MODULE IN

ASSESSMENT IN
LEARNING 2

By:
TESSIE L. DELA CRUZ, Ph.D.
ASSOCIATE PROFESSOR V
PREFACE
This module on Assessment in Learning 2 is for the would be teachers in the Teacher
Education Program. This is a three (3) unit Course in the Professional Education Courses-
Pedagogical Content Knowledge offered in the Bachelor in Secondary Education as per
CMO Number 75 series 2017 and Bachelor in Elementary Education as per CMO Number 74
series 2017. This said module is designed in order to easily reach out students as well as
helping them to understand easily each process of learning in this course especially this time
of pandemic.

Furthermore, ASSESSMENT IN LEARNING 2 is a course that focuses on the principles

development and utilization of alternative forms of assessment in measuring authentic
learning. It emphasizes on how to assess process and product oriented learning outcomes as
well as affective learning. Students will experience how to develop rubrics and other
assessment tools for performance-based and product-based assessment.

The module contains eight (8) chapters: Module I Refresh/Recall on Student learning
Outcomes(SLO); Module II Authentic Assessment: Meaning, Characteristics and Principles;
Module III Authentic Assessment Tools; Module IV Process-Oriented Performance –Based
Assessment; Module V-PART I Product-Oriented Performance-Based Assessment; Module
VI- Part II Product-Oriented Performance-Based Assessment; Module VII Assessment in the
Affective Domain; Module VIII Portfolio Assessment Methods; and Module IX Grading &
Reporting (K to 12 Based).
 MODULE I
LEARNING CONTENT:
REFRESH/RECALL: STUDENT LEARNING OUTCOME:

What you are expected to learn in this Module:

Intended Learning Outcomes:
1. Recall and gain more understanding on student learning outcome, sources of expected Student
Learning Outcomes and characteristics of good learning outcomes.
3. Apply knowledge learned on student learning outcomes.

WHAT THIS MODULE IS ALL ABOUT:

A. DEFINITION OF A STUDENT LEARNING OUTCOME
Student Learning Outcome is the totality of accumulated knowledge, skills, which students
develop during a course of study. This is the basis for assessing the extend of learning in an
OUTCOME BASED EDUCATION (OBE). Further, Outcome Based Assessment must be continuously
done during the entire teaching learning both by the teachers and students to ensure that the
activities are aligned with the expected outcomes set for the students by the teacher. Providing
feedback including the results of assessment is important to identify the next steps (to be done by
the teacher and student) toward the realization of the intended learning outcome (Cajigal, et.al,
2014).
According to Navarro, et.al student learning outcomes in the teacher education program are the
skills, competencies and values that the students are expected to demonstrate at the end of every
course/subject which are in turn, integrated into the year-end formation of students as they
progress towards becoming professional teachers.
B. SOURCES OF STUDENT EXPECTED LEARNING OUTCOME
Outcomes of targets for every lesson are expected to be defined and clarified by the teacher at
the start of the course/learning activities. This is necessary so as both the students and teachers will
be guided as to what steps should be taken during the course of the teaching-learning activities.
There are several factors that need to be considered in defining the outcomes, to ensure that these
are aligned with the set directions of the program and evaluation setting in general
The following are the sources of expected Student Learning Outcomes (SLO):

1. Mission statement of the school.

2. Mandated policies on competencies and standards issued by the government education agencies.
3. Competencies expected by different professions, business and industry.
4. Development plan and goals as well as the current thrusts of both the national and local
governments.
5. Current global trends and development so that graduates can compete globally.
6. General 21st century skills focusing on the following:
6.1 Oral & written communication
6.2 Quantitative reasoning ability together with scientific methodology
6.3 Analysing, synthesizing and developing creative solutions.
6.4 Use of technology
6.5 Information literacy
C. CHARACTERISTICS OF GOOD LEARNING OUTCOME
1. Focused on the learner rather than explaining what the instructor will do in the course, good
learning outcomes describe knowledge or skills that the student will employ, and help the learner
understand why that knowledge and those skills are useful and valuable to their personal,
professional, and academic future. The teaching strategy will only be guided by the desired
competencies of the students.
Example: If the STUDENT LEARNING OUTCOME: The students can explain and illustrate the life cycle
of a butterfly, to guide the students towards the desired competency the teacher may use any or all
of the following instructional techniques and activities:
a video presentation of the life cycle of a butterfly
b. poster presentation of the different stages in the development of a butterfly
c. field trip to a botanical garden or nature park to observe the different stages in the life cycle of a
butterfly
d. submission of an essay on the dangers observed that will interrupt pr abort the life cycle of the
butterfly.
e. submission of a proposed project to protect the life cycle of butterfly and other useful insects or
animals.
2. Good learning outcomes are measurable. Student competencies should be expressed in transitive
verbs and /or action verbs which are demonstrable and observable at various levels.
This means that if the learning outcomes are specific and use verbs(that makes expectations
clear).By being specific, it informs students of the standards by which they will be assessed, and
ensures that student and teacher goals in the course are aligned.
Examples of measurable/observable competency levels:
a. For K to 12 Grades 3-10 Reading, Mathematics, Language, Science

Numerical Rating Proficiency Level

1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level

3. Good learning outcomes are based on the program mission statement agreed upon by the
program faculty in consultation with other stakeholders like alumni and other professionals. It is
important that the student learning outcomes are based on issuances from the government
regulatory agencies such as DipEd’s K to 12 Law Enhanced Basic Education in the Philippines, the
CHED’s Policies, Standards and Guidelines on Teacher Education, thrusts of appropriate professional
organizations and advocacies of employer and industry groups.
4. Good student learning outcomes are very well understood by both students and faculty. They
should be in agreement on the importance of these competencies which they will cooperatively
develop.
The following are the suggested steps that the teacher and students can together take in their
cooperative monitoring of the progress towards the desired learning outcomes or skills and
competencies.
H ooking the students to the desired learning outcome
E xploring and experiencing the supporting student activities
A pplying the ideas/knowledge required in contrived, simulated or real-life situations
R efining, rehearsing, reviewing the target skills/ competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply the learning outcome.

5.Good learning outcomes include a spectrum of thinking skills from simple to the higher order of
application of knowledge and skills.
Examples of learning outcomes from the simple to the complex under the competency:
“Ability to understand.”
a.) can identify
b) can explain
c) can apply
d.) can analyse
e.)can synthesize
f.) can evaluate
g) can judge
h) can create
6. Good learning outcomes can offer a timeline for completion of the desired learning.

References:

Cajigal, R.M. (2014). Assessment of Learning.Quezon City: Adriana Publishing Co., Inc.
Hena, L.J (2015).. Classroom Assessment 2.Quezon City: Great Books Trading
Navarro, R.L. et.al. Assessment of Learning 2. Quezon City: Lorimar Publishing Inc.
Santos, R.D. (2007). Advanced Methods in Educational Assessment and Evaluation. Quezon City:
Lorimar Publishing Inc.
INTENDED LEARNING ACTIVITIES:

Name: ------------------------------------ Course: ---------------- Name of Instructor/Profressor: ----------

DATE: -------------------------------------
A. Directions: Write C if the statement conveys source of expected student learning outcome, if the
statement does not convey write DC on the space provided for.
--------1. Use of technology in teaching facilitates learning.
--------2. The importance of current global trends and developments are essential so that graduates
can compete globally.
--------3. One of the 21st century skills is focused on the Information Literacy
--------4.One of the expected sources of student learning outcomes is the vision of the institution.
--------5. Some competencies expected of different professions, in industries.
B. Direction: Identify the characteristic of a good learning outcome that the given situation depicts:
Write letter only on the space provide:
a. focused on the learner
b. specific, measurable
c.based on the program mission statement
d.well understood by both faculty and students
e. include a spectrum of thinking skills from simple to high order of application of knowledge and
skills.
f. time bound.
--------1.can discuss with the teacher one’s difficulty in attaining the desired learning outcome
--------2.can participate in a community project as a contribution to society
----- --3. can perform the dance “Pandango sa Ilaw.”
------ 4.can volunteer to perform the desired competency.
---- --5.can meet the deadline in submitting a report on one’s findings
C.Write two examples of student learning outcomes derived from the given source.
C.1. Mission of the College
D. Direction: Choose a subject that you are interested in.Use two topics, then for each topic, write
three (3) student learning outcomes. Use the template below to organize your thoughts.

Topic 1:---------------------------------
Subject: -------------------------------
Topic/Subject Matter: ----------------------
At the end of the lesson, the students should be able to:
SLO#
1:-----------------------------------------------------------------------------------------------------------------------------------
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SLO#
2:-----------------------------------------------------------------------------------------------------------------------------------
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------------------------------------------------------------------------------------------------------------------------------SLO
#3:---------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------
------
Topic
2:-----------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------
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-----Subject:---------------------------------------------------------------------------------------------
Topic/Subject Matter:-----------------------------------------------------------------
At the end of the lesson, the students should be able to:
SLO #
1.-----------------------------------------------------------------------------------------------------------------------------------
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------------------------------------------------------------------------------------------------------------------------------
SLO#2.----------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------
------------

SLO#3.----------------------------------------------------------------------------------------------------------------------------
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----------------------------------
MODULE II

LEARNING CONTENT:

DIFFERENCES OF THE FOLLOWING TERMS: ASSESSMENT, EVALUATION AND MARKS/TESTING

AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND PRINCIPLES
AUTHENTIC ASSESSMENT AS DIFFERENTIATED/RELATIONSHIP FROM TRADITIONAL ASSESSMENT

INTENDED LEARNING OUTCOMES:

At the end of the module you are expected to:
1. gain understanding on the following:
1.1 assessment
1.2 evaluation
1.3 marks/testing
1.4 authentic assessment
1.5 the difference and relationship of authentic assessment from traditional assessment.

2. comprehend the characteristics and principles of authentic assessment.

A. AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND PRACTICES

It is very essential to clarify the meanings of the following terms to distinguish them from one
another namely:
1. ASSESSMENT. It refers to the process of gathering data and information about what students
know and can do. These may be taken from through observation of students during their learning
activities, examining the results of their learning activities or testing their knowledge and skills. With
these, a teacher can find out what students are learning. ASSESSMENT involves review of evidence
of learning like journal entries, written work, portfolios, skill demonstrations, performance in
learning activities, test results and rubrics ratings which cover a period of time and should reveal the
progress of students in competencies.

2. EVALUATION. It involves the task of interpreting, forming conclusions and making judgments
about the information which was gathered in the process of assessment. The data gathered by
assessment are neither useful nor useless but they reflect the learning process. These become
meaningful only when they are processed and interpreted as to how well the students are attaining
their desired competencies. Likewise, EVALUATION occurs when a mark or grade is assigned after a
quiz, a presentation or a completed task.

3. TESTING. It is an instrument of assessment. A test is an instrument tool that reflects the records of
the students’ learning outcomes.

4. MARKS. They are reports of the results of evaluating information obtained in the assessment
process. They have certain components related to the learning activities undertaken by the students.
Examples of components:
30% for quizzes
30% for projects
30% for recitation
10% attendance
B. MEANINGS/ DEFINITIONS OF AUTHENTIC ASSESSMENT:
1. AUTHENTIC ASSESSMENT. It is also called PERFORMANCE ASSESSMENT or ALTERNATIVE
ASSESSMENT. It is an assessment in which the learner carries out an activity or produces a product in
order to demonstrate their learnings.
2. According to Pearson Education Development Group AUTHENTIC ASSESSMENT aims to
evaluate students’ abilities in “real world” context. The students learn to apply their skills to
authentic tasks and projects. It does not encourage rote learning and passive test taking. It focuses
on students’ analytical skills, creativity, written and oral expression skills, ability to integrate what
they learn, and ability to work collaboratively.
3. However, Doran defined AUTHENTIC ASSESSMENT as real world situations or context which
generally require a variety of approaches to problem solving and which allow for the possibility that
a problem might have more than one solution.
4. AUTHENTIC ASSESSMENT is a form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and skills (Jon
Mueller, 2011)
5. AUTHENTIC ASSESSMENT. It is engaging and worthy problems or questions of importance, in
which students must use knowledge to fashion performances effectively and creatively. The tasks
are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or
professionals in the field. (Grant Wiggins, 1987).
6. AUTHENTIC ASSESSMENT/PERFORMANCE ASSESSMENT. It calls the examinees to
demonstrate specific skills and competencies in order to apply the skills and knowledge they
mastered. (Richard J. Stiggins)
7. General meaning of AUTHENTIC ASSESSMENTS/PERFORMANCE ASSESSMENTS. They call
upon the examinee to demonstrate specific skills and competencies like: to apply on their
weaknesses. This result is diminished fear of tests and improvement of self-esteem.
Further, in the teacher-centered activities, AUTHENTIC ASSESSMENT/PERFORMANCE
ASSESSMENT encourages a learner-centered class where the teacher’s major role is TO HELP
STUDENTS ACCEPT RESPONSIBILITY FOR THEIR LEARNING AND BECOME SELF-EVALUATORS. The
teacher designs activities and evaluates results which provide information needed for monitoring
students’ progress and evaluating the teacher’s strategies.
In like manner, AUTHENTIC ASSESSMENT focuses on the analytical and creative thinking skills,
students to work cooperatively and collaboratively and performance skills (process of product) that
reflect student learning, student achievement, and student attitudes of relevant activities.

C.CHARACTERISTICS OF AUTHENTIC ASSESSMENT

1. AUTHENTIC ASSESSMENT starts with clear and definite criteria of performance made known to
the students.
2. AUTHENTIC ASSESSMENT is criterion-referenced rather than norm-referenced and so it identifies
strengths and weaknesses, but does not compare students nor rank their levels of performance.
3. AUTHENTIC ASSESSMENT requires students to make their own answers to questions rather than
select from the given options as in multiple choice items, and requires them to use a range of higher
order thinking skills (HOTS).
4. AUTHENTIC ASSESSMENT emphasizes performance and therefore students are required to
demonstrate their knowledge, skills, or competencies in appropriate situations. AUTHENTIC
ASSESSMENT does not rely on ability to recall facts or memorize details; instead students are asked
to demonstrate skills and concepts they have learned.
5. AUTHENTIC ASSESSMENT both teacher and students to determine their rate of progress in
cooperatively attaining the desired student learning outcomes.
6. AUTHENTIC ASSESSMENT does not encourage rote learning and passive taking of tests; instead,
students are required to demonstrate analytical skills, ability to integrate what they learn, creativity,
and ability to work in a group, skills in oral and written communications. In brief, AUTHENTIC
ASSESSMENT values not only the finished products which are the learning outcomes, but also the
process of learning.
7. AUTHENTIC ASSESSMENT changes the role of students as passive test takers into becoming active
and involved participants in assessment activities that emphasize what they are capable of doing
instead tests to measure students’ skills or retained facts has come under scrutiny because of the
limitation encountered in determining the students’ capability to utilize their knowledge and skills in
work and professional practice. These tests are able to give a ”snap shot” of the students’ ability to
recall facts and information at a given time but fail to provide a “moving picture” of how they will
perform in real-world situations which exist in the workplace.

D.PHASES OF AUTHENTIC ASSESSMENT

Five Phases of AUTHENTIC ASSESSMENT

1. Identifying the most important knowledge and skills that student should be able to demonstrate
as a result of their learning activities.
2. Determining the criteria and standards of outcomes performance and the acceptable evidence
that may be presented as proof of outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate the attainment of the desired
student learning outcomes.
4. Measuring the extent at which the students are attaining the desired learning outcomes.
5. Interpreting the assessment results and evaluating whether they indicate attainment of the
desired outcomes and utilizing them for continuous and utilizing them for continuous improvement.

The said 5 phases of AUTHENTIC ASSESSMENT are illustrated in the diagram below:

Phase I Phase II
Identify learner outcome Determine criteria and acceptable
evidences of performance

Phase V Phase III

Evaluate results to implement supporting learning experiences
determine attainment of and instructional activities
outcome and ensure continuous
Improvement

Phase IV
Implement assessment strategies

EXAMPLES of AUTHENTIC ASSESSMENT ACTIVITIES:

1. Doing Science experiments.
2. Conducting social science field research
3. Writing stories and reports
4. Reading and interpreting literary pieces
5. Solving mathematical problems that have real-world implications
6. Performing particular skills/competencies
7. Simulation or role playing
8. Exhibiting and displaying completed works
9. Submitting portfolios
10. Submitting original creative projects
E. HOW DOES AUTHENTIC ASSESSMENT (AA) DIFFER FROM TRADITIONAL ASSESSMENT (TA)

TRADITIONAL ASSESSMENT is associated with choice measures of assessment.

Examples: multiple choice, fill in the blanks, true-false, matching type and many more.
The students recall or select the answers. Further, They are indirect and inauthentic measures of
students learning outcomes. They are often focused on learner’s ability of memorization and recall,
which are lower level of cognition skills.

1. TRADITIONAL ASSESSMENT SPRINGS FROM THE EDUCATIONAL PHILOSOPHY WHICH INVOLVES

THE FOLLOWING PRINCIPLES AND PRACTICES, likewise AUTHENTIC ASSESSMENT IS GROUNDED ON
THE FOLLOWING PRINCIPLES AND PRACTICES. The table below illustrates them:

Traditional Assessment (TA) Authentic Assessment (AA)

a. A school’s mission is to develop useful citizens.
b. To be a useful citizen, one must possess a
certain body of knowledge and skills.
c. The school is entrusted to teach this body of
knowledge and skills.
d.To determine if the students have acquired
these knowledge and skills, the school must test
the students on these knowledge and skills.
a. A school’s mission is to develop useful citizens
b. To be a useful citizen, one has to be capable of
performing useful tasks in the real-world.
c. The school’s duty is to help students develop
proficiency in performing the tasks that they will
be required to perform after graduation in the
work place.
d. The school must then require students to
perform tasks that duplicate or imitate real-
world situations.

2. THE TABLE BELOW SHOWS THE BASIC DIFFERENCES BETWEEN TRADITIONAL ASSESSMENT AND
AUTHENTIC ASSESSMENT:

ATTRIBUTES TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT

a. Action/Options Selecting a response Performing a task
b. Setting Contrived/imagined Simulation/Real life
c. Method Recall/recognition Construction/application
d. Focus Teacher-structured Student-structured
e. Outcome Indirect evidence Direct evidence
f. Objectivity in Scoring Easily achieved Difficult to achieve

F. AUTHENTIC ASSESSMENT COMPLEMENTS TRADITIONAL ASSESSMENT

Teachers do not have to select between AUTHENTIC ASSESSMENT AND TRADITIONAL
ASSESSMENT. Mastery of the subject knowledge and skills which is the focus of TRADITIONAL
ASSESSMENT must be encouraged among the students to form the foundation on which will be built
the activities that will require students to demonstrate and perform the tasks that they are expected
to perform in the real world.
References:
Cajigal, R. M. (2014). Assessment of Learning. Quezon City: Adriana Publishing Co.,Inc.
Hena, L.J. (2015). Classroom Assessment 2. Quezon City: Great Books Trading Inc.
Navarro, R.L. et. al. (2013) Authentic Assessment of Student Learning Outcomes.Quezon City:
Lorimar Publishing Inc.
Santos, R.D. (2007) Advanced Methods in Educational Assessment and Evaluation.Quezon City:
Lorimar Publishing Inc.

Name:------------------------------------ Course: ---------------- Name of Instructor/Professor: -----------

DATE: -------------------------------------

INTENDED LEARNING ACTIVITIES:

A. Direction: Classify the following assessment activities/strategies suggest a) traditional and b)
authentic. Write letter only on the space provided for.
------------1. Drawing the parts of a gumamela flower.
------------ 2. Writing the multiplication tables 1-12
------------3. Updating a portfolio
------------4. Reciting a poem
------------5. Submitting a narrative report during a particular field trip
Direction: Tell whether the following ideas convey a. assessment b. evaluation c. testing/mark
Write letter only on the space provided
------------1.30% recitation
------------2. Score of 8 is equivalent to 90
------------3.the rubric rating of a student reveals that it is outstanding
------------4. Identification of 10 items to be answered
------------5. 60% class standing
C.Direction Write AA if the idea conveys the characteristics of an Authentic Assessment and if it does
not convey the characteristic of an authentic assessment write DNA. Write your answer on the space
provided.
---------1.It does not compare the abilities of students.
-------------2.The students are required to develop high order thinking skills
-------------3.The students are passive participants in the teaching-learning process.
-------------4.The students are tasked to demonstrate their knowledge, skills and competencies.
-------------5. It does not motivate the teacher and student to improve their rate of progress.
D. Direction: There are 5 phases of authentic assessment, select 2 of them, then write your insights
and give an example of each phase that you selected.
Module III

LEARNING CONTENT:
MODES OF AUTHENTIC ASSESSMENT
AUTHENTIC ASSESSMENT TOOLS

INTENDED LEARNING OUTCOMES:

At the end of the module you are expected to:

1. distinguish and gain understanding on the three modes of authentic assessment.
2. give examples of assessment tools on the three modes of authentic assessment

WHAT THIS MODULE IS ALL ABOUT:

A. Three (3) modes of AUTHENTIC ASSESSMENT

1. Observations. They include date and information that the teacher collects from daily work with
students.
2. Performance samples. They are tangible results that demonstrate student achievements.
3. Actual Performance. They are tests and measures of student’s actual performance at a specified
place and time.
B. OBSERVATIONS-BASED ASSESSMENT TOOLS:
Guidelines to make observation-based assessment systematic and objective (Diane Hart, 1994)
1. Observe not only one (1) but all the students.
2. Observation must be as frequent and as regular as possible.
3. Observations must be recorded in writing.
4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observation records is enhanced if multiple observations are gathered and
synthesized.

I. Example of OBSERVATION TOOL: DEVELOPMENT CHECKLIST

A DEVELOPMENTAL CHECKLIST. It is an observation tool which requires the teacher recorder to

describe the traits or learning behaviours being assessed. When used regularly during the school
year, developmental checklists give a moving picture of the student’s progress towards the desired
competencies.
The illustrations show an Individual Developmental Checklist:
1. ORAL COMMUNICATIONS
Name: Year and Section

Oral Communications

Stage 1 Stage 2 Stage 3 Stage 4

Speaks with Speaks in Speaks Volunteers to
Hesitation complete sentences extemporaneously participate in speaking activities

Date:------------- Date:----------------- Date:-------------- Date:----------------

2. WRITTEN COMMUNICATIONS

Written Communications

Stage 1 Stage 2 Stage 3 Stage 4

Writes with Writes with some Writes with correct Submits essays
difficulty improvement grammar and syntax and reports

Date:---------- Date:-------------- Date:----------------- Date:--------------

3. The table below shows an example of a GROUP DEVELOPMENTAL RECORD SHEET

For Student Teachers in the Bachelor in Elementary Education

NAME Prepares lesson Writes outcome Motivates class and Students actively
plan before based objectives sustains interests participate in class
teaching activities
1. Amor, Rogelio 8/10 10/15 7/20
2. Bautista, Gilmer 8/10 7/15
3. Cordova, Ramil 8/10 8/15 7/20 8/20
4. David, Elisa 8/10 10/15
5. Lorenzana, May
Fel 8/10 9/15
6. Perez, Cherry 8/10 11/15 7/20 10/20

4. Example of Observation Checklist:

Name: ----------------- Topic/Activity: ----------------------------

Attributes Rating 5 4 3 2 1
1. Clarity of presentation
2. Opportunity for class interaction
3. Organization
4. Grammar and syntax
5. Provision of summary

TOTAL: -------------------------------------------------------

B. THE INTERVIEW SHEET. This is another OBSERVATION TOOL which is also called the CONFERENCE
RECORDING FORM. Interview sheets consist of a list of questions the teacher intends to ask and space for
recording the students’ answers

Example of an Interview Sheet:

Research Proposal Interview Sheet

Student’s Name -------------------------------------------------------------------------- Date------------------------------

Interviewer’s Name---------------------------------------------------------------------------------------
Course/Subject---------------------------------------------------------------

Topic---------------------------------------------------------------------------

1. Why did you select this topic?

2. What are the sources of your materials?
3. What is the theoretical basis of your research topic?
4. How do you plan to gather data for your research?
5. What research instruments do you intend to use?
6. What is your time table for the completion of your research?
7. How much do you expect to spend for this research?

II. EXAMPLES OF PERFORMANCE ASSESSMENT TOOLS

PORTFOLIO. It is a compilation of pieces of evidence of an individual’s skills, ideas, interests, and
accomplishments. It can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook
containing evidence of a student’s accomplishments or as high-tech as a laser disk containing stored
descriptions, written works and pictures of the student’s activities and accomplishments.
The purposes of portfolio:
1. The teacher can assess the growth and development of the students at various levels.
2. Parents are informed of the progress of their children in school.
3. Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program.

PORTFOLIO INCLUDES THE FOLLOWING:

1. ESSAYS
2. VIDEO TAPES
3. AUDIO TAPES
4. CONFERENCE NOTES
5. PICTURES
6. GRAPHS/CHARTS
7. ART WORK
8. GROUP REPORTS
9. COMPACT DISK
10. FIELD REPORTS, and many more
EXAMPLES OF EMPLOYABILITY PORTFOLIO whereby GRADUATING STUDENTS should be able to prepare:
Employability Competencies Portfolio

Academic Competencies
1. can understand printed materials
2. can use research and library skills
3. can use technology in preparing oral presentation
4. can use scientific method in solving problems
5. can write and speak effectively in English and Filipino
Personal Management Competencies
1. attends school work daily punctually
2. meets school deadlines
3. knows personal strengths and weaknesses
4. demonstrates self-control
5. can follow oral and written instructions
6. can work without supervision
7. can learn new skills
Team Work Competencies

1. can participate actively in a group

2. knows and respects group values
3. listens to other group members
4. can express ideas to other group members
 5. can be either leader or member of a team
6. can adjust in changing settings and people

III. PERFORMANCE ASSESSMENT TOOLS (ACTUAL ACHIEVEMENT)

The actual achievement of students is very essential in assessing. The checklist/performance checklist
is used as a measurement instrument. A performance checklist consists of a list of behaviours that make up a
certain type of performance. Examples: using a microscope, preparing a letter, solving a mathematics
performance, etc.
Further, it is used to determine if an individual behaves in a certain way (usually desired) when asked to
complete a particular tasked. If a particular behavior is present when an individual is observed, the teacher
places a check opposite it on the list.
Example: PERFORMANCE CHECKLIST IN SOLVING A MATHEMATICAL PROBLEM

BEHAVIOR:
------------1. Identifies the given information
------------2. Identifies what is being asked
------------3. Uses variables to replace the unknown
----------- 4. Formulates the equation
---------- 5. Performs algebraic operations
------------6. Obtains an answer
----------- 7. Verifies if the answer is correct

ORAL QUESTIONING. This is an appropriate assessment method for actual performance if the objectives:
1. To assess the student’s stock knowledge and /or
2. To determine the student’s ability to communicate ideas in coherent verbal sentences.

OBSERVATIONS AND SELF- REPORTS

They need tally sheets as device when used by the teacher to record the frequency of student behaviours,
activities or remarks.
A self-checklist is a list of several characteristics or activities presented to the subjects of a study. The
students are asked to study the list and then to place a mark opposite the characteristics that they possess or
activities that they possess or activities in which they possess or activities in which they have engaged for a
particular length of time.
Observation and self-reports are useful supplementary assessment methods when used in conjunction with
oral questioning and performance tests.

References:

Cajigal. R.M. et.al.(2014). Assessment of Learning 2. Quezon City: Adriana Publishing Co., Inc.
Hena, L.J. (2015). Classroom Assessment 2.Quezon City: Great Books Trading
Navarro, R.L. et.al.92013). Authentic Assessment of Student Learning Outcomes.Quezon City:
Lorimar Publishing Inc.
Santos, R.D. (2007). Advanced Methods in Educational Assessment and Evaluation; Assessment of Learning 2
Quezon City: Lorimar Publishing Inc.
Name: ------------------------------------ Course: ---------------- Name of Instructor/Professor:
---------------
DATE: -------------------------------------

INTENDED LEARNING ACTIVITIES:

A. Direction: Classify the following assessment tools whether:

a. observation
b. performance sample
c. actual performance
Write letter only on the space provided.
--------1. Portfolio
--------2. Oral questioning
--------3. Group report checklist
--------4. Oral interview
--------5. Employability portfolio
B. Direction: Explain the following and give one example of each:
1. Observation-based assessment tool
2. Performance sample assessment tool
3. Actual performance assessment tool
C. ENHANCEMENT ACTIVITY:
1. Make/Construct one Performance Checklist Assessment in writing a one paragraph POEM.
Module IV

LEARNING CONTENT:

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

INTENDED LEARNING OUTCOMES:

At the end of the module you are expected to:

1. gain understanding on the meaning of process-oriented performance based assessment.

2. Identify and explain the process-oriented learning competencies by giving examples.
3. Identify and explain the standards for designing a task.
4. Identify and explain the components of rubrics and its importance.
5. differentiate the two kinds of rubrics.
6. construct examples of analytic and holistic rubrics.

WHAT THIS MODULE IS ALL ABOUT:

Introduction:
Performance –based assessment allows teachers to observe achievements, mental habits,
ways of working, and behaviors of value in the real world that conventional tests/assessment may
miss. The teacher observes and evaluates student abilities to carry out complex activities that are
used and valued outside the immediate confines of the classroom. Furthermore, assessments in
which the learner carry out an activity or produce a product in order to demonstrate their learning is
called PERFORMANCE ASSESSMENTS/ALTERNATIVE/AUTHENTIC ASSESSMENT. There are two types
of performance-based assessment: process-oriented assessment and product-oriented assessment.
In this module the first to be tackled upon is the PROCESS-ORIENTED PERFORMANCE BASED
ASSESSMENT.
A.What is PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT?
Process –oriented performance based assessment is concerned with the Actual Task
Performance rather the output or product of the activity. Likewise, process-oriented assessment is
an assessment that gives emphasis to the process in doing the task. It is also an intangible finished
product which is the actual process of performance. Recent studies proved that it is also important
to focus on the processes which the student undergo in order to arrive at these products and
outputs rather than focus only on the actual products or output.
Examples:
1. Science laboratory demonstration
2. Musical performance
3. Dance or dramatic performance
4. Typing test
B.LEARNING COMPETENCIES
In the process-oriented performance-based assessment, the learning objectives/learning
outcomes are stated directly in observable behaviours of the students. Competencies are groups or
clusters of skills abilities needed for a particular task. The learning objectives/learning outcomes are
focused on behaviours which exemplify “best practice” for the particular task. An example of a
behavior ranges from a “beginner” or novice level up to the level of an expert.
Example:
TASK: Recite a poem by Edgar Allan Poe, “The Raven”
OBJECTIVES/OUTCOMES: The activity aims to enable the students to recite a poem entitled “ The Raven”, by
Edgar Allan Poe
1. Recite the poem from memory without referring notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.
Explanation:
The outcome/objective begins in general statement what is expected from the student to do the
task (recite a poem)
Then the general objective/outcome must be broken down into easily observable behaviours when
reciting the poem.
The specific objectives/outcomes identified constitute the learning competencies for this specific
task. Using Anderson taxonomy, the specific objectives/outcomes range from simple observable
processes to more complex observable processes.
Example: Creating an ambiance of the poem through appropriate rising and falling intonation

However, A COMPETENCY IS MORE COMPLEX WHEN IT CONSISTS OF TWO OR MORE SKILLS:

1. The following competencies are simple competencies:
. Speak with a well-modulated voice.
. Draw a straight line from one point to another point.

2. The following competencies are more complex competencies:

. Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures.
. Construct an equilateral triangle given three non-collinear points;
C. TASK DESIGNING
The teacher must ensure that the specific learning process to be observed contributes to the
overall understanding of the course/subject.
The following accepted standards for designing a task are:
1. Identifying an activity that would highlight the competencies to be evaluated.
Examples: Reciting a poem.
Writing an essay
Manipulating the microscope
2. Identifying an activity that would entail more or less the same sets of competencies. If an activity
would result in too many possible competencies, then the teacher would have difficulty assessing
the students’ competency on the task.
3. Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an
essay are often boring and cumbersome for the students.
Example: The topic is on understanding biological diversity.
Possible Task Design: Bring the students to a pond or creek. Request the students to find all living
organisms they can find all living organisms they can or you may bring also the students to school
playground to find as many living organisms they can. Then observe them how the students will
develop a system for finding such organisms, classifying the organisms and concluding the
differences in biological diversity of the sites.
Hence, Science laboratory Classes are particularly suitable for a process-oriented performance-based
assessment technique.

D. SCORING RUBRICS

A rubric is a general scoring guide that describes the level at which a student performs a process
or a product. The students themselves are involved in the assessment process through both peer
and self-assessment.
Further, rubric is a scoring scale used to assess student performance along a task-specific set of
criteria. Authentic assessments are criterion-referenced measures whereby students’ aptitudes on
tasks are determined by matching the students’ performances against a set of criteria to determine
the degree to which the students’ performances meet the criteria for the task.
 To measure student performance against a predetermine set of criteria, a RUBRIC or SCORING
SCALE, must be created containing the important criteria for the task and appropriate levels of
performance, for each criterion .
Example: Rubric/Scoring scale on RECITATION, task in English.

RECITATION RUBRIC LEVELS OF PERFORMANCE

CRITERIA 1 2 3
Number of Appropriate Hand
Gestures X1 1-4 5-9 10-12
Appropriate Facial Expression X1 Lots of Few No apparent
inappropriate facial inappropriate inappropriate
expression facial expression facial expression
Voice Inflection X2 Monotone voice Can vary voice Can easily vary
used inflection voice inflection
Incorporate proper ambiance Recitation contains Recitation has Recitation fully
through feelings in the voice X3 very little feelings some feelings captures
ambiance
through feelings
in the voice

Explanation: The rubric consists of two components: Criteria and levels of performance
The criteria, characteristics of good performance on a task, are listed at the left hand column in the
illustrated rubric (number of hand gestures, appropriate facial features, voice inflection and
ambiance)
For each criterion, the evaluator who will apply the rubric can determine to what degree the student
has met the criterion, the level of performance.
The given rubric, there are three levels of performance for each criterion. The recitation can contain
lots of inappropriate, few inappropriate or no inappropriate hand gestures.
The rubric contains a mechanism for assigning a score to each project.(Assessments and their
accompanying rubrics can be used for purposes other than evaluation and thus, do not have to have
points or grades attached to them.)
In the second column –to left column a weight is assigned each criterion. The students can receive 3,
6, or 9 points(i. e. 1, 2, 3 times 3)for the level of appropriateness in this task.

D.1 DESCRIPTORS
Descriptors spell out what is expected of students at each level of performance for each
criterion. Basing from the examples “LOTS OF INAPPROPRIATE FACIAL EXPRESSIONS”, “MONOTONE
VOICE USED” are descriptors.
Moreover, a DESCRIPTOR tells students more precisely what performance looks like at each level
and how their work may be distinguished from the work of others for each criterion. Likewise, the
descriptors help the teacher more precisely and consistently distinguish between student work.
In summing up, the rubric includes another common but not necessary, component of
rubrics-------DESCRIPTORS

Why include levels of performance?

1. CLEARER EXPECTATIONS. The criteria must be identified and communicated prior to the
completion of the task. The students must know what is expected of them and teachers must know
what to look for in student performance. Likewise, the students must better understand what good
(or bad) performance on a task looks like if levels of performance are identified, specifically if
DESCRIPTORS for each level are included.
2. MORE CONSISTENT AND OBJECTIVE ASSESSMENT.
The levels of performance permit the teacher to more consistently and objectively distinguish
between good and bad performance, or between superior, mediocre and poor performance, when
evaluating student work.
3. BETTER FEEDBACK
Identifying specific levels of student performance allows the teacher to provide more detailed
feedback to students. The teacher and the students can more clearly recognize areas that need
improvement.

E. TWO TYPES OF RUBRICS

1. ANALYTIC RUBRIC. An analytic rubric articulates levels of performance for each criterion; the
teacher can assess student performance for each criterion. Furthermore, analytic rubric requires the
teacher to list and identify the major knowledge and skills which are critical in the development of
process or products tasks. Teachers can assess easily the specific concept, understanding, skills or
products with a separate component. Each criterion for this kind of rubric receives a separate score,
thus providing a better diagnostic information and feedback for the students as a form of formative
assessment.
Using the RECITATION RUBRIC, a teacher could assess whether a student has done a POOR, GOOD
OR EXCELLENT JOB OF “CREATING AMBIANCE” and distinguish that from how well the student did on
“VOICE INFLECTION.”

Another example of ANALYTIC RUBRIC:

ANALYTIC RUBRIC FOR ORAL PRESENTATION: AN INTERPRETATIVE READING

Category 4 3 2 1
Characterization Voice, facial Voice, facial Voice, facial Voice, facial
expressions and expressions and expressions and expressions and
body language body language body language body language
clearly contribute often contribute to sometimes rarely contribute to
to the selected the selected contribute to the the selected
character. character. selected character. character.
Preparedness Student is Student seems The student is Student does not
completely pretty prepared but somewhat seem at all
prepared and has might have needed prepared, but it is prepared to
obviously a couple more clear that rehearsal present.
rehearsed. rehearsal. was lacking.
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all (100- distinctly all (100- distinctly most (94- cannot be
95%) the time, and 95% the time, but 85) of the time and understood or
mispronounces no mispronounces one mispronounces no mispronounced
words. word. more than word. more than one
word.
Volume Volume is loud Volume is loud Volume is loud Volume often too
enough to be enough to be enough to be soft to be heard
heard by all heard by all heard by all by all audience
audience audience audience members.
members at least members at least members at least
90% of the time. 90% of the time. 80% of the time.

2. HOLISTIC RUBRIC. A holistic rubric does not list separate levels of performance for each criterion.
A holistic rubric assigns a level of performance by assessing performance across multiple criteria as a
whole. Moreover, holistic rubric requires the teacher to make a judgment about the overall quality
of each student response. Each category of the scale contains several criteria which shall be given a
single score that gives an overall rating. This provides a reasonable summary of rating in which traits
are efficiently combined, scored quickly and with only one score, limiting the precision of assessment
of the results and providing little specific information about the performance of the students and
what needs for further improvement.
Example: the example used in the analytic rubric can be turned into holistic rubric:
3- EXCELLENT SPEAKER
. included 10-12 changes in hand gestures
. no apparent inappropriate facial expressions
. utilized proper voice inflection
. can create proper ambiance for the poem
2- Good Speaker
. included 5-9 changes in hand gestures
. few in appropriation facial expressions
. had some inappropriate voice inflection changes
. almost creating proper ambiance
1- Poor Speaker
. included 1-4 changes in hand gestures
. lots of inappropriate facial expressions
. used monotone voice
. did not create proper ambiance

EXAMPLE OF HOLISTIC RUBRIC: ASSESSING A RESEARCH REPORT

ASSESSMENT SCALE
EXCELLENT VERY GOOD GOOD FAIR POOR
(5) (4) (3) (2) (1)

Criteria:
1. Degree to which the report
reflects the objectives of the
research

2. Level of creativity

3. Clarity

4. Visual Appeal

5. Level of Effort

TOTAL: --------Scoring:
SCORING: 20 % above---Most Acceptable
15-19---------Very Acceptable
10-14--------Acceptable
5-9----------Barely Acceptable
 Below 5---Unacceptable

F. 1 WHEN TO CHOOSE AN ANALYTIC RUBRIC

ANALYTIC RUBRICS are more common because teachers typically want to assess each criterion
separately, specifically for assignments that involve a larger number of criteria. It becomes more and
more difficult to assign a level of performance in a holistic rubric as the number of criteria it
becomes more difficult to assign an appropriate holistic category to the performance. An analytic
rubric better handles weighting of criteria.
F.2 WHEN TO CHOOSE A HOLISTIC RUBRIC
Holistic rubric tends to be used when a quick or gross judgment needs to be made. If the
assessment is a minor one, such as a brief homework assignment it may be sufficient to apply a
holistic judgment (e.g. check, Scheck-plus, or no-check) to quickly review student work. But holistic
rubrics can also be employed for more substantial assignments. It is not easy to evaluate
performance on one criterion independently of performance on a different criterion.
Example: Many writing rubrics are holistic because it is not always easy to disentangle clarity from
organization or content from presentation. Some educators believe a holistic or global assessment of
student performance better captures student ability on certain tasks. Alternately if two criteria are
nearly inseparable, the combination of the two can be treated as a simple criterion in an analytic
rubric. `

HOW MANY LEVELS OF PERFORMANCE SHOULD BE INCLUDED IN THE RUBRIC?

There is no specific number of levels a rubric should or should not possess. It will vary depending
on the task and needs. A rubric can have as few as two levels of performance (example: checklist) or
as many as you decide is appropriate. It is better to start with a smaller number of levels of
performance for a criterion and then expand if necessary. Making distinctions in student
performance across two or three broad categories is difficult enough.
It is better to start with a smaller number of levels of performance for a criterion and then
expand, if necessary. Making distinctions in student performance across two or three broad
categories is difficult enough. As the number of levels increases and those judgments become finer
and finer, the likelihood of error increases
.
Examples: 1. START SMALL- Oral presentation rubric, amount of eye contact might be an important
criterion. PERFORMANCE ON THAT CRITERION could be judged along THREE LEVELS OF
PERFORMANCE: NEVER, SOMETIMES, ALWAYS
Makes eye contact audience
never sometimes always

2. You may expand the number of levels of performance to include: NEVER, RARELY, SOMETIMES,
USUALLY, & ALWAYS.
Makes eye contact
never rarely sometimes usually always

3. There is no “right” answer as to how many levels of performance there should be for a criterion in
an analytic rubric, that will depend on the nature of the task assigned, the criteria being evaluated,
the students involved and your purposes and preferences, hence, a teacher might decide to leave off
the “always” level in the above rubric because “usually” is as much as normally can be expected or
even wanted in some instances. Thus, the “makes eye contact” portion of the rubric for that teacher
might be:
Makes eye contact
never rarely sometimes usually

** Some authors recommend the following fewer levels of performance be included initially:
1. easier and quicker to administer
2. easier to explain to students (and others)
3. easier to expand than larger rubrics to shrink

G. ASSESSMENT TASKS: Answer the following questions:

1. What is process – oriented performance based assessment? Explain.
2. Identify and explain the following:
2.1 the process-oriented learning competencies
2.2 standards for designing a task
2.3 components of rubrics and their importance
3. Differentiate the two kinds of rubrics. Give one example of each kind.
4. Construct an analytic rubric then revert it to holistic rubric to this given activity.
4.1. Draw a picture that illustrates what is described in a story. Explain what you have drawn,
using details from the story.
Then make your own scoring rubrics, both in analytic and holistic as specified above.
H. INTENDED LEARNING ACTIVITIES:
a. Direction: Select the letter of the best answer on the space provided for:
------1. They focus on the actual performance.
a. process-oriented performance-based assessment
b. product-oriented performance-based assessment
c. performance-based assessment
d. both a & b

----- 2. They are concerned with the process for the actual task performance.
a. process-oriented performance-based assessment
b. product-oriented performance-based assessment
c. process-oriented performance-based learning competencies
d. both a & c
------- 3. In the process-oriented assessment, the learning competencies should start from a general
statement then
a. breaks down to difficult behaviour.
b. breaks down to easily observable behaviour.
c. breaks down to observable behavior
d. breaks down to average observable behavior
-----4. The role of the teacher in the process-oriented performance assessment is
a. to see to it that the specific learning tasks clearly define the specific skills and abilities needed
b.to see to it that the specific learning tasks clearly define the specific competencies
c. to see to it that the specific learning task define the specific abilities of the students
d. to see to it that the specific learning task define the particular skills.
-----5. A scoring scale which is used to assess student performance along a task-specific set of
criteria.
a. rubric b. task designing c. scoring rubric d. performance task
-----6. It articulates levels of performance for each criterion.
a. rubric b. analytic rubric c. holistic rubric d. scoring rubric
-----7. It assigns a level of performance by assessing performance across multiple criteria.
a. rubric b. analytic rubric c. holistic rubric d. scoring rubric
-----8. They spell out what is expected of students at each level of performance for each criterion.
a. descriptors b. rubrics c. tasks designing d. task performances
-----9.”Preparing a power point presentation” is an example of
a. process-oriented performance- based assessment
b. product-oriented performance-based assessment
c. performance-based assessment
d. product-performance-based assessment
-----10. Which of these activities belong to the process-oriented performance-based assessment?
a. Gymnastics
b. Operating a computer
c. Mathematical Investigations
d. All of the above

b. Given the task below, identify at least three (3) process-oriented learning competencies.
1. Write an outline of an oral report.

c. Design one (1) learning task with a corresponding analytic rubric and holistic rubric as well for a
process-oriented learning competency in your field of interest.

Module V
LEARNING CONTENT:
PART I. PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT:
A. PRODUCT-ORIENTED LEARNING COMPETENCIES
B. TASK DESIGNING

INTENDED LEARNING OUTCOMES:

At the end of the module you are expected to:
1. gain an understanding on the definition of product –oriented performance-based assessment
2. state and explain the product-oriented learning competencies.
3. give examples of the three levels of targets in the product-oriented learning competencies.
4. Identify and explain the concepts of task designing in product-oriented learning competencies.
5. design a task /project.
WHAT THIS MODULE IS ALL ABOUT:

A.PRODUCT-ORIENTED PERFROMANCE-BASED ASSESSMENT

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.
Product - oriented performance-based assessment is a kind of assessment wherein the assessor
views and scores the final product made and not on the actual performance of making that product.
It is concerned on the product alone and not on the process. It is more concerned on the outcome
alone or the performance of the learner. Products can include a wide range of student’s works that
target specific skills such as communication skills demonstrated in reading, writing, speaking, and
listening, or psychomotor skills requiring physical abilities to perform a given task.The finished
product or output may be a poem, composition, a report and many more. It also focuses on the
achievement of the learner. These outputs are concrete evidences of student’s learning of the
particular lesson.
B.PRODUCT-ORIENTED PERFORMANCE-BASED LEARNING COMPETENCIES
The learning competencies associated with products are linked with an assessment of the levels
of “expertise” manifested by the product.
Examples of products-oriented learning competencies:
1. Design a rubric for a process-oriented learning competency.
2. Make a journal on authentic assessment tools.
3. Make a mathematics investigatory report on a particular topic.
4. Compose a poem.
5. Make a scrapbook illustrating the history of computers.
C.Three Levels of targets in stating the product –learning competencies:
1. Novice or beginner
2. Skilled level
3. Expert level
`LEARNING COMPETENCIES are defined as products or outputs in the following way:
Level 1(beginner/novice) Does the finished product illustrate the minimum parts or functions?
Level 2(Skilled Level) Does the finished product or project contain additional parts and functions on
top of the minimum requirements?
Level 3(Expert Level) Does the finished product contain the basic minimum parts and functions, have
additional features on top of the minimum and is aesthetically pleasing?

Examples: a.The desired product is a representation of a cubic prism made out of cardboard in a
Geometry class.
Learning Competencies: The final product submitted by the students must:
1. possess the correct dimensions (5” x 5 “ x 5”)- (minimum specifications/beginner)
2. be sturdy, made of durable cardboard and properly fastened together ( fastened together- (skilled
specifications)
3. be pleasing to the observer, preferably properly colored for aesthetic purposes – (expert level)

b. The product desired is a scrapbook illustrating the historical event called EDSA I PEOPLE POWER.
Learning competencies: the scrapbook presented by the students must:
1. contain pictures, newspaper clippings and other illustrations for the main characters of EDSA I
People Power namely: Corazon Aquino, Fidel V. Ramos, Juan Ponce Enrile, Ferdinand E. Marcos,
Cardinal Sin._(minimum specifications/beginner)
2. contain remarks and captions for the illustrations made by the student himself for the roles played
by the characters of EDSA I People power-(Skilled Level)
3. be presentable. complete, informative and pleasing to the reader of the scrapbook-(Expert level)
PERFORMANCE-BASED ASSESSMENT FOR PRODUCTS AND PROJECTS can be used for assessing
outputs of short-term tasks such as the one illustrated, outputs in a typing class
c. Example: The desired output consists of the output in a typing class.
Learning Competencies: The final typing outputs of the students must:
1. possess no more than five (5) errors in spelling- (beginner/minimum)
2. possess no more than 5 errors in spelling while observing proper format based on the document
to be typewritten—(skilled level)
3. possess no more than 5 errors in spelling, has the proper format, and is readable and
presentable ---- (Expert level)
*** All the examples given are evidenced based. The teacher needs concrete evidence that the
student has achieved a certain level of competence based on submitted products and projects.
C. TASK DESIGNING
The design of the learning task depends on the projects required by the teacher. Projects or
other required outputs should reinforce students’ leaning not merely a submission of the
requirements.
Example: The students are expected to conduct an investigatory project. The students should be
given enough time to do the investigatory research which is to be defended orally and a report of
the investigation should be submitted.
Moreover, the concepts that may be associated with TASK DESIGNING NAMELY:
1. Complexity. The level of complexity of the project needs to be within the range of ability of the
students. Projects that are too simple tend to be uninteresting for the students while projects that
are too complicated will most likely frustrate them.
2. Appeal. The project or activity must be appealing to the students. It should be interesting enough
so that students are encouraged to pursue the task to completion. It should lead to self-descovery of
information by the students.
3. Creativity. The project needs to encourage students to exercise creativity and divergent thinking.
Given the same set of materials and project inputs, how does one best present the project? It should
lead the students into exploring the various possible ways of presenting the final output.
4. Goal-Based. The teacher must bear in mind that the project is produced in order to attain a
leaning outcome. Thus, projects are assigned to students not just for the sake of producing
something but for the purpose of reinforcing learning.
Example:
Paper folding is a traditional Japanese art. It can be used as an activity to teach the concept 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)

D.ASSESSMENT TASKS:
1. What is product-oriented performance-based assessment?
2. Explain product-oriented learning competencies.
3. Give examples of the three levels of targets on product-oriented learning competencies
4. Explain the following concepts in task designing.
4.1 complexity
4.2 appeal
4.3 creativity
4.4 goal-based

E. INTENDED LEARNING ACTIVITIES:

a. Direction: Comprehension Test: Write PO if the activity/activities convey Product-oriented
performance-based assessment and write NPO if it does not convey Product-oriented performance-
based assessment. Write your answer on the space provided for.
--------1. Assembling the parts of the computer.
------- 2. Finished products in Home Economics
--------3. Preparing a PowerPoint.
--------4. Public speaking
------- 5. Slides for power point presentation
b. Direction: Design a learning task for each of the following:
1. Differentiate living things from non-living things.
2. Illustrate the cultural diversity in the Philippines.
Module VI
LEARNING CONTENT:
PART II PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
A. SCORING RUBRICS-PRODUCT ASSESSMENT RUBRIC
B. OTHER METHODS

INTENDED LEARNING OUTCOMES

At the end of the module you are expected to:

1. gain understanding on the concept of scoring rubrics.
2. Identify and apply knowledge on criteria for scoring rubrics.
3. differentiate general tasks from specific tasks in scoring rubrics
4. Identify and explain the procedure in developing scoring rubrics.

LEARNING CONTENT:

WHAT THIS MODULE IS ALL ABOUT:

A. SCORING RUBRIC-PRODUCT ASSESSMENT RUBRIC
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 used when a judgment of a quality is required and may be used to evaluate a
broad range of subjects/courses and activities.
Example: Scoring rubrics can be most useful in grading ESSAYS or in evaluating Projects such as SCRAPBOOKS.
Judgments concerning the quality of a given writing sample may vary depending upon the criteria established
by the individual evaluator.
One evaluator may heavily weigh the evaluation process upon the linguistic structure while another evaluator
may be more interested in the persuasiveness of the argument.
Hence, a high quality ESSAY is likely to have a combination of these factors.
By developing a pre-defined scheme for the evaluation process, the SUBJECTIVITY involved in evaluating an
ESSAY becomes more OBJECTIVE.
B. CRITERIA SETTING:
The criteria for scoring rubrics are statements which identify “WHAT REALLY COUNTS” in the final output.
The following are the MAJOR CRITERIA FOR PRODUCT ASSESSMENT:
1. QUALITY
2. CREATIVITY
3. COMPREHENSIVENESS
4. ACCURACY
5. AESTHETICS
From the major criteria, the next procedure is to identify sub statements that would make the major criteria
more FOCUSED AND OBJECTIVE.
Example: Scoring an essay on “THREE HUNDRED YEARS OF SPANISH RULE IN THE PHILIPPINES”.
The major criterion is “QUALITY”, and may have the following sub statements:
1. Interrelates the chronological events in an interesting manner.
2. Identifies the key players in each period of the Spanish rule and the roles that they played
3. succeeds in relating the history of Philippine Spanish rule (rated as Professional, Not quite
Professional and novice
ANOTHER EXAMPLE: SCORING RUBRIC IN THE EVALUATION OF ESSAYS, WRITTEN BY COLLEGE STUDENTS IN
THE CLASSROOM. This is an example of a Holistic Rubric.
Example of a scoring rubric designed to evaluate college writing samples.
. Major Criterion: Meets Expectations for a First Draft of a Professional
Substatements:
.The document can be easily followed. A combination of the following are apparent
in the document:
1. Effective transitions are used throughout.
2. A professional format is used.
3. The graphics are descriptive and clearly support the document’s purpose.
. The document is clear and concise and appropriate grammar is used throughout.
Adequate
.The document can be easily followed. A combination of the following are apparent
in the document:
1. Basic transitions are used.
2. A structured format is used.
3. Some supporting graphics are provided, but are not clearly explained.
. The document contains minimal distractions that appear in a combination of the
following forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
Needs Improvement
. Organization of document is difficult to follow due to a combination of following:
1. Inadequate transitions
2. Rambling format
3. Insufficient or irrelevant information
4. Ambiguous graphics
. The document contains numerous distractions that appear in the combination of
the following forms:

1. Flow in thought
2.Graphical presentations
3.Grammar/mechanics
. Inadequate
. There appears to be no organization of the document’s contents.
. Sentences are difficult to read and understand

Explanation: Each score category describes the characteristics of a response that would receive the
respective score. Describing the characteristics of responses within each score category increases the
likelihood that two independent evaluators would assign the same score to a given response. With this, it
increases the OBJECTIVITY of the ASSESSMENT procedure using RUBRICS.
ANOTHER EXAMPLE- This an ANALYTIC RUBRIC IN THE PRODUCT ASSESSMENT RUBRIC

Assessing a Home-Based Mathematical Group Investigation

SCALE
4 3 2 1 Points
Earned
Category
A. Understanding the Identified special Understands Understood Did not
problem factors that the problem enough to understand
influenced the solve part of enough to get
approach before the problem or started or
starting the to get part of make progress
problem the solution
B How students solve Approach was Approach Approach Approach did
the problem efficient would work for would only not work
sophisticated the problem. lead to solving identification of
clear evidence of Evidence or part of the some of the
doing purposeful doing problem. Some important
mathematical purposeful aspects of elements of the
investigations mathematical investigation task but
investigation required by assumptions
the task are about some of
missing the elements
are flawed

C. Decision along the Clearly explained Did not clearly Only partly No reasoning is
way reasons for the explain the correct evident from
correct decisions reason for reasoning or the work or
made throughout decisions but correct reasoning is
the problem. work suggests reasoning used incorrect-
Uses a high level correct for only part of inadequate
mathematical reasoning used the problem- mathematical
thinking. for only part of occasional thinking that
the problem- evidence of includes
evidence mathematical ineffective
mathematical thinking. analytical
thinking. procedures.
D. Outcomes of Solved the Solved the Only partly No attempts to
Activities problem and problem and correct-solved solve the
made general connected the the problem or problem justify
rule about the solution to solved the results. It
solution to a other math or problem partly attempts is
more described its correct made it is
complicated use for what unrelated to
situation was learned in the task.
the real world.
E. Communications Clear, effective Clear Incomplete, Explanation
and detailed explanation, explanation. cannot be
explanation on appropriate Not clearly understood
how the problem used of presented. unrelated to
was solved. All of accurate Some use of the problem.
those steps are mathematical appropriate Mostly
included so that representation, mathematical inappropriate
the reader does effective use of Representation use of
 not need to infer mathematical terminology mathematical
how and why technology and and notation presentation
decisions were notation terminology
made. and notation
Mathematical
representation is
actively used as a
means of
communication-
ideas related to
the solution of
the problem.
There is precise
and appropriate
use of
mathematical
technology.

C.WHEN ARE SCORING RUBRICS AN APPROPRIATE EVALUATION TECHNIQUE?

When and where a scoring rubric is used does not depend on the GRADE LEVEL OR SUBJECT, BUT
RATHER ON THE PURPOSE OF ASSESSMENT. Moreover, there are many other instances in which scoring
rubrics may be used successfully. Like, evaluate group activities, extended projects and oral presentations. Also
scoring rubrics cuts across disciplines and subject matter for they are equally appropriate to the English,
Mathematics and Science classrooms.
D. OTHER METHODS
CHECKLISTS may be used rather than a SCORING RUBRICS in the evaluation of ESSAYS.
CHECKLISTS enumerate a set of desirable characteristics for a certain product and the teacher marks those
characteristics for a certain product and the teacher marks those characteristics which are actually observed.
THEREFORE, CHECKLISTS are appropriate choice for evaluation when the information that is sought is limited
to the determination of whether or not specific criteria have been met.
SCORING RUBRICS are based on the DESCRIPTIVE SCALES and support the evaluation of the extent to which
criteria have been met.
THE ULTIMATE CONSIDERATION in using a SCORING RUBRICS for assessment is “ THE PURPOSE OF THE
ASSESSMENT”.
** BENEFITS OF SCORING RUBRICS:
1. They support the examination of the extent to which the specified criteria have been reached.
2. They provide IMMEDIATE feedback to students concerning how to improve their performances.
So, if these benefits are consistent with the purpose of the assessment, then a scoring rubric is likely to be an
appropriate evaluation technique.
E. GENERAL VERSUS TASK-SPECIFIC
Explanations:
* Use GENERAL RUBRIC IN ASSESSING STUDENT’S ORAL COMMUNICATION SKILLS. A general scoring rubric
may be developed and used to evaluate each of the Oral Presentations given by the student.
After each such ORAL presentation of the students, the general scoring rubrics are shown to the students
which then allow them to improve on their previous performances. Scoring rubrics have this advantage of
instantaneously providing a mechanism for immediate feedback.
*Suppose the main purpose of the ORAL PRESENTATION is to determine the STUDENTS’ KNOWLEDGE OF THE
FACTS surrounding the EDSA I revolution, a SPECIFIC SCORING RUBRIC would be necessary. To evaluate the
students’ knowledge of these events, it will be necessary to develop specific rubrics scoring guide for each
presentation.
F. PROCESS OF DEVELOPING SCORING RUBRICS
1. The first step in the process entails the identification of the qualities and attributes that the teacher wishes
to observe in the students’ outputs that would demonstrate their level of proficiency.
These qualities and attributes form the top level of the scoring criteria for the rubrics.
Once done, a decision has to be made whether a holistic or an analytic would be more appropriate.
On the ANALYTIC SCORING RUBRIC, each criterion is considered ONE BY ONE AND THE DESCRIPTIONS of the
scoring levels are made separately. This will then result in separate DESCRIPTIVE SCORING SCHEMES for each
of the criterion or scoring factor. However, HOLISTIC SCORING RUBRICS, the collection of criteria is considered
throughout the construction of each level of the scoring rubric and the result is a single descriptive scoring
scheme.
2. IDENTIFICATION AND DEFINITION OF THE CRITERIA FOR THE LOWEST LEVEL OF PERFORMANCE.
The teacher is asked to determine the type of performance that would constitute the worst performance or a
performance that would indicate lack of understanding of the concepts being measured. The underlying
reason for this step is for the teacher to capture the criteria that would suit middle level performance for the
concept being measured.

ASSESSMENT TASKS:
Direction: Answer the following questions:
1. What is scoring rubric? Explain.
2. Differentiate between a “general” and “specific” task oriented scoring rubrics.
3. What factors determine the use of scoring rubrics over other authentic assessment procedures? Explain.
4. Identify and describe the process of developing scoring rubrics for product-oriented performance-based
assessment.

INTENDED LEARNING ACTIVITIES:

a. Directions: Select the letter of the best answer then write your answer on the space provided for.
---------1.They are used to evaluate a broad range of subjects and activities.
a. rubrics b. scoring rubrics c. performance assessment d. authentic assessment
--------2. They are statements which identify the final output.
a. descriptor b. criteria c. basis d. both a and b
--------3.They enumerate a set of desirable characteristics for a certain product and the teacher marks thos
characteristics which are actually observed.
a. descriptors b. checklists c. basis d. both a &b
---------4.The reason in using scoring rubrics for assessment is
a. the purpose of the assessment
b. the score result
c. for grades
d. a & b
---------5.The first step in the process of developing scoring rubrics
a.identify the criteria
b. identification of the qualities and attributes that the teacher would like to observe in the students’ outputs.
c .identification and definition of the criteria.
d. both a & b
b.Develop a scoring rubric from the following:
1. Evaluating performance in reciting a poem
2. Essay on “Why Jose Rizal should be the National Hero”
Module VII-PART I

LEARNING CONTENT:
ASSESSMENT IN THE AFFECTIVE DOMAIN
A. THE TAXONOMY IN THE AFFECTIVE DOMAIN
B. AFFECTIVE LEARNING COMPETENCIES

INTENDED LEARNING OUTCOMES: At the end of the module you are expected to:
1. gain understanding on the concepts of assessment in the affective domain namely:
1.1 Taxonomy in the Affective Domain
1.2 affective learning competencies
2. explain the different levels of the Taxonomy in affective domain
3. Identify and explain the focal concepts of learning competencies
4. Identify and explain the need theories on motivation: MASLOW, HERSBERG AND ERG
5.Construct learning objectives/outcomes in the affective domain.

LEARNING CONTENT:

WHAT THE MODULE IS ALL ABOUT?

A. THE AFFECTIVE DOMAIN

The affective domain describes learning objectives/learning outcomes that emphasize a feeling of tone, an
emotion, or a degree of acceptance or rejection. It is a difficult domain to objectively analyse and assess since
affective objectives/outcomes vary from simple attention to selected phenomenon to complex but internally
consistent qualities of character and conscience.
B. REASONS WHY IT IS IMPORTANT TO ASSESS AFFECT?
According to William James Popham (2003) the reasons why it is important to assess affect are:
1) educators should be interested in assessing affective variables because these variables are excellent
predictors of students’ obtain high scores on achievement tests;
2. teachers should assess affect to remind themselves that there’s more to being a successful teacher than
helping students obtain high scores on achievement tests;
3. informati;;llon regarding students’ affect can help teachers teach more effectively on a day to day basis.

C. THE TAXONOMY IN THE AFFECTIVE DOMAIN

(Krathwohl et. al. 1964) advocated the taxonomy in the AFFECTIVE DOMAIN. It contains a large number
of objectives in the literature expressed as INTERESTS, ATTITUDES, APPRECIATIONS, VALUES AND EMOTIONAL
SETS OR BIASES. These are:
1. RECEIVING. 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 attend, To develop, to recognize
Other example: Individual would read a book passage about civil rights.
2. RESPONDING. This 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, To complete, To
cooperate, To discuss, to examine, To obey, To respond
Other example: Individual would answer questions about the book, read another book by the same author,
another book about civil rights, etc.
3. VALUING. This is willingness to be perceived by others as attaching importance to certain ideas, materials, or
phenomena.
Examples:
To increase measured proficiency in, To relinquish, To subsidize. To support, To debate, To accept, To defend,
To devote, To pursue, to seek
Another example: The individual might demonstrate this by voluntarily attending a lecture on civil rights.
4. ORGANIZATION. This is relating the value to those already held and brings it into a harmonious and
internally consistent philosophy.
Examples:
To discuss, To theorize, To formulate, To balance, To examine, To codify, To discriminate, To display, To order,
To organize, To systematize, To weigh
Another example: The individual might arrange a civil rights rally.
5. CHARACTERIZATION. Characterization by value or value set is to act consistently in accordance with the
values she has internalized.
Examples:
To discuss, To theorize, To formulate, To balance, To examine, to internalize, To verify
Another example: The individual is firmly committed to the value, perhaps becoming a civil rights leader.
 In the affective hierarchy teachers would like their students TO RESPOND WHAT THEY LEARN, TO
VALUE IT; TO ORGANIZE IT may be even TO CHARACTERIZE THEMSELVES as for instance:
environmentalists, earth scientists and many more.
 AFFECTIVE TOPICS in educational literature include: ATTITUDES, MOTIVATION, COMMUNICATION
STYLES, CLASSROOM MANAGEMENT STYLES, LEARNING STYLES, USE OF TECHNOLOGY IN THE
CLASSROOM AND NON VERBAL COMMUNICATION, INTERESTS, PREDISPOSITION AND SELF EFFICACY.

C. IMPORTANCE OF AFFECTIVE TARGETS

Motivation and involvement of students in learning activities are affected by students’ attitude toward
learning, respect for others, and concern for others. Though these factors are known to teachers, yet most
teachers do not utilize any kind of formal affective assessment.
POSSIBLE REASONS ARE:
a. school routines are organized based on subject areas
b. assessment of affective targets is fraught with difficulties.
Cognitive subject matter targets are agreed on as desirable for all students. This place affect in a position of
importance but still secondary to cognitive learning. It also makes difficult to determine which affective targets
are appropriate for all students. It is simply not easy to define attitudes, values and interests.
The second possible reason is that many potential sources of error in measuring affective traits often result
in low realibility.Motivation is of primary concern. Students need to take such assessments seriously to provide
accurate results, but still many may restrain from giving honest answer if the responses are not treated with
anonymity and confidentiality. It would be easier to fake responses to self-report instruments if the results are
to be used for grading or some other purpose. Students may want to please the teachers with positive
responses. Other possible source or error is that some affective traits are easily influenced by momentary or
temporary moods. This is true for younger students who may report more negative affect after a bad day or
session. Teachers’ bias may also contribute significantly on what may be recorded/perceived.

POSITIVE AFFECTIVE TRAITS AND SKILLS ARE ESSENTIAL:

1. Effective learning
2. Being involved and productive member of our society
3. Preparing for occupational and vocational satisfaction and productivity
Example: work habits, willingness to learn, interpersonal skills}
4. Maximizing the motivation to learn at present and in the future
5. Preventing students from dropping out of school

D. AFFECTIVE LEARNING COMPETENCIES:

AFFECTIVE refers to a variety of traits and dispositions that are different from knowledge, reasoning, and
skills. This term means the emotions or feelings that one has toward someone or something. ATTITUDES,
VALUES, SELF-CONCEPT, CITIZENSHIP, and other traits are usually considered to be non-cognitive, include
more than emotions or feelings. Most kinds of student affect involve both emotion and cognitive beliefs.
AFFECTIVE LEARNING COMPETENCIES are stated in the form of instructional objectives.
What are instructional objectives/outcomes?
1. Instructional objectives/outcomes are SPECIFIC, MEASURABLE, SHORT TERM, OBSERVABLE STUDENT
BEHAVIORS.
2. OBJECTIVES/OUTCOMES are the foundation upon which you can build lessons and assessments that you can
prove meet your over all course or lessons goals.
3. Think of objectives/outcomes as tools you use to make sure you reach your goals. They are the arrows you
shoot towards your target (goal)
4. The purpose of objectives/outcomes is not to restrict spontaneity or constraint the vision of education in the
discipline; but to ensure that learning is focused clearly enough that both students and teacher 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.

E. IN THE AFFECTIVE DOMAIN, LEARNING COMPETENCIES CONSIDER THE FOLLOWING FOCAL CONCEPTS:
a. ATTITUDES. They are 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 attached to mental categories. Mental orientations towards concepts are generally
referred to as VALUES.
ATTITUDES COMPRISE FOUR COMPONENTS:
1. COGNITIONS. They are our beliefs, theories, expectancies, cause and effect beliefs, and perceptions relative
to the focal object. This concept is not the same as “feelings” but just a statement of beliefs and expectations
which vary from one individual to the next.
2. AFFECT. The affective component refers to our feeling with respect to the focal object such as fear, liking,
or anger.
For instance, the color “blue” evokes different feelings for different individuals: some like the color blue but
others do not. Some associate the color blue with “loneliness” while others associate it with “calm and peace”.
3. BEHAVIORAL INTENTIONS. They are our goals, aspirations, and our expected responses to the attitude
object.
4. EVALUATION. They are considered the central component of attitudes. Evaluations consist of the
imputation of some degree of goodness or badness to an attitude object. When we speak of a positive or
negative attitude toward an object, this refers to the evaluative component.
EVALUATIONS ARE FUNCTIONS OF COGNITIVE, AFFECT AND BEHAVIORAL INTENTIONS OF THE OBJECT. It is
most often the EVALUATION that is stored in memory, often without the corresponding cognitions and affect
that were responsible for its formation.
WHY STUDY ATTITUDES?
ATTITUDES can influence the way an individual acts and thinks in the social communities she belongs.
ATTITUDES can function as frameworks and references for forming conclusions and interpreting or acting for
or against an individual; individuals, concept or an idea.
Example: Poor performance in school mathematics cannot be strictly attributable to differential mental
abilities but to the students’ attitudes toward the subject. When mathematics classes are recited, students
with negative attitude towards mathematics tend to pay less attention and occupy their minds with something
else. With this, ATTITUDES may influence behaviour. People will behave in ways consistent with their attitudes.

b. MOTIVATION. It is a reason or set or reasons for engaging in a particular behaviour, especially human
behaviour as studied in psychology and neuropsychology. The reasons may include basic needs ( food, water
& shelter) or an object, goal, state of being, or ideal that is desirable, which may or may not be viewed as
“positive” such as seeking a state of being in which pain is absent.
The motivation for a behavior may also be attributed to less-apparent reasons such as altruism or morality.
According to Geen (1995) MOTIVATION refers to the initiation, direction, intensity and persistence of human
behavior.
Moreover, MASLOW’S hierarchy of human needs theory is the most discussed theory of motivation
THE THEORY IS SUMMARIZED:
 Human beings have wants and desires which influence their behaviour;only unsatisfied needs can
influence behavior, satisfied needs cannot.
 Since needs are many, they are arranged in order of importance, from the basic to the complex
 The person advances to the next level of needs only after the lower level 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 THE 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

FREDERICK HERZBERG’s TWO FACTOR THEORY IS ANOTHER NEED THEORY OF MOTIVATION. This
theory concludes that certain factors in the workplace result in JOB SATISFACTION while others do
not, but if absent lead to dissatisfaction. He distinguished between:
.MOTIVATORS: (like: challenging work, recognition, responsibility (which give positive satisfaction
. HYGIENE FACTORS: (like: status, job security, salary and fringe benefits) which do not motivate if
present, but if absent will result in demotivation.
The theory is also called the “Motivator-Hygiene Theory, this theory is more powerful than Maslow’s
theory due to its concepts are simpler to understand.
Moreover, STEVE BICKNELL did considerable research into EMPLOYEE ENGAGEMENT DATA. The
analysis of verbatim comments from over 50 companies was found out that there was a common
theme between LOW HYGIENE-HIGH MOTIVATOR AN DLOW EMPLOYEE ENGAGEMENT. Hence,
employees consistently recorded low scores against management/leadership. Employees were
optimistic about success but happy to complain about leadership since their hygiene then drive
MOTIVATION.

CLAYTON ALDEFER created the expansion of MASLOW’S HERARCHY OF NEEDS leading to ERG THEORY
(EXISTENCE, RELATEDNESS AND GROWTH).
Physiological and safety-the lower needs are placed in the existence category.
Love and self-esteem needs in the relatedness category.
The growth category contains the SELF ACTUALIZATION and SELF ESTEEM needs

MOTIVATION IN EDUCATION CAN HAVE SEVERAL EFFECTS ON HOW STUDENTS LEARN AND THEIR
BEHAVIOR TOWARDS SUBJECT MATTER (ORMROD, 2003) It can:
1. direct behaviour toward particular goals.
2. lead to increase effort and energy.
3. increase initiation of, and persistence in activities
4. enhance cognitive processing.
5. determine what consequences are reinforcing.
6. lead to improve performance.
Students are not always internally motivated; they sometimes need situated motivation which is
found in environmental conditions that the teacher creates.

TWO KINDS OF MOTIVATION:

1. Intrinsic motivation. It occurs when people are internally motivated to do something because it
either brings them pleasure, they think it is important, or they feel that what they are learning is
morally significant.
2. Extrinsic motivation. It comes into play when a student is compelled to do something or act a
certain way because of factors external to her (like money or good grades).
c. SELF EFFICACY. This is the last concept, which refers to 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 them courses of actions required to manage prospective situations. Efficacy has the power to
produce an effect (in essence, competence),self-efficacy is the belief (whether or not accurate) that
one has the power to produce that effect.

Difference between SELF ESTEEM AND SELF EFFICACY

Self Esteem relates to a person’s sense of self worth
SELF EFFICACY relates to a person’s perception of their ability to reach a goal.
Moreover, research on learning has indicated that in certain circumstances, having less self-efficacy
for a subject may be helpful, while more negative attitudes towards how quickly/well one will learn,
can actually benefit.
ASSESMENT TASKS:
Direction: Answer the following:
1. Enumerate and explain the different levels in the taxonomy of the affective domain.
2. Why is the study of attitude essential?
3. Explain the need theories by: MASLOW, HERZBERG AND ERG.
4. Identify and explain the focal concepts of learning competencies.

LEARNING ACTIVITIES: Do the following activities by answering them.

a. Direction: Select the letter of the best answer, then write your answer on the space provided for.
--------1.It emphasizes an emotion or degree of acceptance or rejection.
a. cognitive b. affective c. psychomotor d. competencies
-------2.They are specific, measurable and observable behaviors
a. objectives b. outcomes c. instructional objectives/outcomes d. learning competencies
-------3.They are mental predispositions to act that are expressed by evaluating particular entities with
some favors/disfavors.
a. cognitions b. affect evaluation d. attitudes
--------4.It occurs when people are internally motivated to do something for it brings them satisfaction
and it is essential to them.
a. extrinsic motivation b. intrinsic motivation c. motivation d. self-efficacy
-------5. An impression that that one is capable of performing in a certain manner or attaining certain
goals.
a. extrinsic motivation b. intrinsic motivation c. motivation d. self-efficacy
1. Describe the importance of using the affective domain in improving the learning of students.
2. Give one example of a learning objective/outcome in the affective domain for each of the levels in
the taxonomy. Assume that you are teaching a subject. Select a subject that you wish to use.
Module VIII-PART II

LEARNING CONTENT:

ASSESSMENT IN THE AFFECTIVE DOMAIN

A. DEVELOPMENT OF ASSESSMENT TOOLS/AFFECTIVE ASSESSMENT TOOLS

At the end of the module you are expected to:

1. gain an understanding on the concepts of the development of assessment tools/affective assessment tools.
2. Identify and explain the various affective assessment tools.
3. develop an example of an assessment tool.

WHAT THIS MODULE IS FALL ABOUT:

A.Development of Assessment Tools
Assessment tools in the affective domain are used to assess ATTITUDES, INTERESTS`, MOTIVATIONS AND
SELF-EFFICACY.
The varied assessment tools that can be utilized by teachers to assess the affective domain are the
following:
1.SELF-REPORT. This is the most common measurement tool. It requires an individual to provide an account of
his/her attitude/feeling toward a concept or idea or people. They are sometimes called WRITTEN
REFLECTIONS. Moreover, in using this measurement tool, the teacher requires the students to write his/her
thoughts on a subject matter, like “WHY I LIKE OR DISLIKE MATHEMATICS. “The teacher ensures that the
students write something which would demonstrate the various levels of the taxonomy , example lowest level
of receiving up to characterization.
2.ANECDOTAL RECORDS.
An anecdotal record is an observational method used frequently in classroom or learning settings in which
the observer summarizes a single developmental incident after the event has occurred. Written from memory,
the anecdotal record documents a student’s growth and trends. Such records are intended to be brief, factual
accountings. Anecdotal records are written in journalistic form. They identify the WHO, WHAT, WHERE, WHEN
AND HOW of a particular incident, focusing on the subject’s specific conduct in the situation.
In early childhood education, teachers use anecdotal records in common practice for assessment of skill
development in young children. The recorded observations are intended to identify the child’s current skill
level, interests and skills to develop next.
Likewise, anecdotal records should always be objective recordings of the student’s actions and behaviors.
The records should be written in a non-judgmental manner, With a collection of anecdotal records about a
student, the child’s developmental progress can be documented and teaching can be tailored to meet the
student’s individual needs.
Example of an anecdotal record, it provides information of the learner, the date of observation, the name of
the teacher observing and a factual description of the event.

Learner: Marie Grace L. Paz

Date: 8/28/2019
Observer: Miss Madelyn D. Go
Marie Grace has been quiet and passive for one month, rarely interacting with classmates in class or on the
playground. Today Marie Grace suddenly” opened up” and wanted continual interaction with classmates. She
could not settle down, kept circulating around the room until she became bothersome tome and her
classmates. I tried to settle her down, but was unsuccessful.
3. CHECKLISTS.
A checklist is a written list of performance criteria. As a learner’s performance is observed or product is
judged, the scorer determines whether the performance or product meets each performance criterion. If it
does, a checkmark is placed next to the criterion, indicating that it was observed; if it does not, the checkmark
is omitted. CHECKLISTS ARE DIAGNOSTIC, REUSABLE,AND CAPABLE of charting learner’s progress. They provide
a detailed record of learner’s performances, one that can and should be shown to learners to help them see
where improvement is needed.
Additionally, a checklist consists of simple items that the learner and the teacher marks as “ABSENT” OR
“PRESENT”.
STEPS IN THE CONSTRUCTION OF A CHECKLIST:
1. Enumerate all the attributes and characteristics you wish to observe relative to the concept being
measured.
Like, If the concept is “INTERPERSONAL RELATION”, then you might want to identify to those indicators or
attributes which constitute an evidence of good interpersonal relation.
2. Arrange these attributes as a “shopping” list of characteristics.
3. Ask the students to mark those attributes or characteristics which are present and to leave blank those
which are not.
EXAMPLES:
a. Sample checklist for an Oral Presentation
1. Physical Expression
---------a. Stands straight and faces audience
--------b. Changes facial expression with changes in tone of the presentation
--------c. Maintain eye contact with an audience.
2. Vocal Expression
-------- a. Speaks in a steady, clear voice.
-------- b. Varies tone to emphasize points.
---------c. Speaks loudly enough to be heard by audience
--------- d. Paces words in an even flow.
------- e. Enunciates each word.
3. Verbal Expression
--------a. Chooses precise words to convey meaning.
--------b. Avoids unnecessary repetitions
-------- c. States sentences with complete thoughts or ideas.
---------d. Organizes information logically.
----------e. Summarizes main points
b.CHECKLIST FOR TYPING
YES NO
1. Siting properly with body erect;
siting up straight. ----------------------------
2. Hands a little bit raised, with
fingers on the right keys. ----------------------------
3. Well prepared and coordinated
movements of hands and fingers; there
Is gracefulness of movement. ----------------------------
4. Paper is inserted properly;
adjustments are made easy. -------------------------------
5. Speed is more than 60 words
per minute. ------------------------------
6. Accuracy is more than 90 percent. -----------------------------
7. Copy is generally clean and neat, -------------------------------

c. CHECKLISTS FOR TEACHERS--- by Sandra F. Rief, M>A. E74 (1997)

GETTING STUDENTS’ ATTENTION

1. Ask an interesting, speculative question, show a picture, tell a little story, or read a related poem to generate
discussion and interest in the upcoming lesson.
2. Try “playfulness”, silliness. A bit of theatrics (props and storytelling) to get attention and peak interest.
3. Use storytelling. Students of all ages love to hear stories, especially personal stories. It is very effective in
getting attention.
4. Add a bit of mystery. Bring in an object relevant to the upcoming lesson in a box, bag, or pillowcase. This is a
wonderful way to generate predictions and can lead to excellent discussions or writing activities.
5. Signal students’ auditory; ring a bell; use a beeper or timer, play a bar or music on the piano or guitar, etc.
6. Vary your tone of voice; loud. Soft, whispering. Try making a louder command “Listen! Freeze! Ready!
followed by a few seconds of silence before proceeding in a normal voice to give directions.
7. Use visual signals: flash the lights or raise your hand which signals the students to raise their hands and close
their mouths until everyone is silent.
8. Frame the visual material you want students to be focused on with your hands or with a colored box around
it.
9. If using an overhead, place an object (like little toy car or plastic figure) to be projected on the screen to get
attention.
10. Clearly signal: “Everybody……Ready……”
11. Color is very effective in getting attention. Make use of colored dry-erase pens on white boards, colored
overhead pens for transparencies and overhead projectors, and colored paper to highlight key words, phrases,
steps of computation problems, spelling patterns, etc.
12. Model excitement and enthusiasm about the upcoming lesson.
13. Use eye contact. Students should be facing you when you are speaking, especially while instructions are
being given. If students are seated in clusters, have those students not directly facing you turn their chairs and
bodies around to face you when signalled to do so.
4. RATING SCALES
A rating scale is a set of categories designed to elicit information about a quantitative attribute in social
science. Rating scales allow the observer to judge performance along continuum rather than a dichotomy.
They are based upon a set of performance criteria and it is common for the same set of performance criteria to
be used .Rating scales give more than two categories.
Moreover, the 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.

TYPES OF RATING SCALES

a. Numerical Rating Scale
Example: Direction-Indicate how often the learner performs each of these behaviors while giving an oral
presentation. For each behavior circle 1 if the learner always performs the behavior, 2 if the learner usually
perform the behavior, 3 if the learner seldom performs the behaviour, and 4 if the learner never performs the
behavior.
Physical Expression

A. Stands straight and faces audience.

1 2 3 4
B. Changes facial expression with changes in tone of the presentation.
1 2 3 4
b. Graphic Rating Scale
Example: Direction—Place an X on the line which shows how often the learners did each of the behaviors
listed while giving an oral presentation.
Physical Expression
A. Stands straight and faces audience.
Always Usually Seldom Never

B. Changes facial expression with changes in tone of the presentation

Always Usually Seldom Never

c. Descriptive Rating Scale

Example: Direction- Place an X on the line at the place which best describes the learner’s performance on each
behavior.
A. Stands straight and faces audience.
Stands straight weaves, fidgets, constant,
Always eyes roam from distracting
Looks at audience the audience to movements, no
ceiling eye contact with
audience
B. Changes facial expression with changes in tone of the presentation.
Matches facial Facial expressions No match
Expressions to Usually Between tone
Content and Appropriate; And facial
emphasis Occasional lack of Expressions;
expression

d. Semantic Differential Scale

It is a type of a rating scale designed to measure the connotative meaning of objects, events, and concepts.
The connotations are used to derive the attitude towards the given object, event or concept. The connotations
are used to derive the attitude towards the given object, event or concept.
Example of Semantic differential
Direction: Below are teacher attributes/behaviors which are readily observable in class. Rate the teacher
objectively by using the scale provided. Please do not leave any item unanswered.

Criteria for Rating

5- Outstanding
4- Very Good
3-Good
2- Fair
1-Poor

PERSONALITY
1. Pleasing 5 4 3 2 1 Domineering or aggressive, weak

POISE AND CONFIDENCE

2. Thorough at ease 5 4 3 2 1 Extremely ill at ease

Nervous in class
VOICE
3. Well-modulated 5 4 3 2 1 Inaudible/can
hardly be heard
DICTION
4. Very Good 5 4 3 2 1 Noticeably poor

COMMUNICATION SKILL
5. Formulates and 5 4 3 2 1 Poor in
Communicates communicating
Thoughts clearly ideas

KNOWLEDGE OF SUBJECT MATTER

6. Comprehensive, 5 4 3 2 1 Noticeably
Thorough inadequate,
Inaccurate
INTELLECTUAL EXPANSIVENESS
7. Interrelates subject 5 4 3 2 1 Absence of
Matter to other fields interrelation
When appropriate

USE OF TEACHING AIDS

8. Uses multiple scores 5 4 3 2 1 Confines
Lectures/discussions Lectures
to
textbooks

ORGANIZATION OF LESSONS
9. Highly organized, 5 4 3 2 1 Disorganized,
Follows an outline jumps from
one topic
to one another,
unprepared

DELIVERY OF LECTURES
10. Stimulating 5 4 3 2 1 Dull. Boring

CLARITY OF EXPLANATION
11. Explanation easily 5 4 3 2 1 apparently
understood by explains, confines
students students

EFFECTIVENESS OF TEACHING TECHNIQUES

12. Highly effective, students appear 5 4 3 2 1 Highly ineffective,
Enthusiastic, interested students
In class appear bored
CLASSROOM MANAGEMENT Inefficient
13. Effective manager, 5 4 3 2 1 and
runs class with a minimum ineffective,
of disruptions from students many
disruptions
in class
Students well- 5 4 3 2 1 Students
Behaved, show respect to teacher unruly,
disrespectful
5. THUSTONE & LIKERT SCALES
THURSTONE is the FATHER OF ATTITUDE MEASUREMENT. He addresses the issue on 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.
Example of a Turnstone Scale of Measurement (from Turnstone, 1931)
Directions: Put a check mark on the blank if you agree with the item. Write “Agree” if you agree with the item
if not write” Not Agree”.
---------------1. Blacks should be considered the lowest class of 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)
---------------4. A refusal to accept blacks is not based on any fact of nature, but on a prejudice which should be
overcome.(scale value=7.9)
---------------5. I believe that blacks deserve the same social privilege as whites.(scale value=10.3)

However, LIKERT (1935) developed the method of summated ratings (LIKERT SCALES) which is still widely
used. The LIKERT SCALES require that individuals tick on a box to report whether they “strongly agree”,
“agree” are “undecided,” “disagree,” or “strongly disagree” in response to a large number of items concerning
an attitude object or stimulus.
LIKERT SCALES ARE DERIVED AS FOLLOWS:
FIRST, you pick individual items to include. You choose individual items that you know correlate highly with the
total score across items.
SECOND, you choose how to scale each item. Example: you construct labels for each scale value (e.g., 1 to 11)
to represent the interpretation to be assigned to the number (e.g. disagree strongly=1, disagree slightly=2,
etc.)
THIRD, you ask your target audience to mark each item.
FOURTH, you derive a target’s score by adding the values that target identified on each item.
Below is an example of the use of a LIKERT Scale:
Statement: I do not like to solve algebraic equations.
Response options:
 1. Strongly Disagree
 2. Disagree
 3. Agree
 4. Strongly Agree
It is common to treat the numbers obtained from a rating scale directly as measurements by
calculating averages, or more generally any arithmetic options.
Furthermore in a LIKERT SCALE, the students are asked to rate their agreement or disagreement on a
statement.
Example: CHEMISTRY ATTITUDE INVENTORY
DIRECTIONS: Below are statements that describe student’s feelings toward chemistry. Please answer them by
checking the appropriate column which you think accurately describes your reachtion as each statement
applies to you in chemistry.
Please answer all items.
5----- SA---- Strongly Agree
4-----A------Agree
3----- U----Undecided
2---- D----Disagree
1----SD----Strongly Disagree
STATEMENTS 5 4 3 2 1
SA A U D SD
1. I find Chemistry interesting.
2. I believe that Chemistry is one of the most useful subject.
3. Chemistry topic challenges me to more about the subject.
4. Knowledge of Chemistry is useful in our lives.
5. I do not see any value in Chemistry.
6. I find Chemistry dry and boring.
7. I like studying chemistry more than any other academic
subjects.
8. Chemistry lessons confuse me.
9. I feel that I have a good foundation in Chemistry.
10. I spend less time for my Chemistry lessons than for any
other lessons.
11. I easily give up solving Chemistry problems.
12. I feel that I am being forced to study Chemistry.
13. I feel nervous every time I am in my Chemistry class.
14. Chemistry involves too much memorizing.
15. I enjoy solving Chemistry problems.
16. Chemistry is one of my favourite subjects.
17. I find Chemistry a difficult subject.
18. I believe that I can effectively practice my profession
without taking Chemistry in college.
19. I find it important that every college student should take
Chemistry.
20. I am interested in reading books, magazines and other
materials related to Chemistry.
6. JOURNALS
Journals can be used for student reflection. The students write about topics that are important to the
course. The students become more independent in their thinking; feedback from the teacher becomes less
important. The journal becomes a tool from self-monitoring. The journal allows students to voice ideas,
concerns and opinions. They stimulate a written conversation between student and teacher or student and
student.
7. REFLECTION PAPER
A reflection paper can be written on an assigned piece of reading, a lecture or an experience, such as an
internship or volunteer experience. A reflection paper will be further clarified by the teacher or professor who
assigns it to you. A reflection paper cites reactions, feelings and analysis of an experience in a more personal
way than in a formal research or analytical essay.
When writing a reflection letter on literature or another experience, the point is to include your thoughts
and reactions to the reading or experience. You can present your feelings on what you read and explain them.
You can also use a reflection paper to analyse what you have read. Like any other paper or essay, it should be
cohesive and refer directly to the specific passage or quote in the material that inspired this feeling. You can
include personal experience in a reflection paper, but do not depend on it; base your reactions and reflections
on the materials that is your subject.
1. DO NOT SUMMARIZE. Do not use a reflection paper simply to summarize what you have read or done. A
reflection paper should not be a free flow of ideas and thoughts. The idea of a reflection paper is to write an
essay describing your reactions and analysis to a reading or other experience; however, it is more formal than
a journal entry, so leave out informal language and form.
2. ORGANIZE YOUR THOUGHTS. A reflection paper should be as organized as any other type of formal
essay. Include an introduction, perhaps one that describes your expectations before the reading or the
experience. You also may want to summarize the conclusions you made during the process.
The body of the paper should explain the conclusions you have come to and why, basing your conclusions in
concrete details from your reading and experience. End the paper with a conclusion that sums up what you got
from the reading. You might want to refer to your conclusions in relation to your expectations or come to
some other conclusion or analysis about the text or experience in light of your feelings and reactions.

ASSESSMENT TASKS:
DIRECTION: Answer the following questions:
1. Identify and explain the various types of rating scales.
2. What should such a self-report essentially contain? Explain.
3.What is the difference between a Turnstone scale and a Likert Scale?

INTENDED LEARNING ACTIVITIES:

A. DIRECTION: Select the letter of the best answer then write your answer on the space provided for.
---------1.They are written reflections.
a. self-report b. rating scales c. semantic differential scales d,.Likert scale
--------2. A set of categories designed to elicit information about a quantitative attribute.
a. self-report b. rating scales c. semantic differential scales d. Likert Scale
--------3.It measures the connotative meaning of objects, events, and concepts.
a. self-report b. rating scales c. semantic differential scale d. Likert Scale
-------4.The father of attitude measurement.
a. LIKERT b. THURSTONE c. GUTTMAN d. RIEF
-------5. It is a written list of performance criteria.
a. checklist b. journals c. reflection paper d. rating scale
-------6.It is a tool for self-monitoring
a. journal b. reflection paper c. rating scales d. self-report
--------7. It cites reactions, feelings and analysis of an experience in a more personal way than in a formal
research or analytical essay.
a. journal b. reflection paper c. rating scales d. self-report
--------8.They are written in journalistic form which is used frequently in classroom or learning settings.
a. self-report b. anecdotal record c. rating scale d. rating scale
--------9.They are diagnostic, reusable and capable of charting learner’s progress.
a. checklists b. rating scales c. reflection paper d. journals
---------10.”Organize your thoughts “means a reflection paper must be:
a. the body of the paper must not be included.
b. the introduction must describe expectations.
c. conclusions must not be concrete
d. end the paper with recommendations.

B. Construct a rating scale for each of the following situations:

1. Motivation to study
2. Measuring attitude towards Mathematics
C. Construct a checklist on this activity:
* Checklist for behaviour demonstrating good manners and right conduct.
Module IX
LEARNING CONTENT:
PART I – PORTFOLIO and its Distinct Elements
PORTFOLIO ASSESSMENT, Several Features, Characteristics and Purposes
COMPONENTS OF PORTFOLIO
ESSENTIAL ELEMENTS OF PORTFOLIO

INTENDED LEARNING OUTCOMES: At the end of the module you are expected to:
1. gain understanding on the concept of portfolio and portfolio assessment.
2. Identify and explain the several features and characteristics of portfolio assessment.
3. Enumerate and explain the purposes of portfolio assessment.
4. Give and explain the distinct elements and components of portfolio.
5. Construct a portfolio cover.

WHAT THIS MODULE IS ALL ABOUT:

A. Portfolio. It is a systematic process and purposeful collection of student work to document the student
learning progress, efforts, and achievement towards the attainment of learning outcomes. It is a systematic
process that follows a well-organized collection of products of student work.
B. What is portfolio assessment?
Portfolio assessment is an evaluation tool used to document student learning through a series of
student-developed artifacts.It is a form of authentic assessment, it also offers an alternative or an addition to
traditional methods of grading high stakes exams. Portfolio assessment gives both teachers and students a
controlled space to document, review, and analyse content learning.
Portfolios are collections of student work that allows assessment by providing evidence of effort and
accomplishments in relation to specific instructional goals.
Portfolio assessment demands the following: 1) CLARITY OF GOALS; 2) EXPLICIT CRITERIA FOR
EVALUATION; 3) WORK SAMPLES TIED TO THOSE GOALS; 4) STUDENT PARTICIPATION IN SELECTION OF
ENTRIES; 5) TEACHER AND STUDENT INVOLVEMENT IN THE ASSESSMENT PROCESS; AND 6) SELF-REFLECTIONS
THAT DEMONSTRATE STUDENTS’ METACOGNITIVE ABILITY,-THEIR UNDERSTANDING OF WHAT WORKED FOR
THEM IN THE LEARNING PROCESS, WHAT DID NOT, AND WHY. With THESE ELEMENTS ENHANCE THE
LEARNING EXPERIENCE AND THE SELF-UNDERSTANDING OF THE STUDENT AS A LEARNER.
Portfolio assessment is a type of performance assessment, that depends on the four elements that all types
of performance assessment require: 1) a clear purpose;2) appropriate performance criteria; 3) a suitable
setting; and 4) scoring performance.
C. FEATURES AND PRINCIPLES OF PORTFOLIO ASSESSMENT
* Several Features and essential characteristics of portfolio assessment:
1. A portfolio is a form of assessment that students do together with their teachers. The teacher’s guide the
students in the planning, execution and evaluation of the contents of the portfolio. The teachers and students
formulate overall objectives for constructing the portfolio. Students and teachers 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 concept being studies. It is the responsibility of the teacher to assist the
students in actually choosing from among a possible set of choices to be included in the portfolio.
3. A portfolio provides samples of the students’ work which (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
unessential components in the portfolio and to include those which happen to be available at the time the
portfolio prepared. At each step of the process, the students need to refer to the agreed set of criteria for the
construction and development of the portfolio.
D. PURPOSES OF PORTFOLIO ASSESSMENT:
1. PORTFOLIO ASSESSMENT matches assessment to teaching. The final outputs to be assessed are products of
classroom discussions and classroom work and are not simple diversions from the tedium of classroom
activities.
2. PORTFOLIO ASSESSMENT has clear goals. At the beginning of instruction the goals are clear to both teachers
and students. The students control the items to be included and they are assured that the goals are achieved.
3. PORTFOLIO ASSESSMENT gives a profile of learners’ abilities in terms of depth, breadth and growth.
 In terms of depth, portfolio assessment enables the learners to demonstrate quality work done without
pressure and constraints of time present in traditional testing through the help of resources such as reference
materials and the help of other students.
In terms of breadth, portfolio assessment can show a wide range of skills to be demonstrated in the final
output.
In terms of growth,, portfolio assessment shows efforts to improve and develop and clearly demonstrates
students’ progress over time.
4. PORTFOLIO ASSESSMENT is a tool for assessing a variety of skills not normally testable in a single setting for
traditional testing. The portfolio can show written, oral and graphic outputs of students in different ways which
demonstrate skills developed by the students.
5. PORTFOLIO ASSESSMENT develops awareness of students’ own learning. The students reflect their own
progress and the quality of their work in relation to known goals.
6. PORTFOLIO ASSESSMNET caters to individuals in a heterogeneous class. This means that portfolio
assessment is open ended so that students can demonstrate their abilities on their own level and caters to
varied learning styles.
7. PORTFOLIO ASSESSMENT develops social skills. The students interact with other students in the
development of their own portfolio.
8.PORTFOLIO ASSESSMENT develops independent and active learners. The students must select and justify
portfolio choices; monitor progress and set learning goals.
9. PORTFOLIO ASSESSMENT can improve motivation for learning and achievement. When students are
empowered to prove their own achievement and worth they become highly motivated to pursue the learning
tasks.
10. PORTFOLIO ASSESSMENT provides opportunity for student-teacher dialogue.
E. COMPONENTS OF PORTFOLIO
E.1Teacher Observation
These are mostly notes about conferences with the students, notes about their journals and anecdotal
records. Here is a sample observation after a Mathematics lesson: Bernard is moving about. He is eager to
raise his hand and participate orally. Ha has difficulty explaining his thinking process in reasoning an dwriting
proofs.
E.2 Teacher Inventories
Inventories can be used to measure students’ responses to certain tasks throughout the school year. For
example, letting a small group of students sort shapes into polygon/non polygon. An inventory of their abilities
to sort shapes, explain their thinking process in writing as to why a shape is or is not a polygon. This
assessment can be repeated at least twice in the future and compare the results.
E.3 Student Records
Each student keeps a journal about work that she/he completes. At conference time, it is the students’
responsibility to go through their journals and select entries to go into their portfolios. For example, an entry
that describes and/or identifies quadrilaterals by their attitudes; trapezoid, rectangle, rhombus and square.
E.4 Projects
Teachers and students may choose to include student research, puppets, written biographies, dioramas,
posters and Mathematics diagrams and graphs in their portfolios. For example, a research project may begin
by letting the students bring all kinds of container from home. Let them label each container with a letter.
Students can make predictions about the capacity of each container and measure one volume, using first letter
and then quart as a guide. Students can also choose partners and create a poster about liquid measurement
based on their investigations.
E.5 Student Work Sample
Teachers can select samples of students’ daily work, homework, quizzes, and tests to include in their
portfolios. Additionally, students pick one of their graded Mathematics assignments each week to hang up on
the classroom wall and to put in their portfolios.
E.5tudent Self-Evaluation
Students evaluate their progress at the end of each marking period. Here are some representative prompts:
.Do I like Mathematics? Why or why not?
.Is Mathematics important? Why or why not?
. What part of Mathematics do I enjoy the most?
.What part of Mathematics is most difficult for me?
. what is the most important thing I learned this marking period?
*Students can also be asked to respond informally about recently completed units and cooperative tasks and
include some of these responses in their portfolios.

F.. ESSENTIAL ELEMENTS OF PORTFOLIO WHICH ARE EXPECTED AND INCLUDED FROM THE OUTPUTS OF
STUDENTS:
1. COVER SHEET. This creatively includes the nature of the student’s (or group’s) work and could be in a form
of a letter. It also reflects the progress of the learners as it summarizes the evidence of students’ learning and
progress.
Example of a portfolio cover sheet.
FINAL PORTFOLIO
Name/Group:------------------------------------------------------ Date:--------------------------------
Grade/Year Level :--------------------------------------------- Section:-------------------------
Subject/Course:---------------------------------
Purpose:--------------------------------------------------
Type of Portfolio:------------------------------------------------------------

Entries Scores Comments/Suggestions

1.
2.
3.
4.
5.
Total Grade

Recommendations:

Suggested Future Goals:

Final Portfolio Grade:-----------------------------------------------Evaluator---------------------------

2. Table of Contents. This includes the title of each work sample and its page number.
3. Work Samples. These are entries which are to be included in the portfolio which can be categorized as core
(samples which are needed to include) and optional (students preference on what to include). The core are the
basic elements required for each student and serves as basis for decision in assessing the students’ work. The
optional entries allow the folder to represent creativity and uniqueness of each student. In the introduction of
the work samples, it is a must to include the rationale, explaining what work samples are included, why each
one is significant, and how they all fit together in a holistic view of the students, (or group’s work).
4. Dates of all sample works to facilitate evidence of growth overtime.
5. Drafts of the written products, or even the seminal attempts in writing the write ups for the portfolio and
the revised version based on the corrected versions.
6. Self-Assessment. This is written by the student or the group members which could be in terms of self-
reflection and analysis or a form of insights. Teacher may include questions which can facilitate the assessment
of the students.
7. Future goals. This is based on the students’ (or group’s) current achievements, interests, and progress.
8. Other’s comments and assessments. This may came from the teacher, cooperative learning groups, and
other interested parties such as the parents.

Intended Learning activities:

A. DIRECTION: Answer the following questions:
1. Explain the important characteristics of portfolio assessment.
2. What are the purposes of portfolio assessment? Explain each one of them.
3. Identify and explain the elements of portfolio which are expected to be included in the outputs of students.
4. Enumerate and explain the components of portfolio.

ASSESSMENT TASKS::
A. Direction: Select the letter of the best answer then write your answer on the space provided for:
-------------1.A planned collection of learner achievement that documents what a student ha saccomplished and
the steps taken to get there.
a. portfolio b. rating scale c. portfolio assessment d. Likert scale.
-------------2. An evaluation tool to document learning of students.
a. portfolio b. rating scale c. portfolio assessment d. Likert scale
-------------3. A portfolio is a form of assessment that students and teachers do altogether. This means that
a. both students and teachers are involved in the evaluation of the portfolio.
b. the students are involved only in the evaluation of the portfolio.
c. the teachers are involved only in the evaluation of the portfolio.
d. the parents are involved in the evaluation of students’ portfolio.
---------------4.It includes the title and page number of the portfolio.
a. cover sheet b. table of contents c. work samples d. dates
--------------5.It includes questions which can facilitate the assessment of the students.
a. self-assessment b. drafts c. work samples d. table of contents
B. DIRECTION: Using the template provided, select one (10) topic of interest and construct a portfolio cover
sheet.
1. Things I learned from Values Education
2. My Science Journey

MY PORTFOLIO: ----------------------------------------------------
Name/Group:------------------------------- Time/Frame:----------------------------------------

Grade/Year Level:-----------------------------Subject(s)/Course(s):---------------------

Purpose:
What will be included in the portfolio?
Suggested Future Goals:

Module X
LEARNING CONTENT:
PART II- PORTFOLIO ASSESSMENT

A.STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT

B. TYPES OF PORTFOLIO
C. THE PORTFOLIO PROCESS
D.ASSESSING AND EVALUATING THE PORTFOLIO
D.1 DESIGNING AND EVALUATING PORTFOLIO
E.PORTFOLIO ASSESSMENT RUBRIC
F.STUDENT-TEACHER CONFERENCES
INTENDED LEARNING OUTCOMES: At the end of this module you are expected to:
1. identify and explain the stages in implementing portfolio assessment.
2. State and explain the portfolio process
2. enumerate and distinguish the types of portfolios.
3. gain an understanding on how to assess and evaluate portfolios.
4. determine portfolio assessment rubric
5.give the importance of student-teacher conferences in portfolio assessment
6. develop and evaluate portfolio assessment utilized in the classroom.
WHAT THIS MODULE IS ALL:
A.STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
The following are the stages in the implementation of PORTFOLIO ASSESSMENT:
Stage 1: IDENTIFYING TEACHING GOALS TO ASSESS THROUGH PORTFOLIO.
Establish the teaching goals. It is very important at this stage to be very clear about what the teacher hopes to
achieve in teaching. The goals guide the selection and assessment of students’ work for the portfolio. In order
to do this, the teacher should ask himself the question “What do I want the students to learn”? and choose
several goals to focus on: for example, general goals such as improvement in fluency of speech or independent
reading, and specific goals such as scanning a text or telling a story. The Enhanced Basic Education Curriculum
(K to 12 ) contains many examples of goals (called “benchmarks”) that show progress towards the overall
standards of a subject matter to be learned. It is often suggested that this stage be done together with the
students asking them what they want and what they need to learn in the particular subject matter.
Stage2. INTRODUCING THE IDEA OF PORTFOLIO,ASSESSMENT TO YOUR CLASS.
Portfolio assessment si a new thing for many students who are used to traditional testing. It is important for
the teacher to introduce the concept to the class. The teacher can start explaining the meaning of PORTFOLIO
which means PORTARE (carry) and FOGLIO (sheet of paper). The principle of portfolio is a SELECTION OF
STUDENT’S WORK, showing progress in different areas or skills. Hence it is also a good idea to show the
students’ examples of existing portfolios prepared by other classes or by other students. If you have your own
example portfolio, then this will help in conveying the information to the students (EXAMPLAR METHOD).
In order to convince your students that PORTFOLIO ASSESSMENT is worth a try, ask them to enumerate their
problems with traditional testing. Tell them that portfolio assessment will assess them in a much fairer way
than traditional testing would. It is also important to inform the students how much weight the portfolio will
have in the computation of their final grades and just what is going to be replaced by the portfolio.
Stage 3. SPECIFICATION OF PORTFOLIO CONTENT.
Specify what and how much have to be included in the portfolio both core and options (it is important to
include options as this enable self-expression and independence). Specify for each entry how it will be
assessed. The students should be acquainted with the scoring guides/ rating scales that will be used before
performing the task, Portfolio entries can take many forms-written, audio and video-recorded items, artifacts
(like t-shirts, an annotated drawing, a model), dialogue journals, etc.)
Stage 4. Giving clear and detailed guidelines for portfolio presentation.
There is a tendency for students to present as many evidence of learning as they can when left on their own.
The teacher must therefore set clear guidelines and detailed information on how the portfolios will be
presented. Explain the need for clear and attractive presentation, dated drafts, attached reflections or
comment cards, Moreover; it will help if the teacher explains how the portfolio will be graded and when it
needs to be ready (final and mid-way dates).
Stage 5. INFORMING KEY SCHOOL OFFICIALS, PARENTS AND OTHER STAKEHOLDERS.
Do not attempt to use the portfolio assessment method without notifying your department head or head in an
institution. This will serve as a precaution in case students will later complain about your new assessment
procedure.
Stage 6. DEVELOPMENT OF THE PORTFOLIO.
Both students and teacher need support and encouragement at this stage in the process of portfolio
development. The students particularly should get this from an understanding and patient teacher. Teachers
will get it by doing portfolio assessment as teamwork in their staff or joining or initiating a support group to
discuss questions with colleagues as they arise. Some portion of the class-time can be devoted to student-
teacher dialogues and conferences with other teachers in relation to the task of preparing the portfolio. It is
necessary to stress the importance of reflection and self-assessment while preparing the portfolio itself since
these are essentially new skills for the students. Reflection and self-assessment require practice. There are
certain essential questions that the teachers can use to guide students in reflections and self-assessment such
as:
What did I learn from the activity?
Which is my best piece?
How can I improve this? This can be done by class brainstorming (what are some possible reasons for including
an item in your portfolio?). or in pairs-“PORTFOLIO PARTNERS”- who help each other select samples of their
work (written comments on their work from a peer can also be included in the portfolio). Teachers are advised
to begin with more guided and closed forms of reflections and slowly proceed to more open reflective
comments. Writing reflections is a life-skill which is very essential for the students and is therefore time well
spent for the teacher.
Finally, since portfolios are essentially done by the students outside of the regular class time, there is a need to
ensure that indeed the portfolio represents the students’ work and accomplishment. In order to do this,
require that some items be done completely in class. The teacher might also decide to have a test(preferably
with correct version)included as a core item together with reflection on what the student learned from doing
the test and revising it.Further, the teacher may ask students to explain in their reflections who helped them
to improve their work (a peer, a parent, a spell-checker) and what they learned from revising their work.
B. TYPES OF PORTFOLIOS
There are different types of portfolios in assessing the performance approach in the classroom. This is
depending on the purpose and context of the portfolio which are aligned in the learning competencies of any
subject or course of study. The following are the emerging types of portfolio used in the teaching and learning
assessment.
1. SHOWCASE PORTFOLIO. This shows the best of the students’ best work. This type of portfolio is based on
the students’ personal criteria rather than the criteria of their teacher. Students select their best work and
reflect thoughtfully on its quality. This also shows the uniqueness of students’ work that individual profiles
emerge. Stiggins (2007) described this portfolio as celebration portfolios and contends that this type of
portfolio is especially appropriate for early ages. MacMillan (2007) pointed out that this portfolio encourages
self-reflection and self-evaluation, but makes scoring more difficult and time consuming because of the unique
structure and content of each portfolio.
2. DOCUMENTATION PORTFOLIO. This portfolio displays changes and accomplishments related to academic
performance over time. The assembled work sample is to provide evidence about the student growth which
also provides meaningful opportunities for self-evaluation of the students. As a scrapbook of information, this
may include observations, checklist and rating scales and selections by both the teachers and students.
Interactive assessment between the teacher and students provides an opportunity to communicate the
strengths and needed improvements which also clarify the accomplishment of students and teacher
conference.
3. PROCESS PORTFOLIO. This shows the steps and /or the results of a completed project or task as the primary
goal of this portfolio. This is very useful because the final product does not always show the skills and
knowledge that the student used in an effort to complete the project. By asking students to provide evidence
of their work along the way; teachers can see both strengths and weaknesses in the thinking process and skills
students used.
4. PRODUCT PORTFOLIO. The product portfolio is similar to the process portfolio except that its focus is on the
end product rather than on the process in which the product was developed. In this type of portfolio, there is a
little or no information about the steps that was used in crafting the product. On the other hand, this type of
portfolio contains the final product as well as detailed explanations of each part of the final product.
5. STANDARD-BASED PORTFOLIO. This collects evidence that links student achievement to particular learning
standards. It focuses on specific standards that are predetermined by the teacher and discussed to the
students at the start of the school year. Students will gather evidence of accomplishments for each of the
standards and present these output clusters that relate to the standards given. V

STEPS FOR DEVELOPING PORTFOLIOASSSESSMENT:

a. Identify overall purpose and focus
The design and use of portfolio begins with a clear description of your purpose and focus. The questions,”Why
do I want a portfolio?” and “What learning targets and curriculum goals will it serve?” sharpen the focus of
identifying the purpose and focus of portfolio. With these, you can clearly identify why you want your students
to create a portfolio Below are list of questions on how to prepare and use portfolio.
Preparing to Use Portfolio
1. Who will construct the portfolio?
----------------Individual students with teacher input and help
---------------Individual students with input and help of cooperative learning groups
---------------Cooperative base groups (whole group work and individual members work) with teacher input and
Help
2. What type of portfolio do you want to use?
3. What are the purposes and objectives of the portfolio?
a.---------------------------------------------------------------------
b.-----------------------------------------------------------------------
4.What categories of work samples should go into the portfolio?
a.------------------------------------------------------------------------------------------------------------------------------------------
b.-----------------------------------------------------------------------------------------------------------------------------------------
c.-----------------------------------------------------------------------------------------------------------------------------------------
d.-----------------------------------------------------------------------------------------------------------------------------------------
5. What criteria will students or groups use to select their entries?
a.-----------------------------------------------------------------------------------------------------------------------------------------
b.--------------------------------------------------------------------------------------------------------------------------------------------
c.-------------------------------------------------------------------------------------------------------------------------------------------
6. Who will develop the rubrics to assess and evaluate the portfolios?
---------------------------Faculty -----------------------------students

b. Identify the Physical Structure

Once the purpose and target have been clarified there is a need to think of the physical structure of the
portfolio. Some practical questions affect the successful use of portfolio in the classroom
.What it will look like?
. Where will the students place the outputs?
. What type of container is appropriate?
. Do they need file folders? Clear book? Plastic bins?
. How are the materials to be organized-categorically, numerically, alphabetically, by subject area or in other
ways?
. Where can students store the portfolios for easy access?
If students cannot manage and access their materials affectively, they will become discouraged. You may need
your original intentions based on the answer to practical considerations. Choices of products and work outputs
influence students on what to include in their portfolio.
c. Determine the Appropriate Organization and Sources of Content
The content of portfolio consists of entrie (student products and activity records) which provides assessment
information about the content and processes identified in the dimensions to be assessed. These naturally are
artifacts which are derived from the different learning activities.
d. Determine Student Reflection Guidelines
Establish guidelines to help students’ self-reflect along the way. With this, students will develop greater
ownership of the process and will have experience in working collaboratively with the teacher.
Below are examples of questions which are helpful in determining student reflections. These questions help
the students gain metacognitive skills including self-reflection and assessment.
. Describe the steps that you used to complete today’s activity. Which steps really helped you complete the
activity and which ones were less useful? What would you change next time?
. What personal strengths did you notice in completing today’s work> What difficulties did you have and did
you overcome them? What kind of help did you need that you could not get?Where might you find that help in
the future?
. What aspect of today’s work was meaningful to you? What effect did the work have in your own attitudes,
perspectives or interests?
. What weaknesses did you find in your efforts to complete your work? How might you overcome one of these
weaknesses? What resources could you use? What resources would you like to use that are not available to
you?
.What makes your best work effective than your other work? What does your best work tell you about your
accomplishments? What could still improve in your best work?
. Ask someone to look at your work and describe what they see, Carefully listen to the feedback and jot down
what is said. Then make a list of the comments with which you agree and describe why you do not agree with
others.

e. Identify and Evaluate Scoring Criteria

After determining the student reflection guidelines, the step is to establish the scoring criteria that will be used
in evaluating student performance. By working on the student criteria, students will develop greater
ownership of the process and will have experience in working cooperatively and collaboratively with the
teacher.
However, as the teacher is a facilitator of learning, she is responsible to ensure the reliability and high quality
of scoring criteria. The students should be informed also on how the teacher evaluates the portfolios of the
students. This can be done by sharing the scoring criteria with the students so that they can ask questions, give
their suggestions and insights
f. Communicate the Results of Portfolio Evaluation
The final step in implementing portfolio assessment is to conduct a conference with each student to review its
contents, the students’ reflections, and assessment of the individual output. Give your students’ guidelines for
these conferences so that they can prepare some questions ahead of time and allow the students to give their
views and insights during the conference. As a result, this serves as an avenue to determine the strngths and
limitations of portfolio for plan of action formulation.

C. ASSESSING AND EVALUATING THE PORTFOLIOS

PAULSON AND MEYER stated that PORTFOLIOS offer a way of assessing student learning that is different from
the traditional methods. PORTFOLIO ASSESSMENT provided 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. In general,
they should include the following:
1. Thoughtfulness (including evidence of students’ monitoring of their own, comprehension, metacognitive
reflection, and productive habits of mind).
2. Growth and development in relationship to key curriculum expectancies and indicators.
3. Understanding and application of key process.
4. Completeness, correctness, and appropriateness of products and processes presented in the portfolio
5. Diversity of entries like use of multiple formats to demonstrate achievement of desired performance
standards)
In evolving the evaluating criteria, teachers and students must work together and agree on the criteria to be
applied to the portfolio. Such evaluative criteria need to be set and agreed prior to the development of the
portfolio. The criteria themselves will serve as guide to the students when they actually prepare the portfolio
requirement. Students and teachers work collaboratively to determine grades or scores to be assigned. In this
particular dimension, rubrics, rules, and scoring keys can be designed for a variety of portfolio components.
Additionally, letter grades might also be assigned, where appropriate. It is especially recommended that for
summative purposes, a panel of interviewers be designated to evaluate the students’ portfolio based on the
agreed set of criteria at the beginning. It is important that the panel of interviewers understand the decision
making process that the student underwent in selecting the items to be included in the finished portfolio.
Each portfolio entry needs to assess with reference to the specific goals. Since the goals and weighting of the
various portfolio components have been clearly fixed in advance, assessing the portfolios is not difficult. Self
and peer assessment can be used too, as a tool for formative evaluation, with the students having no justify
their grade with reference to the goals and to specific pages in the portfolio. This actually makes the teacher’s
job of assessing the portfolio much simpler, because the learner has done the groundwork of proving how far
each goal is met in the portfolio. It takes some of the burden off the teacher and helps students to internalize
criteria for quality work. After all the efforts that learners have invested in their portfolios, it is recommended
that the teacher provide feedback on the portfolios that is more than just a grade. One possibility is to write a
letter about a portfolio, which details strengths and weaknesses and generates a profile of a student’s ability,
which is then added to the portfolio. Another option is to prepare certificates which comment on the portfolio
strengths and suggest future goals.
Finally the teacher needs to give guiding feedback. The finished portfolio may be due only at the end of the
semester, but it is a good idea to set regular dates at which time several portfolio ready items (like with drafts
and reflections) will be handled in, so that students know whether they are on the right track, Alternatively,
you can have a portfolio project on a single unit of material so that both teacher and students will acquire
experience in this kind of assessment over a shorter period of time.
D.THE PORTFOLIO PROCESS
The process of facilitating successful student portfolios can be broken into four steps:
D.1 Collection
Collection is a straight forward , it is not always an easy step to facilitate successfully, it simply requires
students to collect and store all of their work. Three challenges at this step are common. One, most students
and many teachers are not accustomed to documenting and saving all class work. Two, there is seldom an
obvious place to put the work as it is collected, particularly when artwork or lab work is involved. And three, it
is not always obvious how to generate artifacts from things like field trips, community service projects, jobs
and sports. The key skill in this step is to get students accustomed to collecting and documenting whenever
possible.
D.2 Selection
Selection depends on the kind of portfolio (process or product oriented) and to what degree a teacher
stipulates portfolio requirements. In this step students will go through the work they collected and select the
artifacts for their portfolio. This may be done by the student alone, with peers, and/or with the teacher. Many
characteristics about the curriculum come to light. In this step, particularly the nature of the work students is
doing in class. For instance, if all students have to show are quizzes and tests, the portfolio will be rendered
almost meaningless by falling to shed light on anything other than a student’s ability to take exams. If, students
have a more diverse set of work such as audio/video recordings, artwork, projects, journals, computer work,
homework, compositions, etc., as well as exams, the portfolio will come to life. In this manner, portfolios
provide a great deal of motivation to diversify approaches to teaching and learning.
D.3 Reflection
This is the most important step in the portfolio process. It distinguishes portfolios from mere collections.
Reflection is done in writing but can be done orally as well, particularly with young children. Students are
asked to explain why they choose a particular artefact, how it compares with other artifacts, what particular
skills and knowledge were used to produce it, and where he or she can improve as a learner. The importance
of this step lies in having the student take an active role in the assessment process. Students can observe more
directly the quality of their own achievement and internalize more clearly where improvements are needed.
D.4 Connection
Connection has to related facets: First is a direct result of the reflection process. Upon reflecting on their own
achievement and identifying the skills and knowledge they applied in producing the artifactss, students can
answer the perennial question for themselves, “why are we doing this? They are able to make a more concrete
connection between their school work and the value of what it is they are learning. Furthermore, students
may come to understand the wider curriculum more deeply.to a teacher’s delight or depending on the
teacher, students may take more active and informed roles in evaluating the effectiveness of the curriculum.
The second facet is about connecting with the world outside the classroom. Many successful portfolio
programs have students formally present their portfolio to a panel of peers, teachers, parents, and other
community members. In some cases, students are defending their work, much like a graduate student might
defend a thesis. In others, students exhibit their portfolios in a more celebratory manner. In either case, the
resulting connection between the students and the greater community creates an invaluable celebration of
student achievement and a rare dialogue about the quality of learning at the local school.
E. 1 SAMPLE PORTFOLIO ASSESSMENT RUBRIC.

PORTFOLIO, ASSESSMENT RUBRIC

Poor Fair Good
15 points 20 points 25 points
Organization Not acceptable, paper Needs improvement Well done, acceptable
are wrinkled, ripped and Additional tabs need to overall organization,
detached from binder be added, needs following teacher
assignments placed in instructions and in
proper sequence and proper sequence
order
Content Not sufficient, does not Minimum, not up to At par with content
include the mandatory program’s expectations expectations, portfolio is
assignments and the in content area Needs up to date. Course work
inserted assignments Improvement is timely and above
specific to a particular average in work is timely
program/subject. and above average in
Includes unnecessary work’s quality.
writings and drawings
Portfolio Appearance Not acceptable, poor Average at best. Includes Professional in
quality in all facets of required tabs, appearance, includes all
work. Not on the level of assignments, cover page, paper work, and is on
this program’s binder is fair pace with program
expectations expectations.
Appearance of a well-
 rounded student ready
for today’s challenging
work force.
Binder Condition Poor, damaged (cracked) Binder appears clean and No problems observed or
No name name is affixed for easy noted.
identification, minor
issues such as
unauthorized writing, ink
etc.

E.2 BELOW IS AN EXAMPLE OF ASSESSING READING SKILLS PERFORMANCE which shows the alignment of
teaching and learning goal, activities and assessment task which includes portfolio evidence.

READING SKILLS PERFORMANCE

Goal Sample Classroom Portfolio Evidence Assessment Tools
Activity
Decode(basic reading Read simple texts Word bank (list of words Individual progress
skills for beginning or mastered), selected report, peer compliment,
weak readers) “texts I can read’, self/peer-assessment
completed reading tasks, checklists, rating scales
reading on cassette.
Understand simple Read familiar story Cassette of story read, Self/peer assessment
texts(narratives, Practice scanning ads, reading strategies, checklists, rating scales,
expository types) TV guides checklist. Completed answer key
Identify main points and reading task, corrected
details in a news report test item
Appreciate literature Semi-extensive reading Reading logs, reading Self/peer assignment
(stories/poems read in activities (like both journal, book tasks, checklist
class), like understanding guided and independent cassette, video clips,
character and theme reading) artwork
Reading for pleasure Sustained silent reading A log of Teacher’s record of
(extensive reading) in class as well as at books/booklets/reading student’s reading: Rating
home cards/news articles read; scale relating to content,
creative tasks and presentation and
comment cards language
Use simple information Work with glossary, table Dictionary exercises; Answer key
tools/ resource materials of contents, dictionary alphabetizing, matching Appropriate information
Search engines, definitions to words, (found/partially
encyclopaedias synonyms, antonyms, found/partially
etc. found/not found}
Results of search, as part
of project(+comment
card)

E.3
EXAMPLES OF ARTIFACTS FOR PORTFOLIOS BY SUBJECT AREA
Language Arts Mathematics Science Social Studies
Favorite poems, song, Solution to an open- Prediction based on prior Presentation of a view of
letter ended question knowledge society
Finished samples of Graphs, histographs Data tables Written descriptions of
different writing genres, different cultures,
persuasive, letters, institutions,professions
poetry, information,
stories
Finished writings drawn Geometric shapes Concept Maps Discussion of equality,
from other subject areas justice, democracy,

Literature extensions:
scripts for drama, visual
arts, webs, charts,
timelines, murals
Audiotape of readings
Notes from individual
reading and research
Writing responses that
illustrate critical and
creative thinking
Writing responses to
literacy components:
plot, setting, point of
view, character
development, links to
life, theme criticism
Items with evidence of
style, organization, voice,
clarity
Evidence of effort-first
drafts, second drafts,
finished drafts
Examples of perimeter,
area, cubic space
Problem made up by
student to display a
concept
Models, photo showing
use of manipulatives
Written discussion of
Mathematical concepts
Statistical manipulation
of data
Description of
mathematical concepts
found in the physical
world
Papers showing
correction to
mathematical errors
Drawing to scale
Graphs, inferences,
conclusions based on
data
Diagrams, charts,
interpretation of trends
Written discussions of
science concepts
Inquiry designs
Science-technology-
society connections
Example of science
misconception that is
corrected
freedom, rights, and
other large social
concepts
Drawings of artifacts
Timelines
Examples of constitutions
and civic responsibilities
Position paper on a social
issue
Investigation of social
issue
Family shield and
explanations of symbols
Proposal to respond to a
social problem

E.4 The teacher is responsible to ensure the reliability and high quality of scoring criteria. The students should
be informed also on how you will evaluate your portfolios. This can be done by sharing the scoring criteria with
the students so that they can ask questions, give their suggestions and insights. The table below suggests
example of Mathematics portfolio under the content of PROBLEM SOLVING.

MATHEMATICS PROBLEM-SOLVING PORTFOLIO RATING FORM

Content Categories
-------------------Problem Solving ------------Numbers and Operations
------------------Estimation ------------ Predictions
-----------------Problem One -------------Problem Two
-----------------Final Problem
To be completed by student:
1. Date submitted: -------------------------------------------
2. What does the problem say about you as a problem solver? --------------------------------------------------------

3. What do you like best about how you solved in this problem?--------------------------------------------------------------

4.How will you improve your problem-solving skill on the next problem?

To be completed by the teacher

1. Quality of Reflection
Rating Description
5 Has excellent insight into his/her problem-solving abilities and some ideas of how to get better.
4 Has good insight into his/her problem-solving abilities and some ideas of how to get better.
3 Reflects somewhat on problem-solving strengths and needs. Has some idea of how to improve
as a problem solver.
2 Seldom reflects on problem-solving strengths and needs. Has little idea of how to improve as
 a problem solver
1 Has no concept of himself or herself as a problem solver.
2. Mathematical Knowledge
Rating Description
5 Shows deep understanding of problems, math concepts, and principles.
Uses appropriate math terms and all calculations are correct.
4 Shows good understanding of math problems, concepts, and principles.
Uses appropriate math terms most of the time. Few computational errors.
3 Shows understanding of some of the problems, math concepts, and principles. Uses some
terms incorrectly. Contains some computation errors.
2 Errors in the use many problems. Many terms used incorrectly.
1 Major errors in problems. Shows no understanding of math problems, concepts and principles.
3. Strategic Knowledge
Rating Description
5 Identifies all the important elements of the problem. Reflects an appropriate and systematic
Strategy for solving the problem; gives clear evidence of a solution process.
4 Identifies most of the important elements of the problem. Reflects an appropriate systematic
strategy for solving the problem and gives clear evidence of a solution process most of the time.
3 Identifies some important elements of the problem. Gives some evidence of a strategy to solve
the problems but the process is incomplete.
2 Identifies few important elements of the problem. Gives little evidence of a strategy to solve the
the problems and the process is unknown.
1 Uses irrelevant outside information. Copies parts of the problem; no attempt at solution.

4. Communication
Rating Description
5 Gives a complete response with clear; unambiguous explanation; includes diagrams and charts
when they help clarify explanation; presents strong arguments that are logically developed.
4 Gives good response with fairly clear explanations, which includes some use of diagrams and
charts; presents good arguments that are mostly but not always logically developed.
3 Explanations and descriptions of problem solution are somewhat clear but incomplete; make use
of diagrams and examples to clarify points but arguments are incomplete.
2 Explanations and descriptions of problems are weak; makes little, if any, use of diagrams and
Examples to clarify points; arguments are seriously flawed.
1 Ineffective communication; Diagrams misinterpret the problem; arguments have no sound
premise.
Sum of Ratings: ---------------------------
Average of Ratings: -----------------------------------
Comments:------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------------
In evaluating scoring criteria, the rubrics available must be consistent with the purpose of the portfolio and
with the overall curriculum framework. Reliability must be considered as well, to give the same results for the
same students when applied by different teachers.

F. STUDENT-TEACHER CONFERENCES
The main philosophy embedded in portfolio assessment is SHARED AND ACTIVE ASSESSMENT. The teacher
must have short individual meetings with each student, in which progress is discussed and goals are set for a
future meeting. Throughout the process, the student and the teacher keep careful documentation of the
meetings noting the significant agreements and findings in each individual session. Through meetings of this
kind, the formative evaluation process for portfolio assessment is facilitated. The use of portfolio assessment
takes time but in the end, the gains are well worth the time and effort expended by the teacher.
Finally, student-teacher conferences can also be used for summative evaluation purposes when the student
presents his final portfolio product and where final grades are determined together with the teacher. Even at
this stage of the process, students can negotiate for the appropriate grade to be given using as evidence the
minutes of the regular student-teacher conferences. It is for this reason that notes from these conferences
have to be included in the portfolio as they contain joint decisions about the individual’s strengths and
weaknesses. These conferences can be prepared for in pairs, when students practice presenting their
portfolios.

LEARNING ACTIVITIES:
DO THESE: ANSWER THE FOLLOWING.
1. Identify and explain in implementing the stages of portfolio assessment.
2. What are the five types of portfolio? Explain.
3. Give the importance of student-teacher conferences? Discuss its importance in relation to
portfolio assessment.
4. What is the main philosophy behind portfolio assessment? Explain this basic philosophy.
5. How does portfolio assessment differ from traditional testing and from other authentic
assessment methods?

ASSESSMENT TASKS:
a. Discuss the concepts of designing and evaluating portfolio assessment in the following situations.
1. As a Grade 6 teacher; Ms. A has decided to implement a Science Portfolio in her class. She believes
that portfolio increases students’ learning and encourages students to become more reflective
learner and develops skills in evaluating strengths and weaknesses of their work. She provides clear
books for the students and tells them that they need to put all their activities and examinations in it.
Moreover, she kept on reminding her students that they will discuss the content of the portfolio.
Was the plan properly implemented and adequate? Is the plan consistent with the principle of
designing a portfolio? What else does she need to improve her implementation?
b. For instance, you will teach Mathematics in Grade 3(this is for BEED )/ Mathematics for Grade 7
(this is for BSED), identify learning targets that will be appropriate and indicate classroom activities
and its corresponding assessment task/s and portfolio evidence/s. Use the template provided below.

Grade Level: -------------------------------------------------------------------------------

Topic: ---------------------------------------------------------------------------------------
Performance Standard: ----------------------------------------------------------------------

Learning Targets Classroom Activities Assessment Tasks Portfolio Evidence

c. Construct a Portfolio Assessment Rubric in any Topic in English for Grade 4 for BEED /English for
Grade 8 for the BSED.

References:
Cajigal, R.M. et.al. (2014). Assessment of Learning 2.Quezon City: Adriana publishing Co., Inc.
Hena, L.J. (2015). Classroom Assessment2. Quezon City: Great Books Trading
Navarro, R.L. et. al. (2013). Authentic Assessment of Student Learning Outcomes.Quezon City:
Lorimar Publishing Inc.
Santos, R.D. (2007). Advanced Methods in Educational Assessment and Evaluation.Quezon City:
Lorimar Publishing Inc.
MODULE XI-GRADING & REPORTING
A. Functions of Grading and Reporting Systems
B. Types of Grading and Reporting Systems
C. Development of a Grading & Reporting System
D. Assigning Letter Grades and Computing Grades
E. Norm or Criterion-Referenced Grading
F. Distribution of Grades and Guidelines for Effective Grading
G. Conducting Parent-Teacher Conferences
Intended Learning Outcomes:
1. gain understanding on the following:
1.1 functions of grading and reporting systems
1.2 types of grading and reporting systems
1.3 development of grading & reporting systems
1.4 assigning letter grades and computing grades
2. distinguish norm-referenced grading and criterion-referenced grading
3. Explain the guidelines for effective grading
4. give importance in conducting Parent-Teacher Conferences

WHAT THIS MODULE IS ALL ABOUT:

A. Functions of Grading and Reporting Systems
The main aim of grading and reporting systems are to provide results in brief, understandable form
for varied users which lead to several big questions: What should I count-just achievement or effort
too? How do I interpret a student’s score? Do I compare it to other students’ scores (norm-
referenced}?, a standard of what they can do (criterion-referenced) or some estimate of what they
are able to do (learning potential, or self-referenced)? What should I display student progress or
strengths and weaknesses to students and their parents? However, measurement and assessment of
learning are the first two steps in educational evaluation. Grading and reporting are the two terminal
stages in the process. Measurements are numerical aids which guide decisions in the educative
process. It is very important to attend in the process of giving grades and reporting to students,
parents and other stakeholders.
FUNCTIONS OF GRADING & REPORTING SYSTEMS:
1. Enhancing students’ learning through: clarifying instructional objectives for them, showing
students’ strengths and weaknesses, providing information on personal-social development,
enhancing students’ motivation (like short-term goals) and indicating where teaching might be
modified. These can be achieved through day-to-day tests and feedback and integrated periodic
tests.
2. Reports to parents/guardians. Grading & reporting systems inform parents and guardians of
students on the progress of their wards. Likewise, grades and reports communicate objectives to
parents, so they can help promote learning and communicate how well objectives were met, so
parents can better plan.
3. Administrative and guidance uses. The administrative and guidance purpose of grading and
reporting consist in: a0 helping to decide promotion, graduation, honors, athletic eligibility; b)
reporting achievement to other schools or to employers’ and c) providing input for realistic
educational, vocational, and personal counselling. These, three main purposes of grading by no
means exhaust all possible uses of the activity. The grades and report cards should promote and
enhance learning rather than frustrate and discourage students. In many schools, report cards are
given to students and then parents are asked to sign these report cards. It may be a good practice to
call for parent-teacher conferences at this time in order that the report cards will effectively function
as to motivation for further learning.
B. TYPES OF GRADING & REPORTING SYSTEMS
The major types of grading and marking found in practice include:
1. TRADITIONAL LETTER-GRADE SYSTEM
. The most common and best known of all grading methods
. Mostly composed of five-level grading scale
. Letter Grade Descriptors
To give more clarity to the meaning of letter grade, most schools include a key or legend on the
reporting from in which each letter grade is paired with an explanatory word or phrase. Descriptors
must be carefully chosen, to avoid additional complications and misunderstanding.
ADVANTAGES:
. A brief description of students’ achievement and level of performance including students’
potentials can be provided to parents and other interested persons.
. Based on parents’ experience when they were still studying, it is easier for them to believe and
understand what letter grade means.
DIADVANTAGES:
. Requires abstraction of a great deal of information into a single symbol.
. Despite educators’ best effort, letter grades tend to be interpreted by parents in strictly norm-referenced
terms. The cut-offs between grade categories are always arbitrary and difficult to justify.
.Lacks the richness of other more detailed reporting methods such as standards- based grading, mastery
grading, and narrative.
Different interpretation of Letter Grades
Grade Criterion-Referenced Norm-Referenced Combined Norm- Based on
(Standards-Based) Referenced & Improvement
Criterion
Referenced
A .Outstanding or Advanced . Outstanding: Outstanding: Very Outstanding: much
.complete knowledge of all Among the highest high level of improvement on
content or best performance most or all targets
. mastery of all targets performance
. exceeds standards
B .Very Good or Proficient Very good: Very good: better Very Good: some
. complete knowledge of most Performs above than average improvement on
content the class average performance most or all targets
.mastery of all targets
. meets most standards
C . Acceptable or basic command Average: performs Average: Acceptable: some
of only basic concepts or skills at the class average improvement on
. mastery of some targets some targets
. meets some standards
D . Making progress of Poor: below the Below Average or Making progress:
developing class average weak: minimum Minimal progress
. Lacks knowledge of most performance for on most targets
content passing
. mastery of only a few targets
. meets only a few standards
E . Unsatisfactory: lacks Unsatisfactory: far Unsatisfactory: Unsatisfactory:
knowledge of content; below average; Lacks sufficient No improvement
. No mastery of targets among the worst in knowledge to pass on any targets
.Does not meet any standards the class

2. PASS/FAIL. The pass or fail system utilizes dichotomous grade system. Either a student has
compiled and reached certain standards, in which case he passes or he failed to do so or he gets a
failing mar. This is a popular in some courses, subject in college/institution(but not very much
practised in basic education).the pass-fail system should be kept to a minimum(just to pass), and in
mastery learning courses, no grades are reflected until “mastery” threshold is reached.
Advantages:
. Simplifies the grading process for teachers and students.
. Use of a single minimal cut-off and only to two grade categories improve the reliability of grade
assignments.
. Pass/fail grading has the potential to make learning environments more relaxed by focusing
students’ attention on learning rather than on grade.
.Pass/fail grading is what students will face in many real-life situations.
Disadvantages:
. Students gain very little prescriptive information.
. Students spend less time studying if pass/fail grading is used than when a wider range of grading
system is utilized.
. Students only study to attain minimum passing level and show less effort in striving for excellence.
3. Percentage Grades
. Are the ultimate multi-category grading method.
. Can range from 0 to 100
. Generally more popular among high school teachers than elementary teachers.
Advantages:
. Requires a great deal of abstraction
. Interpretation of meaning of a percentage grade extremely difficult
.The cut-offs are no less arbitrary but a lot more
-Because of a large number of grade categories, it is less reliable and more subjective.
4. Standards-Based Grading
In an effort to bring greater clarity and specificity to the grading process, many schools initiated
standards- based grading procedures and reporting forms. Guskey and Bailey (2001) identify four
steps in developing standards-based grading:
1. Identify the major learning goals or standards that students will be expected to achieve at each
grade level or in each course of study.
2. Establish performance indicators for the learning goals.
3. Determine graduated level of quality( benchmarks) for assessing each goal or standard
4. Develop reporting tools that communicate teachers’ judgments of students’ learning progress and
culminating achievement in relation to the learning goals and standards.
Advantages:
. When clear learning goals or standards are established, standards-based grading offers meaningful
information about standards are established, standards-based grading offers meaningful information
about students’ achievement and performance to students, parents, and to others.
. If information is detailed, it can be useful for diagnostic and prescriptive purposes
.Facilitates teaching and learning processes better than any other grading method.
Disadvantages:
. Takes a lot of effort.
. Often too complicated for parents to understand.
. May not communicate the appropriateness of students’ progress
. Allows for maximum discriminators in evaluation of students’ achievement and performance
. Maximizes the variation among students, making it easier to choose students for honors or
representative for special programs.
OTHER SUPPLEMENTARY FOR REPORTING GRADES:
1. CHECKLISTS OF OBJECTIVES. In this system, the objectives of the course are enumerated. After
each objective, the students’ level of achievement is indicated: outstanding, Very Good, Good, Fair
or poor. This is a very detailed reporting system and tends to be more informative for the parents
and learners at the same time. It is, however, also very time consuming to prepare. There is also the
potential problem of keeping the list manageable and understandable.
2. LETTERS TO PARENTS/GUARDIANS. Letters to parents and guardians are useful supplement to
grades. However they have limited value as sole report because they are very time consuming to
prepare, the accounts of weaknesses are often misinterpreted by parents and guardians, and they
are characterized neither as systematic nor cumulative.
3. PORTFOLIOS. A portfolio is a set of purposefully selected works, with commentary by student and
teacher. Portfolios are useful for showing students’ strengths and weaknesses, illustrating range of
students’ work. Showing progress over time or stages of a project, teaching students about
objectives/ standards they are to meet.
4. PARENT-TEACHER CONFERENCES. Parent-teacher conferences are mainly used in elementary
schools. This requires that parents of learners come for a conference with the teacher to discuss the
learner’s progress. Portfolios, when available are useful basis for discussion. Such conferences are
useful for a two-way flow of information and getting more information and cooperation from the
parents. They are however of limited value as a report because most parents do not come for such
conferences.
C. DEVELOPMENT OF A GRADING AND REPORTING SYSTEM
Grading and reporting systems are guided by the functions to be served by such in the educative
process. The system will most probably be a compromise because of the hosts of factors to be
considered in the preparation of such. The important thing to note, however, is that we should
always keep achievement reports separate from effort expended.
Grading and reporting systems should be developed cooperatively (parents, students, school
personnel) in order to ensure development of a more adequate system, and a system that is
understandable to all. They should be:
1. based on clear statement of learning objectives. The grading and reporting system needs to be
based on the same set of learning objective that the parents, teachers and students agreed at the
beginning.
2. consistent with school standards. The system must support the school standards rather than
oppose the school standards already set.
3. based on adequate assessment. The grading and reporting system should be easily verifiable
through adequate system of testing, measurement and assessment methods.
4. based on the right level of detail. The system must be detailed enough to be diagnostic but
compact enough to be practical; not too time consuming to prepare and use, understable to users
and easily summarized for school records purposes.
5. provide for parent-teacher conferences as needed
D. ASSIGNING LETTER GRADES AND COMPUTING GRADES
Grades assigned to students must include only ACHIEVEMENT. It is very important to avoid the
temptation to include effort for the less able students because it is difficult to assess effort or
potential and it is difficult to distinguish ability from achievement. Furthermore, if achievement and
efforts are combined in some way, grades would mean different things for different individuals.
Grades reflected on report cards are numbers or numerical quantities, arrived at after several data
on the student’s performance are combined. The following guidelines may be considered in
combining such data:
1. Properly weight each component to create a composite. The weights used are normally agreed
upon by the school officials. Example: How many percent goes for quizzes, unit tests, periodic tests,
etc. The more scientific approach is to use a principal components analysis which is hardly practiced
in schools because of the difficulty involved.
2. Put all components on the same scale to weight properly:
a. equate ranges of scores.
b. or convert all to T-scores or other standard scores.
E. NORM OR CRITERION-REFERENCED GRADING
Grades may reflect relative performance, like score compared to other students (where you rank).
This is more commonly called a norm-referenced grading system. In such a system:
a. grade (like a class rank) depends on what group you are in, not just your own performance;
b. typical grades may be shifted upon down, depending on group’s ability;
c. widely used because much classroom testing is norm-referenced.
Grades may also reflect ABSOLUTE PERFORMANCE like score compared to specified performance
standards (what you can do), this is more commonly called a CRITERION-REFERENCED GRADING. In
such a system:
a. grade does NOT depend on what group you are in, but only on your own performance compared
for a set of performance standards.
b. grading is a complex task, because grades must:
b.1 clearly define the domain;
b.2 clearly define and justify the performance standards;
b.3 be based on criterion- referenced assessment.
c. conditions are hard to meet except in complete mastery learning lettings.
Finally, grades may also reflect learning ability or improvement performance, like score compared to
learning “potential” or past performance. In such a system:
a. grades are inconsistent with a standard-based system because now, each child is his/her own
standard;
b. reliability estimating learning ability (separate from achievement) is very difficult.
c. one cannot reliably measure change with classroom measures;
d. therefore, should only be used as a supplement.
F. DISTRIVUTION OF GRADES AND GUIDELINES FOR EFFECTIVE GRADING
How should grades be distributed? The Norm-referenced and criterion-referenced distribution of
grades have been in practice for several years now. The Norm-referenced or relative (have ranked
the students) distribution is a big issue because of the following considerations;
a. normal curve is defensible only when we have a large, unselected group;
b. when “grading on the curve,” school staff should set fair ranges of grades for different groups and
courses;
c. when “grading on the curve”. Any pass/fail decision should be based on an ABSOLUTE
standard(like failed the minimum essentials);
d. standards and ranges should be understood and followed by all teachers.
On the other hand, the criterion- referenced or absolute (have assessed absolute levels of
knowledge) grading system is not an issue because:
a. it seldom uses letter grades alone;
b. it often includes checklists of what have been mastered;
c. the distribution of grades is not predetermined.
G. GUIDELINES FOR EFFECTIVE GRADING
The following guideline for effective grading and reporting are recommended for use in Philippine
Schools:
a. describe grading procedures to students at beginning of instruction.
b. Clarify that course grade will be based on achievement only.
c. explain how other factors (effort, work habits, etc.) will be reported.
d. Relate grading procedures to intended learning outcomes.
e. Obtain valid evidence (tests, etc.) for assigning grades)
g. Prevent cheating
h. Properly weight the various types of achievements included in the grade.
i. Do not lower an achievement grade for tardiness, weak effort, or misbehaviour.
j. Be fair, Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade.
H. CONDUCTING PARENT-TEACHER CONFERENCES
Parent-Teacher conferences become productive when they are carefully planned and the teacher is
skilled in handling such conferences. Skills in conducting parent-teacher conferences can be
developed. Here are some hints on conducting good conferences:
GUIDELINES FOR A GOOD CONFERENCE
A. Make plans
. Review your goals
.Organize the information to present
. Make list of points to cover and questions to ask
.If portfolios are brought, select and review carefully
B. Start positive and maintain a positive focus.
. Present student’s strong points first
. Be helpful and have example of work to show strengths and needs.
. Compare early vs later work to show improvement
C. Encourage parents to participate and share information
.Be willing to listen
. Be willing to answer questions
D. Plan actions cooperatively
.What steps can you take?
. Summarize at the end
E. End with positive comment
. Should not be a vague generality
. Should be true
F. Use good human relations skills

LEARNING ACTIVITIES:
A. Answer:
1. Enumerate & explain the following:
1.1 functions of grading and reporting systems
1.2 types of grading and reporting systems
2. Explain :
2.1 development of grading and reporting systems
2.2 designing letter grades and computing grades
3. differentiate norm-referenced grading and criterion-referenced grading.
4. give and explain:
4.1 guidelines for effective grading
4.2 importance in conducting Parent-Teacher Conferences.

ASSESSMENT TASKS:
A.Directions: Indicate which type of marking and reporting system best fits each statement listed below. Write
letter only for your answer.
1. Provides for two-way reporting.
a. traditional letter grade( A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
2.Provides most useful learning guide to student.
a. traditional letter grade(A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
3. Provides least information concerning learning.
a. traditional letter grade(A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
4. Most preferred by college admission officers.
a. traditional letter grade(A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
5. May be two complex to be understood by parents.
a. traditional letter (A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objective
d. parent-teacher conference
B.This is relative to Assigning Grades. Indicate whether each of the following statements describes a
DESIRABLE or an UNDESIRABLE practice in assigning relative letter grades on the blank. Put D if the practice is
desirable and U if not. Write your answer on your paper.
1. The grades should reflect the learning outcomes specified for the course.
2. To give test scores equal weight in a composite score, the scores should be simply added together.
3. If it is decided to assign different weights to some scores, the weighting should be based on the maximum
possible score on the test.
4. Grades should be lowered for tardiness or misbehaviour.
5. Pass/fail decisions should be based on an absolute standard of achievement.
C. This is relative to Absolute Grades. Indicate whether each of the following statements describes a DESRABLE
practice or an UNDESIRABLE practice in assigning absolute letter grades. Write D for Desirable and U for
Undesirable.
1. Absolute grades should be used with mastery learning.
2. Clearly defined domains of learning tasks should provide the basis for grading.
3. If all students pass a test, a harder test should be given before grades are assigned.
4. The distribution of grades to be assigned should be predetermined and explained.
5. When using absolute grading, the standard for passing should be predetermined.
D.This is relative to conducting a parent-teacher conference. Indicate whether each of the following
statements describes a DESIRABLE practice of an UNDESIRABLE practice in conducting parent-teacher
conferences.
1. Before the conference, assemble a portfolio of specific information about examples of the student’s learning
progress.
2. Present examples of the student’s work to parents.
3. Begin the conference by describing the student’s learning difficulties.
4. Make clear to parents that, as a teacher, you know what is best for the student’s learning and development.
5. In the concluding phase, review your conference notes with the parents.

References:
Cajigal, R.M. (2014). Assessment of Learning 2.Quezon City: Adriana Publishing Co, Inc.
Hena, L.J. (2015). Classroom Assessment 2. Quezon City: Great Books Trading.
Navarro, R.L. et.al.Assessment of Learning 2.Quezon City: Lorimar Publishing Inc.
Santos, R.D. (2007).Advanced Methods in educational Assessment. Quezon City: Lorimar Publishing Inc.