UNIT III: Analysis of Assessment Data and

Reporting of Assessment Results

Lesson 6: Analysis of Assessment Data from

Alternative Methods

Introduction

When your teacher says your work is Very Good, what does she/he mean? What does
“Very Good” tell/reveal? The qualitative comments of teachers regarding students’ outputs
have to be converted to numerical form or quantities. There is a need to quantify
behaviors/comments/remarks in order to derive a definite assessment to the output and
come up with accurate interpretation. Comments/remarks are relative depending on a
rater’s standard. My Very Good for example may only be Fair or Good to another teacher, or
it may be Excellent to another. Hence, we have to set a scale for these comments/remarks.
This means putting a particular equivalent score to a comment/behavior observed.

At the end of the lesson, you should be able to demonstrate your knowledge and
skills in selecting appropriate criteria and analyze the results from non-traditional forms of
assessment like performance-tasks, scales, and checklists.

Learning Outcomes
At the end of this Lesson, you should have:
1. Used quantitative analysis to report the results of alternative methods of
assessment;

2. Presented and summarized results of alternative methods of assessment to

make them useful for learners; and

3. Created a set of criteria, factors, and characteristics to be assessed using

alternative methods.
 Activity
Read the handouts from introduction to assessment.

Analysis

(BONUS)

Abstraction

How do we quantify results from rubrics?

In the creation of rubrics, there are scales that represent the degree of performance.
This degree of performance can range from high to low degree of proficiency. Below are
examples of the degree of proficiency with their corresponding points:

1.
Beginner Moving toward proficiency Proficient Very proficient

1 point 2 points 3 points 4 points

2.

Poor Needs Improvement Good Very Good

1 point 2 points 3 points 4 points

3.

Minimal Partial Complete

1 point 2 points 3 points

4.

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

5.

Rare Sporadic Consistent

1 point 2 points 3 points
6.

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

7.

Inadequate Needs Good Excellent

Improvement
1 point 2 points 3 points 4 points

8.

Needs Improvement Proficient Excellent

1 point 2 points 3 points

9.

Absent Developing Adequate Fully Developed

1 point 2 points 3 points 4 points

10.

Limited Partial Thorough

1 point 2 points 3 points

11.

Emerging Developing Achieving

1 point 2 points 3 points

12.

Not there yet Shows growth Proficient

1 point 2 points 3 points

13.

Poor Fair Good Excellent

1 point 2 points 3 points 4 points

The points depend on the quality of the behavior shown by the learner’s performance.
The reliability of the assigned points can be determined when the scoring of two or more
observers to the same behavior is consistent. Such procedure entails the use of multiple
raters or judges to rate the performance. The consistency of the ratings can be obtained
using a coefficient of concordance. The Kendall’s ω coefficient of concordance is used to test
the agreement among raters.
 If a performance task was demonstrated by five students and there are three raters,
the rubric used a scale of 1 to 4 where 4 is the highest and 1 is the lowest.
Five Rater 1 Rater 2 Rater 3 Sum of 2
Demonstrations Ratings D D
A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36
x̅ ratings= 8.4 ED2 = 33.2

The scores given by the three raters are first computed by summating the ratings for
each demonstration. The mean is obtained from the sum of ratings

(x̅ ratings = 8.4). The mean is subtracted to each of the Sum of Ratings (D). Each difference is
squared (D2), then the sum of squares is computed (ED2= 33.2). The mean and summation
of squared differences are substituted in the Kendall’s ω formula. In the formula, m is the
number of raters.

W = 12ED2

M2 (N) (N2-1)

W=12 (33.2)

3 2 (5)

W=0.37

Kendall’s w coefficient of 0.38 is an estimation of the agreement of the three raters in

the five demonstrations. There is a moderate concordance among the three raters because
the coefficient is far from 1.00.

How do we quantify results from scales and checklists?

Scales could be a measure of noncognitive dimensions of students’ behavior. When the

items in the scale are answered by students, the response format quantifies the behavior
measured by the scale. The types of response format vary depending on the nature of the
behavior measured.

Likert Scale. The Likert scale is used to measure students’ favorability and unfavorability
toward a certain object. The favorability will depend on the degree of agreement or
disagreement to a standpoint.

Example:

The current president is doing his work well.

____Strongly agree _____Agree ____Disagree _____Strongly disagree

To quantify the scales, a numerical score can be assigned to each of the responses.
For example, 4 points can be assigned to strongly agree, 3 points for agree, 2 points for
disagree, and 1 point for strongly disagree. To get the total score for the overall scale, the
points for each item can be summated. The total score is a representation of the overall trait
being measured. Usually, high scores in a Likert scale represent favorable attitude, and low
scores cut off points for the degree of favorability and unfavorability.

Verbal Frequency Scale. This is used to measure how often a habit is done. The items
here are measures of a habit.

Example:

I read a book.

____ always ____often ____sometimes ____rarely ____Never

Similar to the idea of quantifying a Likert scale, a verbal frequency scale is scored by
assigning numerical values for every response. When “always’ is answered, it can be given 5
points, 4 points for often, 3 points for sometimes, 2 points for rarely, and 1 point for never.
The total score for the habit can also be estimated through a total score by summating the
scores of all the items. The higher score means high frequency of the habit while the low
score means lower frequency for the habit.

Linear Numeric Scale. This is used when a large array of ratings is provided among the
participants within a continuum. The extreme points of the scale are provided with a
descriptor.

Example

Rate the following personnel in your school on how valuable each one is to your learning.
Use the scale below and write the corresponding number for your answer.

Less

______1. Teacher

_______2. Academic Coordinator

_______3. Guidance Counselor

_______4. Assistant Principal

_______5. Principal

Semantic Differential Scale. This scale is used to describe the object or behavior by making
use of two opposite adjectives.

Example:

Rate the teaching of your teacher based on the characteristics provided.

My teacher is:

1. Accommodating 5 4 3 2 1 Alienating

2.Patient 5 4 3 2 1 Harsh
 3.Knowledgeable 5 4 3 2 1 Ignorant

Graphic Scale. This scale uses illustrations to represent the degree of presence or absence
of the characteristics measured. This is usually used for respondents, such as young
children, who have limited vocabulary.

Example:

Rate how you like the following food:

1. Pizza

2. Spaghetti

3. Hamburger

How do we quantify results from portfolios?

Assessment data generated from portfolios can both be qualitative or quantitative. When
assessing portfolios using quantitative approach, scales and rubrics can be used. The scales
and other measures need to specify the criteria required in assessing the portfolio.
Qualitative assessment requires criteria and narrative feedback provided to the learner.

The following criteria can be used when assessing portfolios:

1. Completeness of the entries- all the parts of the portfolio listed by the teacher
are present.
2. Accuracy of the reflections- an authentic reflection is made for every entry in
the portfolio. The reflection provides the insights on the realization of the
learner about his or her weaknesses and the improvement that needs to be
done.
 3. Organization of the content and proper sequence – the portfolio can be
classified according to lessons and the entries show the draft and final work
with proper label. There are markers or tabs provided so that the teacher can
easily browse through the contents. There is a table of contents found at the
start of the portfolio. Every entry is properly labeled.

How do we summarize results?

When results of assessment are summarized, the teacher needs to think about two things:

1. The kind of scores that will be presented – the teacher may require to have
the raw score, percentage or transmuted grade. The average and summation
of scores may be required may be required depending on the grading system.
2. The tabular or graphical presentation of the score- Scores can be presented
in a tabular or graphical manner. Below is an example of a tabular
presentation of learner’s scores in a formative assessment.

Record of Formative Assessment in Mathematics

Name of Student: John dela Cruz

Grade: 3

Subject: Mathematics

Learning Exercise % Exercise % Exercise %

Competency 1 (10 Correct 2 (10 Correct 3(10 Correct
items) items) items)
Multiples 2 (2 out 20% 4 40% 7 70%
two-digit by of 10
one-digit items)
numbers
Multiplies 3 30% 3 30% 8 80%
one-to-two
digit numbers
by 1000
Multiplies 2 20% 5 50% 8 80%
three one-
digit numbers
using the
associative
property of
multiplication
.

Guidelines in Giving Qualitative Feedback

1. The contents of the feedback are based and within the confines of the
criteria.
 2. The feedback should inform the students on what to do to become better in
their performance or behavior. The recommendation ca be:
a. A suggested procedure
b. How to correct errors
c.The kind of thinking required to get the answer
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo and resubmit
the task.
5. Detail the feedback if the learner needs more information.
6. The feedback can be short if the learner knows what to do.
7. Feedback can come in the form of verbal cues and gestures so that the
learner is not disrupted while performing.

Final Note

Finally, the analysis and interpretation of data should support the fundamental
purpose of assessment: establishing and understanding where learners are in an aspect of
their learning at the time of assessment.This is the domain of teacher professional
judgement, where teachers work together to make sense of data and other forms of
assessment evidence to see what this reveals about where students are in their
development.

Application

(BONUS) (BONUS)

Assessment

1. Why do we need to quantify assessment results? 20 pts.

2. Why do we need to couple quantitative assessment results with qualitative? 2
pts.

Reference

David, A. P. et al. (2019). Assessment in learning 2. Manila: Rex Book Store.

 UNIT III: Analysis of Assessment Data and
Reporting of Assessment Results
Lesson 7: Communicating and Reporting of
Assessment Data from Alternative Methods

Introduction
In order to provide proper feedback to learners and inform them about their
progress, you need to know the techniques on how to give feedback and the guide that you
need to use to determine the contents of your feedback.

This lesson will help you in understanding the importance of feedback and the ways
of giving feedback to learners as well as reporting assessment results to parents.

Learning Outcomes
At the end of this lesson, you should have:

1. Provided appropriate feedback based on alternative methods of assessment;

2. Communicated learners’ progress based on alternative methods of assessment;
and
3. Reported to parents the results of alternative methods of assessment

Activity

Give feedback on the use of Modular Instruction in teaching. Discuss your feedback
in not more than five paragraphs.
 Analysis
Based on the activity, construct a matrix showing the advantages

(good points) and the disadvantages (negative points) of Modular Instruction.

Advantages of Modular Instruction Disadvantages of Modular Instruction

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Abstraction

Why is feedback a powerful means to help learners improve?

Feedback is a powerful means of helping the learners improve their academic
performance. Feedback is a specific means that allows the learners to determine which part
of their performance needs improvement. Feedback provides specific information to learners
on what they need to do to revise or redo their task in a batter way. The content of
feedback can be:

- The part of the answer or response that needs to be corrected

- The specific strategy to be used to perform the task
- The suggested procedure that needs to be undertaken by the learner
- A direction to the learner where to find the answer
- A challenge to the learner to think about the appropriate response
- A clarification on some misconceptions of the learner

Feedback is given every time students perform a task whether it is a paper-pencil test or
performance task. Feedback is provided either during or after the performance.

Feedback During Performance

Feedback during performance can be verbal or nonverbal. Verbal feedback can be written in
a big signage (like a poster or a handy white board) visible to the learner. This is possible to
do when a performance cannot be stopped like when one is currently dancing or singing.
The teacher can also provide feedback in segments of the performance where the learner
can pause like when performing drama or doing some presentations. The feedback during
performance is useful to immediately correct the performance to avoid further mistakes.

Feedback after Performance

 Feedback can also be given after the performance of the task. This is appropriate when
learners are provided another opportunity to revise and show again the performance. This is
applicable for writing essays and compositions where students submit the completed work
before a full feedback is provided. Students in these tasks have the opportunity to rewrite
their work and resubmit for another round of feedback.
To make feedback a powerful means to help learners improve, the following can be
considered:
1. Feedback needs to be specific and concrete. The following are illustrations of general
and specific feedback.

General Feedback Specific Feedback

The essay is good. You started the paragraph in your essay

with a topic sentence and supporting
sentences were provided after. This
helped strengthen the point you want to
make.

The painting needs improvement. Perhaps you may want to use other
colors in your painting so that we can
distinguish the objects.

2. Feedback needs to be based on the agreed criteria. He criteria serve as a guide to

provide feedback on the work. For example, the criteria in writing a technical paper are
as follows:
- The parts are organized according to the guide questions.
- The ideas are well understood by the reader.
- The information included are accurate.
- More than 5 references are used.

Feedback not based on criteria Feedback based on criteria

There are several grammatical errors in Check again the idea conveyed by the
the paper. author in the journal because there are
discrepancies on page 3 (pertaining to
the criteria on accuracy of information)

The heading needs to be in bold font. Add one more reference to support
further your claim on the benefits of
using organic fertilizer on page 5
(pertaining to the criteria on references)

3. Feedback should provide recommendations or suggestions on how to improve

performance.

Bad feedback Good Feedback

 I cannot hear your voice. Make your voice louder.

Why are you looking at the ceiling while Look at your classmates when you
speaking? speak in front.

What are the different forms of feedback?

Based on its focus, feedback can be product or performance focused, procedure or process
focused, and strategy for improvement focused.

1.Product or performance-focused. This kind of feedback describes how well the

performance is done. Example: You have used up-to-date references in your paper.

2.Procedure-focused. Here, feedback focuses on the step-by-step process that should be

done by the learner. Example: Follow the guidelines stated in the workbook.

3.Strategy for improvement focused. Here, the feedback is suggesting for the use of
strategies to improve the work. Strategies refer to the different cognitive and metacognitive
actions that the learner needs to think about in order to arrive at a better work or
performance. Example: Compare your work with the model. Do you think you can further
improve some parts? How can you improve these?

How to use portfolios to help learners improve?

One of the important roles of the teacher is to communicate the progress of the learners
based on the learning targets. Progress of the learner is better communicated if there is a
good documentation of their formative assessment. The works that learners have produced
can be collected and complied in a portfolio. Portfolio is a visual representation on what the
learners have achieved from their initial work to their improved work. For example, their
essay in an English class is collected from the first draft to the revised draft. This progress is
communicated when the teacher creates an opportunity to sit beside each learner to show
progress in learning as evidenced in the portfolio.

The following are some tips in making portfolios powerful vehicle in communicating learning
progress and areas needing improvement.

1. Schedule a time slot to sit beside each child to show progress in learning. The
teacher may focus on the first work to the present work for one learning
target at a time (one objective). The teacher may need about 5 minutes with
each learner to show evidences of attainment of each learning target.

2. Let the learners reflect on each entry in the portfolio. This can be guided
when the teacher starts to ask questions pertaining to the learning strategy
used.

3. Let the learners report their observation on the transition of one work to
another. Ask questions for the learners to describe and compare their
previous work with their present work by pointing at the differences, things
that are present and missing among the entries, and the changes that
happened from one entry to another.
 4. Ask the learners to reflect on the other areas that need to be continued and
improved for the succeeding work. Make the learners commit to their future
plan of strategy when engaging on the same task. Help the learners focus on
making specific and achievable plans.

5. End the conversation with the learners with an encouragement and a belief
that they can improve and are capable of mastering the task.

How to Organize Meetings with Parents

Assessment results are also communicated to parents. The parents are partners in the
child’s learning, and information about the academic standing of their child should be
communicated with them. They are needed to provide further support in their learning.

Assessment results are communicated through the process of parent and teacher
conferences. The school usually sets schedule and guidelines for teachers to confer with
parents. These guidelines are communicated during the parents’ orientation at the beginning
of the school year. The following are guidelines that can be followed in conducting parent
and teacher conferences:

1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to
happen.
2. Greet the parents in a positive tone. Express how you care about their child that is
why you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents’ concerns, you may want to restate or clarify their
ideas, report relevant incidents, or ask further questions.
5. When reporting assessment results, avoid judging on the ability of the child. Focus
on the performance based on the criteria. Prepare evidence of the performance and
show the parents how rating was done. Describe the performance based on the
rubric.
6. When describing the performance of the child, use words that are understandable to
the parents. Avoid too technical terms. If technical terms cannot be avoided, explain
the terms to the parents.
7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result. Some course of action would be to verify an incident further,
check documents, and try to ask the child again.

Application
WI
In a grade 7 class, recitation was conducted. One student was asked to give the
different parts of speech. The student just stood up and could not give any answer. He
remained quiet for more than three minutes. As a teacher, what feedback will you provide?

Assessment
 1. Why do we need feedback?10 pts.
2. Why should feedback be specific? 10 pts.

Reference

David, A. P. et al. (2019). Assessment in learning 2. Manila: Rex Book Store.