Assessment in Learning 1

A Supplementary Material
(compiled reports)
by :fmc

https://www.istockphoto.com/photo/apple-on-stack-books-with-pencils-and-alarm-clock-back-to-school-
gm1167641563-322091165

NAME : _____________________________________

COURSE/SECTION : ____________________________

First Semester , SY 2021-2022

Introduction
In today‘s new educational system, several learning modalities have been
presented so that the teaching-learning process would be administered as
efficiently as in a face–to–face setting. Due to our present pandemic situation,
teachers have undergone several strategies in teaching to help students engage
in meaningful ways of learning. The bottom line is for the teacher to be able to
develop the learning domains of the student. Hence, with the advent of e-
learning, online student engagement has become the trend in the educational
world.

However, geographical setting and interconnection aside from the

unavailable gadgets posed problems for many students. As such, the
combination of e-learning and traditional learning challenged this teacher to be
innovative and applied blended learning modality in the courses Assessment in
Learning 1( Educ 105) and Child and Adolescent Learners and Learning
Principles (Educ 101).

Caraga State University engages in online learning with its students.

However, based on the present situation, the teacher at hand is experiencing
the problem of lack of capability of some students to hold online until the end of
the learning sessions. Several reasons emerged trying to justify their inability to
engage in a participative exchange of ideas in a virtual discussion of the lesson
for the day.

It is in this line of student-teacher engagement that the teacher opted to

provide supplemental material produced from the compilation of the reports of
the assigned students who were able to virtually be in attendance in every
session of their lessons.

. Generally, online learning is the process utilized in the scheduled classes

of the University. But this problem at hand urges the teacher to utilize Modular
Printed Learning Modality (MPLM) to cater to those “No-Show” students on the
scheduled online sessions. This is a teacher-made – compilation in a form of a
workbook which is a self-paced independent instruction technique. It is a
compilation of the topics of the assigned reporters as stipulated in the course
outline guided by the OBE syllabus.

At the end of the reported unit lessons, an assessment test is given in

place of their non-participation when virtual interaction Is taking place every
online session of the course. The topics are indicated in the course content.

COURSE CONTENT
by Fe Dela Cruz - Friday, 3 September 2021, 1:54 PM
COURSE NUMBER EDUC 105
COURSE TITLE Assessment of Learning 1
COURSE CREDITS 3 units
·         This course deals with the theoretical foundations of student performance
assessment. It includes the principles of high quality assessment, learning target
and learning outcomes, types of classroom tests, construction of teacher-made
tests, test item analysis, alternative techniques, evidence of validity and
COURSE
 reliability of assessment tools, statistics in assessment and marking system.
DESCRIPTION
·         The main focus of the course is to develop research-based, valid and
 
reliable assessment tools to improve the teaching-learning process.  Emphasis
 
 is given on the use of competence-based Table of Specification for
measuring desired learning competencies.
·         Alternative assessment techniques are equally given due attention for
 a more authentic assessment of student performances.
CONTACT HOURS
3 hours
PER WEEK
PREREQUISITE Scie. Ed 1 (Statistics for Teachers), Educ. 5 (Principles of Teaching 1)
COURSE At the end of the semester, the students are expected to:
OBJECTIVES  
  1. Discuss the different concepts and principles of high quality assessment,
  2. Match the learning targets and the corresponding assessment techniques,
  3. Construct high quality assessment tools which are guided by outcome-based
table of specification.
4. Apply the item analysis in improving the pen-and-paper tests.
5. Demonstrate skills in reporting students’ learning progress, and
6. Apply statistical procedures in interpreting test scores.

The Content
I.            Introduction
 
·         Roles of  educational assessment
·         Principles of High quality assessment
·         Ethics in Assessment
·         Evaluation, Measurement and Assessment
·         Stages of Portfolio development
·         Functions of Measurement and Evaluation

II.          Criterion and Norm-Reference Interpretations.

·         Frames of Reference for Interpreting Test Performance
Criterion and Norm-reference Tests
·         Comparison of the Criterion and Norm reference Interpretations
·         Choosing Appropriate Interpretations
 
III.         Learning Targets
·         Writing Instructional Objectives
·         Learning Targets
·         Learning Outcomes
·         Table of Specifications

 
IV.          Writing Objectives Test Items
·            True-False  Items
·            Matching Type Items
·            Multiple Choice Items
·            Completion Items
·            Essay Items
·            Scoring Procedures
·            Scoring Errors and Biases
 
V.            Preparing ,  Administering and Analyzing the Test
·         Test Development, Assembly and Administration
·         Test Analysis
·         Quantitative Item Analysis
·         Qualitative Item Analysis
·         Modifications for criterion-referenced test
·         Debriefing
VI.          Alternative Assessment Techniques
·             Oral questions and Observations
·             Performance-based Assessments
·             Categories or performance Assessments
·             Advantages and Limitations or Performance  Assessments
·             Scoring Performance Assessments
-Checklists and Rating Scales
-Rubrics
·             Portfolio Assessment
·             Affective Assessments
·             Developing Performance Tests
 
VII.         Statistics in Assessment
·            Interpreting Test Score
·            Frequency Distribution
·            Measures of central Location
·            Point Measures
·            Measures of Variation
·            The Normal distribution
·            Using SD in test  Interpretation
·            Converted Scores
·            Correlation
 
VIII.        Evidence of Validity and Reliability
·             The Concept of Test Validity
- Concept Validity
- Construct-related validity
- Criterion-related validity
·             Test Reliability
·             Estimating the Reliability of a Test
·             Interpreting Reliability Coefficients Accuracy and Error
 
IX.          Marks and Marking System
·             Reporting and Grading Systems
- Combining and Weighing the Components of a Mark
 
X.            Assessment Tools in the K-12Curriculum
 

COURSE RULES /REQUIREMENTS AND GRADING PERCENTAGES

by Fe Dela Cruz - Friday, 3 September 2021, 2:33 PM
COURSE RULES:
    .>be on time in our class schedule
            >>> valid reason for any  failures to connect   will
                    be dealt accordingly
      
      >submission of required activity for  the week will be
             forwarded to our  fb  class group  according to  deadlines
              as agreed   
       > proper decorum in every session must be observed

COURSE REQUIREMENT :
       >Written Examinations
·       > Individual / group virtual  reporting
        > Portfolio (Electronic Portfolio and hard copy)
                     and other outputs : tests/rubrics
         > interactive  discussions via google meet
         >workshop on item analysis /TOS construction
         > research work with applied statistics and data interpretation

GRADING PERCENTAGES:
Students will be graded according to the percentage below:

Written Exams               :  30%

Reporting                    :  25%
Portfolio                         : 25%
 interactive activity        : 20%

Total                    :  100%

FOREWORD
The content of this supplemental material are topics of the assigned
reporters from sections C4 / F1/G1 and N2 of the course, Assessment of
Learning 1 (Educ 105).

This is a quick strategic response to the many reasons why students of

these sections fail to engage in the online learning modality . Hence , making
them deficient in their virtual participation /interaction in the daily teaching-
learning process . As such, students concerned are directed to answer each
problem stated after every topic or groups of topics herein :
 This supplemental material comes in two parts: (1) Part I consists of the
introductory topics from roles of educational assessment down to ethics in
assessment . This is Chapter 1.
Part II composts of topics from writing instructional objectives, constructing
test items guided by the table of specification. This is Chapter 2.
The following are the topics of the supplemental material:

SUBJECT MATTER/TOPICS:

Chapter 1 Introduction
Roles of  educational assessment
·         Principles of High quality assessment
·         Functions of Measurement and Evaluation
Assessment of a learner
·         Stages & Types of Portfolio development     
·         Ethics in Assessment

Chapter 2 Writing Instructional Objectives and Constructing Test Items

Learning targets
Learning Outcomes
Types of tests
Objective Tests/True-False Items
Multiple choice
Matching Type
Completion Items
Essay Items and the Scoring
Designing Table of Specifications

· ___________________________________________________end of Midterm coverage         

___________________________________________________________________________
START READING AND ANSWER QUESTIONS AS YOU GO ALONG.

All questions must be answered correctly to qualify you for a passing

midterm exam. and completion of deficient online attendance, You have to refer
the LMS announcement for the timeframe.

Please submit answer sheet with your name and section to this email
address : femdelaruz123@ gmail.com.

GOOD LUCKGOODLUCKGOODLUCK

CHAPTER 1
Lesson 1

Roles of Educational Assessment

Reporter Ivy Lipa

What is Assessment?
 “Process of gathering data to better understand the strengths and
weaknesses of student learning”
(Harris and Hodges, 1995)
 Measuring and evaluating learners’ progress
 Understanding the course material
 Motivating students
 Measuring the effectiveness of teaching
 To meet the course’s learning objectives
 Provides diagnostic feedback

Why Assess Learners?

 To monitor and aid learners’ progress
 To provide learner with evidence of their progress and enhance motivation
 To monitor teacher’s performance and plan for future work
 To provide information for parents, colleagues and school authorities

3 Purposes of Assessment
1. Assessment for learning (Formative and diagnostic) - The use of a task or
an activity for the purpose of determining student progress during a unit or
block of instruction. More commonly known as formative and diagnostic
assessments.

 Pre-test
 Quizzes
 Written
 Focused questions
 Concept maps
2. Assessment as learning - The use of a task or an activity to allow students
the opportunity to use assessment to further their own learning

 Self – assessment rubrics

 Peer – assessment rubrics
 Portfolios
 3. Assessment of learning (Summative) - The use of a task or an activity to
measure, record and report on a student’s level of achievement in regards
to specific learning expectations. Often know as summative assessments.

 Unit tests
 Final projects

Roles of Assessment
 Placement assessment - Use to determines student’s performance at
the beginning of instruction, assessment is done by the teacher.
 Formative assessment - It mediates the teaching and learning process. It
is both teacher – centered and learner centered.
 Diagnostic assessment - Aims to determine the specific learning needs
of students so that those needs can be met through regular or remedial
instruction.
 Summative assessment - Use to determine the mastery at the end of the
course.

Assessment is used to determine:

 Where the students are, or what they already know (PLACEMENT)
 If instructional objectives are achieved (FORMATIVE)
 Students’ weaknesses for remedial instruction (DIAGNOSTIC)
 If students master the objectives of the lesson with the purpose of giving
grades (SUMMATIVE)

Therefore:
 It measures student’s achievement
 It evaluates instructions
 It motivates learning
 It predicts success
 It diagnoses the nature of difficulties

References:
• http://digitalcollection.gov.mb.ca/awweb/pdfopener?smd=1&did=12503&md=1
• https://www.slideshare.net/AhlTerdieMantua/chapter-1b-roles-of-assessment
http://www.queensu.ca/teachingandlearning/modules/assessment/04_s1_01_intro_se
ction.html
Reporter : Ralph Vincent Alabat

QUESTION # 1 : What makes you think the Role of Assessment is

important to you as a student ? [10points]
Lesson 2

The 12 Principles of High Quality Assessment

of Learning for Teachers

Reporter :Thiralyn Sombrio Abecia

1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS

Assessment should be clearly stated and specified and centered on what is truly
important.

"Teaching emphasis should parallel testing emphasis."

Different Learning Targets:

1. Knowledge – students’ mastery of the content.

2. Reasoning – students’ ability to use their knowledge.
3. Skills – students’ ability to demonstrate what they have learned.
4. Products – students’ ability to create.
5. Affects – students’ emotional attainments.

2. APPROPRIATE ASSESSMENT METHODS

Assessment should utilize assessment methods suitable for a particular
learning target.

Assessment Methods Learning Targets

Objective Supply Knowledge

Objective Select Knowledge
Essay Reasoning
Performance-based Skills, Products
Oral-question Knowledge, Reasoning
Observation Knowledge, Skills
Self-report Affects

3. BALANCE
Assessment methods should be able to assess all domains of learning and
 hierarchy of objectives.

DOMAINS OF LEARNING:
Cognitive

Affective

Psychomotor
4. VALIDITY
Assessment should be valid. There are several types of validity that are to be established.

Content Validity
Face Validity
Concurrent Validity
Predictive Validity
Discriminant Validity
Construct Validity

5. RELIABILITY
Assessment should show consistent and stable results. There are methods which can be used to
measure and establish reliability.

Test-retake or Retest Method Giving the same examination after several

minutes to several years.

SPLIT-HALF This is used to establish internal consistency

using Pearson r formula.

Parallel-form/Equivalence test Giving the same examination within the day.

Test of Stability Giving the same examination content but not

in the same manner or form after several
minutes to several years.

Measurement of stability & Equivalence Giving the same examination content but not
in the same manner or form within the day.

Kuder-Richardson Establishment of reliability using KR 21 and

KR 20 formulas.

6. FAIRNESS
Assessment should give equal opportunities for every student. There should be no discrimination
of any kind (racial, age, gender, etc.)

7. AUTHENTICITY
Assessment should touch real life situations and should emphasize practicability.
8. PRACTICALITY & EFFICIENCY
Assessment should save time, money, etc. It should be resourceful.

9. ASSESSMENT IS A CONTINUOUS PROCESS.

Because assessment is an integral part of the teaching-learning process, it should be continuous.

PLACEMENT ASSESSMENT Done before instruction to assess the needs of

the learners to determine their capacities and
capabilities.

FORMATIVE ASSESSMENT Done during instruction

to monitor students’ progress and
to reinforce learning.

DIAGNOSTIC ASSESSMENT Done to see the problems and

learning difficulties of the students.

SUMMATIVE ASSESSMENT Done after instruction to assess students’ 

achievement and to see the result of the
teaching-learning process.

10. ETHICS IN ASSESSMENT

Assessment should not be used to derogate the students. One example of this is the right to
confidentiality.
11. CLEAR COMMUNICATION

Assessment's results should be communicated to the learners and the people involved.
Communication should also be established between the teacher and the learners by way of pre-
and post-test reviews.

12. POSITIVITY OF CONSEQUENCE

Assessment should have a positive effect. It should motivate students to learn and do more and
should give way to improve the teacher's instruction.

References

• https://sites.google.com/site/gradingandreporting/review-of-principles-of-high-quality-assessment
• http://blept.blogspot.com/2015/11/the-12-principles-of-high-quality.html?m=1
• https://www.schoology.com/blog/role-high-quality-assessment-enhancing-curriculum-and-instruction
• http://love4mathed.com
• https://elearning.adobe.com/2018/04/understanding-basics-revised-blooms-taxonomy-application-elea

QUESTION # 2. : Explain the rights to confidentiality of the student in

terms of assessment [10points]

QUESTION # 3. Match Column A with column B . Write the

Word/s of your answer [ 5 points ]
Column A Column B

1. Cognitive Domain a. performance-based

2. Psychomotor Domain b.self-report
3. Affective Domain c.oral-question
d. essay

Lesson 3
 Functions of Measurement and Evaluation
Lovely Rose Belandres
Flormar Lovete Castorico
Aireen Cabelosa

Reporters

What is measurement ?
 A means for assisting students to encounter successfully those problems
of self-understanding, choice, and decision making that they confront as
maturing individuals in a modern technological society. (Manning, W. H.
I.,1969)

Measurement helps in collecting observations that are used during evaluation to

make inferences and deductions.(Sharma, M., & Petosa, R. L. (2014).

A.Cabelosa

What is evaluation ?

 Engaging in some process that is designed to provide information that will

help us make a judgment about a given situation. (Kizlik, B. 2012)

 Evaluation introduces the element of qualitative judgment.( Fleming, W. G.

(2019).

 Both measurement and evaluation rests on the obvious fact that

individuals differ from one another and that the ordinary functions of social
life require that they treat one another differently. (Fleming, W. G. (2019).
 Is an indispensable part of the teaching-learning process. It involves
measurement and assigning qualitative meaning through value
judgement.

 importance of evaluation cannot be overemphasized. It is important as an

instrument of the school system, to the teacher, the learner, the parent
and the administrator for the improvement of instruction.

 Evaluation involves the determination of the goals and objectives toward

which educational efforts are directed of measurement techniques to be
utilized in the assessment of desired goals and objectives.

 Functions of measurement and evaluation.

  It measures student’s achievement. 

  It evaluates instruction.
  It motivates learning. 
  It predicts success.  
  It diagnosis the nature of difficulties.

• Measurement and evaluation measure pupils' achievement and motivate

pupils' learning. Pupils have the right to know the progress they are
making whether they have attained the objectives of the subject matter or
not, thus results must be made known to them.
• Evaluation results enable the teacher to accumulate the experiences and
the follow up diagnosed results.

 Two major aspects of measurement.

 Instructional Functions- Used to determine the outcomes of teaching
and learning processes.
A. Principal Instructional Functions- basic purposes of
measurement.
B. Secondary Instructional Functions (Auxiliary Functions)- helps
make teaching and learning more effective.
 Administrative and supervisory functions of measurement- Helps
in making the instructional functions more effective.

Principles of evaluation.

 Evaluation should be based on clearly stated objectives. 

  Evaluation  procedures  and  techniques  should  be selected  in terms
of the clearly stated objectives or the purposes they will serve.
 Evaluation should be Comprehensive.
 Evaluation should  be  continuous  and  an  integral part of the 
teaching and learning process.
 Evaluation should be diagnostic and functional.
 Evaluation should be cooperative.
 Evaluation should be used judiciously.

 Forms of evaluation used in the classroom.


>Placement  evaluation

> Diagnostic evaluation

-Used to detect students’ learning difficulties which are not revealed by

formative tests or checked by remedial instruction and other instructional
adjustments.

 Determines the knowledge and skills the students possess which are
necessary at the beginning of the instructions.
 Formative evaluation 
-An integral part of the teaching-learning process that is done frequently to
determine if students have or have not mastered the learning tasks.
 Judgment of achievement during the process of learning or training
 Provides feedback during the process to both learner and teacher.
“WHAT IS SUCCESSFUL AND WHAT NEEDS IMPROVEMENT”
 Summative evaluation

-Aims to assess the learner’s achievement at the end of the teaching-

learning process, for instance, at the end of the unit. 

 Judgement of achievement at the end of an instructional unit or program

 Typically involves test administration at the end of an instructional unit or

training period

 Used to decide if broad objectives have been achieved

 Importance of Educational measurement and evaluation.

  Teaching and learning are incomplete without the process of
measurement and evaluation, and the extent to which instrument
objectives are attained is achieved through the process of measurement
and evaluation.( Chikwe, Christian K. Ph.D,2021)

 Measurement and evaluation have helped in the understanding of

students’ problems, acknowledgement of individual differences, motivating
students to study harder, measurement of educational progress and
achievement among others.( Chikwe, Christian K. Ph.D,2021)

References

Fleming, W. G. (2019). 7. The role of measurement and evaluation. In Schools, Pupils,

and Teachers (pp. 257-309). University of Toronto Press.

https://www.slideshare.net/

https://polguart.wordpress.com/2010/03/17/module-1-measurement-and-evaluation/

IOSR Journal of Humanities And Social Science (IOSR-JHSS) Volume 26, Issue 7,
Series 2 (July. 2021) 01-04 e-ISSN: 2279-0837, p-ISSN: 2279-0845.
www.iosrjournals.org Chikwe, Christian K. Ph.D. Department Of Educational
Psychology, Guidance, And Counselling Ignatius Ajuru University Of Education,
Rumuolumeni, Port Harcourt Rivers State, Nigeria

Kizlik, B. (2012). Measurement, assessment, and evaluation in education. Retrieved

October, 10, 2015.

MANNING, W. H. I. Because educational measurement is oriented mainly toward the

soiution of practical problems of educational institutions, its functions. In TITLE
Invitational Conference on Testing Problems (New York, November 1, 1969)..
INSTITUTION Educational Testing Service, Princeton, NJ. (p. 12).

Sharma, M., & Petosa, R. L. (2014). Measurement and evaluation for health educators.
Jones & Bartlett Publishers
Lesson 4

TYPES OF ASSESSMENT
ELYN S. CABILTES
Reporter

Assessment

Different types of assessments can help you understand student progress

in various ways. This understanding can inform the teaching strategies you use,
and may lead to different adaptations.

Advice and tools for teachers to assess the progress of all learners and
support more targeted teaching practices.

Assessment is the ongoing process of:

1. gathering, analysing and interpreting evidence

2. reflecting on findings
3. making informed and consistent judgements to improve student learning.

In your classroom, assessments generally have one of three purposes:

1. Assessment of learning
2. Assessment for learning
3. Assessment as learning

Assessment of learning

You can use assessments to help identify if students are meeting grade-level
standards. 

Assessments of learning are usually grade-based, and can include:

 Exams
 Portfolios
 Final projects
 Standardized tests
They often have a concrete grade attached to them that communicates student
achievement to teachers, parents, students, school-level administrators and
district leaders. 

Common types of assessment of learning include: 

 Summative assessments
 Norm-referenced assessments
 Criterion-referenced assessments

Assessment for learning

Assessments for learning provide you with a clear snapshot of student

learning and understanding as you teach -- allowing you to adjust everything
from your classroom management strategies to your lesson plans as you go. 

Assessments for learning should always be ongoing and actionable. When

you’re creating assessments, keep these key questions in mind:

What do students still need to know?

What did students take away from the lesson?
Did students find this lesson too easy? Too difficult?
Did my teaching strategies reach students effectively?
What are students most commonly misunderstanding?
What did I most want students to learn from this lesson? Did I succeed?

There are lots of ways you can deliver assessments for learning, even in a busy
classroom. We’ll cover some of them soon!
For now, just remember these assessments aren’t only for students -- they’re to
provide you with actionable feedback to improve your instruction.

Common types of assessment for learning include :

 formative assessments and

 diagnostic assessments. 

Assessment as learning

Assessment as learning actively involves students in the learning process.

It teaches critical thinking skills, problem-solving and encourages students to set
achievable goals for themselves and objectively measure their progress. 

They can help engage students in the learning process, too! One study "showed
that in most cases the students pointed out the target knowledge as the reason
for a task to be interesting and engaging, followed by the way the content was
dealt with in the classroom."

Assessment for improved student learning and deep understanding requires a

range of assessment practices to be used with three overarching purposes:

Assessment for learning: occurs when teachers use inferences about student
progress to inform their teaching (formative assessment)

Assessment as learning: occurs when students reflect on and monitor their

progress to inform their future learning goals (formative assessment)

Assessment of learning: occurs when teachers use evidence of student

learning to make judgment on student achievement against goals and standards
(summative assessment)

Question # 4 Differentiate assessment from evaluation . [ 5 points]

QUESTION # 5 Supply necessary information of what is asked in the table

[ 10 points]

Criteria Assessment for Assessment as Assessment of

learning learning learning

1.)occurrence

2.) type of
assessment

Lesson 5
Reporter : Jeffrey Arguedo
Lesson 6

Types of Portfolio
Repoorter : Aljerrikho Dotollo

Portfolio

• Portfolio are collections of student work representing a selection of performance

• A portfolio may be a folder containing a student’s best pieces and the student’s
evaluation of the strengths and weaknesses of the pieces
• A portfolio can demonstrate your development.
Advantages of Portfolio
Portfolio is an assessment method which gives students the opportunity to be
responsible for their own learning. Students often develop a proud ownership of their
work.
• The self-reflection in each step allows students to improve as they see
themselves progressing over time at the different stages.
• It promotes creativity,individuality and uniqueness in the assessment of
learning
• A process oriented method

Disadvantage of Portfolio
• Portfolio is a very time-consuming assessment method in terms of planning,
responding, correcting and providing feedback.
• Clear instructions and guidelines must be given to students, as often students
take portfolio as a collection of their work only with no justification on reasoning
and reflective statements.
• A sample of defined portfolio size should also be given.
• Plagiarism can occur

Types of Portfolio

There are many different types of portfolios. Each types can serve one or more
specific purposes as part of an overall shool of classroom assessment program.
The following is a list of the types most often cited in the literature and especially in
education
 Documentation
 Process Portfolio
 Showcase Portfolio

Documentation

• Also known as the “working” portfolio

• The documentation portfolio can include everything from brainstorming
activities to drafts to finished products.
• The collection becomes meaningful when specific items are selected out to focus
on particular educational experiences or goals
• It can include the best and weakest of student work.

Process Portfolio

• This approach documents all facets or phases of the learning process

• They are particularly useful in documenting student’s overall learning process
 • It can show how students integrate specific knowledge of skills and progress
towards both basic and advanced mastery.

Showcase Portfolio
• Purpose is to highlight and display accomplishments.
• Include student’s best of favorate work.
• Samples should demonstrate highest levels of achievement.
• Students reflection is key in this type of portfolio

References
• https://studentsatthecenterhub.org/resource/student-centered-assessment-guide-
process-portfolios/#:~:text=A%20process%20portfolio%20is%20a,growth
%20from%20novice%20to%20master.

https://www.ru.nl/lecturers/education/educational-design/portfolio-
education/various-types-portfolio/

• https://www.slideshare.net/dhelchen/types-of-portfolio

Stages of Portfolio Development

Daniellee Eunice S. Doculan
Reporter

What is a Portfolio?
 A portfolio is a purposeful collection of student work that exhibits the
student’s efforts, progress and achievements in one or more areas.
 It is a physical collection of student work that includes materials such as
written assignments, journal entries, digital archives, presentations, blogs,
or websites, etc.

Features and Principles of Portfolio

 A portfolio is a form of assessment that students do together with their
teachers.
  A portfolio represents a selection of what the students believe are the
best included from among the possible collection of things related to the
concept being studied.
 A portfolio provides samples of the student’s work which show growth
over time.
 The criteria for selecting and assessing the portfolio contents must be
clear to the teacher and the students at the outset of the process.


Purposes of Portfolio
 Gives a profile of learners’ abilities in terms of depth, breadth, and growth
 Develops awareness of students’ own learning
 Improve motivation for learning and this achievement
 Provides opportunity for student-teacher dialogue.

Stages of Portfolio Development

Planning
 Instructors communicate to the students the purpose of the portfolio
and its status as a means of monitoring and evaluating their own
progress.
Collection
 Involves the collection of meaningful artifact and products reflecting
students' educational experiences and goals.
 Students are responsible for assembling meaningful artifacts that
reflect their own educational progress.
Selection
 Decision-making process in which collected artifacts are sorted and
selected for inclusion in the portfolio.
 Selections included in the collection should clearly reflect the
criteria and standards identified for evaluation.
Reflection
  The metacognitive process of students reflecting on their own
learning.
 Reflect on the significance of the artifacts chosen for the portfolio in
relationship to specific learning goals.
Connection
 Student expand on their reflection to connect acquired knowledge
and skills with course goals and learning objectives.
 Portfolio is presented to the appropriate audience and discussed in
meaningful conversation about teaching and/or learning

References:
https://slideplayer.com/slide/8551467/
https://www.slideshare.net/kaye1001/basic-concepts-in-assessing-student-
learningfor-upload
https://www.teachervision.com/teaching-strategies/the-portfolio-process
https://www.edglossary.org/portfolio/
https://electronicportfolios.org/portfolios/aahe2000.html

Question # 6 Present three (3) evidences of your Portfolio

and discuss how was each of it been

developed ? [15 points ]

-----------------------------------------------------------------------------------------------------------

Lesson 7
 Reporter :Cabillage

Ethics in Assessment
 Ethics in assessment involves decision – making in ways appropriate
to a particular educational context or situation. These decisions involve the
selection and articulation of learning outcomes, the ways in which students will
provide evidence of their achievement of the learning objectives.

 Ethics

- A code of moral standards of conduct for what is “good” and “right” as

opposed to what

is “bad” or “wrong ”.

 Ethical Behavior

- that which is “right” or “good”

in the context of governing moral code.

- ethical behavior is value driven.

“Ethics in Assessment”
Marjorie M. Genquiscas
Reporter

 Ethics- refers to the application of moral principles in the way that we

conduct our individual or group behavior.
 Morals- are principals of right and wrongthat are agreed upon by society.
 Examples:
1. Don’t lie or cheat
2. Don’t steal
3. Don’t hurt others
 Ethical Dilemma- means it is a problem in the decision-making process between
two possible options.
 Examples:
1. When a student takes a test and the principal alters the test.
2. Bullying
 Resolving ethical dilemma:
1. Refute the dilemma
2. Value theory approach
3. Find alternative solutions
 Ethics in assessment:
1. Focus on the intended learning outcomes.
2. Allow students to demonstrate their achievements.
3. Students should be informed in advance.
4. Students should be helped to understand.
5. Students should be aware of the procedures.
 6. The process should not be biased.
7. Students should evaluate effectiveness.
8. Clear protocols should be given in advance.
 Ethics in assessment involves:
1. Articulation of learning outcomes
2. The selection of assessment methods
3. The basis for judgment and
4. The role of students in the assessment process
 Ethical in assessment considerations:
1. Informed consent
2. Voluntary participation
3. Do no harm
4. Confidentiality
5. Anonymity
6. Only assess relevant components
 6 ways to ensure the assessment process are fair and unbiased
1. Don’t rush
2. Plan your assessment carefully
3. Aim for assignments and questions that are crystal clear
4. Guard against unintended bias
5. Ask a variety of people with diverse perspectives to review assessment
tools
6. Try out large-scale assessment tools

References:

 https://www.slideshare.net/JanJanPina/ethics-in-assessment
 https://www.wiley.com/network/featured-content/6-ways-to-ensure-your-assessment-practices-
are-fair-and-unbiased
 https://mypeer.org.au/monitoring-evaluation/ethical-considerations/
 https://www.staffnet.manchester.ac.uk/tlso/policy-guidance/assessment/assessment-principles/
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience
%2Farticle%
 https://it.stonybrook.edu/celt/teaching/Assessment/Student-Learning-Outcomes
 https://www.ru.nl/lecturers/education/assessment-appraisal/basic-assessment-design/

QUESTION # 7

What ethical dilemma have you experienced being a student of CSU ?

[5 points]
________________________________________________________________________________-______

CHAPTER 2

WRITING INSTRUCTIONAL OBJECTIVES

Reporter : Meliza Cardoza
(Educ 105 N2)

Characteristics of a good objectives:

 Identifies whoshould perform
 Describe what learner is to do
 Describes conditions learner will encounter in performing
 Describes how well performance is be done.

ABCDs of Writing Objectives(Heinrich, et al., 1996)

A- Audience
B- Behavior
C- Condition
D- Degree

1. AUDIENCE
 Is the learner that the objective is written for.
 The “who”.
 Describes who is performing behavior.
 Examples: first grade student, fifth grade student, Geography
student, Calculus II student, participants ,etc.

For example: After completing this tutorial EDUC studentswill

be able to list the three domains of learning
2. BEHAVIOR
 The behavior is the action, skill, competency, or learning that the audience
(the learner) will accomplish as a result of your teaching/activity.
  What a learner is expected to be able to do or the product or result of the
doing.
 Should be measurable. Avoid using verbs like know, understand, learn,
appreciate, realize, etc. that cannot be measured
 Examples: Write a sentence, collect data, Draft a list of questions ,
Describe approved protocol, analyze a case study, etc.

For Example: Given a map of Philippines , students will label the

state capital with 100% accuracy.

3. CONDITION
 The important conditions under which the performance is to occur.
 Describes what learners will use, have access to, or not be allowed to use.
 Identifies resources, procedures, materials, aids, tools, etc. to perform the
task.
 Examples: using a text book, calculator, PC, in a lab scenario,
without the help of excel software, etc.

For example: Given speed and distance, the student will calculate
the time needed to reach Gaisano Mall correctly.
4. DEGREE
 The criterion of acceptable performance. How well the learner must perform
in order for the performance to be considered acceptable.
 It can include; quality, accuracy, time, speed and so on.
 Examples:within 10 minutes, without error, 9 out of 10 times, three
times in a row, 70% or better on the quiz, etc.

For example: The students will solve 10 algebraic equations in

10 minutes without a calculator.

Examples of an instructional objectives

Condition Audience

1. At the end of this course, using a PC with Microsoft Word software, students in “ITE
101”, will be able to type at least 60 words per minute, with no more than three
mistakes.

Behavior Degree

Condition Audience
 2. Given a bar, line, or circle graph, theseventh-grade mathematics
studentwillverbally present the statistical or numerical information
shown on the graph with at least 7 out of 8 (87%) accuracy.
Behavior
D
e
g
r
Note:The order of ABCD
e may vary
e
Importance of instructional objectives
 Instructional objectives are important because without them it is impossible to
effectively evaluate learning.
 It is also difficult to select content, appropriate course materials, or specific
teaching strategies.

References
 Greene, Elisa &Fairclough, Jamie & Haines, Seena. (2013). An exploratory study
of student pharmacists’ perceived value of specific and general learning
objectives. Currents in Pharmacy Teaching and Learning. 6.
10.1016/j.cptl.2013.09.001.
 https://www.itma.vt.edu/modules_v1/tutorials/objectives /
 http://www.hlg.edu/wp-content/uploads/2019/06/ABCD-of-Learning-
Objectives-Summer-2019.pdf
 https://www.itma.vt.edu/modules_v1/tutorials/objectives /
https://www.youtube.com/watch?v=7lGX8mndu5w

Lesson 1
 Rep
orters :Jerico Canomay / Luz Balamambao / Angelica Allawan
 The table below summarizes the sub-levels of the three domains of
learning according to Bloom’s taxonomy arranged in higher order from top

Learning Targets in the Learning Domain

The three domains:

1. Cognitive - Mental Skills ( Knowledge)

2. Affective – Growth in feelings or emotional areas ( Attitude)

3. Psychomotor – Manual or Physical Skills ( Skills)

 Bloom’sTaxonomy

Behaviours are taught to be cumulative, going from simple to more complex

mental behaviours.

A. Cognitive domain — involves knowledge and the development of

intellectual skills

1.Knowledge – Ability to remember facts without necessarily

understanding. 2.Comprehension – Ability to understand and interpret
learned information

3.Application – Ability to use learned material in new situations

4.Analysis – Ability to break down information into its components
5.Synthesis – Ability to put parts together
6.Evaluation – Ability to judge value of material for given purpose

B. Affective Domain – includes the manner in which we deal with things emotionally.

Receiving – Awareness, willingness to hear, selected attention.

Responding – Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding.
Valuing – The worth or value a person attaches to a particular object,
phenomenon, or behaviour . This range from simple acceptance to the more
complex state of commitment.
Organizations – Organizes contrasting different values, resolving conflicts
between them, and creating an unique system.
Internalizing Value – Has a value system that controls their behaviour.

C. Psychomotor Domain – includes physical movement, coordination and use of the

motor skill areas. Simpson (1972)

Perception – The ability to use sensory use to guide motor sensory cues to guide
motor activity.
Guided Response – The early stages in learning a complex skill that includes
imitation and trial and error.
Mechanism – This is the intermediate stage in learning a complex skill.
Complex Overt Response – The skilful performance of motor acts that involves
 complex movement patterns.
Adaptation – Skills are well developed and the individual can modify movement
patterns to fit special requirements.
Origination – Creating a new movement patterns to fit a particular situation or
specific problem.
Dave (1975)
Imitation - observing and patterning behavior after someone else.
Manipulation - Being able to perform certain action by memory or following
instructions.
Precision - Refining, becoming more exact.
Articulation - Coordinating and adapting a series actions.
Naturalization - Masterizing high level performance until it become second-
nature.
Harrow (1972)

Reflex Movement - Reactions that are not learned,such as a involuntary reaction

Fundamental Movement - Basic movements such as walking or grasping.
Perceptual Abilities - Response to stimulation.such as visual, kinesthetic or
tactile discrimination.
Physical Abilities - Stamina that must be developed for further development.
Skilled Movement - Advanced learned movement as one would find in sports or
acting.
Nondiscursive Communication- Use effective body language

Lesson 2
 Learning Outcomes
Cherry Rose Cariate
Rowena Marie de Asis

Reporters

What Are Learning Outcomes?

• State in clear terms what it is that your students should be able to do at
the end of a course that they could not do at the beginning.
• Focus on student products, artifacts, or performances, rather than on
instructional techniques or course content.
• Are student-centered rather than instructor-centered.
• Explicitly communicate course expectations to your students.

5 Types of Learning Outcomes

• 1. Intellectual skills
• 2. Cognitive strategy
• 3. Verbal information
• 4. Motor skills
• 5. Attitude
 1. Intellectual skills
Discrimination 
o For example: Differentiate between crocodiles and alligators,
octopuses and squids, etc.
o To teach, use reinforcement and repetition to enhance learning of
this skill.
Concrete concept 
o For example: explain why whether tomatoes are considered
vegetables.
o To enhance learning of this skill, present different examples of an
object (concept) with a wide variety of irrelevant characteristics and
ask students to identify a correct answer.
Defined concept 
 To enhance learning of this skill, first ask students to recall all
components within the definition of a concept, including the
relations among those components. Have students watch a
demonstration, video, or film on how the concept works.

Rule 
o For example: know how to multiply numbers, to construct a sentence, or
to play a game.
o To learn the skill, help students recall the components that make up the
rule and their relationships. Clearly communicate the rule to students.
Provide guidance (e.g., prompts, cues, strategies) during learning.

Problem-solving 
 Teach or recall relevant rules and information essential to solving
the problem. Offer cues or prompts to help students solve the
 problem or engage them in discovery learning (guided and
unguided) to find a solution. 

2. Cognitive strategy
 In this type of learning outcome, the learner uses personal strategies to
think, organize, learn and behave.
o Rehearsal (verbally repeat, underline, or copy materials)

o Elaboration (associate new information with the existing one through

paraphrasing, summarizing, note-taking, and questions and answers), and

3. Verbal information
 This type of learning outcome is when the learner is able to definitively
state what they have learned from an organized body of knowledge.
 To assist learning of verbal information, the instructors may teach students
different mnemonic techniques (e.g., Keyword, loci, imagery, etc.) And
help students relate new information to what already exists in memory to
make learning meaningful and memorable. 
o Organizing (arrange materials in an organized and meaningful order
through outlining, concept mapping, advance organizer, etc.).

4. Motor skills
 Motor skills(also called psychomotor skills) are sequences of motor
responses or movements, which are combined into complex
performances.
o For example: dancing, skateboarding, fly-fishing, skiing, writing with a
pencil, etc. 

 To teach the part skills, provide clear instructions to learn the skills.
Provide a checklist, picture, or diagram to guide learning. Encourage
students to practice the skills repeatedly, accompanied by timely and
appropriate feedback from the instructor.  

5. Attitude
 This is the internal state that reflects in the learner’s behavior. It is
complex to quantify but can be shown in the learner’s response to people
or situations.
 To teach the part skill, help students recall a situation to which the attitude
applies, present an appealing and credible role model, use the model to
 communicate or demonstrate the desired choices or actions for the given
situation, and communicate or demonstrate satisfaction the model obtains
as a result of the selected choices or actions.

Writing Learning Outcomes

 By the end of the class, students should be able to ….
• Recall
• Explain
• Interpret
• Compare
• Differentiate
• Implement
• Judge
• Create

 Consider how you will be able to measure whether students

have met those outcomes.
 • Something they can demonstrate through a specific essay
assignment.
• Via a poster or other presentation. 
• As part of a course project.
• Through well-crafted exam questions

Example :
At the end of this course, the students should be able to:

• Choose and use the appropriate method to obtain a numerical

solution to a given mathematical problem;
• Compute the error of the estimate provided by a given numerical
method

QUESTION # 8 Write five (5) learning outcomes for each of the

learning domains by Bloom’s taxonomy from lessons 4 , 5 and
6 of Chapter 1 [ 15 points ]

Lesson 3

TYPES OF TEST -ITEMS

MATCHING TYPE
Reporter : Marlon Ebale Igpalina

What is matching type ?

 Provides a way for learners to connect a word, sentence or phrase in
one column to a corresponding word, sentence, phrase in a second
column.
 The items in the first column are called PREMISES and the
answers in the second column are the RESPONSES. The
convention is for the learners to match the PREMISE on the LEFT
with a given response on the RIGHT.

The matching type test items format provides a change of pace,

particularly for self-check and review activities.

They are effective when you need to measure the learners ability to
identify the relationship or association between similar items.

When are we going to use matching type ?

Comparison between two or more things

Knowledge of relationship

Illustration of rules, principles, procedures, and applications

Reorganization of facts

COMPLETION ITEMS
Reporter: Anthony Lacorte

DEFINITION:

 a form of test that requires the student to answer a question or to finish an

incomplete statement by filling in a blank with the correct word or phrase.

 It can be a form of charts, maps and/or diagrams, requiring learners to label

parts as directed.
ADVANTAGES:

 Provide a wide sampling of content

 Efficiently measures lower levels of cognitive ability
 Minimizing guessing as compared to multiple-choice or true-false items
 Provides an objective measure of student achievement or ability.
 It can improve the validity and reliability of the overall assessment.

DISADVATAGES:
 Difficult to construct such that the desired response is clearly indicated.
 Difficulty in measuring learning objectives requiring more than simple recall of
information.
 Time consuming to score when compared to multiple-choice or true-false
items.
 More difficult to score since more than one answer may have to be
considered correct if the item was not properly prepared.

RULES IN WRITING COMPLETION ITEMS:

 Omit only significant words from the statement.

 Do not omit so many words from the statement that the intended meaning is
lost.

 Be sure there is only one correct response.

 Make the blanks of equal length.

 Avoid lifting statements directly from the text, lecture or other sources.

EXAMPLES:

Direction: Fill in the blank. Write your answer on the space provided in each
number.

1. __________ involves knowledge of intellectual skills.

2. __________ provides evidence of student achievement at specific times

throughout the grade/course/program.

3. Completion items efficiently measures lower levels of __________.

Reporter : R. Luz Escobar
 2

3 4

5 6
7 8

9 10
Reporter : Christine Joy Galope
HOW TO CONSTRUCT AN ESSAY ITEM TEST

True-False Test Items are typically used to measure the

ability to identify whether or not the statements of facts are correct. The basic
format is simply a declarative statement that the student must judge as true or
false. No modifications of this basic form in which the student must respond
“YES” or “NO” , “AGREE” or “DISAGREE”. (Gronlund, 1998)

Suggestions for writing true/false questions

 Include only one main idea in each item.

 As in multiple choice questions generally, use negatives sparingly.
  Try using in combination with other material, such as graphs, maps,
written material. This combination allows for the testing of more
advanced learning outcomes. (Gronlund 1988)
 Use statements which are unequivocally true or false.
 Avoid lifting statements directly from assigned reading, lecture notes
or other course materials so that recall alone will not permit a correct
answer.
 Generally avoid the use of words which would signal the correct
response to the test-wise student. Absolutes such as 'none', 'never',
'always', 'all', 'impossible' tend to be false, while qualifiers such as
'usually', 'generally', 'sometimes', 'often' are likely to be true.

 Rules in Constructing True-False Tests · Rule 1: Do not give a hint

(inadvertently) in the body of the question. · Rule 2: Avoid using the
words “ ...
 You've visited this page 2 times. Last visit: 11/22/21

 Rule 1: Do not give a hint (inadvertently) in the body of

the question.
 Example:
 The Philippines gained its independence in 1898 and
therefore celebrated its centennial year in 2000. 
 Obviously, the answer is FALSE because 100 years from 1898 is not 2000 but
1998.
 Rule 2: Avoid using the words “always”, “never”
“often” and other adverbs that tend to be either always
true or always false.
 Example:

Example:

Christmas always falls on a Sunday because it is a Sabbath day.

Statements that use the word “always” are almost always false. A test-
wise student can easily guess his way through a test like these and get
high scores even if he does not know anything about the test.
Rule 3: Avoid long sentences as these tend to be “true”. Keep
sentences short.

Example 1

Tests need to be valid, reliable and useful, although, it would require a great
amount of time and effort to ensure that tests possess these test
characteristics. 
Notice that the statement is true. However, we are also not sure which
part of the sentence is deemed true by the student. It is just fortunate
that in this case, all parts of the sentence are true and hence, the entire
sentence is true. The following example illustrates what can go wrong
in long sentences:

Example 2

Tests need to be valid, reliable and useful since it takes very little amount of
time, money and effort to construct tests with these characteristics.
The first part of the sentence is true but the second part is debatable and
may, in fact, be false. Thus, a “true” response is correct and also, a
“false” response is correct.

Rule 4. Avoid trick statements with some minor misleading word

or spelling anomaly, misplaced phrases, etc. A wise student who
does not know the subject matter may detect this strategy and
thus get the answer correctly.

Example:

True or False. The Principle of our school is Mr. Albert P. Panadero.

The Principal’s name may actually be correct but since the word is misspelled
and the entire sentence takes a different meaning, the answer would be false!
This is an example of a tricky but utterly useless item.

Rule 5: Avoid quoting verbatim from reference materials or textbooks. This

practice sends the wrong signal to the students that it is necessary to memorize
the textbook word for word and thus, acquisition of higher level thinking skills is
not given due importance.

Rule 6. Avoid specific determiners or give-away qualifiers. Students quickly learn

that strongly worded statements are more likely to be false than true, for
example, statements with “never” “no” “all” or “always.” Moderately worded
statements are more likely to be true than false. Statements with “many” “often”
“sometimes” “generally” ‘frequently” or “some” should be avoided.

Rule 7. With true or false questions, avoid a grossly disproportionate number of

either true or false statements or even patterns in the occurrence of true and
false statements.
TRUE OR FALSE

Lesson 4

Reporters : Monica Lopez / Pearly Queen Conales /

Mariel Cenangote
 ALIGN YOUR OBJECTIVES BASED FROM YOUR ANSWER IN

QUESTION 8 (Chapter 2)
topic in lesson 4/5/6 learning targets (objectives/competencies) number of test-items
 Learning domains

Total number of items

Discussion :

The table above gives you the format of a TOS with 10 – item test
distributed as follows : 2 for the first competency
4 for the second competency and
4 for the third competency to a total of 10 points.

In your case , you have to map out 30 item-test distributed through out
the table which will guide you where to put each of your questions scattered thru
the table aligning the percentage distribution of the learning domains . .
Refer lessons 4 , 5 , and 6 of chapter 1. , thus you will have the 3 lessons
in your topic column . The next column are the 9 objectives (learning
competencies) 3 for each topic/lesson. Next column is the number of items you
are to assign for each learning competency which will sum up to a total of 30
items.
Now prepare for the percentage allocation for each domain placed in the
row heading of the table. Refer Bloom’s taxonomy .You are going to refer this
percentage to determine the number of items allocated /placed in the table
applying the five types of test as given distributed accordingly
Completion – 5 points
Multiple choice – 5 points
Matching type - 10 points
True – False -5 points
 Essay 5 points
_____________
30 points

The last column of the table must show the total distribution of test items
allocated for each objective . Check the items in correct placement as scattered
in the table . This is your guide where you should construct your question and in
what type of test item could it be found in your Test Questionnaire.

To determine the number of item for each objective in every identified

domain , multiply the percentage allocated of your own choice to the designated
number of items for each objective .. See to it that you will have correct
summation for each column across each row to come up with the 30-item test.

GOODLUCKGOODLUCKGOODLUCK

Follow the format in inputting your entries (20 points)

Lesson Objectives # learning domains

(name of (write your of

the topic) objective) items ?% ?% ?% 100%
4 1 4
2 3 test and item placement

3 3

5 4 2

5 2

6 5

6 7 4

8 2
 9 5

30 30

TEST QUESTIONNAIRE ( 30 points)

Refer the placement of the test and items of the constructed test questions
guided by the test and item placement indicated in your TOS

GOODLUCKGOODLUCKGOODLUCK