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
Frequency Distributions
Review of the Principles of Measure of Variability
Week 1 Week 7 and their Graph Week 13
High Quality Assessment
Representation

Process-oriented learning Frequency Distributions Measure of Variability

Week 2 competencies Week 8 and their Graph Week 14 (con…)
Representation (con…)

Process-oriented learning Measure of Central

Week 3 Week 9 Week 15
competencies (con…) Tendency

Product-Oriented
Measure of Central
Week 4 Performance-Based Week 10 Week 16
Tendency (con…)
Assessment

Affective Assessment Measure of Central

Week 5 Week 11 Tendency (con…) Week 17

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 5
Lesson Title Product-Oriented Performance-Based Assessment
1. Differentiate product-oriented performance-based
assessment from process-oriented performance-based
assessment;
Learning Competency
2. Determine the use of scoring rubrics over other
authentic assessment procedures; and
3. Design scoring rubrics; and
Time Frame 7:00-9:00AM; 4:00-6:00PM – 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.
Rubric is a scoring guide used to evaluate performance, a product, or a project.
It has three parts: performance criteria; rating scale; and indicators.

Holistic rubrics is single criteria rubrics (one-dimensional) used to assess

participants' overall achievement on an activity or item based on
predefined achievement levels. Performance descriptions are written in
paragraphs and usually in full sentences.

Analytic rubrics is a two-dimensional rubrics with levels of achievement as

columns and assessment criteria as rows. Allows you to assess
participants' achievements based on multiple criteria using a single rubric.
You can assign different weights (value) to different criteria and include an
overall achievement by totalling the criteria. It is written in a table form.

Essential Content

Getting started. Assessment is most effective when it reflects an

understanding of learning as multidimensional, integrated, and revealed in

performance overtime. Learning is a complex process, it entails not only what
students know but what they can do with what they know; it involves not only
knowledge and abilities but values, attitudes, and habits of mind that affect both
academic success and performance beyond the classroom. Assessment should
reflect these understanding by employing a diverse array of methods, including
those that call for actual performance, using them over time so as to reveal
change, growth, and increasing degrees of integration. Such an approach aims
for a more complete and accurate picture of learning.

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Product-Oriented Performance-based Assessment

The role of assessment in teaching happens to be a hot issue in education

today. This has led to an increasing interest in “performance-based education.”
Performance-based education poses a challenge for teachers to design
instruction that is task-oriented. The trend is based on the premise that learning
needs to be connected to the lies of the student through relevant tasks that focus
on students’ ability to use their knowledge and skills in meaningful ways. In this
case, performance-based tasks require performance-based assessments in
which the actual student performance is assessed through a product, such as a
completed project or work that demonstrates levels of task achievement. At
times, performance-based assessments has led to the use of variety of alternative
ways of evaluating student progress as compared to more traditional methods of
measurement.

Product-Oriented Learning Competencies

Student performance can be defined as targeted task that lead to a

product or overall learning outcome. Products can include a wide range of
student works that target specific skills. Some examples include communication
skills such as those demonstrated in reading, writing, speaking, and listening,
or psychomotor skills requiring physical abilities to perform a given task. Target
tasks can also include behaviour expectations targeting complex task that
teachers can evaluate or assess student performance or proficiency in any given
task as it relates a final product or learning outcome. Thus, rubrics can provide
valuable information about the degree to which a student has achieved a defined
learning outcome based on specific criteria that defined the framework for
evaluation.

The learning competencies associated with products or outputs are link

with an assessment of the level of “expertise” manifested by the product. Thus,

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product-oriented learning competencies target at least three (3) level: Novice or

beginner’s level, skilled level, and expert level. Such levels correspond to Bloom’s
taxonomy in the cognitive domain in that they represent progressively higher
levels of complexity in the thinking processes.

There are other ways to state product-oriented learning competencies. For

instance, we can define learning competencies for products or outputs in the
following way:
Level 1: Does the finished product or project illustrates the minimum expected
parts or functions? (Beginner level)
Level 2: Does the finished product or project contain additional parts and
functions on top of the minimum requirements? (Skilled level)
Level3: Does the finished product contain the basic minimum parts and
functions, have additional features on top of the minimum, and is aesthetically
pleasing? (Expert level)

Example: The desired product is a representation of a cubic prism made out of

cardboard in an elementary geometry class.

Learning competencies: The final product submitted by the students must:

 Possess the correct dimensions (5”x5”x5”)
 Be sturdy, made of durable cardboard and properly fastened together
 Be pleasing to the observer, preferably properly colored for aesthetic
purposes

Example: The product desired is a scrapbook illustrating the historical event

called EDSA I People Power
Learning competencies: The scrapbook presented by the students must:

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 Contain pictures, newspaper clippings, and other illustrations of the main

characters of EDSA I
 Contain remarks and captions for the illustrations made by the student
himself for the roles played by the characters of EDSA I People Power
 Be presentable, complete, informative and pleasing to the reader of the
scrapbook
Performance-based assessment for products and projects can also be used
for assessing outputs of short-term tasks such as the one illustrated below for
outputs in a typing class.

Example: The desired output consists of the output in a typing class.

Learning competencies: The final typing outputs of the students must:
 Possess no more than five errors in spelling
 Possess no more than 5 errors in spelling while observing proper format
based on the document to be typewritten
 Possess no more than 5 errors in spelling, has the proper format, and is
readable and presentable

Task Designing
The design of the task in this context depends on what the teacher desires
to observe as outputs of the students. The concepts that may be associated with
task designing include:

a. Complexity. The level of complexity of the project needs to be within the

range of the ability of the students.
b. Appeal. The project should be appealing to students and should lead to
self-discovery of information by the students.
c. Creativity. It needs to encourage students to exercise creativity and
divergent thinking.

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d. Goal-based. The project is produced to attain a learning objective. Thus,

reinforcing learning.

Example: Paper folding is a traditional Japanese art. However, it can be used as

an activity to teach the concept of plane and solid figures in geometry. Provide
the students with a given number of colored papers and ask them to construct
as many plane and solid figures from these papers without cutting them (by
paper folding only).

Scoring Rubrics

Scoring rubrics are descriptive scoring schemes that are developed by

teachers or other evaluators to guide the analysis of the products or processes
of students’ efforts. Scoring rubrics are typically employed when a judgment of
quality is required and may be used to evaluate a broad range of subjects and
activities. Scoring rubrics can be most useful in grading essays or in evaluating
projects such as scrapbooks.

Criteria Setting

The criteria for scoring rubrics are statements which identify “what really
counts’ in the final output. The following are the most often used major criteria
for product assessment:

 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics

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From the major criteria, the next task is to identify substatements that
would make the major criteria more focused and objective. For instance, if we
were scoring an essay on: “Three Hundred Years of Spanish Rule in the
Philippines”, the major criterion “Quality” may possess the following
substatements:

 Interrelates the chronological events in an interesting manner

 Identifies the key players in each period of the Spanish rule and the roles
that they played
 Succeeds in relating the history of Philippine Spanish rule

The example below display a scoring rubric that was developed to

aid in the evaluation of essay written by college students in the classroom.

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When are scoring rubrics an appropriate evaluation technique?

Grading essays is just one example of performances that may be evaluated
using scoring rubrics. There are many other instances in which scoring rubrics
may be used successfully: evaluate group activities, extended projects and oral
presentations. Also, rubrics scoring cuts across disciplines and subject matter
for they are equally appropriate to the English, Mathematics and Science
classroom. Where and when a scoring rubric is used does not depend on the grade
level or subject, but rather on the purpose of the assessment.

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Other methods

Authentic assessment schemes apart from scoring rubrics exist in the

arsenal of a teacher. For example, checklist may be used rather than scoring
rubrics in the evaluation of essays. Checklists enumerate a set of desirable
characteristics for a certain product and the teacher marks those characteristics
which are actually observed. As such, checklist are an appropriate choice for
evaluation when the information that is sought is limited to the determination of
whether or not specific criteria have been met. On other hand, scoring rubrics
are based on descriptive scales and support the evaluation of the extent to which
criteria have been met.

Benefits of scoring rubrics:

 They support the examination of the extent to which the specified criteria
have been reached.
 They provide feedback to students concerning how to improve their
performances.

Process of Developing Scoring Rubrics

Steps
 Identify the qualities and attributes that you wish to observe in the
students’ outputs that would demonstrate their level of proficiency.
 Decide whether a holistic or analytical rubric would be appropriate
In analytic scoring rubric, each criteria is considered one by one and
the descriptions of the scoring levels are made separately while in holistic
rubric, the collection of criteria is considered throughout the construction of
each level of the scoring rubric and the result is a single descriptive scoring
schemes.

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 Identify and define the criteria for the top level and lowest level of
performance
 Create additional categories such as average, etc. Each score category
should be defined using descriptors of the work rather than value-
judgment about the work
Example: “Student’s sentences contain no errors in subject-verb agreements”,
is preferable than “student’s sentences are good”

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

Search Indicator
Assessment of learning 2. Retrieved from
https://assessmentoflearning2.weebly.com/reports.html

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

http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm#:~:text=Why%20I
nclude%20Levels%20of%20Performance%3F,-
Clearer%20expectations&text=As%20mentioned%20in%20Step%203,to%2
0completion%20of%20the%20task.&text=Furthermore%2C%20identifying
%20specific%20levels%20of,more%20detailed%20feedback%20to%20stud
ents.

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

assessment 2. Philippines: LORIMAR PUBLISHING, INC.

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LET’S INITIATE!
Activity 1. Differentiate between a “process-oriented” and a “product-oriented”
performance-based assessment.

LET’S INQUIRE!
Activity 1. What factors determine the use of scoring rubrics over other authentic
assessment procedures? Explain.

LET’S INFER!
Activity 1. Select two (2) from the following and develop a scoring rubrics fro each:
1. Essay on “Why Jose Rizal Should be the National hero”
2. Essay on “Should the Power Industry be deregulated?”
3. Oral presentation of the piece “Land of Bondage, Land of the Free”
4. Scrapbook on “EDSA I Revolution”
5. Group activity on “Geometric Shapes through Paper Folding”
6. Specimen preservation in a biological diversity class
7. Evaluating an output of a typing class
8. Laboratory output in frog dissection
9. Group activity on solutes and solvents
10. Evaluating an art work on candle-blowing exercise.

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