MSU-LNAC Vision

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MSU-LNAC Vision
Envisions to be a center of Excellence and Development in Agriculture and other disciplines.
MSU-LNAC Mission
Aspires to provide quality instruction and training in Agriculture, Teacher Education,
Computer and Information Technology to produce globally competitive and innovative graduates.
Goals and Objectives:
1. Undertake the traditional function of the university such as instruction, research, and extension
and generate income.
2. Provide agricultural manpower in Mindanao and other parts of the world.
3. Provide farming knowledge and skills to the Muslims and other Cultural Minorities in order to cope
with the national standard.
4. Generate local specific technologies that will improve the agri-based Mindanao economy.
5. Produce graduates who are creative, competent, and morally upright.
6. Establish linkages and collaborate with local, national and international entities.
7. Become an Autonomous Campus.
College of Education Vision:

The MSU-LNAC College of Education envisioned to produce high quality graduates that can compete
globally through effective instruction, research and extension.
College of Education Mission:

The mission of the College of Education is to develop, prepare and equip future teachers with expertise to
educate learners in the basic education levels in rural and urban areas.
College of Education Goals and Objectives:
 To equip prospective teachers with basic knowledge, skills, attitudes, and values essential to the
child's development;
 To produce competent teachers and effective facilitators of learning for English, Mathematics,
Filipino, Social Studies and Science;
 To conduct research and do extension works in relevant areas in education;
 To offer services, building linkages, and sharing expertise and facilities with other educational
entities in attaining the goals of quality basic education; and
 To develop quality instructional materials that help enhance the teaching-learning process.
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MODULE 1: PRELIM PERIOD
INTRODUCTION
Statistics plays a very important role in assessing the performance of students, most
especially in describing and analyzing their scores through assessment activities. Teachers should know
how to utilize these data, particularly in decision-making. Hence, a classroom teacher should have the
necessary background in statistical procedures in order for him to give a correct description and
interpretation of student’s performance in a certain test, whether it is conducted by the teacher or the
Department of Education, or whether it is a division or a national assessment.
Lesson 1: Overview of Assessment of Learning: Utilization of Assessment Data

Objectives: At the end of this lesson, the students should be able to:
a. Compute the mean, median, and mode, quartile and percentile deviation of a score distribution;
b. Identify the different properties of measures of central tendency;
c. Identify the uses of the different measures of variability;
d. Compute the value and make an analysis of range, quartile deviation, variance and standard
deviation of a given score distribution;
e. Identify the properties of the different measures of variability;
f. Differentiate standard deviation and coefficient of variation;
g. Apply the concept of skewness in identifying the overall performance of the students;
h. Identify the different types of standard scores;
i. Convert raw score to standard score;
j. Determine the degree of relationship of two groups of scores;
k. Compute the correlation coefficient; and
l. Apply the different concepts in the utilization of assessment data.
INTRODUCTION
This lesson is a review of the important tools needed in describing, analyzing, and interpreting
assessment results. The topics discussed in this lesson are measures of central tendency, measures of
variation, skewness, correlation, and different types of converted scores. It is very important for every
education student and teacher to master this part, because it will be very helpful in describing and
analyzing test results accurately, for the teacher to make an appropriate decision about the performance
of the learners.
Definition of Statistics
Statistics is the branch of science that deals with collection, presentation, analysis, and
interpretation of qualitative data.
Branches of Statistics
There are two branches of statistics: descriptive statistics and inferential statistics.
Descriptive Statistics deals with collecting, describing and analyzing a set of data without drawing
conclusions (or inferences) about a large group of data. Inferential Statistics, on the other, is concerned
with the analysis of a subset of data, without dealing with each individual in the population. It means that,
inferences can be derived from the population, using only a sample or a part of the population.
Lesson 1.1: Describing Group Performance

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In describing the group performance of the students in a certain test, the measures of central
tendency and measures of variability are used. Measures of central tendency are used to determine the
average performance of a group of scores, while measures of variability indicate the spread of scores in a
group. These two concepts are very important and helpful in understanding the performance of a group.
A. Measures of Central Tendency
Measures of central tendency provides a very convenient way of describing a set of scores with a
single number that describes the performance of a group. It is also defined as a single value that is used
to describe the “center” of the data. It is thought of as a typical value in a given distribution. There are
three commonly used measure of central tendency. These are the mean, median, and mode and how to
compute for their value when applied in a classroom setting.
1. The mean
➢ The mean is the most common measure of center, and it is also known as the arithmetic
average.
𝑋1+𝑋2+⋯𝑋𝑛
Population Mean=∑𝑥𝑖 =
𝑁
∑𝑋
Sample Mean = 𝑛
∑=sum of the scores

x=individual score
n=number of scores
Steps in solving the mean value using raw scores.

1. Get the sum of all the scores in the distribution (∑)
2. Identify the number of scores (n).
3. Substitute to the given formula and solve the mean value.
Properties of Mean
1. Used when the data are in interval or on ratio level of measurement.
2. Used when the frequency distribution is regular, symmetrical, or normal.
3. Measures of stability.
4. Easily affected by extreme values.
5. May not be an actual score in the distribution.
6. Very easy to compute.
7. The sum of each score’s distance from the mean is zero.
8. Used to compute other measures such as standard deviation, coefficient of variation,
skewness, and z-score.
Example: Find the mean of scores of students in algebra quiz.

45,35,48,60,44,39,47,55,58,54
∑x=485
N=10
Solution:
∑𝑥
Mean=10
485
= 10
=48.5
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2. The Median
➢ The Median is a point that divides the scores in a distribution into two equal parts when
the scores are arranged according to magnitude, that is from lowest score to highest
score or highest score to lowest score. If the number of scores is an odd number, the
value of the median is the middle score. When the number of scores is an even number;
the median value is the average of the two-middle most scores.
➢ This refers to the centermost score when the scores in the distribution are arranged
according to magnitude (from highest score to lowest score or from lowest score to
highest score.
Properties of Mean
1. Used when the data are in ordinal level of measurement.
2. Used when the frequency distribution is irregular or skewed.
3. Used when the middlemost score is desired.
4. Used when there are extreme scores.
5. Not affected by the extreme scores because it is a positional measure.
6. May not be an actual observation in the data set.
Example 1: Find the median of the scores of 10 students in algebra quiz.
(x) scores of students in algebra
45
35
48
60
44
39
47
55
58
54
First, arrange the scores from lowest to highest and find the average of the two middle most
scores since the number of cases in an even.
35
39
44
45
47
48
54
55
58
60
47+48
Median=
2
= 47.5 is the median score

=50% of the scores in the distribution fall below 47.5
Example 2: Find the median of the scores of 9 students in algebra quiz.
(x) scores of students in algebra
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35
39
44
45
47
48
54
55
58
The median value is the 5th score which is 47. Which means that 50% of the scores fall below 47.
3. The Mode
➢ The mode refers to the score or scores that occurred most in the distribution.
Types of Mode
3.1 Unimodal is a score distribution that consists of one mode.
3.2 Bimodal is a score distribution that consists of two modes.
3.3 Trimodal is a score distribution that consists of three modes. It is also considered as multi-
modal—a score distribution that consists of more than two modes.
Properties of Mode
1. Used when the data are in the nominal level of measurement.
2. Used when quick answer is needed.
3. Used when the score distribution is normal.
4. Can be used for quantitative, as well as qualitative data.
5. May not unique.
6. Not affected by extreme scores.
7. May not exist at times.
Example 1: Find the mode of the scores of students in algebra quiz: 34,36,45,65, 34, 45, 55, 61, 34, 46.
Mode= 34, because it appeared three times. The distribution is called unimodal.
Example 2: Find the mode of the scores of students in algebra quiz: 34, 36, 45, 61, 34, 45, 55, 61, 34, 45.
Mode= 34 and 35, because both appeared three times. The distribution is called bimodal.
Activity 1
Given the raw data:
15, 10, 2, 17, 6, 8, 3, 10, 2, 9, 5, 9, 13, 1, 10
Find: A. mean B. median C. mode
Assessment Task/s (Activity 1.1)

5 minute non-stop writing
From the lesson, I realized that……

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NOTE: Activity 1 and Activity 1.1 should be submitted together on January 21, 2022 in the drop
boxes near your home.
Lesson 1.2: Measures of Variation or Dispersion (Absolute Measures of Variation)

Measures of variation is a single value that is used to describe the spread of the
scores in a distribution. The term variation is also known as variability or dispersion. There are several
ways of describing the variation of scores: absolute measures of variation and relative measures of
variation.
1. The Range (R)
➢ The range is the different between the highest score and the lowest score.
Formula: R=HS-LS
Where: HS=highest score
LS= lowest score
Interpretation:
If the range is large, the scores are more dispersed. On the other hand, if the range is
small, the scores are less dispersed or less scattered or homogenous.
Properties of Range
1. Used when the score distribution is normal.
2. Used when the data are in interval or in ratio level of measurement.
3. Used when quick answer is needed.
4. Rough estimation of variation or dispersion
5. Easily affected by extreme scores.
6. Quick and easy to understand.
7. Only two scores are needed to compute the value of range.
8. Very easy to compute.
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Activity 2
Scores of 10 students in Mathematics and Science. Find the range and in what subject has a greater
variability?
Mathematics Science
35 35
33 40
45 25
55 47
62 55
34 35
54 45
36 57
47 39
50 52
Date of Submission: Jan 21,2022
2. Inter-quartile Range (IQR)

➢ Inter-quartile range is the difference between the third quartile and the first quartile,
IQR=Q3-Q1
Where:
Q3= third quartile value
Q1= first quartile value
Interpretation: The larger the value of IQR, the more dispersed the scores are from the mean
value; or the smaller the value of I QR, the more clustered the scores are from the median value.
Properties of IQR
1. Used when the data are in ordinal level of measurement;
2. Used when the frequency distribution is irregular or skewed;
3. Reduces the influence of the extreme scores;
4. Considers only the middle 50% of the scores in the distribution;
5. Not easy to calculate compared to the range;
6. The point of dispersion of the scores is the median value.
3. The Quartile Deviation

➢ The quartile deviation (QD) refers to the average deviation of the third quartile and the
first quartile from the value of the median.
➢ It also refers to the half of the difference between the third quartile (Q 3) and the first
quartile (Q1). It is based of the middle 50% of the range, instead the range of the entire
set of distribution. In symbol,
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𝑄3−𝑄1
QD= 2
; where:
QD= is the quartile deviation

Q1= value of the first quartile
Q3=value of the third quartile
Interpretation: The larger the value of QD, the more dispersed the scores are from the median
value; or the smaller the value of QD, the more clustered the scores are from the median value.
Properties of Quartile Deviation

1. Used when data are in ordinal level of measurement’
2. Used when the score distribution is irregular skewed;
3. Reduces the influence of the extreme scores;
4. Considers only the middle 50% of the scores in the distribution;
5. Not easy to calculate as compared to the range;
6. The point of dispersion of the scores is the median value.
Problem: Solve for the Quartile Deviation of the following scores of 10 students in Mathematics
quiz.
18, 26, 30, 12, 41, 12, 35, 14, 32, 22
Solution:
Arrange the test scores from highest to lowest.
12, 12, 14, 18, 22, 26, 30, 32, 35, 41
Solve for Q1
𝑖(𝑛+1)
Q1= ; where:
4
i= 1
n= Number of respondents/samples
1= constant
4=constant
1(10+1)
=
4
11
=4
=2.75th items
=2nd + .75 (3rd-2nd)
=12+.75 (14-12)
=12 +.75 (2)
=12+1.5
Q1= 13.5
Solve for Q3
𝑖(𝑛+3)
Q1= ; where:
4
i= 3
n= Number of respondents/samples
1= constant
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4=constant
3(10+1)
= 4
33
=4
=8.25th item
=8th +.25 (9th-8th)
=32+.25 (35-32)
=32+.75
Q3=32.75
Thus:
𝑄3−𝑄1
QD= 2
19.25
= 2
= 9.625
4. Standard Deviation
➢ The standard deviation is the most important and useful measures of variation or dispersion. It is
the average distance of all the scores that deviates the mean value. It is a more stable measure
of variation because it involves all the scores in a distribution rather than range and quartile
deviation.
➢ It shows variation about the mean. It is also known as the square root of the variance.
➢ Variance is one of the most important measures of variation. It shows the variation about the
mean.
Interpretations:
A. If the value of standard deviation is large, on the average, the scores in the distribution will be far
from the mean. Therefore, the scores are spread out around the mean value. The distribution is
also known as heterogeneous.
B. If the value of the standard deviation is small, on the average, the scores in the distribution will be
close to the mean. Hence, the scores are less dispersed or the scores in the distribution are
homogenous.
Standard Deviation of Ungrouped Data

∑(𝑥 − 𝑚𝑒𝑎𝑛2 )
𝑠=√
𝑛−1
where, x=individual score
n= number of students in a distribution
Steps in Solving Standard Deviation of Ungrouped Data

1. Solve for the mean value.
2. Subtract the mean value from each score.
3. Square the difference between the mean and each other.
4. Find the sum of step 4.
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5. Solve for the population standard deviation or sample standard deviation using the formula of
ungrouped data.
Note: Maintain two decimal places only
Example: Find the standard deviation of the scores of 10 students in algebra quiz. Using the given data
below.
X mean (x-mean)2
45 48.5 12.25
35 182.25
48 0.25
60 132.25
44 20.25
39 90.25
47 2.25
55 42.25
58 90.25
54 30.25
∑x=485 ∑(x-mean)2=602. 25
n=10
∑𝑥
Mean= 𝑛
485
= 10
Mean=48.5
Solve for the Standard Deviation
∑(𝑥−𝑚𝑒𝑎𝑛 2 )
𝑠=√
𝑛−1
602.5
𝑠=√
10 − 1
s=√66.94
SD= 8.18
Interpretation: This means that on the average, the amount that deviates from the mean value= 48.5 is
8.18.
Solving Standard Deviation for Grouped Data

𝑛∑𝑥𝑖 2 𝑓𝑖 − (∑𝑥𝑖𝑓𝑖)2
𝑠=√
𝑛(𝑛 − 1)
Steps for Solving Standard Deviation for Grouped Data

1. Construct Frequency Distribution.
2. Solve for the standard deviation using the given formula.
Note: Use two decimal places only.
How to Construct Frequency Distribution:
1. Determine the range R of the observations.

R=Highest Score (HS) – Lowest Score (LS)
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2. Determine the number of classes to which the observations are to be grouped, Sturges’
approximation is given by:
Number of classes (k)= 1+3.322 log n (n is the number of students/observations)
3. Approximate the class interval by using:
𝑅
C=𝑘
Activity 3
To illustrate the construction of a frequency distribution, let us go through the actual steps
of grouping a set of data.
The following are scores of 60 students on a 40-item test.

21 11 12 25 15 19 23 35 18 24 13 24 21
16 22 3 5 7 20 14 21 19 16 7 20 32
11 15 16 24 11 14 22 4 17 7 12 19 13
5 19 14 21 13 31 18 27 11 23 18 19 13
24 3 19 15 23 20 16 23
Follow these steps:

1. Solve for the range, number of classes, and class interval. Follow the formula given.
2. Create a frequency table following this matrix.
Class interval Class mark (xi) Frequency (fi) xifi xi2fi
n= ∑xifi= ∑xi2fi=
where, xi= the central value of the class interval

fi= number of students who got the correct answer from each interval
xifi= multip ly the values of xi and fi
xi2fi= square the value of xi and multiply it to fi
3. Solve for the standard deviation of the grouped data using the formula given. Use two decimal places
only,
4. Interpret the answer.
Date of Submission: April 26,2021
NOTE: Activity 3 and Activity 3.1 should be submitted as one on Jan 28,2022
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From the lesson on, I realized that……

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Lesson 1. 3: Relative Measure of Variation
1. Coefficient of Variation
➢ Shows a variation relative to the mean. It is used to compare the variability of two or
more sets of data even when the observations are expressed in different units of
measurement.
Interpretation
The smaller the value of the coefficient of variation, the more homogenous the scores
are. On the other hand, the higher the value of the coefficient of variation, the more
dispersed the scores are in that particular distribution.
The formula in computing the coefficient variation is,

𝑠
CV=𝑚𝑒𝑎𝑛 x 100%
Where, s- standard deviation
2. Measure of Skewness
Measure of skewness describes the degree of departure of the scores from the symmetry. The
skewness of a score distribution only tells about the performance of the students, but not reasons about
their performance.
The skewness coefficient (Sk) can be solved using the formula:
3(𝑚𝑒𝑎𝑛 𝑣𝑎𝑙𝑢𝑒−𝑚𝑒𝑑𝑖𝑎𝑛 𝑣𝑎𝑙𝑢𝑒)

Sk=
𝑠
Skewness can be classified according to the skewness coefficient. Below are the classifications
of skewness and the summary of their properties.
Positively Skewed Negatively Skewed Normal Distribution
Sk>0 Sk<0 Sk=0
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Skewed to the right; this Skewed to the left; meaning, The scores are normally
means that the thin end tail the thin end tail of the curve distributed.
of the curve goes to the right goes to the left part of the
part of the distribution. distribution.
Most of the scores are low; Most of the scores are high; It is symmetrical to the
hence, most of the students hence, most of the students mean; the end tails of the
got scores below the mean. got scores above the mean curve can be extended
value. indefinitely in both side and
asymptotic to the horizontal
line.
Mean value is greater than Mean value is less than the The value of the mean,
the median and the mode median and the mode median and mode are equal.
values. values.
Example: Mean= 50, Example: Mean=43,
Median=47 and Mode=43 Median=47, AND Mode=50
Poor performance of the Outstanding performance of Most of the students got a
students; this could be the students; the score within the mean value;
attributed to the following: performance of the students hence, most of the students
Ineffective methods of could be attributed to the have average performance.
teaching and instruction; following: About 68.26% of the
Students are not ready to The group of students are students in the group have
take examination; intelligent; average performance.
Test items are very difficult; There is enough time to
and finish the examination;
The time given to answer the Effective instruction; and
test is not enough. Students prepared
themselves for the
examination.
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Activity 4
Using the data below, solve for the following: Do it on a whole sheet of paper, show your
solutions.
a. Mean
b. Median
c. Standard deviation (includes interpretation)
d. Coefficient of variation (includes interpretation)
e. Coefficient of skewness (includes interpretation)
Filipino English
6 6
8 6
9 7
10 9
13 11
15 13
16 15
16 16
17 17
20 20
Date of Submission: Feb 4, 2022

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Note : Activity 4 and 4.1 should be submitted as one on Feb 4, 2022

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Lesson 1.4: DESCRIBING INDIVIDUAL PERFORMANCE
There are four ways of describing the individual performance of students. In order to describe the
individual performance of the students, convert the raw score to standard score. This is done by
computing the z-score, T-score, standard nine (stanine), and percentile rank.
Actual scores or raw scores are the scores directly obtained from the result of an assessment
procedure. Such scores cannot be interpreted whether they are low, average, or high. Scores must be
converted or transformed, so that they become meaningful, interpretable, and directly comparable.
Example: John Michael obtained a score of 82 in Business Statistics and 78 in Marketing
Management. In which subject did he perform well? Is it correct to say that John Michael performed well
in Business Statistics? This may be true, but how accurate is this answer? If we conclude that he is better
in Business Statistics, then we consider his score of 82 as a converted percentage already. Most of the
time, teachers convert their students’ scores to percentages before they return their test papers, but that
is not always the case. John Michael’s score of 82 in Business Statistics may mean he correctly
answered 82 items out of 100 items, or 82 out of 82 items, or 82 out of 120 items. This may also be
applied to his Marketing Management score of 78. He might have correctly answered 78 items out of 100
items, or 78 out of 78 items, or 78 out of 120 items. In other words, raw scores cannot be interpreted
directly, so we need additional information about the scores in the distribution.
The raw scores of all students in Business Statistics and Marketing Management are very
important because we can get the information that will describe both score distributions and interpret John
Michael’s score accurately. From the previous discussion on the mean value and the standard deviation,
we realize that they are necessary to describe the distribution of scores. Let us present the mean values
and standard deviations of the scores of students in Business Statistics and Marketing Management as
shown:
Business Statistics Marketing Management

raw score (x)=82 raw score (x)=78
mean score (x)= 85 mean score (x)= 70
standard deviation (s)= 3 standard deviation (s)= 4
Standard Scores
1. z-score
Also known as standard score, measures how many standard deviations an observation
is above or below the mean. A positive z-score measures the number of standard deviations a
score is above the mean, and a negative z-score gives the number of standard deviations a score
is below the mean.
Let us go back to the example, to get more exact information about John Michael’s
performance, collect the raw score, the mean, and the standard deviation. Determine how far
below or above the mean in standard deviation units is the obtained raw score.
To determine the exact position of each score in the normal distribution use the z-score
formula. z-score is used to convert a raw score to a standard score so that we can tell how far a
raw score is from the mean in standard deviation units or where the raw score lies. From this =,
we can determine whether an individual student performs well in the examination compared to
the performance of the whole class.
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The z-score value indicates the distance between the given raw score and the mean
value in units of the standard deviation. The z-value is positive when the raw score is above the
mean, while the z is negative when the raw score is below the mean. The formula of z-score is:
𝒙−𝒙
z=
𝒔
where:
z=z-value
x= raw score
x =mean value
s=standard deviation
The z-score formula is very essential when we compare the performance of a student in
his subjects or the performance of two students from different groups. It can determine the exact
location of the scores whether above or below the mean and how many standard deviation units
from the mean.
Activity 5
Using the data about John Michael’s scores in Business Statistics and Marketing Management,
compute for the z-score. Interpret the scores.
Date of Submission: Feb 11,2022
2. T-score
There are two possible values of z-score—positive z if the raw score is above
the mean and negative z if the raw score is below the mean. To avoid confusion between the negative
and the positive values, use T-score to convert raw scores.
T-score is another type of standard score where the mean is 50 and the standard deviation is 10.
In z-score, the mean is zero (0) and the standard deviation is (1). In this case, the higher the value of T-
score, the better the performance of the student is.
To convert a raw score to T-score, find first the z-score equivalent of the raw score and use the
formula:
T=10z+50
Activity 6
Solve for the T-score using John Michael’s z-score and interpret your answer. In which subject does John
Michael performs better?
Date of Submission: Feb 11, 2022
Submit with Activity 6.1
3. Standard Nine (Stanine)

Another type of standard score is the standard nine-point scale which is also known as stanine;
the origin word is sta(ndard)+nine. A stanine is a nine-point grading scale ranging from 1 t0 9, 1
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being the lowest and 9 is the highest. The distribution of raw scores in divided into nine parts. The
descriptive interpretation of stanine 1, 2, 3 is below average, stanine 4, 5, 6 is average, and
stanine 7, 8, 9 is above average.
Take note: When assigning a grade using stanine, the first thing to do is to arrange the scores of
the students from lowest to highest. The table below summarizes the grading system using
stanine. It indicates the percentage of scores in each stanine and the corresponding descriptions.
Stanine Percentage of Scores Description

1 4% Very Poor
2 7% Poor
3 12% Below Average
4 17% Slightly Below Average
5 20% Average
6 17% Slightly Above Average
7 12% Considerably Above Average
8 7% Superior
9 4% Very Superior
4. Percentile Rank
Another way of converting a raw score to a standard score is the percentile rank. A
percentile rank indicates a student’s relative position in a group in terms of the percentage of group
members whose scores lie at or below a given score (Gronlund, 1998). For example, if the raw score of
Ryan Christopher in a certain test was 45, which is equal to a percentile rank of 98, 98% of his
classmates would get a score equal to or lower than 45. This can be written as PR 98=45 or percentile 98
is equal to 45.

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Lesson 1.5: Describing Relationships
There are two ways of describing the relationships of the scores of the students in two or more
subjects: using the correlation coefficient and the graphical representation of the scores in the distribution.
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Correlation refers to the extent to which the distributions are linearly related or associated
between the two variables. The extent of correlation is indicated numerically by the coefficient of
correlation or (rxy). The correlation coefficient (rxy) is also known as the Pearson Product-Moment
Correlation Coefficient in honor of Karl Pearson who developed the said formula. The correlation
coefficient ranges from -1 to +1. There are three kinds of correlation based on correlation coefficient:
(1) Positive correlation
(2) Negative correlation
(3) Zero correlation
The Pearson product-Moment Correlation Coefficient to compute for r is:

𝑛∑𝑥𝑦−∑𝑥∑𝑦
rxy=√[𝑛∑𝑥 2−(∑x)2][𝑛∑𝑦 2−(∑y)2
Activity 7
Fifteen students are given a test of achievement test in Mathematics and English. Compute the r xy
of these data. Complete the table below:
Math (x) English (y) xy x2 y2

15 35 525 225 1225
45 44
25 36
36 25
44 33
52 46
46 50
35 42
39 55
58 49
48 38
33 40
51 55
42 45
60 70
∑𝑥 = ∑𝑦 = ∑𝑥𝑦 = ∑x2= ∑y2=
Solve for rxy, follow the formula given.
Date of Submission: Feb 18,2022

Submit with Activity 7.1
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Lesson 2: Performance-based Assessment
Learning Objectives:
At the end of the lesson, the students should be able to:
1. define the following terms: performance-based assessment, process assessment, product
assessment, performance, performance task, alternative assessment, authentic assessment,
and other terms relative to performance-based assessment;
2. describe the nature of performance-based assessment;
3. describe the methods of scoring essay and performance tasks;
4. list suggestions of preparing performance tasks for assessment;
5. list suggestions for scoring performance tasks;
6. differentiate traditional assessment from performance assessment;
7. identify the necessary skills in assessing process, product, and performance;
8. develop scoring rubrics to assess process, product, and performance;
9. discuss the steps in developing performance-based assessment; and
10. identify the different issues related to performance-based assessment.
INTRODUCTION
Hogan (2007) pointed out the different terms in contrast to selected response items as
performance-based assessment, sometimes referred to as authentic assessment or alternative
assessment. Performance assessment implies that the students need to demonstrate skills by actual
performance of a certain task rather than just marking on an answer sheet. The term performance
assessment usually includes essays to demonstrate writing skills or content knowledge. Whereas,
authentic assessment means the teacher must use realistic situations in testing materials. The last term
used in contrast selected response test is alternative assessment. This implies that it is alternative to
selected response testing. Based on the history of testing, multiple-choice items were used before as
alternative assessment. Hence, alternative assessment is not an accurate term, although it is frequently
used.
There are many terms that have been used to describe the assessment procedures of student’s
performance or the product of their creations or inventions. The terms authentic assessment, portfolio
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assessment, direct assessment, alternative assessment and performance assessment are all alternatives
to a multiple-choice test. The most important thing is that performance of the students must be observed
and recorded as it happens so the teacher or evaluator can review it for further evaluation. Product is the
actual creation of students that can be viewed or touched by the teacher. Like the different types of
selected response items, the teacher’s assessment of students’ performance, products, or both will
depend on his instructional objectives in a particular subject matter or content.
ABSTRACTION
Lesson 2.1: Definition of Performance-based Assessment
Performance-based assessment is a direct and systematic observation of the actual

performance of students based on a predetermined performance criterion (Zimmaro, 2003 as cited by
Gabuyo, 2012). It is an alternative form of assessing the performance of students that represents a set of
strategies for the application of knowledge, skills, and work habits through the performance of tasks that
are meaningful ang engaging to them (Hibbard, 1996).
An assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills (Jon Mueller). It involves direct measures of
student performance because tasks are designed to incorporate contexts, problems and solution
strategies that students will use in a real life. It focuses on processes and rationales. There is no single
correct answer; instead, students are led to craft polished, thorough and justifiable responses,
performance and products. The teacher is an important collaborator in creating tasks, as well as in
developing guideline for scoring and interpretation.
Difference Between Traditional Assessment and Performance-Based Assessment
Traditional Assessment or paper-and pencil test measures learning indirectly. When measuring a
factual knowledge and solving well-structured mathematical problems, paper-and-pencil test is better
to use. In this case, the teacher asks questions which indicate skills that have been learned or
mastered. Usually paper-and-pencil tests assess low thinking skills or beyond recall levels.
Performance-Based Assessment is a direct measure of learning or competence. This indicates that
cognitive complex outcomes, affective and psychomotor skills have been mastered. Examples of
performances that can be judged or rated directly by the evaluators are preparing microscope slides in
a laboratory class, performing gymnastics or a dance in a Physical Education class, cooking
demonstration in TLE class, or diving a swimming class. In these kinds of activities, the teacher
observes and rates the students based on their performances. The teacher or evaluator provides
feedback immediately on how the students performed to carry out their performance task.
Domains of Performance-based Assessment
The following shows the domains and examples where performance-based assessment is
applicable:
A. Communication Skills 1. Writing an essay
2. Delivering a speech
B. Psychomotor Skills 1. Holding a pencil properly
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2. Following a procedure when dissecting a frog in the

laboratory class
3. Focusing a microscope
4. Bisecting a line
C. Athletic Skills 1. Shooting three points in a basketball game
2. Pitching a strike ball in baseball game
3. Diving
D. Concept Acquisition 1. Skills in acquiring, organizing and using information
E. Affective Skills 1. Mental and behavioral habits and recognition skills
2. Sharing sports equipment
3. Obeying traffic rules and recognition
Types of Performance-based Assessment
There are two types of performance-based assessment according to Gronlund, Linn and Miller
(2009).
1. Restricted-response Performance Task

A performance task that is highly structured with a limited scope. The
instruction of the tasks are more focused and the limitations are always indicated. Examples of restricted-
response performance tasks are: writing a one-page summary of the class outreach program;
demonstrating how to set up cooking utensils; delivering a two-minute campaign speech; and constructing
a bar graph of the scores of 50 students in a quiz in Statistics.
Advantages Limitations
1. it is very easy to relate to a particular 1. it prevents the students from
learning outcome or learning objective demonstrating their abilities and skills with
comprehensive
2. the administration is easy and the output 2. poorly structured problems in the real
is easier to judge or evaluate, especially the world.
responses of the students.
2. Extended-response Performance Task

A type of performance task that is less structured and broader in scope. Examples
of extended-response performance tasks are: students conducting a thesis and then presenting and
defending their findings in front of panel of judges; or writing and rewriting a poem after being criticized by
a teacher.
When a teacher uses extended-response performance task, the teacher can obtain better
information about the student’s ability to identify the crucial point of problem, to gather and integrates
information for solving it, and to provide original and well-supported information as described by Gronlund
(1998).
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Type of Task Complex Learning Outcomes

Restricted-response performance task Ability to:
• Construct a graph
• Read a story aloud
• Type an application letter
• Use engineering instruments
Extended-response performance task Ability to:
• Write a thesis
• Create a regression model
• Repair a Television
• Organize ideas
• Make an oral presentation about
research
• Collect, analyze, and infer data
Focus of Performance-based Assessment
Assessment is most effective when it reflects an understanding of learning as multidimensional,

integrated, and revealed in performance over time. Performance-based assessment can assess the
students’ process, product or both (process and product) depending on the learning outcome. It also
involves “doing” instead of just knowing” about an activity or task. The teacher assesses the effectiveness
of the process or procedure and the product or output used in carrying out the instruction. The problem is
when to use the process and the product.
According to Gronlund (1998), use:
the process when: the product when:
1. there is no product; 1. different procedures result in an equally
2. the process is orderly and directly good product;
observable; 2. procedures not available for observation;
3. correct procedures/steps are crucial to 3. the procedures have been mastered
later success; already;
4. analysis of procedural steps can help in 4. products have qualities that can be
improving the product; and identified and judged.
5. learning is at the early stage.
The following are the four types of accomplishments of the learners using performance-based
assessment.
Accomplishments Examples
Products Poems, essays, charts, graphs, exhibits, drawings, maps, etc.
Complex cognitive Skills in acquiring, organizing, and using information.
processes
Observable performance Physical movements such as dance, gymnastics, typing, oral
presentation, focusing microscope in laboratory classes,
following sets of procedures (dissecting s frog), bisecting
angles, following cooking procedures.
Habit of the mind and Mental and behavioral habits such as persistence and
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social skills cooperation during group work,
Advantages of Performance-based Assessment Limitations of Performance-based

Assessment
1. assesses complex learning outcomes not 1. construction is time-consuming;
measured by paper-and-pencil test;
2. assess the process as well as the product; 2. scoring is often questionable
3. communicates instructional goals that relate to because it is not reliable, most
real world context; especially if the scoring guide or
4. assesses the progress as well as the rubrics are not properly prepared;
performance;
5. involves the students in the process of assessing 3. measures only a limited scope of
their own growth; learning objectives.
6. recognizes that students can express what they
know and can do in different ways;
7. specific, direct and understandable information
about the students are available to parents;
8. evaluates the “whole student”
9. enhances the professional skills of teachers
through collaboration with other teachers;
10. establish a framework for observing students
that is consistent with the principles of child
development;
11. contributes to a meaningful curriculum planning
and the design of developmentally appropriate
educational inventions.
Activity 8
Synapse Strengtheners: Answer the question given on a whole sheet of yellow paper.
1. When do we use performance-based assessment?
2. Cite five learning objectives where you can utilize performance-based assessment.
3. Give 5 examples of product performance-based assessment and 5 examples of process
performance-based assessment.
Date of Submission: Feb 25, 2022 with Activity 8.1

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Lesson 2.2: Developing Performance-based Assessment
Introduction
Teachers are reluctant to use performance-based assessment in the classroom because they do
not have the necessary training to implement such method. According to Stiggs (1994), another reason is
because the teachers from previous experiences fail to get conclusive results. Moreover, many teachers
are not willing to employ this kind of assessment because of its complexity in evaluating the students’
performance. Hence, it is very important to know how to develop performance-based assessment. Let us
discuss the different steps of developing performance-based assessment.
Steps in Developing Performance-based Assessment
First Step: Define the purpose of the assessment

The first step a teacher must consider in developing performance-based assessment is to clearly
define the purpose for which the result of the assessment will be used. The purpose of the assessment is
considered in making decision in the subsequent steps in the process. The importance of the purpose of
assessment will be considered in the next step.
Second Step: Determine the skills, learning outcomes and taxonomy level.
A teacher must decide which learning outcome requires performance assessment and which one
is appropriate for traditional assessment.
It is very important to properly identify the skills or competencies that are suitable for the
utilization of performance-based assessment. Performance-based assessment only assesses higher
order thinking skills or complex cognitive outcomes, receiving, responding, and valuing for affective
outcomes, and psychomotor skills.
After identifying the skill, the learning outcome, and the taxonomy level of each outcome, be
ready to identify the activity or the performance task that is best suited to your purpose.
Third Step: Design and develop performance task

The activity and task should be in line with the issues, concepts, or problems that are important in
the development of the subject matter or learning instruction.
What are Performance Tasks?
Performance task provides a common means of assessment. As the term implies, the students
will be asked to do something. The students will not just answer questions such as those questions asked
in selected response test format or essay writing, but they will present their work or create something.
Some examples of performance tasks in different areas are:
a. Building a house using popsicle sticks;
b. Demonstrating the dissection of frog;
c. Drawing the map of the Philippines;
d. Writing a poem in iambic form;
e. Solving math problems;
f. Writing a sports story
g. Translating English paragraph to Filipino
P a g e | 25
h. Demonstrating a modern dance;

i. Presenting a Mathematics lesson to class;
j. Writing a 10-item, matching type of test; and
k. Presenting a five-minute drama performance
These performance tasks can be utilized for assessment.

Experts in this method of assessing the performance of students pointed out that an effective
performance assessment task must have the following features.
a. Intended learning outcomes should clearly state and use this as a guide in designing a
performance task.
b. Students should be active participants, not passive selectors of a single answer.
c. Students are expected to demonstrate their ability to apply their knowledge and skills to real life
situation.
d. A clear, logical set of performance-based activities that students are expected to follow should be
evident.
e. Rubrics should be available to help assess the level of proficiency in the students’ performance or
response.
Fourth Step: Define the Performance Criteria

Performance Criteria are the specific behaviors that student should perform to properly carry out
a performance or produce a product (Airasian, 200). It can focus on the process, product or both.
Performance criteria should be specific, clearly stated, and observable. It is very important to define the
necessary conditions of the performance. Criteria are usually found in the curriculum or published
materials but there are so many skills the teacher may find unnecessary in other instructions.
Types of Performance Criteria
1. Impact of the performance. It refers to the success of the performance, given purposes, goals,
and the desired results.
2. Work quality and craftmanship. It refers to the overall quality, organization, and difficulty of the
work.
3. Adequacy of method and behavior. It refers to the quality of procedures and manner of
presentation prior to and during the performance.
4. Validity of content. It refers to the correctness of ideas, skills, and materials used.
5. Sophistication of knowledge employed. It refers to the complexity or maturity of knowledge
employed.
Fifth Step: Create the Scoring Rubric
Scoring rubrics are used when judging the quality of work of the learners on performance
assessment. One of the alternative methods of rating the performance of the students aside from paper-
and-pencil test is the use of scoring rubrics or rubrics. They are forms of scoring guide that are used in
evaluating the level of performance of students or products resulting from the performance task.
These are scaled set of criteria that clearly defines for the student and teacher what a range of
acceptable and unacceptable performance. Oxford Dictionary tells that in the mid-fifteenth century, rubric
referred to headings of different sections of a book.
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One common use of rubrics is to evaluate the quality of an essay. The judgment of one evaluator
may differ from other evaluators when there is a lack of set of criteria as a guideline for judgment.
Use of Rubrics
Heidi Goodrich Andrade, an expert in rubrics development, discussed the uses of rubrics in the
assessment process.
a. Rubrics are powerful tools for both teaching and assessment. Rubrics can improve student
performance, as well as monitor it, by making teachers’ expectations clear and by showing
students how to meet these expectations.
b. Rubrics are useful in that they help students to become more thoughtful judges of the quality
of their own and others’ work. When rubrics are used to guide self-and peer-assessment,
students become increasingly able to spot and solve problems on their own and one
another’s work.
c. Rubrics reduce the amount of time teachers spend evaluating students’ work. Teachers ten
to find that by the time a piece has been self-and peer-assessed based on a rubric, they have
little left t say about it.
d. Teachers appreciate rubrics because their “accordion” nature allows them to accommodate
heterogenous classes.
e. Rubrics are easy to use and explain. Students were able to articulate what they had learned,
and by the end of the year could be accurate with their evaluations.
Types of Scoring Rubrics

1. Holistic Rubrics
Requires the teacher to score the overall process or product as a whole,
without judging the component parts separately. This means the evaluator provides the evaluator
provides the overall quality of the performance of students by yielding a single score to represent
a specific category of accomplishment.
Advantages of Holistic Rubrics
1. Emphasize on what the learner is able to demonstrate, rather than what s/he cannot do.
2. Saves time by minimizing the number of decisions raters make.
3. Can be applied consistently by trained raters increasing reliability.
Disadvantages of Holistic Rubrics

1. Does not provide specific feedback for improvement.
2. When student work is at varying levels spanning the criteria points it can be difficult to select the
single best description.
3. Criteria cannot be weighted
Sample Template for Holistic Rubric
Score Description
4 The audience is able to easily identify the focus of the work and is
(Above engaged by its clear focus and relevant details. Information is
Average) presented logically and naturally. There are no more than two
mechanical errors or misspelled words to distract the reader.
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3 The audience is easily able to identify the focus of the student work
(Sufficient) which is supported by relevant ideas and supporting details. Information
is presented in a logical manner that is easily followed. There is minimal
interruption to the work due to misspellings and/or mechanical errors.
2 The audience can identify the central purpose of the student work
(Developing) without little difficulty and supporting ideas are present and clear. The
information is presented in an orderly fashion that can be followed with
little difficulty. There are some misspellings and/or mechanical errors,
but they do not seriously distract from the work.
1 The audience cannot clearly or easily identify the central ideas or
(Needs purpose of the student work. Information is presented in a disorganized
Improvement) fashion causing the audience to have difficulty following the author's
ideas. There are many misspellings and/or mechanical errors that
negatively affect the audience's ability to read the work.
2. Analytic Rubric
▪ Is a type of rubric that provides information regarding performance in each
component parts of a task, making it useful for diagnosing specific strengths and weaknesses of
the learners (Garies and Grant, 2008). In this type of rubric, the evaluator evaluates each criterion
separately. This means the rater scores each given criterion independently from others and sums
up each score in each component to come up with the final result. Hence, the total score of the
product or performance of the students will be the sum of the ratings of all the parts being
evaluated.
Analytic rubric is very useful when the teacher wants to provide diagnostic information
and feedback for the learner and is more useful for formative assessment during instruction
(Mcmillan, 2001). Analytic rubric can also be utilized by the teacher when there is a need for the
students to assess their own product or work in a process called self-assessment.
Resembles a grid with the criteria for a student product listed in the leftmost column and
with levels of performance listed across the top row often using numbers and/or descriptive tags.
The cells within the center of the rubric may be left blank or may contain descriptions of what the
specified criteria look like for each level of performance. When scoring with an analytic rubric
each of the criteria is scored individually.
Advantages of Analytic Rubrics

1. Provide useful feedback on areas of strength and weakness.
2. Criterion can be weighted to reflect the relative importance of each dimension.
Disadvantages of Analytic Rubrics
1. Takes more time to create and use than a holistic rubric.
2. Unless each point for each criterion is well-defined raters may not arrive at the same
score.
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Sample Template for Analytic Rubrics

Criteria Quality
Needs Improve- Developing Sufficient (3) Above

ment (1) (2) Average (4)
Clarity The purpose of the The central The central The central
(Thesis student work is not purpose of the purpose of the purpose of the
supported well-defined. student work is student work is student work is
by relevant Central ideas are identified. clear and ideas clear and
information not focused to Ideas are are almost supporting
and ideas.) support the thesis. generally always focused ideas always
Thoughts appear focused in a in a way that are always
disconnected. way that supports the well-focused.
supports the thesis. Relevant Details are
thesis. details illustrate relevant, enrich
the author’s the work.
ideas.
Organizatio Information and Information Information and Information and
n ideas are poorly and ideas are ideas are ideas are
(Sequencin sequenced (the presented in presented in a presented in a
g of author jumps an order that logical logical
elements/id around). The the audience sequence sequence
eas) audience has can follow with which is which flows
difficulty following minimum followed by the naturally and is
the thread of difficulty. reader with little engaging to the
thought. or no difficulty. audience.
Mechanics There are five or There are no There are no There are no
(Correctnes more misspellings more than four more than three more than two
s of and/or systematic misspellings misspellings misspelled
grammar grammatical errors and/or and/or words or
and per page or 8 or systematic grammatical grammatical
spelling) more in the entire grammatical errors per page errors in the
document. The errors per and no more document.
readability of the page or six or than five in the
work is seriously more in the entire
hampered by entire document. The
errors. document. readability of
Errors distract the work is
from the work. minimally
interrupted by
errors.
Steps in the Design of Scoring Rubrics

1. Re-examine the learning objectives to be addressed by the task.
2. Identify specific observable attributes that you want to see (as well as those you don’t want to
see) your students demonstrate in their product, process, or performance.
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3. Brainstorm characteristics that describe each attribute.

4a. For holistic rubrics, write thorough narrative descriptions for excellent work and poor work
incorporating each attribute into the description.
4b. For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for
each individual attribute.
5a. For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges
from excellent to poor work for the collective attributes.
5b. For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges
from excellent to poor work for each attribute.
6. Collect samples of student work that exemplify each level.
7. Revise the rubric, as necessary.
Activity 9
Write your answer on a long bond paper.
1. Give five examples of performance task on the topic you have chosen on your portfolio entry in
your Assessment 1.
2. Develop a holistic rubric and analytic rubric to evaluate the performance task used in the topic
you have chosen on your portfolio in your Assessment 1.
Date of Submission : March 4, 2022 with activity 9.1

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Lesson 2.3: Types of Scoring Instruments for Performance Assessments
Introduction
Below are some approaches in rating the performance, product, or work of the students. There
are different ways to record the results of performance-based assessments (Airasian, 1991; Stiggins,
1994).
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1. Checklist refers to an observation instrument that defines performance whether it is certain or

uncertain, present or not present. Checklists works well in describing students can perform, it
works well for checking the process of learning. This is widely used in different settings, including
performance assessment. In using the checklists, the evaluator has to indicate only whether or
not certain elements are present in the performances. There are two parts of checklist: the
elements and the check boxes or lines.
Example of Checklist for Mathematical Skills

Direction: Check YES if skills have been demonstrated by the students or check No if not.
Skills Yes No
1. Identifies fraction less than one.
2. Arranges fraction according to ascending order or
descending order.
3. Expresses mixed fraction to improper fraction and vice
versa.
4. Reduces fraction to lowest term.
5. Adds fractions correctly.
6. Subtracts fractions correctly
7. Multiplies fractions correctly.
2. Narrative/ Anecdotal is a continuous description of student behavior as it occurs, recorded without

judgment or interpretation. The teacher writes a narrative report of what was done during each of
the performances. From this report, he can determine how well his students met his standards.
3. Rating Scale is a checklist that allows an evaluator to record information on a scale, noting the
finer distinction like the presence or absence of a behavior. The teacher can indicate to what
degree the standards are met. Usually, teachers use a numerical scale.
Example of Rating Scale on Delivering Speech
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Criteria 1 2 3 4 5
(Below (Acceptable; (Good) (very (Outstanding)
class Meets class Good)
standard) standard)
The speech is well- 1 2 3 4 5
organized
The student shows 1 2 3 4 5
persuasiveness in
delivering the
speech.
The student uses 1 2 3 4 5
proper diction in
the delivery of the
speech.
The student shows 1 2 3 4 5
posture.
The student 1 2 3 4 5
establishes eye
contact in the
whole duration in
the delivery of the
speech.
4. Memory Approach is an approach where the teacher observes the students when performing
the tasks without taking any notes. He uses his memory ti determine whether or not the students
are successful. This is not recommended to use in assessing the performance of students.
Sixth Step: Assess the Performance

To assess the performance of the students, the evaluator can use the checklist, narrative or
anecdotal approach, rating scale, and memory approach. The evaluator can give feedback as well in the
form of a narrative report or a grade.
The three common methods of assessing the performance of the students: (a) teacher
observation; (b) peer evaluation; (c) student self-report.
Seventh Step: Specify the Constraints in Testing

Performance assessment is a direct form of assessment in which real world conditions and
constraints play a very important role in demonstrating the competencies desired from the students. The
most common forms of constraints are time, reference material, other people, equipment, prior knowledge
of the task, and scoring criteria.
Errors in Performance-based Assessment
The possible errors committed when using performance-based are personal bias, severity error,
generosity error, and halo effect.
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Generosity error is committed when a teacher overrates the performance of the students or
favors the high performing students in the class;
Severity error is when the teacher favors the low performing students in the class;
Halo effect is committed when judging individual characteristics in terms of a general impression.
Activity 10
Do it on a long bond paper.
1. Construct a checklist and a rating scale that is used to measure the effectiveness of the
performance task you created in activity 9.
Date of Submission : March 11, 2022 with Activity 10.1

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END OF PRELIM PERIOD

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MODULE 2: MIDTERM PERIOD

PORTFOLIO ASSESSMENT
Introduction
In the previous lesson, we have learned that performance assessment is a direct and systematic
observation on actual performance of the students based on predetermined performance criteria. The
student demonstrates his understanding of particular concepts to show mastery of learning. In this lesson,
we shall discuss another method of assessing the performance of students’ product known as portfolio
assessment. Portfolio assessment is an alternative way of assessing students’ output to cater to different
audiences and purposes.
Objectives:
At the end of this lesson, the students should be able to:

1. Define portfolio assessment, portfolio, working portfolio, showcase portfolio, and progress
portfolio;
2. Differentiate portfolio assessment from traditional assessment;
3. Differentiate portfolio assessment from performance-based assessment;
4. Give the advantages and disadvantages of portfolio assessment;
5. Identify the different kinds of portfolio;
6. Identify the different purposes of each type of portfolio;
7. Give some uses of portfolio assessment;
8. Determine the different steps in developing portfolio;
9. Develop rubrics in assessing the portfolio of the students;
10. Identify the different guidelines in assessing the portfolio of students; and
11. Evaluate the portfolio of students
Lesson 1: What is Portfolio?
Abstraction
Portfolio refers to the collection of projects and works of students that exemplifies their skills,
attitudes, and interest within a certain period of time. It is the compilation of students’ best works and
materials which are essential to assess their progress or achievement. Examples of portfolio work
samples are poems, songs, letters, drama scripts, drafted and revised stories written by the students in
their literature or language subject, and final solutions of students in solving complex mathematics
problems, etc.
What is Portfolio Assessment?

Used in assessing and measuring the progress of the students. It documents the process of
learning and the changes that occur during process. according to Ferenz ( 2001 ), portfolio assessment is
the systematic, longitudinal collection of student work created in response to specific, known instructional
objectives and evaluated in relation to the same criteria.
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What is Student Portfolio?

Is a purposeful collection of student work that exhibits the student’s efforts, progress, and
achievements in one or more areas. The collection must include student participation on selecting
contents, the criteria for selection, the criteria for judging merit, and evidences for student self-reflection.
What is the difference between Portfolio Assessment and Portfolio Collection?
Portfolio collection Portfolio Assessment
Why am I collecting evidence? How am I using the evidence?
• For representative skills • To offer the next level
• For areas of development • To promote development
• For demonstrated ability • To document ability
• For conferencing • To modify instruction
• For reporting • To adapt curriculum
Comparison of Portfolio and Traditional Forms of Assessment

Ferenz (2001) pointed out the difference between traditional assessment and portfolio
assessment.
Traditional Assessment Portfolio Assessment
Measures student’s ability at one time. Measures student’s ability over time
Done by the teacher alone, students are not Done by the teacher and the students,
aware of the criteria. students are aware of the criteria.
Conducted outside instruction Embedded in instruction.
Assigns student a grade Involves student in own assessment.
Does not capture the students’ language Capture many facets of language learning
ability. performance.
Does not include the teacher’s knowledge Allows for expression of teacher’s
of student as a learner. knowledge of student as a learner.
Does not give student responsibility Student learns how to take responsibility
Three Types of Portfolio

1. Working portfolio is also known as teacher-student portfolio. As the name implies, it is a “project
at work” ; it contains the work in progress, as well as the finished samples of work used to reflect
on the activities done by the student and the teacher. It documents the stages of learning and
provides a progressive record of student growth. This is an interactive teacher-student portfolio
that aids in communication between the teacher and the student
2. Showcase Portfolio also known as the best work portfolio or display portfolio. This kind of
portfolio focuses on the student’s best and most representative work; it exhibits the best
performance of the student. The best work portfolio documents the students’ efforts with respect
P a g e | 35
to curriculum objectives. It may also include the evidence of student activities done outside the
school.
3. Progress Portfolio it is also known as the teacher alternative assessment portfolio. It contains
examples of students’ work with the same types done over a period of time which ate then utilized
to assess their progress. All the works of the students in this type of portfolio are scored, rated,
ranked, or evaluated.
Activity 11
Write your answer in a one whole sheet of yellow paper.
1. When is portfolio assessment advisable to use?

2. In your own words briefly discuss the different kinds of portfolio and give examples of each
Date of Submission: March 18,2022 with Activity 11.1

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Lesson 2: Uses of Portfolios
Uses of Portfolio
1. It provides both formative and summative opportunities for monitoring progress
toward reaching identified outcomes
2. It communicates concrete information about what is expected of students in terms of
the content and quality of performance in specific curriculum areas
3. It allows students to document aspects of their learning that do not show up well in traditional
assessments.
4. It used to showcase periodic or end of the year accomplishments of student
such as in poetry, reflections on growth, samples of best works, etc.
5. It is also used to facilitate communication between teachers and parents regarding the child’s
achievement and progress in a certain period of time.
6. Administrators may use the portfolio for national competency testing to grant high-school credit
and to evaluate educational programs.
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7. It combines the purpose of instructional enhancement and progress documentation. Through the
portfolio, a teacher is able to review the students’ work periodically and makes notes to revise his
instruction for the next year.
Purposes of the Different Types of Portfolio

Purpose of working portfolio Samples of Student’s Accomplishments
1. To show growth or change over time • Previous and recent pieces of work in any
subject area
• Previous and recent tests/scores in any
subject area
• Rough drafts and final drafts of essay
writings in English and Filipino subjects
• Reflections on students’ growth about a
certain topic
• Goal setting sheets
• Reflections on progress toward goal/s
2. To identify strengths /weaknesses of • Samples of work reflecting specially
the learners identified strengths and weaknesses of
samples
• Goal setting sheets
3. To track development of one or • Drafts of the specific product or
more products or performance performance to be tracked
• Self-reflections on drafts
• Reflection sheets from teacher or peer
4. To help develop process skills • Samples which reflect growth of process
skills
• Self-reflection sheets accompanying
samples of work
• Reflection sheets from teacher or peer
• Identification of strengths/weaknesses
• Goal-setting sheets
Purposes of Showcase Portfolio

Purposes of Showcase Portfolio Samples of Student’s Accomplishments
1. To showcase end-of- • Samples of best work
year/semester accomplishments • Samples of previous and recent work
to document progress
• Final tests or scores
• Discussion of growth over
semester/year
• Awards or other recognitions
• Teacher or peer comments
2. To showcase students • Samples of student’s favorite, best, or
perceptions of favorite, best, or most important work
most important work • Drafts of the work illustrate the path
taken before its final form
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• Commentary on
strengths/weaknesses of work
• Reflection on what has been learned
from work
3. To prevent a sample of current • Match of work with standards
work accomplished
• Self-reflection on current aptitudes
teacher’s reflection on student’s aptitudes
• Identification of future goals
4. To prepare a sample of best • Cover letter
work for employment of college • Sample of work
admission • Reflection on growth
• Description of knowledge/skills work
indicates the best accomplishments
Purpose of Progress Portfolio

Purpose of Progress Portfolio Samples of Student’s Accomplishment
1. To document achievement for • Samples of representative work in each
grading. subject/unit/topic to be graded,
• Samples of work documenting level of
achievement on course/grade-level
goals/standards/objectives,
• Tests/scores
• Rubrics/criteria used for evaluation of work (when
applied)
• Self-reflected on how well samples indicate
attainment of course/grade-level
goals/standards/objectives
• Teacher’s reflection on attainment of
goals/standards
• Identification of strengths and weaknesses
2. To place students appropriately • Represents sample of recent work
• Represents samples of previous work to indicate
rate of response
• Classroom tests/scores
• External tests/evaluation
• Match of work standards accomplished
• Self-reflection on current aptitudes
• Teacher’s reflection on student’s aptitudes
• Parent’s reflection on student’s aptitudes
• Other professional’s reflection on student’s
aptitudes.
3. To document progress towards • List of applicable goals and standards
standards • Represent samples of work aligned with
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respective goals/standards
• Rubrics/ criteria used for evaluation of work;
• Self-reflection on how well samples indicate
attainment of course/grade-level
goals/standards/objectives
• Teacher’s reflection on attainment goals/standards
• Analysis or evidence of progress made toward
standards over course of semester/year
Advantages of Portfolio (Venn, 2000)
1. It is consistent with the theories of instruction and philosophies of schools promoting students’
involvement in learning.
2. It is an excellent way to document student’s development and growth over time.
3. It provides students the opportunity to have extensive input from the learning process.
4. It fosters a sense of ownership of the work and skills in critical self-reflection and decision-
making.
5. Portfolio contents may be used to illustrate the processes and procedures students follow.
6. It combines paper-and-council tests with the performance and product assessments.
7. It promotes student self-evaluation, reflection, and critical thinking
8. It measures performance-based assessment from genuine samples of students work.
9. It provides opportunities for students and teachers to discuss learning goals and the steps to
achieve those goals in structured and unstructured conferences.
10. It enables measurement of multiple dimensions of student progress bi including different types of
data and materials.
Disadvantages of Portfolio (Venn, 2000)

1. Logistics involved in designing and maintaining a portfolio system may be overwhelming with
little or no support.
2. All stakeholders need training to design, implement, manage and assess portfolio.
3. Portfolio is a new assessment strategy to most teachers, relative to previous approaches, with
many unresolved issues.
4. Gathering all the necessary data and work samples can make the portfolio bulky and difficult to
manage.
5. Requiring extra time to plan an assessment system and conduct the assessment.
6. Scoring portfolio involves the extensive use of subjective evaluation procedures, such as rating
scales and professional judgment; these limit reliability;
7. Developing a systematic and deliberate management system is difficult, but this step is necessary
in order to make a portfolio more than a random collection of student work;
8. Scheduling individual portfolio conferences is difficult and the length of each conference may
interfere with other instructional activities.
Contents of Portfolio
1. Table of Contents;
2. Single best piece, which is selected by the students and can come from any class and need not
address an academic subject.
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3. Letter explaining the composition and selection of the best piece;

4. Poem, short story or personal narration;
5. Personal response to a book, event, current issue, mathematical problem, or scientific
phenomenon;
6. Prose piece from any subject area other than English or Language Arts.
Activity 12
Let us answer it!
1. Are the scores of the students always reliable when using portfolio assessment?
Why?
2. When to commit generosity error and severity error in judging student’s portfolio?
3. Do portfolio assessment and performance-based assessment complement the
traditional assessment? Why?
Date of Submission: March 25,2022 with Activity 12.1
Assessment Task/s ( Activity 12.1)

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Lesson 3: Grading and Reporting System of Student Performance
Objectives:
At the end of the lesson, the pupils are expected to:
1. Identify the different components of grading in elementary and secondary;
2. Discuss the different reasons why grading is a difficult task for teachers;
3. Identify the different functions of grading and reporting;
4. Differentiate the different types of comparing grades;
5. Differentiate norm-referenced grading and criterion-referenced grading;
6. Identify the different guidelines in grading elementary and secondary students;
7. Identify the different guidelines for effective and fair grading;
8. Determine the different components of grading achievements of students; and
9. Compute the grades of students fairly and correctly.
P a g e | 40
Introduction:
Grading is one of the many activities of a classroom teacher to professionally judge the
achievements of the students. This involves the collection and evaluation of proofs regarding the
performance or achievement of the learners within a specified period of time. Through this process,
different types of descriptive information and ways of measuring the performance of the students that
summarize their accomplishments are converted to grades or marks.
Grading and reporting the progress of the students are two of the most difficult tasks of teachers
because there so many factors and decisions to be considered. In this lesson, we shall consider the
different methods of grading, the different purposes of grading, symbols used in reporting grades, and
guidelines for effective and fair grading.
Grading is the process of judging the quality of the performance of a student. The reasons why
teachers find grading demanding are: (1) they have insufficient, formal instruction in grading; (2) they
have to make judgment based on incomplete evidence; (3) they have conflicting classroom roles; and (4)
there is no single universally accepted grading system.
Grade is a symbol used to represent the achievement or progress of a student.
Lesson 3.1: Purposes of Grading and Reporting Systems
Abstraction
Grading and reporting systems serve many purposes, but no single method serves all the
purposes well. They are used to: communicate the achievement of the students; provide students
information to improve their self-evaluation; provide incentives for students to learn; select or group
students for a certain educational path or progress; evaluate the effectiveness of the program; inform the
teacher about what students have and have not learned; and motivate and encourage good work by
students (Erickson and Strommer, 1991).
Different schools have different grading and reporting systems. They are designed to serve many
purposes in the educational system. Linn (2009) provided the following purposes of grading and reporting
systems.
1. Instructional Uses
2. Reports to Parents/Guardians
3. Administrative and Guidance Uses
Types of Grading System
Another most important function of a classroom teacher is to assign grade to the students. What
shall be the basis that the teacher will use to assign grades? It is very important for a classroom teacher
to discuss to the students and their parents the type of grading system he will utilize at the beginning of
the term or school year.
There are two most common types of grading system used at different colleges and universities
in the Philippines. These are the norm-referenced grading system and the criterion-referenced
grading system.
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A. Norm-referenced Grading System

In using norm-referenced grading system, a student performance is evaluated relative to the
performance of other students within the group. The performance of a students will depend on the
performance of other students in the class. This grading system is also known as “grading on the
curve”. The teacher will be the one to set how many percent of the students in the class assigned
each grade if it is not stated in the grading policy of the institution, otherwise, follow what is stated
in the grading policy. Percentile rank and stanines are some examples of norm-referenced
grading.
B. Criterion-referenced Grading System
In this type of grading system, the student performance is evaluated against a certain criterion or
standard. The student must get a grade higher than or equal to a given standard to pass a certain
test. For example, the students must spell 90% of the 50 words correctly to pass the spelling test.
The criteria or standard is absolute in this grading system and it is also possible that all students
may receive the highest possible grade or all of them may pass the said test, subject, or course. It
is also possible that all students may receive a failing grade if they will not reach the standard set
by the teacher.
Methods of Computing Final Grade

There are two common methods of computing the final grade. These are the averaging method
and cumulative method. The computation of the final grade will depend on the grading policy of the
school, or colleges, and universities.
A. Averaging method. In this method, the weights of the grade in each grading period are equal.
The formula is:
𝐹𝑖𝑟𝑠𝑡 𝑔𝑟𝑎𝑑𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒+𝑠𝑒𝑐𝑜𝑛𝑑 𝑔𝑟𝑎𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒+𝑡ℎ𝑖𝑟𝑑 𝑔𝑟𝑎𝑑𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒+𝑓𝑜𝑢𝑟𝑡ℎ 𝑔𝑟𝑎𝑑𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒

Final grade=
4
Example: The grade of Benjamin in Mathematics IV is shown below. Find the final grade.
Subject First Grading Second Third Fourth Final Grade

Grade Grading Grading Grading
Grade Grade Grade
Mathematics 89 92 94 96 92.75
IV
𝐹𝑖𝑟𝑠𝑡 𝑔𝑟𝑎𝑑𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒+𝑠𝑒𝑐𝑜𝑛𝑑 𝑔𝑟𝑎𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒+𝑡ℎ𝑖𝑟𝑑 𝑔𝑟𝑎𝑑𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒+𝑓𝑜𝑢𝑟𝑡ℎ 𝑔𝑟𝑎𝑑𝑖𝑛𝑔 𝑔𝑟𝑎𝑑𝑒

Final grade= 4
89+92+94+96
Final grade= 4
371
Final grade= 4
Final grade= 92.75
B. Cumulative method. In this method, the final grade gives a higher weight on the present
grade than the previous grade. The percentage of the present and previous grades will
depend on the policy of the school, most especially in the private schools as defined by the
manual of private schools or as defined in their grading policies.
P a g e | 42
Example of cumulative method is the sum of 1/3 of the Third Grading grade and 2/3 of the Fourth
Grading grade. The formula is:
1 2
Final Grade=3 (𝑇𝐺𝐺 ) + (𝐹𝐺𝐺)
3
1 2
Final Grade=3 (94) + (96)
3
94 96 x 2
Final Grade= 3 + 3
Final Grade= 31.33 + 64

Final Grade= 95.33
Guidelines for Effective and Fair Grading

Miller, Linn & Gronlund (2009) suggested the following guidelines for effective and fair grading
and this can be adopted in the Philippine educational system, most specially in the Higher Education
Institutions (HEIs).
1. Describe the grading procedures to the students at the beginning of instruction.

2. Make clear to the students that the course grade will be based on achievement only.
3. Explain how other elements will be reported such as efforts, work habits, and personal-social
characteristics.
4. Relate the grading procedures to the intended learning outcomes (instructional goals and
objectives).
5. Obtain valid evidence as basis for reporting grades (e.g., tests, assessments, reports, or
ratings).
6. Take precautions to prevent cheating on tests and assessments.
7. Return and view all tests and assessment results as soon as possible.
8. Properly weigh the various types of achievement included in the grade.
9. Do not lower an achievement grade for tardiness, weak effort, or misbehavior.
10. Be fair. Avoid bias, and when in doubt, review the pieces of evidence, such as scores in the
boarder line. If still in doubt, assign the higher grade.
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Activity 13
Answer the following:
1. Define the following:

a. Grade
b. Grading system
c. Norm-referenced grading system
d. Criterion-referenced grading system
2. Differentiate the two types of grading system.
3. Is it important to discuss the grading system to their parents at the beginning of the school
year or semester? Why?
Date of Submission : April 8,2022 with activity 13.1 and 13.2

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Lesson 4: Types of Grading and Reporting Systems
Objectives:
At the end of the lesson, the students are expected to:
1. Identify the types of reporting and grading systems;
2. Differentiate the types of reporting and grading systems.
Introduction
Schools use a variety of systems to report student performance. The individual teacher typically
does not have control over which system is used. However, by briefly describing each system and
identifying its major advantages and limitations, this lesson will help teachers recognize the capabilities of
whatever system are expected to use. The systems discussed here are percentage grades, letter and
number grades, pass-fail marks, checklists, written descriptions, portfolios, and conferences with parents.
P a g e | 44
Grading is a way to report or communicate information about a student’s achievement in a subject which
is considered the most formal and “official assessment”.
Abstraction
Types of Reporting and Grading System
A. Percentage grades assign each student a number between 0 to 100. Many teachers use
percentage grades to report students’ performance on individual tests and assignments. Also,
schools often use percentage grades to communicate standards that teachers are to use when
assigning letter grades. The term percentage is used because these grades are assumed to
represent the percentage of a content a student has mastered.
Advantages:
1. It provides a convenient summary of student performance.
2. Recorded and processed quickly.
3. Provides a quick overview of student performance relative to others in the class.
Limitations:
1. The name itself is misleading. A student who receives a 100 probably has not mastered 100%
of course content in the sense that further improvement is impossible. Nor it is correct to state
that a person who receives a 75 has learned three fourths of the content.
2. It implies a degree of precision that cannot be justified given the reliability of grades.
Although percentage scores outside the range of 50% to 100% are rarely assigned, teachers
cannot distinguish among levels of student achievement as accurately as the scores suggest.
B. Letter grades consist of a series letters; typically, five letters are used. Sometimes letters are
selected that correspond to certain adjectives (e.g. Excellent, Good, Average, Poor,
Unacceptable/Failure). The most common series is A, B, C, D, and E.
Advantages
1. Provides convenient summary performance.
2. Approaches the optimal number of categories for reporting student progress. A grading system
with too few categories has reduced reliability and fails meaningful distinctions among
students.
3. Using letter grades, A to F is their prevalence and hence familiarity in the Philippines and in
some other countries.
Limitations
1. Provides only a general indication of performance.
2. Does not provide sufficient information to determine whether a student should be promoted to
the next grade level in school.
C. Pass-Fail Marks
A pass-fail marking system collapses all letter grades into two categories. For example, the F grade
represent failing status, with all other letter grades considered a pass. Sometimes a D, or a C in
P a g e | 45
graduate school is assumed to represent failing status. A variation of pass-fail is pass-no pass,
where grades are recorded in a transcript only when a student has demonstrated sufficient mastery
of the course content. Beginning in the 1960s, pass-fail marks gained considerable popularity.
Their intent was to encourage students to explore academic subjects that they would otherwise
avoid because of anticipated low grades. Pass-fail grades are used almost exclusively.
Advantage
1. Students will broaden their program of studies and take more challenging courses if provided
a pass-fail option.
Limitations
1. Pass-fail marks reduce the utility of grades. Advisors are less able to determine how
students are achieving in courses when pass-fail option is used. Colleges are less able to
estimate how well an admissions applicant will succeed when a transcript contains a
substantial number of pass-fail grades. Students tend to use the option to avoid low grades in
courses they would take regardless of the grading options. Research suggests that students
achieve less when a pass-fail system is used.
2. It tends to have low reliability. Ebel (1965) estimated that if the reliability of grades using a
five-category system were 0.85, reducing the number of categories to two would reduce the
reliability to 0.63.
D. Checklists
A checklist allows a teacher to indicate which of a variety of statements describes a given student.
Statements on the checklists may pertain to specific academic skills, behavioral and attitudinal traits,
or more combination of these. A distinct checklist can be established for each course to reflect content
of the subject area. Checklists are often used to report student attitude and work academic skills. The
use of checklists is normally limited to elementary and some secondary schools.
Advantages
1. It adequately communicates student performance.
2. Allows the teacher to report separately a variety of traits relevant to instruction. With letter
grades, teachers are tempted to combine multiple, unrelated qualities into a single grade,
which substantially increases the difficulty parent and others have with interpreting what they
mean. Checklists circumvent this problem.
Limitations
1. It needs more time to prepare and to take on the process. Another concern is that great
care must be taken to construct a checklist with statements that clearly describe pertinent
behaviors. Statements should express behaviors and traits that are directly observable.
Inference by teachers, parents, and others should be required when interpreting what
statements mean. For example, “The student writes well.”
2. Checklist can be misleading, because they sometimes appear to present inconsistent
information. For example, early in the year, a checklist might indicate that a student is using
correct punctuation when writing sentences. Later in the year, when more complex
punctuation skills are taught, the same checklist might indicate that the same student is not
P a g e | 46
using punctuation correctly. The parents will likely conclude that the child is losing rather than
gaining proficiency.
E. Written Descriptions
An alternative or supplement to assigning grades is to write a narrative description of each student’s
work. The narrative can describe traits that facilitate or restrict learning, in addition to the student’s
accomplishments. As with a checklist, the primary audience for written description is parents.
Advantage
1. It is flexible. They can focus the reader’s attention in the most significant issues.
Limitations
1. The flexibility of written descriptions is also their greatest limitation. Considerable care must
be taken to write clearly and to provide a comprehensive description of each student. Both what is
and what is not included in the description can be misconstrued. For example, when an ongoing
trait has not yet been mentioned in previous narratives or by prior teachers, this trait may be
assumed by the reader to be a new or developing quality when it is first reported.
2. Time-consuming to prepare and read. For this reason, they are generally impractical for
teachers at secondary schools and for others who evaluate a large number of students. Written
descriptions also pose problems for counselors and other who review a large number of student
progress reports, the volume of reading can be substantial, and reports from different teachers are
usually written without common framework.
F. Parent Conferences
Many schools supplement written grade reports with conferences between teachers and parents.
These conferences are most successful when ideas expressed are supported by concrete
illustrations, such as portfolios or other examples of work.
A portfolio usually changes its role when used within a parent conference. With student
assessments, a portfolio presents evidence of whether a student has achieved the various
instructional goals. These goals drive the content and use of the portfolio. Within parent conferences,
the portfolio helps the teacher communicate important findings to a parent. Although instructional
goals remain relevant, it is the communication of findings that now drives content and use. For this
reason, a fraction of material from assessment portfolio is used during conference.
Advantages
1. Provides direct communication with the teacher. As opposed to writing a letter, a conference
allows teacher to use feedback from the parent to assure the ideas are being communicated
accurately and with appropriate emphasis.
2. Increases parents’ involvement in the child’s schooling. Both directly and psychologically,
resulting in benefits to the instructional process.
Limitation
1. Because they are often unconstructed, care must be taken to provide a representative
description of the student.
P a g e | 47
2. Parent-conferences are time-consuming. Conferences require considerable planning time on

the part of teachers, in addition to the time needed for the conference itself. It is often difficult
for parents to attend conferences at times that are convenient for teachers.
3. It does not provide permanent documentation of what was communicated.

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Lesson 5: Role of Grades in Motivating and Disciplining Students
Objectives:
1. Illustrate the role of grades in motivating and disciplining students;
2. Identify the impact of disciplinary action involving grades.
Introduction
Grades can strongly motivate students. The motivational role of grades comes quite naturally.
High grades are continually associated with desirable qualities, such as good work. Low grades are
related to less desirable outcomes, such as low performance. Sometimes low grades are used to punish
students, for instance, to show disapproval of students’ turning in assignments late or cheating on tests.
The motivating potential of grades, however, is not universal. Particularly among students who have had
limited success in school, the promise of high grade or the threat of a low grade has negligible effect.
Abstraction
A. Use of Grades to motivate students

An author describes Grades as “the basic currency of our educational system.” Not unlike
monetary outcomes, the positive associations with high grades can result in grades’ being perceived
as an end unto themselves. Obtaining a high grade should be synonymous with achieving a high
degree of course objectives, although some educators generally resist excessive emphasis on grades.
Accountability has always been regarded as a necessary part of education at all levels.
Assessment of student learning will always be a significant aspect of accountability. Students will learn
P a g e | 48
to associate values with any index of achievement, no matter what form it takes or how abstract it
becomes. Grades, or their substitute, will always elicit some motivational qualities.
B. Use of Grades to Discipline Students

Grades serve as a convenient and often effective disciplinary tool. Research results show that
students were more likely to avoid a low grade than work for a high grade. This facilitates teachers’
use of grades as punishment. Particularly at the secondary and postsecondary levels, grades have
been used to discipline students for a variety of actions, including delinquent homework, truancy, and
cheating.
In spite, of their convenience, grades should not be used to discipline students. Previous
discussion has indicated the need for grades or any scores to measure a single trait. The internal
consistency or reliability of grades is reduced when used to communicate multiple characteristics that
are unrelated. Individuals who later interpret grades without direct knowledge of the student typically
assume that the grades indicate degree of competence. Disciplining students through grades,
therefore invalidates their later interpretation.
Two disciplinary actions involving grades have a particularly significant negative impact on
usefulness of grades: assigning zero credit for incomplete work and lowering grades in response to
cheating.
Zero Credit for Incomplete Work. Teachers often reduce the credit that students receive in an
assignment when the work is turned in late. As indicated previously, the practice of incorporating
unrelated qualities into a grade reduces the usefulness of grades when interpreted by others. This
effect is particularly profound when the teacher assigns a score of zero to missing or incomplete work.
A teacher may perceive the assignment of a zero to be an appropriate punishment for not completing
the task. The teacher might also assign zero score simply as nonpunitive response to the student’s
failure to earn any points on the test or assignment. However, the fact that a student is missing a score
is not synonymous with the student’s having zero achievement with the competency represented by
the score. A zero score has a very potent effect on a student’s grade because its numerical value
deviates considerably from other scores assigned to the student. The effect is so strong that using
zero to indicate a missing score in essence may override all other assessment you have obtained from
that student. If the zero is being given for the disciplinary purposes, the assigned grade may have little
relation to the student’s achievement of instructional goals.
Obviously, the best resolution of a missing score is to have the student complete the missing
assignment. If it is not possible, an alternative is to obtain some indirect estimate of that student’s
proficiency. If the missing score represents a heavily weighted component of course grades, a grade
of “incomplete” might be assigned until the student has completed the missing activity, if the school
provides this option. To reiterate, a major reason for not assigning zero when a score is missing is that
the zero probably does not represent a best estimate of the student’s achievement with the skills
represented by that score.
A student’s failure to complete work is not to be ignored. Punishment for inexcusable failure to
complete work may be necessary. Encouraging and rewarding good work habits is desirable. Using
grades to punish or reward students for behavior that is not a direct indication of student achievement
significantly lowers the ability of others to interpret grades. Alternative reactions that are more closely
related in time and relevance than end-of-term grades should be used to shape student’s promptness
in completing work.
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Lowering Grades in Response to Cheating. Cheating on tests or other class activities is

usually viewed as a serious offense, and rightfully so. Disciplinary action is appropriate. However,
lowering grades is an inappropriate response to cheating, again because of the negative impact of
such action on the interpretation of grades.
Assigning F grade is a common response to cheating on a test. Honor codes established at some
schools even support this reaction. From a measurement perspective, grades should reflect teachers’
best assessment of each student’s achievement. If a test score is invalid because a student cheated,
the student should be reexamined, using a test of similar difficulty. Unless instruction is individually
paced, the student may be asked to complete the same or a parallel test without further preparation.
In summary, grades motivate many students. The consequences of depending heavily on grades
to motivate students are unknown, but strong dependence on grades to motivate students is generally
regarded as undesirable. Grades should not be used to discipline students.
Activity 14
Let us do It!
1. Present and discuss the purposes of the grading and reporting system.
2. Based on your experience, how does the grade you received influence you.
Date of submission: April 22, 2022 with Activity 14.1

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MODULE 3: FINAL PERIOD
Lesson 1: Policy Guidelines on Classroom Assessment for the K to 12

Basic Education Program (DO 8, S. 2015)
Objectives:
At the end of the lesson, the pupils are expected to:
1. describe the importance of assessment in the teaching and learning process;
2. discuss the K-12 assessment as stated in the DepEd Order No. 8 s. 2015;
3. create a sample set of assessment tools that can be used in the class.
Introduction
In your previous lesson, you learn to define what is assessment. Assessment refers to the act of
judging or deciding the amount, value, quality or importance of something, or the judgement or decision
that is made.
In education, the term assessment refers to the wide variety of methods or tools that educators
use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or
educational needs of students.
Abstraction
What is DepEd Order No. 8. s, 2015?
Assessment in the classroom is aimed at helping students perform well in relation to the learning
standards. Learning standards comprise content standards, performance standards and learning
competencies that are outlined in the curriculum.
What to asses in the classroom?
A. Content Standards identify and set the essential knowledge and understanding that should
be learned. They cover a specified scope of sequential topics within each learning strand
domain, theme or component. Content standards answer the question. “What should the
learners know?”
B. Performance Standards describe the abilities and skills that learners are expected to
demonstrate in relation to the content standards and integration of 21 st century skills. The
integration of knowledge, understanding, and skills is expressed through creation, innovation,
and adding value to products/performance during independent work or in collaboration with
others. Performance standards answer the following questions:
1. “What can learners do with that they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they know?”
C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes that
students need to demonstrate in every lesson and/or learning activity.
D. Concept Development. The learning standards in the curriculum reflect progressions of
concept development. The Cognitive Process Dimensions adapted from Anderson and
Krathwohl (2001) may be a good way to operationalize these progressions. It provides a
P a g e | 51
scheme for classifying educational goals, objectives, and standards. It also defines a broad
range of cognitive processes from basic to complex, as follows: Remembering,
Understanding, Applying, Analyzing, Evaluating, and Creating. Each dimension is described
in Table 1.
\
Helpful Verbs
Formative Assessment in Different Parts of the Lesson

Formative assessment may be integrated in all parts of the lesson. Basically, every lesson has
three parts: before the lesson, the lesson proper and after the lesson. Formative assessment conducted
in each part serves a different purpose.
P a g e | 52
assessmen assessment for

t wherein learning so
students teachers can
reflect on make
their own adjustments in
progress their instruction
A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the students’
understanding of a lesson/topic before direct instruction. It helps teachers understand where
the students stand in terms of conceptual understanding and application. Formative
assessment provides bases for making instructional decisions, such as moving into anew
lesson or clarifying prerequisite understanding.
B. During the Lesson Proper
Formative assessment conducted during the lesson proper informs teachers of the progress
of the students in relation to the development of the learning competencies. It also helps the
teacher determine whether instructional strategies are effective. The results of formative
assessment given at this time may be compared with the results of the formative assessment
given before the lesson to establish if the conceptual understanding and application have
improved. On the basis, the teacher can make decisions on whether to review, re-teach,
remediate, or enrich lessons and, subsequently, when to move on to the next lesson.
C. After the lesson
Formative assessment conducted after the lesson assesses whether learning objectives were
achieved. It also allows the teacher to evaluate the effectiveness of instruction. Students who
require remediation and/or enrichment should be helped by the teacher using appropriate
teaching strategies.
Purposes of Formative Assessment

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Summative Assessment
This form of assessment measures the different ways learners use and apply all relevant
knowledge, understanding and skills. It must be spaced properly over the quarter. It is usually
conducted after the topic, unit of work and/or at the end of an entire quarter to determine how well
learners can demonstrate content knowledge and competencies articulated in the learning standards.
Learners synthesis their knowledge, understanding, and skills during summative assessments. The
results of these assessments are used as bases for computing grades.
Measures the different ways

Seen as assessment of learners use and apply all
learning, which relevant knowledge,
understanding and skills
It must be spaced properly

over the quarter
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Components of Summative Assessment
Sample List of Summative Tools in PE
K-12 Grading System

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x
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Activity 15
Answer the following questions!
1. Discuss briefly the classroom assessment for the K to 12 Basic Education Program (DO 8, S.
2015).
2. What is the importance of assessment in the teaching and learning process?
Date of Submission : April 29,2022

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Lesson 2: Classroom Assessment Principles
Objectives:
1. Give the classroom assessment principles;
2. Identify when to promote or retain students;
3. Describe the core values of the Department of Education.
How is the learner’s progress reported?
The summary of learner progress is shown quarterly to parents and guardians through a parent-
teacher conference, in which the report card is discussed.
Descriptor Grading Scale
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations Below 75
When to promote and retain students?
Final grade of at least Promoted to the next grade

75 in all grade levels level
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Did not meet expectations Must pass remedial classes for learning
in not more than two areas with failing mark to be promoted to
learning areas the next grade level. Otherwise the learner
is retained in the same grade level.
Did not meet expectations in

three or more learning areas Retained in the same grade level
How are the Core Values of the Filipino child reflected in the report card?
MAKADIYOS
Indicators
1.Shows respect for all

2.Waits for one’s turn
3.Takes good care of borrowed things
4.Views mistakes as learning opportunities
5.Upholds and respects the dignity and equality
of all including those with special needs
6.Volunteers to assist others in times of need
7.Recognizes and respects people from different
economic, social, and cultural backgrounds
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MAKABANSA
How is attendance reported?
Incurred absences of
more than 20% of the Exemptions may be
Marking given Non-numerical
by the school
prescribed number of
class or laboratory head should a
AO Always Observed
periods during the learner have reasons
school So
year or considered
Sometimes valid by
Observed
semester will result in the school.
RO
a failing grade. Rarely Observed
NO Not Observed
When absences cannot
be avoided, the school
must give the learner
alternative methods and
materials that
correspond to the
topics/competencies
that were or will be
missed.
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Activity 16
Let’s Answer It. Do it in a long bond paper.
1. Give the highlights of the K-12 assessment as stated in the DepEd Order No. 8 s. 2015
2. How can the core values be integrated in our daily lessons?
Date of Submission : April 29,2022 with Activity 16.1

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Lesson 3: Assessment of Children with Special Needs
Objectives:
1. Define assessment, testing, and assessment in Special Education;

2. Be familiarize with the legal bases of assessment for individual with disability;
3. Recognize the function of the multidiscipilinary team foe assessment of children with
special needs;
4. Identify the functional phases of the multidisciplinary assessment team;
5. Realize the common areas to assess for individuals with special needs;
6. Assess for conducive learning;
7. Categorize the basic means of assessment;
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8. Perform different assessment standards in Special Education; and

9. Utilize the universal design for Special Education
Introduction
This lesson discusses the importance of assessment in the field of Special. Knowing its
importance will enable teachers to better understand what the students have learned and then decide
what steps they will take to improve the learning environment. Assessment is allows teachers to
recognize student’s difficulties in school and their advancement toward goals. In this way, teachers are
table to modify their teaching methods to aid the students to become successful.
Abstraction
Assessment is the process of collecting data for the purpose of making decisions about
students or schools. It aims to aid teachers in understanding the level of every student and decide the
next steps to be utilized in order to ensure proper learning (Salvia, Ysseldyke, and Bolt, 2010)
Assessment in Special Education
In the discipline of Special Education, assessment can be defined as “the systematic process
of gathering educationally relevant information to make legal and instructional decisions about the
provision of special services” ( Mc Loughlin and Lewis, 2008).
Assessment in Special Education should be considered as continuous. To note, assessment
should be ideally an ongoing process. Assessment should also be done systematically to answer
important questions that are educationally relevant. Therefore, it should serve a definite purpose of
catering highly individualized instructional plans for the students with disability. In other words, each
program is designed to fulfill a specific purpose of addressing the needs of the student with disability.
Testing
Testing is a form of assessment where students are presented with different specific problems
for them to answer and as a result, they are expected to gain a specific score. Test is also considered as
a procedure for evaluation by means of determining the presence, quality, or truth of something. A test
may consist of series of questions, problems, or physical responses designed to determine knowledge,
intelligence, or ability. Thus, it is considered as a reliable basis for evaluation or judgment that gives
teachers quantitative data.
Difference Between Assessment and Testing
Knowing the difference between assessment and testing is important with regard to student’s
learning behavior. In testing, assessment normally results to labeling. The result of test determines the
service that the students need. Hence, the teacher should no be too quick to assess his student. In
Special Education, students who have difficulty in reading are not readily labeled as dyslexic; rather they
are diagnosed to have reading difficulties.
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Legal Bases of Assessment for Individuals with Disabilities
Individuals with Disabilities Act (IDEA)

The Individuals with Disabilities Act (IDEA) was previously patterned after the Public Law 94-
142 or Education for All Handicapped Children Act. The Specific purposes of the law includes the
following: (1) to ensure publicly founded Special Education and related services for all handicapped
children no later than 1978; (2) to insure the dights of handicapped children and their parents and
guardians; (3) to relieve the Special Education financial burden of state and local governments; and (4) to
assess and insure the effectiveness of efforts to educate handicapped children.
No Child Left Behind (NCLB)

This require stronger accountability for results by specifying that schools must have
challenging educational standards, test children starting grade 3 every year, and specify progress
objectives that ensure proficiency of every child. (Salvia et al., 2012).
The Multidisciplinary Team for Assessment of Children with Special Needs
Multidisciplinary Team is responsible for the assessment of children with special needs. A
Multidisciplinary team approach, including the integration of values, perspective, and ideas gives an
accurate decision-making process in identifying the academic, social, and vocational needs of the child to
develop an individualized educational program that will meet the needs of the student with disability. The
team functions to support students in the Special Education and related services. Members would share
responsibility and have to maintain an open communication in the form of collaboration.
Members of the multidisciplinary team include: teachers, administrators, and appropriate
specialists serving in selected roles. Considered as specialists are the therapists, counselors,
psychologists, bilingual teachers, and curriculum specialists. Parents, students, student’s peers, and other
can contribute to the team. In assessing a child with special needs, the major functions of the team are:
1.To determine if the student has a disability and would require special Education services.
2.To plan and evaluate educational experiences of students who have been diagnosed to be
in need of Special Education services: and
3.To develop an action plan that would meet the needs of the child with disability bin terms of
education social and vocation, in the inclusion process which indicates that the child with
disability will not place in Special Needs to develop and individualized educational program to
address the needs
The Basic multidisciplinary team activities includes:

1.Evaluating student who are experiencing difficulty in the regular class upon referrral or
student who are in need of Special Education upon entering the educational system;
2.Developing strategies that may used as intervention in the regular class for those students
who will benefit most from regular education while providing modifications to suit their needs;
3.Initiating the process of assessment for students who are suspected to have disability;
4.Reviewing existing information and student assessment data that will be used as the bases
for developing an individualized educational program for the students;
5. Deciding on the appropriate placement for the student, educationally, socially, and
vocationally; and
6.Acting as a support system for educators who will be serving students with disabilities.
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Members of the Multidisciplinary Assessment Team
1.Administrators
Whether it is the administrators, principal, or assistant principal, each one is an essential
member of the team. The administrators should have the know-how of specific reources and the expertise
within the school. Furthermore, administrators are qualified to supervise the programs and can commit
necessary resources.
Specific responsibilities of administrators in the assessment process are:

a. Conducting administrative arrangement for team meetings. This includes scheduling the
date,time,and place of meetings;
b. Organizig an agenda for the meeting with the assessment team;
c. Identifying experts and appropriate personnel and inviting them to the meeting;
d. Inviting the parents of both the child with special needs and regular students to the meeting;
e. Acting as the chair during the meetings or appointing qualified personnel;
f. Ensuring that each person has the knowledge on what action the team recommends, the person
responsible for implementation, and the resources needed to support implementation effectively;
g. Ensuring administrative supports of the team to all members of the school community;
h. Promoting resources to secure the needed technical assistance;
i. Identifying the needed topics for in-service and developmental training
2.Regular Education Teachers

The Regular Education teacher and the special Education teacher should have equal
responsibility to all children in the classroom, whether the child is regular or diagnosed under certain
condition. The Regular Education teachers role concerns the presentation of subject matter in the
classroom and is primarily in a charge of instruction in the classroom.
In assessing children with special needs it is the general role of the Regular Education teacher
to accomplish the following:
a. Maintain appropriate communication between the schools and home. The teacher should keep
parents informed about their child’s educational achievement, grades, and educational programs;
b. Help develop, review, and revise the Individualized Educational Program (IEP)of the child;
c. Determine appropriate behavioral interventions and strategies considered positive for the
students;
d. Assess determined supplementary aids and services and program modifications for the students;
and
e. Identify supports that school personnel need to help the student progress in the general
curriculum
3.Special Educational Teachers

The roles of the Special Education teachers are to individualized, diagnose, and modify
curriculum. A typical Special Education teacher would teach students with disabilities in self-contained
classes.
To be effective, the roles of the Special Education teacher in schools include the following:
a. Provides assessment and instructional planning for the student with disability;
b. Conducts tutorial instruction and remedial classes among students with sub-par performance;
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c. Provides consultation to the Regular Class teacher as part of team teaching;

d. Participates as a member in the school’s assessment and eligibility committee;
e. Examines ways not integrating students in Special Education to all aspects of the school’s
program which includes extracurricular activities; and
f. Offers suggestions for modifying instruction, consults with the regular Education teacher, and
identifies resources, alternative learning materials, and assistive devices that will be of benefit to the child
with disability (as part of the multidisciplinary).
Both the Special Education teachers can help parents in the following ways:
a. Learn useful information about the student from the parents;
b. Explain the process and terms of the disability and the IEP;
c. Help the parents during IEP process, ensuring that their ideas, concerns, and views are
adequately expressed and heard;
d. Furnish parents with narrative reports and suggestions on how to effectively work with their child
at home;
e. Help the student and the parents in planning the students’/future after leaving the school; and
f. Advocate through representation of interest, preferences, and rights of the student or parents
4. Students
Students are encouraged to be active participants in their own IEP process. Priority is set in
teaching self- determination skills and how to set their own life goals and objectives.
5.School Psychologist
The school psychologist may assume the following responsibilities:
a. Complete thorough assessment to determine if the child is suited for special programs and
services
b. Provide interpretation and analysis of assessment data for parents and other team members;
c. Participate in the identification of curricula modification and instructional intervention which are
deemed appropriate to the identified needs of the pupils; and
d. Conduct follow-up observations to establish the success of modifications and interventions
6.Related Service Personnel

Related Support people will assist the Regular Education and Special Education teachers
include:
a. Speech/Language Therapists
The speech/language therapist plays a critical role in assessing, and treating patients who
have speech, language, and communication disorders
b. Occupational Therapist
After physical assessment, an occupational therapist assists a child with disability in developing
and regaining skills important to functions independently and develop health and well-being.
The occupational therapist aims to improve or maintain the ability of the child.
c. Physical Therapist
A physical therapist assesses each individual and devices a plan using different treatment
techniques to promote the ability to move, reduce pain, restore functions, and prevent further
disability.
d. Vision Specialists
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A vision specialist or usually termed as teacher of the visually impaired, is a teacher who hold a
special credential. A vision specialist is trained to work with visually impaired students from
preschool through latter grades.
e. Dieticians
After the result of assessment, a dietician plans nutrition programs and food programs for the
child with disability. He helps prevent other diseases and obesity problems because they
educate their clients about the role of food in their diet. He usually promotes healthy diet
through education and education programs.
f. Guidance Coun selors
The main role of a guidance counselor is to aid clients with their adjustment to some
circumstances in their life, utilizing counselling techniques in personal, educational, and
vocational counselling.
Activity 17
Answer the questions rationally.
1. Discuss the importance of assessment in Special Education.

2. Differentiate Assessment from Testing.
Date of Submission: May 6,2022

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Lesson 4: Classroom Assessment and Children with Disabilities
Objective: At the end of the lesson, the students are expected to:
1. Relate classroom assessment to children with disabilities;
Introduction
Classroom assessment has a great potential to enhance student learning, especially among
children with disabilities. If the assessment is designed with its appropriate purpose, learning for children
P a g e | 67
with disability can improve. To identify the purpose of assessment for children with disability is critical for
effective use.
Abstraction
The Ecological Model for Assessment

According to Laten and Katz (1975), the ecological model of assessment examines the
interaction between the child and hid environment. The following is sought from the model:
1. Determine who qualifies (eligibility).
Based on assessment decision, this pertains to who will qualify to be categorized of certain
disabilities.
2. Determine what to teach (program plan).
After assessment, the Individualized Education Program (IEP) team will decide which program
suits the needs of the child with disability.
3. Determine how to teach it (instruction).
This is the design through which the members of the IEP team decide on the
strategies and methods to be used in executing the program plan for the child with disability.
4. Determine where to teach it (placement).
Give details on the specific area or place to executive the program plan. This also ensures the
appropriate selection of a conducive learning environment for the learner.
5. Determine how often to teach it (time).
This entails the time allotment for each program so the child disability would gain adequate
training that would facilitate learning.
6. Determine who will teach it (support).
Enlist qualified persons to execute the program plan for the child.
7. Determine how well it was taught (evaluation).
After the execution of the program plan, evaluation follows to ensure that the program is
properly executed and if there are necessary adjustments to be done in order to meet the needs of
the child with disability.
In determining who qualifies for the assessment process, the following questions are
considered.
1. What assessment data will justify a child from not qualifying for an adapted educational
program?
2. What assessment data will justify a child requiring “special accommodations” to be successful
in school but without the IEP goals and objectives?
3. What assessment data will justify a child qualifying for Special Education services including
goals and objectives on his IEP?
Common Areas to Assess for Individuals with Special Needs
A. Fitness
1. Endurance refers to the ability or strength to continue or last, especially despite fatigue, or
other adverse conditions.
2. Flexibility is the capability of an individual to perform different to perform different physical
routines without incurring pain on certain body parts.
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3. Strength refers to the quality or state of being strong; bodily or muscular power.
4. Body composition is the proportion of fat, muscle, and bones of an individual’s body.
How do you assess it?
What level of fitness would qualify a child to require accommodation or intervention?
Sample Rubrics
Criteria Never Sometimes Usually Always
0 1 2 3
1. Communicates with classmates.
2. Uses the correct skill at a precis.
3. Demonstrate the correct position when
asked to perform a movement.
4. Demonstrate the correct position when
asked to be on a specific area.
5. Uses appropriate body movements to
reach goals.
B. Motor Ability
1. Balance refers to the state of equilibrium or equipoise; the equal distribution of weight,
amount, etc.
2. Speed is the rapidity in moving, going, traveling, proceeding, or performing.
3. Agility is the ability to move quickly and easily.
4. Eye-hand/eye-foot coordination is the ability of the person to move in three-dimensional
space with the proper coordination of the eye-hand/eye-foot.
How do you assess it?

What level of motor ability would qualify a child for accommodation or intervention?
Category 0 1 2 3 4 5
Cutting Not yet Holds Cuts 6” across With cue, Indepen- Holds
Different scissors paper hold dently cuts scissors
Objects incorrectly; independently; scissors on straight correctly;
makes snips paper correctly, lines; makes
short into many at times shifts long,
snips; small pieces cuts opposite smooth
eyes smoothly, hand cuts; eyes
wander; other along focus on
cuts off times paper, object
the line; snips, although being cut
needs continues not all the
assistance cutting automati- time; cuts
to turn while eyes cally on line,
paper wander, turning
then paper with
focuses opposite
back to hand.
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cutting;
cuts on
either side
of line;
may show
signs of
need/help
to turn
paper
Writing Not yet Makes Traces the With a With a With a
Own letter-like first letter of model, model, model,
Name shapes to name writes one writes first writes
represent letter of letter of additional
name first name name so letters in
that it is name;
recogniza- traces first
ble to name
everyone; without
traces first mistakes
name with
some
mistakes
Drawing Not yet Makes With a model, With a With a With a
circular imitates a model, model, model,
scribbles circle, vertical draws a draws / draws a
on paper line, and plus sign and a and an x;
horizontal line square draws
with 4 pictures of
sides; people
draws with at
people least 6
with at parts.
least 3
parts
C. Social/Behavioral Skills
1. Self-control refers to the ability to control one’s emotions, behavior, and desires in order to obtain
reward, or avoid punishment.
2. Following directions is the capability to follow instruction leading to accomplishment of a goal.
3. Staying on task is the ability to complete a certain task without directing attention to something
else.
4. Coping with frustration and conflict refers to the ability to adjust to different events leading to
frustration and conflict.
5. Positive attitude refers to the optimistic concept that enables an individual to make sound
decisions.
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6. safety skills refer to the ability of the individual to maintain function to a certain activity without
posing much danger to self and others.
How do you assess them?

What level of social/behavioral skills would qualify a child to require for accommodation or
intervention?
CATEGORY 3 points 2 points 1 point 0 point
Knowledge of Identified more Identified Identified less Could not
the key aspects than 5 between 3-5 than 3 identify any
of the game significant significant significant significant
aspects in each aspects in each aspects in each aspects of the
of the of the of the game
categories of categories of categories of
the game the game the game
(significant
events, key
characters,
division of
labor, resources
needed,
problems to be
solved)
Ability Fully articulated Understood the Understood a Did not
understand and all rules and majority of the few rules and understand the
follow the rules knew where to rules and knew did not know rules of the
of the game verify the rules where to find where to find game, nor
of the game the rules of the the rules of the where to find
game game the rules of the
game.
Ability to Correctly Correctly Correctly Unable to
construct a constructed at constructed constructed construct
variety of least 5 between 3-5 less than three knowledgeable
question types knowledgeable knowledgeable knowledgeable questions.
to help solve questions in questions in questions that
game problems several types. several types are the same
For example, type.
closed or
multiple choice,
true or false,
and analytical
or evaluative
questions.
It should be noted that Special Education requires a modified program to ensure that it suits the
needs of a child with disability. In order to be successful with the program, it is crucial that the
service provider makes sound decisions in determining what to teach.
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Activity 18
Answer the following questions rationally.
1. What do you think are the factors that may affect the assessment of the child in the
classroom setting?
2. Elaborate the role of the parents in the assessment of children with special needs.
Date of Submission: May 6, 2022 with Activity 18.1
Assessment Task/s

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Lesson 5: Assessment for Conducive Learning
Objective:
1. Assess for conducive classroom.
Introduction
It should be noted that Special Education requires a modified program to ensure that it suits
the needs of a child with disability. In order to be successful with the program, it is crucial that the service
provider makes sound decisions in determining what to teach.
Abstraction
A. Determining What to Teach

The following are the essential characteristics when determining what to teach the child
with disability.
1. Create a top-down plan and indicate what assessment information is necessary.
2. Define targeted skills within top-down plan.
3. Determine student’s Present Level of Performance (PLOP) on targeted skills.
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4. Specify how these skills will be assessed.

5. Develop student’s IEP goals and objectives that will match the child’s PLOP.
6. Determine How to Teach.
B. Determining Necessity
The following are the essential modifications to be made to suit the needs of the child
with disability:
1. Instructional Modifications – instruction is modified specifically in the General Education
program. During its modification, it changes the terms of goals, expectations, level of
performance, or content.
2. Curricular modifications – as defined by the DepEd, means students under Special
Education follow the basic curriculum of General Education, but it is modified according to
their needs. The curriculum differs depending on the condition of the child. The curriculum is
modified from basic curriculum to the bases of the learning disabilities, wherein each of the
learning areas has its own curriculum.
3. Equipment modifications – there are modifications done with different equipment necessary
during the teaching-learning process to fit into the disability of the child, so that the child
would be able to function in the least restrictive environment.
C. Determining Where to Teach

The following placement would address the needs of the child with disability.
1. General Physical Education (no support)—the child with disability stays with a group
where full inclusion is done. The child participates in all activities similar to Regular
Education students.
2. General Physical Education (support) – the child participates with a group, provided
that modifications will be done to ensure the child with disability is able to perform tasks
similar to regular education children.
3. Part-time general, part-time pull-out system – the child with disability is pulled out from
regular schedule to attend to modified instructional programs.
4. Full-time pull-out for Special Education for small group – the child is pulled out from a
specific program to participate in a small group to mainstream or to be included in an
inclusion program.
5. Full-time pull out Special Education for one-on-one – the child is regularly pulled out
from Regular Education program to have a one-on-one Special Education class usually
with a specialist.
D. Determining Who will Teach
The following are the different types of support decisions.
1. Peer from same class
2. Older peer from different class
3. Paid teacher assistant
4. Specialist (PT, OT)
E. Determining How Often to Teach
The following amount of service is to be considered in giving Special Education program to
children with disability.
1. Consultation, wherein variation of amount of time is done weekly or monthly.
2. 30 minutes of direct service.
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F. Determining How Well It Went
The evaluation process with the assessment data would allow the teacher to identify if the
student is making adequate progress toward his goals and objectives. Furthermore, the assessment
data establish information that would allow the teachers to know if the program is effective for the
majority of students with disabilities.
Basic Means of Assessment
The following are the basic means of assessing a child with disability in the classroom setting.
1. Observation – a means of assessment where viewing or noting a fact or occurrence is

made for some scientific or other special purposes.
2. Analysis of student work – the use of different assessment tools to describe
expectations from students’ work and performance.
3. Task Analysis – according to Jonassen, Tessmer, & Hannum (1999), task analysis is a
process of analyzing and articulating the kind of learning that you expect the learners to
know how to perform.
Classroom Assessment
Unobtrusive Obtrusive
Direct Observation Informal Inventories
Analysis of student work Classroom Quizzes
Task Analysis Criterion-Referenced Test
Diagnostic probes and diagnostic teaching
Curriculum-based measurement
Indirect Checklists and rating scales
Questionnaire and interviews
Different Tools for Observation

1. Narrative Report – is the least structured type of observation (Borich, 1999), wherein the
observer simply writes the events in writing.
2. Anecdotal Record – is the description may be of one type of event.
3. Ethnographic Record – is the description may be series of events.
4. Continuous Recording (Narrative Recording) – provides preliminary information to help
the teacher determine if there is a problem that requires further study.
Activity 19
1. Discuss the relevance of having a conducive place with the learning environment.

P a g e | 74

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Lesson 6: Assessment Standards in Special Education
Objective
1. Perform different assessment standards in Special Education;
2. Utilize the universal design for Special Education.
Introduction
Assessment in Special Education should be considered as continuous. To note, assessment
should be ideally an ongoing process. Assessment should also be done systematically to answer
important questions that are educationally relevant. Therefore, it should serve a definite purpose of
catering highly individualized instructional plans for the students with disability. In other words, each
program is designed to fulfill a specific purpose of addressing the needs of the student with disability.
Abstraction
Normative Groups
Allow the teacher to compare one person’s performance to the performance of others. This
gives the score meaning. This will set the standards for measuring the capability of the child with
disability. By comparing score with a group of similar others, it is now possible to give meaning to the
scores garnered by the child with disability thus facilitates interpretation to the observed score.
Validity
The extent to which measures what its authors or users claim it measures (Salvia et al., 2010).
Quality assessment is essential for teachers to track the progress of their students. One of the important
concerns when performing assessment is to ensure validity. Validity denotes the extent to which an
P a g e | 75
instrument measures what it is supposed to measure. To ensure validity, test factors should be
considered. Different intervening events also be noted to get accurate results.
Types of Validity
Content Validity
Content validity is a logical process where connections between the test items and the job-
related tasks are established.
Concurrent Validity
Concurrent validity is a statistical method using correlation, rather than a logical method.
Predictive Validity
Predictive validity is similar to concurrent validity, that is, it measures the relationship between
examinees’ performances on the test and their actual status. However, with predictive validity, it is the
relationship of test scores to an examinee’s future performance that is estimated.
Face Validity
Face validity is determined by a review of the items and not through the use of statistical
analysis. Face validity is not investigated through formal procedures and is not determined by subject
matter experts.
Reliability
The extent to which it is possible to generalize from an observation of a specific behavior
observed at a specific time by a specific person to observations conducted on similar behaviors, at
different times, or by different observers (Salvia et al., 2012).
Three types:
1. Item – similar performance on similar items

2. Stability – similar performance in the future
3. Inter-observer agreement – similar performance with a different person
Universal Design for Special Education
Universal design is the design of products and environments to be used by all people, to the
greatest extent possible, without the need for adaptation or specialized design.
Mace’s (1977) Seven Principles of the Universal Design
1. Equitable Use. The design is useful and marketable to people with disabilities.
2. Flexible in Use. The design can accommodate a wide range of individual preferences.
3. Simple and intuitive Use. The use of the design is easy to understand.
P a g e | 76
4. Perceptible Information. The design communicates necessary information effectively to

the user.
5. Tolerance for Error. The design minimizes hazards and the adverse consequences of
accidental or unintended actions.
6. Low Physical Effort. The design can be used efficiently and comfortably with a minimum
level of fatigue.
7. Size and Space for Approach and Use. Appropriate size and space is provided for
approach, reach, manipulation, and use.
Activity 20
1. Discuss the difference in the modes of assessment between Regular Class and
Special Education class.

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END OF FINAL PERIOD

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Reference
Airasian, Peter W. 2000. Assessment in the Classroom: A Concise Approach. 2 nd Edition. New York:
McGraw-Hill Companies Inc.
Anderson, L.W. and David R. Krathwohl. 20001. A Taxonomy for Learning, Teaching, and Assessing: A
revision of Bloom’s Taxonomy of Educational Objectives. Massachusetts: Allyn & Bacon.
Andrade Heide Goodrich. 1997. Understanding Rubrics. Retrieved December 3, 2020 from
http://www.middleweb.com/rubricsHG.html
Bloom’s Taxonomy of Learning Domains: The Three Types of Learning. Retrieved December 3, 2020
from www.edpsycinteractive.org/topics/cogsys/bloom.html
Comparing Traditional and Performance-Based Assessment. Retrieved December 15, 2020 from
www.nwlink.com/̴ donclark/hrd/bloom.html.
Gabuyo, Yonardo A. and Gary C. Dy. 2013. Assessment of Learning II: Textboom and Reviewer, First
Edition. Sampaloc, Manila: Rex Book Store, Inc.
Gronlund, N.E., R.L. Linn, and D.M. Miller. 2009. Measurement and Assessment in Teaching. 10 th
Edition. New Jersey: Pearson Education, Inc.
Guidelines for Rubric Development. Retrieved December 16, 2020 from

http://edweb.sdsu.edu/triton/july/rubrics/RubricGuidelines.html
Performance Assessment. Retrieved December 16, 2020 from www.teach-

nology.com/../performance_based

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College of Education Vision:

College of Education Mission:

College of Education Goals and Objectives:

MODULE 1: PRELIM PERIOD

Lesson 1: Overview of Assessment of Learning: Utilization of Assessment Data

Lesson 1.1: Describing Group Performance

∑=sum of the scores

Steps in solving the mean value using raw scores.

Example: Find the mean of scores of students in algebra quiz.

= 47.5 is the median score

Assessment Task/s (Activity 1.1)

From the lesson, I realized that……

Lesson 1.2: Measures of Variation or Dispersion (Absolute Measures of Variation)

Date of Submission: Jan 21,2022

2. Inter-quartile Range (IQR)

3. The Quartile Deviation

QD= is the quartile deviation

Properties of Quartile Deviation

Standard Deviation of Ungrouped Data

Steps in Solving Standard Deviation of Ungrouped Data

Solve for the Standard Deviation

Solving Standard Deviation for Grouped Data

Steps for Solving Standard Deviation for Grouped Data

How to Construct Frequency Distribution:

1. Determine the range R of the observations.

The following are scores of 60 students on a 40-item test.

Follow these steps:

where, xi= the central value of the class interval

Assessment Task/s (Activity 3.1)

5 minute non-stop writing

From the lesson on, I realized that……

Lesson 1. 3: Relative Measure of Variation

The formula in computing the coefficient variation is,

Where, s- standard deviation

3(𝑚𝑒𝑎𝑛 𝑣𝑎𝑙𝑢𝑒−𝑚𝑒𝑑𝑖𝑎𝑛 𝑣𝑎𝑙𝑢𝑒)

Date of Submission: Feb 4, 2022

Assessment Task/s (Activity 4.1)

5 minute non-stop writing

From the lesson, I realized that……

Note : Activity 4 and 4.1 should be submitted as one on Feb 4, 2022

Lesson 1.4: DESCRIBING INDIVIDUAL PERFORMANCE

Business Statistics Marketing Management

Date of Submission: Feb 11,2022

3. Standard Nine (Stanine)

Stanine Percentage of Scores Description

Assessment Task/s (Activity 6.1)

5 minute non-stop writing

From the lesson, I realized that……

Lesson 1.5: Describing Relationships

The Pearson product-Moment Correlation Coefficient to compute for r is:

Math (x) English (y) xy x2 y2

Solve for rxy, follow the formula given.

Date of Submission: Feb 18,2022

Assessment Task/s (Activity 7.1)

5 minute non-stop writing

From the lesson, I realized that……

Lesson 2: Performance-based Assessment

Lesson 2.1: Definition of Performance-based Assessment

Performance-based assessment is a direct and systematic observation of the actual

Difference Between Traditional Assessment and Performance-Based Assessment

Domains of Performance-based Assessment