Chosen
Education Program
1. Design authentic
assessment and
alternative assessment
tools.
2. Interpret assessment
results and use these to
improve teaching and
learning.
3. Keep accurate and
updated records of the
learners’ performance
using technology tools
where feasible and
appropriate.
4. Provide timely feedback
of assessment results to
parents and other
stakeholders.

C. Directions: Given the assessment competencies that every teacher should be

skilled in based on the National Council on Measurement in Education, National
Education Association & American Federation of Teachers (1990), what
evidence can you provide to prove that you are skilled in each competency?
Evaluate the QUALITY of the evidence using the rubric next page:

4 – the evidence can fully show the attainment of the competency

3- the evidence can partially show that attainment of the competency

2 – the evidence can show the attainment of the competency to a little

extent

1 – the evidence can show the attainment of the competency to a very little
extent

Assessment Competencies Expected of Evidence Quality Annotation

Every Teacher (NCME, NEA, AFT, 1990) Chosen
1. Choosing assessment methods
appropriate for instructional decisions.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 162

 2. Developing assessment methods
appropriate for instructional decisions.
3. Administering, scoring, and
interpreting the results of both
externally- produced and teacher-
produced assessment methods.
4. Using assessment results when
making decisions about individual
students, planning teaching,
developing curriculum, and school
improvement..
5. Developing valid student grading
procedures which use student
assessments.
6. Communicating assessment results
to students, parents, other lay
audiences, and other educators.
7. Recognizing unethical, illegal, and
otherwise inappropriate assessment
methods and uses of assessment
information.

Reflect:

1. What are my strengths as a future assessor of students’ learning?

2. What are my weaknesses?

3. How ready am I to be a future assessor of students’ learning?

SELF- ASSESSMENT TENETS OF A HOLISTICALLY DEVELOPED LEARNER

(THE WHOLE CHILD APPROACH, ASCD)

Directions: Given are five tenets of the Whole Child Approach by the Association for
Supervision and Curriculum Development (ASCD) and the indicators
that the authors have considered to meet these tenets. Assess to what
extent this course has considered each of the indicators given. Answer
by using the following numerical ratings given their corresponding
interpretation.

4 – this indicator is true in almost all lessons (at least 7 lessons)

3 – this indicator is true in some lessons (5-6 lessons)

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 163

 2 – this indicator is true in a few lessons (2-4 lessons)

1- This indicator is true in just 1 lesson or none at all

Tenet Indicators Self- Assessment of

the Course Experience
1. The lessons have presented
realistic and doable learning
Healthy goals for me to achieve.
2. The lessons have balanced
activities that I need to do as a
future teacher and that I enjoy
doing
3. The lessons have given me
assurance that my work will be
valued and necessary in
Safety performing my future role as
assessor of students’ learning.
4. The lessons have been designed
in a manner that I could
understand them, considering my
ability, time, and resources.
5. The lessons have given me
support in understanding how to
be an effective assessor of
Supported students’ learning.
6. The lessons have provided me
enough learning materials to gain
the knowledge and skills in
assessing students’ learning.
7. The lessons have provided me
engaging activities to acquire the
necessary knowledge and skills
Engaged in assessing learning.
8. The lessons have provided me
opportunities to learn and/or work
with my classmates, teachers,
students, parents, or any relevant
stakeholder in school, home, or
community where assessment of
learning is necessary.
9. The lessons have provided me
challenging activities that made
me aspire to become competent
Challenged assessor of students’ learning.
10. The lessons have made me work
hard to achieve the desired
learning outcomes set by the
course.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 164

 SUMMATIVE TEST FOR ASSESSMENT IN LEARNING 2

Part I. Multiple Choice

Directions: Read carefully each item in the test. Every item has a set of four
choices from where you could choose the correct and best answer for the problem
given. Circle the letter that represents your best answer. This test has a google form
as well. The link to the google form of the test is: ____. You may opt to answer the test
in this google form so you would know immediately your score. If you stick answering
the test in this paper format, the key to corrections is part of your Course Facilitator’s
Guide.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 165

 Every item is to be scored from 0 to 3 points. The correct and best answer in
given 3 points. A response that is totally wrong is given 0 point. A response that is
partially correct indicating one idea is known/correct will be given 1 point. A response
that is partially correct but near to the best answer will be given 2 points. You will be
given additional two (2) points if you could give an acceptable justification for your
chosen answer. The score will be based on the degree of acceptability of your
justification.

Example:

Teacher T prepared a table of specifications as her guide in developing a

lesson. Is this correct? Justify your answer.

A. Yes, as the TOS is a plan of a lesson.

B. Yes, as the TOS is basic in any plan for instruction.

C. No, the TOS is a plan for a test that should have been parallel to the plan for
instruction.

D. No, the TOS is planned after instruction as it should guide the construction of the
test for that instruction.

Student’s Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator.

Illustration #1 in Answering:

Student’s Answer C
Explanation for the Answer My answer is C as the TOS is the test blue print that is based
on the objectives set for instruction. Its preparation, however,
can happen even before instruction begins. If it is a summative
that we are doing and the results are graded, then the test
should be well- planned and that may not happen if it is done
only after instruction happens.
Score Given to the Answer The score is 5 points. Three (3) points for choosing C which is
the best answer and 2 points for the explanation as it is
acceptable and convincing.

Illustration #2 in Answering:

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 166

Student’s Answer D
Explanation for the Answer My answer is D because the TOS should capture what has
been emphasized during instruction that is why it is designed
after instruction as guide in the construction of a summative
test.
Score Given to the Answer The score is 4 points. Two points for choosing D, which is the
next best answer and 2 points for the explanation as it is
acceptable and convincing.

Illustration #3 in Answering:

Student’s Answer B
Explanation for the Answer My answer is B because the TOS is a plan for a test that can
inform instruction.
Score Given to the Answer The score is 3 points. One (1) point for choosing B, which is
partially correct as the TOS is a plan for a test but not for
instruction. The explanation for the answer is acceptable and
convincing.

Illustration #4 in Answering:

Student’s Answer A
Explanation for the Answer My answer is A because the TOS is a plan for a lesson
and the test.
Score Given to the Answer The score is 2 points. One (1) point for choosing A,
which is the partially correct as the TOS is a plan for a
test but not for instruction. The explanation for the
answer is partially correct as well as the TOS is a plan
for a test and not the kind of plan needed for an effective
instruction.

Start Here

1. Which model of alternative assessment focuses on determining the effects of

instruction rather than determining if students have achieved the intended
outcomes?

A. Authentic Assessment

B. Developmental Assessment

C. Emergent Assessment

D. Performance Assessment

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 167

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

2. Teacher K is confused about the nature of alternative assessment of learning.

A colleague, Teacher M, explained to Teacher K that alternative assessment
refers to the use of nontraditional assessment methods like portfolio
assessment. Is Teacher M correct?

A. Yes, as portfolio assessment is a nontraditional assessment method.

B. No, as portfolio assessment is a traditional assessment method.

C. Yes, as alternative assessment means using portfolio in assessment.

D. No, as alternative assessment and nontraditional assessment are different.

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

3. When Teacher O discusses on her students the culminating project for her
class, she takes time to describe and elaborate the quality of the project and
the criteria that she will use to assess and grade the project. Teacher O is
practicing what criterion for determining if an assessment task is authentic or
not?

A. Building around topics or issues of interest to the students.

B. Involving interaction between assessor and person assessed.

C. Making evaluation criteria and standards known to the student.

D. Requiring learners to produce a quality produce or performance.

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

4. Teacher N is preparing a rubric for assessing a research proposal. She wants to use
the rubric to determine if the students in her class can demonstrate their knowledge in
research and research writing through the development of a research proposal.
Teacher N is doing what type of assessment?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 168

 A. Performance assessment as her intention is to determine if students can
demonstrate what they know through the development of a research proposal.

B. Performance assessment as the purpose of the rubric is to determine their

research writing skills.

C. Assessment of noncognitive outcomes as research proposal writing is a

psychomotor outcome.

D. Assessment of noncognitive outcomes as research proposal writing is an affective

outcome.

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

5. When Teacher L grades her students’ group projects, he uses scoring rubrics to
assess and grade the students’ projects. In addition, he provides self- reporting rating
scale and peer report rating scale for each member of a group so students can assess
their contribution and their group mates’ contribution in the completion of their group
project. Furthermore, Teacher L interviewed each student and asked them questions
related to their completed group project. Teacher L is practicing which principle of
assessment?

A. Assessment requires the use of appropriate measures.

B. Assessment is both process and product oriented.

C. Assessment must be comprehensive and holistic.

D. Assessment should lead to student learning.

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

6. Teacher Girlie, an English teacher, wants to give an assessment task that

measures students’ skills. Which of the following assessment tasks can BEST
address her purpose?

A. Essay

B. Interest Inventory

C. Multiple- Choice Test

D. Recital

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 169

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

7. A product learning target is BEST matched with which of the following sample
assessment tasks?

A. Measuring height using a tape measure.

B. Explaining the difference between vectors and matrices.

C. Demonstrating commitment to completing the group project.

D. Writing an essay on the impact of social media in people’s social values.

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

8. In his physical Education class, Teacher Brian designed a task where his
students will be grouped into teams of five players and play half- court
basketball for 20 minutes. Which of the following learning targets can be BEST
assessed in the task?

A. Affect

B. Knowledge

C. Products

D. Skills

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator
9. Manage time effectively to balance both academic and extra- curricular tasks and
responsibilities. This learning objective refers to which level within Bloom’s Taxonomy
of Educational Objectives in the Affective Domain?

A. Application

B. Guided Response

C. Organization

D. Valuing

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 170

 Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

10. Which of the following learning target statements refers to affect?

A. Discuss the importance of preparing for an earthquake event.

B. Show commitment in following one’s personal fitness plan.

C. Create tables and graphs to describe the population data.

D. Read fluently in acceptable pace.

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

11. Mr. Santillana is planning to conduct a performance assessment to his three

Grade 6 classess in Philippine History (Araling Panlipunan) to measure what the
students have learned about native Filipinos’ contribution to fight for Philippine
independence during the Propaganda Movement. What is the most appropriate
kind of performance assessment should he develop? Give your justification.

A. Essay test, since this will demonstrate how the students understood the role of
prominent Filipinos during the Propaganda Movement.

B. Group project to create a newspaper that will mimic or simulate the

propaganda or written work done by propagandists.

C. History mini- fair, wherein the students can exhibit their works/projects or
present performances (e.g., dance, skit, songs) to depict the important events
during the Propaganda Movement.

D. Multiple- choice test, as this will test their knowledge on who were the
prominent Filipino propagandists during that period.

Student’s Answer
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Course Facilitator

12. In designing performance assessments, what is the most important consideration in

doing so? Give your justification.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 171

 A. Come up with the rubric, as this will guide the teacher in rating the students’
performance or output.

B. Create a table of specifications, as this will inform the teacher on what topics to
include, the number of items for each topic and the whole test, and the weight for
each item.

C. Define the desired learning outcomes, as they will serve as a guide in identifying the
cognitive skills to be assessed by the performance task.

D. Determine the criteria to be included to rate the performance level of the students.

Student’s Answer
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13. What is the most important characteristic of a performance task? Give your justification.

A. It allows students to be involved in the process of evaluation of their peers’

performance and output.

B. It provides opportunities for students to show what they know and what they can do.

C. It is authentic as the performance task resembles what can be seen in real life.

D. It only measures lower level of cognitive skills.

Student’s Answer
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14. Ms. Rico teaches Fashion design in one senior high school for the Technology and
Livelihood Education (TLE) and Technical- Vocational Livelihood Track. What is the
most appropriate performance assessment to conduct to measure students’ learning
outcomes in this subject? Justify your answer.

A. Student’s actual demonstration on how to design and create an apparel

B. Oral questioning by the teacher

C. Portfolio of students’ designs

D. Written exams

Student’s Answer
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Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 172

 Course Facilitator

15. As a culminating activity of the Physical Education subject of Grade 6 students,

the P.E. teachers chose to stage a field demonstration of the different folk dances.
Each Grade 6 class has to select a type of folk dance (e.g., Tinikling, Pandanggo
sa Ilaw, Itik- itik) to perform. The teachers then decided to develop a rubric to
guide them in assessing the students’ performance. What type of criteria should
be used for this purpose? Please give your justification for your answer.

A. Content Criteria, because it will evaluate the degree of a student’s knowledge

and understanding of how ethnic or folk dance should be done.

B. Impact Criteria, because it will evaluate the overall effects of the students’
dance performance on the audience.

C. Process Criteria, because it will evaluate the proficiency or skill level of

performance of students in folk dancing.

D. Quality Criteria, because it will evaluate the quality of their dance performance.

Student’s Answer
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Course Facilitator

16. When a student says, “I feel nervous in Mathematics,” what affective trait is
illustrated by this behavior?

A. Interest

B. Motivation

C. Value

D. Attitude

17. If Peter, a physics, student demonstrates skills in helping other students solve a
problem in a laboratory, he is exhibiting a behavior in what level?

A. Responding

B. Valuing

C. Organizing

D. Characterizing

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18. From the following, which one is the most acceptable performance term for use in
describing affective behavior at the level of valuing?

A. gives

B. complies

C. joins

D. initiates

19. Which of the following sets of behaviors is at the highest level in the affective
domain?

A. writes, complies, helps

B. completes, initiates, proposes

C. influences, proposes, solves

D. defends, formulates, modifies

20. Every student in Mr. Ramos’ Grade 9 class seems to bring unique problems into the
classroom. More than 40 percent of the students migrated from a politically stricken
nearby region. Each meeting seems to be in chaos. Many students appear restless
during class sessions. Others who are quiet have eyes drooping to sleep. Many seek
permission to go out every now and then for a drink or visit the rest room or clinic
because of a headache. Mr. Ramos, as a class adviser, has been reminded of
significant absenteeism in this class.

What affective trait most likely contributes to the classroom incidents?

A. Political belief

B. Self- concept

C. Anxiety

D. Motivation

1. Portfolio (M)

21. Which type of portfolio is good to develop if the intention is to exhibit the best
products of one’s learning?

A. Process Portfolio

B. Product Portfolio

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 174

 C. Show Portfolio

D. Documentary Portfolio

Student’s Answer
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Course Facilitator

22. Which best explains why portfolio assessment is an appropriate method in

assessing learning?

A. It allows students to assess their own learning.

B. It is more effective in assessing learning than a pen-and-paper-test.

C. It is good in assessing more of the process rather than the product of learning.

D. It demonstrates not only what the students know but also what they are able to
do.

Student’s Answer
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23. You are going to assess the writing skills of the students using portfolio assessment.
Which of the following will you ask your students to do?

A. Let them do a reflective journal for their lessons discussed in the class.

B. Prepare a quality container for their written outputs in class.

C. Collect all their works in the class and compile them.

D. Select the evidence of their learning.

Student’s Answer
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24. Which of the following processes are ideal to be done by the students when they
develop their portfolios?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 175

 I. Set the competencies targeted for portfolio assessment.

II. Do the evidence that would show attainment of the target competencies.

III. Give feedback on the rubric to be used in judging evidence of attainment of

target competencies.

IV. Rate the evidence produced based on the agreed- upon rubric.

A. II and III only C. II, III, and IV only

B. I, II, and III only D. I, II, III, and IV

25. Teacher M required her students to develop their learning portfolios in the subject she
is teaching. She set all the evidence that the students have to provide after explaining
to them the competencies that should be targeted for this portfolio assessment. Then,
she gave the students a copy of the rubric for self, peer, and teacher evaluation. Do
you agree with all that Teacher M did in assessing the students through their learning
portfolios?

A. Yes. Everything she did is acceptable, including the teacher’s decision of what the
students should provide as evidence of the attainment of the competencies.

B. Yes. It is ideal for the students to do all the evidence of their learning, including the
need for self- evaluation.

C. No. The students should be allowed to also negotiate other evidence of the
attainment of the competencies targeted for portfolio assessment.

D. No. Some of the processes that the teacher did should be improved like the giving of
the rubric as this should be used only by the teacher.

Student’s Answer
Explanation for the Answer
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Course Facilitator

26. Ms. Carreon is teaching Oral Communication in Context in one private senior high
school in Metro Manila. As part of the final grade, she required her students to perform
an extemporaneous speech. In developing the rubric to assess students’ performance,
she made sure that the rubric will measure what it intends to measure (I,e., students’
knowledge and skills in public speaking) by including criteria on oral communication,
nonverbal, and response to question skills. This will ensure that the rubric is ____.
Give justification to your response.

A. Authentic, since it includes performance indicators that are meaningful and require
application of real- life skills in extemporaneous speech.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 176

 B. Diagnostic, since it provides them opportunities to improve on areas that they did
not do well.

C. Explicit, since it contains performance indicators that are clear, concrete, and
observable.

D. Valid, since it contains criteria that will measure the expected quality of
performance in extemporaneous speech.

Student’s Answer
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Course Facilitator

27. In her research 1 class, Mrs. Cruz requires her students to submit a draft for every
part of the research paper (from introduction to conclusion and recommendations).
She needs to create a rubric to rate each draft manuscript. What kind of rubric is the
most appropriate to assess the students’ draft papers and provide them feedback on
what aspects of their work need to be improved or revised? Justify your answer.

A. Analytic rubric, since this will provide specific feedback about a student’s work
along several dimensions or criteria of a good research paper.

B. General/Generic rubric, since this rubric may already be available or if not, it is

easy to make.

C. Holistic rubric, since it will provide a single score based on an overall judgment of
the quality of the student’s work.

D. Task- specific rubric, since this rubric contains criteria that are unique to a specific
performance task to be assessed (i.e., for this subject, unique and applicable only
to each part of the research paper).

Student’s Answer
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Course Facilitator

28. Mr. Bautista is teaching Arts subject in one public elementary school. He plans to
require students to come up with a project that will demonstrate their learning in this
subject. He also needs to develop a valid assessment tool since this requirement will
greatly affect the student’s final grade. He thought of coming up with a rubric. What is the
first step that he needs to do? Justify your answer.

A. Determine and describe performance task to be evaluated and its quality attributes.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 177

 B. Determine the benchmarks and point values to denote the levels of performance.

C. Develop the criteria or dimensions for assessment.

D. Write the benchmark or performance descriptors for each criterion and point value.

Student’s Answer
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Course Facilitator

29. Ms. Fernandez required her SHS students in Applied Economics to choose an industry
that has a component on social entrepreneurship or corporate social responsibility, and
to prepare a SWOT analysis as their end- of the term project. The project, which is group
work, will comprise 30% of the students’ final grade. She identified the following as the
criteria for rating the project: Introduction (30%), Review of Related Literature (20%),
Synthesis (20%), Organization (20%), and Mechanics and Citations (10%). She wanted
to rate her students’ work along these criteria. What type of rubric should she create or
use? Give your justification for your answer.

A. Analytic Rubric, since this will provide specific feedback about the students’ output
along the specified dimensions.

B. General Rubric, since this will save her time and effort in creating one as she can use
or copy whatever rubric there is in the department.

C. Holistic Rubric, since this will be easier to develop and will anyway give an overall
judgment about the quality of the student’s work.

D. Task- Specific Rubric, since this contains criteria that are unique and applicable only
to industry analysis paper.

Student’s Answer
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Course Facilitator

30. Mr. Bernardo was tasked by his Department Chairperson to make an

assessment plan to measure Grade 12 students’ competencies in using
computers in doing statistical analysis. He was also asked to identify the different
criteria and the benchmarks. However, only an overall rating is required. What is
the best type of rubric should he recommend for this? Justify your answer.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 178

 A. Analytic Rubric, since this will provide ratings for the different criteria that will
be identified by Mr. Bernardo.

B. General Rubric, since this will save him time and effort in creating one as he
can use or copy whatever rubric there is in the department.

C. Holistic Rubric, since while this give an overall rating of the quality of students’
performance, the criteria identified will still be reflected in the rubric.

D. Task- Specific Rubric, since this contains criteria that are unique and
applicable only to computer skills and can provide an overall rating of
students’ proficiency in the use of computer.

Student’s Answer
Explanation for the Answer
Score Given to the Answer See Key to Corrections that will be provided by the
Course Facilitator

31. What response format is used to describe the object or behavior by making use of
two opposite adjectives?

A. Likert Scale

B. Verbal Frequency Scale

C. Graphic Scale

D. Semantic Differential Scale

Student’s Answer
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Course Facilitator

32. Why do we need to arrange the response format according to the degree of
performance?

A. To place the answers in the right category.

B. To rate the answers according to the right description.

C. To make the scale discriminating for the less able answers.

D. To represent well the varied answers produced by students.

Student’s Answer
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Course Facilitator

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 179

33. Why is a tabular presentation a good way to summarize assessment results?

A. The raw data are represented by global scores across categories shown in the
table.

B. The rows in a frequency table break down the scores into smaller categories.

C. The heading in the table provides a good way to describe the total score.

D. The column provides information what the result is about.

Student’s Answer
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34. What response format is appropriate when a teacher wants to check students use of
polite words to adults in the school?

A. Likert Scale

B. Linear Numeric Scale

C. Picto Scale

D. Verbal Frequency Scale

Student’s Answer
Explanation for the Answer
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35. What response format is appropriate when the teacher wants to know the attitude of
students on the ban of soft drinks in the canteen?

A. Linear Numeric Scale

B. Verbal Frequency Scale

C. Likert Scale

D. Semantic Differential Scale

Student’s Answer
Explanation for the Answer
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Course Facilitator

36. Why is feedback helping students improve their performance?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 180

 A. It points out the part of the performance where there is a mistake.

B. It tells specific ways to change the work and make it better.

C. It makes the teacher think whether to make the learners resubmit.

D. It helps the teacher provide high grade in the tasks required.

Student’s Answer
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37. Why should feedback be given immediately?

A. So that students can revise their answers immediately

B. Because the teacher needs to maximize the classroom time

C. Several students need to be accommodated with limited time

D. So that learners will realize their mistakes

Student’s Answer
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38. What appropriate feedback is given in a class presentation where the student is just
reading the text in the presentation shown in the screen?

A. Don’t just read it, explain it.

B. Why don’t you explain it to us?

C. Please explain what you have read in your own words.

D. You are expected to report not to read.

Student’s Answer
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39. What appropriate feedback is given when the voice of a student during declamation
cannot be heard?

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 181

 A. Make your voice louder.

B. What is wrong with your voice?

C. I can’t hear you.

D. Your voice is too soft.

Student’s Answer
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40. Why is the comment of simply saying “very nice” a bad form of feedback?

A. No specific behavior commended.

B. No aspect of the behavior is identified.

C. Misconstrued that all criteria are very nice.

D. Students commonly like to hear this comment.

Student’s Answer
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Part II. Constructed Response

Directions: Do what is asked for. Use the rubric as your guide in answering.

1. What kind of rubric will you prepare in a group research? Define what the learning
target could be and then justify the kind of rubric necessary for the task of group
research. Refer to the given rubric as your guide in answering.

Scoring Rubric

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 182

KEY TO CORRECTIONS OF THE SUMMATIVE TEST

Points Indicators of Excellent Work

Indicators of the excellent work:

A. It shows complete information: the learning target is
defined, the task, and the rubric that is suggested for
scoring.
B. There is alignment between the stated learning target and
the task of group research.
C. The suggested rubric for scoring and its explanation for its
use is acceptable.
D. It is free from errors (grammar, spelling, computation, etc.)
10 All A to D are satisfied.
8 Only A to C are satisfied.
6 A and either B or C are satisfied.
4 Any two of A to D are satisfied.
2 Any 1 of A to D is satisfied.
0 No effort at all.

2. Construct the rubric for the group research. Refer to the given scoring rubric to guide
you in preparing for your answer.

Scoring Rubric

Points Indicators of Excellent Work

Indicators of the excellent work:

A. It shows complete information (i.e., criteria, performance
levels, descriptions, and points)
B. The information given is acceptable.
C. It is free from errors (grammar, spelling, computation, etc.)
10 All A to D are satisfied.
8 Only A to C are satisfied.
6 B and C are satisfied.
4 C is satisfied.
2 There is an evidence of effort.
0 No effort at all.

Directions: Please refer to the key to corrections given below to know how many points
is given to each item that you have answered.

Item #1 Which model of alternative assessment focuses on determining the effects of

instruction rather than determining if students have achieved the intended
outcomes?
Options Statements Points Rationale

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 183

A Authentic 1 A model of nontraditional assessment. However, it
Assessment focuses on allowing students to perform or create a
product that is meaningful to them as they are based on
the real-world contexts.
B Developmental 1 Another model of nontraditional assessment. It focuses
Assessment on determining the extent that students have developed
their competencies from instruction.
C Emergent 3 Emergent assessment is a model of nontraditional
Assessment assessment which focuses on determining the
effects of instruction on students. The emphasis is
on the assessment of both intended and unintended
effects of instruction more than the attainment of
learning outcomes or goals.
D Performance 1 A specific method in nontraditional assessment that is
Assessment closely associated with authentic assessment.

Item #2 Teacher K is confused about the nature of alternative assessment of learning. A

colleague, Teacher M, explained to Teacher K that alternative assessment refers
to the use of nontraditional assessment methods like portfolio assessment. Is
Teacher M correct?

Options Statements Points Rationale

A Yes, as portfolio 3 The use of portfolio is a nontraditional method of

assessment is a assessing student learning as it goes beyond the
nontraditional use of paper-and-pencil test and provides
assessment opportunities to assess students’ learning processes
and products.
method.

B No, as portfolio 0 Portfolio assessment is not a traditional method of

assessment is a assessment as traditional assessment refers to the
traditional use of assessment strategies or tools that measure
assessment students’ cognitive outcomes, typically through
method. objective or subjective paper-and-pencil tests.
C Yes, as 1 Portfolio assessment is an approach or method of
alternative alternative assessment. There are other alternative
assessment or non-traditional methods of assessment.
means using
portfolio in
assessment.
D No, as alternative 0 Alternative assessment refers to the use of
assessment and alternative or non-traditional assessment strategies
nontraditional or tools to collect information on student learning.
assessment are
different.

Item #3 When Teacher O discusses on her students the culminating project for her class,

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 184

 she takes time to describe and elaborate the quality of the project and the
criteria that she will use to assess and grade the project. Teacher O is practicing
what criterion for determining if an assessment task is authentic or not?

Options Statements Points Rationale

A Building around 0 This criterion is about ensuring that the assessment

topics or issues task is closed to the real-world context and relevant
of interest to the to the learners.
students.

B Involving 1 Discussing expectations and criteria for assessment

interaction for a project is one way to establish interaction
between between the teacher (assessor) and the student
assessor and (person assessed). However, interaction between
person assessed. teacher and students should be continuous and in all
stages of the assessment process.
C Making 3 Discussing expectations and criteria for assessment
evaluation criteria for a project is a clear indication that Teacher O
and standards wants her students to know the evaluation criteria
and standards with which their projects will be
known to the
assessed and graded.
student.

D Requiring 2 Requiring students to do a culminating project with

learners to clear expectations and criteria for assessment
produce a quality means that Teacher O wants her students to
produce or produce a quality product or output.
performance.

Item #4 Teacher N is preparing a rubric for assessing a research proposal. She wants to
use the rubric to determine if the students in her class can demonstrate their
knowledge in research and research writing through the development of a
research proposal. Teacher N is doing what type of assessment?
Options Statements Points Rationale

A Performance 3 Teacher N is doing a performance assessment

assessment as her as the focus is on providing opportunity for the
intention is to students to apply what they have learned
through task performance and or product
determine if
creation (i.e., research proposal).
students can

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 185

 demonstrate what
they know through
the development of
a research proposal.

B Performance 1 Teacher N is doing a performance assessment

assessment and the rubric will be a useful tool for assessing
as the purpose of the research proposal. However, an ideal rubric
the rubric is to for a research proposal assesses competencies
determine their or outcomes beyond research writing skills
research writing which could just be one criterion.
skills.

C Performance 0 A research proposal is created through

assessment as the demonstration of research competencies and
purpose of the rubric writing skills, not just psychomotor outcomes.
is to determine their
research writing
skills.

D Assessment of 0 A research proposal is created through

noncognitive demonstration of research competencies and
outcomes as writing skills, not just affective outcomes.
research proposal
writing is an affective
outcome.

Item #5 When Teacher L grades her students’ group projects, he uses scoring rubrics to
assess and grade the students’ projects. In addition, he provides self- reporting
rating scale and peer report rating scale for each member of a group so students
can assess their contribution and their group mates’ contribution in the
completion of their group project. Furthermore, Teacher L interviewed each
student and asked them questions related to their completed group project.
Teacher L is practicing which principle of assessment?

Options Statements Points Rationale

A Assessment 1 The use of rubrics, scales, and interviews is a

requires the use of demonstration that Teacher L is practicing the

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 186

 appropriate need to use appropriate measures for the
measures. purpose of valid assessment.

B Assessment is both process

1 Assessing the quality of the projects and the
and product oriented. contribution of each student in the completion of
the project suggests that Teacher L is assessing
both the process and product of the task.
C Assessment must be 3 Teacher L’s use of multiple measures (rubrics,
comprehensive and scales, interviews) and use of teacher, self and
holistic. peer assessment indicate that Teacher L wants
his assessment to be as comprehensive and
holistic as possible.
D Assessment should 0 Teacher L’s use of multiple tools and multiple
lead to student assessors does not necessarily mean that his
learning. assessment strategy would lead to student
learning.

Item #6 Teacher Girlie, an English teacher, wants to give an assessment task that
measures students’ skills. Which of the following assessment tasks can BEST
address her purpose?

Options Statements Points Rationale

A Essay 2 Writing an essay is a product learning target.

However, to be able to write an essay,
knowledge, reasoning, and skills are all required
to be used or demonstrated.
B Interest Inventory 0 An inventory is a self- report measure and is
best for assessing affective outcomes (e.g.,
interest). While self- reported or perceived skills
can be assessed using self- report measures, it
is not applicable to interest inventories.
C Multiple- Choice Test 1 A multiple- choice test is best for assessing
knowledge and reasoning learning targets.
However, certain skills can be assessed using
multiple- choice tests if performance is required
to be able to select the best answer (e.g.,
mathematical operations).
D Recital 3 A recital involves the demonstration of oral skills
which may serve as a culminating activity to
apply one’s learning in the English class.

Item #7 A product learning target is BEST matched with which of the following sample
assessment tasks?

Options Statements Points Rationale

A Measuring height 1 The assessment task is an example of

using a tape assessment for performance learning targets.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 187

 measure. Skills are needed for the creation of a product,
but there is no product created on this
assessment task.
B Explaining the 0 This assessment task is an example of
difference between assessment for knowledge learning targets.
vectors and
matrices.

C Demonstrating 1 This assessment task is an example of

commitment to assessment for affective learning targets.
completing the Commitment in completing a group project is
group project. developed as one engages in creating a product
like a group project.
D Writing an essay on 3 Writing an essay is a product learning target,
the impact of social and to be able to write an essay, knowledge,
media in people’s reasoning, and skills are all required to be used
social values. or demonstrated.

Item #8 In his physical Education class, Teacher Brian designed a task where his
students will be grouped into teams of five players and play half- court basketball
for 20 minutes. Which of the following learning targets can be BEST assessed in
the task?
Options Statements Points Rationale

A Affect 1 Various affects can be assessed by practical

tasks like a basketball game, but one will need
measures like an observation checklist and
rating scale to assess affect.
B Knowledge 1 Knowledge of basketball (e.g., objectives, rules)
is important so that one can play a basketball
game. Knowledge of basketball though can be
assessed without the need for the practical task
of playing basketball.
C Products 0 Products can be created in certain practical
tasks but not in playing a basketball game.

D Skills 3 A practical task of playing basketball game is the

best task in assessing students’ performance
skills like dribbling, passing, and shooting the
ball.

Item #9 This learning objective Manages time effectively to balance both academic and
extra- curricular tasks and responsibilities refers to which level within Bloom’s
Taxonomy of Educational Objectives in the Affective Domain?

Options Statements Points Rationale

A Application 0 This is a level in the taxonomy of educational

objectives in the cognitive domain.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 188

B Guided Response 0 This is a level in the taxonomy of educational
objectives in the psychomotor domain.

C Organization 3 Being able to manage time effectively to balance

academic and extracurricular tasks is an
example of specific values (i.e., valuing time
management and school tasks) that are now
organized and manifested in one’s behaviour.
D Valuing 1 Attaching value to time management and/or in
managing academic and extracurricular tasks
and responsibilities are required for one to be
able to manage time effectively.

Item #10 Which of the following learning target statements refers to affect?

Options Statements Points Rationale

A Discuss the 1 Discussing the importance of preparing for an

importance of earthquake event is a knowledge learning
preparing for an target. However, this may correspond to the
earthquake event. development or manifestation of a specific value
(e.g., readiness against natural disasters).
B Show commitment in 3 Commitment is an affect and showing
following one’s commitment in a task or plan is an effective
personal fitness learning target.
plan.

C Create tables and 0 Creating any tangible product or output is an

graphs to describe example of product learning targets as products
the population data. are created (e.g., tables, graphs).

Item #11 Mr. Santillana is planning to conduct a performance assessment to his three
Grade 6 classess in Philippine History (Araling Panlipunan) to measure what the
students have learned about native Filipinos’ contribution to fight for Philippine
independence during the Propaganda Movement. What is the most appropriate
kind of performance assessment should he develop? Give your justification.
Options Statements Points Rationale

A Essay test, since 1 Essay test is very limited as this will only require
this will demonstrate demonstration of students’ remembering of facts
how the students and understanding of the events during the

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 understood the role period. Essay test will not allow the students to
of prominent apply what they have learned in another setting.
Filipinos during the
Propaganda
Movement.
B Group project to 2 A simulation of the works done by the
create a newspaper propagandists is a good performance task as
that will mimic or this will demonstrate students’ understanding
simulate the and application of their knowledge gained from
propaganda or the subject. However, the types of work or
written work done by product that can be done by students are limited
propagandists. to just creation of a newspaper.
C History mini- fair, 3 A history fair is a good way for students to
wherein the students display what they have learned in the
can exhibit their course/topic through their projects, products,
works/projects or and performances. With history fair, students
present can demonstrate their higher level of thinking
performances (e.g., (e.g., application of knowledge and creation of
dance, skit, songs) something new), in- depth learning, creativity,
to depict the collaborative skills, and many others. In some
important events cases, students might be required to explain or
during the defend their work to those attending the fair,
Propaganda which will show their communication skills.
Movement
D Multiple- choice test, 0 Multiple-choice test is not a type of performance
as this will test their assessment as it does not allow students to
knowledge on who demonstrate what they know and can do
were the prominent through application of the real- world skills.
Filipino
propagandists
during that period.

Item #12 In designing performance assessments, what is the most important

consideration in doing so? Give your justification.

Options Statements Points Rationale

A Come up with the 1 Coming up with a rubric is must for any

rubric, as this will performance assessment but this will be done
guide the teacher in after the desired learning outcomes and criteria
rating the students’ for rating the performance tasks have been
performance or identified.
output.

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B Create a table of 0 Normally, a TOS is required for traditional paper-
specifications, as and-pencil tests. A rubric, however, is more
this will inform the important for the performance assessment.
teacher on what
topics to include, the
number of items for
each topic and the
whole test, and the
weight for each item.

C Define the desired 3 Desired learning outcomes should be the first

learning outcomes, and foremost consideration when designing a
as they will serve as performance assessment as this will guide the
a guide in identifying teacher on the cognitive skills to assess, the
the cognitive skills to performance tasks to require, criteria to include
be assessed by the for assessing the quality of performance, and
performance task. the type of rubric to create.

D Determine the 2 Selection of criteria to be included is important,

criteria to be but this will come after the desired learning
included to rate the outcomes have been identified.
performance level of
the students.

Item #13 What is the most important characteristic of a performance task? Give your
justification.
Options Statements Points Rationale

A It allows students to 1 Performance assessment not only allows peer

be involved in the evaluation but, most especially, it gives the
process of students the opportunity for self- reflection and
evaluation of their to make judgments about their learning process,
peers’ performance monitor their progress, and identify their areas
and output. for improvement.

B It provides 3 Performance assessment measures both the

opportunities for students’ knowledge and skills about the topic or
students to show subject as well as their ability to demonstrate
what they know and them by creating a response or a product,
what they can do. solving a problem, or applying them in a real- life
context.
C It is authentic as the 2 While not all performance assessment is
performance task authentic because of the context wherein the
resembles what can response is performed (e.g., dance performance
be seen in real life. in a classroom instead of in the real context or
setting like a stage or concert hall), the tasks or
behaviors to be assessed in performance
assessment are realistic and happen in real life
(e.g., choreography, execution, and originality in
dancing).

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D It only measures 0 Unlike traditional tests that usually assess a
lower level of single skill and require simple tasks,
cognitive skills. performance assessments usually tap higher-
order cognitive skills to apply knowledge to solve
realistic and meaningful problems.

Item #14 Ms. Rico teaches Fashion design in one senior high school for the Technology
and Livelihood Education (TLE) and Technical- Vocational Livelihood Track.
What is the most appropriate performance assessment to conduct to measure
students’ learning outcomes in this subject? Justify your answer.
Options Statements Points Rationale

A Student’s actual 2 In this performance task, the students will have

demonstration on the opportunity to show their knowledge and skill
how to design and on how to design an apparel, and at the same
create apparel. time, the teacher could directly observe and
assess the competencies in fashion design.
B Oral questioning by 1 In this method, the students will not be able to
the teacher demonstrate their skills in actual designing of an
apparel.
C Portfolio of students’ 3 With portfolio, Ms. Rico will have many samples
designs of students’ work or design that she can use as
bases for assessing the students’ knowledge
and skills in fashion design.
D Written exams 0 This will not be able to assess students’ skills in
fashion design.

Item #15 As a culminating activity of the Physical Education subject of Grade 6 students,
the P.E. teachers chose to stage a field demonstration of the different folk
dances. Each Grade 6 class has to select a type of folk dance (e.g., Tinikling,
Pandanggo sa Ilaw, Itik- itik) to perform. The teachers then decided to develop a
rubric to guide them in assessing the students’ performance. What type of
criteria should be used for this purpose? Please give your justification for your
answer.
Options Statements Points Rationale

A Content Criteria, 1 Content rubric will not be able to assess how the
because it will students will demonstrate or perform the correct
evaluate the degree steps, movements, and sequence in folk
of a student’s dancing.
knowledge and
understanding of
how ethnic or folk
dance should be
done.

B Impact Criteria, 0 Impact criteria will not be able to assess how the
because it will student will demonstrate or perform the correct
evaluate the overall steps, movements, and sequence in folk
effects of the dancing. It will only show how the audience
students’ dance appreciates the performance of the students.

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 performance on the
audience.

C Process Criteria, 2 This is appropriate if the teachers want to

because it will assess how the students are able to
evaluate the demonstrate their skills in the execution of the
proficiency or skill movements, routines, space formations, and
level of performance sequence of steps of the folk dance.
of students in folk
dancing.

D Quality Criteria, 3 Quality criteria will be most appropriate since

because it will this will include various measures of quality
evaluate the quality dance performance, such as choreography,
of their dance originality, execution and mastery of steps,
performance. costume, audience impact, etc.

Item #16 When a student says, “I feel nervous in Mathematics,” what affective trait is
illustrated by this behavior?
Options Statements Points Rationale

A Interest 2 Feel nervous in mathematics” is a psychological

state and a disposition which is a key term in
defining interest. Interest is directly linked with
enjoyment and joy in doing something which is
implied (though negative) in the feeling of
nervousness.
B Motivation 1 Motivation is the extent one is involved or
engaged in learning. If one feels nervous then
he or she is not motivated to learn.
C Value 1 Value is one’s perception of the importance of
an object, activity, or task. If one does not value
the activity, then he or she will not be motivated
to learn. Feeling nervous is a state of mind
which affects valuing of the subject.
D Attitude 3 When we say attitude, we refer to a
predisposition to respond positively or negatively
toward things, people, events, and ideas. The
sentence “I feel nervous” is a predisposition; it is
a negative predisposition or an attitude that is
negative.

Item #17 If Peter, a physics, student demonstrates skills in helping other students solve a
problem in a laboratory, he is exhibiting a behavior in what level?
Options Statements Points Rationale

A Responding 1 Peter is helping other students solve a problem,

such that he is taking an action which is
indicating a response behavior.
B Valuing 2 Peter is helping other students, which is
indicating his sensitivity to the needs of others
and certain degree of commitment, which are

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 manifestations of valuing.
C Organizing 3 As defined, in this level of behaviour, the learner
demonstrates internalization of his or her
feelings that eventually will lead him or her to act
on something on his or her own. The learner,
Peter, acts or does things not only for himself
but for and with others. Peter works with a peer
or group of people to come up with deemed
positive results. In this case, working with a
group in a laboratory which involves planning is
solving a problem. This is the very essence of
behaviour in the organization level.
D Characterizing 2 When Peter is helping other students, he
manifests a value system that controls his
behaviour being the lead person in the
laboratory task. This behaviour is expected to be
pervasive and consistent, which is the very
defining element of the behaviour at the level of
characterization.

Item #18 From the following, which one is the most acceptable performance term for use
in describing affective behavior at the level of valuing?
Options Statements Points Rationale

A gives 1 The word “gives” indicates willingness from the

person which is a kind of sensitivity to a person
that is associated with valuing behavior.
B complies 0 When one complies, the person complying also
recognizes the worth or value of something or a
person he/she is dealing with. This motivates the
person to act on something.
C joins 2 When a person joins an activity, there is the
inner motivation that drives him/her to get
engaged to the academic activity. This implies
that there is valuing on something that drives
him/her to participate in the activity.
D initiates 3 Valuing is concerned with the worth a student
gives to a particular object or phenomenon. It is
based on internationalization of set of values.
Thus, when a person has internalized a
particular set of values, volunteerism follows
unconsciously from that person and this is
manifested in a behaviour such as initiating an
activity without external stimulus. The other
choices, “gives” “complies”, “joins” are actions
that are driven by external forces. But “initiates”
as an act of a person is internal which is a
manifestation of a value system developed in
the person.

Item #19 Which of the following sets of behaviors is at the highest level in the affective

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 domain?

Options Statements Points Rationale

A writes, complies, 0 The three words writes, complies, and helps

helps illustrate action from a person, not only a
passive behavior but already action behavior.
B completes, initiates, 1 The behavior like initiate and proposes imply
proposes that actions are voluntary, which already
involves internationalization and valuing of
something, and valuing is a high level of
behavior.
C influences, 3 These are the behaviors demonstrated under
proposes, solves the characterization level, which is the highest
level of affective behavior. These behaviors
(influences, proposes, solves) are not easily
developed in a day or two. Making an influence
is going beyond oneself, proposing is already at
the level of commitment and advocacy for
change, and solving a problem is likewise a
commitment, not only a “must” thing to do but
involves wider range of activities. The three
taken together form a value system that defines
already a character or lifestyle of a person,
character that is pervasive, consistent, and
predictable.
D defends, formulates, 2 These behaviors bring together different values
modifies beyond knowing, awareness, and receiving
where person can be passive recipient of
knowledge. When one defends, there is
internationalization of the worth of the
phenomena (knowledge, object, person). When
one formulates, the person goes beyond
knowing but he/she is already resolving conflicts
and gearing toward change. These behaviour
together form the highest level of affective
behavior.

Item #20 Every student in Mr. Ramos’ Grade 9 class seems to bring unique problems into
the classroom. More than 40 percent of the students migrated from a politically
stricken nearby region. Each meeting seems to be in chaos. Many students
appear restless during class sessions. Others who are quiet have eyes drooping
to sleep. Many seek permission to go out every now and then for a drink or visit
the rest room or clinic because of a headache. Mr. Ramos, as a class adviser,
has been reminded of significant absenteeism in this class.

What affective trait most likely contributes to the classroom incidents?

Options Statements Points Rationale

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A Political belief 1 The students see that they are victims of political
conflict and political war will always be around
them. They do not see the value of their being in
school, and probably, to their mind, their free
education is just a ploy of the government.
B Self- concept 1 The students, being new to the place and
belonging to low income families, have low self-
concept that results to a negative attitude toward
learning.
C Anxiety 2 The students are from a politically stricken
region. The students feel uncertain about what
the future holds for them, or to their mind they
ask what is the value of their going to school
because one day, they can also be transferred
to any other place due to political conflict.
D Motivation 3 All actions and behaviors observed by Mr.
Ramos point to the fact that students are not
interested to learn, and they do not manifest a
desire for learning which is an element of
motivation. If a learner is motivated, he/she
exerts to pursue a goal, to achieve something.
Due to some reasons (home environment,
family, socio- political environment) the students
most likely did not see the need for knowledge,
the need for activities, the need for and learning,
which are integral parts of motivation. The
students’ inner drive, which moves a person to
appreciate and value learning, appear to be
wanting in the learning scenario.

Item #21 Which type of portfolio is good to develop if the intention is to exhibit the best
products of one’s learning?
Options Statements Points Rationale

A Process Portfolio 1 This does not show the best products of

learning.
B Product Portfolio 0 This is not one of the three types of portfolios.

C Show Portfolio 3 This shows the best products of learning.

D Documentary 2 This also shows the process and not only the
Portfolio product of learning.

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Item #22 Which best explains why portfolio assessment is an appropriate method in
assessing learning?
Options Statements Points Rationale

A It allows students to 2 Assessment is really possible for self-

assess their own assessment.
learning.

B It is more effective in 1 Pen-and-paper is good at assessing knowledge,

assessing learning while portfolio assessment is good at measuring
than a pen-and- products of learning.
paper-test.

C It is good in 1 Portfolio assessment can both assess the

assessing more of process and product of learning.
the process rather
than the product of
learning.

D It demonstrates not 3 This makes portfolio appropriate as it is capable

only what the of capturing different learning targets.
students know but
also what they are
able to do.

Item #23 You are going to assess the writing skills of the students using portfolio
assessment. Which of the following will you ask your students to do?
Options Statements Points Rationale

A Let them do a 3 The students’ reflective journal is a good

reflective journal for evidence of their writing skills and their feelings
their lessons toward their learning as well.
discussed in the
class.
B Prepare a quality 2 Preparing the container is necessary for the
container for their assessor to see all the evidence of writing skills
written outputs in of the students but it does not yet tell what these
class. written outputs are.

C Collect all their 1 Collection is necessary but it does not tell yet
works in the class what the outputs are that could be a good
and compile them. evidence of one’s writing skills.

D Select the evidence 1 Selection is necessary but it does not tell yet
of their learning. what the outputs are that could be a good
evidence of one’s writing skills.

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Item #24 Which of the following processes are ideal to be done by the students when they
develop their portfolios?
I. Set the competencies targeted for portfolio assessment.
II. Do the evidence that would show attainment of the target competencies.
III. Give feedback on the rubric to be used in judging evidence of attainment
of target competencies.
IV. Rate the evidence produced based on the agreed- upon rubric.
Options Statements Points Rationale

A II and III only 2 These are all correct but not complete as it does
not have I and IV.
B I, II, and III only 2 These are all correct but not complete as it does
not have IV.
C II, III, and IV only 2 These are all correct but not complete as it does
not have I.
D I, II, III, and IV 3 This is the most complete answer.

Item #25 Teacher M required her students to develop their learning portfolios in the
subject she is teaching. She set all the evidence that the students have to
provide after explaining to them the competencies that should be targeted for
this portfolio assessment. Then, she gave the students a copy of the rubric for
self, peer, and teacher evaluation. Do you agree with all that Teacher M did in
assessing the students through their learning portfolios?
Options Statements Points Rationale

A Yes. Everything she 2 All are acceptable except that evidence should
did is acceptable, be negotiable.
including the
teacher’s decision of
what the students
should provide as
evidence of the
attainment of the
competencies.

B Yes. It is ideal for 2 All are acceptable except that evidence should
the students to do all be negotiable.
the evidence of their
learning, including
the need for self-
evaluation.
C No. The students 3 The best answer as it tells that evidence could
should be allowed to be negotiated by the students.
also negotiate other
evidence of the
attainment of the
competencies
targeted for portfolio
assessment.
D No. Some of the 2 All are acceptable except that the evidence
processes that the should be negotiable and not the involvement of
teacher did should the students in the evaluation process.

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 be improved like the
giving of the rubric
as this should be
used only by the
teacher.

Item #26 Ms. Carreon is teaching Oral Communication in Context in one private senior
high school in Metro Manila. As part of the final grade, she required her students
to perform an extemporaneous speech. In developing the rubric to assess
students’ performance, she made sure that the rubric will measure what it
intends to measure (I,e., students’ knowledge and skills in public speaking) by
including criteria on oral communication, nonverbal, and response to question
skills. This will ensure that the rubric is ____. Give justification to your response.
Options Statements Points Rationale

A Authentic, since it 2 An authentic rubric may include criteria that are

includes meaningful and related to extemporaneous
performance speaking, but it is not always that these criteria
indicators that are are valid measures of one’s actual performance
meaningful and in extemporaneous speech.
require application of
real- life skills in
extemporaneous
speech.

B Diagnostic, since it 0 A rubric that provides feedback that can be used

provides them for identifying one’s weaknesses in a
opportunities to performance task does not always make a rubric
improve on areas valid in measuring what it intends to measure.
that they did not do
well.
C Explicit, since it 1 Having criteria that are clear, concrete it and
contains observable does not always make a rubric valid
performance in measuring what it intends to measure.
indicators that are
clear, concrete, and
observable.
D Valid, since it 3 A rubric that is valid measures what it intends to
contains criteria that measure (i.e., extemporaneous speech). It
will measure the includes performance indicators that will truly
expected quality of measure the students’ knowledge and skills in
performance in oral communication, as well as their application
extemporaneous or performance in doing the actual task.
speech.

Item #27 In her research 1 class, Mrs. Cruz requires her students to submit a draft for
every part of the research paper (from introduction to conclusion and
recommendations). She needs to create a rubric to rate each draft manuscript.
What kind of rubric is the most appropriate to assess the students’ draft papers

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 and provide them feedback on what aspects of their work need to be improved
or revised? Justify your response.
Options Statements Points Rationale

A Analytic rubric, since 2 Analytic rubric will also be applicable as this will
this will provide be able to assess students’ performance in
specific feedback every chapter or part of the research paper.
about a student’s However, it may not be able to include or reflect
work along several the elements or standards specific to the
dimensions or chapter being assessed.
criteria of a good
research paper.

B General/Generic 0 General/generic rubric that are be available may

rubric, since this not be related or applicable in assessing one’s
rubric may already performance in conducting a research.
be available or if not,
it is easy to make.
C Holistic rubric, since 1 Holistic rubric will be able to provide holistic or
it will provide a overall feedback on students’ work. However, it
single score based will not be a good option if the intention of the
on an overall teacher to give the students opportunities to
judgment of the revise their manuscript for every chapter.
quality of the
student’s work.
D Task- specific rubric, 3 This is the most appropriate since it will be able
since this rubric to assess students’ work or performance in
contains criteria that every part/chapter of the research paper. Since
are unique to a every chapter requires different elements and
specific performance performance standards, it is best that these will
task to be assessed be reflected in the rubric and this can be done in
(i.e., for this subject, a task- specific rubric.
unique and
applicable only to
each part of the
research paper).

Item #28 Mr. Bautista is teaching Arts subject in one public elementary school. He plans
to require students to come up with a project that will demonstrate their learning
in this subject. He also needs to develop a valid assessment tool since this
requirement will greatly affect the student’s final grade. He thought of coming up
with a rubric. What is the first step that he needs to do? Justify your answer.
Options Statements Points Rationale

A Determine and describe 3 First and foremost, it is important that Mr.

performance task to be Bautista is clear about the learning
evaluated and its quality outcome and specific learning task that will
attributes. be evaluated. The performance task

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 should be aligned with the desired learning
outcomes, (i.e., authentic, complex,
feasible, and measurable).
B Determine the 1 This is not the first step in developing a
benchmarks and point rubric.
values to denote the levels
of performance.
C Develop the criteria or 2 This is the second step. As soon as the
dimensions for assessment. performance task is identified, the skills,
knowledge, and/or behavior that describe
the performance standard or quality are
determined.
D Write the benchmark or 0 This is not the first step in developing a
performance descriptors rubric. Instead, this is the last step.
for each criterion and point
value.

Item #29 Ms. Fernandez required her SHS students in Applied Economics to choose an
industry that has a component on social entrepreneurship or corporate social
responsibility, and to prepare a SWOT analysis as their end- of the term project.
The project, which is group work, will comprise 30% of the students’ final grade.
She identified the following as the criteria for rating the project: Introduction
(30%), Review of Related Literature (20%), Synthesis (20%), Organization
(20%), and Mechanics and Citations (10%). She wanted to rate her students’
work along these criteria. What type of rubric should she create or use? Give
your justification for your answer.
Options Statements Points Rationale

A Analytic Rubric, since this 3 Analytic rubric is a type of rubric wherein

will provide specific students’ works are rated per criterion. It
feedback about the gives both the teacher and the students
students’ output along the specific feedback on whether or not the
specified dimensions. students were able to meet the standards
as set forth at the start of the project.
B General Rubric, since this 0 Since Ms. Fernandez wanted specifically to
will save her time and have a rating along each of the criteria set
effort in creating one as for industry analysis paper, a general rubric
she can use or copy cannot meet this purpose.
whatever rubric there is in
the department.
C Holistic Rubric, since this 1 While holistic rubric cannot give a rating
will be easier to develop per criterion, this is a better alternative than
and will anyway give an a general rubric, especially if the required
overall judgment about the criteria are included in the rubric.
quality of the student’s
work.
D Task- Specific Rubric, 2 Task- specific rubric is also a good choice
since this contains criteria since it is specific to the type of
that are unique and performance or output required. Anyway,
applicable only to industry task- specific rubric can also be designed
analysis paper. in such a way that the assessments can be
done per criterion.

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Item #30 Mr. Bernardo was tasked by his Department Chairperson to make an
assessment plan to measure Grade 12 students’ competencies in using
computers in doing statistical analysis. He was also asked to identify the
different criteria and the benchmarks. However, only an overall rating is required.
What is the best type of rubric should he recommend for this? Justify your
answer.
Options Statements Points Rationale

A Analytic Rubric, since this 1 Analytic rubric is difficult to construct. Since

will provide ratings for the Mr. Bernardo is only asked to come up with
different criteria that will a rubric that will provide an overall rating,
be identified by Mr. this type of rubric may not be the best and
Bernardo. most feasible one to create.
B General Rubric, since this 0 A general rubric may not be able to
will save him time and measure the competencies in the use of
effort in creating one as he computer in doing statistical analysis, as
can use or copy whatever this performance task requires specific
rubric there is in the criteria.
department.
C Holistic Rubric, since while 2 Holistic rubric gives an overall rating based
this give an overall rating on the criteria identified.
of the quality of students’
performance, the criteria
identified will still be
reflected in the rubric.
D Task- Specific Rubric, 3 Task- specific rubric is the best rubric since
since this contains criteria it is specific to the type of performance and
that are unique and criteria required. A task- specific rubric can
applicable only to also be designed to give an overall rating
computer skills and can only.
provide an overall rating of
students’ proficiency in the
use of computer.

Item #31 What response format is used to describe the object or behavior by making use
of two opposite adjectives?
Options Statements Points Rationale

A Likert Scale 2 Likert scale has opposite ends but not

adjectives.
B Verbal Frequency Scale 1 Verbal frequency scales have extreme
ends but not opposites.
C Graphic Scale 0 Pictures do not show opposite ends.

D Semantic Differential 3 Semantic differential scale is made up of

Scale two opposite adjectives.

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Item #32 Why do we need to arrange the response format according to the degree of
performance?
Options Statements Points Rationale

A To place the answers in 1 The range of scales function to put

the right category. answers in a category.

B To rate the answers 0 Rating is not the purpose of the range of

according to the right response format.
description.

C To make the scale 2 Response format is also arranged to

discriminating for the less distinguish good and bad answers.
able answers.
D To represent well the 3 Response format is varied to capture a
varied answers produced wide range of expected answers.
by students.

Item #33 Why is a tabular presentation a good way to summarize assessment results?
Options Statements Points Rationale

A The raw data are 3 Tables are usually short, and data are
represented by global shown in the form of global scores.
scores across categories
shown in the table.

B The rows in a frequency 2 Not all tables are organized as frequency

table break down the distributions.
scores into smaller
categories.

C The heading in the table 0 Describing the heading is not justifying the
provides a good way to advantage of the summarizing assessment
describe the total score. results.
D The column provides 1 Describing the columns can further expand
information what the result the table presentation making it complex.
is about.

Item #34 What response format is appropriate when a teacher wants to check students
use of polite words to adults in the school?
Options Statements Points Rationale

A Likert Scale 1 Likert scale is designed for attitudes.

B Linear Numeric Scale 2 Linear numeric scale is possible, but the

ends extreme descriptions will become
frequencies.
C Picto Scale 0 Pictures may not capture the frequency,
especially when it is large quantities.

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D Verbal Frequency Scale 3 Verbal frequency scales are appropriate to
measure habits such as saying positive
words.

Item #35 What response format is appropriate when the teacher wants to know the
attitude of students on the ban of soft drinks in the canteen?
Options Statements Points Rationale

A Linear Numeric Scale 2 Not used for attitudes all the time.

B Verbal Frequency Scale 1 Used for habits and not for favorability.

C Likert Scale 3 Attitude toward the canteen is a measure

of favorability and hence used with Likert
scales.
D Semantic Differential 0 The adjectives may not capture the attitude
Scale needed.

Item #36 Why is feedback helping students improve their performance?

Options Statements Points Rationale

A It points out the part of the 2 Pointing out mistakes can have negative
performance where there consequences.
is a mistake.
B It tells specific ways to 3 Feedback contains procedures, actions,
change the work and and strategies on how to improve the work.
make it better.
C It makes the teacher think 1 Feedback usually follows opportunity to
whether to make the revise.
learners resubmit.
D It helps the teacher 0 Grading may not be the end goal of giving
provide high grade in the feedback.
tasks required.

Item #37 Why should feedback be given immediately?

Options Statements Points Rationale

A So that students can 3 Immediate feedback is antecedent to

revise their answers immediate correction.
immediately
B Because the teacher 2 Time is secondary to producing better
needs to maximize the work.
classroom time
C Several students need to 1 Other students can be scheduled at other

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 be accommodated with times.
limited time
D So that learners will 0 Beyond mistakes, students need to realize
realize their mistakes how to revise their answers.

Item #38 What appropriate feedback is given in a class presentation where the student is
just reading the text in the presentation shown in the screen?
Options Statements Points Rationale

A Don’t just read it, explain 2 The first statement criticized the method.
it.
B Why don’t you explain it to 1 Asks what is wrong.
us?
C Please explain what you 3 Provides suggestion what to be done.
have read in your own
words.
D You are expected to report 0 The feedback sounds sarcastic.
not to read.

Item #39 What appropriate feedback is given when the voice of a student during
declamation cannot be heard?
Options Statements Points Rationale

A Make your voice louder. 3 Tells exactly what the student needs to do.

B What is wrong with your 2 Assumes that there is something wrong.

voice?
C I can’t hear you. 1 Not giving recommendations.

D Your voice is too soft. 0 Stops at describing no direction provided.

Item #40 Why is the comment of simply saying “very nice” a bad form of feedback?
Options Statements Points Rationale

A No specific behavior 2 Feedback needs to point out specific

commended. behavior.

B No aspect of the behavior 1 No criteria are pointed out.

is identified.
C Misconstrued that all 3 Students might think that they excel in all

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 205

 criteria are very nice. aspects of the criteria.

D Students commonly like to 0 Does not answer the question.

hear this comment.

BIBLIOGRAPHY

Balagtas, Marilyn Ubina, et al. 2020. Assessment in Learning 2. First Edition. Rex Book
Store, Manila.

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 206

 Cajigal, Ronan M. and Montuano, Maria Leflor D. (2014). Assessment of Learning 2. Cubao,
Quezon City: Adriana Publishing Co., Inc.

Navarro, Rosita L. and De Guzman- Santos, Rosita. (2013). Authentic Assessment of Student
Learning Outcomes, Assessment of Learning 2, Second Edition. Cubao, Quezon City: Lorimar
Publishing Inc.

Rico Alberto A. (2011). Assessment of Student’s Learning a Practical Approach. Mandaluyong

City: Anvil Publishing, Inc.

ABOUT THE CONTRIBUTOR

Dr. Noel P. Tancinco is a Doctor of Philosophy degree

holder major in Educational Programs Management earned
at Eastern Visayas State University, Tacloban City last

Instructional Module for Prof.Ed- AL2 (Assessment in Learning 2) Page 207

 March 2013. A faculty member of the School of Teacher
Education of Biliran Province State University, Naval, Biliran
and a part-time Professor of the Graduate School in the
same university handling Master of Arts in Education major
in Filipino. He is a graduate of Bachelor of Secondary
Education major in English and minor in Filipino (Cum
Laude) in 1998, and Associate in Marine Engineering
(1994) from the Naval Institute of Technology in Naval
Biliran now Biliran Province State University. He finished his
Master’s Degree in Filipino from the Naval Institute of
Technology and earned some units in Master of Arts in
Education major in English from Baguio Central University,
Baguio City.
At present he serves Biliran Province State University as Associate Professor 3
where he teaches undergraduate courses like Filipino major and Professional
Education subjects, and a Licensed Professional Teacher. He is also designated as
a Chairperson or Principal of the Biliran Province State University-Laboratory High
School both Junior High School and Senior High School levels. Prior to this, from
2009-2016, he served as Research Chairperson in the College of Industrial,
Information, and Communications Technology and in the College of Education. He
has presented research papers to numerous International conferences and
published to reputable journals. Among his contributions to research and
development literature are research studies in management, teaching
methodologies and language education. He has academic and professional
affiliations that spans in his one decade of dedicated service in education.

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