ST.

JOHN PAUL II COLLEGE OF DAVAO

EDUCATION DEPARTMENT

Physically Detached Yet Academically Attached

SIMPLIFIED COURSE PACK (SCP) FOR SELF-DIRECTED

LEARNING

ASSESSMENT OF STUDENT LEARNING 2

This Simplified Course Pack (SCP) is a draft version only and may not be
used, published or redistributed without the prior written consent of the
Academic Council of SJPIICD. Contents of this SCP is only intended for
the consumption of the students who are officially enrolled in the
course/subject. Revision and modification process of this SCP are
expected.

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By 2023, a recognized professional institution providing quality,

Vision
economically accessible, and transformative education grounded on
the teachings of St. John Paul II.

Serve the nation by providing competent JPCean graduates through

quality teaching and learning, transparent governance, holistic student
Mission
services, and meaningful community-oriented researches, guided by
the ideals of St. John Paul II.
Respect
Hard Work
Perseverance
Core Values
Self-Sacrifice
Compassion
Family Attachment
Inquisitive
Ingenious
Graduate Attributes
Innovative
Inspiring
Course Code/Title MATH2A / Contemporary Mathematics
This course focusses on the development and the utilization of
alternative forms of assessment in measuring authentic learning.
Course Description Emphasis is given to ways of assessing process-and-product-oriented
learning. Students will experience how to develop rubrics for
performance-based and portfolio assessment.
Course Requirement
Time Frame 54 Hours
“Based 40” Cumulative Averaging Grading System
Grading System
Periodical Grading = Attendance (5%) + Participation (10%) + Quiz (25%) + Exam (60%)
Final-Final Grade = Prelim Grade (30%) + Midterm Grade (30%) + Final Grade (40%)
Contact Details
Instructor Albert M. Fuentes (09954141726)
Dean/Program Head Ms. Amie P. Matalam (09953860989)

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Course Map
Contemporary Mathematics- Simplified Course Pack (SCP)

SCP-Topics: Prelim SCP- Topics: Midterm SCP- Topics: Final Period

Period Period
Assessment in the
Review of the Principles of Grading and Reporting
Week 1 Week 7 Affective Domain Week 13
High Quality Assessment

Process-oriented learning Assessment in the Grading and Reporting

Week 2 competencies Week 8 Affective Domain (con…) Week 14 (con…)

Process-oriented learning Development of Planning and Implementing

Week 3 Week 9 Week 15
competencies (con…) Assessment Tools Parent-Teacher conference

Product-Oriented The use of Statistics in

Portfolio Assessment
Week 4 Performance-Based Week 10 Week 16 Outcomes Assessment
Assessment (con…)

Product-Oriented Portfolio Assessment

Week 5 Performance-Based Week 11 (cont…) Week 17
The use of Statistics in
Assessment (con...) Outcomes Assessment

Week 6 Preliminary Examination Week 12 Midterm Examination Week 18 Final Examination

Course Outcome
1. Apply the principles of assessment in conceptualizing techniques for assessing authentic
learning.
2. Design performance-based assessment tools.
3. Design assessment tools for effective learning.
4. Develop portfolio to assess one’s learning.
5. Demonstrate skills in preparing and reporting grades.
6. Derive information from alternative forms of assessment in making instructional decisions.

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Welcome Aboard! The shift of educational focus from subject/course content to

student learning outcomes marks the serious effort to implement Outcomes-Based Education
(OBE) which is the current national and international thrust of education at all levels. This
course focusses on the development and the utilization of alternative forms of assessment in
measuring authentic learning. Emphasis is given to ways of assessing process-and-product-
oriented learning. Students will experience how to develop rubrics for performance-based and
portfolio assessment.

SCP-TOPICS: 1st Quarter

Week 7 - 11
Lesson Title Assessment in the Affective Domain and Portfolio Assessment
1. Design assessment tools for effective learning.
Learning Competency 2. Develop portfolio to assess one’s learning.

Time Frame 7:00-9:00AM; 4:00-6:00PM – 6:00 – 9:00PM - Saturday

At SJPIICD, I Matter!
LEARNING NTENT! I
Terms to Ponder
This section provides meaning and definition of the terminologies that are
significant for better understanding of the terms used throughout the simplified
course pack of Assessment of Student Learning 2. As you go through the

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labyrinth of learning, in case you will be confronted with difficulty of the terms
refer to the defined terms for you to have a clear picture of the learning concepts.
Affective domain describes learning objectives that emphasize a feeling tone,
an emotion, or a degree of acceptance or rejection.
Learning competencies are the main ideas or skills you expect students to
master (these are also called “goals”) we expect there to be 3-6 of these for
each credit hour of instruction.
Learning objectives are the specific abilities necessary to accomplish the
learning competency.
Portfolio is a purposeful collection of student work samples, student self-
assessments and goal statements that reflect student progress
Portfolio Assessment is an assessment based on the systematic collection of learner work
(such as written assignments, drafts, artwork, and presentations) that represents
competencies, exemplary work, or the learner's developmental progress.

Essential Content

Getting started. The affective domain is part of a system that was

published in 1965 for identifying, understanding, and addressing how people

learn. In Bloom’s taxonomy published in 1965, three domains were identified;
cognitive, affective and psychomotor domains. In this Chapter, we shall be
concerned with the second of these domains which is the affective domain.

Assessment in the Affective Domain

The affective domain is a part of a system that was published in 1965 for
identifying understanding and addressing how people learn. This describes
learning objectives that emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. It is far more difficult domain to objectively analyze and

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assess since affective objectives vary from simple attention to selected

phenomena to complex but internally consistent qualities of character and
conscience. Nevertheless, much of the educative process needs to deal with
assessment and measurement of students’ abilities in this domain.

For instance, it is often heard that certain people are “schooled” but not
“educated.” This simply refers to the fact that much of the processes in education
today are aimed at developing the cognitive aspects of development and very little
or no time is spent on the development of the affective domain.

The Taxonomy in the Affective Domain

The taxonomy in the affective domain contains a large number of
objectives in the literature expresses as interests, attitudes, appreciation, values,
and emotional sets or biases. The descriptions of step in the taxonomy was culled
from Kratwohl’s Taxonomy of Affective Domain:

1. Receiving is being aware of or sensitive to the existence of certain ideas,

material, or phenomena and being willing to tolerate them.
Examples: To differentiate, To accept, To listen, To respond to.

2. Responding is committed in some small measure to the ideas, materials, or

phenomena involved by actively responding to them.
Examples: to comply with, to follow, to commend, to volunteer, to spend leisure
time in, to acclaim

3. Valuing is willing to be perceived by others as valuing certain ideas,

materials, or phenomena.
Examples: to increase measured proficiency in, to relinquish, to subsidize, to
support, to debate
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4. Organization is to relate the value to those already held and bring into a
harmonious and internally consistent philosophy.
Examples: To discuss, To theorize, To formulate, To balance, To examine
5. Characterization by value or value set is to act consistently in accordance
with the values he or she has internalized.
Examples: To revise, To require, To be rated high in the value, To avoid, To
resist, To manage, To resolve
Affective Learning Competencies

Affective learning competencies are often stated in the form of

instructional objectives.
 Instructional objectives are specific, measurable, short-term, observable
student behaviours.
 Objectives are the foundation upon which you can build lessons and
assessments that you can prove meet your over-all course or lesson
goals.
 Think of objectives as tools used to make sure you reach your goals; they
are the arrows you shoot towards your target (goal).
 The purpose of objectives is to ensure that learning is focused clearly
enough that both students and teachers know what is going on, and so
learning can be objectively measured. Learning in the affective domain is
assessed and measured in schools but not used as grade of students in
this domain.

In the affective domain, and in particular, when we consider learning

competencies, we also consider the following focal concepts:

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Attitudes
Attitudes are defined as a mental predisposition to act that is expressed
by evaluating a particular entity with some degree of favour or disfavour.
Individuals generally have attitudes that focus on objects, people or institutions.
Attitudes are also attached to mental categories. Mental orientations towards
concepts are generally referred to as values Attitudes are comprised of four
components:

1. Cognitions – beliefs, theories, expectations, cause-and-effect beliefs,

perceptions relative to the focal point; statement of beliefs and expectations
which vary from one individual to the next
2. Affect – refers to feelings with respect to the focal object – fear, liking, anger;
Color blue refers to loneliness); others as calm or peace
3. Behavioural intentions – our goals, aspirations, and our expected
responses to the attitude object
4. Evaluation – central component of attitudes; imputations of some degree of
goodness or badness to an attitude object; positive or negative attitude toward
an object; functions of cognitive, affect and behavioural intentions of the object;
stored in memory

Attitudes influence the way person acts and think in a social communities
we belong. They can function as frameworks and references for forming
conclusions and interpreting or acting for or against an individual, a concept or
an idea. It influence behaviour. People will behave in ways consistent with their
attitudes.

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Motivation

Motivation is a reason or set of reasons for engaging in a particular

behaviour. The reasons include basic needs, object, goal, state of being, ideal
that is desirable. Motivation also refers to initiation, direction, intensity and
persistence of human behaviour.

There are many theories that explain human motivation. The need theory
is one of these theories. Abraham Maslow’s hierarchy of human needs theory is
the most widely discussed theory of motivation. The theory can be summarized
as follows:
 human needs have wants and desires which influence behaviour:
only unsatisfied needs can influence behaviour, satisfied needs
cannot.
 needs are arranged in order of importance, from basic to complex.
(physiological, safety and security, social, self s esteem, self
actualization
 the person advances to the next level of needs only after the lower
need is at least minimally satisfied.
 the further the progress up the hierarchy, the more individuality,
humanness and psychological health a person will show.
The needs listed from basic (lowest, earliest) to most complex (highest, latest)
are as follows:
 Physiological: food, clothing, shelter
 Safety and security: home and family
 Social: being in a community
 Self-esteem: self-understanding, self-acceptance
 Self-actualization: recognition, achievement

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Frederick Herzberg presents another need theory: the two factor theory,
the “Motivation-Hygiene Theory”. It concludes that certain factors in the
workplace result in job satisfaction, while others do not, but if absent lead to
dissatisfaction. Herzberg distinguished between:
 Motivators – challenging work, recognition, responsibility, which
give positive satisfaction
 Hygiene factors – status, job security, salary and fringe benefits –
do not motivate if present, but if absent will result in demotivation

Like hygiene, the presence of it will make one healthier, but absence
cause health deterioration

Clayton Aldefer expanded Maslow’s hierarchy of needs. He formulated the

ERG Theory (existence, relatedness and growth). The existence category
(physiological and safety) are lower order needs, followed by the relatedness
category ( love and self-esteem) as middle order needs, and the growth category
( self-actualization and self-esteem ) as higher order needs

Motivation in education can have several effects on how students learn

and their behaviour towards subject matter. It can direct behaviour toward
particular goals.
Lead to increase effort and energy; increase initiation of, and persistence
in activities; enhance cognitive processing; determine what consequences are
reinforcing; lead to improve performance;

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Two kinds of motivation:

1. Intrinsic motivation brings pleasure, or make feel people feel what
they are learning is morally significant.
2. Extrinsic motivation which comes when a student compelled to do
something because of factors external to him.

Self-efficacy

Self-efficacy is an impression that one is capable of performing in a certain

manner or attaining certain goals. It is a belief that one has the capabilities to
execute the courses of actions required to manage prospective situations. It is
also a belief (whether or not accurate) that one has the power to produce that
effect.

Self-efficacy relates to person’s perception of their ability to reach a goal,

Research shows that over-efficaciousness negatively affected student motivation,
while under-efficaciousness increased motivation to study.

Development of Assessment Tools/Standard Assessment Tools

Assessment tools in the affective domain are those which are used to
assess attitudes, interest, motivations and self-efficacy. These include:
1. Self-report
This the most common measurement tool in the affective domain. It
essentially requires an individual to provide an account of his attitude or feelings
toward a concept or idea or people. It is also called “written reflections” (“Why I
Like or Dislike Mathematics”. The teacher ensures that the students write
something which would demonstrate the various levels of the taxonomy
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(receiving to characterization)
2. Rating Scales
Refers to a set of categories designed to elicit information about a
quantitative attribute in social science. Common examples are the Likert scale
and 1-10 rating scales for which a person selects the number which is considered
to reflect the perceived quality of a product. The basic feature of any rating scale
is that it consists of a number of categories. These are usually assigned integers.
3. Semantic Differential (SD) Scales
Tries to assess an individual’s reaction to specific words, ideas or
concepts in terms of ratings on bipolar scales defined with contrasting
adjectives at each end. An example of an SD scale is:

Good ___ ___ ___ ___ ___ ___ ___ Bad

3 2 1 0 1 2 3

(3 – extreme; 2 – quite; 1 – slightly; 0 - neutral)

A number of basic considerations are involved in SD methodology.

a. Bipolar adjectives are a simple, economical means for obtaining data on
people’s reactions

b. Ratings on bipolar adjective scales tend to be correlated, and three basic

dimensions of response account for most of the co-variation in ratings

c. Some adjective scales are almost pure measures of the EPA dimensions:
good-bad (Evaluation), powerful-powerless (Potency), and fast-slow (Activity)

d. EPA measurement are appropriate when one is interested in an effective

domain responses; multi-variate approach to affect measurement; generalized
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approach applicable to any concept or stimulus, and thus permits comparisons

of affective reactions on widely disparate things.

Thurstone Scale
Thurstone is considered the father of attitude measurement and
addressed the issue of how favourable an individual is with regard to a given
issue. He developed an attitude continuum to determine the position of
favourability on the issue. Below is an example of a Thurstone scale of
measurement.

Below is an example of a Thurnstone scale of measurement (Thurnstone,

1931).

Directions: Put a check mark in the blank if you agree with the item:
____ 1. Blacks should be considered the lowest class in human beings. (scale
value = 0.9)
____ 2. blacks and whites must be kept apart in all social affairs where they
might be taken as equals ( scale value = 3.2)
_____3. I am not interested in how blacks rate socially. (scale value = 5.4)

Likert Scales
In 1932, Likert developed the method of summated ratings (or Likert
scale), which is widely used. This requires an individual to tick on a box to report
whether they “strongly agree” “agree” “undecided”, “disagree” or “strongly
disagree” in response to a large number of items concerning attitude object or
stimulus. Likert scale is derived as follows:

a. pick individual items to include. Choose individual items that you know
correlate highly with the total score across items
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b. choose how to scale each item, or construct labels for each scale value to
represent interpretation to be assigned to the number
c. ask your target audience to mark each item
d. Derive a target’s score by adding the values that target identifies on each
item.

Checklists
Checklists are the most common and perhaps the easiest instrument in
the affective domain. It consist of simple items that the student or teacher
marks as “absent” or “present” Here are the steps in the construction of a
checklist:

a. enumerate all the attributes and characteristics you wish to observe

b. arrange this attributes as a “shopping list” of characteristics
c. ask students to mark those attributes which are present and to leave blank
those which are not

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Portfolio Assessment Method

A Portfolio is a purposeful collection of student work that exhibits the

students’ efforts, progress and achievements in one or more areas. The collection
must include student participation in selecting contents, the criteria for
selection, the criteria for judging merit and evidence of student self-reflection.
Within the context of this definition, a portfolio continually grows and
accumulates as the student progresses in the particular learning task. The over-
all purpose is to enable the student to demonstrate to others learning and
progress. Its greatest value: student becomes active participants in the learning
process and its assessment. The sense of ownership on the part of the students
that goes with portfolio assessment makes it quite attractive to the learners in
general.

Portfolio assessment is one of the several authentic and non-traditional

assessment techniques in education. It is gaining popularity since early 1980s
in response to the growing clamour for more “reasonable” and authentic means
of assessing students’ growth and development in school. One area of application
of portfolio assessment is in the accreditation of experiences towards a degree
(CHED’s ETEEAP – Expanded Tertiary Education Equivalency and Accreditation
Program). In this modality, experiences of managers or workers are accredited
towards a Bachelor’s degree (or higher) depending on the portfolio presented by
the students to a panel of expert evaluators.

Features of Portfolio Assessment:

1. A portfolio is a form of assessment that students do together with their

teachers. Teachers guide the students in the planning, execution and evaluation

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of the contents of the portfolio. Teachers and students interact in every step of
the process in developing a portfolio

2. A portfolio represents a selection of what the students believe are best included
from among the possible collection of things related to the concepts being
studies. It is the teachers’ responsibility to assist the students in actually
choosing from among a possible set of choices to be included in the portfolio.
However, the final selection should be done by the students themselves since the
portfolio represents what h\the students believe are important considerations.

3. A portfolio provides samples of the students’ work which show growth

overtime. By reflecting on their own learning (self-assessment), students begin
to identify the strengths and weaknesses in their work. These weaknesses then
become improvement goals.

4. The criteria for selecting and assessing the portfolio contents must be clear to
the teacher and the students at the outset of the process. If the criteria are not
clear at the beginning, then there is a tendency to include among unessential
components in the portfolio and to include those which happen to be available
at the time the portfolio is prepared.

Purposes of Portfolio Assessment:

1. Matches assessment to teaching – assess other components of the students’

formed abilities based on classroom discussions.
2. Has clear goals –decided on at the beginning of instruction and are clear to
the teacher and students alike.

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3. Gives a profile of learner abilities in terms of depth (quality of work), breadth

(wide range of skills assessed), and growth (efforts to improve and progress over
time).
4. Tool for assessing a variety of skills not normally testable in a single setting
for traditional testing.
5. Develops awareness of own learning by the students.
6. Caters to individuals in a heterogeneous class.
7. Develops social skills in the development of their own portfolios.
8. Develops independent and active learners.
9. Improve motivation for learning and thus achievement.
10. Provides opportunity for student teacher dialogue.

Essential Elements of the Portfolio

1. Cover Letter – “about the author” and “what my portfolio shows about my
progress.
2. Table of Contents – with numbered pages
3. Entries – both core (required) and optional (uniqueness of student)
4. Dates of all entries – to facilitate proof of growth over time
5. Drafts of aural/oral and written products and revised versions
6. Reflections – at different stages in the learning process
a. What did I learn from it?
b. What did I do well?
c. Why did I choose this item?
d. What do I want to improve in the item?
e. How do I feel about my performance?
f. What were the problems areas?
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Stages of Implementing Portfolio Assessment:

Stage 1: Identifying teaching goals to assess through portfolio
Stage 2: Introducing the Idea of Portfolio Assessment
Stage 3: Specification of Portfolio Content
Stage 4: Giving clear and detailed guidelines for presentation
Stage 5: Informing Key officials and other stakeholders
Stage 6: Development of the Portfolio

Guide for Self-reflections and Self-assessment:

• What did I learn from that activity?
• Which is my best piece?
• How can I improve this?
o Brainstorming
o Portfolio partners

Types of Portfolios
1. Documentation Portfolio
a. Involves collection of work over time showing growth and improvement
reflecting students’ learning of identified outcomes.
b. Also called “growth portfolio” in the literature.
c. Include everything from brainstorming activities to drafts to finished
products.
d. Include the best and weakest students’ work.

2. Process Portfolio
a. Demonstrates all facets or phases of the learning process.

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b. Contain an extensive number of reflective journals. Think logs and other

related forms of metacognitive processing.
c. Useful in documenting student’s over-all learning process.
d. Show how students integrate knowledge or skills and progress towards
both basic and advanced mastery.

3. Showcase Portfolio
a. Shows the best of the students’ output and products.
b. Best used for summative evaluation of students’ mastery of key
curriculum outcomes.
c. Include students’ very best work, determined through a combination of
student and teacher selection.
d. Only completed work should be included.
e. Include photographs, videotaped and electronic records of students’
completed work.
f. Include written analysis and reflections by the students upon the
decision-making process used to determine which works are included.

Assessing and Evaluating the Portfolios

Portfolio offer a way of assessing student learning that is different from the
traditional methods. It provides the teacher and students an opportunity to
observe students in a broader context: taking risks, developing creative
solutions, and learning to make judgments about their own performances.

Detailed rating criteria may be evolved to evaluate the finished portfolio

presented by students. They should include the following:

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1. Thoroughness (including evidence of students’ monitoring of their own

comprehension, metacognitive refection, and productive habits of mid).
2. Growth and development in relation to key curriculum experiences and
indicators.
3. Understanding and application of key processes.
4. Completeness, correctness and appropriateness of products and process
presented in the portfolio.
5. Diversity of entries (use of multiple formats to demonstrate achievement of
designated performance standards).

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SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator
Alonsabe, O. (2009). Assessment in affective domain. Educational Assessment.
Retrieved from https://olga-
assessment.blogspot.com/2009/05/assessment-in-affective-
domain.html?fbclid=IwAR3jz26TQ3rvQk5CL0Wpmo0KzXr7eGuWqByBtx
Q-9PMtDdNGBP-pphcBS38

Alonsabe, O. (2009). Portfolio Assessment. Educational Assessment. Retrieved

from https://olga-assessment.blogspot.com/2009/05/assessment-in-
affective-
domain.html?fbclid=IwAR3jz26TQ3rvQk5CL0Wpmo0KzXr7eGuWqByBtx
Q-9PMtDdNGBP-pphcBS38

Assessment of learning 2. Retrieved from

https://assessmentoflearning2.weebly.com/reports.html

Birgin, O. & Baki, A. (2007). The use of portfolio to assess student’s performance.
Turkish Science Education 4(2).
https://files.eric.ed.gov/fulltext/ED504219.pdf

Chan C.(2009) Assessment: Portfolio, Assessment Resources@HKU, University

of Hong Kong [http://ar.cetl.hku.hk]: Available: Accessed: DATE

How to Write Learning Competencies and Objectives. Retrieved from

https://vetmed.iastate.edu/sites/default/files/assessment/How%20to%
20write%20competencies%20and%20objectives%20-
%20ISUCVM%20Assessment.pdf

Mueller, J. (2018). Authentic Assessment toolbox. Retrieved from

http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm#:~:text=Why%20
Include%20Levels%20of%20Performance%3F,-
Clearer%20expectations&text=As%20mentioned%20in%20Step%203,to%
20completion%20of%20the%20task.&text=Furthermore%2C%20identifyi

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ng%20specific%20levels%20of,more%20detailed%20feedback%20to%20s
tudents.

Navarro, R. & Santos, R. (2013). Authentic assessment of student learning

outcomes assessment 2. Philippines: LORIMAR PUBLISHING, INC.

Santos, R. (2007). Advanced methods in educational assessment and evaluation

assessment of learning 2. Philippines: LORIMAR PUBLISHING, INC.

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LET’S INITIATE!
Activity 1. Answer the following questions:
1. What is a self-report? What should such a self-report essentially contain?
How should a teacher instruct the students in writing self-report?
2. What is a rating scale? Enumerate the various types of rating scales and
explain how these rating scales are formulated?
3. What is the difference between a Thurstone scale and a Likert Scale? In
what way does Guttman scaling improve on both types of scales?
4. What is a semantic differential scale? Illustrate the use of a semantic
differential scale in the measurement of attitude.

Activity 2. Answer the following questions:

1. What is portfolio assessment? What are the key elements of portfolio?
2. What are the purposes of portfolio assessment? Discuss the merits of
portfolio assessment over traditional testing?

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LET’S INQUIRE!
Activity 1. Give examples of the following tools/instruments used in assessing
attitudes (Cite reference):
1. Self-Report
2. Rating Scales
3. Semantic Differential Scales
4. Thurstone Scales
5. Likert Scales

Activity 2. Answer the following questions:

1. What is the main philosophy behind portfolio assessment assessment?

Discuss this basic philosophy.
2. How does portfolio assessment differ from traditional testing and from other
authentic assessment methods?

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LET’S INFER!
Activity 1. For each of the following main elements of a portfolio, construct a rating
scale or rubrics for evaluating students’ portfolio on the topic: “The EDSA
Revolution I”:
1. Cover letter
2. Table of Contents and Introduction
3. Entries
4. Reflection
5. Summative Statements
6. Appendices and Dates of Drafts

Activity 2. Construct a Rating Scale for each of the following situations:

1. Measuring attitude towards Mathematics
2. Motivation to study instrument

Activity 3. Construct a checklist for each of the following activities:

1. Classroom observation for a practice teacher
2. Checklist for behaviour demonstrating good manners and right conduct

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 ST. JOHN PAUL II COLLEGE OF DAVAO
EDUCATION DEPARTMENT

Physically Detached Yet Academically Attached

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