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Strategies for Assessment of

Student Online Learning

Professional Training for Teacher 4.0:

ONLINE LEARNING MODULE WRITING
Cynthia B. Correo, PhD (Cand.)
Lead, Online Learning Module Writing
CHALLENGE TO 21ST Century Education

“The transformation in education requires the

redesigning of curriculum and assessment systems to
emphasize authentic competencies.”

— Linda Darling-Hammond
Professor Emeritus, Stanford Graduate School

Darling-Hammond, L., Herman, J., Pellegrino, J., et al. (2013). Criteria for high-quality
assessment. Stanford, CA: Stanford CenterCYNTHIA B. CORREO
for Opportunity Policy in Education. CYNTHIA B. CORREO
 Assessment Literacy
for Teachers

American Federation of Teachers, National Council on Measurement and Evaluation, and National Education Association in
7/30/2020 the United States of America CYNTHIA B. CORREO
 Assessment Competencies
for Teachers
1. Choosing assessment methods appropriate for
instructional decisions.

2. Administering, scoring, and interpreting the

results of both externally produced and teacher
produced assessment methods.

3. Using assessment results when making decisions

about individual students, planning teaching, and
developing curriculum and school improvement.

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 The Outcome-based Education
(OBE) system emphasizes the
importance of a curriculum content
to be driven by learning outcomes
(Spady, 1994).

Allen, M. J. (2014). Using rubrics to grade, assess, and improve student learning. Paper presented during the Professional Development Day on March
7, 2014 in Miami-Dade College, Florida, USA.
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 Assessment, Testing, Measurement

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 Phases of Assessment

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 Phases of Assessment

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 Assessment Principles

Validity

Reliability

Practicality

Authenticity

Washback

Brown, H.D., & Priyanvada, A. (2010). Language assessment: Principles and classroom
7/30/2020 practices (2nd ed). ISBN: 9780138149314. CYNTHIA B. CORREO
 Five Criteria for Quality Assessment

Assessment of Higher-Order Cognitive Skills

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High-Fidelity Assessment of Critical Abilities

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Internationally Benchmarked: Evaluated against those of the
leading education countries

Use of Items that Are Instructionally Sensitive and

Educationally Valuable

Assessments that Are Valid, Reliable, and Fair

Darling-Hammond, L., Herman, J., Pellegrino, J., et al. (2013). Criteria for high-quality assessment. Stanford,
CA: Stanford Center for Opportunity Policy in Education.
KEY IDEA:

ALIGN
ASSESSMENT
WITH
LEARNING Module Development for
OBJECTIVES Online Learning:
CONTENT CURATION
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CYNTHIA B. CORREO
 Alternative Forms of Assessment
Performance Based Authentic Assessment Portfolio Assessment

• Testing that • Testing that requires • A collection of

requires a student

some direct
to create an answer demonstration of
or a product that relevant skills and
demonstrates competencies
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artifacts
accompanied by a
reflective narrative
that not only helps

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his/her knowledge, needed by someone the learner to
skills, or before he or she can understand and
competencies. be employed in a extend learning, but
professional or invites the reader of
• Essays, impromptu, occupational field the portfolio to gain
emceeing, insight about
telephone • Teaching learning and the
conversation, face- demonstration learner (Porter &
to-face dialogues Cleland, 1995)

• Digital writing
portfolio, writing
portfolio
 Variations of Authenticity
Relatively Authentic Somewhat Authentic Authentic
Indicate which parts of a Design a dish garden Create a dish garden
dish garden design are

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accurate
Write a paper on zoning Write a proposal to change Write a proposal to present

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fictitious zoning laws to a city council to change
zoning laws

Undergo a Mock Interview Undergo a Mock Interview Engage in online Job

with Peers with Teachers Application Interview

Explain what would you Show how to perform each Show how to execute the
teach to students in your dance step whole dance.
Dancing Class
 SCORING RUBRICS

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• A set of ordered categories to which a given
piece of work can be compared. Scoring

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rubrics specify the qualities or processes that
must be exhibited in order to assign a
particular evaluative rating for a performance.
 STEPS IN CONSTRUCTING
ASSESSMENT RUBRIC
Call for an

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Advocacy in Dimensions/
Action Video Create the Scales
Advocacy in
Scoring

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Action Video Identify the
Rubric
Criteria for
Select an
the Task
Authentic
Identify the
Task
Standards
Thesis Statement, Problem/Issue,
Occupational/ LANGUAGESolution
Technical An Advocacy
Requirements VARIATION &
Problem/Issue CHANGE
Solution
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X racist language, gender
offensive remarks, nudity

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 Advocacy in Excellent
Action Video
Criteria
Quality of Explanation Video discusses all elements
of Issue, its Context, about topic (background, pros,
and Pros and Cons cons)
Video includes at least 4
Quality of supporting empirical evidence to support
evidence claims (e.g., Statistics from
reliable sources)
Appropriate All references are cited properly
Attribution of at the end of the video.
References
Audio-Visual and Video is of excellent quality.
Technical Elements
Discourse shows respect,
Language Use interest, and sensitivity to
audience’s ideas, gender,
cultural and linguistic
background.
Time Management & The group is productive the
Teamwork entire learning period, enabling
them to submit on time.
Very Good
Video discusses 2 elements
about topic (background,
pros, cons)
Video includes at least 2
empirical evidence to
support claims (e.g.,
Statistics from reliable
sources)
One or two references are not
cited properly at the end of the
video.
Video is of high quality.
Discourse shows respect,
interest, and sensitivity to
audience‘s ideas, gender,
cultural and linguistic
background.
The group is productive the
entire learning period, but fail
to submit on time.
Good
Video discusses 1
element about topic
(background, pros, cons)
Video includes at least 1
empirical evidence to
support claims (e.g.,
Statistics from reliable
sources)
Many references are not
cited at the end of the
video .
Video is of satisfactory
quality.
Discourse shows respect,
interest, and sensitivity to
audience‘s ideas, gender,
cultural and linguistic
background.
The group is not
productive and thus is
unable to submit on time.
Unacceptable
Video does not include any
elements about topic
(background, pros, cons)
Video does not include
empirical evidence to
support claims (e.g.,
Statistics from reliable
sources)
No reference is cited.
Video is of poor quality.
Discourse shows respect,
interest, and sensitivity to
audience‘s ideas, gender,
cultural and linguistic
background.
The group attempts to work
but the work is inchoate.
 Tips on Successful Online Assessment
-- Digitize the Scoring Rubrics and other assessment tools to make them user-
friendly.

-- Use apps like Google Forms, Online Quizzes (e.g.,

Quizziz, Quizlet, etc.) to add spice to learning, especially during
formative assessment

-- Always go back to your learning outcomes and

assessment plan.

-- Learn to love our students for us to be ready to guide them in

their journey towards attaining their
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Presentation
Review nature, principles, and process of assessment.

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Obtain a working knowledge of developing rubrics.

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Identify parts of a rubric and steps for making a rubric.

Determine ways in which rubrics contribute to the

LANGUAGE
courses and assessment efforts.
VARIATION &
CHANGE
References

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Allen, M. J. (2014). Using rubrics to grade, assess, and improve student learning. Paper presented during the
Professional Development Day on March 7, 2014 in Miami-Dade College, Florida, USA.
Brown, H.D., & Priyanvada, A. (2010). Language assessment: Principles and classroom practices (2nd ed). ISBN:
9780138149314.
Darling-Hammond, L., Herman, J., Pellegrino, J., et al. (2013). Criteria for high-quality assessment. Stanford, CA:
Stanford Center for Opportunity Policy in Education.
Darling-Hammond, L., & Falk, B. (2013). Teacher learning through assessment. Retrieved from
https://www.americanprogress.org/wp-content/uploads/2013/09/TeacherLearning.pdf.
Ghirardini, B. (2011). E-learning methodologies: A guide for designing and developing e-courses. Rome, Italy:
Food and Agriculture Organization of the United Nation. Gronlund, N. E. (1991). How to write and use
instructional objectives (4th ed.). New York: Macmillan Publishing.
Mustapha, A., Samsudin, N. A., Arbaiy, N., Mohamed, R., & Hamid, E.R. (2016). Generic assessment rubrics for
computer programming courses. TOJET: The Turkish Online Journal of Educational Technology, 15(1), 53-61.
Stevens, D., & Levi, A. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective
feedback, and promote student learning. Sterling, VA: Stylus Publishing.
 Thank you
www.adnu.edu.ph • (054) 881.23.68

Cynthia B. Correo, AdNU