Davao Oriental State University: Learning Progress, Skill Acquisition, or Educational Needs of Students

Republic of the Philippines
DAVAO ORIENTAL STATE UNIVERSITY

Guang-guang, Dahican, 8200 City of Mati, Davao Oriental
INSTITUTE OF EDUCATION AND TEACHER TRAINING

LECTURE NOTES IN ASSESSMENT OF LEARNING
The Assessment of Learning 1 by Yonardo A. Gabuyo

As for teachers and students, assessment is considered as part of classroom
activities, it is a fundamental process required to promote learning and ultimately
achievement.
• Assessment of Learning
- It focuses on the development and utilization of assessment tools to
improve the teaching learning process.
- It also emphasizes on the use of testing for measuring knowledge,
comprehension and other thinking skills.
- Assessment for Learning is all about informing learners of their progress to
empower them to take the necessary action to improve their performance.
Teachers need to create learning opportunities where learners can progress
at their own pace and undertake consolidation activities where necessary.
What is assessment?
➢ Assessment it refers to the wide variety of methods or tools that
educators use to evaluate, measure, and document the academic readiness,
learning progress, skill acquisition, or educational needs of students.
➢ Assessments are typically designed to measure specific elements of
learning- e.g., the level of knowledge a student already has about the
concept or skill the teacher is planning to teach or the ability to
comprehend and analyze different types of texts and readings.
➢ Assessments also are used to identify individual student weaknesses and
strengths so that the educators can provide specialized academic
support, educational programming, social services.
➢ Assessments are developed by a wide array of groups and individuals,
including teachers, district administrators, universities, private companies,
state departments of education, and groups that include a combination of
these individuals and institutions.
• Assessment
- Learners need to know and understand the following before learning can
take place
EXAMPLE:
1. What is the aim of the learning?
2. Why do they need to learn it?
3. Where are they in terms of achieving the aim?

4. How can they achieve the aim?
- As well as specific knowledge and skills, we might also like to measure other
changes in behavior related to personality, social skills, interests, learning
styles, among others.
- Teachers, therefore, need training and support to enable students to make
valuable assessment decisions, to provide quality feedback to learners, and
to teach learners to receive feedback positively and use the information
contained within it effectively to improve their work.
- The objective is to give us guidance on what to assess, because they are
written in terms of what the learner should be able to do.
Assessment itself can be done in different ways:
1. Ask the learner to recall facts of principles.
Ex. What is ‘x’?
2. Ask the learner to apply given or recalled facts or principles.
Ex. How does x help you solve this problem?
3. Ask the learner to select and apply facts and principles to solve a given problem.
Ex. What do you know that will help you solve this problem?
4. Ask the learner to formulate and solve his or her problem by selecting,
generating and applying facts and principles.
Ex. What do I see as the problem here and how I can reach a satisfying
solution?
5. Ask the learner to perform task and shows mastery of the learning outcomes.
Note that, learners should be actively involved in both the development of learning
objectives and as much as possible in their own assessment.
• Assessment can be done in a learning environment where teaching-learning

process happens.
• On the other side, assessment is an integral part to the teaching learning
process, facilitating student learning and improving instruction, and can take a
variety of forms.
• In also happens in a classroom setting.
• Now, classroom assessment is generally into three types.
1. Assessment for Learning

2. Assessment of Learning
3. Assessment as Learning
Now let us know
• Assessment for Learning (Formative Assessment)

- Assessment for learning is ongoing assessment that allows teachers to
monitor students on a day-to-day basis and modify their teaching based
on what the students need to be successful. This assessment provides
students with the timely, specific feedback that they need to make
adjustments to their learning.
Example:
✓ Asking students to: draw a concept map in class to represent their
understanding of a topic.
✓ Submit one or two sentences identifying the main point of a
lecture.
What is Formative Assessment?
- Formative assessment, formative evaluation, formative feedback, or
assessment for learning, including diagnostic testing. It is conducted by
teachers during the learning process in order to modify teaching and
learning activities to improve student attainment.
• Assessment of Learning (Summative Assessment)

- Assessment of learning is the snapshot in time that lets the teacher,
students and their parents know how well each student has completed
the learning tasks and activities. It provides information about student
achievement. While it provides useful reporting information, it often has
little effect on learning.
Example:
1. End-of-term or midterm exams.
2. Cumulative work over an extended period such as a final
project or creative portfolio.
3. End-of-unit or chapter tests.
4. Standardized tests.
What is Summative Assessment?

- Summative assessment, summative evaluation, or assessment of
learning is the assessment of participants where the focus is on the
outcome of a program. This contrasts with formative assessment, which
summarizes the participants' development at a particular time.
Comparing Assessment for Learning and Assessment of Learning

These are an approach to teaching and learning that creates feedback which is then
used to improve students' performance. Students become more involved in
the learning process and from this gain confidence in what they are expected
to learn and to what standard.
• Assessment as Learning
- Assessment as learning develops and supports students' metacognitive
skills. This form of assessment is crucial in helping students become
lifelong learners. As students engage in peer and self-assessment, they
learn to make sense of information, relate it to prior knowledge and use it
for new learning. Students develop a sense of ownership and efficacy
when they use teacher, peer and self-assessment feedback to make
adjustments, improvements and changes to what they understand.
-
Example:
- occurs when students reflect on and monitor their progress to inform
their future learning goals
And, before conducting assessment make sure of the ASSESSMENT TOOLS.
ASSESSMENT TOOLS
1. Concept Maps - A diagramming technique for assessing how well students

see the "big picture".
2. Concept Tests - Conceptual multiple-choice questions that are useful in large
classes.
3. Knowledge Survey - Students answer whether they could answer a survey of
course content questions.
4. Exams - Find tips on how to make exams better assessment instruments.
5. Oral Presentations - Tips for evaluating student presentations.
6. Poster Presentations - Tips for evaluating poster presentations.
7. Peer Review - Having students assess themselves and each other.
8. Portfolios - A collection of evidence to demonstrate mastery of a given set of
concepts.
9. Rubrics - A set of evaluation criteria based on learning goals and student
performance.
10. Written Reports - Tips for assessing written reports.
11. Other Assessment Types Includes concept sketches, case studies, seminar-
style courses, mathematical thinking and performance
These are the things we need to consider in before planning and conducting
assessment to the students.
Principles of Assessment
Principle 1 - Assessment should be valid

Validity ensures that assessment tasks and associated criteria effectively
measure student attainment of the intended learning outcomes at the
appropriate level.
Principle 2 - Assessment should be reliable and consistent

There is a need for assessment to be reliable and this requires clear and
consistent processes for the setting, marking, grading and moderation of
assignments.
Principle 3 - Information about assessment should be explicit, accessible and

transparent
Clear, accurate, consistent and timely information on assessment tasks and
procedures should be made available to students, staff and other external
assessors or examiners.
Principle 4 - Assessment should be inclusive and equitable

As far as is possible without compromising academic standards, inclusive
and equitable assessment should ensure that tasks and procedures do not
disadvantage any group or individual.
Principle 5 - Assessment should be an integral part of programme design and

should relate directly to the programme aims and learning outcomes
Assessment tasks should primarily reflect the nature of the discipline or
subject but should also ensure that students have the opportunity to
develop a range of generic skills and capabilities.
Principle 6 - The amount of assessed work should be manageable

The scheduling of assignments and the amount of assessed work
required should provide a reliable and valid profile of achievement
without overloading staff or students.
Principle 7 - Formative and summative assessment should be included in each

programme
Formative and summative assessment should be incorporated into
programmes to ensure that the purposes of assessment are adequately
addressed. Many programmes may also wish to include diagnostic
assessment.
Principle 8 - Timely feedback that promotes learning and facilitates

improvement should be an integral part of the assessment process
Students are entitled to feedback on submitted formative assessment
tasks, and on summative tasks, where appropriate. The nature, extent and
timing of feedback for each assessment task should be made clear to
students in advance.
Principle 9 - Staff development policy and strategy should include assessment

All those involved in the assessment of students must be competent to
undertake their roles and responsibilities.
Types of Assessment
Nature of assessment
1. Maximum Performance- It is used to determine what individuals can do when
performing at their best. Examples of instruments using maximum performance are
aptitude tests and achievement test.
➢ It designed to test the limits of the person’s knowledge and abilities. Can
either be CORRECT or INCORRECT.
• Achievement Tests- test skills in which instruction has been previously
provided. Assess knowledge of information you’ve taught. Directly tied to
instruction.
• Aptitude Tests-measures cognitive ability. Skills gathered from overall live.
2. Typical Assessment- it is used to determine what individuals can do under

national conditions. Examples of instruments using typical performance are
altitude, interest, and personality inventions, observational techniques and peer
appraisal.
Formal of Assessment
1. Mixed-choice Test
An assessment used to measure knowledge and skills effectively and efficiently.
Standard multiple –choice test is an example of instrument used in fixed-choice
test.
2. Complex-performance assessment
An assessment used to measure the performance of the learner in contexts and
on problems valued in their own right. Example of instruments used in complex-
performance assessments are hands-on laboratory experiment, projects, essays,
oral presentation.
Roles of Assessment in Classroom Instruction
“Teaching and Learning are reciprocal processes that depend on and affect one
another (Swearingen 2002 and Kellough,1999).” The assessment component of
the instructional processes deals with the learning progress of the students and
the teacher’s effectiveness in imparting knowledge to the students.
There are four roles of assessment used in the instruction process.
a. Placement assessment- a type of assessment given in the beginning of
instruction.
b. Formative assessment
c. Diagnostic assessment given during instruction and the last is the
d. Summative assessment (given at the end of instruction).
1. Beginning of Instruction
Placement Assessment according to Gronlund , Linn, and Miller (2009) is
concerned with the entry performance and typically focuses on the questions.
The purpose of placement assessment is to determine the prerequisite skills,
degree of mastery of the course objectives and the best mode of learning.
✓ Does the learner possess the knowledge and skills needed to begin the
planned instruction?
✓ To what extent has the learner already developed the understanding and
skills that are the goals of planned objectives?
✓ To what extent do the student’s interest, work habits, and personality

indicate that one mode of instruction might be better than another?
2. During Instruction
During the instructional process the main concern of a classroom teacher is to
monitor the learning progress of the students. The teacher should assess whether
students achieved the intended learning outcomes set for a particular lesson.
✓ If the students achieve the planned learning outcomes, the teacher should
provide feedback to reinforce learning.
✓ Based on recent researches, it shows that providing feedback to students is
the most significant strategy to move students forward in their learning
✓ Formative and Summative Assessment in the classroom,” the feedback
provides students with an understanding of what they are doing well, links to
classroom learning. And gives specific input on how to reach the nest step in
learning progression. If it is not achieved, the teacher will give a group or
individual remediation. During this process we shall consider formative
assessment and diagnostic assessment.
✓ Formative assessment is a type of assessment used to monitor the learning
progress of the students during instruction. (Daily quizzes example. After
discussion instruction-process)
✓ Diagnostic Assessment is a type of assessment given at the beginning of
instruction or during instruction. (Identify the strength and weaknesses of the
students regarding the topics to be discussed.
3. End of Instruction
Summative Assessment is a type of assessment usually given at the end of a course
or unit. (To determine if the objectives were achieved) (tends to be formal and use
traditional instruments such as tests and quizzes).
It answers the question "How well did we do what we set out to do?"
▪ Determine the extent of the student’s achievement and competence.
▪ Provide a basis for assigning grades.
▪ Provide the data from which reports to parents and transcripts can be
prepared.
Methods of Interpreting the Results

1. Norm-referenced Interpretation
It is used to describe student performance according to relative position in some
known group.
2. Criterion-referenced Interpretation
It is used to describe student performance according to a specified domain of clearly

defined learning tasks.
Summary of different types of assessment procedures that was adapted and
MODIFIED FROM Gronlund, Linn, and Miller (2009).
Classification Type of Function of Example of
Assessment Assessment instruments
Maximum It is used to
Performance determine what Aptitude tests,
individuals can do achievement tests
when performing
at their best.
Nature of Typical It is used to Attitude, interest,
assessment Performance determine what and personality
individuals will do inventories;
under natural observational
conditions. techniques; peer
appraisal
Fixed-choice test An assessment Standard multiple-
used to measure choice test
knowledge and
skills effectively
and efficiently.
Form of Complex An assessment Hands-on

assessment performance procedure used to laboratory
assessment measure the experiments,
performance of the projects, essays,
learners in oral presentation
contexts and on
problems valued in
their right.
Used in classroom Placement An of assessment Readiness tests,
instruction procedure used to aptitude tests,
determine the pretests on course
learner’s objectives, self-
prerequisite skills, report inventories
degree of mastery observational
of the course techniques
goals; and/ or best
modes of learning.
Formative An assessment Teacher-made
procedure used to tests, custom-
determine the made tests from
learner’s learning textbook
progress provides publishers.
feedback to
reinforce learning, Observational

and corrects techniques
learning errors.
Diagnostic An assessment
procedure used to Published
determine the diagnostic tests,
causes of learner’s teacher –made
persistent learning diagnostic tests,
difficulties such as observational
intellectual, techniques
physical,
emotional, and
environmental
difficulties.
An assessment
Summative procedure used to
determine the end Teacher-made
of course survey test,
achievement for performance rating
assigning grades scales,
or certifying
mastery of
objectives.
Criterion- It is used to Teacher-made

referenced describe student tests, custom-
performance made tests from
according to a textbook
Methods of specified domain publishers,
interpreting results of clearly defined observational
learning task. techniques
Example:
multiplies three-
digit to whole
numbers correctly
and accurately.
Norm-referenced It is used to Standardized

describe student’s aptitude and
performance achievement tests,
according to teacher-made
relative position in survey tests,
some known interest
group. inventories,
Example: ranks 5th adjustments

in a classroom inventories
group of 40.
An assessment instrument is part of the assessment tool.
The assessment instrument is the documented activities developed to support the

assessment method and used to collect the evidence of student competence.
An assessment instrument could include:
• oral and written questions

• observation/demonstration checklists
• projects, case studies, scenarios
• recognition or workplace portfolios
• workplace portfolios
An assessment instrument will include:
• the tasks to be administered to the student

• an outline of the evidence to be gathered from the candidate
• The evidence criteria used to judge the quality of performance (i.e., the
assessment decision-making rules).
Task Design
is a specific way in which a task description, task execution plan, and its
workflow are organized. This term stands for how a task is projected to be done in the
best possible way. If a task has an optimal design, then minimum of administrative
questions and problems will arise during the practical work, and vice versa – a poor
task design will lead to confusions, wasting of resources and non-meeting of task
constraints. When you plan a project, designing of particular tasks is the lowest level
usually assigned to immediate performers and their supervisors, but it is a very
important level yet, so performance should be controlled with a help of special policies
and frameworks delegated to practical task planners and executers.
In order to create effective design for a task you need to plan, elaborate and harmonize
essential design components, including:
• Task Scope (encased working activities, objectives and quality constraints);
• Task Support (powers which will drive a task towards its completion);
• Task Resources (time, budget, people and everything else essential);
• Task Risks (negative factors to be assessed and mitigated);
• Task Execution (status using, workflow, action plan, toolset, etc.);
• Task Success (successful performance criteria to measure actual work results);

Example: PHYSICAL EDUCATION ACTIVITIES
PE TASKS
Topic: body shapes and warm-ups
Learning goal: at the end of the lesson, the grade 3 students will be able to;
*Execute the different body shapes and warm- ups properly
Learning task:
Execute the following.
Warm- ups
Task 1 and 2
1. (Starting position) stride stand
2. Bend trunk sideward right, with the left arm overhead (hold for 6 counts)
3. Back to starting position (hold for counts 7-8)
4. Bend trunk sideward left, with the right arm overhead (hold for 6 counts)
5. Back to starting position (hold for counts 7-8)
Task 3
1. Starting position (stride stand)
2. Raise heels, raise hands upward, (hold for 6 counts)
3. Back to starting position (for counts 7-8)
Task 4
1. (Starting position) stride stand.
2. Hands on waist (hold for 6 counts)
3. Back to starting position (for counts 7-8)
4. Inhale and exhales (8 counts)
Other Types of Tests
▪ It used to describe tests in contrasting types such as the non-standardized
versus standardized tests; objective versus subjective tests; supply versus
fixed-response test; individual versus group tests; mastery versus survey
tests; speed versus power tests.
I. Non-standardized Test versus Standardized Test

1. Non-standardized test – is a type of test developed by the classroom
teachers.
2. Standardized test - a type of test developed by test specialists. It is
administered, scored and interpreted using a certain standard condition.
II. Objective Test versus Subjective Test

1. Objective test- a type of test in which two or more evaluations give an
examinee the same score.
2. Subjective test- a type of test in which scores are influenced by the
judgement of the evaluators, meaning there is no one correct answer.
III. Supply Test versus Fixed-response Test

1. Supply test- a type of test that requires the examinees to supply an answer,
such as an essay test item or completion or short answer test item.
2. Fixed-response test- a type test that requires the examinees to select an
answer from a given option such as multiple-choice test, matching type of
test, or true/false test.
IV. Individual Test versus Group Test

1. Individual test- a type of test administered to student on a one-on-one basis
using oral questioning.
2. Group test- a type of test administered to a group of individuals or group of
students.
V. Mastery Test versus Survey Test

1. Mastery test- a type of achievement test that measures the degree of
mastery of a limited set of learning outcomes using norm-reference to
interpret the result.
2. Survey test- a type of test that measures students’ general achievement over
a broad range of learning outcomes using norm-reference to interpret the
result.
VI. Speed Test versus Power Test

1. Speed test- is designed to measure number of items an individual can
complete over a certain period of time.
2. Power test- is designed to measure the level of performance rather than
speed of response. It contains test items that are arranged according to
increasing degree of difficulty.
PORTFOLIO ASSESSMENT
Portfolio Assessment – is the systematic, longitudinal collection of student work
created in purpose to specific, known instructional objectives and evaluated in relation
to the same criteria (Ferenz, 2001).
Student Portfolio – is a purposeful collection of student work that exhibits the
student’s efforts, progress and achievements in one or more areas.
Comparison of Portfolio and Traditional Forms of Assessment (Ferenz, 2001)

Traditional Assessment Portfolio Assessment
Measures student’s ability at one time Measures student’s ability over time
Done by the teacher alone, students are Done by the teacher alone, students are
not aware of the criteria aware of the criteria.
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the students’ language Captures many facets of language
ability learning performance
Does not include the teacher’s Allows for expression of teacher’s
knowledge of student as a learner knowledge of student as a learner
Does not give student responsibility Student learns how to take a
responsibility
Three Types of Portfolios

There are three basic types of portfolios to consider for classroom use. These
are working portfolio, showcase portfolio and progress portfolio.
1. Working Portfolio
- The first type of portfolio also known as “teacher-student portfolio.” As the
name implies that is a project “in the work”, it contains the work in progress
as well as the finished samples of work use to reflect on process by the
students and teachers.
- It may be used to diagnostic student needs.
2. Showcase Portfolio
- It is also known as best works portfolio or display portfolio. It focuses on the
student’s best and most creative work; it exhibits the best performance of
the student.
3. Progress Portfolio
- It is also known as Teacher Alternative Assessment Portfolio. It contains
examples of students’ work with the same type done over a period of time
and they are utilized to assess their progress.
Uses of Portfolios
1. It can provide both formative and summative opportunities for monitoring
progress toward reaching identified outcomes.
2. Portfolios can communicate concrete information about what is expected of
students in terms of the content and quality of performance in specific
curriculum areas.
3. A portfolio allows students to document the aspects of learning that do not show
up well in traditional assessments.
4. Portfolios are useful to showcase periodic or end of the year accomplishments
of students such as in poetry, reflections on growth, samples of best works,
among others.
5. Portfolios may also be used to facilitate communication between teachers and
parents regarding their child’s achievement and progress in a certain period of
time.
6. The administrators may use portfolios for national competency testing to grant
high school credit, to evaluate educational programs.
7. Portfolios may be assembled for combination of purposes such as instructional
enhancement and progress documentation. A teacher reviews students’
portfolio periodically and make notes for revising instruction for next year’s
used.
Advantages of Portfolios
1. Portfolios are consistent with theories of instruction and philosophies of schools
promoting student involvement in their learning.
2. They are an excellent way to document development and growth over time.
3. Giving students the opportunity to have extensive input into the learning
process.
4. Portfolios can bring together staff to discuss and reach consensus on such
decisions as the purpose, audience, and contents.
5. Portfolios can foster a sense of ownership of the work and the skills of critical
self-reflection and decision-making.
6. Portfolio contents may be used to illustrate the process and procedures that
students follow.
7. Portfolios facilitate combining paper-and-pencil tests with performance and
product assessments.
8. Promoting student self-evaluation, reflection, and critical thinking.
9. Measuring performance based on genuine samples of student work.
10. Providing opportunities for students and teachers to discuss learning goals and
the progress toward those goals in structured and unstructured conferences.
11. Enabling measurement of multiple dimensions of student progress by including
different types of data and materials (Venn, 2000).
Disadvantages of Portfolios
1. Logistics involved in designing and maintaining a portfolio system may be
overwhelming with little or no support.
2. All stakeholders need training to design, implement manage, and assess
portfolios.
3. Portfolio is a new assessment strategy for most teachers, relative to previous

approaches, with many unresolved issues.
4. Gathering all of the necessary data and work samples can make portfolios bulky
and difficult to manage.
5. It requires extra time to plan an assessment system and conduct the
assessment.
6. Scoring the portfolios involves the extensive use of subjective evaluation
procedures such as ratings scales and professional judgement, and this limits
reliability.
7. Developing a systematic and deliberate management system is difficult, but this
step is necessary in order to make portfolios more than a random collection of
student work.
8. Scheduling individual portfolio conferences is difficult and the length of each
conference may interfere with other instructional activities (Venn, 2000).
Guidelines for Assessing Portfolios

1. Include enough documents (items) on which to base judgement.
2. Structure the contents to provide scorable information.
3. Develop judging criteria and a scoring scheme for raters to use in assessing
the portfolios.
4. Use observation instruments such as checklists and rating scales, when
possible, to facilitate scoring.
5. Use trained evaluators or assessors.
What are Percentiles
“Percentile” is in everyday use, but there is no universal definition for it. The most
common definition of a percentile is a number where a certain percentage of scores
fall below that number.
Percentiles are commonly used to report scores in tests, like the SAT, GRE and LSAT.
for example, the 70th percentile on the 2013 GRE was 156. That means if you scored
156 on the exam, your score was better than 70 percent of test takers.
Percentile Rank
The word “percentile” is used informally in the above definition. In common use, the
percentile usually indicates that a certain percentage falls below that percentile. For
example, if you score in the 25th percentile, then 25% of test takers are below your
score. The “25” is called the percentile rank. In statistics, it can get a little more
complicated as there are actually three definitions of “percentile.” Here are the first
two (see below for definition 3), based on an arbitrary “25th percentile”:
TYPES OF VALIDITY
⚫ Content Validity
- It is related to how adequately the content of the root test sample the domain
about which inference is to be made (Calmorin, 2004).
⚫ Construct Validity
- The test is the extent to which a test measures a theoretical trait. This involves
such tests as those of understanding and interpretation of data (Calmorin,2004).
⚫ Criterion - Related Validity (Concurrent Validity)
- It refers to the degree to which the test correlates with a criterion, which is set
up as an acceptable measure on standard other than the test itself. The criterion is
always available at the time of testing (Asaad, 2004).
⚫ Criterion - Related Validity (Predictive Validity)
- This refers to the degree of accuracy of how a test predicts one performance at
some subsequent outcome (Asaad, 2004).
⚫ Face Validity
- Test questions are said to have face validity when they appear to be related to
the group being examined (Asaad,2004).
Rubric/s
What is a rubric?
A rubric is a great tool for teachers because it is a simple way to set up a grading
criterion for assignments. Not only is this tool useful for teachers, it is helpful for
students as well. A rubric defines in writing what is expected of the student to get a
particular grade on an assignment.
Heidi Goodrich Andrade, a rubrics expert, defines a rubric as "a scoring tool that lists
the criteria for a piece of work or 'what counts.' " For example, a rubric for an essay
might tell students that their work will be judged on purpose, organization, details,
voice, and mechanics.
A good rubric also describes levels of quality for each of the criteria. These levels of
performance may be written as different ratings (e.g., Excellent, Good, Needs
Improvement) or as numerical scores (e.g., 4, 3, 2, 1) Under mechanics, for example,
the rubric might define the lowest level of performance as "7-10 misspellings,
grammar, and punctuation errors," and the highest level as "all words are spelled
correctly; your work shows that you understand subject-verb agreement, when to
make words possessive, and how to use commas, semicolons and periods."
Why we use rubrics?
According to Heidi Goodrich Andrade:
• Rubrics help students and teachers define "quality."
• When students use rubrics regularly to judge their own work, they begin to accept
more responsibility for the end product. It cuts down on the "am I done yet?"
questions.
• Rubrics reduce the time teachers spend grading student work and makes it easier
for teachers to explain to students why they got the grade they did and what they
can do to improve.
• Parents usually like the rubrics concept once they understand it, and they find
rubrics useful when helping with homework. As one teacher says: "They know
exactly what their child needs to do to be successful."
How do I create a good rubric?
Sometimes it's not possible to find an appropriate existing rubric to use or modify. To
create your own rubric, follow these steps.
1. List the criteria that will be used in assessing performance in the first column.
The criteria you use should be related to the learning outcome(s) that you are
assessing. For example, a musical performance might be rated for intonation, rhythmic
accuracy, and tone quality and an oral presentation might be rated for content,
organization, delivery and language. Be sure that your criteria are explicit. "Neatness"
would not be a good criterion because the term "neat" is not explicit enough. What
is neatness? You may want to look at some actual examples of student work to see if
you have omitted any important criteria.
2. Determine your performance ratings / levels in the first row.
3. Write a description for each performance level.

Describe the different levels of performance that match each criterion. You may want
to start with the best and worst levels of quality, and then fill in the middle levels
based on your knowledge of common problems. It may be helpful to sort examples
of actual student work into three piles: the very best, the poorest and those in
between. Try to articulate what makes the good assignments good and the poor
assignments poor.
4. After use, evaluate and revise rubric as needed.
Rubrics for Assessment
A rubric is an explicit set of criteria used for assessing a particular type of work
or performance (TLT Group, n.d.) and provides more details than a single grade or
mark. Rubrics, therefore, will help you grade more objectively.
Have your students ever asked, “Why did you grade me that way?” or stated, “You
never told us that we would be graded on grammar!” As a grading tool, rubrics can
address these and other issues related to assessment: they reduce grading time; they
increase objectivity and reduce subjectivity; they convey timely feedback to students
and they improve students’ ability to include required elements of an assignment
(Stevens & Levi, 2005). Grading rubrics can be used to assess a range of activities in
any subject area.
Elements of a Rubric
Typically designed as a grid-type structure, a grading rubric includes criteria,

levels of performance, scores, and descriptors which become unique assessment
tools for any given assignment. The table below illustrates a simple grading rubric with
each of the four elements for a history research paper.
Excellent (3
Criteria Good (2 points) Poor (1 point)
points)
Number of sources Ten to twelve Five to nine One to four
No apparent Lots of historical

Historical accuracy Few inaccuracies
inaccuracies inaccuracies
Can easily tell
Can tell with
from which Cannot tell from
difficulty from
Organization sources which source
where information
information was information came
came
drawn
All relevant Bibliography
Bibliography
bibliographic contains most
Bibliography contains very little
information is relevant
information
included information
Types of Rubrics
Determining which type of rubric to use depends on what and how you plan to
evaluate. There are several types of rubrics including holistic, analytical, general, and
task-specific. Each of these will be described below.
Holistic
All criteria are assessed as a single score. Holistic rubrics are good for evaluating
overall performance on a task. Because only one score is given, holistic rubrics tend
to be easier to score. However, holistic rubrics do not provide detailed information on
student performance for each criterion; the levels of performance are treated as a
whole.
• “Use for simple tasks and performances such as reading fluency or response
to an essay question . . .
• Getting a quick snapshot of overall quality or achievement
• Judging the impact of a product or performance” (Arter & McTighe, 2001, p
21)
Analytical
Each criterion is
assessed separately,
using different
descriptive ratings.
Each criterion
receives a separate
score. Analytical
rubrics take more
time to score but
provide more detailed
feedback.
• “Judging complex performances . . . involving several significant [criteria] . . .

• Providing more specific information or feedback to students . . .” (Arter &
McTighe, 2001, p 22)
Generic
A generic rubric
contains criteria
that are general
across tasks and
can be used for
similar tasks or
performances.
Criteria are
assessed
separately, as in
an analytical
rubric.
• “[Use] when students will not all be doing exactly the same task; when students
have a choice as to what evidence will be chosen to show competence on a
particular skill or product.
• [Use] when instructors are trying to judge consistently in different course
sections” (Arter & McTighe, 2001, p 30)
Task-specific
Assesses a specific task. Unique criteria are assessed separately. However, it may
not be possible to account for each and every criterion involved in a particular task
which could overlook a student’s unique solution (Arter & McTighe, 2001).
• “It’s easier and faster to get consistent scoring

• [Use] in large-scale and “high-stakes” contexts, such as state-level
accountability assessments
• [Use when] you want to know whether students know particular facts,
equations, methods, or procedures” (Arter & McTighe, 2001, p 28)
Types of Standardized Test Scores
There are many different types of test scores used in educational testing. Common
ones you may encounter on your child's school reports, particularly in special
education and learning disability assessments, include the following.
Standard Scores
Test developers calculate the statistical average based on the performance of

students tested in the norming process of test development. That score is assigned a
value. Different performance levels are calculated based on the differences in student
scores from the statistical average and are expressed as standard deviations.
Percentiles
These scores show how a student's performance compares to others tested during
test development. A student who scores at the 50th percentile performed at least as
well as 50 percent of students his age. A score at the 50th percentile is within the
average range.
Z-Scores
These scores are scaled on a number line ranging from -4 to 4. On this scale, zero is
average. Positive scores are above average, and negative scores are below average.
T-Scores
These scores range in intervals of 10 from 10 to 90 points. Fifty is average on this

scale, and the average range is usually between 40 and 60.
Stanine Score
The stanine scale is also called the standard nine scale. These scores range from 1
to 9, with 5 being average. Scores below 5 are below average. Scores above 5 are
above average.
Scaled Scores
This type of test score involves presenting different scores on a number of subtests,
each of which assesses a specific skill or area. In many cases, these scaled scores
are then combined in order to arrive at an overall composite score.
SCORE DISTRIBUTION
• Raw Score: Number correct (adjusted by weighting/scoring formula if used)

• Frequency: Number of students obtaining that raw score
• Cumulative Frequency: Number of students obtaining that raw score or lower
• Percentile Rank: Percent correct corresponding to that raw score
Standard Score: A linear transformation of that raw score to a distribution
with a mean of 50 and a standard deviation of 10. This scale is useful if you
wish to combine two or more tests that are unequal in difficulty. Consult
Testing Office for a fuller explanation before using this procedure.
• Number of Questions: total number of questions on the test.
• Number of Omissions in Key: number of items left blank on the key
• Number of Keyed Questions: number of items actually scored.
• Number of Students: number of answer sheets computer reads.
Sum of Scores: sum of the raw scores obtained by each student (used to
compute the variance and standard deviation).
• Sum of Squared Scores: sum of the squared raw scores obtained from each
student (used to compute the variance and standard deviation).
• Mean: the average score, calculated by dividing the sum of scores by the
number of examinees.
• Median: the middle raw score of the distribution; 50 percent of the obtained raw
scores are higher and 50 percent are lower than the median.
• Variance: the average of the squared deviations of the raw scores from the
mean.
• Standard Deviation: the square root of the variance. If the distribution of
scores is normal, approximately two-thirds of the scores will fall within one
standard deviation above and below the mean.
• Kuder Richardson Reliability (KR-20): a measure of response consistency
across all items. KR-20 will usually range from about .20 to about .95. A high
KR-20 means that the test or subtest can be considered as a homogeneous
pool of items having a common focus.
• Standard Error of Measurement (S.E.M.): a measure of the reliability of any
raw score. The S.E.M. yields an estimate of the range of raw score values
within which a student's "true" score is likely to fall.
Authentic Assessment
When considering how to assess student learning in a course, most instructors would
agree that the ideal assessment would be one that not only assesses students’
learning; it also teaches students and improves their skills and understanding of
course content. One fundamental aspect of such assessments is that they
are authentic.
An authentic assignment is one that requires application of what students have learned
to a new situation, and that demands judgment to determine what information and
skills are relevant and how they should be used. Authentic assignments often focus
on messy, complex real-world situations and their accompanying constraints; they can
involve a real-world audience of stakeholders or “clients” as well. According to Grant
Wiggins (1998), an assignment is authentic if it
• is realistic.
• requires judgment and innovation.
• asks the student to “do” the subject.
• replicates or simulates the contexts in which adults are “tested” in the
workplace or in civic or personal life.
• assesses the student’s ability to efficiently and effectively use a repertoire of
knowledge and skills to negotiate a complex task.
• allows appropriate opportunities to rehearse, practice, consult resources, and

get feedback on and refine performances and products.
Typical tests Authentic tasks Indicators of authenticity

Require a high-quality product
Correctness is not the only
Require correct or performance, and a
criterion; students must be
responses justification of the solutions to
able to justify their answers.
problems encountered
Must be unknown to the The tasks and standards for
Should be known in advance to
student in advance to be judgment should be known or
students as much as possible
valid predictable.
The context and constraints of
Are disconnected from Are tied to real-world contexts
the task are like those
real-world contexts and and constraints; require the
encountered by practitioners
constraints student to “do” the subject.
in the discipline.
Are integrated challenges in
Contain items that The task is multifaceted and
which a range of skills and
isolate particular skills or complex, even if there is a
knowledge must be used in
facts right answer.
coordination
Involve complex tasks that for
The validity of the assessment
Include easily scored which there may be no right
is not sacrificed in favor of
items answer, and that may not be
reliable scoring.
easily scored
Are “one shot”; students Students may use particular
Are iterative; contain recurring
get one chance to show knowledge or skills in several
tasks
their learning different ways or contexts.
The assessment is designed
Provide usable diagnostic to improve future
Provide a score information about students’ performance, and students
skills and knowledge are important “consumers” of
such information.
Authentic assessments can be contrasted with conventional test questions, which are
often indirect measures of a student’s ability to apply the knowledge and skills gained
in a course. Conventional tests have an important place in college courses, but cannot
take the place of authentic assessments. The table below, drawn from Wiggins,
illustrates the differences between typical tests and authentic assessments.
Authentic evaluations provide a number of benefits above traditional examinations.

They're more likely to be accurate than traditional assessments, especially for learning
goals that need higher-order thinking abilities. They are more likely to be intriguing and
engaging for pupils since they entail real-world challenges. Finally, they may give more
detailed and actionable information about what pupils have learned as well as what
they have not.
However, real assessments may take more time and effort on the part of the instructor
to construct, and they may be more difficult to grade. To address the issue of scoring
authentic tests, it is generally helpful to construct a grading rubric that describes the
attributes to be examined as well as the criteria by which they will be rated.
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT PRODUCT-

ORIENTED PERFORMANCE-BASED ASSESSMENT
PERFORMANCE-BASED ASSESSMENT
Performance assessment is a measure of assessment based on authentic tasks such
as activities, exercises, or problems that require students to show what they can do.
Some performance tasks are designed to have students demonstrate their
understanding by applying their knowledge to a particular situation.
PROCESS-ORIENTED PERFORMANCEBASED ASSESSMENT

is concerned with the actual task performance rather than the output or product of an
activity. - Process oriented performance-based assessment evaluates the actual task
performance. It does not emphasize on the output or product of the activity. This
assessment aims to know what processes a person undergoes when given a task.

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DAVAO ORIENTAL STATE UNIVERSITY

INSTITUTE OF EDUCATION AND TEACHER TRAINING

The Assessment of Learning 1 by Yonardo A. Gabuyo

3. Where are they in terms of achieving the aim?

• Assessment can be done in a learning environment where teaching-learning

1. Assessment for Learning

• Assessment for Learning (Formative Assessment)

• Assessment of Learning (Summative Assessment)

What is Summative Assessment?

Comparing Assessment for Learning and Assessment of Learning

1. Concept Maps - A diagramming technique for assessing how well students

Principle 1 - Assessment should be valid

Principle 2 - Assessment should be reliable and consistent

Principle 3 - Information about assessment should be explicit, accessible and

Principle 4 - Assessment should be inclusive and equitable

Principle 5 - Assessment should be an integral part of programme design and

Principle 6 - The amount of assessed work should be manageable

Principle 7 - Formative and summative assessment should be included in each

Principle 8 - Timely feedback that promotes learning and facilitates

Principle 9 - Staff development policy and strategy should include assessment

• Aptitude Tests-measures cognitive ability. Skills gathered from overall live.

2. Typical Assessment- it is used to determine what individuals can do under

✓ To what extent do the student’s interest, work habits, and personality

Methods of Interpreting the Results

It is used to describe student performance according to a specified domain of clearly

Form of Complex An assessment Hands-on

reinforce learning, Observational

Criterion- It is used to Teacher-made

Norm-referenced It is used to Standardized

Example: ranks 5th adjustments

An assessment instrument is part of the assessment tool.

The assessment instrument is the documented activities developed to support the

An assessment instrument could include:

• oral and written questions

An assessment instrument will include:

• the tasks to be administered to the student

• Task Success (successful performance criteria to measure actual work results);

I. Non-standardized Test versus Standardized Test

II. Objective Test versus Subjective Test

III. Supply Test versus Fixed-response Test

IV. Individual Test versus Group Test

V. Mastery Test versus Survey Test

VI. Speed Test versus Power Test

Comparison of Portfolio and Traditional Forms of Assessment (Ferenz, 2001)

Three Types of Portfolios

3. Portfolio is a new assessment strategy for most teachers, relative to previous

Guidelines for Assessing Portfolios

What are Percentiles

Why we use rubrics?

According to Heidi Goodrich Andrade:

• Rubrics help students and teachers define "quality."

How do I create a good rubric?

2. Determine your performance ratings / levels in the first row.

3. Write a description for each performance level.

4. After use, evaluate and revise rubric as needed.

Rubrics for Assessment

Typically designed as a grid-type structure, a grading rubric includes criteria,

Number of sources Ten to twelve Five to nine One to four

No apparent Lots of historical

• “Judging complex performances . . . involving several significant [criteria] . . .

• “It’s easier and faster to get consistent scoring

Types of Standardized Test Scores