SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2
_____________________________________________________

WEEK 13

ASSESS 312 Assessment of Learning 2

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
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 COURSE OUTLINE

COURSE CODE : ASSESS 312

TITLE : Assessment of Learning 2
TARGET POPULATION : All THIRD YEAR EDUCATION students

Overview:

This is a course that focuses on the principles, development and utilization of alternative forms
of assessment in measuring authentic learning. It emphasizes on how to assess process- and
product-oriented learning outcomes as well as affective learning. Students will experience how to
develop rubrics and other assessment tools for performance- based assessment.

General Objectives:

A. Demonstrate an understanding of the different principles in assessing using alternative methods of

assessment
B. Create an assessment plan using alternative methods of assessment
C. Identify alternative ways in assessing learning
D. Communicate learners’ progress based on alternative methods of assessment

The following are the topics to be discussed:

Week 13 What is a Rubric?

Week 14 What are the Basic Steps in Developing Rubrics?
Week 15 How Do We Quantify Results from Rubrics?
Week 16 How Do We Summarize Results?
Week 17 Why Is feedback a Powerful Means to Help Learners Improve?

Instruction to the Learners

Each chapter in this module contains the principles, development and utilization of alternative
forms of assessment in measuring authentic learning. The units are characterized by continuity, and
are arranged in such a manner that the present unit is related to the next unit. For this reason, you are
advised to read this module. After each unit, there are exercises to be given. Submission of task given
will be during your scheduled class hour.

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 WEEK 13

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
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

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  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 tasks.
Rubric 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 students’ performance for
a particular task. For example, the same rubric that can be used to
evaluate both oral presentation and research output.

Task-Specific It contains criteria that are unique to a specific performance task to

Rubric 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 student's 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.

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The following is an example of a General/Generic Rubric that can be used to assess how a student,
peer, classmate, or group mate make a review or critique of one's work or performance. This is a
generic rubric as this can be applied to any type of performance tasks or outputs (e.g, research report,
dance performance, oral presentation, etc.).
Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs
Criterion Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided No/few Comments are Comments Comments
meaningful/relevant comments or superficial, not are relevant include
feedback on: suggestions to relevant, neutral and suggestions
improve the or appropriate; and
work, non-encouraging. comments additional
performance, include resources;
or output, positive comments
comments feedback and praise specific
might be suggestions. strengths of
interpreted as the work/
insulting, with performance
little as well as
understanding constructively
of the address
assigned task. 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/
relevant
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

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 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.
conducted.
-comments No/few Comments are Comments Comments
in a positive, comments or neutral or include positive praise specific
encouraging, suggestions non-encouraging; feedback and strengths of the
and given to improve comments are suggestions. work/performance
constructive the paper; not relevant to as well as
manner comments might the study. constructively
be interpreted as address
insulting. weaknesses with
alternatives that
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 catches
audience's interest. Content of report is comprehensive and
(Exemplary)
demonstrates substance and depth. Delivery is very clear and
understandable, uses slides/multimedia equipment effortlessly to
enhance presentation.
B
Is mostly organized. Has opening statement relevant to topic. Covers
(Satisfactory) important topics. Has 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 outline of
speech; is somewhat disorganized. Lacks content and depth in the
(Emerging)
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 presentation.

Does not give adequate coverage of topic. Is often hard to understand,
(Unacceptable)
with voice that is too soft or too loud and pace that is too quick or too
slow. Just reads slides too much text.

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 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
statement that is relevant to to topic and but has an irrelevant
catches topic and gives does not give outline statement, gives
audience’s outline of of speech, is listener no focus
interest, speech, is somewhat or outline of the
maintains focus mostly disorganized presentation.
throughout, organized,
summarizes provides
main points. adequate “road
map” for the
listener.
Content Demonstrates Covers topic, Lacks content and Does not give
substance and uses depth in the adequate
depth, is appropriate discussion of the coverage of
comprehensive, sources, is topic, lacks topic, lacks
shows mastery objective. resources. sources.
of material
Delivery Has natural Has Delivery is fast, Is often hard to
delivery, appropriate some items not understand,
projects pace, has no covered well, not has voice that is
enthusiasm, distracting understandable. too soft or too
interest, and mannerisms, is loud, has a pace
confidence, easily that is too quick
report can be understood. or too slow,
understood well. demonstrates
one or more
distracting
mannerisms.
Use of Uses slides Look at slides Relies heavily on Just reads
media effortlessly to to keep on slides and notes, slides, slides
enhance track, uses an makes little eye too much text.
presentation, appropriate contact, uses slides
has an effective number of with many texts.
presentation slides.
without media.
Response to Demonstrates Shows ease in Answers Cannot answer
Questions full knowledge answering questions, but not most
of topic, explains questions but convincingly/vague questions,
and elaborates does not or unclear. Demonstrates
on all questions. elaborate. little grasp of
information, has
undeveloped or
unclear answers
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 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 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.
.5. Diagnostic. A good rubric should be able to communicate to the students what are expected of
them in the course, allow them to reflect on their performance, and provide them opportunities to
improve on areas that they did not do well.

ACTIVITY #13
Discussion and Exercise Question

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task:
A. Complete the following graphical representation below about the important information on creating
rubrics.
Rubrics

What are the types? When to use? What is a good rubric? How to create?

End of Week Thirteen

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 1

_____________________________________________________

WEEK 14

ASSESS 312 Assessment of Learning 2

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
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 Week 14
What are the basic steps in developing rubrics?
There are five basic steps in developing rubrics for assessing students’ performance and product.
Step 1: Identify the learning outcomes and performance task to be evaluated.
Step 2: Identify the quality attributes or indicators of the performance task.
Step 3: Determine measure criteria.
Step 4: Determine benchmarks and point values.
Step 5: Write the benchmark or performance descriptors for each criterion.

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. specific aligned with desired learning outcomes),
authentic (i.e., involves meaningful and (i.e., real-life aligned application of skills), complex (i.e.,
contains numerous possibilities for application, extensions, and connections of knowledge and skills),
feasible (i.e., or 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 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?
3. Are all of these tasks equally important?
4. Which is the best representation of the expected learning outcomes?

Step 2: ldentify 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:

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 Level 4 Exemplary Distinguished Substantially Outstanding
Developed
Level 3 Accomplished Proficient Mostly Developed Proficient
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable

Step 5: Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate or exemplify each
performance level are clear and delineated. These performance descriptors should describe the
relative differences between performances at each level. The differences between performance points
can be presented by:
(1) aspects of performance or behavior at different levels
e.g, evaluates the different characteristics of… (4 points)
analyzes the different characteristics of.. (3 points)
describes the different characteristics of... (2 points)
lists the different characteristics of... (1 point)
(2) adjectives, adjectival phrases, 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 process of consistent standards and in identifying the
gaps in their learning, but application it also makes or makes students aware of 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:
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;

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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.

ACTIVITY #14
Discussion and Exercise Question

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: Create a rubric for assessing a specific performance or output supposed in your class. Be sure
to follow the steps in making rubrics. (50 points)

Criteria Percentage
Relevance 45
Neatness 5
Total 50 points

End of Week Fourteen

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

_____________________________________________________

WEEK 15

ASSESS 312 Assessment of Learning 2

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 13 - of 26
 WEEK 15

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

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

Inadequate Needs Good Excellent

improvement
1 point 2 points 3 points 4 points

Needs Proficient Excellent

Improvement
1 point 2 points 3 points

Absent Developing Adequate Fully developed

1 point 2 points 3 points 4 points

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 Poor Fair Good Excellent
1 point 2 points 3 points 4 points

The points depend on the quality of the behavior shown by the learner's performance. The reliability of
the assigned points can be determined when the scoring of two or more observers to the same
behavior is consistent. Such procedure entails the use of multiple raters or judges to rate the
performance. The consistency of the ratings can be obtained using a coefficient of concordance. The
Kendall's w coefficient of concordance is used to test the agreement among raters.
If a performance task was demonstrated by five students and there are three raters. The rubric
used a scale of 1 to 4 where 4 is the highest and1 is the lowest.

Kendall's 𝜔 coefficient of 0.38 is an estimation of the agreement of the three raters in the five
demontrations. There is a moderate concordance among the three raters because the coefficient is far
from 1.00.
How do we quantify results from scales and checklists?
Scales could be a measure of 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
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

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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
Similar to the idea of quantifying a Likert scale, a verbal frequency scale is scored by assigning
numerical values for every response when “always” is answered, it can be given 5 points, 4 points for
often, 3 points for sometimes, 2 points for rarely, and 1 point for never. The total score for the habit can
also be estimated through a total score by summating the scores of all the items. The higher score
means high frequency of the habit while the low score means lower frequency for the habit.
Linear Numeric Scale. This is used when 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 1 2 3 4 5 6 7 8 9 Valuable

1. Teacher
2. Academic coordinator
3. Guidance counselor
4. Assistant principal
5. Principal
Semantic Differential Scale. This scale is used to describe the object or behavior by making use
of two opposite adjectives
Example: Rate the teaching of your teacher based on the characteristics provided.
My teacher is:
1. Accommodating ______________________________ Alienating

2. Patient ______________________________ Harsh

ACTIVITY # 15
Discussion and Exercise Question

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.

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 Task:
Design a performance task that will be performed by your partner (sister, brother, cousin, friend,).
Construct a scoring rubric that you could use in evaluating the performance of your partner.

Criteria Percentage
Relevance 45
Neatness 5
Total 50 points

End of Week Fifteen

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

_____________________________________________________

WEEK 16

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 Week 16
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:
1. The 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.

Record of Formative Assessment in Mathematics

Name of Student: Juan dela Cruz

Grade: 3
Subject: Math

Learning Exercise1 Percent Exercise 2 Percent Exercise 3 Percent

Competency correct (10 items) correct correct
(10 items) (10 items)

Multiplies 2 20% 4 40% 7 70%

two- digit by
one digit
numbers
Multiplies 3 30% 3 30% 8 80%
one-to-two-
digit
numbers by
1000.

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 Multiplies 2 20% 5 50% 8 80%
three
one-digit
numbers
using
the
associative
property of
multiplication
Multiplies 3 30% 6 60% 9 90%
two-to three-
digit
numbers
by one-digit
numbers
without or
with
regrouping

Multiplies 1 10% 6 60% 9

two to 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
behavior. The recommendation can be:
o a suggested procedure
o how to correct the errors
o the kind of thinking required to get the answer
o where to locate the answer
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo and resubmit the task.
5. Detail the feedback if the learner needs more information.
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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.

ACTIVITY # 16
Discussion and Exercise Question

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: Discussion
A. Why do we need to quantify assessment results and why it is important to couple quantitative
assessment results with qualitative?
Criteria Percentage
Content 10
Organization and grammar 8
Neatness 2
Total 20 points

End of Week Sixteen

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

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LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2
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WEEK 17

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 Week 17

Why is feedback a powerful means to help learners improve?

Feedback is a powerful means of helping the learners improve their academic performance. Feedback
is a specific means that allows the learners to determine which part of their performance needs
improvement. Feedback provides specific information to learners on what they need to do to revise or
redo their task in a 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
performance task. Feedback is provided either during or after the performance.
1. Feedback during performance. Feedback during performance can be verbal or nonverbal. Verbal
feedback can be written in a big signage (like a poster or a handy white board) visible to the learner.
This is possible to do when a performance cannot be stopped like when one is currently dancing or
singing. The teacher can also provide feedback in segments of the performance where the 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 of feedback.
To make feedback a powerful means to help learners improve, the following can be considered:
a. Feedback needs to be specific and concrete. The following are illustrations of general and specific
feedback.
General Feedback Specific Feedback

The essay is good. You started the paragraph in your essay with a
topic sentence and supporting sentences were
Note: Saying that the essay is good does
provided after. This helped strengthen the point
not provide to the learner which part was
you want to make.
good. The learner might think that the
essay is good in all aspects. Note: This feedback is specific in saying why
the feedback is good based on the structure of
the sentences in the paragraph.
The painting needs improvement. I can't Perhaps you may want to use other colors in
see any object! your painting so that we can distinguish the
objects.
Note: This is a broad feedback because it
does not say what specific part needs to be Note: This feedback is specific in giving a
improved. recommendation on what can be done about
the painting.

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b. 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 in the Check again the idea conveyed by author
paper. in the journal because there are
discrepancies on page 3 (pertaining to the
criteria on accuracy of information)

Add one more reference to support further

your claim on the benefits of using organic
The heading needs to be in bold font.
fertilizers on page 5 (pertaining to the
criteria on references)

3. Feedback should provide recommendations or suggestions on how to feedback.

Bad Feedback Good Feedback

I cannot hear your voice. Make your voice louder.

Why are you looking at the ceiling while Look at your classmates when you speak in
speaking? front.

.
What are the different forms of feedback?
There are three areas to focus when giving feedback. These areas are feedback on the product or
performance, on the procedure or process performed, and on the strategy in improving the work.
1. Focus on the product or performance. This kind of feedback describes how well the performance
was done. Examples of such 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 25."
2. Focus on the procedure. This kind of feedback focuses on the step-by-step process that needs to
be done by the learner.
"Follow the guidelines stated in the workbook in conducting the experiment to get accurate results."
"Try a different procedure in solving the problem."

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 "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 visual representation on what the learners have achieved from their initial work to
their improved work. For example, their essay in an English class is collected from the first draft to the
revised draft. This progress is communicated when the teacher creates an opportunity to sit beside
each learner to show progress in learning as evidenced in the portfolio. The following are some tips in
making portfolios a powerful vehicle in communicating learning progress and areas needing
improvement.
1. Schedule a time slot to sit beside each child to show progress in learning. The teacher may focus on
the first work to the present work for one learning target at a time (one 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 a positive tone. Express how you care about their child that is why you set a
meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents' concerns, you may want to restate or clarify their ideas, report relevant
incidents, or ask further questions.

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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 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 to try to ask the
child again.

ACTIVITY # 17

Discussion and Exercise Question

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task:
A. Below is incident about the performance of a learner. Provide the appropriate feedback to the
situation.
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?
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End of Week Seventeen

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