SAMAR COLLEGE INC.

Catbalogan, City

MODULE in PROF. ED.-9

(Assessment of Student Learning-2)
Subject Code – 20254/20252
S.Y. 2020-2021
First Semester

I- INTRODUCTION AND FOCUS QUESTIONS

Teaching today is a far more complicated profession than it was a couple of

decades ago. The dynamically changing pace of development in science and technology
has brought about corresponding changes in the way we view teaching. Thus, while
earlier on, we have always been content with testing and measuring students` cognitive
skills through teacher-made tests. Today, we not only test and measure cognitive
development but also the affective and psychomotor development of the learners as well.
This module is taken from the book Authentic Assessment of Learning
Outcomes (Assessment-2) that implements and complements OBE by clarifying the
concepts of Outcomes-Based Education (OBE).
How do you identify and explain student learning outcomes at the different
levels of schooling?
In what way can you illustrate a variety of assessment tools to determine if
the desired learning outcomes have been realized?
These are just some of many questions in the assessment 2. This module includes
models and examples to aid students` understanding in able to enhance their capability to
apply the concept learned, and relevant exercises are provided at the end of the lesson.
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II- LESSONS AND COVERAGE
In this module, you will find the answers to questions above by studying the following lessons:
Lesson 1- A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO)
Lesson 2- AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND
PRACTICES
Lesson 3- AUTHENTIC ASSESSMENT TOOLS
Lesson 4- PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
Lesson 5- PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
Lesson 6- ASSESSMENT IN THE AFFECTIVE DOMAIN
Lesson 7- PORTFOLIO ASSESSMENT METHODS
Lesson 8- GRADING AND REPORTING
Lesson 9- THE USE OF STATISTICS IN OUTCOMES ASSESSMENT
In these lessons, you should be able to:
 Define the meaning of Student Learning Outcome (SLO)
Lesson 1  Enumerate the Sources of Expected Student Learning Outcomes (SLO)
 Identify the Characteristics of Good Learning Outcomes
 Illustrate Assessment, Evaluation, Testing and Marks
 State the significance of Authentic Assessment
Lesson 2  Determine the Characteristics of Authentic Assessment (AA)
 Define the meaning of Authentic Assessment
 Elaborate the Phases of Authentic Assessment
 Differentiate Authentic Assessment from Traditional Assessment (TA)
 Identify the Three Modes of Assessment
 Make an Observation-Based Assessment- A Guidelines
Lesson 3 a. Developmental Checklist
b. Interview Sheet
 State the difference between the Performance Samples Assessment tools to
Performance Assessment tools
 Illustrate the following Process-Oriented Performance-Based Assessment
a. Process-Oriented Learning Competencies
Lesson 4 b. Task Designing
c. Scoring Rubrics
 Differentiate Analytic from Holistic Rubrics
 Illustrate the following Product-Oriented Performance-Based Assessment
a. Product-Oriented Learning Competencies
b. Task Designing
Lesson 5 c. Scoring Rubrics
 Differentiate General from Task-Specific
 Understand the Process of Developing Scoring Rubrics
 Know the Resources of Scoring Rubrics
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Lesson 6

Lesson 7

Lesson 8

Lesson 9
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Elaborate the importance of Affective Domain in the Assessment
Enumerate the Taxonomy in the Affective Domain
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State the Forms of Affective Learning Competencies as Instructional Objectives
Understand the Development of Assessment Tools
Determine Portfolio Assessment Method by:
Features and Principles of Portfolio Assessment
Purposes of Portfolio Assessment
Essential Elements of the Portfolio
Stages in Implementing Portfolio Assessment
Types of Portfolios
Assessing and Evaluating the Portfolios
Student-Teacher Conferences
Identify Functions of Grading and Reporting Systems
Determine Types of Grading and Reporting Systems
Understand the Development of a Grading and Reporting
Assign Letter Grades and Computing Grades
Reflect Norm or Criterion-Referenced Grading
Distribute Grades and Guidelines for Effective Grading
Conduct Parent-Teacher Conferences
Elaborate General Concepts on Statistics and Learning Inquiry
Understand the Terms Conceptualization, Operationalization and Measurement
Compare the Terms Indexes, Scales and Typologies
Determine Other Multivariate Techniques
Module Map

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III- PRE-ASSESSMENT

Let us find out how much you already know about this module. Answer the following questions
as much as you can by writing on your answer sheet the letter that you think is the correct
answer. Take note of the items that you were not able to answer correctly and then let us find out
the correct answer as we go through this module.

1. Which of the following multivariate techniques is not included in formal research classes?
a. Discriminant Analysis c. Log Linear Models
b. Trial and Error Method d. Geographic Information Systems
2. Inferential statistics is also called…
a. Predictive statistics c. Theoretical statistics
b. Primitive statistics d. Descriptive statistics
3. It is the most common measurement tool in the affective domain.
a. Rating Scale b. Checklist c. Portfolio d. Self-Report
4. A purposeful collection of student work that exhibits the student`s efforts, progress and
achievements in one or more areas.
a. Rating Scale b. Checklist c. Portfolio d. Self-Report
5. It is an appropriate assessment method for actual performance when the objective is to assess the
student`s stock knowledge or to determine the ability to communicate ideas in coherent verbal
sentences.
a. Oral Test c. Oral Questioning
b. Oral Communication d. Oral Report
6. Commonly associated with pre- determined choice measures of assessment such as multiple
choice tasks, fill-in-the=blanks, true-false, matching type and others.
a. Online Assessment c. Modern Assessment
b. Traditional Assessment d. Authentic Assessment
7. Which of the following task is not included in task designing?
a. Complexity b. Appeal c. Creativity d. Personality
8. There are ___ types of Portfolio.
a. 3 b. 4 c. 5 d. 6
9. Classification of observations in terms of attributes on two or more variables such as commercial
urban, commercial rural, etc.
a. Psychology b. Typology c. Physiology d. Ecology
10. Which of the following function is not included in the grading and reporting systems?
a. Parent-Teacher Conference c. Reports to Parents/Guardians
b. Enhancing Students` Learning d. Administrative and Guidance Uses
11. In implementing portfolio assessment, how many stages are there?
a. 4 b. 5 c. 6 d. 7
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12. Refers to the process of gathering data and information about what students know and can do.
a. Evaluation b. Testing c. Assessment d. Marks
13. It refers to an instrument of assessment; this instrument is a tool that reflects the records of
students` learning outcomes.
a. Evaluation b. Testing c. Assessment d. Marks
14. It involves the task of interpreting, forming conclusions and making judgments about the
information which was gathered in the process of assessment.
a. Evaluation b. Testing c. Assessment d. Marks
15. These are the reports of the results of evaluating information obtained in the assessment process.
a. Evaluation b. Testing c. Assessment d. Marks
16. What does SLO abbreviation means?
a. Summary Learning Outcomes c. Student Learning Outputs
b. Student Learning Outcomes d. Summary Learning Outputs
17. This represents changes in one or more variables over time.
a. Factor Analysis c. Time-Series Analysis
b. Analysis of Variance d. Discriminant Analysis
18. Uses methods to summarize a collection of data by describing what was observed using numbers
or graphs.
 a. Inferential b. Descriptive c. Sampling d. Systematic
19. Defined as a mental predisposition to act that is expressed by evaluating a particular entity with
some degree of favor or disfavor.
a. Attitudes b. Values c. Honors d. Behaviors
20. From the Taxonomy in the Affective Domain, which of the sequences is correct?
a. Receiving b. Receiving c. Receiving d. Receiving
Characterization Organization Valuing Responding
Organization Characterization Responding Valuing
Valuing Responding Characterization Organization
Responding Valuing Organization Characterization

IV- LEARNING GOALS

The learner demonstrates understanding of the concepts of Assessment of Learning

2 and is able to blended measurement and evaluation in the discussion of OBE and
learning outcomes-based assessment in order to complete the teaching-learning
cycle, thus making the book an invaluable guide not only for teacher education
students but also for practicing professional teachers.
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A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO)

 What to KNOW

Lesson 1 is about to identify and clarify student learning outcomes (SLO). This will serve as
the load stars that will guide both teacher and students in activities leading to the
attainment of the deserved learning outcomes.
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You have just learned the definition, example of the SLO and the different sources of
expected student learning outcomes, make sure that you will able to use this in the exercise.

Exercise-1

 What to PROCESS
In this part, you will be able to know characteristics of good learning outcomes. Six different
good learning outcomes are illustrated in order to distinguish their functions. This will guide
you to identify each characteristic.
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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how the characteristics
of good learning outcomes are used and applied.

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 What to TRANSFER

SUMMARY/SYNTHESIS/GENERALIZATION
In this part, your task is to measure your knowledge. How did you find the
performance task? How did the task help you realize the real-life application of the
This lesson was about student learning outcomes (SLO). Various exercises were provided
concepts?
wherein your skills, competencies and values are expected to demonstrate. The periodic
assessment helps you determine your strength and deficiencies and become active in
outcome attainment.

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 AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND
PRACTICES

 What to KNOW
Lesson 2 is about attaining student learning outcomes, some terms often used to
determine its degree and significance. These will help you understand the lesson.

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You have just learned how to distinguish terms like assessment, evaluation, testing and
marks, these significant terms go hand on hand in able to attain or to complete the certain
task. The Why and What questions imply to determine characteristics of authentic
assessment.

 What to PROCESS

In this part, you will be able to know how to solve problems involving angle of elevation,
angle of depression, and will guide you to solve problems about bearings.
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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how to apply the meaning,
characteristics and practices in the authentic assessment.

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SUMMARY/SYNTHESIS/GENERALIZATION
 What to TRANSFER
In this lesson you have studied how to define, distinguish, illustrate and
In this part, your objective is to apply your understanding of the lesson regarding the
apply assessment
authentic solutions totoreal-life
the problems
problem. involving authentic assessment. You were
given an opportunity to perform real task and to reflect your own learning
style that help you pushed into a more thoughtful, more reflexive and richer
mode as well.

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 AUTHENTIC ASSESSMENT TOOLS

A Recall:

 What to KNOW

Lesson 3 will help you to distinguish different authentic tools, this will guide you to
develop competencies and in order to assess your skills in relevant settings and contexts.
Consider the succeeding examples to develop mastery of this topic.

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You have just learned the different observation-based assessment tools. This time, use the
form below to interview your classmate. Apply the concept of the lesson you learned.

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 What to PROCESS

In this part, you will be able to understand the performance sample assessment tools, as well
as the performance assessment tools. You will be able to make your own design regarding
the assessment tools you have learned. Study the different examples below.

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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how the performance
assessment tools are used. Below are some exercises that you need to consider.
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 What to TRANSFER
SUMMARY/SYNTHESIS/GENERALIZATION
In this section, your goal now is to apply the knowledge that you have learned about the
This lesson was
different about assessment
authentic the authentic assessment
tools. Below is antools. Lots
activity of follow
form, examples and exercises
the template and
were given to help
make your you observation
own class apply, distinguish,
wherein youand make
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class. How did thethrough
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different you realize
This the real-life
lesson willapplication
help you of the concepts?
understand on what particular tool is needed
in the classroom settings.
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PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

 What to KNOW

Lesson 4 is concerned with process-oriented, performance-based assessment. In

this lesson you will set your mind in assessing not only for the competencies but
also the processes in order to arrive products or outputs.
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You learned some strategies/ techniques to handle regarding process-oriented,

performance-based assessment This time, make sure that you will able to use these in the
competencies discussed, Apply your knowledge in the given exercises.

 What to PROCESS
In this part the idea of scoring rubrics is emphasized. You will able to learn criterion-
referenced measures. Study the following example below.
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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how the process-oriented,
performance-based assessments are used. Below is an activity that you need to analyze
and answer.
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Activity-
 What to TRANSFER
Activity 2 refers to a public opinion on the divorce bill. Your goal at this stage is
to understand the issue and assess the following criteria in qualitative scale of 0 to
3 using a real-life situation.

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SUMMARY/SYNTHESIS/GENERALIZATION

Lesson 4 deals with process-oriented, performance-based assessment. The lesson

focuses in the learning competencies, task designing and scoring rubrics. Different
examples regarding these concepts are given to ensure that students can apply
these concepts in classroom setting. Through the given exercises, students will
have opportunities to develop their critical thinking skills which play a vital role in
solving problems we encounter in the real world.

PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

 What to KNOW

Lesson 5 is about product-oriented performance-based assessment. To help you understand

about this topic, your knowledge in the process-oriented performance-based assessment are
required. This will guide you to differentiate the latter one.
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 Through concrete examples, you learned the concepts on product-oriented, performance-
based assessment. This time, make sure that you will able to use these in the exercises.

 What to PROCESS

In this part, you will be able to enhance more14on how to develop scoring rubrics, and able to
decide whether a holistic or analytical rubric is appropriate to use. Study the given examples
below.
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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how the product-oriented,
performance-based assessments are used.

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 What to TRANSFER

In this part, your task is to recite a poem. How did you find the performance task? How
did the task help you realize the real-life application of the concepts?

Activity of learning competencies for product- oriented:

SUMMARY/SYNTHESIS/GENERALIZATION

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ASSESSMENT IN THE AFFECTIVE DOMAIN

 What to KNOW

Lesson 6 is about assessment in the affective domain. To help you understand about this
topic, let you recall the three domains of learning. This will motivate you to go further as
you study the taxonomy in the affective domain.
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Through concrete examples, you learned the different concepts of the affective domain. This
time, make sure that you will able to use these in the exercises.
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 What to PROCESS

How would you develop assessment tools? In this part, the focus of the studies is all about
the development of assessment tools, wherein you will be able to know certain good
practices in developing these instruments. Consider the examples and illustrations below.
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 What to REFLECT and UNDERSTAND

SUMMARY/SYNTHESIS/GENERALIZATION
In this section, your goal is to check your understanding on how the assessments in the
affective domain are used. More or less, in the development of the assessment tools

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 What to TRANSFER
In this part, your task is to measure your attitude towards problem. How did you
find the performance task? How did the task help you realize the real-life
application of the concepts?
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Activity
 What to KNOW
Lesson 7 is about portfolio assessment methods. In this lesson, you will expand your
knowledge in the different methods on how to assess your portfolio. The features and
principles, purposes, and essential elements of the portfolio are discussed and enumerated.

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Through concrete examples, you learned some of the portfolio assessment methods. This
time, make sure that you will able to apply these in the exercises.
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 What to PROCESS
In this part, you will be able to know the stages in implementing portfolio assessment, and
able to identify types of portfolio. Also, assessing and evaluating portfolio are emphasized.
Lastly, the main philosophy embedded in portfolio assessment is “shared and active
assessment”-the student-teacher conferences. These are what you need to process in order to
attain methods in assessing portfolios.
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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how the portfolio assessment
methods are applied.

 What to TRANSFER

In this part, your task is to measure yourself. How did you find the performance
task? How did the task help you realize the real-life application of the concepts?

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 Activity

SUMMARY/SYNTHESIS/GENERALIZATION

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 GRADING AND REPORTING
 What to KNOW
Lesson 8 is about grading and reporting. This is one of the more frustrating aspects of
teaching since many factors you need to consider. Understanding about this topic needs to
identify functions, types, development, and other features of grading and reporting
systems.
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Through concrete examples, you learned the some features of grading and reporting systems.
This time, make sure that you will able to use these in the exercises.

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 What to PROCESS
In this part, you will be able to know on how14to assign letter grades and computing grades,
norms or criterion-referenced. You will also understand how to distribute grades and
15to conduct parent-teacher conferences.
guidelines for effective grading, and lastly, how
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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how grading and reporting
are applied. Understand the directions carefully, and answer what is ask in the problem.

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Activity:
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 What to TRANSFER

In this part, your task is to research on best practices of schools on effective learning in
grading and reporting. Write your findings below.
 Activity

SUMMARY/SYNTHESIS/GENERALIZATION

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THE USE OF STATISTICS IN OUTCOMES ASSESSMENT

 What to KNOW
Lesson 9 is about the use of statistics in outcomes assessment. To help you understand about
this topic, your knowledge statistics are required. This will guide you to apply general
concepts on statistics and learning inquiry, statistical methods, conceptualization,
operationalization and measurement.
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In partial way, you learned some of the important concepts in outcomes assessment. This
time, make sure that you will able to use these in the exercises.
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B-
 What to PROCESS

In this part, you will be able to know some important terms on the use of statistics in
outcomes assessment. You will know how to apply indexes, scales and typologies to
quantify data. Somehow your knowledge 118from the statistics will help you to realize
the appropriate techniques that best for certain problem.
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 What to REFLECT and UNDERSTAND

In this section, your goal is to check your understanding on how the outcomes assessment
are used and applied.
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 What to TRANSFER

In this part, your task is to make your outcomes assessment plan in your field of
specialization. Below is a template and at the same time, an example of educational
outcomes assessment plan. Make sure to follow the template, so you can able establish
the purpose and objective of the assessment.

Activity
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SUMMARY/SYNTHESIS/GENERALIZATION
This lesson was about the use of statistics in outcomes assessment. Various examples
and exercises were provided to help you illustrate and apply the said lesson. Making
use of assessments can create stronger education systems and improve teaching and
learning processes.

Prepared by:

JULITA B. TANSECO
Part-Time Instructor

REFERENCES
Chapter-5
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Chapter-6
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Chapter-7
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Chapter-8
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Chapter-9
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