ASSESSMENT OF LEARNING 2

6.1 OTHER ASSESSMENT TOOLS: Systematic Observation, Anecdotal Records, & Journal

Learning Outcomes:
At the end you are expected to:
a) Describe systematic observation, anecdotal records and journal;
b) Construct a one week journal and
c) Explain the importance of systematic observation, anecdotal records and journal

Most of the possible achievement outcomes in schools can be assessed with paper-and-
paper tests. This is especially true of learning outcomes involving knowledge, verbal and thinking
skills development, comprehension and intellectual problem-solving. Nonetheless, it is difficult
to assess proficiency in many skill areas and in situations where personal-social development is
stressed. The best approach in assessing behavioral changes is direct observation of those
behaviors. As educators, we need to know not only whether a student knows what to do but also
whether he or she can do it and if he or she will do it.

Systematic Observation
Systematic observation is a method whereby the teacher watches a particular situation
using an observation guide. The use of an observation guide will less likely reduce observer bias.
Observer bias refers “to the possibility that certain characteristics or ideas of observers” may
affect what they “see”. It is probably true that observations may contain some degree by past
experiences which in turn affect how they perceive the world and the people within it.
Nevertheless, all observers should try to control their biases by being objective as much as
possible.
The use observation guide avoids unnecessary details and focuses only on what is
relevant and important. It makes an observation structured.
Kerlinger (1973) identifies two dimensions to be considered in the observation method.
These are event sampling and time sampling.
Even sampling is “the selection of behavioral occurrences or events for observation.” In
classroom observation, for example, events like the teacher’s questioning technique, pupils’
manner of interaction, and teachers’ positive reinforcements can be directly observed.
Time sampling is defined as “the selection of behavioral units for observation at different
points in time. This involves scheduling at what time of the day, how often, and with specific
intervals you will make your observations.”
An example of an observation guide is given below.
Observation Guide
Event Sample
Communication Skills Frequency Illustrative
(Tallies) Examples
1. Speaks in a clear and
well-modulated voice.
2. Pronounces words
correctly.
3. Uses words that can be
understood.
4. Uses refined language at
all times.
ASSESSMENT OF LEARNING 2

Techniques in Focused Observation

Basically, there are two techniques in focused observation. They are as follows:
1. Spotlighting: Teacher observes for a few aspects of behavior.
2. Focused questioning: Teacher asks questions to collect additional data about student
behavior.

Anecdotal Record
An anecdotal record is a brief informal report by a teacher of an observation of a
significant event. It describes a sample of behavior in a given situation. It is a recorded
observation which includes the date, place, and setting in which the incident occurred. It must
include “postures, gestures, voice qualities and facial expressions of the learners and those
present.”
Anecdotal records are useful when (1) they focus on significant events, (2) they are
recorded immediately, (3) they contain enough information for proper evaluation, and (4) the
observed incident and its corresponding interpretation are kept separate.
Below is a sample individual anecdotal record.
Name of Pupil: Michael Jose*
Grade: Six Section: Dahlia
Date Incidental Report Remarks
March 03 Cut classes in English and Notified parents of the
Filipino. Was reported to have incident.
gone to a nearby computer
shop.
March 04 Has been late for 15 minutes Called his attention for his
in the first period of his class. tardiness.
March 05 Returned an envelope Recognized Michael for his
containing Php 10,000.00 to honesty during a school
the office of the Principal. convocation.

The sample anecdotal record assessed Michael Jose’s character. Although Michael may
have been tardy and cut classes occasionally, he has a strong point in his favor. His honesty.
Records of incidents like these are better tools to evaluate or assess a person’s character which
paper-and-pencil cannot usually disclose.

Journal as Assessment Tool

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.”
(Mueller, 2006). Aside from performance tests and portfolios, this kind of assessment also
utilizes journals.
A journal is a tool that captures the original ideas of a student about topics of interest and
their feelings towards them. It provides students the opportunity to make reflections on their own
world and what is happening in their lives. It documents their observations and connects them
with prior knowledge.
ASSESSMENT OF LEARNING 2

Purpose of Journal
Journals provide student the opportunity to actively engage in their own learning. They
help clarify and reflect on anything that interests them. Students are free to record interesting
things to write about interesting people. In doing so, journals can assess individual development
and progress in the learning process. In other words, they can assess process, products, or
even both. Academic achievement is a product of learning while metacognitive strategies are
included in the term process.

Types of Journals
Journals can be classified into several types depending on the purpose of the students.
They are as follows:
1. Personal Journals
Personal journals contain the feelings, opinions, expressions, and ideas about
certain topics that catch student’s fancies.
2. Dialogue Journals
These journals are written conversations mostly between the teacher and the
student or between friends or classmates.
3. Mathematics Journals
These journals provide students with opportunities to articulate their mathematical
ideas and re-examine them by reviewing their output. They record what students
learn in solving mathematical problems.
4. Reading Response Journals
Reading response journals record student’s reactions to the books they have read.
They may contain entries like comparisons and contrasts among characters in the
book, comments on the author’s style, and questions that are not answered in the
book.
5. Science Journals
These journals can incorporate student’s ideas and opinions based on personal
observations and experiments conducted. They can be made interesting by using
drawings, diagrams, and graphs.

Evaluating a Journal
In evaluating a journal, we can use a scoring rubric. Using the scoring rubric below, try to
evaluate the sample journal on pages 108-109.
In using journals as assessment tool, we can detect what the student has learned in terms
of knowledge and skills (cognitive and psychomotor domain) and what the student feels
(affective domain).
To guide a teacher, the table below is given to determine the cognitive, psychomotor and
affective learning of his/her students.
Table Showing Learning of Students in Cognitive, Psychomotor and Affective Domain
Based on Journals Made by Students
Name of Student Knowledge Skills Attitude/Value
1. Allan D. Cruz Types of clouds Observing Happy about clouds
- Cumulus Describing Positive attitude
- Cirrus Inferring about learning
- Nimbus
ASSESSMENT OF LEARNING 2

2. Elena A. Dizon Dissimilar fractions Subtraction of Good impression

Least common dissimilar fractions about the teacher
denominator Finding the least Appreciation of
common lesson learned
denominator Positive attitude
Changing fractions to about successful
similar fractions learning
3. Celso M. Chlorophyll as green Stating/identifying the Appreciation about
Ramos color in leaves problem forming the wonders of nature
Photosynthesis hypothesis, positive attitude
performing the toward science
experiment, experiment.
gathering data,
accepting/rejecting
the hypothesis, doing
something about the
result

Evaluating Journal as an Assessment Tool

Criteria Very Evident Moderately Not
Evident (3) Evident Evident
(4) (2) (1)
Student shows much knowledge of the subject
matter.
Student shows mastery of skills.
Student shows positive attitude towards
studies.
Students shows good values that contribute to
make him/her a better person.
Student shows improvement in knowledge.
Student shows improvement in skills.
Student shows improvement in attitude.
Total
ASSESSMENT OF LEARNING 2

OUTPUT
Write a one week personal journal (long bond paper) on any topic of interest. Be sure to
indicate the date each entry is written. Start your journal today (May 24,2021) and the last entry
should be on (May 30, 2021).

A. Gutierrez,Danilo S. (2007). Assessment of Learning Outcomes (Cognitive Domain book 1 and

2). Kerusso Publishing House. ISBN 978-971-93783-0-3
B. Garcia, Carlito D. (2008). Measuring and Evaluating Learning Outcomes: A textbook in
Assessment of Learning 1 & 2. Books Atbp. Publishing Corp. ISBN 971-0388-45-5
C. Navarro, et al. (2012) Assessment of Learning Outcomes (Assessment 1). Lorimar Publishing,
Inc. ISBN 971-685-748-1
D. Navarro, et al. (2013) Authentic Assessment of Student Learning Outcomes (2 nd Edition).
Lorimar Publishing, Inc. ISBN 971-685-766-5
E. Yazon, A & Callo, E (2019). Assessment in Student Learning. Wiseman;s Books Trading Inc.
978-621-418-057-8
F. Ignacio A. and Santos, M. (2019) Assessment of Student Learning 1. St, Andrew Publishing
House. ISBN 978-971-014-611-6
G. Department of Education Order No. 8, s. 2015