FS 5

Learning Assessment Strategies

Episode 3

ON CONTENT VALIDITY OF TESTS

Name of FS Student: Mannielle Mae T.Oliva
Course: Bachelor of Elementary Education
Year & Section: IV
Resource Teacher 1: Mrs. Rowena P. Garcia
Signature ___________Date:__________
Cooperating School: Bernardo Lirio Memorial Central School
My Target
In this Episodes, I must be able to examine different types of scoring rubrics used by my
Resource Teachers and relate them to assessment of student learning. I am able to see and
examine various types of learners portfolios that my Resource Teachers used for assessing
learners performance.
My Performance (How I Will Be Rated)
Field Study 5, Episode 4- On Scoring rubrics
Field Study 5, Episode 5 - On Portfolios
Focused on-Types on Scoring Rubrics
Focused on- Types of Learners Portfolio
Task

Exemplary
4

Superior
3

Observation/
Documentation:

All tasks were All or nearly all

done
with tasks were done
outstanding
with high quality
quality;
work
exceeds
expectations

Nearly all tasks Fewer than half

were done with of tasks were
acceptable
done; or most
quality
objectives met
but with poor
quality

Satisfactory
2

Unsatisfactory
1

My Analysis

My Reflection

My Portfolio

Submission

Analysis questions
were
answered
completely;
in
depth
answers;
thoroughly
grounded
on
theories/Exemplary
grammar
and
spelling.

Analysis
Analysis
Analysis
questions were questions were questions were
answered
not
answered not answered.
completely
completely.

Reflection
statements
are
profound and clear,
supported
by
experiences from
the episode.

Reflection
Reflection
Reflection
statements are statements are statements are
clear, but not shallow;
unclear
and
clearly
supported
by shallow and are
supported
by experiences
not supported by
experiences
from
the experiences
from
the episode.
from
the
episode.
episode.

Portfolio
is
complete,
clear,
well-organized and
all
supporting
documentation are
located in sections
clearly designated.

Portfolio
is
complete, clear,
well-organized
and
most
supporting
documentation
are
available
and/or in logical
and
clearly
marked
locations.

Portfolio
is
incomplete;
supporting
documentation is
organized but is
lacking.

Portfolio
has
many
lacking
components; is
unorganized and
unclear.

Before deadline

On the deadline

A day after the Two

Clear connection Vaguely related Grammar

and
with theories
to the theories
spelling
unsatisfactory.
Grammar
and Grammar
and
spelling
are spelling
superior.
acceptable.
2

days

or

deadline

more after the

deadline

Sub Totals

Rating:
(Based on
transmutation)

Over-all Score

____________________________
Signature of FS Teacher
Above Printed Name

__________________
Date

Transmutation of score to grade/rating

Score
20
18-19
17
16
15
14

Grade
1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

Score
12-13
11
10
8-9
7-below

Grade
2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
1. Review Scoring Rubrics in Assesment of
Learning 2, 2007, by Santos, R. pp.37-44

2. Interview at least 2 Resources Teachers on their

use of scoring rubrics in assessing learning.

3. Request my Resource Teachers for a copy ( for

to photocopy) of the scoring rubrics that the
school uses for hroup projects, students papers
cooperative learning activities.

4. If there are no scoring rubrics available I will

research samples of scoringrubrics for student
papers , cooperative learning activities, group
projects, performances and the like.

5. I will analyzed information gathered from my

interview and research.
6. I will reflect on all information gathered.

My Tools
Interview of my Resources Teachers
I will ask the following question:
1. Where do you use the scoring rubrics? ( student output or product and activities)
Scoring rubrics are typically employed when a judgement of quality is required and may
be used to evaluate a broad range of subjects and activities. One common use of scoring
rubrics is to guide the evaluation of writing samples. Judgements concerning the quality
of a given writing sample may vary depending upon the criteria established by the
individual evaluator. One evaluator may heavily weigh the evaluation process upon the
linguistic structure, while another evaluator may be more interested in the persuasiveness
of the argument.

2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you use?
Authentic assessments tend to use rubrics to describe student achievement. At last, heres
clarity on the term. Every time I introduce rubrics to a group of teachers the reaction is the same
instant appeal (Yes, this is what I need!) followed closely by panic (Good grief, how can I
be expected to develop a rubric for everything?). When you learn what rubrics doand why
you can create and use them to support and assess student learning without losing your sanity.
3. What difficulties have you met in the use of scoring rubrics?
Scoring rubrics are currently used by students and teachers in classrooms from
kindergarten to college across North America. They are popular because they can be created for
or adapted to a variety of subjects and situations. Scoring rubrics are especially useful in
assessment for learning because they contain qualitative descriptions of performance criteria that
work well within the process of formative evaluation. In recent years, many educational
researchers have noted the instructional benefits of scoring rubrics (for example, Arter &
McTighe, 2001; Goodrich Andrade, 2000). Popham noted their potential as instructional
illuminators in a 1997 article entitled Whats Wrong - and Whats Right - with Rubrics, but he
also cautioned that many rubrics now available to educators are not instructionally beneficial
(p.72). Unfortunately, many rubrics are still not instructionally useful because of inconsistencies
in the descriptions of performance criteria across their scale levels. The most accessible rubrics,
particularly those available on the Internet, contain design flaws that not only affect their
instructional usefulness, but also the validity of their results. For scoring rubrics to fulfill their
educational ideal, they must first be designed or modified to reflect greater consistency in their
performance criteria descriptors.

4. Do you make use of holistic and analytic rubrics? How do they differ?
Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess
student work as a whole.
Rubric Reminders:
1. Neither the analytic nor the holistic rubric is better than the other one.
2. Consider your students and grader(s) when deciding which type to use.
3. For modeling, present to your students anchor products or exemplars of products at
various levels of development.

5. Which is easier to use- analytic or holistic?

Neither rubric is better than the other. Both have a place in authentic assessment, depending on
the following: Who is being taught? Because there is less detail to analyze in the holistic rubric,
younger students may be able to integrate it into their schema better than the analytic rubric.
How many teachers are scoring the product? How many teachers are scoring the product?
Different teachers have different ideas about what constitutes acceptable criteria and used what
and where they are more comfortable.

6. Where you involved in the making of scoring rubrics? How do you make one? Which is
easier to construct analytic or holistic?
No I just browse on the internet a I often used Holistic rubrics so I can measure the whole
work of the student.

Research
I will research on the following

Types of rubrics

Analytic rubric
Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates
levels of performance for each criterion so the teacher can assess student performance on each
criterion. Using the Research rubric, a teacher could assess whether a student has done a poor,
good or excellent job of organization and distinguish that from how well the student did on
historical accuracy.
Holistic rubric
In contrast, a holistic rubric does not list separate levels of performance for each criterion.
Instead, a holistic rubric assigns a level of performance by assessing performance across

multiple criteria as a whole. For example, the analytic research rubric above can be turned into a
holistic rubric.
When to use rubrics
Rubrics are best suited for use in situations where a wide range of variation exists between
what's considered very proficient and what's considered not yet proficient. Rubrics are very
useful in providing guidance and feedback to students where skills and processes are the targets
to be monitored. Examples of skills or processes that adapt well to being rubriced include:
writing, applying the method of scientific inquiry, thinking skills (i.e. constructing, comparing,
problem solving), and life-long learner skills (i.e. collaborative work, quality processes, etc.)
Methods, such as tests, quizzes, checklists, etc., are more conducive to monitoring quantities or
amounts of factual information known by a learner. Rubrics are useful to scaffold the
accomplishment of a new performance task or to introduce new skills and processes. Best
results with rubrics often occur when students are involved in the design of the rubric, as well as
in the feedback process and in reporting to stakeholders.
How to construct the two types of rubrics
Rubrics are a quick and powerful way to grade everything from projects to papers. This how to
provides step-by-step instructions to help you create effective rubrics.
Difficulty: Average
Time Required: 20 minutes
Here's How:
1.

Make a list of what you want the students to accomplish through your assignment.

2.

Organize your list from most important to least important.

3.

Decide on an overall point value for the assignment.

4.

Assign each item on your ranked list a percentage value out of 100 percent.

5.

Multiply your total point value from step 3 by each item's assigned percentage to arrive at
the point value for that item.

6.

On a fresh sheet of paper, write the name for each item on your list in order from most to
least important. Make sure to leave room in between each category.

7.

Assign specific grading criteria for each main category from step six.

8.

Distribute or display the rubric to the students when you are explaining the assignment.

Advantages and disadvantages of using rubrics

My Analysis
1. What benefits have scoring rubrics brought to the teaching learning process?
A rubric is an attempt to communicate expectations of quality around a task. In many
cases, rubrics are used to delineate consistent criteria for grading. Because the criteria are
public, a rubric allows teachers and students alike to evaluate criteria, which can be
complex and subjective. A rubric can also provide a basis for self-evaluation, reflection,
and peer review. It is aimed at accurate and fair assessment, fostering understanding and
indicating the way to proceed with subsequent learning/teaching. This integration of
performance and feedback is called ongoing assessment or formative assessment.
A rubric can best support the teaching and learning process when it is shared with the
learner at the beginning of task creation or development process. Pamela Flash states that
When students are apprised of grading criteria from the start, they can be more involved
in the process of working toward success. [1] Additionally, a rubric developed with
learners can increase their understanding of the task and the expectations around quality.
2. How are scoring rubrics related to portfolio assessment?
Portfolios are a kind of authentic assessment and because authentic assessments cannot
be graded like traditional assessments, scoring rubrics is just one way to assess portfolios
in order to increase the reliability of scores based on human judgment.
3. To get the most from scoring rubrics, what should be observed in the making and use
of scoring rubrics?
Scoring is not always as simple and straightforward as counting the number of
words spelled correctly on a spelling test. In performance assessments, students generate
their own responses. Performance assessments frequently result in a product that is
created or constructed by the students. Evidence of learning is demonstrated through such
products as posters, essays, projects, models, research papers, and portfolios.
Another aspect of the performance assessment that may be assessed is performance
itself, as well as the product created. Sometimes performance of something is the product.
Performances are not limited to dance, physical education, art, and music, but can also

include speeches, demonstrations, and class presentations in any subject area.

Performance might also involve the actions of the student while preparing the product. In
some situations, we observe how a student behaves when the student is "performing," but
in other circumstances we observe learning-related behaviors in the classroom setting;
e.g., time on task, participation in class discussions, oral presentation behaviors, or
collaboration skills.. Whether we are assessing the product, performance, or both, one
important guideline is that the assessment be done systematically so all students are
assessed on the same basis.

My Reflection
Reflects on this : Scoring rubrics: Boon or Bane?
BOON
Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both
teaching and assessment. Rubrics can improve student performance, as well as monitor it, by
making teachers' expectations clear and by showing students how to meet these expectations.
The result is often marked improvements in the quality of student work and in learning. Thus, the
most common argument for using rubrics is they help define "quality." One student
actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your
teacher can prove you knew what you were supposed to do!" (Marcus 1995).
A second reason that rubrics are useful is that they help students become more thoughtful judges
of the quality of their own and others' work. When rubrics are used to guide self- and peerassessment, students become increasingly able to spot and solve problems in their own and one
another's work. Repeated practice with peer-assessment, and especially self-assessment,
increases students' sense of responsibility for their own work and cuts down on the number of
"Am
I
done
yet?"
questions.
Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend
to find that by the time a piece has been self- and peer-assessed according to a rubric, they have
little left to say about it. When they do have something to say, they can often simply circle an
item in the rubric, rather than struggling to explain the flaw or strength they have noticed and
figuring out what to suggest in terms of improvements. Rubrics provide students with more
informative feedback about their strengths and areas in need of improvement.
Fourth, teachers appreciate rubrics because their "accordion" nature allows them to
accommodate heterogeneous classes. The examples here have three or four gradations of quality,
but there is no reason they can't be "stretched" to reflect the work of both gifted students and

those

with

learning

disabilities.

Finally, rubrics are easy to use and to explain. Christine Hall, a fourth grade teacher, reflected on
how
both
students
and
parents
responded
to
her
use
of
rubrics:
Students were able to articulate what they had learned, and by the end of the year could be
accurate with their evaluations. Parents were very excited about the use of rubrics. During parent
conferences I used sample rubrics to explain to parents their purpose, and how they were used in
class. The reaction of parents was very encouraging. They knew exactly what their child needed
to
do
to
be
successful.

My Portfolio
Scoring Rubrics for Paragraph Writing

Qualities & Criteria

Format/Layout

Presentation of the
text
Structuring of text
Follows requirements of length, font
and style

Poor (0-80)

Good (80-90)

Follows poorly the Follows, for the most

requirements related part, all the
to format and layout. requirements related
to format and layout.
Some requirements
are not followed.

Excellent (90100)
Closely follows all
the requirements
related to format and
layout.

(Weight 15%)
Content/Information

All elements of the

topics are addressed

The information is
technically sound

Information based
on careful research

Coherence of
information
(Weight 50%)

Quality of Writing

Clarity of sentences

The essay is not

objective and
addresses poorly the
issues referred in the
proposed topic. The
provided information
is not necessary or
not sufficient to
discuss these issues.

The essay is objective The essay is objective

and for the most part and addresses with an
addresses with an in in depth analysis all
depth analysis most the issues referred in
of the issues referred the proposed topic.
in the proposed topic. The provided
The provided
information is
information is, for the necessary and
most part, necessary sufficient to discuss
and sufficient to
these issues.
discuss these issues.

The essay is not well The essay is well

The essay is well
written, and contains written for the most written from start to
many spelling errors, part, without spelling, finish, without

and/or grammar
and paragraphs
errors and/or use of
No errors and
English errors. The
spelling, grammar and essay is badly
use of English
organized, lacks
Organization and clarity and/or does
not present ideas in a
coherence of ideas

grammar or use of
English errors. The
essay is for the most
part well organized,
clear and presents
ideas in a coherent
way.

(Weight 20%)

coherent way.

References and use of

references

Most of the
Most of the
references used are references used are
not important, and/or important, and are of
are not of
good/scholarly
good/scholarly
quality. There is a
quality. There is not a minimum of 4
minimum of 4
scholarly resources
scholarly resources, that are for the most
and/or they are not part used effectively
used effectively in thein the essay. Most of
essay. References are the references are
not effectively used, effectively used,
and/or correctly cited correctly cited and
and/or correctly listed correctly listed in the
in the reference list reference list
according to APA
according to APA
style.
style.

Scholarly level of
references

How effective the

references are used in
the essay

Soundness of
references

APA style in
reference list and for
citations
(Weight 15%)

spelling, grammar or
use of English errors.
The essay is well
organized, clear and
presents ideas in a
coherent way.

All the references

used are important,
and are of
good/scholarly
quality. There is a
minimum of 4
scholarly resources
that are used
effectively in the
essay. All the
references are
effectively used,
correctly cited and
correctly listed in the
reference list
according to APA
style.

Overriding criterion: 0riginality and authenticity. If the essay is identified as not being
original, and/or not done by the student, the instructor has the right to grade the paper as an F.

My Map
I will follow the following steps:
Step 1. Revioew Porfolio Assesment
Methods, I will refer to Assesment of
Learning 2, 2007 by Santos R. pp. 6375 and other refernces

Step 2. Talk atleast with two Resource Teachers and

ask permission to go over available learner portfolio.

Step 3. Classify the porfolio

Step 4. Examine the elements and contents of each

portfolio.
Step 5. Analyze my observations.
Step 6. Reflect on my experience

My Tools
Chekclist
Classify the porfolio examined. Use the checklist below.
Types of Porfolio

Tally ( How many did you see?)

Documentation portfolio

many

Process portfolio

many

Showcase portfolio

many

Frequency

Observation Checklist
Select 3 best portfolios from what you examined. Which element/s is/ are present
in each? Please check.
Elements of a Portfolio
Put your ( ) Check here.
1. Cover letter- about the Author and What My Portfolio

Shows About My Progress as a Learner

2. Table Of Contents with numbered pages
3. Entries- Both core (required items) and optional items ( chosen
by students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts of aural/ oral and written products and revised versions,
i.e. ( first drafts and corrected/ revised versions)
6. Reflections

My Analysis
1. Did I see samples of the 3 different types of portfolio? Yes
2. What did I observe to be the most commonly used portfolio?
A working portfolio is so named because it is a project in the works, containing work in
progress as well as finished samples of work. It serves as a holding tank for work that may be
selected later for a more permanent assessment or display portfolio.
A working portfolio is different from a work folder, which is simply a receptacle for all work,
with no purpose to the collection. A working portfolio is an intentional collection of work guided
by learning objectives.
3. As I examined 3 selected portfolios, did I see all the elements of a portfolio?
Yes I see the elements of the portfolio they are the;
1.
Cover Letter About the author and What my portfolio shows about my
progress as a learner (written at the end, but put at the beginning). The cover letter
summarizes
the
evidence
of
a
students
learning
and
progress.
2. Table

of

Contents with

numbered

pages.

3. Entries - both core (items students have to include) and optional (items of students
choice). The core elements will be required for each student and will provide a common
base from which to make decisions on assessment. The optional items will allow the
folder
to
represent
the
uniqueness
of
each
student.
Students can choose to include best pieces of work, but also a piece of work which
gave trouble or one that was less successful, and give reasons why.
4. Dates on

all

entries,

5. Drafts of
i.e.,

aural/oral
first

to

facilitate

and
drafts

written
and

proof

of

growth

products
and
revised
corrected/revised

over

time.
versions;
versions.

6. Reflections can appear at different stages in the learning process (for formative and/or
summative purposes.) and can be written in the mother tongue at the lower levels or by
students who find it difficult to express themselves in English.

a. For each item - a brief rationale for choosing the item should be included.
This can relate to students performance, to their feelings regarding their
progress and/or themselves as learners.
4. Is it necessary for a teacher to use varied types of portfolio? Why?
Teachers understand and use varied assessments to inform instruction, evaluate and
ensure student learning. Teachers are knowledgeable about assessment types, their purposes and
the data they generate.
5. If one element or two elements of a portfolio are missing, will this have any impact on the
assessment process? Explain your answer.
It will affect the grading system of the portfolio. And it may lead to
misunderstanding of the student for she will not get the grade that she deserves.
My Reflection
1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning?
Instructional approaches on K-12 education have changed with the passage of time.
Technological advancements have brought into play greater use of visual aids, hypermedia, and
interactive simulations and lesser practice of the traditional chalkboard method. Additionally,
curricular developments have been undertaken to address the ever increasing stack of educational
information needed by students. These did not only redefine the teaching process during K-12
education but also affected the learning experience of students. Such curricular changes also
brought about dynamism in the educational evaluation process. Electronically generated
examinations, evidenced-based researches, learning portfolios, and the like have been utilized in
addition to the conventional paper-and-pen examinations.
The use of learning portfolios, as a new approach to the evaluation process has gauged students'
performance and ability to process learned information. Portfolios are collection of documents,
literature and other educational materials designed to assess specific student performance. These
may cover the conception, drafting, and revision of works in progress; the best pieces of a
student's creation; student's assessment of outputs; and parents' and/or instructors' evaluative
comments on strengths and weaknesses. It is reflective of the daily learning experience of
students and should be a continuous documentation to specifically scale student's status, progress
and accomplishments.

My Portfolio
Capture what you learned on types, functions and elements of a portfolio by means of 3
separate graphic organizers.
Types of Portfolio

Kinds of Element Portfolio

1.

Working Portfolios
A working portfolio
is so named because
it is a project in the
works, containing
work in progress as
well as finished
samples of work. It
serves as a holding
tank for work that
may be selected later
for
a
more
permanent
assessment
or
display portfolio.
A working portfolio
is different from
a work folder, which
is
simply
a
receptacle for all
work,
with
no
purpose
to
the
collection.
A
working portfolio is
an
intentional
collection of work
guided by learning
objectives.

Display, Showcase,
or
Best
Works
Portfolios
Probably the most

Cover
Letter About the
author and What
my portfolio shows
about my progress as
a learner (written at
the end, but put at the
beginning). The cover
letter summarizes the
evidence of a
students learning and
progress.

2. Table of
Contents with
numbered pages.
3. Entries
- both core (items
students have to
include)
and optional (items of
students choice). The
core elements will be
required for each
student and will
provide a common
base from which to
make decisions on
assessment. The
optional items will
allow the folder to
represent the
uniqueness of each
student.
Students can choose
to include best

Functions of Portfolio

Function
The function of a portfolio
assessment is to measure progress of a
particular process over a specified length
of time. Before beginning a portfolio, the
student must be aware of the goals she is
trying to accomplish with this project.
Otherwise, she will be confused as to what
artifacts to include. According to Sewell,
Marczack and Horn, "If goals and criteria
have been clearly defined, the 'evidence' in
the portfolio makes it relatively easy to
demonstrate that the individual or
population has moved from a baseline level
of performance to achievement of
particular goals." A portfolio functions as a
place to store materials so they are not
forgotten and so that the student can
continuously reflect on her growth in that
particular subject area. According to David
Sweet, a writer for the Education
Consumer Guide Office of Research, "A
portfolio may be a folder containing a
student's best pieces and the student's
evaluation of the strengths and
weaknesses of the pieces. It may also
contain one or more works-in-progress that
illustrate the creation of a product, such as
an essay, evolving through various stages
of conception, drafting, and revision"
(Sweet, 1993).

rewarding use of
student portfolios is
the display of the
students' best work,
the work that makes
them
proud.
Students, as well as
their
teachers,
become
most
committed to the
process when they
experience the joy of
exhibiting their best
work
and
interpreting
its
meaning.
Many
educators who do
not use portfolios for
any other purpose
engage their students
in the creation of
display
portfolios.
The pride and sense
of accomplishment
that students feel
make the effort well
worthwhile
and
contribute
to
a
culture for learning
in the classroom.

Assessment
Portfolios
The primary
function of an
assessment portfolio
is to document what
a student has
learned. The content
of the curriculum,
then, will determine
what students select
for their portfolios.
Their reflective
comments will focus

pieces of work, but

also a piece of work
which gave trouble or
one that was less
successful, and give
reasons why.
4. Dates on all entries,
to facilitate proof of
growth over time.
5. Drafts of aural/oral
and written products
and revised versions;
i.e., first drafts and
corrected/revised
versions.
6. Reflections can
appear at different
stages in the learning
process (for
formative and/or
summative purposes.)
and can be written in
the mother tongue at
the lower levels or by
students who find it
difficult to express
themselves in
English.
a. For each item - a
brief rationale for
choosing the item
should be included.
This can relate to
students
performance, to their
feelings regarding
their
progress and/or
themselves as
learners.

on the extent to
which they believe
the portfolio entries
demonstrate their
mastery of the
curriculum
objectives. For
example, if the
curriculum specifies
persuasive, narrative,
and descriptive.