Assessment in Learning 1

MODULE No. 1

THE BALANCED ASSESSMENT MODEL IN THE CLASSROOMS

Content Standard

 The learners demonstrate understanding and appreciation of the use of “The Balanced
Assessment Model” and the place of portfolio in assessment of learning in the
classrooms.

Performance Standard

 The learners develop a well organized and continuing collection of their work samples
showing the progress they have made towards meeting the learning competencies in
Assessment of Learning 1 and 2.

Learning Competencies

 Understand and appreciate the need for applying the Balanced Assessment Model in
classroom assessment
 Formulate a personal commitment to develop an assessment portfolio based on agreed
upon evaluation criteria

Specific Learning Outcomes

 Identify the foci and features of the different types of assessment that comprise the
balanced assessment model
 Characterize classroom portfolio as an authentic learning and assessment tool
 Cite assessment tools that learners many include in their assessment portfolios
 Explain the essential features of a portfolio as a multisensory and multidimensional
personification of students’ learning.
 Agree upon features to include in the evaluation of their assessment portfolio and the
manner of marking their portfolios
 Religiously develop an assessment portfolio as one of the course requirements.

OVERVIEW

This lesson is meant for face-to-face instruction or modular learning to follow the one-hour
course orientation. The understanding of the use of Balanced Assessment Model in the
classroom is vital for the students’ appreciation of the role of assessment for, as and of
learning. The intent of this lesson is to make the students understand the use of portfolio as
classroom assessment tool, what may be included, how they may describe the work they
include, discuss the key concepts they have learned, and most importantly, reflect on how this
learning has affected them. Having understood the vital role of assessment in learning, the
students are expected to seriously do self-assessment to track their progress and improve their
learning.

INSTRUCTION
 A. Prior Learning

After presenting the course overview (Assessment of Learning 1 & 2), let the students recall the
5th domain in the National Competency - Based Teacher Standards (NCBTS) as discussed in
previous course(s).

DOMAIN 5

Planning, Assessing and Reporting

 Communicates promptly and clearly to learners, parents, and

superiors about the progress of learners
 Develops and uses a variety of appropriate assessment strategies to
monitor and evaluate learning
 Monitors regularly and provides feedback on learners’ understanding
of content.

B. Lesson Proper

The teacher must provide an accurate picture of the status of the student’s learning progress.
The use of the Balanced Assessment Model will enable the teacher to do so .

B.1. The Balanced Assessment Model

The Balanced Assessment Model (Fogarty and Stoehr 1995; Burke 2000 in Burke, Fogart &
Belgrad 2002) advocates using three types pf assessment to arrive at an accurate portrait of a
student as a learner. The first type of assessment includes traditional tests, quizzes, and
standardized tests that focus on assessing the students’ knowledge, skills, and mastery of
content in the curriculum. Obviously, this type of assessment is necessary and appropriate, but
should never be the sole means of determining a student’s success, promotion, or graduation or
the criteria by which teachers, administrators, and schools are judged. One standardized test
score is a single-shot measurement that focuses on verbal/linguistic and logical/mathematical
intelligences. Portfolios, however, chronicle a student’s growth and development in their
multiple intelligences.

The second type pf assessment in the Balanced Assessment Model, the portfolio,
focuses on the process the student uses to achieve the goals. Rough drafts and initial problem-
solving strategies are dated and attached to final products to show growth over time. Portfolios
require students to reflect on their learning, set new goals, and self-evaluate their progress.

The third component of the Balanced Assessment Model focuses on performance – the
students’ abilities to apply the knowledge, content, and skills they have learned, Performances
allow students to demonstrate that they can transfer their knowledge and skills into action.
These performances require students to collaborate with peers to create products, projects, or
demonstrations according to specific criteria listed in curriculum objectives or learning
standards. Students know their performance will be evaluated according to rubrics or scoring
guides that provide descriptors for quality work.

The percentage of use of each assessment tool depends upon the grade level, the class, and
the purpose of the assessment. Teachers need to integrate these types of assessment to meet
the individual needs of the students, honor their learning styles, and provide a more accurate
evaluation of a student’s strengths and weaknesses. The most effective assessment program
blends all three types to attain a developmentally appropriate portrait of a student as a learner.
(SEE Figure 0.1)

Balanced Assessment
Type of Focus Features
assessment
- Knowledge Classroom Assessments
- Curriculum - Tests
- Quizzes
Traditional - Skills - Assignments

Standardized Tests
- Norm-Referenced
- Criterion-Referenced
- Growth and Development
- Process - Reflection
- Product - Goal Setting
Portfolio - Self-Evaluation
- Growth

- Collaboration
- Standards - Tasks
- Application - Criteria
Performance - Checklists
- Transfer - Rubrics

B.2. The Classroom Portfolio

Portfolios are powerful tools in classroom instruction. They fall into the category of
“performance assessment” where students collect their work samples to show what they have
learned. The work samples provide a basis for judging the progress the student is making
towards meeting academic goals and standards. It also provides a means to communicate the
students’ progress to students and parents.

Wortham (2001) says, “Portfolios are a collection of a child’s work and teacher data from
informal and performance assessments to evaluate development and learning. A portfolio may
be kept just by and for the child, with samples of work over a period of time. It may also be
organized by the teacher and contain observation reports, checklists, work samples, records of
directed assignments, interviews, or other evidence of achievement” (p.223).

Carr and Harris (2001) describe a portfolio as a “purposeful, integrated collection of

student work showing effort, progress, or achievement in one or more areas. Usefulness for
instruction and assessment is enhanced when students select the items for their portfolios, self-
reflection and is encouraged, and criteria for success are clear “(p. 181).
 Figure 0.2 shows the reasons for using portfolios in classrooms.

To be more sensitive to the To develop a holistic picture of

needs of students’ diverse the activities the student has
learning abilities engaged in over a period of time
(Glazer 1998) (Wortham 2001)

To provide visible evidence of a

To reveal a range of skills and
student’s progress in relation to
understandings and to value
goals
student and teacher reflection Why Use (Tomlinson and Allan 2000)
(Vavrus 1990)
Portfolio
s?
To make assessment process of
evaluating, revising, and re-evaluating
fundamentally a learning process
To help students think about how (Darling-Hammond et al. 1995)
their work meets established criteria,
analyze their efforts, and plan for
improvement
(Rolheiser et al. 2000)
Portfolios have a number of advantages that make their use worthwhile in the classroom as
shown in Figure 0. 3.

Fig. 0.3. Advantages of Using Classroom Portfolios

1. Learning progress over time can be clearly shown (e.g. changes

in writing skills).
2. Focusing on students’ best work provides a positive influence on
learning (e.g. best learning samples)
3. Comparing work to past work fosters greater motivation than
comparison to the work of others (e.g. growth in writing skills).
4. Self-assessment skills are increased when students select the
best samples of their work and justify their choices (e.g. focus is
on criteria of good writing.
5. Portfolios provide adjustment to individual differences (e.g.
students write at their own level but work toward common
goals).
6. Portfolios provide for clear communication of learning progress
to students, parents, and others (e.g. writing samples obtained
at different times can be shown and compared.

From: Assessment of student Achievement, 6th edition, p. 158, by N.E. Gronlund

@ 1998 Allyn & Bacon.

The purposes of portfolio are:

(1) To meet standards. Entries in the portfolio provide documentation that the standard
was met or is “in progress.” A checklist or scoring guide should be used to describe the quality
of the students’ work.

(2) To show growth and development. Since a portfolio showcases students’ work
over time, dated entries provide a portrait of a “learner in motion.” A paragraph written in
September may include many errors and lack focus; but a paragraph written in December
shows improvement in both areas. Teachers document where a student is at the beginning of
the year or at the point the student enters the class, and then tracks the student’s progress
throughout the year, Portfolios become running records of students’ progress over time and help
them recognize their own strengths and weaknesses.

(3) To demonstrate content and process knowledge. Artifacts contained in the

portfolio indicate not only the knowledge (content) but also the application of that knowledge
(process) through papers, products, performances, and projects using lifelong learning skills.

(4) To help students self-assess. When students review and reflect on their work, they
engage in self-assessment process that fosters lifelong learning.

(5) To integrate learning. Students need to make connection between topics and
among subject areas, thus come up with integrated portfolio.
 B.3. Authentic Learning and Assessment

Portfolio is more than a work folder that includes a collection of tests, quizzes, work sheets, and
home work assignments. Portfolios should be demonstrate authentic assessments which
focus on students’ ability to produce quality products and performances. Authentic
assessments derive from authentic intellectual work which involves “original application of
knowledge and skills, rather than just routine use of facts and procedures. It also entails
disciplined inquiry into the details of a particular problem and results in a product or presentation
that has meaning or value beyond success in school….” (Newan, Bryk and Nagaoka, 2001, p.
10). Authentic intellectual work is knowledge construction, through the use of disciplined
inquiry to produce discourse, products, or performances that have value beyond school.
Assessments may be called authentic if they meet the criteria illustrated in Figure 0.4

Correlate to Integrated
curriculum subject areas
objectives and multiple
intelligences

Link to
Authentic Focus on higher-
performance order thinking skills
standards
Assessments
and application of
knowledge

Help students
Represent value
construct
to the students
knowledge
beyond school
through
disciplined
inq ir

Figure 0.4. Criteria for Authentic Assessment

B.4. Repertoire of Assessments

A portfolio as a showcase of students’ multiple intelligences must include artifacts that also tap
their visual/ spatial, musical/rhythmic, interpersonal, intrapersonal, bodily/kinesthetic, and
naturalist intelligences. The portfolio reflects assessment tools that allow students multiple
mediums and multiple opportunities to showcase their learnings. Figure 0.5 shows a palette of
assessment tools that may be used by a classroom teacher to produce a more accurate portrait
of students’ acquired competences,
 Interviews
Cooperative
Works
Projects Simulations

Videos and
Performances Artwork

Observation
Palette of Graphic
Checklists
Assessme Organizers

Logs and
Journals
nt Tools Peer
Evaluations

Musical
Computer
Pieces Self- Programs
Assessments

Figure 0.5. Palette of Assessment Tools

B.5. Self-assessment and Writing Reflection

The real power of portfolio emerges when students describe the work they include, discuss the
key concepts they have learned, and most importantly reflect on how this learning has affected
them. Reflection fosters the higher-order critical thinking and decision-making skills necessary
for continuous learning and improvement. According to Rolheisser, Bowe and Stevahn (2000),
“Reflection happens when students think about how their work meets established criteria; they
analyze the effectiveness of their efforts, and plan for improvement, Reflection on what has
been learned and articulating that learning to others is the heart and soul of the portfolio
process. Without reflection, a portfolio has little meaning” (p.31).

Reflection is the heart and soul of the portfolio process because it enhances the
learner’s ability to self-assess her work ad analyze her strengths and weaknesses in order to set
new gals for growth. The metacognitive process of “thinking about one’s thinking is critical to
the success of a portfolio. The student takes control of her own learning by becoming an
informed critic of her own work.

Costa and Kallick (1992) warn, “We must constantly remind ourselves that the
ultimate purpose of evaluation is to have students become self-evaluating. If students
graduate from our schools still dependent upon others to tell them when they are adequate,
good, or excellent, then we have missed the whole point of what education is about (p.280).
ATTACHEMENT M-1

SUPPLEMENTARY MODULE 1

ASSESSMENT “FOR,” “AS” AND “OF” DIFFERENTIATED

Introduction

The Department of Education (DepEd) issued Department Order No. 8, series of 2015 which you were
asked to download a copy of. The document discusses the place of assessment in the educational process. It
differentiates clearly the concepts: assessment for learning, assessment as learning and assessment of learning.
The distinction among the three concepts is reintroduced in this supplementary module to reinforce and deepen
your understanding of the three terms. An exercise at the end of the module is presented to assess your mastery
of the concepts.

Objectives
The students will be able to:

1. Distinguish the terms assessment for, as, and of as used in classroom assessment.
2. Give their own example of assessment for, as and of using their own classroom experiences.

Anticipatory Set

With your downloaded copy of Department Order No. 8, series of 2015, locate the discussion of the
concepts of assessment for, as, and of learning. Your understanding of the three terms will be reinforced by the
discussion in this module.

Lesson Proper

The three terms: assessment for, assessment as, and assessment of learning are again presented in
summarized form as follows:

1. Assessment for Learning - involves teachers using evidence about students’ knowledge, understanding
and skills to inform their teaching. Sometimes referred to as “formative assessment,” it usually occurs throughout
the teaching and learning process to clarify student learning and understanding. Assessment for learning:
 Reflects a view of learning in which assessment helps students learn better, rather than just achieve a
better mark
 Involves formal and informal assessment activities as part of learning and to inform the planning of future
learning
 Includes clear goals for the learning activity
 Provides effective feedback that motivates the learner and can lead to improvement
 Reflects a belief that all students can improve
 Encourages self-assessment and peer assessment as part of the regular classroom routines
 Involves teachers, students, parents reflecting on evidence
 Is inclusive of all learners.

2. Assessment as learning occurs when students are their own assessors. Students monitor their own
learning, ask questions and use a range of strategies to decide what they know and can do, and how to use
assessment for new learning. Assessment as learning:
 Encourages students to take responsibility for their own learning
 Requires students to ask questions about their learning
 Involves teachers and students creating learning goals to encourage growth and development
  Provides ways for students to use formal and informal feedback and self-assessment to help them
understand the next steps in learning
 Encourages peer assessment, self-assessment and reflection.

3. Assessment of learning – assists teachers in using evidence of student learning to assess achievement
against outcomes and standards. Sometimes referred to as “summative assessment,” it usually occurs at defined
key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade
students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability
of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
Assessment of learning:
 Is used to plan future learning goals and pathways for students
 Provides evidence of achievement to the wider community, including parents, educators, the students
themselves and outside groups
 Provides a transparent interpretation across all audiences.

Application/Evaluation

EXERCISE: What kind of assessment is used in each of the following classroom episodes:

1. Teacher calls upon parents to remark on students PowerPoint presentation output for authenticity.
2. Teacher assigns grades to students’ project.
3. Students put up exhibits of their work for public viewing.
4. Students write commitments for improving their learning in a particular course.
5. Teacher encourages students to raise questions for clarification of difficult concepts.
6. Students write reflections on their difficulties in understanding science concepts and processes.
7. Teacher and students help to create goal to accomplish to raise reading proficiency.
8. Teacher boosting students’ confidence in their capacity for self-learning.
9. Practice of self-assessment and peer-assessment as regular classroom routine for improving learning.
10. Students asking barangay officials feedback about their service learning in the community.

Frajenkin 04-23-‘22