CHAPTER 1

AUTHENTIC ASSESSMENT IN THE CLASSROOM

At the end of this module, the pre-service teacher (PST) can:

a. discuss the nature and characteristics of authentic assessment and related term;
b. differentiate authentic and traditional assessment;
c. reflect on the importance and applications of authentic assessment; and
d. make connections between the principles of high quality assessment and the development
and use of authentic assessment techniques and tools within and across teaching areas.

Introduction
Authentic assessment is the idea of using creative learning experiences to test students’ skills and
knowledge in realistic situations. Authentic assessment measures students’ success in a way that’s
relevant to the skills required of them once they’ve finished your course or degree program.
In education, Authentic assessment create a classroom management plan and/or lesson plan for the
student’s subject matter and/or intended audience.

LESSON 1: HIGH QUALITY ASSESSMENT IN RETROSPECT

High quality assessment takes the massive quantities of performance data and translates that into
meaningful, actionable reports that pinpoint current student progress, predict future achievement, and
inform instruction.
High-quality classroom assessment involves substituting technical types of validity and reliability with
concerns about how the assessments influence learning and provide fair and credible reporting of
student achievement.

For teachers, the primary determinant of quality is how the information influences students.

High-quality assessments provide results that demonstrate and improve targeted student learning.
High-quality assessments inform instructional decision making.

1. PURPOSES OF ASSESSMENT a. Assessment for Learning

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

Assessment as learning occurs when students reflect on and monitor their progress to
inform their future learning goals. (formative/self-assessment) Assessment of learning
 occurs when teachers use evidence of student learning to make judgements on student
achievement against goals and standards.
(summative)

b. Assessment for certification (summative)

Another purpose of assessment is to gather evidence to make a judgement about a student level of
performance; against the specified learning objectives. Students is usually assessed at the end of an
element of learning, such as the end of the module, mid semester or end of the semester. They are
awarded results typically as marks or grade to represent a particular level of achievement (high,
medium, low) this judgmental

“summative” process formally provides the evidence to verify or “certify” which student may progress
to the next level of their studies.

Assessment for certification, progress, and transfer needs to be served on both an institutional and
individual level. Programs and qualifications need to be certified and acknowledged by accreditation
bodies to have value for further studies or employability (Altbach et al., 2009). The certification of an
institution is therefore an acknowledgment by the accreditation body, such as a national education
system or professional board that a qualification meets with the requirements set by the authority. On
an individual level, certification is necessary to endorse attainment of certain skills and knowledge. This
certification then serves as the entrance criteria to the next grade or level of learning.

c. Protect academic standard

Grades from cumulative assessment are used to certify that a person has a necessary knowledge and
skills (and can apply them appropriately) to be awarded a qualification. Consequently, the quality and
integrity of assessment is essential to guarantee the credibility of qualification and the academic
reputation of the issuing institution. There is considerable local, national and international concern to
ensure that the ways we protect academic standards stand up to scrutiny.

Academic standards are benchmark measures that define what students should know and be able to do
at specified grade levels beginning in kindergarten and progressing through grade twelve. The standards
are promulgated as state regulations. As such, they must be used as the basis for curriculum and
instruction in Indiana's accredited schools. The academic standards are NOT a curriculum; therefore,
identifying the sequence of instruction in each grade—what will be taught and how long—requires
concerted effort and attention at the district/school level. Academic standards do not prescribe any
particular curriculum. Curriculum tools are selected at the district/school level and adopted through the
local school board. No student, by virtue of poverty, age, race, gender, cultural or ethnic background,
disabilities, or family situation will ultimately be exempt from learning the required academic standards,
although it is acknowledged that individual students may learn in different ways and at different rates.
Academic standards focus on what students will need to learn in order to be college and career ready
and to be competitive in the job market. d. Feedback for teaching
 The result from formative and summative assessment can help you track how your students are going
throughout your success. Closely looking at the result can help you identify any pattern of difficulties or
misunderstanding the students might have. This in turn allow you alter your approach to teaching and
adjust your curriculum accordingly. For example, you may identify that you need to offer more detailed
explanation or provide additional resources in a particular area. We use assessment as a tool to provide
feedback to students about their learning (formative assessment) as well as certifying their level of
assessment ( summative assessment). It is a means by which we protect our academic standards and
institutional reputation; and a method of evaluating and adjusting teaching.

2. TARGETS OF HIGH QUALITY ASSESSMENT a. Learning Targets

✓ a clear description of what students know and able to do.
✓ it is an outcome that the teacher wants her students to attain or acquire from her teaching.

✓ This involves knowledge, reasoning, skills, product and effect.

✓ It needs to be stated in behavioral terms or term which denotes something which can be
observed through the behavior of the students

Five categories of Learning target according to Stiggins and Conklin (1992)

1. Knowledge learning target o It is the facts and concept we want students to know, either
rote learned or retrieved using reference materials.
2. Reasoning learning target o The ability of students to use their knowledge to reason and
solve problems.
3. Skill Learning target o The ability of the students to create achievement-related skills likes
conducting experiments, playing basketball, and operating computers
4. Product learning target o The ability of the students to demonstrate achievement-related
products such as written report, oral presentation and art product.
5. Affective learning target o The attainment of affective traits such as attitudes, values,
interests, and self-efficacy. Student attitude about school and learning.

b. Cognitive Targets
As early as 1950 Bloom’s (1954) proposed a Hierarchy of educational objectives at the cognitive level:

1. Knowledge
• refers to the acquisition of facts, concept and theories. Example: knowledge of
historical facts
• Recall or recognize information, describing, defining, labeling, memorizing etc.

• Knowledge forms the foundation of all other cognitive objectives for without knowledge, it is not
possible to move out to the next higher level thinking skills in the hierarchy of the educational
objectives.

2. Comprehension
• refers to the same concept as understanding.
• Re-state data or information in one’s own words, interpret, and translate.
• Explaining or interpreting the meaning of the given scenario or statement
• A step higher than mere acquisition of facts and involves a cognition or awareness of interrelationships
of the facts and concepts.

3. Application
• refers to the transfer of knowledge from one field of study to another or from one concept to another
concept on the same discipline.

• Using or applying knowledge, putting theory into practice

• Demonstrating, solving problems
4. Analysis
• refers to the breaking down of the concept or idea into each component and explaining the concept as
the composition of these concept.

• Interpreting elements, organizing, structuring

5. Synthesis
• refers to the opposite of analysis and entails putting together the components in order to
summarize the concept.

• Developing new unique structures, model, system, approaches or ideas

• Build, create, design, establish, assemble, formulate.
6. Evaluating and reasoning
• refers to valuing and judgment or putting the “worth” of a concept or principle.

• Judgment relating to external criteria

 • Assess effectiveness of whole concept, in relation to values, outputs, efficacy, and others.
Types of Reasoning
➢Inductive reasoning uses specific facts or evidence to infer general conclusions
➢Deductive reasoning begins with general rule or principle to infer specific conclusion or
solutions
➢Analytical reasoning requires examining components or structure of something
➢Comparative reasoning describes similarities and differences between two or more items

3. METHODS OF HIGH QUALITY ASSESSMENT

a. Appropriateness of assessment method General
Categories:
1) Written response instrument
Written response instrument includes objective test(multiple choice, true or false,
matching or short answer) test, essay, examination and checklist.
➢ Objective test is appropriate for assessing the various level of hierarchy of
educational objectives

➢ Multiple choice test in particular can be constructed in such a way as to test

higher order thinking skills

➢ Essay can test the student grasp of the higher-level cognitive skills particularly in
the areas of application analysis, synthesis and judgment. Example:
(POOR) Write an essay about the First EDSA Revolution (BETTER) Write
an essay about the First EDSA Revolution and the respective roles.

➢ Checklist list of several characteristics or activities presented to the subjects of a

study, where they will analyze and place a mark opposite to the characteristics
2) Product rating scales – used to rate products.
Examples of product that are frequently rated in Education

✓ Book reports

✓ Maps

✓ Charts

✓ Diagram

✓ Notebooks

✓ Essays
 ✓ The classic “handwriting” scale used in the California Achievement Test, Form W(1957)
3) Performance test – performance checklist
▪ It is used to determine whether or not an individual behaves in a certain way when
asked to complete a particular task.
▪ Consist of a list of behaviors that make up a certain type of performance
4) Oral questioning – appropriate assessment method when the objectives are to:
▪ Assess the students’ stock knowledge and/or ▪ Determine the students’ ability to
communicate ideas in coherent verbal sentences. 5) Observation and self-reports
▪ Useful supplementary methods when used in conjunction with oral questioning and
performance test.

b. Properties of Assessment Method 1) Validity

▪ Something valid is something fair

▪ A valid test is one that measures what it is supposed to measure

Types of validity
Face validity – outward appearance of test, the lowest form of test validity

• What do students thing of the test?

Construct validity – the test is loaded on a “construct” or factor

• Am I testing in the way I taught?

Content validity – content and format of the instrument

• Am I testing what I taught?

i. Students adequate experience ii.
Coverage of sufficient material iii.
Reflect the degree of emphasis
Criterion-related validity – the test is judge against a specific criterion

• How does this compare with the existing valid test?

Test can be made more valid by making them more subjective (open items)
▪ Validity- appropriateness, correctness, meaningfulness and usefulness of the specific
conclusions that a teacher reaches regarding the teachinglearning situation.

2) Reliability
▪ Something reliable is something that works well and that you can trust.

▪ A reliable test is consistent measure of what it is supposed to measure Questions:

✓ Can we trust the result of the test?

✓ Would we get the same results if the test were taken again and scored by a different person?

Test can be made more reliable by making them more objective (controlled items)
▪ Reliability is the extent to which an experiment, test or any measuring procedure yields the
same result on repeated trials
▪ Equivalency reliability is the extent to which two item measure identical concepts at an
identical level of difficulty. Equivalency reliability is determined by relating two sets of
test scores to one another to highlight the degree of relationship or association.
▪ Stability reliability (sometimes called test, re-test reliability) is the agreement of measuring
instrument over time. To determine stability, a measure of test is repeated on the same
subjects at a future date.

▪ Internal consistency is the extent to which test or procedure assess the same characteristic, skill
or quality. It is a measure of the precision between the observers or of the measuring
instruments used in a study.
▪ Interrater reliability is the extent to which two or more individual (coders or raters) agree.
Interrater reliability addresses the consistency of the implementation of a rating system.

3) Fairness
The concept that assessment should be “fair” covers a number of aspects

▪ Student knowledge and learning targets of assessment

▪ Opportunity to learn

▪ Prerequisite knowledge and skills

▪ Avoiding teacher stereotype

▪ Avoiding bias in assessment tasks and procedures

4) Positive consequences
▪ Learning assessments provide students with effective feedback and potentially improve their
motivation and/or self-esteem. Moreover, assessments of learning gives students the
tools to assess themselves and understand how to improve.

Positive consequence on students, teachers, parents and other

stakeholders
5) Practicality and efficiency
▪ Something practical is something effective in real situations

▪ A practical test is one which can be practically administered. Questions:

 ❖ Will the test take longer to design than apply?

❖ Will the test be easy to mark?

Test can be made more practical by making it more objective (more

controlled items)
▪ Teacher familiarity with the method -teacher should be familiar with the test

▪ Time required
▪ Complexity of administration - does not require too much time

▪ Ease of scoring
- implementable

▪ Ease of interpretation

▪ Cost

6) Ethics in assessment – “Right and Wrong”

▪ Conforming to the standards of conduct of a given profession or group
▪ Ethical issues that may be raised
i. Possible harm to the participants ii.
Confidentiality iii. Presence of concealment or
deception iv. Temptation to assist students

4. SAMPLING
Sampling - process of selecting members or elements of a sample from a given population.

Sampling Techniques
1.Probability Sampling – samples are chosen in such a way that each element of the population has
a known and usually equal chance of being included in the sample.

2. Non-probability Sampling –samples are chosen in such a way that some members of the
population may not have any chance of being included in the sample

Probability Sampling
1.1 Simple Random Sampling – sampling is done by drawing lots or through the use of random
numbers.

1.2 Systematic Random Sampling – sampling is done by selecting every kth element in the
population with the starting point determined at random. (usually by making k = N/n )
 NOTE: This sampling technique should not be used if there is an underlying periodicity in the
sampling interval.

1.3 Stratified Random Sampling –sampling is done by first dividing the population into a number
of non-overlapping sub-populations or strata and then taking samples from each stratum.

There are two procedures that can be used to determine the sample size per stratum.

1.3.1 Equal Allocation –divide the intended sample size (n) by the number of strata(k) in order
to obtain the number of samples from each stratum (n 1, n2, … nk ).

Formula:

1.3.2 Proportional Allocation – divide the size of each stratum (N1,N2,…Nk ) by the population
size (N) & multiply the result by the intended sample size (n).

Formula:

1.4 Cluster Sampling

1. divide the population into(geographical) groups called clusters,
2. select a random sample of clusters, and
3. select a random sample of elements from each of the selected clusters.

Non-Probability Sampling
2.1 Convenience Sampling – selecting those elements that are readily available (doing a survey
by phone) or those that happen to be in a place at a certain time (conducting a taste test) in
order to obtain quick results.

2.2 Quota Sampling – samples are chosen based on the judgment or prior knowledge of the
researcher with the objective of reaching a certain target quota (polls conducted via radio or
television).
5. Accuracy
 Accuracy Standards The accuracy standards help ensure that a student evaluation will produce
sound information about a student's learning and performance. Sound information leads to valid
interpretations, justifiable conclusions, and appropriate follow-up. These standards are as follows:

• Validity Orientation

Student evaluations should be developed and implemented, so that interpretations

made about the performance of a student are valid and not open to misinterpretation.

• Defined Expectations for Students

The performance expectations for students should be clearly defined, so that

evaluation results are defensible and meaningful.

• Context Analysis

Student and contextual variables that may influence performance should be

identified and considered, so that a student's performance can be validly interpreted.

• Documented Procedures
The procedures for evaluating students, both planned and actual, should be described, so that
the procedures can be explained and justified. • Defensible Information
The adequacy of information gathered should be ensured, so that good decisions are possible and
can be defended and justified. • Reliable Information
Evaluation procedures should be chosen or developed and implemented, so that they
provide reliable information for decisions about the performance of a student.

• Bias Identification and Management

Student evaluations should be free from bias, so that conclusions can be fair.
• Handling Information and Quality Control
The information collected, processed, and reported about students should be systematically
reviewed, corrected as appropriate, and kept secure, so that accurate judgments can be made.
• Analysis of Information
Information collected for student evaluations should be systematically and accurately
analyzed, so that the purposes of the evaluation are effectively achieved.

LESSON 2: WHAT IS AUTHENTIC ASSESSMENT

Introduction
In 1935, the distinguished educator Ralph Tyler proposed an "enlarged concept of student evaluation,"
encompassing other approaches besides tests and quizzes. He urged teachers to sample learning by
collecting products of their efforts throughout the year. That practice has evolved into what is today
termed "authentic assessment," which encompasses a range of approaches including portfolio
assessment, journals and logs, products, videotapes of performances, and projects. Authentic
assessments have many potential benefits.

Authentic assessments are new to most students. They may be suspicious at first; years of conditioning
with paper-pencil tests, searching for the single right answer, are not easily undone. Authentic
assessments require a new way of perceiving learning and evaluation. The role of the teacher also
changes. Specific assignments or tasks to be evaluated and the assessment criteria need to be clearly
identified at the start. It may be best to begin on a small scale. Introduce authentic assessments in one
area (for example, on homework assignments) and progress in small steps as students adapt.

Nature of Authentic Assessment

Authentic assessment is where students thoughtfully apply their acquired skills to a new situation or
environment. Assessments are authentic if they are realistic, require judgement and innovation and
assess students' ability to effectively use their knowledge or skills to complete a task.

Authentic assessment is "a form of assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills" (J. Mueller). While we
understand that environmental constraints make authentic assessments significantly more challenging
to develop and implement than other forms of assessment, authentic assessment is key to student
engagement, and we will focus on how to make your assessments as "authentic" as possible. When
students' work benefits real people or organizations, for instance, it often stimulates students to hold
themselves more accountable, produce higher quality work, and make connections between course
content and the real-world.

Authentic assessments: are direct measures; capture the constructive nature of learning; integrate
teaching, learning and assessment; and provide multiple paths to demonstration.

A. Definitions:
Jon Miller (2011) defines Authentic Assessment s “a form of assessment in which students are asked to
perform real-world tasks than demonstrate meaningful application of essential knowledge and skills”.
Grant Wiggins (1987), defined Authentic Assessment as “…engaging and worthy problems or questions
of importance, in which students must use knowledge to fashion performances effectively and
creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens
and consumers or professionals in the fields

An authentic assignment is one that requires application of what students have learned to a new
situation, and that demands judgment to determine what information and skills are relevant and how
they should be used. Authentic assignments often focus on messy, complex real-world situations and
their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as
well. According to Grant Wiggins (1998), an assignment is authentic if it is realistic, requires judgment
and innovation, asks the student to “do” the subject, replicates or simulates the contexts in which adults
are “tested” in the workplace or in civic or personal life, assesses the student’s ability to efficiently and
effectively use a repertoire of knowledge and skills to negotiate a complex task, and allows appropriate
opportunities to rehearse, practice, consult resources, and get feedback on and refine performances
and products. In other words, authentic assessment allows us to assess how the students will perform
or showcase a skill or use their knowledge in a practical setting.

Authentic assessment is also known as performance assessment, alternative assessment, and direct
assessment.

Types of Authentic Assessment

Performance Assessment
Portfolio Assessment
Self-Assessment

What are some examples of authentic assessment?

Authentic assessment can be either a short-term or long-term assignment for students. There is no
specific length of time attached to an authentic assessment learning opportunity. However, "within a
complete assessment system, there should be a balance of longer performance assessments and shorter
ones" (Valencia, 1997). According to Lawrence Rudner, authentic assessment should require that
students be active participants in learning and be able to demonstrate knowledge and skills. The
following is a list of examples of authentic assessment that meet one or both of these requirements -
active participation and/or demonstration of knowledge and skills. As you read through this list, keep in
mind that some of the examples will work better for you depending on your grade level and topic area.
Make a note of the examples of assessment that you could use in your own classroom.
Authentic Assessment examples:
• Conduction research and writing a report
• Character analysis
• Student debates (individual or group)
• Drawing and writing about a story or chapter
• Experiments - trial and error learning
• Journal entries (reflective writing)
 • Discussion partners or groups
• Student self-assessment
• Peer assessment and evaluation
• Presentations
• Projects
• Portfolios

• Tiered learning classrooms Characteristics of

Authentic Assessment
1. Authentic assessment requires the students to perform meaningful tasks in real world
satiation.
2. It promotes the development of higher order thinking skills.
3. It tenders direct evidence of application and construction of knowledge and skills acquired.
4. It demonstrates application of a particular knowledge and skills.
5. It demonstrates application of a particular knowledge and skills.
6. It fosters role-playing of the lessons learned by students which serves as show window to
them.

7. It identifies performance of students’ acquired skills expertise.

8. It assesses directly holistic projects by multiple human judgement like self, peer, subject
teacher, and teacher-adviser.
9. It trains the students to evaluate their own work as well as to their parents.
10. It is designed on criterion-referenced measure rather than norm-referenced measure.

Related Terms:
Assessment – refers to the process of gathering data and information about what students know and
can do. Through assessment, the teacher can find out what students are learning.

Evaluation – involves the task of interpreting, forming conclusions and making judgment about the
information which was gathered in the process of assessment.

Testing – is an instrument of assessment. A test is an assessment tool that reflects the records of the
students’ learning outcomes.
Marks – are reports of the result of evaluating information obtained in assessment process. Marks have
certain components related to the learning activities undertaken by the students.

NOTE: Kindly view the video: https://www.youtube.com/watch?v=c_gibuFZXZw

LESSON 3: WHY USE AUTHENTIC ASSESSMENT?

Introduction
The question "Why use authentic assessment?" is not meant to suggest that you have to choose
between traditional assessments such as tests and more authentic or performance assessments. Often,
teachers use a mix of traditional and authentic assessments to serve different purposes. This section,
then, attempts to explain why teachers might choose authentic assessments for certain types of
judgments and why authentic assessments have become more popular in recent years.

Principles of Authentic Assessment

1. Authentic assessment is continuous, informing every aspect of instruction and curriculum building.
As they engage in authentic assessment, teachers discover and learn what to teach as well as how
and when to teach them.
2. Authentic assessment is an integral part of the curriculum.
3. Authentic assessment is developmentally and culturally appropriate.
4. Authentic assessment focuses on students’ strengths.
5. Authentic assessment recognizes that the most important evaluation is self evaluation.
6. Authentic assessment invites active collaboration between teachers, students and parents work
together to reflect and assess learning (Bridge, 1995).

Traditional Assessment vs Authentic Assessment

Traditional assessments refer to conventional methods of testing, usually standardized and use
pen and paper with multiple-choice, true or false or matching type test items.
Authentic assessments refer to assessments wherein students are asked to perform real-world
tasks that demonstrate meaningful application of what they have learned.

To better compare traditional vs. alternative assessments, here’s a table I prepared:

Traditional Assessment Authentic Assessment

Purpose: to evaluate if the Purpose: to measure students have learned the

content; to students’ proficiency by asking them determine whether or not the students to
perform real life-tasks; to provide are successful in acquiring knowledge; students many
avenues to learn and to ascribe a grade for them; to rank demonstrate best what they have
and compare them against standards learned; to guide instruction; to or other learners
provide feedback and help students
manage their own learning; to also evaluate students’
competency
Provides teachers a snapshot of what Provides teachers a more complete
the students know picture of what the students know and what
they can do with what they know

Measures students’ knowledge Measures students’ ability to of the content apply

knowledge of the content in real life situations; ability to use/apply what they have learned in
meaningful ways

Requires students to Requires students to

demonstrate knowledge by selecting a demonstrate proficiency by

response/giving correct answers; usually tests performing relevant tasks showing application
students’ proficiency through paper and pencil of what has been learned
tests
Students are asked to choose an
answer from a set of questions (True or False;
multiple choice) to test knowledge of what has
been taught.

Provides indirect evidence of Provides direct evidence of learning learning/competency;

direct
Requires students to practice cognitive
ability to
recall/recognize/reconstruct body of
knowledge that has been taught
demonstration of knowledge and
skills by performing relevant tasks
Provides opportunities for
students to construct meaning/new
knowledge out of what has been taught
 Tests and strengthens the students’
ability to recall/recognize and comprehend
content, but does not reveal the students’
true progress of what they can do with the
knowledge they acquired. Only the students’
lower level of thinking skills, (knowledge and
comprehension), are tapped.
Hides the test
Teachers serve as evaluators Involves and engages the and students as the
evaluatees: students in the teaching, learning and teacher-structured assessment
process: student
Assessment is separated from
teaching and learning. Test usually comes
after instruction to evaluate if the students
have successfully learned the content.
Provides limited ways for
students to demonstrate what they have
learned
Tests and strengthens the students’
ability to reason and analyze, synthesize, and
apply knowledge acquired; Students’ higher
level of cognitive skills (from knowledge and
comprehension to analysis, synthesis,
application, and evaluation) are tapped in
multiple
ways.
Teaches the test
structured
Assessment is integrated with
instruction. Assessment activities
happen all throughout instruction to help
students improve their learning and help
teachers improve their teaching.
Provides multiple avenues for
students to demonstrate best what they
have learned
 Rigid and fixed Flexible and provides multiple
acceptable ways of constructing
products or performance as evidence of
learning

Standardized; valid and reliable Needs well defined

criteria/rubrics and standards to
achieve reliability and validity

Curriculum drives assessment.

Assessment drives curriculum and
instruction.

Examples: Examples:
True or False; multiple choice demonstrations hands-on
tests standardized tests experiments computer
achievement tests simulations
portfolios

intelligence tests aptitude projects multi-media

presentations role plays
tests
recitals stage plays exhibits
 LESSON 4: DEVELOPING AUTHENTIC CLASSROOM ASSESSMENTS

How Do You Create Authentic Assessments?

Authentic Assessment: Students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills
Fortunately, you do not have to develop an authentic assessment from scratch. You may
already be using authentic tasks in your classroom. Or, you may already have the
standards written, the first and most important step in the process. Perhaps you have a task
but need to more clearly articulate the criteria for evaluating student performance on the
task. Or, you may just want to develop a rubric for the task. Wherever you are in the process,
you can use the information on this page (and the ones that follow it) to help you through
the steps of creating authentic assessments. Authentic assessment development in terms of
four questions to be asked. Those questions are captured in the following graphic:

Questions to Ask:
1) What should students know and be able to do?
This list of knowledge and skills becomes your . . .

STANDARDS

2) What indicates students have met these standards?

To determine if students have met these standards, you
will design or select relevant . . .

AUTHENTIC TASKS

3) What does good performance on this task look like?

To determine if students have performed well on the task,
 you will identify and look for characteristics of good
performance called . . .

CRITERIA

4) How well did the students perform?

To discriminate among student performance
across criteria, you will create a . . .

RUBRIC

6) What do students need to

improve 5) How well should most students perform? upon?
The minimum level at which you would

Information from the rubric will give

want most students to perform is your ... students feedback and allow you to ...

CUT SCORE or BENCHMARK ADJUST INSTRUCTION

STEP 1 - Standards
An assignment should always be formed with standards and objectives in mind (backwards
design). In order to create a task for students to complete, you must first ask yourself, "what
should my students know following this lesson and assignment". This will give you a
starting point for creating various ideas for assessment. You must first start by having the
end result of the assignment in mind. Once you have decided what you want your students
to get out of their task, you can move on to step 2.
 three-step process for writing standards:
1. REFLECT
2. REVIEW
3. WRITE

Guidelines for Writing Standards

GUIDELINE #1: For a standard to be amenable to assessment, it must be observable and
measurable. For example, a standard such as

"Students will correctly add two-digit numbers"

is observable and measurable. However, a standard such as
"Students will understand how to add two-digit numbers"
is not observable and measurable.
GUIDELINE #2: A standard is typically more narrow than a goal and broader than an
objective.

GUIDELINE #3: A standard should not include mention of the specific task by which
students will demonstrate what they know or are able to do.

GUIDELINE #4: Standards should be written clearly.

GUIDELINE #5: Standards should be written in language that students and parents can
understand.

STEP 2 - Authentic Tasks

In this step, a teacher will decide how they want students to portray their knowledge of the
subject matter using a real-world activity or scenario. A task should be chosen for students to
complete that meets the authentic assessment criteria. It should be a meaningful task that
students feel they can relate to and can apply in their lives.
Example:
This comes from the Mathematics collection. There were six
standards addressed to some degree by this authentic task. The standards are:
Students will be able to
• measure quantities using appropriate units, instruments, and methods;
 • setup and solve proportions;
• develop scale models;
• estimate amounts and determine levels of accuracy needed;
• organize materials;
• explain their thought process.
The authentic task used to assess these standards in a geometry class was the
following:

Rearrange the Room

You want to rearrange the furniture in some room in your house, but your parents do not
think it would be a good idea. To help persuade your parents to rearrange the furniture you
are going to make a two dimensional scale model of what the room would ultimately look
like.

Procedures:
1) You first need to measure the dimensions of the floor space in the room you want to
rearrange, including the location and dimensions of all doors and windows. You also need to
measure the amount of floor space occupied by each item of furniture in the room. These
dimensions should all be explicitly listed.
2) Then use the given proportion to find the scale dimensions of the room and all the
items.
3) Next you will make a scale blueprint of the room labeling where all windows and doors
are on poster paper.
4) You will also make scale drawings of each piece of furniture on a cardboard sheet of
paper, and these models need to be cut out.
5) Then you will arrange the model furniture where you want it on your blueprint, and
tape them down.
6) You will finally write a brief explanation of why you believe the furniture should be
arranged the way it is in your model.
Your models and explanations will be posted in the room and the class will vote on
which setup is the best.
 Finally, the criteria which the teacher identified as indicators of good performance

on the Rearrange the Room task were:

• accuracy of calculations;
• accuracy of measurements on the scale model;
• labels on the scale model;
• organization of calculations;
• neatness of drawings;
• clear explanations.

STEP 3 - Criteria/Measures
In step 3, you will decide what the student performing the assignment or task or will look
like. What would you like the end product to be? You have already chosen how you want the
student to portray their knowledge through an authentic task, and you must now determine
what that will look like and what criteria will prove student understanding. In other words,
how will you know that the student has performed well or not? Knowing what criteria you
are looking for in an authentic assignment will assist you in the next step - creating a rubric.

Characteristics of a Good Criterion

So, what does a good criterion (singular of criteria) look like? It should be
• a clearly stated;
• brief;
• observable;
• statement of behavior;
• written in language students understand.
Additionally, make sure each criterion is distinct. Although the criteria for a single task will
understandably be related to one another, there should not be too much overlap between
them. Are you really looking for different aspects of performance on the task with the
different criteria, or does one criterion simply rephrase another one?

STEP 4 - Rubric
After you have decided what task you would like students to complete, and what criteria
you will use to decide whether or not they have meet the standards, you will create a rubric
for evaluation of students. A rubric is a way for you to evaluate what level of performance
the students are currently performing at. Rubrics will be discussed further in this unit.
A rubric is a great assessment tool because it breaks down the students performance into
various levels of criteria. Using a rubric, a teacher is able to evaluate what level of
performance a student is currently at, and what they may need to improve upon. Major
benefits of using a rubric to assess students include:

A rubric provides a teacher with a scale of where the student's current knowledge and
performance are currently at as well as what they may need to improve upon.

A rubric provides a student with their own guidelines while they are working on an
assessment. They are able to guide themselves, as well as assess their own work or the work
of their classmates using the rubric provided to them.

A teacher can work with his or her students to develop assessment criteria for a rubric.
This way, students are taking part in the evaluation process and feel more of an attachment
to what they are working on. They need to live up to their own standards (criteria) as well as
that of the teacher.

Creating an Analytic Rubric

In an analytic rubric performance is judged separately for each criterion. Teachers assess
how well students meet a criterion on a task, distinguishing between work that effectively
meets the criterion and work that does not meet it. The next step in creating a rubric, then,
is deciding how fine such a distinction should be made for each criterion. For example, if you
are judging the amount of eye contact a presenter made with his/her audience that
judgment could be as simple as did or did not make eye contact (two levels of performance),
never, sometimes or always made eye contact (three levels), or never, rarely, sometimes,

usually, or always made eye contact (five levels).

Generally, it is better to start small with fewer levels because it is usually harder to make
more fine distinctions. For eye contact, I might begin with three levels such as never,
sometimes and usually. Then if, in applying the rubric, I found that some students seemed to
fall in between never and sometimes, and never or sometimes did not adequately describe
the students' performance, I could add a fourth (e.g., rarely) and, possibly, a fifth level to the
rubric.

In other words, there is some trial and error that must go on to arrive at the most
appropriate number of levels for a criterion. (See the Rubric Workshop below to see more
detailed decision-making involved in selecting levels of performance for a sample rubric.) Do
I need to have the same number of levels of performance for each criterion
within a rubric?

No. You could have five levels of performance for three criteria in a rubric, three levels for
two other criteria, and four levels for another criterion, all within the same rubric. Rubrics
are very flexible Alaskan Moose. There is no need to force an unnatural judgment of
performance just to maintain standardization within the rubric. If one criterion is a simple
either/or judgment and another criterion requires finer distinctions, then the rubric can
reflect that variation.

Do I need to add descriptors to each level of performance?

No. Descriptors are recommended but not required in a rubric. As described in Rubrics,
descriptors are the characteristics of behavior associated with specific levels of performance
for specific criteria. For example, in the following portion of an elementary science rubric,
the criteria are 1) observations are thorough, 2) predictions are reasonable, and 3)
conclusions are based on observations. Labels (limited, acceptable, proficient) for the
different levels of performance are also included. Under each label, for each criterion, a
descriptor (in red ) is included to further explain what performance at that level looks like.

Criteria Limited Acceptable Proficient

most observations all
observations are
made good are clear and observations are
absent or clear and
observations detailed
vague detailed
predictions are most predictions
made good absent or all predictions are
are reasonable
predictions irrelevant reasonable

conclusion is
absent or conclusion is conclusion is
appropriate inconsistent with consistent with consistent with
conclusion observations most observations observations
As you can imagine, students will be more certain what is expected to reach each level of
performance on the rubric if descriptors are provided. Furthermore, the more detail a
teacher provides about what good performance looks like on a task the better a student can
approach the task. Teachers benefit as well when descriptors are included. A teacher is likely
to be more objective and consistent when applying a descriptor such as "most observations
are clear and detailed" than when applying a simple label such as "acceptable." Similarly,
if more than one teacher is using the same rubric, the specificity of the descriptors increases
the chances that multiple teachers will apply the rubric in a similar manner. When a rubric is
applied more consistently and objectively it will lead to greater reliability and validity in the
results.

Assigning point values to performance on each criterion

As mentioned above, rubrics are very flexible tools. Just as the number of levels of
performance can vary from criterion to criterion in an analytic rubric, points or value can be
assigned to the rubric in a myriad of ways. For example, a teacher who creates a rubric might
decide that certain criteria are more important to the overall performance on the task than
other criteria. So, one or more criteria can be weighted more heavily when scoring the
performance. For example, in a rubric for solo auditions, a teacher might consider five
criteria: (how well students demonstrate) vocal tone, vocal technique, rhythm, diction and
musicality. For this teacher, musicality might be the most important quality that she has
stressed and is looking for in the audition. She might consider vocal technique to be less
important than musicality but more important than the other criteria. So, she might give
musicality and vocal technique more weight in her rubric. She can assign weights in different
ways. Here is one common format:

Rubric 1: Solo Audition

0 1 2 3 4 5 weight

vocal tone

vocal technique x2

rhythm

diction
 musicality x3

In this case, placement in the 4-point level for vocal tone would earn the student four points
for that criterion. But placement in the 4-point box for vocal technique would earn the
student 8 points, and placement in the 4-point box for musicality would earn the student 12
points. The same weighting could also be displayed as follows: Rubric 2: Solo Audition

NA Poor Fair Good Very Good Excellent

vocal tone 0 1 2 3 4 5

vocal technique 0 2 4 6 8 10

rhythm 0 1 2 3 4 5

diction 0 1 2 3 4 5

musicality 0 3 6 9 12 15

In both examples, musicality is worth three times as many points as vocal tone, rhythm and
diction, and vocal technique is worth twice as much as each of those criteria. Pick a format
that works for you and/or your students. There is no "correct" format in the layout of rubrics.
So, choose one or design one that meets your needs. Yes, but do I need equal intervals
between the point values in a rubric?

No. Say it with me one more time -- rubrics are flexible tools. Shape them to fit your needs,
not the other way around. In other words, points should be distributed across the levels of a
rubric to best capture the value you assign to each level of performance.

For example, points might be awarded on an oral presentation as follows: Rubric

3: Oral Presentation

Criteria never sometimes always

makes eye contact 0 3 4

volume is appropriate 0 2 4
 enthusiasm is evident 0 2 4

summary is accurate 0 4 8

In other words, you might decide that at this point in the year you would be pleased if a
presenter makes eye contact "sometimes," so you award that level of performance most of
the points available. However, "sometimes" would not be as acceptable for level of volume
or enthusiasm.

Here are some more examples of rubrics illustrating the flexibility of number of levels and
value you assign each level.

Rubric 4: Oral Presentation

Criteria never sometimes usually

makes eye contact 0 2 4

volume is appropriate 0 4

enthusiasm is evident 0 4

summary is accurate 0 4 8

In the above rubric, you have decided to measure volume and enthusiasm at two levels --
never or usually -- whereas, you are considering eye contact and accuracy of summary across
three levels. That is acceptable if that fits the type of judgments you want to make. Even
though there are only two levels for volume and three levels for eye contact, you are
awarding the same number of points for a judgment of "usually" for both criteria. However,
you could vary that as well:

Rubric 5: Oral Presentation

Criteria never sometimes usually

makes eye contact 0 2 4

volume is appropriate 0 2
 enthusiasm is evident 0 2

summary is accurate 0 4 8

In this case, you have decided to give less weight to volume and enthusiasm as well as to
judge those criteria across fewer levels.

So, do not feel bound by any format constraints when constructing a rubric. The rubric
should best capture what you value in performance on the authentic task. The more
accurately your rubric captures what you want your students to know and be able to do the
more valid the scores will be.

Creating a Holistic Rubric

In a holistic rubric, a judgment of how well someone has performed on a task considers all
the criteria together, or holistically, instead of separately as in an analytic rubric. Thus, each
level of performance in a holistic rubric reflects behavior across all the criteria. For example,
here is a holistic version of the oral presentation rubric above.

Rubric 6: Oral Presentation (Holistic)

Oral Presentation Rubric
 Mastery
• usually makes eye contact
• volume is always appropriate
• enthusiasm present throughout presentation
• summary is completely accurate Proficiency
• usually makes eye contact
• volume is usually appropriate
• enthusiasm is present in most of presentation
• only one or two errors in summary
Developing
• sometimes makes eye contact
• volume is sometimes appropriate
• occasional enthusiasm in presentation
• some errors in summary Inadequate
• never or rarely makes eye contact
• volume is inappropriate
• rarely shows enthusiasm in presentation
• many errors in summary

An obvious, potential problem with applying the above rubric is that performance often
does not fall neatly into categories such as mastery or proficiency. A student might always
make eye contact, use appropriate volume regularly, occasionally show enthusiasm and
include many errors in the summary. Where you put that student in the holistic rubric? Thus,
it is recommended that the use of holistic rubrics be limited to situations when the teacher

wants to:

• make a quick, holistic judgment that carries little weight in evaluation, or

• evaluate performance in which the criteria cannot be easily separated.
Quick, holistic judgments are often made for homework problems or journal
assignments. To allow the judgment to be quick and to reduce the problem illustrated in
the above rubric of fitting the best category to the performance, the number of criteria
should be limited. For example, here is a possible holistic rubric for grading homework
problems.

Rubric 7: Homework Problems

Homework Problem Rubric

++ (3 pts.)
• most or all answers correct, AND
• most or all work shown
+ (1 pt.)
• at least some answers correct, AND
• at least some but not most work shown
- (0 pts.)
• few answers correct, OR
• little or no work shown

Although this homework problem rubric only has two criteria and three levels of
performance, it is not easy to write such a holistic rubric to accurately capture what an
evaluator values and to cover all the possible combinations of student performance. For
example, what if a student got all the answers correct on a problem assignment but did not
show any work? The rubric covers that: the student would receive a (-) because "little or no
work was shown." What if a student showed all the work but only got some of the answers
correct? That student would receive a (+) according to the rubric. All such combinations are
covered. But does giving a (+) for such work reflect what the teacher values? The above
rubric is designed to give equal weight to correct answers and work shown. If that is not the
teacher's intent then the rubric needs to be changed to fit the goals of the teacher.

All of this complexity with just two criteria -- imagine if a third criterion were added to the
rubric. So, with holistic rubrics, limit the number of criteria considered, or consider using an
analytic rubric.

Final Step: Checking Your Rubric

As a final check on your rubric, you can do any or all of the following before applying it.
 • Let a colleague review it.
• Let your students review it -- is it clear to them?
• Check if it aligns or matches up with your standards.
• Check if it is manageable.
• Consider imaginary student performance on the rubric.
By the last suggestion, a student had met specific levels of performance on each criterion
(for an analytic rubric). Then ask yourself if that performance translates into the score that
you think is appropriate. For example, on Rubric 3 above, imagine a student scores

• "sometimes" for eye contact (3 pts.)

• "always" for volume (4 pts.)
• "always" for enthusiasm (4 pts.)
• "sometimes" for summary is accurate (4 pts.)
That student would receive a score of 15 points out of a possible 20 points. Does 75% (15
out of 20) capture that performance for you? Perhaps you think a student should not receive
that high of a score with only "sometimes" for the summary. You can adjust for that by
increasing the weight you assign that criterion. Or, imagine a student apparently put a lot of
work into the homework problems but got few of them correct. Do you think that student
should receive some credit? Then you would need to adjust the holistic homework problem
rubric above. In other words, it can be very helpful to play out a variety of performance
combinations before you actually administer the rubric. It helps you see the forest through
the trees.

Of course, you will never know if you really have a good rubric until you apply it. So, do not
work to perfect the rubric before you administer it. Get it in good shape and then try it. Find
out what needs to be modified and make the appropriate changes. Okay, does that make
sense? Are you ready to create a rubric of your own? Well, then come into my workshop and
we will build one together. I just need you to wear these safety goggles. Regulations. Thanks.

(For those who might be "tabularly challenged" (i.e., you have trouble making tables in your
word processor) or would just like someone else to make the rubric into a tabular format for
you, there are websites where you enter the criteria and levels of performance and the site
will produce the rubric for you.)
 Summary of Steps
1. Identify your standards for your students.
2. For a particular standard or set of standards, develop a task your students could
perform that would indicate that they have met these standards.
3. Identify the characteristics of good performance on that task, the criteria, that, if
present in your students’ work, will indicate that they have performed well on the
task, i.e., they have met the standards.
4. For each criterion, identify two or more levels of performance along which students
can perform which will sufficiently discriminate among student performance for that
criterion. The combination of the criteria and the levels of performance for each
criterion will be your rubric for that task (assessment).

Guide Questions
Question 1: What is authentic assessment in the classroom?
Question 2: Why there is a need to have a high quality assessment?
Question 3: How do I use authentic assessment?
Question 4: What is an authentic task?
Question 5: Is a portfolio An authentic assessment?
Question 6: What is traditional and authentic assessment?
Question 7: What are good rubrics?

Answers
Answer 1: Authentic assessment is the idea of using creative learning experiences to test
students' skills and knowledge in realistic situations. Authentic assessment measures
students' success in a way that's relevant to the skills required of them once they've finished
your course or degree program.
Answer 2: High-quality assessments provide reliable and valid data to inform all users and
stakeholders, including teachers and parents, about how well students have learned and
what further instruction is needed.

Answer 3: 4 Steps to Building Authentic Assessments Identify

standards. ...

Select authentic tasks. ...

Identify criteria for the taskTask criteria get specific about the knowledge students should
demonstrate via their tasks. ...

Create the rubricThe rubrics gives a guideline for how students will be evaluated based on
their task performance.

Answer 4: Authentic tasks are assignments designed to assess a student's ability to apply a
standards-based skill to a real-world situation.

Answer 5: A portfolio is assessed and graded based on how the student understands the
principles of the academic discipline. This process of assessment is authentic because
students learn and practice how to apply important knowledge and skills for authentic
purposes (Wiggins, 1993).

Answer 6: Traditional testing relies on multiple choice, true/false, and free responses to
answer given questions. Another method that can be combined with traditional testing or
used alone is authentic assessment. Authentic assessment is a way of testing that can gauge
how students apply knowledge to real-world situations.

Answer 7: A "good" rubric should be able to be used by various teachers and have them all
arrive at similar scores (for a given assignment). Reliability also can refer to time (for
example, if you are scoring your 100th essay - the rubric allows you to judge the 100th essay
with the same criteria that you judged the 1st essay).
KEY POINTS

High-quality assessments provide results that demonstrate and improve targeted

student learning.

High-quality classroom assessment involves substituting technical types of validity and

reliability.

Assessment for learning occurs when teachers use inferences about student
progress to inform their teaching.

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

to inform their future learning goals.

Assessment of learning occurs when teachers use evidence of student learning to

make judgements on student achievement against goals and standards.

A reliable test is consistent measure of what it is supposed to measure.

Equivalency reliability is determined by relating two sets of test scores to one another
to highlight the degree of relationship or association.

Sampling is the process of selecting members or elements of a sample from a given

population.

Authentic assessment is "a form of assessment in which students are asked to

perform real-world tasks that demonstrate meaningful application of essential

knowledge and skills" (J. Mueller).

Authentic assessment is also known as performance assessment, alternative

assessment, and direct assessment.

Authentic assessment can be either a short-term or long-term assignment for

students.

Authentic assessment is continuous, informing every aspect of instruction and

curriculum building.

Traditional assessments refer to conventional methods of testing, usually standardized

and use pen and paper with multiple-choice, true or false or matching type test
items.

A rubric is a great assessment tool because it breaks down the students performance

into various levels of criteria.

The 4 steps in creating authentic assessment are: identify the standards, select an
Authentic Task, identify the criteria for the task, and create the rubric.
References
Barber, W., King, S., & Buchanan, S. (2014). Authentic Assessment in Online Learning:
Moving Beyond Text to Celebrate Multimodal Measures of Student

Achievement. Proceedings Of The International Conference On E-Learning, 15-21.

Buzzetto-More, N., & Alade, A. (2006). Best practices in e-assessment. Journal of Information
Technology Education: Research, 5(1), 251-269.

Collins, R. (2013). Authentic assessment: assessment for learning. Education.

Faculty Focus. Assessing Online Learning: Strategies, Challenges and

Opportunities.

Retrieved from www.facultyfocus.com (Links to an external

site.)
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment.
Practical Assessment, Research & Evaluation, 17(2), 2.

Mueller, J. (2014). Authentic assessment toolbox. North Central College, Naperville, IL.
Retrieved from: http://jfmueller.faculty.noctrl.edu/toolbox/whydoit.htm (Links to an
external site.)

Olfos, R., & Zulantay, H. (2007). Reliability and Validity of Authentic Assessment in a Web
Based Course. Educational

Technology & Society, 10 (4), 156-173.

Osborne, R., Dunne, E. & Farrand, P. (2013). Integrating Technologies into ''Authentic''

Assessment Design: An Affordances Approach. Research in Learning Technology,

21(2),.

Osborn, J. & Neill, L. (2005). Performance assessment in online learning. Retrieved from
http://www.uwex.edu/disted/conference/resource_library/proceedings/03_03.

pdf (Links to an external site.)

Summey, D. Authentic Assessment Strategies for Online Learning. IDC Online Teaching
& Learning. Retrieved from: http://www.uca.edu/idc

Evidence of Learning Online: Assessment Beyond The Paper (2011) by Judith V. Boettcher,
Campus Technology.

Authentic Assessment: Creating a Blueprint for Course Design (2018) by Verónica Villarroel,
Susan Bloxham, Daniela Bruna, Carola Bruna, and Constanza HerreraSeda in
Assessment & Evaluation in Higher Education (43:5).

https://www.slideshare.net/jarry03/chapter-2-authentic-assessment?next_slideshow=1

https://instruction.gwu.edu/authentic-assessment-how-you-assess (3/23/21)
http://jfmueller.faculty.noctrl.edu/toolbox/workshoprubric.htm

http://www.lc2.ca/item/239-authentic-assessment-explained
https://www.queensu.ca/teachingandlearning/modules/assessments/21_s2_13_charact
eristics_of_authentic_assessments.html

https://knilt.arcc.albany.edu/Unit_3:_Steps_to_Creating_Authentic_Assessment

https://knilt.arcc.albany.edu/Unit_2:_Types_of_Authentic_Assessment

Chapter 2
Performance Assessment
At the end of the module, the pre-service teacher (PST) can:

a. design and develop performance tasks using the Goal, Role, Audience, Situation,
Products, Standards (GRASPS) model;

b. develop appropriate assessment rubrics or customize existing ones to fit the desired
outcome; and

c. interpret performance assessment data/ results for monitoring and evaluating learner
achievement to improve learner performance and inform instruction.

Introduction
Traditionally, the teacher relied on paper and pencil test which measures knowledge and
understanding, and does not actually measure the ability of the learners to carry out a
certain performance task. For instance, multiple type of test is being criticized for its inability
to measure complex problem solving skills such as processes that occur in daily classroom
activities, processes in accomplishing a task performance and application skills. Educators,
therefore, focused their attention in finding alternative assessment methods that would
address difficulties with the traditional method. Performance assessment is one alternative
assessment technique which has been proposed.

Lesson 1. What and Why of Performance Assessment

1. Meaning and Nature

There have been a variety of ways to label and define the task students do to demonstrate
knowledge and skills. The terms performance assessment and performance-based
assessment (PBA) are used interchangeably throughout much of assessment literature.
Oberg (2010) describes performance-based assessment generally as “one or more
approaches for measuring student progress, skills, and achievement” and that
performance assessments are “the ultimate form of linking instruction with
assessment” (p. 5). In addition, performance-based assessment should be considered an
alternative assessment when the term authentic is added. An authentic performance
assessment has students demonstrate understanding and skills in a real-life context “rather
than contrived problems for the classroom setting” (Oberg, 2010, p. 5). As an example,
Frey and Schmitt (2010) in their empirical study, writing assignments (such as essays) are
noted by some teachers as one of the most common forms of performance assessments
used in classrooms. Written assessments can be considered performance-based when their
purpose is to measure skill or ability and when they are subjectively scored.

Performance assessment is one that measures how well students apply their
knowledge, skills, and abilities to authentic problems. The key feature is that it requires the
student to produce something, such as a report, experiment, or performance, which is
scored against specific criteria.

Performance-based assessment refers to how teacher observes and makes a

judgement about the student’s demonstration of a skill or competency n creating a product,
constructing a response, or making a presentation (McMillan, 2007). The student’s ability to
perform tasks is the center of this assessment.

Performance-based assessment is an alternative form of assessment that moves away

from traditional paper and pen tests (Ferman, 2005). Producing a project, whether oral or
written , group or oral performance, is an example of this form of assessment.

Some of the types of activities that exemplified performance-based assessments are writing
a research report, solving and conducting experiments and investigations, demonstrations,
speech, skit, role playing, constructing and implementing seminar plans or creating video
presentation.

Furthermore, Linn (1995) stated that performance assessments provide a basis of

teachers to evaluate both the effectiveness of the process or procedure used and the
product resulting from a performance task.
  Purpose of Performance Assessment

(a) The main purpose of performance assessment is not to render an evaluation, but to
improve student learning (Performance Assessment Series, Middle School Edition, 2001).
This learning is accomplished when a student demonstrates his or her understanding and
communicates that understanding through written or oral presentations. (b) Performance
assessment can be used as either a formative or summative tool.

Example:

Formative assessment tool: A performance assessment built around a complex

reasoning task, such as problem solving or decision making, requires the synthesis of
information from multiple sources. As students sort through
the information and draw conclusions, a teacher can observe students’
reasoning skills in action and, if necessary, provide support to those who
are struggling.

Summative assessment tool:

The students’ final presentations, on the other hand, may be judged based
on a rubric and given a score.

 Types of Performance Tasks:

A performance task is any learning activity or assessment that asks students to

perform to demonstrate their knowledge, understanding and proficiency.
Performance tasks yield a tangible product and/or performance that serve as
evidence of learning..

The essential idea in performance tasks is that students or pupils learn optimally by
actual doing (Learning by doing) the task which is constructivist philosophy. In
performance task, students are required to work on projects that yield a definite
output or product or following a process which tests their approach in solving a
problem. There are two types of performance tasks which are as follows:

a. Process-based or process-oriented performance-based task - is concerned

with the actual task performance rather than the output or product of the
activity. Process oriented performance based assessment evaluates the
actual task performance. It does not emphasize on the output or product of
the activity. This assessment aims to know what processes a person undergoes
when given a task.
 The leaning competencies in this type are stated directly
observable behaviors of the students. The competencies generally focus on
those behaviors which exemplify a “best practice” for the particular task. Such
behaviors range from “beginner” or novice level up to the level of an “expert”.

Example:

Task: Recite a Poem by Sylvia Plath, “Daddy”

Learning competencies: The task is to enable the students to recite
a poem entitled “Daddy”. Specifically,

1. recite the poem from memory without glancing at the notes; 2. utilize
appropriate hand and body gestures in delivering the
piece;

3. maintain eye contact with the audience while reciting the poem;
4. use appropriate rising and falling intonations; 5.
pronounce the words clearly with proper diction.

Other examples of competencies:

Simple:

a) speak with a well-modulated voice,

b) draw a straight line from one point to another;
c) color a leaf with a green crayon.

From simple to more complex:

a) recite a poem with appropriate voice quality, facial

expressions, and hand gestures;
b) construct an equilateral triangle given three non-collinear
points:
c) draw and color a leaf with apple green crayon.

b. Products-based or product-oriented performance-based task – is one that

requires actual student performance through a product or outputs such as
completed project or work that demonstrates levels of task
accomplishment. Niko (2011) suggested focusing assessment on the
product students produce if most of the evidence about their achievement
of the learning targets is found in the product itself, and little or none of the
evidence found in the procedures they use to perform.
 The learning competencies associated with products or outputs are
linked with an assessment of the level of “expertise” manifested by the
products. These levels are: (a) “novice or beginner’s level, (b) skilled level, and
(c) expert level “. They represent progressively higher levels of complexity in the
thinking process.

Example:

Task: Construct a three-dimensional truncated cylinder made

out of cardboard materials.

Learning competencies:

1. must contain the correct dimensions (r1=2 in. r2=1 in, h=3 in)
(minimum specifications)

2. must be sturdy, made of durable cardboard and strongly

fastened together (skilled specifications)
3. be pleasing to the eyes of observer for aesthetic purpose (expert
level)

An example of a short-term task:

Task: Final typing output in the class.

Learning competencies:

1. output should not possess more than 5 errors in spelling

(minimum specifications);

2. output must not possess more than 5 errors in spelling while

observing proper format based from the document to be

typewritten. (skilled level);

3. output must not possess more than 5 errors in spelling while

observing proper format and is readable and presentable (expert
level)

2. Principles of Performance Assessment

a. Use data drawn directly from real (or realistic/simulated) work samples in order
to enhance external validity.

This principle typically requires measurement of data such as work products or

observations of performance (on the job or in simulations),rather than conventional tests.
Measurement often is done through use of rubrics (such as observational
checklists).However, rubrics measuring performance come with a price the
maximization of external validity often can come at the sacrifice of a certain degree of
internal validity and reliability when compared to conventional tests. This effectively makes
the validity/reliability trade off in the opposite direction of a conventional test design.

b. It is competency-based, rather than knowledge - based.

This means that the assessments are based on direct modeling of generalizable
competence to perform in real-world con-texts. Typically, the competencies are
modeled through analytical techniques such as cognitive task analysis (Clark et al.2007), or
Evidence-Centered Design (Behrens et al. 2013).This is important because the
performance-based assessment must fully describe the competencies being assessed,
including knowledge, skills, and attitudes.

c. Use a triangulation strategy

To further increase both external validity and reliability, performance assessments

often include multiple observations of on-job performance, through means such as
collecting work products from multiple projects, or observations of the same job
performance across multiple contexts or cycles of performance. Use of triangulation
is particularly important when stakes are high (i.e., the goal is to generalize inferences of
competency to future job performance, as is the case in certification programs)

Lesson 2. Developing Performance Tasks

1. Designing Performance Tasks

Designing a performance assessment involves critical processes which start from the tasks
that the teacher wants to assess. A well-planned assessment helps the student to see the
connections between the knowledge, skills, and abilities they have learned from the
classroom.

The following steps are guides in developing a meaningful performance assessment for
both process and product that will match to the desired learning target:
 a. Defining the purpose of the performance-based assessment
In order to administer any good assessment, you must have a clearly
defined purpose. Thus, you must ask yourself several important questions:

Questions Examples
What important cognitive skills or knowledge do communicate effectively in writing, employ
I want my students to develop? mathematics to solve real-life problems

What social and effective skills do I want
my students to develop?
What metacognitive skills do I want my
students to develop?
What types of problems do I want my
students to be able to solve?
What concepts and principles do I want
my students to be able to apply use principles of business marketing
work independently, appreciate individual
uniqueness
reflect on writing process, self-monitor
progress while working on an independent
project
conduct a research, predict achievements
understand cause and effect relationships,
Herman (1992)

By answering these questions, you can decide what type of activity best
suits you assessment needs.

In defining the purpose of assessment, the teacher should identify whether the students
will have to demonstrate a process or product. If the learning outcomes deal with the
procedures then it leads to process assessment. In assessing process, assessment should be
done while the students are performing the procedures or steps.

An example of process-based performance assessment in English – Grade 7

Domain : Oral Language and Fluency

Content Standard :The students demonstrate oral language proficiency and

fluency in various social contexts.
Performance Standard :The learner proficiently renders rhetorical pieces.

Learning competencies:

1. observe the right syllable stress pattern in different categories;

2. observe the use of the rising and falling intonation, rising intonation,
and the combination of both intonation patterns in utterances; 3.
 demonstrate how prosodic patterns affect understanding of the
message

Adapted from Enclosure No. 4, DepEd Order No. 73, s. 2012

It can be noted from the example above that the learning objectives start with a general
competency which serves as the main target of the task, and followed by specific learning
competencies which are observable on the target behaviour or competencies. In the same
manner that defining the purpose of assessment for product-based performance can be
observed. Below is an example of product-based performance assessment.

An example of product-based performance assessment in Filipino – Grade 7

Kakayahan (domain) : Pag-unawa sa Napakinggan

Pamantayang Pangnilalaman (content standard) : Naipamamalas ng mga mag-
aaral; ang paggawa sa paksa ng akdang napakinggan. Pamantayan sa pagganap para sa aralin
(performance standard): Ang mga
mag-aaral ay nakasusulat ng talata na may kaugnayan
sa paksa ng akdang napakinggan
Kakayahan (Learning competency):
1. Nakasusulatng talatang nagsasalaysay ng ilang pangyayari sa kasalukuyan na
may kaugnayan sa paksa ng akdang napakinggan

(Adopted from Enclosure No. 4, DepEd Order No. 73, s. 2012)

b. Identifying the performance tasks.

After defining the purpose of the assessment, the next step is you can make decisions
concerning the performance task . A performance task is any learning activity or
assessment that asks students to perform to demonstrate their knowledge, understanding
and proficiency. Performance tasks yield a tangible product and/or performance that serve
as evidence of learning.

The literature distinguishes between two types of performance-based assessment activities

that you can implement in your classroom: informal and formal (Airasian, 1991; Popham,
1995; Stiggins, 1994). When a student is being informally assessed, the student does not
know that the assessment is taking place. As a teacher, you probably use informal
performance assessments all the time. One example of something that you may assess in
this manner is how children interact with other children (Stiggins, 1994). You also may use
informal assessment to assess a student's typical behavior or work habits.
A student who is being formally assessed knows that you are evaluating him/her. When a
student's performance is formally assessed, you may either have the student perform a task
or complete a project. You can either observe the student as he/she performs specific tasks
or evaluate the quality of finished products.
Linn (1995), suggested ways to improve the development of performance task:
1. Focus on learning outcomes that require complex cognitive skills and
student performances.
2. Select or develop tasks that represent both the content and the skills
that are central to important learning outcomes.
3. Minimize the difference of task performance on skills that are irrelevant to
the intended purpose of the assessment task.
4. Provide the necessary scaffolding for students to be able to understand
the task and what is expected.
5. Construct task directions so that the student’s task is clearly indicated. 6.
Clearly communicate performance expectations in terms of the criteria
by which the performance will be judged.

An example of a process-oriented performance task

Topic: Understanding biological diversity

Performance Task:

Bring the students to a pond or creek; Ask them to find all living organisms
they can find living near the pond or creek. Also, bring them to school playground to
find as many living organisms they can. Observe how the students will develop a
system for finding such organisms, classifying the organisms and concluding the
differences in biological diversity of the two sites.

The example below is a product-oriented performance task.

 Adapted from Enclosure No. 4, DepEd Order No. 73, s. 2012

c. Defining the criteria

Regardless of whether it is a process or product-oriented performance task, clearly defined

performance criteria are critical to the success of both teaching and assessment. Criteria
define the target process and product, guide and help students on what should be taught
and done and provide a target in assessing the performance of learners.

You must develop your own criteria most of the time. When you need to do this, Airasian
(1991) suggests that you complete the following steps:

1. Identify the overall performance or task to be assessed, and perform it yourself

or imagine yourself performing it.
2. List the important aspects of the performance or product.
3. Try to limit the number of performance criteria, so they can all be observed
during a pupil's performance.
4. If possible, have groups of teachers think through the important behaviors
included in a task.
5. Express the performance criteria in terms of observable pupil behaviors or product
characteristics.
6. Don't use ambiguous words that cloud the meaning of the performance
criteria.
 7. Arrange the performance criteria in the order in which they are likely to be
observed.
Having clearly defined criteria will make it easier for you to remain objective during the
assessment. The reason for this is the fact that you will know exactly which skills and/or
concepts that you are supposed to be assessing. If your students were not already involved
in the process of determining the criteria, you will usually want to share them with your
students. This will help students know exactly what is expected of them.

d. Developing scoring schemes

To record or score students’ performance, there are variety of ways or

tools that can be used. As a teacher, you need to carefully examine the assessment
tool to be utilized that matches performance task. Some of the commonly used assessment
tools are anecdotal records, interviews, direct observations using checklist or likert scale
and scoring rubrics. Scoring rubric, nowadays, have been widely used as an assessment
tool in different areas of discipline.
.
A rubric is a rating system by which teachers can determine at what level
of proficiency a student is able to perform a task or display knowledge of a concept.
With rubrics, you can define the different levels of proficiency for each criterion. Like the
process of developing criteria, you can either utilize previously developed rubrics or create
your own. When using any type of rubric, you need to be certain that the rubrics are fair
and simple. Also, the performance at each level must be clearly defined and accurately
reflect its corresponding criterion (or subcategory) (Airasian, 1991; Popham, 1995;
Stiggins, 1994). For example, the following is a scoring rubric in a an activity in music:

Taken from Enclosure No. 4, DepEd Order No. 73, s. 2012 As in the cited example, a rubric is
comprised of two components:
criteria/category and levels of performance. Each rubric has at least two criteria and at least
two levels of performance. The criteria(category) are listed in the left hand column in the
illustrated rubric (melody, rhythm, timbre and dynamics). The full criteria are statements of
performance such as “to sing the piece with correct melody or pitch” and “singing with
proper use of dynamics”

For each criterion, the evaluator can actually determine to what degree the student has
met the criterion, i.e., the level of performance. From the above rubric, there are five levels
of performances, for each criterion. For instance, the dynamics can contain properly used in
all parts, improper use in 1-2 parts, improper use in 3-4 parts, improper use in most parts,
and not properly used in all parts.
Why include Levels of Performance?
a. For clearer expectations - criteria are identified and communicated prior to
completion of the task.
b. More consistent and objective assessment – permits the teacher to
consistently and objectively distinguish between performances when
evaluating students
c. Better feedback – the teacher and the students can clearly recognize
areas that need improvement

Finally, the illustrated rubric has a mechanism for assigning a score to each project. In the
second-to-left column a weight is assigned each criterion. Students can receive 5, 4, 3, 2, 1
points.

Descriptors

The rubric may contains another common component called descriptor. Descriptors spell
out what is expected at each level of performance for each criterion. From the above rubric,
“able to sing the songs in the correct pitch without any mistakes” and “able to interpret all
the notes and rests correctly or without mistakes” are examples of descriptors. A descriptor
tells students more precisely what performance looks like from the work of others for each
criterion. Also, the descriptors help the teacher more precisely and consistently distinguish
between student work.

e. Assessing the performance

Using this information, you can give feedback on a student's performance

either in the form of a narrative report or a grade. There are several different ways to
record the results of performance-based assessments (Airasian,1991; Stiggins,1994):
 • Checklist Approach. When you use this, you only have to indicate whether
or not certain elements are present in the performances.
• Narrative/Anecdotal Approach. When teachers use this, they will write
narrative reports of what was done during each of the performances. From
these reports, teachers can determine how well their students met their
standards.
• Rating Scale Approach. When teachers use this, they indicate to what
degree the standards were met. Usually, teachers will use a numerical scale.
For instance, one teacher may rate each criterion on a scale of one to five
with one meaning "skill barely present" and five meaning "skill extremely
well executed."
• Memory Approach. When teachers use this, they observe the students
performing the tasks without taking any notes. They use the information
from their memory to determine whether or not the students were
successful. (Please note that this approach is not recommended.)

While it is a standard procedure for teachers to assess students'

performances, teachers may wish to allow students to assess them
themselves. Permitting students to do this provides them with the opportunity
to reflect upon the quality of their work and learn from their successes and
failures.

2. Goal, Role, Audience, Situation, Products, Standards (GRASPS) model: A

guide to developing authentic performance tasks

In their 2005 book, Understanding by Design, education scholars, Grant Wiggins and Jay
McTighe, advocate for a different approach to assessment that delineates between
performance tasks assessments and more traditional forms of assessment. More traditional
forms of assessment, or “academic prompts” as Wiggins and McTighe call them:

• Require students to think critically,

• Involve analysis, synthesis, and evaluation,
• Are scored with rubrics, and
• Usually only occur in academic environments.

While performance task assessments:

• Attempt to simulate problems and situations that arise in a multitude of work

environments not limited to academic environments;
 • Allow students to personalize the required product (a project, performance, etc.) to
their own interests and/or learning objectives; and
• Usually require the student to address an audience other than the instructor.

Wiggins and McTighe’s GRASPS model is an excellent starting point. GRASPS is an

acronym for:

• Goal – states the problem or challenge to be resolved. It also provides the student
with the outcome of the learning experience and the contextual purpose of the
experience and product creation.

• Role – explains who students are in the scenario and what they are being asked to do.
It is meant to provide the student with the position or individual persona that they will
become to accomplish the goal of the performance task. The majority of roles found
within the tasks provide opportunities for students to complete real-world
applications of standards-based content.

• Audience – deals with who the students are solving the problem for, who they need
to convince of the validity and success of their solution for the problem. The people
will make a decision based upon the products and presentations created by the
individual(s) assuming the role within the performance task. (Remember, the
audience is not limited to the instructor.)

• Situation – provides the context of the situation and any additional factors that could
impede the resolution of the problem. Students will learn about the realworld
application for the performance task.

• Product, Performance, and Purpose – explains the product or performance that

needs to be created and its larger purpose. The products within each task are designed
using the multiple intelligences. The products provide various opportunities for
students to demonstrate understanding.

• Standards and Criteria for Success – dictates the standards that must be met and
how the work will be judged by the assumed audience.

A sample performance assessment in Science using GRASPS is provided below.

 Adapted from Enclosure No. 3, DepEd Order 73, s. 2012

3. Differentiating performance tasks for diverse learners

Differentiated assessment is the way by which teachers modify and match assessment
with the varied characteristics/profiles of students in order to meet the students’ individual
needs, thereby enhancing their learning and boosting their ability to show what they have
learned. Students differ in their previous learning experiences, readiness, learning styles,
preferences, academic standing, abilities, strengths and weaknesses, culture, race, and
backgrounds.

Teachers use differentiated assessment to match and respond to the varying learning
needs of diverse students in a classroom. By differentiating assessments, teachers help
diverse students to successfully demonstrate their competencies in particular ways that are
fitting and effective for them. By providing various assessment methods/activities
appropriate for particular types of students, the teachers are able to meet the students’
individual needs, thereby helping them to be successful in their learning.

Designing various assessments apt for specific groups of learners provides more
opportunities for students to effectively demonstrate what they have learned. For example,
students can choose how to demonstrate their knowledge by creating a prop, giving an oral
report, or engaging in a centre experience. Differentiated assessments also guide teachers
 on how they can differentiate, modify and improve instruction. Differentiated assessments
can be done by designing and providing various assessment methods and activities that are
appropriate for each type of students such that they can effectively learn and demonstrate
what they have learned. Differentiated assessments can be done by providing them various
options and opportunities to show their learning and proficiency.

From a list of Zach Burrus, Dave Messer and Judith Dodge, here are some ways of
differentiating assessments:

• Designing tiered activities (the same lesson standard taught with different
tasks)
• Scaffolding struggling learners
• Challenging advanced learners with more mid-stimulating activities
• Adjusting questions
• Compacting
• Flexible grouping • Flexible assignments and tasks based on students’
learning styles
• Learning contracts
• Asking students to do:
• Role playing
• Unit collage
• Individual projects
• Visual presentations
• Oral presentations
• Written presentations
• Summaries and reflections
• Lists, charts and graphic organizers
• Group/collaborative activities
• Comic books
• Raps/songs/dances/other performances

4. Scoring Rubrics

Rubric is a scoring scale used to assess student performance along a taskspecific set of
criteria. To measure student performance against a pre-determined set of criteria, a rubric or
scoring scale, is typically created which contains the essential criteria for the task and
appropriate levels of performance for each criterion.

 Types of Rubrics
 a. Analytic rubric – articulates levels of performance for each criterion so the
teacher can assess student performance in each criterion.
Each criterion receives a separate score. Analytical rubrics take
more time to score but provide more detailed feedback.

The following are examples of analytic rubrics:

Business Card Rubric

CATEGORY 4 3 2 Satisfactory 1 Score
Excellent Good Needs
Improvement
Used Used Did not use Did not use Publisher
Technology Publisher Publisher correct Publisher template for business
template for template for template for card, no research for
business card, business card, business card but business card design or
used internet to some research good layout , layout
research on internet some research
business card on internet
design and
layout.

Design & color Design & color Design & color Design does not match
Design & matches mock matches mock are not the the salon theme, colors
Color salon project, salon project, same as mock do not compliment each
colors are colors are salon project other, information
complimentar y, complimentar y, but difficult to see, logo not
information information complimentar y placed well or not
easily read ,logo easily seen, logo on card, present
placed well not placed well information not
easily read, logo
not placed well

No spelling or 1-2 spelling or 3 spelling or More than 3 spelling or

Spelling and grammar errors. grammar errors grammar grammar errors
Grammar errors

Information is Information is Information is Information is not

Information complete with complete with no not complete complete
added info such added
as appt. information
dates and
 times

Student always Student usually Student usually Student does not use
Work Ethic uses classroom uses classroom uses classroom classroom time well and
time well, stays time well, is time well, but is disruptive to others.
focused on focused most of occasionally is
project, does the time, does disruptive to
not disrupt not disrupt others.
others. others.

https://templatelab.com/ru

bric-templates/

PowerPoint Presentation Rubric

Category 18-20 16-17 14-15 0-13

Content In-depth coverage of Good coverage of Topic in adequately Coverage of topic, topic
topic, topic is topic, topic is covered, topic is is inappropriate to
appropriate to appropriate to appropriate to assignment, not based on
assignment, strong assignment, basis in assignment, not based research-based
basis in sound, sound, researchbased on research-based information, unclear and
research-based information, clear information clear and difficult to understand, no
information, and understandable, understandable, hyperlinks
outstanding clarity, hyperlinks to credible hyperlinks to
hyperlinks to credible sites noncredible sites
sites
Presentation Attractive, easy to Attractive, easy to Attractive, difficult to Unattractive, difficult to
interpret, pleasing interpret, pleasing interpret, pleasing interpret, poor color
colors with high colors with good colors with high choice and slide contrast,
contrast, slide contrast, slide contrast, slide slide presentation
presentation presentation presentation unorganized, bullets,
wellorganized, organized, good use disorganized, bullets, graphics, transitions, and
excellent use of of bullets, graphics, graphics, transitions, slide effects detract from
bullets, graphics, transitions, and slide and slide effects detract the content
transitions, and slide effects which enhance from the content
effects which enhance the presentation of the
the presentation of the content
content
Mechanics No misspellings or Three or fewer Four misspellings More than four
grammatical errors misspellings and/or and/or grammatical misspellings and/or
grammatical errors errors grammatical errors
Organization Presenter and oral Presenter and oral Presenter and oral Presenter and oral
(presenter and presentation are presentation are presentation are poorly presentation are
oral wellorganized, he/she organized, he/she organized, he/she relies wellorganized, he/she
presentation) discusses content discusses content frequently relies on reads slides and or notes
seldom referring to occasionally referring notes to conduct to conduct presentation
notes to conduct to notes to conduct presentation
presentation presentation
Appearance Engages the audience Engages the audience, Engages the audience Presenter does not engage
(presenter) well, displays displays professional poorly, displays a poor the audience, displays
professional appearance, uses professional unprofessional
appearance, uses appearance, uses appearance, is inaudible,
volume and elocution volume and elocution volume and elocution does not maintains eye
appropriate to setting, appropriate to inappropriate to setting, contact, displays poor
maintains excellent setting, maintains maintains minimal eye posture and lack of
eye contact, posture good eye contact, contact, posture and composure
and composure posture and composure
composure
https://templatelab.com/ru
bric-templates/ b. Holistic rubric - covers the instrument as a whole; students receive an
over all score based on a pre-determined scheme. In contrast, it
does not list separate levels of performance in each criterion

Here are some examples of holistic rubrics:

 Oral Presentation Rubric
Mastery

• usually makes eye contact

• volume is always appropriate
• enthusiasm present throughout presentation
• summary is completely accurate

Proficiency

• usually makes eye contact

• volume is usually appropriate
• enthusiasm is present in most of presentation
• only one or two errors in summary

Developing

• sometimes makes eye contact

• volume is sometimes appropriate
• occasional enthusiasm in presentation
• some errors in summary

Inadequate

• never or rarely makes eye contact

• volume is inappropriate
• rarely shows enthusiasm in presentation
• many errors in summary

http://jfmueller.faculty.noctrl.edu/toolbox/howstep4.htm
 Research Rubric

Excellent Researcher

• included 10 - 12 sources
• no apparent historical inaccuracies
• can easily tell which sources information was drawn from
• all relevant information is included

2 - Good Researcher

• included 5 - 9 sources
• few historical inaccuracies
• can tell with difficulty where information came from
• bibliography co ntains most relevant information

1 - Poor Researcher

• included 1 - 4 sources
• lots of historical inaccuracies
• cannot tell from which source information came
• bibliography contains very little information

http://jfmueller.faculty.noctrl.edu/toolbox/howstep4.htm

Some pros and cons in using rubrics:

https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/rubrics
 When to choose an analytic rubric

Analytic rubrics are more common because teachers typically want to assess each criterion
separately, particularly for assignments that involve a larger number of criteria. It becomes
more and more difficult to assign a level of performance in a holistic rubric as the number
of criteria increases. For example, what level would you assign a student on the holistic
research rubric above if the student included 12 sources, had lots of inaccuracies, did not
make it clear from which source information came, and whose bibliography contained most
relevant information? As student performance increasingly varies across criteria it becomes
more difficult to assign an appropriate holistic category to the performance. Additionally,
an analytic rubric better handles weighting of criteria.

When to choose a holistic rubric

So, when might you use a holistic rubric? Holistic rubrics tend to be used when a quick or
gross judgment needs to be made. If the assessment is a minor one, such as a brief
homework assignment, it may be sufficient to apply a holistic judgment (e.g., check, check-
plus, or no-check) to quickly review student work. But holistic rubrics can also be employed
for more substantial assignments. On some tasks it is not easy to evaluate performance on
one criterion independently of performance on a different criterion. For example, many
writing rubrics are holistic because it is not always easy to disentangle clarity from
organization or content from presentation. So, some educators believe a holistic or global
assessment of student performance better captures student ability on certain tasks.
(Alternatively, if two criteria are nearly inseparable, the combination of the two can be
treated as a single criterion in an analytic rubric.)

 Components

A rubric is a learning and assessment tool that articulates the expectations for
assignments and performance tasks by listing criteria, and for each criteria,
describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001).
Rubrics contain four essential components (Stevens & Levi, 2013):

(1) components/dimensions (criteria) students are to attend to in

completing the assignment/tasks (e.g., types of skills, knowledge, etc.);
(2) scale (levels of performance) that describes the level of mastery (e.g.,
exceed expectation, meets expectation, doesn't meet expectation); Levels of
performance can be used without descriptors but descriptors help in achieving
objectivity.
(3) description of the performance quality (descriptors) of the
components/dimensions at each level of mastery.
 (4) scores make up the system of numbers or values used to rate each criterion
and often are combined with levels of performance. Begin by asking how
many points are needed to adequately describe the range of performance
you expect to see in students’ work. Consider the range of possible
performance level (e.g. 1, 2, 3, 4, 5 or 1, 3, 5)

Criteria

https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/rubrics

 Development

In developing or designing your rubric, first, consider using any of a number of

existing rubrics available online. Many rubrics can be used “as is.” Or, you could
modify a rubric by adding or deleting elements or combining others for one that will
suit your needs. Finally, you could create a completely customized rubric using
specifically designed rubric software or just by creating a table with the rubric
elements. The following steps will help you develop a rubric no matter which option
you choose:

a. Determine the criteria to assess student work. Figure out what areas
really matter to the quality of the work that’s being produced. Whether it’s an
essay, a project, a digital story or essay, or a presentation, what do you want
evidence of in the final product?
• List all the possible criteria you might want students to demonstrate in
the assignment. Include criteria for the process of creating the product
and the quality of the product.
• Decide which of those criteria are “non-negotiable.” Ideally, your rubric
will have three to five performance criteria. If you’re having a hard time
deciding, prioritize the criteria by asking:
a. What are the learning outcomes of this unit?
b. Which learning outcomes will be listed in the rubric?
c. Which skills are essential at competent or proficiency levels for
the task or assignment to be complete?
d. How important is the overall completion of the task or project?

b. Develop a rating scale. Rating scales can include either numerical or

descriptive labels. Usually, a rating scale consists of an even number of
performance levels. If an odd number is used, the middle level tends to become a
catch-all category.

1. Show your rating scale beginning on the left with the highest. On the chart
below, the highest level of performance is described on the left. A few
possible labels for a four-point scale include:

4 3 2 1

5 points 3 points 1 point 0 point

Exemplary Excellent Acceptable Unacceptable

Exceeds Meets Progressing Not there yet

expectations expectations

Superior Good Fair Needs work

Excellent Good Needs improvement Unacceptable

Sophisticated Highly competent Fairly Not yet competent

competent

c. Develop indicators of quality (descriptors) Define the performance quality

of the ideal assessment for each criteria, one at a time. Begin with the highest level
of the scale to define top quality performance. Remember, this is the level that you
want all students to achieve and it should be challenging.

1. Create indicators that are present at all performance levels.

2. Make certain there is continuity in the difference between the criteria for
exceeds vs. meets, and meets vs. does not meet expectations. The difference
between a 2 and a 3 performance should not be more than the difference
between a 3 and a 4 performance.
3. Edit the indicators to ensure that the levels reflect variance in quality
and not a shift in importance of the criteria.
4. Make certain that the indicators reflect equal steps along the scale. The
difference between 4 and 3 should be equivalent to the difference
between 3 - 2 and 2 - 1. “Yes, and more,” “Yes,” “Yes, but,” and “No”
are ways for the rubric developer to think about how to describe
performance at each scale point.

Some common descriptive terms to indicate that progression are

listed below.

https://facultyinnovate.utexas.edu/sites/default/files/build-
rubric.pdf

d. Evaluate the rubric. As with any instructional tool, evaluate the rubric
each time it is used to ensure it matches instructional goals and objectives. Be sure
students understand each criterion and how they can use the rubric to their
advantage. Consider providing more details about each of the rubric’s areas to
further clarify these sections to students. Pilot test new rubrics if possible, review
the rubric with a colleague , and solicit students’ feedback for further refinements.
Revise the rubric.
 Interpretation and Utilization

a. Why You Should Consider Rubrics?

Rubrics help instructors:

• Provide students with feedback that is clear, directed and focused on ways to
improve learning.
• Demystify assignment expectations so students can focus on the work instead
of guessing "what the teacher wants."
• Adapt your approach to teaching aspects of a course based on thematic gaps
in student learning that are easily identified by reviewing rubrics across a
class.
• Develop consistency in how you evaluate student learning across students
and throughout a class.
• Reduce time spent on grading; Increase time spent on teaching.

Rubrics help students:

• Focus their efforts on completing assignments in line with clearly set
expectations.
• Self and Peer-reflect on their learning, making informed changes to achieve
the desired learning level.

b. Rater Training and Calibrartion

In order to provide consistent and reliable rating, those who will be rating student
work or performance need to be familiar with the rubric and need to interpret and
apply the rubric in the same way. To calibrate ratings among raters, a rating
orientation can be useful.
Steps involved in rater training and calibration:

Step 1: Explain how to use the rubric. Familiarize faculty with the categories and
levels. For each mastery level, provide one sample with annotations of the features
found in student work that capture the rating criteria.

Step 2: Provide two samples of student performance/work that represents

different levels of mastery (mask the ratings). Have faculty rate them
independently applying the rubric.

Step 3: Gather faculty’s ratings to show the agreement on the rating.

 Step 4: Discuss scoring inconsistencies and reasons behind different ratings.
Revise/clarify the rubric, if necessary.

Step 5: Once consensus is made on the ratings and when faculty feel comfortable
with using the rubric, proceed with individual ratings of student
work/performance. Provide faculty with rating sheet and explain the procedure
(e.g., two raters for one sample).

REFERENCES

Bland, L.M., & Gareis, C.R.(n.d.)Performance Assessments: A Review of Definitions,

Quality Characteristics, and Outcomes Associated with Their Use in K-12 Schools Retrieved
from https://files.eric.ed.gov/fulltext/EJ1174728.pdf

Berkely, Center for Teaching & Learning (2021). Rubrics. Retrieved from:
https://teaching.berkeley.edu/resources/assessment-and-
evaluation/designassessment/rubrics

Bostes. (n.d.). Diffrentiated assessment. Retrieved

from http://syllabus.bos.nsw.edu.au/support-materials/differentiated-assessment/

Burrus, Z. & Messer, D. (n.d.). Differentiation and assessment. Retrieved from

https://sites.google.com/site/aceeducatorresources/Home/assessmentresources/
differentiation-and-assessment

Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2.

Adriana Publishing Co. Inc. Quezon City, Philippines.

Cajon Valley Digital Academy (2016). G.R.A.S.P. Retrieved from:

https://digitalacademy.cajonvalley.net/badges/grasp/

Department Order No. 73, series of 2012 – Guidelines on the Assessment and Rating of
Learning Outcomes Under the K to 12 Basic Education Curriculum. Available online:

Dodge, J. (2009). 25 Quick formative assessments for a differentiated classroom.

Retrieved
from http://store.scholastic.com/content/stores/media/products/samples/21/9780545087

421.pdf

Foshay, W.R. & Judith Hale, J., (2016). Application of Principles of PerformanceBased
Assessment to Corporate Certifications. Retrieved from:

https://www.researchgate.net/publication/309753977_Application_of_Principles_of_Perf
ormance-Based_Assessment_to_Corporate_Certifications

Frey, B., & Schmitt, V. (2010). Teachers’ classroom assessment practices. Middle Grades
Research Journal, 5(3), 107-117.

Mueller, J. (2018). Authentic Assessment Toolbox, North Central College, Naperville,

IL.Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

https://templatelab.com/rubric-templates/

Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning

Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.

Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning

Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.

Oberg, C. (2010). Guiding classroom instruction through performance assessment. Journal

of Case Studies in Accreditation and Assessment, 1, 1-11.

Practicing with Target Types. Retrieved from:

https://bvqca.weebly.com/uploads/1/8/7/5/18754300/practice_with_classifying_targets.p
df

Principles and Methods of Assessment – Differentiated Assessment (2015). Retrieved from:

https://abdao.wordpress.com/2015/07/18/differentiated-assessment/

UNT Teaching Commons (2021), GRASPS: A Model for Meaningful Assessment

Retrieved from: https://teachingcommons.unt.edu/teaching-
essentials/coursedesign/grasps-model-meaningful-assessment

https://grantwiggins.files.wordpress.com/2012/02/wiggins-mod-m-grasps-androles.pdf
 Module 3
Authentic Assessment of the Affective Domain

At the end of the module, the pre-service teacher (PST) can:

a. select appropriately developed, high quality affective assessment tools;

b. use target- and learner- appropriate affective assessment methods and tools; and
c. interpret performance assessment data/ results for monitoring and evaluating
learner achievement to improve learner performance and inform instruction.

Introduction
In the Bloom’s taxonomy published in 1965, three domains were identified: cognitive,
affective and psychomotor. In this module, we shall be concerned with the second of these
domains which is the affective domain. The affective domain describes learning objectives that
emphasizes a feeling tone, an emotion, or a degree of acceptance or rejection. Affective
objectives vary from simple attention to selected phenomena to complex but internally
consistent qualities of character and conscience.

Affect describes a number of non-cognitive variables such as the person’s

attitude, interests, and values. Student’s affect is important and teachers can help their
students acquire positive attitudes. Attitude is associated with what is called as individual’s
affective domain, and affect adds a significant dimension to assessment.

Information about learners’ experiences with a subject or an activity is only part of what is
needed as input in order to explain their authentic performance. In a class, it would be an
obvious evidence that experience appears to be consistent from student to student, still some
perform better than the others. And in this difference among students needs to be part of
the information to assess students better.

Lesson 1. Affective Targets

Cognitive subject matter targets are agreed on as desirable for all students. This places affect
in a position of importance but still secondary to cognitive learning. It also makes difficult to
determine which affective targets are appropriate for all students. It is simply not easy to
define attitudes, values, and interests. Various ways by which teachers can signal to students
that clearly defined positive affect is important than just simply assessing it. It begins with
identifying appropriate affect targets.

The word affective means a variety of traits and dispositions that are different from
knowledge, reasoning and skills (Hohn, 1995). Technically, it refers to the emotions or feelings
that one has toward someone or something. Most kinds of student affect involve both emotion
and cognitive beliefs. The following are some of the affective traits which will be discussed in
line with setting of affective targets or outcomes:

1. Attitudes

Attitudes are defined as a mental predisposition to act that is expressed by

evaluating a particular entity with some degree of favor or disfavor. Individuals generally
have attitudes that focus on objects, people or institutions. Attitudes are also attached to
mental categories. Mental orientations towards concepts are generally referred to as
values Attitudes are comprised of four components:

a. Cognitions – are beliefs, theories, expectations, cause-and-effect beliefs,

perceptions relative to the focal point; statement of beliefs and

expectations which vary from one individual to the next b. Affect – refers to feelings
with respect to the focal object – fear, liking, anger; color blue refers to
loneliness); others as calm or peace

c. Behavioral intentions – our goals, aspirations, and our expected responses to

the attitude object

d. Evaluation – central component of attitudes; imputations of some degree of

goodness or badness to an attitude object; positive or negative
attitude toward an object; functions of cognitive, affect and behavioral
intentions of the object; stored in memory.

Attitudes influence the way person acts and think in a social communities
we belong. They can function as frameworks and references for forming conclusions
and interpreting or acting for or against an individual, a concept or an idea. It influence
behavior. People will behave in ways consistent with their attitudes.

2. Interests
 Interest is another affective characteristic that has a powerful influence on learning. Getzels
(1966) defines interest as a ―disposition organized through experience which impels an
individual to seek out particular objects, activities, understandings, skills, or goals for attention
or acquisition. This means that interest can drive students to learn. In order for students to
learn effectively and efficiently, they must possess some extent of interest in learning what
they are expected to learn . Learning is enjoyable and effective when students learn with
interest . Quite on the contrary, learning can be ineffective and inefficient when stimulated
by coercion instead of being driven by interest .

The term interest can describe two distinct experiences: situational

interest and individual interest.

a. Situational interest is a psychological state characterized by increased attention,

effort, and affect, experienced in a particular moment. Experiencing situational
interest can directly promote learning by increasing attention and engagement. For
example, a student who sees a painting by Amorsolo for the first time in an art history
class may be captivated by the bright colors and unusual brushstrokes, and as a
result, will pay more attention and engage more deeply. If that interest develops into
an individual interest, the student will more likely reengage with the material overtime
and explore the topic further (Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer,
2008).

b. Individual interest highlights individuals’ stable preferences for specific content.

Here, the immediate experience of interest reflects a well-developed personal
preference to enjoy and value a particular subject or activity across situations.
Individual interest is, therefore, a stable, underlying disposition activated in
particular situations. For example, students interested in geophysics might be
especially likely to be in a state of interest during a lecture on tsunamis,
whether the lecture is entertaining or not, because their interest is more
developed and less dependent on situational factors.

3. Motivation

Motivation is a reason or set of reasons for engaging in a particular

behavior, especially human behavior. The reasons include basic needs (e.g. food,
clothes, shelter), object, goal, state of being, or ideal that is desirable, which may or may
not be viewed as ―positive‖ such as seeking a state of being in which pain is absent.
Motivation also refers to initiation, direction, intensity and persistence of human
behavior.

There are many theories that explain human motivation. Some of these
theories are explained in the following:
a. Abraham Maslow’s hierarchy of human needs theory - is the most
widely discussed theory of motivation. The theory can be
summarized as follows:

- human needs have wants and desires which influence behavior:

only unsatisfied needs can influence behavior,
satisfied needs cannot.
- needs are arranged in order of importance, from basic to complex.
(physiological, safety and security, social, self-esteem, self-
actualization.

- the person advances to the next level of needs only after the
lower need is at least minimally satisfied.
- the further the progress up the hierarchy, the more individuality,
humanness and psychological health a person will
show.

http://magandangamira.blogspot.com/2017/01/assessment-in-affective-domain.html

b. Frederick Herzberg presents another need theory : the two factor

theory, the ―Motivation-Hygiene Theory‖. It concludes that certain factors in
the workplace result in job satisfaction, while others do not, but if absent lead
to dissatisfaction. Herzberg distinguished between:
 o Motivators – (e.g. challenging work, recognition, responsibility, which
give positive satisfaction

o Hygiene factors – (e.g. status, job security, salary and fringe benefits)
do not motivate if present, but if absent will result in
demotivation.

http://magandangamira.blogspot.com/2017/01/assessment-in-affective-domain.html

Like hygiene, the presence of it will make one healthier, but absence cause health
deterioration. The theory is sometimes called the
―Motivator-Hygiene Theory‖. Herzberg’s two factor theory was proven
more powerful than Maslow’s since its concepts are simpler to
understand.

c. Clayton Alderfer expanded Maslow’s hierarchy of needs. He formulated

the ERG Theory (existence, relatedness and growth). The existence
category (physiological and safety) are lower order needs, followed by the
relatedness category ( love and self-esteem) as middle order needs, and the
growth category ( self actualization and self esteem ) as higher order needs.

Motivation in education can have several effects on how students

learn and their behavior towards subject matter. It can: direct behavior
toward particular goals; lead to increase effort and energy; increase initiation
of, and persistence in activities; enhance cognitive processing; determine what
consequences are reinforcing; lead to improved

performance;

There are two kinds of motivation: intrinsic and extrinsic

(a) Intrinsic motivation – occurs when people are internally motivated

to do something because it either brings them pleasure, or
make feel people feel what they are learning is morally
significant.

(b) Extrinsic motivation - comes when a student compelled to do

something or act a certain way because of factors external to
him or her (like money or good marks)

4. Values

Values refer to end states of existence or to modes of conduct that are desirable or sought
(Rokeach, 1973). End states of existence refer to conditions and aspects of oneself and the
kind of world that a person wants (e.g. safe life, world peace, freedom, happiness, social
acceptance, and wisdom). Modes of conduct are manifested in what a person believes is
appropriate and needed in everyday existence (e.g. being honest, cheerful, ambitious, loving,
responsible, and helpful). Each of these values can be placed into categories consistent with
different areas of person’s lives.

Mcmillan (2007) suggested that in setting value targets, it is necessary to

stick to non-controversial and clearly related to academic learning and school and
department of education goals. The table below describes some examples of values which
are non-controversial:

Value Sample Value Target

Honesty Students should learn to value honesty in their dealing with others.

Integrity Students should firmly observe their own code of values.

Justice Students should support the view that all citizens should be the recipients of
equal justice from government law enforcement agencies

Freedom Students should believe that democratic countries must provide the maximum
level of freedom to their citizens.
 (Popham, 2005)

Mcmillan (2007) and (Popham, 2005) recommended other non-

controversial values such as kindness, generosity, perseverance, loyaly, respect,

courage, compassion, and tolerance. According to them, there should be a limit to
that number of affective traits and assessed.

5. Self-concept

Self-concept, as a construct, has had a long history within psychology and education
because it provides a gauge to determine the effects of academic and social functioning on
the emotional well-being of the individual‖ (Vaughn et al., 2001). Self-concept is generally
viewed as a valued educational outcome. Self concept is typically defined as a person’s
general composite or collective view of themselves across multidimensional sets of domain
specific-perceptions,

based on self-knowledge and evaluation of value or worth of one’s own capabilities

formed through experiences with and interpretations of the environment (Byrnes,
2003; Eccles, 2005; Snow et al., 1996).

The construct of self-concept is grounded primarily in self-worth theory

(Covington, 1992; Covington, 1998; Covington, 2000; Covington & Dray, 2002; Eccles
& Wigfield, 2002). Briefly, self-worth theory suggests that all individuals have a motivational
―tendency to establish and maintain a positive self-image, or sense of self-worth‖(Eccles &
Wigfield, 2002, p. 122). Since children spend a significant portion of their lives being evaluated
in school classrooms, self-worth theory postulates that a key to developing and maintaining
self-worth is to develop and maintain a positive academic self-concept.

In setting targets, it can be noted to remember that self-concept and self esteem are
multidimensional (Marsh & Craven, 1997). The cognitive or descriptive component of self-
concept (―I’m good at math‖) differs from the affective or evaluative self- esteem component
(―I feel good about how I do my math‖), with the latter emphasizing self-worth and self-
respect (Snow et al., 1996). Thus, global self-worth or self-esteem is a distinct component of
self concept (Bear, Minke, Manning, & George, 2002). There is bodily self, athletic self, a
mathematical self, a social self, and others. Moreover, individuals have a sense of self-regard
and self-affirmation, and self-worth in each area (self- esteem). For example, a student can
have a self-concept that he is tall and thin, but feel so comfortable with it and accept the
description. Another student, on the contrary, who has the same self-concept but feel inferior
or inadequate, thus, have a low self-esteem.
 6. Locus of control

Locus of control is a psychological concept that refers to how strongly people believe they
have control over the situations and experiences that affect their lives. In education, locus of
control typically refers to how students perceive the causes of their academic success or
failure in school.

Generally, students with an “internal locus of control” believe that their success or failure
is a result of the effort and hard work they invest in their education. However, students with
an “external locus of control” generally believe that their successes or failures result from
external factors beyond their control, (e.g. luck, fate, circumstance, injustice, bias, or teachers
who are unfair, prejudiced, or unskilled). For example, students with an internal locus of
control might blame poor grades on their failure to study, whereas students with an external
locus of control may blame an unfair teacher or test for their poor performance.

Whether a student has an internal or external locus of control is thought to have a powerful
effect on academic motivation, persistence, and achievement in school. In education,
―internals‖ are considered more likely to work hard in order to learn, progress, and succeed,
while ―externals‖ are more likely to believe that working hard is ―pointless‖ because
someone or something else is treating them unfairly or holding them back. Students with an
external locus of control may also believe that their accomplishments will not be
acknowledged or their effort will not result in success.

7. Self-efficacy

Self-efficacy is an impression that one is capable of performing in a certain manner or

attaining certain goals. It is a belief that one has the capabilities to execute the courses of
actions required to manage prospective situations. It is also a belief (whether or not accurate)
that one has the power to produce that effect.

It is important to remember that the distinction between self-esteem and self-efficacy. Self-
esteem pertains to a person’s sense of self-worth, while self- efficacy relates to a person’s
perception of their ability to reach a goal. For example, a person is a terrible rock climber.
He/she would likely to have a poor self-efficacy in regard to rock climbing, but this wouldn’t
need to affect his/her self-esteem; most people don’t invest much of their self-esteem in this
activity.
 Research on learning has indicated that in certain circumstances, having less efficacy for a
subject may be helpful, while more negative attitudes towards how quickly one will learn, can
prove of benefit. In addition, over-efficaciousness negatively affected student motivation,
while under-efficaciousness increased motivation to study.

8. Anxiety
Anxiety is an emotion characterized by an unpleasant state of inner turmoil, often
accompanied by nervous behavior such as pacing back and forth, somatic complaints, and
rumination. It includes subjectively unpleasant feelings of dread over anticipated events.

Anxiety is a feeling of uneasiness and worry, usually generalized and unfocused as an

overreaction to a situation that is only subjectively seen as menacing. It is often
accompanied by muscular tension, restlessness, fatigue and problems in
concentration. Anxiety is closely related to fear, which is a response to a real or
perceived immediate threat; anxiety involves the expectation of future threat. People
facing anxiety may

withdraw from situations which have provoked anxiety in the past.

Anxiety is distinguished from fear. Fear is short-lived, present-focused, geared towards a

specific threat, and facilitating escape from threat; anxiety, on the other hand, is long-acting,
future-focused, broadly focused towards a diffuse threat, and promoting excessive caution
while approaching a potential threat and interferes with constructive coping.

Normally, we may feel anxious about moving to a new place, starting a new job, or taking a
test. This type of anxiety is unpleasant, but it may motivate you to work harder and to do a
better job. Ordinary anxiety is a feeling that comes and goes, but does not interfere with your
everyday life.

In the case of an anxiety disorder, the feeling of fear may be with you all the time. It is intense
and sometimes debilitating. This type of anxiety may cause you to stop doing things you enjoy.
In extreme cases, it may prevent you from entering an elevator, crossing the street, or even
leaving your home. If left untreated, the anxiety will keep getting worse.

Most common types of anxiety disorders: a.

Generalised Anxiety Disorder (GAD)
- A person feels anxious on most days, worrying about lots of
different things, for a period of six months or more. b. Social
Anxiety
- A person has an intense fear of being criticised, embarrassed or
humiliated, even in everyday situations, such as speaking publicly,
eating in public, being assertive at work or making small talk.

c. Phobia
- A person feels very fearful about a particular object or situation and
may go to great lengths to avoid it, for example, having an injection
or travelling on a plane. There are many different types of phobias.

d. Panic disorder
- A person has panic attacks, which are intense, overwhelming and
often uncontrollable feelings of anxiety combined with a range of
physical symptoms. Someone having a panic attack may
experience shortness of breath, chest pain, dizziness and
excessive perspiration. Sometimes, people experiencing a panic
attack think they are having a heart attack or are about to die. If a
person has recurrent panic attacks or persistently fears having one
for more than a month, they're said to have panic disorder.

e. Obsessive Compulsive Disorder (OCD)

- A person has on-going unwanted/intrusive thoughts and fears that
cause anxiety. Although the person may acknowledge these
thoughts as silly, they often try to relieve their anxiety by carrying
out certain behaviours or rituals. For example, a fear of germs and
contamination can lead to constant washing of hands and
clothes.

f. Post-traumatic Stress Disorder (PTSD)

- This can happen after a person experiences a traumatic event (e.g.
war, assault, accident, disaster). Symptoms can include difficulty
relaxing, upsetting dreams or flashbacks of the event, and
avoidance of anything related to the event. PTSD is diagnosed
when a person has symptoms for at least a month.

g. Illness anxiety disorder

 - This is an anxiety about your health (formerly called hypochondria)

Anxiety feels different depending on the person experiencing it.

Feelings can range from butterflies in your stomach to a racing heart. You might feel
out of control, like there is a disconnect between your mind and body. But in
general, these are the symptoms of anxiety:

• increased heart rate

• rapid breathing
• restlessness
• trouble concentrating
• difficulty falling asleep

9. Creativity

Creativity is the ability to generate, create, or discover new ideas, solutions,

and possibilities. Creativity happens when someone comes up with a creative idea. An example
would be a creative solution to a difficult problem. But what makes an idea or solution
creative? Very creative people often have intense knowledge about something, work on it for
years, look at novel solutions, seek out the advice and help of other experts, and take risks.
Although creativity is often associated with the arts, it is actually a vital form of intelligence
that drives people in many disciplines to discover something new. Creativity can be found in
every area of life, from the way you decorate your residence to a new way of understanding
how a cell works.

The three criteria of creativity include:

a. Originality: The idea should be something new that is not simply an

extension of something else that already exists. For
example, Albert Einstein’s special theory of relativity
certainly satisfied this criterion. No other scientist came up
with the idea.

b. Functionality: The idea needs to actually work or possess some

degree of usefulness. For example, a solution must, in
fact, solve the problem. An original recipe that produces a dish that
tastes too terrible to eat cannot be creative.

c. Surprise: The idea should be surprising, or at least non-obvious For

instance, a solution that is a straightforward derivation from
acquired expertise cannot be considered surprising even if it were
 original. For example, Einstein’s relativity theory was not a step- by-
step deduction from classical physics but rather the theory was built
upon a new foundation that challenged the very basis of traditional
physics.

When applying these three criteria, it is critical to recognize that originality,

usefulness, and surprise are all quantitative rather than qualitative attributes of an
idea. Specifically, we really have to speak of degree to which an idea satisfies each of
the three criteria. In addition, the three attributes should have a zero point, that is, it
should be possible to speak of an idea lacking any originality, usefulness, or surprise
whatsoever. Finally, we have to assume that if an idea scores zero on any one criterion
then it must have zero creativity as well. For example, someone who reinvents the
wheel is definitely producing a useful idea, but the idea has zero originality and hence
no creativity whatsoever. Similarly, someone who invented a parachute made entirely
out of steel reinforced concrete would get lots of credit for originality—and
surprise!—but none for usefulness.

10. Epistemological beliefs

The term ―epistemology‖ comes from the Greek ―episteme,‖ meaning

―knowledge,‖ and ―logos,‖ meaning, roughly, ―study, or science, of. Thus, Epistemology is
the study of knowledge.‖ ―Logos‖ is the root of all terms ending in ―-ology‖ – such as
psychology, anthropology – and of ―logic,‖ and has many other related meanings.

The examination of epistemological beliefs as a branch of philosophy in education and

psychology started with Piaget's work on genetic epistemology in 1950's and the studies of
Perry, who was an educational psychologist, with university students in 1960's. Let us take a
closer look at the different definitions of epistemological beliefs:

Perry defined epistemological beliefs as "individuals' perspectives on what knowledge is,

how it is acquired, its certainty, limitations and criteria" (Brownlee, Purdie & Boluton-Lewis,
2001 cited in Arslan et al.).

Schommer defined epistemological beliefs as individuals' subjective beliefs of the definition

of knowledge and the way in which the process of acquiring knowledge takes place
(Schommer, 1990 cited in Deryakulu & Büyüköztürk, 2002).
Lesson 2. Appropriate methods
1. Types

There are three types of methods in assessing affective traits and

dispositions. These are teacher observation, student self-report and peer ratings.

a. Teacher observation – is one of the essential tools for formative assessment.

In using observation, determine in advance how specific behaviors relate
to the target. Behaviors and actions are identified initially by listing what
the students with positive and negative behaviors do and say. These lists
will serve as the initial or starting point of what will be observed. The table
below contains some positive and negative students’ behaviors towards
learning:

POSITIVE NEGATIVES
 - Rarely misses class
- Rarely late to class
- Asks lots of questions
- Helps other students
- Works well independently
without
supervision
- Is involved in extracurricular
activities
- He or she likes school
- Comes to class early
- Stays after school
- Volunteers to help
- Completes homework
- Tries hard to do well
- Completes assignments before
they are due -
Rarely complains
- Is rarely off-task
- Rarely bothers students
- Is frequently absent
- Is frequently tardy
- Rarely asks questions
- Rarely helps other students
- Needs constant supervision - Is not
involved in extracurricular activities
- Says he or she doesn’t like school
- Rarely comes to class early
- Rarely stays after school
- Doesn’t volunteer
- Often does not complete homework
- Doesn’t care about bad grades
- Never does extra credit work
- Never completes assignments before
the due date complains - Sleeps in class
- Bothers other students
- Stares out window

These behaviors may serve as foundation in developing guidelines, checklists or rating scales.
The positive behaviors are called approach behaviors while the negative ones are termed
avoidance behaviors. Approach behaviors result in less direct, less frequent, and less
intense contact. These dimensions are helpful in describing the behaviors that indicate
positive and negative attitudes.

After the list of behaviors has been developed, the teacher needs to decide whether to use
an unstructured observation (informal) or a structured

(formal). These two types differ in terms of preparation and what is recorded.

• Unstructured Observation
Unstructured observation (anecdotal) may also be used for
the purpose of making summative judgements. This is normally open- ended, no
checklist or rating scale is used, and everything observed is just simply recorded.
This type of observation is more realistic, which means teachers can record
everything they have observed and are not limited by what is contained in a
checklist or rating scale.

• Structured Observation
Structured observation is different from unstructured observation in
terms of preparation needed as well as in the way observation is recorded.
In structured observation, more time is needed since checklist or rating
forms are to be made since it will be used to record observations. The form is
generated from a list of positive and negative behaviors to make it easy and
convenient in recording.

b. Student self–report - There are varied ways to express students’ affect as self-
report. The most common are interview and written questionnaire or
survey about themselves or other students.

• Student Interview. There are different types of personal communication

that teachers can use with their students, like individual and group
interviews, discussions, and casual conversations to assess affect. It is similar
to observation but in here, there is an opportunity that teachers may have
direct involvement with the student wherein teachers can probe and
respond for better understanding.
• Surveys and Questionnaire. The second type under self-report method is
questionnaires and surveys. The two types of format using questionnaires
and surveys are: Constructed-Response format; and Selected-Response
format.
✓ Constructed-Response format. It is a straight forward approach
asking students about their affect by responding to simple statement
or question. Another way to implement constructedresponse format
is by means of an essay. Essay items provide more in-depth and
extensive responses than that of the simple short sentences.
✓ Selected-Response format. There are three ways of implanting the
selected response format in assessing affective learning outcomes.
These are rating scale, semantic differential scale, and checklist.
The advantage of selected-response formats is that it assures
anonymity which is an important aspect when considering the traits that
are personal such as values and self-concept.

c. Peer ratings. Peer ratings or appraisal is the least common method used
among the three methods of assessing affect. Because of the nature of
 learners, they do not always take this activity seriously and most often than
not they are subjective in conducting this peer rating. Thus, peer rating is
seen as relatively inefficient in terms of nature of conducting, scoring, and
interpreting peer ratings. However, teachers can accurately observe what is
being assessed in peer ratings since teachers are very much engaged and present
inside the classroom and thus can verify the authentically of results of peer
rating.
The two methods of conducting peer ratings are: (a) guess-who
approach; and (b) socio-metric approach. These approaches can be used
together with observations and self-reports to strengthen assessment of
interpersonal and classroom environmental targets.

2. Selection

Each of the three methods (observation, self-report, peer ratings) that was
discussed previously has its own advantage and disadvantages. In choosing for which
method or methods to use, consider the following factors:

• Type of affect that needs to be assessed;

A general reaction to something or someone can best be gathered
through observation. However, if attitude components is to be diagnosed,
a self-report will give a better information. Observation can be supported by
peer rating method if the target is socially-oriented affect.

• If the information needed is from grouped or individual responses; and

If grouped response and tendencies are needed, selected response self-
report method is suited because it assures anonymity and is easily scored.

• The use of information

If the intention of the affective assessment is to utilize the results as
supporting input to grading, then multiple approaches is necessary and be
mindful of the possibility of having fake results from self-report and even
from peer judgement.

3. Development

The affective domain comprises behaviors in terms of attitudes, beliefs, and feelings. Sets of
attitudes, beliefs, and feelings comprise one’s value. There are various assessment tools that
can be used to measure affect.
 a. Checklist

Checklist is one of the effective assessment strategies to monitor

specific skills, behaviors, or dispositions of individual or group of students (Burke,
2009). Checklists contain criteria that focus on the intended outcome or target which
help student in organizing the tasks assigned to them into logically sequenced steps
that will lead to successful completion of the task. Checklists can be used for individual or
group cases. A checklist consists of simple items that the student or teacher marks as
absent or present

Checklists should be utilized because these

✓ Make a quick and easy way to observe and record skills, criteria, and
behaviors prior to final test or summative evaluation.
✓ Provide information to teachers if there are students who need help so as to
avoid failing.
✓ Provide formative assessment of students of students’ learning and help
teachers monitor if students are on track with the desired outcomes.

Here are the steps in the construction of a checklist:

a. enumerate all the attributes and characteristics you wish to observe

relative to the concept being measured. For example, if the concept is
interpersonal relation, then you might want to identify those indicators or
attributes which constitute an evidence of good interpersonal relation; b.
arrange this attributes as a ―shopping list‖ of characteristics;
c. ask students to mark those attributes or characteristics which are
present and to leave blank those which are not.
 https://www.examples.com/business/student-checklist-examples.html

b. Rating Scale - refers to a set of categories designed to elicit information about

a quantitative attribute in social science. Common examples are the Likert scale
and 1-10 rating scales for which a person selects the number which is considered
to reflects the perceived quality of a product. The basic feature of any rating
scale is that it consists of a number of categories. These are usually
assigned integers.

Types of Rating Scale

The most commonly used type of rating scales are:
 • Numerical Rating Scales
A numerical rating scale translates the judgements of quality or
degree into numbers. To increase the objectivity and consistency of results from
numerical rating scales, a short verbal description of the quality level of each
number may be provided.

Example:

https://www.questionpro.com/blog/rating-scale/

• Descriptive rating scale

The descriptive rating scale does not require numbers, instead
offering responders the choice of descriptive statements.

For example, the question ―How happy were you with our service?‖ could
be answered by either Unhappy, Neutral, or Happy.
 Common Rating Scale Errors
The table below contains the common rating scale errors that teachers and
students must be familiar with in order to avoid committing such kind of errors
during assessment.

Error Description

Leniency Error Occurs when a teacher tends to make almost

all ratings towards the high end of the scale,
avoiding the low end of the scale.

Severity Error A teacher tends to make almost all ratings

toward the low end of the scale. This is the
opposite of leniency error.

Central Tendency Error Occurs when a teacher hesitates to use

extremes and uses only the middle part of
the scale.

Halo Effect Occurs when a teacher lets his/her general

impression of the student
affect how he/she rates the student on
specific dimension.

Personal bias Occurs when a teacher has a general

tendency to use inappropriate or
irrelevant stereotypes favouring boys
over girls, from rich families over from
middle-income families, etc..
 Logical Error Occurs when a teacher gives similar ratings
to two or more dimensions
that the teacher believes to be related where
in fact they are not related at
all.

Rater Drift Occurs when the raters, whose ratings

originally agreed, begin to redefine the
rubrics for themselves.

c. Likert Scale
Another simple and widely used self-report method in assessing
affect is the use of Likert scale wherein a list of clearly favourable and
unfavourable attitude statements are provided. The students are asked to
respond to each of the statement.

Likert scale uses the five-point scale: Strongly Agree (SA); Agree
(A); Undecided (U); Disagree (D); and Strongly Disagree (SD).The scoring
of a Likert scale is based on assigning weights from 1 to 5 to each position of
scale. In using attitude scale, it is best to ask for anonymous responses. And in
interpreting the results, it is important to keep in mind that these are verbal
expressions, feelings and opinions that individuals are willing to report.

Example: Likert Scale

Directions: Put a check on the column for each of the statement that
applies to you.
Legend: SA – Strongly Agree, A – Agree, U – Undecided,
D – Disagree, SD – Strongly Disagree

Constructing Likert Scale Instrument

 Below are the steps in constructing Likert scale instrument:
1. Write a series of statements expressing positive and negative opinions
toward attitude object.
2. Select the best statements expressing positive and negative opinions and
edit as necessary.
3. List the statements combining the positive and negative and put the
letters of the five-point scale to the left of each statement for easy
marking.
4. Add the directions, indicating how to mark the answer and include a key
at the top of the page if letters are used for each statement.
5. Some prefer to drop the undecided category so that respondents will be
forced to indicate agreement or disagreement.

d. Semantic Differential Scale

Another common approach to measuring affective traits is to

use variations of semantic differential. The Semantic Differential (SD) tries

to assess an individual’s reaction to specific words, ideas or concepts in

terms of ratings on bipolar scales defined with the contrasting adjectives at each
end. Students would place a check between each pair of adjectives that
describes positive or negative aspects of the traits.

Example: Traits/attitude toward Mathematics subject

Mathematics

Boring __ __ __ __ __ Interesting

2 1 0 1 2

Good ___ ___ ___ ___ ___ ___ ___ Bad

3 2 1 0 1 2 3

From the example above, the position marked 0 is labelled

―neutral‖, the 1 positions are labelled ―slightly‖, the 2 positions ―quite‖ and the
3 positions ―extremely‖. The scale actually measures two things:
directionality of a reaction (e.g. good versus bad) and also intensity (e.g.
slight to extreme).
Semantic differential, like other selected-response formats, is that it
makes it easier to assure anonymity. Anonymity is important when the
traits are more personal, such as values and self-concept. It is also an efficient way
of collecting information. Though this may be an efficient way note that it is not
good to ask too many questions. It is important to carefully select those traits
that are concerned or included in the defined affective targets or outcomes. It is
also a good point to have open-ended items such as ―comments‖ or
―suggestions‖.

e. Thurstone Scale

Robert Thurstone is considered the father of attitude measurement and addressed the issue
of how favorable an individual is with regard to a given issue. He developed an attitude
continuum to determine the position of favorability on the issue where each statement has
a numerical value.. A mean score of the agreements or disagreements is calculated as the
attitude of the respondent towards the topic.

The Thurstone scale is built upon the fundamentals of the Likert

scale, but this method of constructing an attitude scale not only takes value of
each item of into consideration while evaluating the final attitude score but also
caters to neutral items.

There are three scales while talking about the Thurstone scale question but
the most commonly used method is the equal appearing intervals and hence the scale is
also called the equal-appearing interval scale. The two other are slightly more
complex to develop but still result in the same agree/disagree quiz question type; they
are the method of successive intervals and the method of paired
comparisons.

Method of Equal-Appearing Intervals:

Step 1: Develop a large number of agree/disagree statements for a topic. For

example, if you wanted to find out people’s attitudes towards immigrants, your
statements might include:

• Immigrants drain social services.

• Immigrants take jobs away from regular people.
• immigrants perform low-wage, unpopular tasks.

Step 2: Have a panel of judges rate the items on a scale of 1 to 11 for how
favorable each item is towards the topic (in this case, immigration). The
lowest score(1) should indicate an extremely unfavorable attitude and the
highest score(11) should indicate an extremely favorable attitude. Note that
you do not want the judges to agree or disagree with the statements — you want
them to rate the statements on how effective they would be at uncovering
attitudes.
 Step 3: Find the median score and interquartile range(IQR) for each item. If you
have 50 items, you should have 50 median scores and 50 IQRs.

Step 4: Sort the table in ascending order(smallest to largest) by median. In other

words, the 1s should be at the top of the table and the 11s should be at
the bottom.

Step 5: For each set of medians (i.e. 1s. 2s, 3s) sort the IQRs by descending
order (largest to smallest).

The figure below shows a partial table with the data sorted according to
ascending medians with their respective, descending IQRs.

https://www.statisticshowto.com/thurstone-scale/

Step 6: Select your final scale items using the table you created in Step 4
and 5. For example, you might choose one item from each median value.
You want the statements with the most agreement between judges. For each
median value, this is the item with the lowest interquartile range. This
is a ―Rule of Thumb‖: you don’t have to choose this item. If you
decide it’s poorly worded or ambiguous, choose the item above it
(with the next lowest IQR).

Scoring the Scale

You should now have a scale of items that’s ready to administer.

Add a check box (or radio button) with ―Agree‖ or ―Disagree‖ and you’re
ready to go! To score the questionnaire, simply calculate the
percentage of agreed. For example, if a person answers 4 out of 11
questions as ―agree‖, then that person has a score of 4/11 = 36%. The
lower a score, the less favorable the opinion. For example, a person with
a score of 2 views the topic a lot less favorably that a person with a score of 8.

Example: ( taken from Thurstone, 1931)

Directions: Put a check mark in the blank if you agree with the item:

____ 1. Blacks should be considered the lowest class in human beings.

(scale value = 0.9)

____ 2. blacks and whites must be kept apart in all social affairs where they
might be taken as equals ( scale value = 3.2)

_____3. I am not interested in how blacks rate socially. (scale value = 5.4)
_____4. A refusal to accept blacks is not based on any fact of nature, but on a
prejudice which should be overcome. (scale value = 7.9)
_____5. I believe that blacks deserve the same social priviledges as whites

( scale value = 10.3)

4. Interpretation and utilization

There are many psychological measures that assess the affective traits, but due to
sophistication of those instruments, classroom teachers rarely use them. Instead, own
observations and students self-reports are commonly used. There are three considerations in
assessing affect:

a. Emotions and feelings change quickly most especially for young children and
during adolescence. Thus, to obtain a valid indication of an individual
student’s emotion or feeling, it is necessary to conduct several
assessments over a period of time. It needs to be repeated for several
times.

b. Use varied approaches in measuring the same affective trait as possible. It

would be better on not to depend on a single method because of
limitations inherent in that method. For instance, if the self-reports are
consistent with the teacher’s observation, then a stronger case can be
made.

c. Decide what type of data or results are needed, whether individual or group
data. A consideration of the purpose of assessment will influence the
 method which will be used. For reporting or giving feedback to parents,
individual student information is necessary. If the assessments is to
improve instruction, then results for group or whole class is more
appropriate to use. This is one of the usefulness of affective assessment.
It is more reliable to use anonymous student self-reports.

Things that should be considered if teacher observation method will be used to

assess affect.

• Determine behaviors to be observed in advance.

• Record student’s important data such as time, data, and place
• If unstructured, record brief descriptions of relevant behaviour
• Keep interpretations separate from description
• Record both positive and negative behaviors
• Have as much observations of each student as necessary
• Avoid personal bias
• Record immediately the observations
• Apply a simple and efficient procedure

Checklist for Using Student’s Self-Response to Assess Affect (McMillan, 2007):

• Keep measures focused on specific affective traits

• Establish trust with students
• Match response format to the trait being assessed
• Ensure anonymity if possible
• Keep questionnaires brief
• Keep items short and simple
• Avoid negatives and absolutes
• Write items in present tense
• Avoid double-barreled items

Considerations for Using Peer Assessment

• Let students know the rationale for doing peer review. Explain the
expectations and benefits of engaging in a peer review process.
• Consider having students evaluate anonymous assignments for more
objective feedback. Be prepared to give feedback on students’ feedback
to each other. Display some examples of feedback of varying quality and
discuss which kind of feedback is useful and why.
• Give clear directions and time limits for in-class peer review sessions and set
defined deadlines for out-of-class peer review assignments.
• Listen to group feedback discussions and provide guidance and input when
necessary.
 • Student familiarity and ownership of criteria tend to enhance peer
assessment validity, so involve students in a discussion of the criteria used.
Consider involving students in developing an assessment rubric.

Lesson 3. Other Affective Measures and Assessments

1. Non-test Indicators

An educational variable (e.g. English alphabet X) is a measureable characteristic of a student.

Variables may be directly measured as in X = age or X = score of a student in a test. But there
are instances where a variable cannot be directly measured like when we want to measure
―class participation‖ of a student. For those variables where direct measurements are not
feasible, we introduce the concept of indicators.

An indicator I, denotes the presence or absence of a measured characteristic.

Therefore:

I = 1 if the characteristic is present

= 0 if the characteristic is absent

For the variable X = class participation, we can let I1, I2, …, In denote the participation of a
student in n class recitations and let X = sum of the I’s divided by n recitations, Thus, if there
are n = 10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%.

Indicators are an essential component of any effective monitoring and evaluation system.
Monitoring and evaluation professionals have access to a wide range of tools. Indicators are
one of the more valuable and versatile, but if indicators are not used carefully they can
consume extensive resources and generate data with little or no value. The key challenge with
indicators is to ensure their quality and integrity. Indicators should generate data that are
needed and useful. They should be technically sound. They should be understandable,
practical and feasible. In addition, they should have a proven record of performance.

Fundamentally, an indicator provides a sign or a signal that something exists or is true. It is

used to show the presence or state of a situation or condition. In the context of monitoring
and evaluation, an indicator is a quantitative metric that provides information to monitor
performance, measure achievement and determine accountability. It is important to note that
a quantitative metric can be used to provide data on the quality of an activity, project or
programme.

Quantitative metric – Data can measured on a numerical scale

Sample indicator: Percentage of health facilities that offer antiretroviral

therapy

Sample indicator (quality): Percentage of counselling and testing

service providers accredited to offer these services
Performance – The effective or efficient operation of an activity, project or
program

Sample indicator: Percentage of condom delivery sites that reached their

coverage targets

Achievement – The successful accomplishments of an activity, project or

programme

Sample indicator: Percentage of HIV-positive pregnant women who

received antiretroviral drugs

Accountability – Responsibility for the performance and/or achievements of an

activity, project or programme

Sample indicator: Percentage of clinics complying with national

guidelines for sexually transmitted infections

Non-test is an alternative assessment in the sense that it diverts from the paperand-pen test
(Reganit et. al., 2010). These are tests that do not force the students to give their responses
(Rico, 2011) but rather allow the students to manifest their acquired knowledge and skills
from the subject. This is one of the authentic assessment methods that is able to zoom in the
effectiveness and efficiency of the employed teaching methodologies, techniques, and styles.
The following are the different types of non-test:
• Portfolio. A purposeful collection of students’ works that exhibit the student’s
efforts, progress, and achievements in one or more areas of the curriculum.
• Teacher Observation. The teacher observes the students while they work to
make certain the students understand the assignment and are on task. Example:
Cooperative learning
• Journal. Students write daily on assigned or personal topics.
Example: What is the thing you remember about yesterday’s lesson?
 • Slates or Hand Signals. Students use slates or hand signals as a means of
signaling answers to the teacher.
Example: Review questions – write answers and hold up slate.
• Games. Teachers utilize fun activities to have students practice and review
concepts.
Example: Science trivia
Projects
The students research a topic and present it in a creative way.

• Debates. The students take opposing positions on a topic and defend their position.
Example: The pros and cons of environmental legislations.
• Checklist. The teacher will make a list of objectives that students need to master
and then check off the skill as the students masters it.
• Cartooning. Students will use drawings to depict situation and ideas. Example:
Environmental Issues
• Models. The students produce a miniature replica of a given topic. Example:
Planetarium
• Notes. Students will write a summary of the lesson.
Example: Outline of the day’s lesson.
• Daily Assignments. The student completes the work assigned on a daily basis to
be completed at school or home. Example: Worksheets or research.
• Panel. A group of students verbally present information.
Example: A discussion presenting both pros and cons of the environmental
issues.
• Learning Centers. Students use teacher provided activities for hands-on learning.
Example: An activity folder for frog dissection.
• Demonstrations. Students present a visual enactment of a particular skill or
activity.
Example: Proving that air has weight.
• Problem-solving. Students follow a step-by-step solution.
Example: Solving a mathematical equation.
• Discussions. Students in a class verbally interact on a given topic.
Example: Discussion on climate change.
• Organized notes and study guides. Students collect information to help pass
the test.
Example: One 3×5 notecard with information to be used during the test.

Non-test indicators or sometimes called ―academic indicators‖ include those that capture
evidence regarding school and student performance in other domains such as school climate
and safety or social and emotional learning competencies that are relevant to school’s
curricula. Examples of these indicators include scores on surveys that measure that quality
student-staff relationships, student engagement or student motivation.
 Non-testing indicators as a form measurement techniques can provide a broader and much
more subjective approach to data gathering and interpretation. Moreover, the various types
of non-testing techniques are the questionnaire, observation, autobiography, anecdotal
record, case study, cumulative record, interviews, and checklist. However, the most important
among them are the case study, interview, and checklist.

2. Transversal Competencies

Skills versus competencies

Skills focus on the ability of the learner to apply knowledge, practice, training or
aptitude to complete a task, solve problems or answer questions. While problem solving is
central to the skills application domain, its emphasis is on familiar and routine tasks. Whereas
competencies relate to the ability to do something efficiently, effectively or proficiently. You
might say it is a skill in a context. For example, there may be many people that can perform a
task is given a lot of time and no pressure but there are fewer people who can perform the
same task under extreme pressure.

Competencies are defined as a combination of knowledge, skills and attitudes appropriate to

the context. Competency denotes something the learner must master. Thus, it does not refer
to an activity carried out by the learner in the course of learning: A competency denotes a
quality acquired by the learner, a potential for reflection and action that he or she keeps and
maintains.

A curriculum based on competencies is a must to put into practice in the education system.
Beyond the key competencies and specific competencies for a particular field of study,
education experts discuss all the more about transversal competencies, skills that are
absolutely dynamic and constantly evolving labour market.

Considering the fact that there is rapidly changing and increasingly interconnected world, it is
expected that education and training systems must equip learners with knowledge and skills
which not only enable them to cope with the foreseeable social and economic changes, but
also adapt to and manage unpredictable realities. This requires a transformation of education
and training to nurture skills towards holistic human development, including foundation skills,
specialized skills and transversal competencies. Among these skills, in particular, education
systems have increasingly been emphasizing the importance of transversal (or 21st century)
skills/competencies (hereafter referred to as ―transversal competencies‖), which promotes
the behavioural and socio-emotional domains of learning to ensure that learners are equipped
with skills for both work and life in general, including creativity, problem solving, critical
thinking and communication, among others. Furthermore, education is expected to foster
values and attitudes among students such as empathy, respect for diversity and intercultural
understanding and ultimately contribute to building peaceful, tolerant and inclusive societies.

Transversal competencies are also commonly referred to as soft skills, key

competencies, 21st century skills, non-cognitive skills and global competencies.
Transversal competencies are a set of competencies related to attitudes and values
(knowing how to be) and, procedures (know how). They can be transferred from one specific
professional field to another. They are ―the cornerstone for the personal development of a
person‖ (EU, ESCO1 ) and are fundamental for applying any knowledge or skill.

Characteristics of Transversal competencies

a. Transferable across domains, geographies, work and life contexts;

b. Typically relate to social and interpersonal relations;
c. Cross-functional and cross-curricular in training and education, but can be combined
in a blended learning approach, e.g. collaborative problem- based learning;
d. Communication is the key element in manifesting and evidencing transversal
skills; if not communicated explicitly, they can remain undervalued or
unrecognised;
e. They are essential tools in any context of significant and accelerated change;
f. Can be observed, evidenced and developed, whereas developing values
such as integrity in adults and changing ingrained character traits is extremely
difficult;
g. Learnt through experience and development and cannot be easily taught, except
through highly interactive learning processes;

h. In their development, they have a symbiotic relationship with improved self-

awareness and self-knowledge.

Assessment of transversal competencies is already a reality and as soft skills are integrated
into school and university curricula, it will become increasingly important. For that purpose, a
logical taxonomy of transversal competencies is needed For example a UNESCO (United
Nations Educational, Scientific and Cultural Organization) report on Assessment of
Transversal Competencies, focussing on policy and practice in the AsiaPacific region, provides
a very useful taxonomy, dividing transversal competencies into six areas or domains: critical
and innovative thinking, interpersonal skills, intrapersonal skills, global citizenship,
media and information literacy, and others.
 https://neqmap.bangkok.unesco.org/wp-content/uploads/2019/09/246590eng.pdf

The graphic above illustrates the six domains of transversal competencies. Such domains are:
critical and innovative thinking, interpersonal skills, intrapersonal skills, global
citizenship, media and information literacy, and others. Each domain is accompanied by
sample key skills , competencies, values and attitudes. For example: Critical and innovative
thinking involves Creativity, entrepreneurship, resourcefulness, application skills, reflective
thinking and reasoned decision-making. In the same manner, interpersonal skills can be
coupled with communication skills, organizational skills, teamwork, collaboration, sociability,
collegiality, empathy and compassion and so on. The domain ―others‖ was created as a way
for researchers to include competencies, such as physical health or religious values, that may
not fall into of the other.

Transversal competencies or soft skills are now well recognised across the globe as essential
in work and life. However, their importance has increased exponentially because of the
accelerated rate of change in society that we are experiencing today globally, in particular the
transformative and all-pervasive impact of digital technology and the internet, combined with
the effects of globalisation.
 Transversal competencies’ learning, while being critical to future professional success,
is not an easy or straightforward process an easy or straightforward process. It entails the
involvement of the various stakeholders, with a higher focus on students and teachers, in a
process that has to be explained and participated, involving formal learning but also non-
formal and informal learning, in an integral logic of attainment and development of
competences.

3. 21st Century Skills

Now that there is constantly changing and extremely challenging period of the
education system, the acquisition of 21st century skills is necessary. Such skills should be
honed before the learners graduate. More than just acquiring knowledge, its implication is
significant. Appropriate methods and tools to measure or assess the learning process, are
necessary and should be suited to the needs and requirements of the 21st century.

The term 21st century skills refers to a broad set of knowledge, skills, work habits, and
character traits that are believed-by educators, school reformers, college professors,
employers, and others to be critically important to success in today’s world, particularly in
collegiate programs and contemporary careers and workplaces. Twenty- first century skills can
be applied in all academic subject areas, and in all educational, career, and civic settings
throughout a student’s life. The diagram below illustrates the 21st century skills.

While the graphic below represents each element distinctly for descriptive purposes, the
Partnership views all the components as fully interconnected in the process of 21st century
teaching and learning.
 The elements described from the graphic as ―21st century student outcomes‖
(represented by the rainbow) are the knowledge, skills and expertise students should master
to succeed in work and life in the 21st century.

Key Subjects and 21st century Themes

Mastery of key subjects and 21st century themes is essential for all students in the 21st
century.

Key subjects include:

• English, reading or language arts

• World languages
• Arts
• Mathematics
• Economics Science
• Geography
• History
• Government and Civics

21st century interdisciplinary themes into key subjects:

• Global Awareness
✓ Using 21st century skills to understand and address global issues
✓ Learning from and working collaboratively with individuals
representing diverse cultures, religions and lifestyles in a spirit of
mutual respect and open dialogue in personal, work and community
contexts
✓ Understanding other nations and cultures, including the use of
nonEnglish languages
• Financial, Economic, Business and Entrepreneurial Literacy
✓ Knowing how to make appropriate personal economic choices
✓ Understanding the role of the economy in society
✓ Using entrepreneurial skills to enhance workplace productivity and
career options
• Civic Literacy
✓ Participating effectively in civic life through knowing how to stay
informed and understanding governmental processes
✓ Exercising the rights and obligations of citizenship at local, state,
national and global levels
✓ Understanding the local and global implications of civic decisions
• Health Literacy
✓ Obtaining, interpreting and understanding basic health information
and services and using such information and services in ways that
enhance health
✓ Understanding preventive physical and mental health measures,
including proper diet, nutrition, exercise, risk avoidance and stress
reduction
✓ Using available information to make appropriate health-related
decisions
✓ Establishing and monitoring personal and family health goals
✓ Understanding national and international public health and safety
issues
• Environmental Literacy
✓ Demonstrate knowledge and understanding of the environment and
the circumstances and conditions affecting it, particularly as relates
to air, climate, land, food, energy, water and ecosystems
 ✓ Demonstrate knowledge and understanding of society’s impact on
the natural world (e.g., population growth, population development,
resource consumption rate, etc.)
✓ Investigate and analyze environmental issues, and make accurate
conclusions about effective solutions
✓ Take individual and collective action towards addressing
environmental challenges (e.g., participating in global actions,
designing solutions that inspire action on environmental issues)

The Three 21st Century Skill Categories

a. Learning skills (the four C’s) teaches students about the mental
processes required to adapt and improve upon a modern
work environment.

• Critical thinking: Finding solutions to problems. It’s the mechanism

that weeds out problems and replaces them with fruitful
endeavors.
• Creativity: Thinking outside the box. Creativity is equally important as a
means of adaptation. This skill empowers students to see concepts in a
different light, which leads to innovation.
• Collaboration: Working with others. Collaboration means getting students
to work together, achieve compromises, and get the best possible results
from solving a problem. The key element of collaboration is
willingness. All participants have to be willing to sacrifice parts
of their own ideas and adopt others to get results for the
company.
• Communication: Talking to others. It’s crucial for students to learn how to
effectively convey ideas among different personality types.
b. Literacy skills (IMT)- focuses on how students can discern facts, publishing
outlets, and the technology behind them. There’s a strong focus on determining
trustworthy sources and factual information to separate it
from the misinformation that floods the internet.

• Information literacy: Understanding facts, figures, statistics, and data.

Information literacy is the foundational skill. It helps students understand
facts, especially data points, that they’ll encounter online. It teaches them
how to separate fact from fiction.
• Media literacy: Understanding the methods and outlets in which
information is published. It is the practice of identifying publishing methods,
outlets, and sources while distinguishing between the ones that are credible
and the ones that aren’t. Media literacy is also helpful for finding truth in a
world that’s saturated with information. This is how students find
trustworthy sources of information in their lives. Without it, anything that
looks credible becomes credible.
• Technology literacy: Understanding the machines that make the
information age possible. Technology literacy gives students the basic
information they need to understand what gadgets perform what tasks and
why. As a result, students can adapt to the world more effectively. They can
play an important role in its evolution.

c. Life skills (FLIPS) take a look at intangible elements of a student’s everyday

life. These intangibles focus on both personal and professional qualities.
 • Flexibility: Deviating from plans as needed. It is based on two
uncomfortable ideas: Your way isn’t always the best way and You have to
know and admit when you’re wrong. Flexibility requires them to show
humility and accept that they’ll always have a lot to learn — even when
they’re experienced.
• Leadership: Motivating a team to accomplish a goal. Leadership is
someone’s penchant for setting goals, walking a team through the steps
required, and achieving those goals collaboratively.
• Initiative: Starting projects, strategies, and plans on one’s own. True success
also requires initiative, requiring students to be self-starters.
Regardless, initiative is an attribute that earns rewards. It’s especially
indicative of someone’s character in terms of work ethic and professional
progress.

• Productivity: Maintaining efficiency in an age of distractions. That’s a

student’s ability to complete work in an appropriate amount of time. By
understanding productivity strategies at every level, students discover the
ways in which they work best while gaining an appreciation for how others
work as well.
• Social skills: Meeting and networking with others for mutual benefit.
While these may have been implied in past generations, the rise of social
media and instant communications have changed the nature of human
interaction. As a result, today’s students possess a wide range of social skills.
Some are more socially adept than others. Some are far behind their peers.
And some lucky few may be far ahead, as socializing comes naturally to
them. But most students need a crash course in social skills at least.
Etiquette, manners, politeness, and small talk still play major roles in today’s
world. That means some students need to learn them in an educational
setting instead of a social setting.

The elements described below are the critical systems necessary to ensure student
mastery of 21st century skills. 21st century standards, assessments, curriculum,
instruction, professional development and learning environments must be aligned to
produce a support system that produces 21st century outcomes for today’s students.

• 21st Century Standards

✓ Focus on 21st century skills, content knowledge and expertise
✓ Build understanding across and among key subjects as well as 21st
century interdisciplinary themes
✓ Emphasize deep understanding rather than shallow knowledge
✓ Engage students with the real world data, tools and experts they will
encounter in college, on the job, and in life; students learn best
when actively engaged in solving meaningful problems

✓ Allow for multiple measures of mastery

• Assessment of 21st Century Skills
✓ Supports a balance of assessments, including high-quality
standardized testing along with effective formative and summative
classroom assessments
✓ Emphasizes useful feedback on student performance that is
embedded into everyday learning
✓ Requires a balance of technology-enhanced, formative and
summative assessments that measure student mastery of 21st
century skills
✓ Enables development of portfolios of student work that demonstrate
mastery of 21st century skills to educators and prospective employers
✓ Enables a balanced portfolio of measures to assess the educational
system’s effectiveness in reaching high levels of student competency
in 21st century skills
• 21st Century Curriculum and Instruction
✓ Teaches 21st century skills discretely in the context of key subjects
and 21st century interdisciplinary themes

✓ Focuses on providing opportunities for applying 21st century skills

across content areas and for a competency-based approach to
learning Enables innovative learning methods that integrate the
use of supportive technologies, inquiry- and problem-based
approaches and higher order thinking skills Encourages the
integration of community resources beyond school walls
• 21st Century Professional Development
✓ Highlights ways teachers can seize opportunities for integrating 21st
century skills, tools and teaching strategies into their classroom
 practice — and help them identify what activities they can replace/de-
emphasize
✓ Balances direct instruction with project-oriented teaching methods
✓ Illustrates how a deeper understanding of subject matter can actually
enhance problem-solving, critical thinking, and other 21st century
skills
✓ Enables 21st century professional learning communities for teachers
that model the kinds of classroom learning that best promotes 21st
century skills for students
✓ Cultivates teachers’ ability to identify students’ particular learning
styles, intelligences, strengths and weaknesses
✓ Helps teachers develop their abilities to use various strategies (such
as formative assessments) to reach diverse students and create
environments that support differentiated teaching and learning
✓ Supports the continuous evaluation of students’ 21st century skills
development
✓ Encourages knowledge sharing among communities of practitioners,
using face-to-face, virtual and blended communications
✓ Uses a scalable and sustainable model of
professional development
• 21st Century Learning Environments
✓ Create learning practices, human support and physical environments
that will support the teaching and learning of 21st century skill
outcomes
✓ Support professional learning communities that enable educators to
collaborate, share best practices and integrate 21st century skills
into classroom practice
✓ Enable students to learn in relevant, real world 21st century contexts
(e.g., through project-based or other applied work)
✓ Allow equitable access to quality learning tools, technologies and
resources
✓ Provide 21st century architectural and interior designs for group,
team and individual learning
✓ Support expanded community and international involvement in
learning, both face-to-face and online

Characteristics of 21st Century Assessment

a. Responsive
 Visible performance-based task (as a result of assessment) generates data that
inform curriculum and instruction. Assessments are developed keeping incorporating
best practices in feedback and formative assessment. Feedback is to be targeted to
the goal and outcome. Self-reflection, peer feedback and opportunities for revision
will be a natural outcome.

Example scenario: In my Lit 11 class, I discussed about Literature and some

Literary works. For me to know if the class understood the lesson, I will

conduct a formative assessment. In a ¼ sheet of paper, the students will

answer the question ‖How does Literature mirrors your life?‖ and What
literary work that mirrors your life?‖

b. Flexible
Lesson design, curriculum and assessment require flexibility. Assessment
need to be adaptable to students’ settings. Rather than the identical approach that
works in traditional assessment, 21st century approaches are more versatile.
Students’ decisions, actions, applications vary, thus assessments and system need to
be flexible too.

Example scenario: In my Principles of Teaching 1 class, I let my students have a

survey on their Multiple Intelligences. After that, I grouped my students
according to their intelligences and let them have a creative presentation.

c. Integrated
Assessments are to be incorporated into day-to- day practice rather than as add-
ons at the end of instructions or during a single specified week of the school
calendar. Assessments are informed by awareness of meta cognition. Students
consider their choices, identify alternative strategies and represent knowledge
through different means.

Example scenario: I assess my students from time to time because assessments are
not just given at the end. I give my students formative assessments rather than
just giving them summative assessments.

d. Informative
The desired 21st century goals and objectives are clearly stated and explicitly taught.
• Students build on prior learning in a logical sequence. Students display their range
of emerging knowledge and skills. Exemplars routinely guide students toward
achievement of targets. Learning objectives, Instructional strategies and assessment
methods, and reporting processs should be clearly aligned.

Example scenario: Before I start my class, I see to it that my students are aware of
the goals and objectives. With that, my students will be guided with their
achievements.

e. Multiple Methods
An assessment continuum that includes a spectrum of strategies is the norm.
Students should be able to demonstrate knowledge and skills through relevant
tasks, projects and performances. Authentic performance based assessment
should be emphasized. There is a recognition of process and product of
learning.

Example scenario: My students have different intelligences, so I see to it that I don’t

focus on only one way of assessing their learning.

f. Communicated
Communication of assessment data is clear and transparent for all
stakeholders. Results should be routinely posted on a database along with standard
based commentary. Students receive routine feedback of their progress. Educational
community recognizes achievement of students beyond standardized tests.

Example scenario: I let my students keep track of their progress by returning their
papers or evaluation sheet. I also see to it that I submit my student’s grade
on time for their parents to be aware of their child/children’s achievements.

g. Technically Sound
Adjustments and accommodations are made in the assessment process to meet the
students’ needs and fairness. Students demonstrate what they know and how they
can apply the knowledge in ways that are relevant and appropriate for them. It should
be precise and technically sound, so that users are consistent with their administration
and interpretation. It should measure stated objectives and 21st century skills with
legitimacy and integrity.

Example scenario: I make sure that my assessments are valid, reliable, and
supports comparisons since my students have different intelligences,
beliefs, gender and socioeconomic groups.

h. Systematic
 21st century assessment is part of a comprehensive and well-aligned
assessment system that is balanced and inclusive of all students, constituents, and
stakeholders and designed to support improvement at all levels.

Example scenario: Changes are inevitable so I make sure that I am able to

identify the needs of my students and the community. With that I will be
able to develop my students into globally competitive individuals.

REFERENCES

Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2.

Adriana Publishing Co. Inc. Quezon City, Philippines.

Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning

Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.

Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning

Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City, Philippines

Harackiewicz JM, Durik AM, Barron KE, Linnenbrink-Garcia L, Tauer JM (2008).

The role of achievement goals in the development of interest: Reciprocal relations between
achievement goals, interest, and performance. Journal of Educational Psychology.
2008;100:105–122. doi: 10.1037/0022-0663.100.1.105.

Wong, S.L. (2020), Affective Characteristics for 21st Century Learning Environments: Do
They Matter? International Journal of Interactive Mobile Technologies

Getzels, J. W. (1966). The problem of interests: A reconsideration. Supplementary

Education Monographs, 66, 97-106.

Amira, P. (January, 2017). Assessments of Students Learning. Retrieved from:

http://magandangamira.blogspot.com/2017/01/assessment-in-affective-domain.html

McGrew, K. (2008). Academic Self-Concept, Beyond IQ: A Model of Academic Competence

& Motivation. Retrieved from: http://www.iapsych.com/acmcewok/macm.html

The Glossary of Education Reform (2014), Locus of Control, Retrieved from:

https://www.edglossary.org/locus-of-control/
Wikipedia, The Free Encyclopedia, (2021), Anxiety, Retrieved from:
https://en.wikipedia.org/wiki/Anxiety

Beyond Blue (2020). Types of Anxiety. Retrieved from:

https://www.beyondblue.org.au/the-facts/anxiety/types-of-anxiety

Lumen (n.d.) Introduction to Psychology: Creativity. Retrieved from:

https://courses.lumenlearning.com/waymaker-psychology/chapter/reading-creativity

Arslantas, H. A. (2016). Epistemological Beliefs and Academic Achievement, Journal of

Education and Training Studies Vol. 4, No. 1; Redfame Publishing.
https://files.eric.ed.gov/fulltext/EJ1080957.pdf

Stephanie Glen . (2021) "Thurstone Scale: Definition, Examples"

From m: Elementary Statistics for the rest of
StatisticsHowTo.co
us! https://www.statisticshowto.com/thurstone-scale/

Alonsabeat, O.C.(May, 2009) Assessment in The Affective Domain. Retrieved from:

http://olga-assessment.blogspot.com/2009/05/assessment-in-affective-domain.html

UNESCO Bangkok Office Asia and Pacific Regional Bureau for Education Mom Luang Pin
Malakul Centenary Building 920 Sukhumvit Road, Prakanong, Klongtoei Bangkok 10110,
Thailand Email: iqe.bgk@unesco.org Website: www.unesco.org/bangkok Tel:

+66-2-3910577 Fax: +66-2-3910866

Retrieved from:
https://neqmap.bangkok.unesco.org/wpcontent/uploads/2019/09/246590eng.pdf

Whittemore, S. (2018) Transversal Competencies Essential for Future, Proofing the

Workforce White. Retrieved from:
https://www.cornerstoneondemand.com/sites/default/files/partner/asset/files/skillatransve
rsal-skills-future-proof.pdf

Stauffer, B. (March, 2020). What Are 21st Century Skills? Applied Educational Systems.
Retrieved from: https://www.aeseducation.com/blog/what-are-21st-centuryskills

The Partnership for 21st Century Learning, (2015). P21 Framework Definitions.
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http://static.battelleforkids.org/documents/p21/P21_Framework_Definitions_New_Logo_
2015_9pgs.pdf

NEQMAP Research Study: Assessment of transversal competencies in the Asia-Pacific.

Retrieved from:
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_Assessment_of_Transversal_Competencies_Study_16_09_15.pdf

Reganit, A., et al., 2010. Assessment of student learning I (Cognitive Learning). C&E
Publishing, Inc. Quezon City, Philippines. Retrieved from:

https://www.elcomblus.com/non-test/

Hamilton, L.S. (2021). Asking The Right Questions About Using NonAcademic

Indicators for school Accountability, American Enterprise Institute for Public Policy Research.
Retrieved from: https://www.aei.org/wp-content/uploads/2021/03/Asking-theright-
questions-about-using-nonacademic-indicators-for-schoolaccountability.pdf?x91208

http://magandangamira.blogspot.com/2017/01/assessment-in-affective-domain.html
https://www.examples.com/business/student-checklist-examples.html

https://www.edglossary.org/21st-century-skills/
 Chapter 4
Communicating Authentic Assessment Results
At the end of the module, the pre-service teacher (PST) can:

a. design and develop portfolios for authentic assessment of learning

outcomes;

b. report, punctually and accurately, results of assessment of learner

academic performance and achievement in the form of grades,
marks, descriptors or narratives; and

c. articulate to parents learning needs, progress and behavior of the

learners during a parent-teacher conference or other appropriate
situation.

Introduction

The results of assessments need to be reported both to the eventual

endusers (i.e. decision-makers) and to the other stakeholders involved in
the assessment. For instance, families and educators need access to more
helpful information to understand student progress toward and beyond
college and career readiness. The way in which this is done is important
for what is reported, and how it is communicated, determine what the
users think they are being told and, thereby, the decisions that they
make.

In this regard, it is important to take note of a number of rules.

These state that the information must be: (a) relevant to the users, (b)
balanced and accurate, (c) concise yet complete, (d) unambiguous and
understandable, and (e) credible and open to scrutiny.

Problems that may be encountered during the course of communicating

assessment results include: the complexity of the issues being addressed
and of the science used to assess them; the large volume and range of
results that assessments often produce; the differing expectations,
needs, experience and skills of the stakeholders concerned. It also has to
be recognised that the scientists responsible for conducting assessments
are not always skilled in communicating with non-expert audiences, and
do not always have a clear view of what effective communication implies

Lesson 1. Effective Communication

1. What to communicate

Effective communication is about more than just exchanging

information. It’s about understanding the emotion and intentions behind
the information. As well as being able to clearly convey a message, you
need to also listen in a way that gains the full meaning of what’s being
said and makes the other person feel heard and understood.

Effective communication sounds like it should be instinctive. But all too

often, when we try to communicate with others something goes astray.
We say one thing, the other person hears something else, and
misunderstandings, frustration, and conflicts ensue. This can cause
problems in your home, school, and work relationships.

Communicating assessment results is only as good as the quality of the

message to be communicated. If classroom assessment information is of
poor quality or incomplete, a teacher will not be able to effectively
communicate information about student achievement. Teachers should
be skilled in communicating assessment results to students, parents,
other stakeholders. Methods other than grades for communicating
classroom assessment results are portfolios, conferences, exhibits,
rubrics and others. These methods of communicating information about
student achievement and progress require that aspiring teachers to have
good written, oral, and interpersonal communication skills.

• Portfolios
1. Articulating achievement targets (objectives)
2. Articulating the qualities of good work and helping
students learn to recognize these in their own work
3. Talking with students about work
4. Listening to students talk about their about work
5. Teaching students how to reflect on the quality of their
work
• Conferences
Parent—teacher
Student--teacher
 Student--parent--teacher Interpersonal communication
about academic work
Articulating the qualities of good work and/or
expectations for student learning and behavior
Communicating the results of comparing one student's
work against these criteria
Listening to student and parent responses

• Exhibits
Articulating the qualities of good work and helping
students learn to recognize these in their own work
Selecting examples to exhibit and being able to articulate
the reason for the selection are assessment related skills
that pre-service teachers need to be taught.
• Rubrics
Articulating the qualities of good work in a descriptive
continuum
Disentangling judgment and description, then doing both
well
Observation and judgment skills regarding students
working and the products of their work
Identifying when, and knowing how, to use different kinds
of rubrics (holistic or analytic, generalized or task specific)

2. Why communicate

The most crucial part of the communication process is to ensure a

shared understanding between the person providing the information and
the information receiver. Letter grades, percentages, percentiles, or
comments resulting from an activity, test, or assignment must be clear
and comprehensive. Effective communication informs the student,
parent, and others about what has been accomplished and what the next
steps are in the learning sequence. The communication process involves
all the key players. However, the greater the role students are given in
this process, the richer the information that is shared and the greater the
impact on future student learning.

When communicating assessment results, the primary goal should

always be to encourage action. Along these lines, results have the best
chance of being used when they (a) tell a meaningful story, (b) are clear,
concise, and compelling, and (3) adequately address reasonable critiques.
The general guidelines below were adapted from Linda Suskie's book,
Assessing Student Learning (2010).

a. Tell a Meaningful Story

 Tailor assessment results to your audience (understand
their needs, perspectives, and priorities)
 Highlight interesting and unanticipated findings
 Emphasize meaningful differences
 Focus on matters your audience can do something about
 Provide context for your results
 Offer informed commentary
b. Be Clear, Concise, and Compelling
 Avoid jargon
 Use numbers sparingly
 Use data visualization techniques when appropriate to
clearly communicate clearly and compellingly
c. Prepare for Critics
 Provide corroborating information (triangulation)
 Document the quality of your assessment strategy
 Acknowledge possible flaws in your assessment strategy

3. How to communicate

a. Managing message quality

A number of useful strategies can, however, be adopted. These include:

• Ensuring that the reporting methods are defined, and agreed with
stakeholders, early in the assessment (at the issue-framing and
design stages), and are specified in the assessment protocol - and
that the procedures are then adhered to;
• Using a range of different communication methods and media,
including both textual reports and visual means (diagrams, maps,
animations) - but making sure that these are consistent in their
messages;
• Producing a structured set of materials, ranging from simple
headline messages through to more detailed scientific reports,
each designed to target a specific audience - but, again, ensuring
that these are consistent;
 • Making available all the relevant supporting information needed
to explain how the results were derived and justify any decisions
made in the process - and offering direct access to this
information as part of the reporting process;
• Evaluating the effectiveness of all communication materials, via a
panel of stakeholders, before they are released - and adapting the
materials in the light of the comments received;
• Involving professional communicators in the process of designing,
preparing and disseminating the mate

Strategies for Effective Communication

Effective communication is at the foundation of supporting families to

identify their priorities and the outcomes they desire for themselves and
their children. Effective communication involves both verbal and
nonverbal ways to send messages, as well as listening skills for receiving
messages accurately.

Verbal communication must be clear and understandable. Clarify words

that have more than one meaning and explain all acronyms or
abbreviations that are used. A lot of information can be transmitted non-
verbally, sometimes unintentionally. Consider the following with regard
to nonverbal communication:

 Monitor your voice tone so it corresponds with the verbal

message.
 Speak as clearly as possible.
 Pace your speech.
 Be aware of your facial expressions to minimize
misinterpretation. For example, continually smiling even
when discussing difficult problems could be interpreted as
insincere and insensitive.
 Use gestures (as appropriate) to convey your meaning.
 Use eye contact to indicate your interest and attention.
 Use your position and posture to create a positive
atmosphere.

Listening Skills
Effective listening skills build trust and assist practitioners to
gain deeper insight into the concerns and priorities of the family.

 Use open-ended questions.

  Use encouragers such as head nods, “tell me more”. 
Listen and monitor the amount you are talking.
 Clarify any words or expressions that may be
misinterpreted.
 Use active listening by repeating what was heard and
reflecting feelings.  Paraphrase and summarize
comments.

b. Managing interpersonal dynamics

Interpersonal dynamics refers to the way in which a person's body

language, facial expression and other nonverbal mannerisms support a
verbal message in one-on-one, or interpersonal, communication.
Interpersonal dynamics - the give and take behavior between people
during human relations. Interpersonal dynamics grow increasingly
complex as more people interact

Posture, body movement and hand gestures are among the primary
body language factors that contribute to interpersonal dynamics. A
dynamic communicator stands tall, but relaxed, moves their body
naturally and calmly and uses natural hand gestures to highlight certain
points or to support action words. A smile, eye contact and a relaxed
facial expression convey confidence. When a listener senses confidence
from a message sender, it increases the likelihood he will buy into the
message. Vocal expression is another nonverbal factor of interpersonal
dynamics. An assertive tone, good volume, a relaxed pace, emphasis and
inflection all impact a message. A person can change the entire construct
of a sentence just by adjusting the points of inflection.

Another important element of interpersonal dynamics is the

relationship between a person's words and nonverbal messages. Honest,
clear and well received communication occurs when words and body
language closely match. When they don't, a listener may infer that a
speaker is uncertain or dishonest.
Lesson 2. Portfolio as a Communication Medium
1. Portfolio and authentic assessment

 Nature

In the early to late 1980’s, another technique of assessing achievement

has emerged and has become a turning point as an alternative
assessment tool over the use of conventional forms of setting. This
method is called portfolio assessment which captured the attention
of many educators. This is in response to the growing clamor for more
reasonable and authentic means of assessing students’ growth and
development in school.

The practice of developing portfolio has been widely used in a

number of fields for many years such architecture, art, photography
and advertising. In the field of education, portfolio has become widely
used in the basic and tertiary levels as one of the many procedures in
assessing the students.

Portfolio refers to a purposeful collection of student work that

exhibits the student’s efforts, progress and achievements in one or
more areas. The collection must include students participation in
selecting contents, the criteria for selection, the criteria for judging
merit, and evidence of student self-reflection (Paulson, Paulson, Meyer,
1991) (Paulson, F.L., Paulson, P.R., Meyer, C. A., 1991, What Makes a
portfolio a Portfolio? Educational leadership, February)

Portfolio is a purposeful, organized, collection of evidence that

demonstrates a person’s knowledge, skills, abilities or disposition. The
term portfolio implies that from a larger set of evidence or artifact, a
portable subset of these artifacts is collected and displayed to another
because they tell a specific story (Musial, 2009)

Portfolios contain relevant items from many different sources such as

composition of students in the form of essay, reports, stories;
presentation such as observations research investigation and
projects; narrative and anecdotal records; rating scales, rubrics,
self-reflection and checklists; visual arts such as drawings,
paintings; performances as products; processes such as show-
your work problems, stages of writing a poem or a song.

 Characteristics

Portfolio assessment possesses essential characteristics which are

enumerated below:

a. A portfolio is a form of assessment that students do together

with their teachers. The teacher guide the students in the
planning, execution and evaluation of the contents of the
portfolio. Together, they formulate the overall objectives for
constructing the portfolio. As such, students and teachers
interact in every step of the portfolio making process.

b. A portfolio represents a selection of what the students

believe are best included from among the possible collection of
things related to the concept being studied. It is the teachers’
responsibility to assist the students in choosing from among a
possible set of choices to be included in the portfolio. But the
final selection should be done by the students since portfolio
represents what the students believe are important considerations.

c. A portfolio provides samples of the students’ work which show

growth over time. By reflecting on their own learning (self-
assessment), students start to identify the strengths and
weaknesses in their work. These weaknesses then become
improvement goals.

d. The criteria for selecting assessing the portfolio contents

must be clear to the teacher and the students at the outset of
the process. At each step of the process, the students need
to refer to the agreed set of criteria for the development of
the portfolio.

 Components

a. Cover Sheet. This includes the nature of the students’ work and
could be in a form of letter. It also reflects the progress of the
learners as it summarizes the evidences of students’ learning and
progress. Below is an example of portfolio cover sheet:
 FINAL PORTFOLIO

Name __________________________________ Date ______________________

Grade/Year level__________________________ Section ___________________
Subject/Course ___________________________
Purpose _____________________________________________________________ Type of Portfolio
___________________________

Entries Scores Comments/Suggestions

1.
2.
3.
4.
5.
Total Grade

Recommendations:

Suggested Future Goals:

Final Portfolio Grade: _________ Evaluator: ______________________

Johnson and Johnson (2002)

b. Table of contents. This includes the title of each work sample and
its page numbers.

c. Work samples. These are entries which are to be included in the

portfolio which can be categorized as core (items students
have to include) and optional (items of students’ choice). The
core are the basic elements required for each student and serve
as basis for decision in assessing the students’ work.
 Whereas, the optional entries allow the folder to represent
creativity and uniqueness of each student.

d. Dates of all sample works to facilitate evidence of growth

overtime.
e. Drafts of the written products or even the seminal attempts in
writing the write ups for the portfolio and the revised version
based on the corrected versions.

f. Self-assessment. This is written by the student which could be in

terms of self-reflection and analysis or a form of insights.
Students can choose to reflect upon some or all of the
following:

• What did I learn from it?

• What did I do well?
• Why did I choose this item?
• What do I want to improve in the item?
• How do I feel about my performance?
• What were the problem areas?

2. Types and Uses

 Types of Portfolio

a. Growth Portfolios
a. to show growth or change over time
b. to help develop process skills such as self-evaluation and
goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more
products/performances

b. Showcase Portfolios

a. to showcase end-of-year/semester accomplishments

b. to prepare a sample of best work for employment or
college admission
c. to showcase student perceptions of favorite, best or
most important
work
 d. to communicate a student's current aptitudes to future
teachers

c. Evaluation Portfolios

a. to document achievement for grading purposes

b. to document progress towards standards
c. to place students appropriately

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
 http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

The growth portfolio emphasizes the process of learning whereas the

showcase portfolio emphasizes the products of learning. Of course, a
portfolio may tell more than one story, including more than one category
above. For example, a showcase portfolio might also be used for
evaluation purposes, and a growth portfolio might also showcase "final"
performances or products. What is critical is that the purpose(s) is clear
throughout the process to student, teacher and any other pertinent
audience.

 Uses of Portfolio

a. Portfolios give students the opportunity to direct their own

learning. Students can:

• Document their efforts, achievements, development and

growth in knowledge, skills, expressions and attitudes;
 • Use a variety of learning styles, modalities and
intelligences;
• Assess their own learning and decide which items best
represent their achievement and growth;
• Set their future learning goals.

b. Portfolios can be used to determine students’ level of

achievement. Portfolios
allow the students to present their work over a period of time
and show their progress in achieving learning outcomes.

c. Portfolios can be used to understand how students think,

reason, organize, investigate and communicate. Portfolios
can provide insight into students’ reasoning and intellectual
competencies by documenting students’ progression of
thought and work in achieving their learning goals.

d. Portfolios can be used to communicate student efforts,

progress toward accomplishing learning goals and
accomplishments. Portfolios allow students to present their
work as a whole in relation to standards and criteria to peers,
teachers, parents, college admissions officer, and others.

e. Portfolios can be used to evaluate and improve curriculum and

instruction. Portfolios provide a broad view on the
effectiveness of the curriculum and instruction thereby
allowing teachers to improve and enhance their
instructional methods and curriculum materials.

3. e-Portfolios

The electronic portfolio (also known as a digital portfolio, online

portfolio, e-portfolio, e-folio, or eFolio) is a collection of electronic
evidence assembled and managed by a user, usually on the Web. Such
electronic evidence may include input text, electronic files, images,
multimedia, blog entries, and hyperlinks. E-portfolios are both
demonstrations of the user's abilities and platforms for self-expression. If
they are online, users can maintain them dynamically over time.
 One can regard an e-portfolio as a type of learning record that provides
actual evidence of achievement. Learning records are closely related to
the learning plan, an emerging tool which individuals, teams,
communities of interest, and organizations use to manage learning. To
the extent that a personal learning environment captures and displays a
learning record, it may also operate as an electronic portfolio.

E-portfolios, like traditional portfolios, can facilitate students' reflection

on their own learning, leading to more awareness of learning strategies
and needs.

Creating an e-portfolio involves skills essential for 21st century learning –

organising and planning material, giving and receiving feedback,
reflecting, selecting and arranging content to communicate with a
particular audience in the most effective way."

The uses of e-portfolios are most common in the courses with

departments of education. Most pre-service teachers are asked to
compile an e portfolio to demonstrate competencies needed to gain
teaching certification or licensure. Student e-portfolios are increasingly
being used in other disciplines such as communications, math, business,
nursing, engineering and architecture. In education e-portfolios have six
major functions:

• Document skills and learning;

• Record and track development within a program;
• Plan educational programs;
• Evaluate and monitor performance;
• Evaluate a course;
• Find a job

Generally, e-portfolios promote critical thinking and support the

development of technology literacy skills. Faculty now use e-portfolios to
record course or discipline designs that may be shared with colleagues to
promote teaching and learning. A teaching e-portfolio is used to
showcase career accomplishments. Different sorts of files can be added
here which the marking and other work is easier for the student as well
as tutor.

Today, many students are using multimedia such as Facebook, Twitter,

and texting—all informal settings. The electronic portfolio, on the other
hand, is a more formal setting where students must apply both their
knowledge of how the web works and the message they want to convey.
In this sense, students' use and comfort with the web at times can be a
hindrance if they are not taught to use electronic portfolios in the
correct fashion.

A good ePortfolio is both about being a product (a digital collection of

artifacts) and a process (of reflecting on those artifacts and what they
represent). Like a Learning Management System (LMS), ePortfolios exist
online and support student learning. They differ from Learning
Management Systems in two key ways: namely, ownership and control.
In a university course, the Learning
Management System is “owned” and controlled or managed by the
instructor who decides who has access, what tools are turned on or off,
and so on. With an ePortfolio, the student is in charge: the student
decides who can view the ePortfolio, what artifacts get added, how it is
designed, and so on. Typically, a student loses access to the LMS when
courses end; in contrast, ePortfolios remain the student’s property after
finishing university.

Lesson 3. Grading and Reporting

1. Nature, rationale and purpose for assigning grades

The teacher’s judgment on the performance of students, based on

certain criteria, are reflected in the form of grades or marks. Aside from
assigning grades to student’s performance, teachers have to inform the
students, parents and other stakeholders of their academic progress in
the various learning areas in the curriculum. Although objective, grades
can be subjective sometimes and are also relative from one school to
another school. from one teacher to another teacher and from one
school to another students. Several variables, such as major
examinations, class standing, attendance are considered in grading the
students.

The end-of-course grades assigned by instructors are intended to convey

the level of achievement of each student in the class. These grades are
used by students, other faculty, university administrators, and
prospective employers to make a multitude of different decisions. Unless
instructors use generally-accepted policies and practices in assigning
grades, these grades are apt to convey misinformation and lead the
decision-maker astray. When grading policies are practices are carefully
formulated and reviewed periodically, they can serve well the many
purposes for which they are used.
 Grading student performance in classes is sometimes one of the less
enjoyable aspects of teaching. However, it is also one of the more
important roles that teachers have in the ongoing educational system.
Grades serve a variety of purposes, including performance
assessment, motivation and administrative management.

• Performance assessment
One of the simplest purposes of grading is performance
assessment. Grades serve as a formal tool to measure a student's
academic performance in class. Once teachers assign grades,
students receive reports showing their grades for each class. This
offer students formal feedback on the teacher's view of their
performance based on the established grading criteria for the
course. By offering grade assessments, educators give students a
chance to seek additional information or help and to make
adjustments to performance moving forward.

• Motivation
Beyond being an informative assessment tool, grades can
motivate students to behave more effectively in the learning
process. On tests, for instance, ambitious students will typically
put more time and effort into studying and learning because the
results will be graded. A teacher's grading criteria usually serve
as communication of the behaviors and results the teacher views
as critical to student success. When students receive high marks,
they often feel positive reinforcement and strive to repeat. Low
grades can serve as a wake-up call for under-performing
students.

• Framed learning objectives

Grades also allow teachers to formulate and communicate
learning objectives for a class. Grading criteria are normally
established prior to the start of a class. Requirements are usually
communicated to students or parents in the case of younger
students. Criteria used for grading provide insight into the
learning objectives and expectations for the class. Some teachers
weight grades to place special emphasis on tests, homework,
projects or other activities. Heavy test grade influence, for
instance, shows a teacher's belief that results-based
 performance is a motivator of student learning because students
must study and demonstrate competency on class.

• Administrative Management
Grades serve a broader purpose in various facets of school
administration. Colleges, for instance, use high school transcripts
and grades to assess an applicant's qualifications for entrance.
Junior high and high schools evaluate grades to determine
whether students can compete in sports and extra-curricular
activities. This helps keep academics and activities in balance.
Grades also provide one metric for assessment of student
performance at grade levels or in certain topics.

2. Grading Systems

a. Letter grades
 The most common and best known of all grading methods
 Mostly composed of five-level grading scale
 Letter Grade Descriptors

Despite their apparent simplicity, the true meaning of letter grades is

not always clear. What the teachers would like to communicate with
particular letter grade and what parents interpret that grade to mean,
often are not the same (Waltman & Frisbie, 1994). To give more clarity
to the meaning of letter grade, most schools include a key or legend on
the reporting from in which each letter grade is paired with an
explanatory word or phrase. Descriptors must be carefully chose, to
avoid additional complications and misunderstanding.

Advantages:
• A brief description of students’ achievement and level of
performance including students’ potentials can be
provided to parents and other interested persons.
• Based on parents’ experience when they were still
studying, it is easier for them to believe and understand
what letter grade means.

Disadvantages:
 • Requires abstraction of a great deal of information into a
single symbol 9stiggins, 2001)
• Despite educators’ best effort, letter grades tend to be
interpreted by parents in strictly norm-referenced terms.
The cut-offs between grade categories are always
arbitrary and difficult to justify.
• Lacks the richness of other more detailed reporting
methods such as standards-based grading, mastery
grading, and narrative.

Different Interpretation of Letter Grades

Combined Norm-
Criterion- Norm-Referenced Based on
Referenced and
Grade Referenced Improvement
Criterion
(Standards -Based) Referenced
- Outstanding or Outstanding: very Outstanding: much
Outstanding: among
advanced - Complete high level of improvement on most
the highest or best
A knowledge of all content performance or all targets
performance
- Mastery of all
targets
- Exceeds
standards

- Very good Very good: Performs Very good: some

or proficient - Very Good: better than
above at the class improvement on most
Complete average performance
average or all targets
B knowledge of
most content
- Mastery
of all targets -
Meets most
standard
- Acceptable or
basic command of only
basic concepts or
skills Acceptable: some
Average: performs at
C - Mastery of Average: improvements on
the class average
some some targets
targets
- Meets some
standards
 - Making
Poor: below the class Below average or Making progress:
progress or developing
average weak: minimum minimal progress on
- Lacks
D performance for most targets
knowledge of most
passing
content - Mastery of
only a few targets -
Meets only a few
standards
- Unsatisfactory: Unsatisfactory: far Unsatisfactory: lacks Unsatisfactory: no
lacks knowledge of below average; among sufficient knowledge to improvement on any
contents; - No mastery the worst in pass targets
E of the class
targets
- Does not meet
any standards
(McMillan, 2007)

b. Percentage grades
 Are the ultimate multi-category grading method
 Can range from 0 to 100
 Generally more popular among high school teachers than
elementary teachers

Advantages:
• Allows for maximum discriminators in evaluation of
students’ achievement and performance
• Maximizes the variation among students, making it easier
to choose students for honors or representative for
special program

Disadvantages:
• Requires a great deal of abstraction
• Interpretation of meaning of a percentage grade
extremely difficult
• The cut-offs are no less arbitrary but a lot more
• Because of a large number of grade categories, it is less
reliable and more subjective.

 Averaging System
 Averaging is the practice of calculating semester, end-of-
term, or end-of-year course grades by taking the sum of all
numerical grades awarded in a course and then dividing that
sum by the total number of grades awarded. Teachers
calculate the average—final grade for a marking period,
which may be recorded as a numerical grade or a letter grade
that reflects a numerical equivalent. For example, a grade of
A– may be equivalent to a 90.

 Cumulative System

Cumulative is the grade of a student in a grading period

equals his current grading period which is assumed to have the

cumulative effects of the previous grading periods.

https://www.mtholyoke.edu/sites/default/files/registrar/docs/calculate_gpa.pdf

c. Verbal descriptors
 A verbal description includes standard information included on a label,
such as the name of the artist, nationality, title of the artwork, date,
dimensions or scale of the work, media and technique. Words such as
mild, moderate, severe, excessive, excruciating, localised, sharp, dull,
burning are used as verbal descriptors by humans describing their own
pain. More important, verbal description includes a general description
of the subject matter and the composition of the work.

Similarly, the use of verbal descriptors can also be utilized to report

assessment results. Qualitative or non-numerical rating are used as
decriptions to indicate performance. The table below is an example of a
non - numerical rating scale used to report on learners’ behavior
demonstrating the Core Values of a learner.

Taken from: DO no. 8, s. 2015

d. Checklists

 Objectives of the courses are enumerated

 After each objective, the students’ level of achievement is
indicated:
(Outstanding, Very good, Good, fair or Poor)

 Very detailed reporting system

 More informative for parents and students
 Time-consuming to prepare
 POTENTIAL PROBLEM: keeping list manageable and
understandable

In the K-to-12 program, assessment in the Kindergarten uses

checklist as one of the methods. Checklists are used to keep track of and
record learners’ competencies such as knowledge, understanding, skills,
attitudes and behaviors while the children are learning. Target
competencies are listed in logical order, with similar and related items
grouped together. Typically, teachers put a check (•/) to indicate the
presence and demonstration of behaviors, skills, and concepts mastered,
or a cross (x) to indicate an absence of them. Teachers accomplish the
checklists based on their day to day observations of the learners as they
perform daily activities or assigned tasks in the different blocks of time.
Checklists do not have to be completed in the day or week they began
but can be completed progressively over a period of time.

e. Narrative reports

Report Card Narratives (Habits and Attitudes toward Learning)

Comments regarding habits and attitudes toward learning should be
positive and evidence based. Use of information from recorded
observation or observational checklists are encouraged. Comments
should remain positive and constructive. Please avoid ambiguous
statements such as “needs to try harder” or “more effort is required”.
Report Card Narratives (Content): This section of the report card
narratives are not designed to communicate information about students
habits and attitudes toward learning. Report card narratives are
designed to report on student growth and progress. The narratives must
have the following elements:

1. A clear description of the essential standards students need

to know, understand and do, and show
proficiency on during any given marking period.
2. Use of systemic and well-proven instructional processes,
agreed upon by all who will be teaching the students,
and then shared with all involved parties, i.e., students and
parents/guardians.
3. Consistent expectations of “how good is good enough” for
students to be proficient. Teachers need to collaboratively
determine the basic level of proficiency and, ideally,
develop models of proficient performance with clear
indicators and definitions at each level of proficiency for
reference, thus helping to ensure the consistent
application of these levels across teachers and
students.
4. Specific remarks related to the essential standards being
assessed. Teachers should use quality assessments to
collect evidence from observations,
conversations and products to write their comments regarding
student achievement.
 5. Leading with the positive. It is best to begin with positive
comments and then work into areas where additional
growth is necessary. Teachers can also mention
observations they have in relation to process and self-regulation
skills that students are demonstrating that may be
beneficial to the student’s learning and/or need to improve.
Teachers may also include ideas/strategies for
parents/guardians to engage in with their children and any
resources that may be helpful for parents/guardians.

An example of a student’s Narrative report in Reading

Student Name: _____Angeline___________________________ Subject Area:
Reading
Grade Level Expectation Benchmark Focus Area within
Benchmark
Narrative Literature Text Summarize narrative text By the end of the year, read and
comprehend literature, by
retelling the stories and making
connections to characteristic of
narrative text.

Description of Instructional Activities Observations of Student Learning

& Performance
Comprehension Activities: Strengths

- Read and Respond - Provides an objective summary of the text. -

- Stop and Ask Predicts a logical outcome based on information in a
- Monitor and Mend reading selection.
- Question Cards - Identifies and summarizes the major events
in a narrative.
- Plenty of Predictions
- Determines the main idea of a text.
- Inquisitive Inquiry
- Determines how details support the main
- Strategic Strategies idea.
- Recognizes elements of a plot.

Areas for Improvement

- Identify causal relationships in a text.

- Compare and contrast the treatment of
similar themes and topics (e.g., opposition of good
and evil).
 - Summarize information from multiple
sources to address a specific topic.

Teacher Comments concerning process and self-
regulation attributes:
Angeline is able to identify strategies she utilizes,
such as context clues and decoding, as she reads.
She sets realistic goals for herself based on feedback
and puts in the effort to achieve those goals. She is
attentive during instruction and asks questions
when she needs clarification.

Suggestions and Resources for Parents:
Continue to read with Angeline, asking her probing
questions to ensure comprehension. Encourage her
to ask clarifying questions and problem solve when
she comes up against any unknown words. Read
various stories and think together how their themes
or topics may have been

related or different.
https://www.michiganassessmentconsortium.org/wp-content/uploads/ALD-Narrative-
Reporting.pdf

3. Reporting to Parents

a. Report card

A report card communicates a student's performance academically. In

most places, the report card is issued by the school to the student or the
student's parents once to four times yearly. A typical report card uses a
grading scale to determine the quality of a student's school work.
Traditional school report cards contained a section for teachers to record
individual comments about the student's work and behavior. Some
automated card systems provide for teachers' including such comments,
but others limit the report card to grades only.

The term report card is used to describe any systematic listing and
evaluation of something for information. For example, many states in the
United States have their education departments issue report cards on
schools' performance. Political advocacy groups will often issue "report
cards" on legislators, "grading" them based on their stances on issues.

b. Parent-teacher conference

Parent-teacher conferences become productive when they are carefully

planned and the teacher is skilled in handling such conferences, Skills in
conducting parent-teacher conferences can be developed. Here are some
hints on conducting good conferences:

Guidelines for a good conferences

 Make plans.
• Review your goals.
• Organize the information to present.
• Make list of points to cover questions to ask.
• If portfolios are bought, select and review carefully.

 Start positive and maintain a positive focus.

• Present student’s strong points first.
• Be helpful and has an example of work to
show strength and needs.
• Compare early vs. Later work to show
improvement.

 Encourage Parents to participate and share

information.
• Be willing to listen.
• Be willing to answer questions.

 Plan actions cooperatively.

• What steps can you take?
 • Summarize at the end.

 End with positive comment.

• Should not be a vague generality.
• Should be true.

 Use a good human relation skills.

DO
• Be friendly and informal
• Be positive in approach
• Be willing to explain in understandable terms
• Be willing to listen
• Be willing to accept parents’ feelings
• Be careful about giving advice

DON’T
• Argue, get angry
• Ask embarrassing questions
• Talk about other students, parents, teachers
• Bluff if you don’t know
• Reject parents’ suggestions
• Be a know-it-all with pat answers

c. Other communications

1. Pass-fail – The pass or fail system utilizes a dichotomous grade system.

Either a student has complied and reached. certain standards. . in which
case he passes or he failed. to do so and he gets a failing mark. This is
popular in some college (but not practiced in basic education). in fact,
the pass-fail system should be kept to a minimum because it does not
provide much information since students tend to work to the minimum
(just to pass), and in mastery learning courses, no grades are reflected
until “mastery” threshold is reached.

2. Reporting Standardized Test Results to Parents

Aims
 Present test results in understandable language, not
jargon
  Put test results in context of total pattern of information
about the student  Keep it brief and simple

Actions
 Describe what the test measures
• Use a general statement: e.g., “this test measures
skills and abilities that are useful in school
learning”
• Refer to any part of the test report that may list
skill clusters • Avoid misunderstandings by:
not referring to tests as
“intelligence” tests
not describing aptitudes and abilities as
fixed

not saying that a test predicts outcomes for an individual person

(can say “people with this score usually….”
• Let a counselor present results for any non-
cognitive test
(personality, interests, etc.)

 Explain meaning of test scores

For norm-referenced
• explain norm group
• explain score type (percentile, stanine, etc.)
• stay with one type of score, if possible
For criterion-referenced
• more easily understood than norm-referenced
• usually in terms of relative degree of mastery
• describe the standard of mastery
• may need to distinguish percentile from percent
correct

 Clarify accuracy of scores

• Say all tests have error
• Stanines already take account of error (because so
broad). Two stanine difference is probably a real
difference
• For other scores, use confidence bands when
presenting them
 • If you refer to subscales with few items, describe
them as only
“clues” and look for related evidence.
• Discuss use of test results

Coordinate all information to show what action they suggest.

3. Letters to Parents/Guardians
 Useful supplement to grades
 Limited value as sole report because:
• time-consuming to prepare
• accounts of weaknesses are often misinterpreted
by parents and guardians
• characterized neither as systematic nor
cumulative

References
Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014)
Assessment of Learning 2. Adriana Publishing Co. Inc. Quezon City,
Philippines.

Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of

Student Learning

Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City,

Philippines.

Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of

Student Learning
Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City,
Philippines

Lawrence Robinson, L., Segal, J. & Smith, M. (2020). Effective

Communication, Retrieved from:
https://www.helpguide.org/articles/relationshipscommunication/eff
ective-communication.htm)

Brookhart, S.M.,(1998). Teaching about Grading and Communicating

Assessment Results, School of Education Duquesne University Pittsburgh,
Retrieved from: https://files.eric.ed.gov/fulltext/ED419838.pdf)

James Madison University (2021). Reporting and Use of assessment

Results. Retrieved from: https://www.jmu.edu/assessment/sass/AC-step-
seven.shtml

Reference, (April, 2020). What Is the Definition of "interpersonal

Dynamics"?

Retrieved from: https://www.reference.com/world-view/definition-

interpersonal-dynamics8654ff8d5719e2f

Mueller, J.(2018), Authentic Assessment Toolbox. Retrieved

from:

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

Grading and Reporting System, (April, 2019). Retrieved

from:

http://www.ruelpositive.com/grading-reporting-system

Dan, R. (September, 2014). Grading and Reporting, Retrieved

from:

https://www.slideshare.net/reynel89/grading-and-reporting-38896885

Vorenkamp, E. (2020). Narrative Reporting. Retrieved

from:

https://www.michiganassessmentconsortium.org/wp-

content/uploads/ALD-NarrativeReporting.pdf

https://elearning.tki.org.nz/Teaching/Assessment/e-Portfolios
 https://www.mtholyoke.edu/sites/default/files/registrar/docs/calcul

ate_gpa.pdf

Chapter 5 Assessment of One’s

Teaching Practice

At the end of the module, the pre-service teacher (PST) can:

a. demonstrate reflective self-assessment, using learner assessment data and other

reflection aids, for purposes of adjusting one’s teaching practices and for
purposes of growing in the profession (advancing in the career stage);

b. explain how professional reflection and learning can be used to improve teaching
practice.

Introduction
Reflective practice has become a significant aspect in determining good teaching and
learning practice as an important part of professional practice and professional growth
When teachers engage in reflective teaching, they are dedicating time to evaluate their own
teaching practice, examine their curricular choices, consider student feedback, and make
revisions to improve student belonging and learning. This self-assessment process requires
information gathering, data interpretation, and planning for the future.
Reflective teaching involves examining one’s underlying beliefs about teaching and learning
and one’s alignment with actual classroom practice before, during and after a course is
taught. Reflective teaching operates as an umbrella term denoting various approaches,
including teaching inventories and observation protocols, self-assessments, and consideration
of student evaluations.

Lesson 1. Reflective Practice Using Learner Attainment Data

a. Learners’ test scores

 A test score is a piece of information, usually a number, that conveys the performance of
an examinee on a test. It is a summary of the evidence contained in an examinee's responses
to the items of a test that are related to the construct or constructs being measured.

Test scores are interpreted with a norm-referenced or

criterion-
referenced interpretation, or occasionally both. A norm-referenced interpretation means that
the score conveys meaning about the examinee with regards to their standing among other
examinees. A criterion-referenced interpretation means that the score conveys information
about the examinee with regard to a specific subject matter, regardless of other examinees'
scores.

In our education system, it is the foremost duty of a teacher to be faithful to authentic

student learning. Unfortunately, our profession is overly fixated on results from one test,
from one day, given near the end a semester or a school year. Yes, that standardized testing
data can be useful; however, teachers spend the entire year collecting all sorts of immediate
and valuable information about students that informs and influences how we teach, as well
as where and what we review, readjust, and reteach.

Teachers and school systems have long collected and used data in some form or another,
whether recording scores in a grade book to track progress and calculate final grades or
examining standardized test scores to measure district-wide achievement.

However, today’s technology has greatly increased educators’ opportunities to use data and
analytics to improve teaching. Teachers can now use tools that track their students’
understanding in real time throughout the delivery of a lesson or provide them with the
results of assigned homework before planning their next lessons.

People make data-driven decisions in education in a variety of ways. Teachers use data as
part of their reflective teaching practice. Each school day, they observe, make inferences, and
then adjust their teaching accordingly. Sometimes the adjustments are on-the-spot fixes. For
example, a teacher offers a student a simplified reading assignment customized to her
abilities after observation reveals that the student needs extra support in reading. On the
other hand, sometimes the adjustments are long-term shifts in instructional methods. For
example, a teacher incorporates new student-centered activities after receiving feedback
from a supervisor.

Schools use collaborative approaches to make data work for them. Administrators and
teachers may study standardized test scores, attendance data, and behavior data to make
decisions for their schools. Processes like these can catch students falling through the cracks,
identify gaps in curriculum coverage, and better align curriculums across departments and
grades.
Here are some ways to collect data from test scores and their uses in reflective teaching
practice:

a. From the classroom

Formative Assessments: Low-stakes assessments are really the most important and useful
student data. Daily activities, brief quizzes, and assignments scores are some of the ways to
gather information on where students are and where we need to go next.

Observations: The beauty of having a constructivist, student-directed classroom? The kids

are comfortable with you walking around and sitting with them in their groups— your “guide
on the side” role. In other words, they don’t freeze up when you step away from the podium
or your regular spot by the whiteboard. This freedom allows you to be a fly on the wall,
gathering data on individual students: How well are they making sense of the content?
Interacting with others? Are they struggling with a learning activity? Such data from
observations then leads us to adjust pacing for the whole class or scaffold for those students
who are still struggling.

Summative assessments: Projects, Essays, and Examinations, such as literary analysis essays
or end-of-unit science exams, allow us to measure the growth of individual and whole-group
learning. If a large number of students don’t do well on a highstakes assessment, we need to
reflect back on the teaching and make necessary adjustments in the future.

b. From standardized test scores

Previous standardized test scores for your current students is beneficial in several ways. Use
standardized testing results along with other data (e.g., in-class assignments and
observations) when making instructional decisions. Here are some suggestions for using
standardized test data:

• Share Testing Results With Students Individually: After doing this, set some obtainable,
realistic goals for each of them to work toward before the next test.
• Use the Data to Decide Student Grouping and Differentiation: Standardized test data
reveals how your students performed: advanced, proficient, basic, and below basic.
This could help inform how you choose student groups, create seating charts, and
differentiate for individuals. For example, if a student who has historically scored below
basic and exhibits other signs of a struggling student, she/he can be placed in the front
of the class for easy access when she needs extra support. If you have a large number
of students who scored advanced in your third period class, and a large number of
 students who scored basic in period two, this may give insight into why period three is
moving more quickly and more deeply through content. You can adjust the learning
and support accordingly.
• Get Curious About Contradictions and Take Action: How about that ace student who
didn’t do so well on the standardized test? Possibly a nervous testtaker? Or it could
simply be low motivation, since many students never hear about their standardized
test results from previous years? Prior to a test, a brief pep talk or quick review of
strategies for lowering test anxiety could be all they need. Also, there is much
information to be gained from having individual conversations with students who have
these contradictions between their standardized test scores and their classroom
grades and performance.

b. Learners’ non-test data and other information

As have been discussed in the previous lessons, non-test is an alternative assessment in the
sense that it diverts from the paper-and-pen test (Reganit et. al., 2010). These are tests
that do not force the students to give their responses (Rico, 2011) but rather allow the
students to manifest their acquired knowledge and skills from the subject. This is one of the
authentic assessment methods that is able to zoom in the effectiveness and efficiency of the
employed teaching methodologies, techniques, and styles. Examples of non-test are portfolio,
teacher observation, journals and others.

Non-test assessments provide teacher more comprehensive description and

interpretation on students’ competences than test scores do. Since traditional testing focus
merely on the product, non-test assessments involve both the process and product.

The results of non-test assessments can be also used to evaluate the instruction given during
the learning process. Birgin & Baki (2007) revealed that portfolio result, as an example of
non-test assessment, can motivate teachers to revise the teaching instruction, and even
the curriculum, so the learning process and product are displayed at the same time. Based
on the results, judgements towards the instruction can be made and evaluated. Then, the
decision can be made whether the instructions are effective or they need to be revised.
By using non-test assessments, teachers can obtain information about entire learning
environments.

Looking into the cumulative files of students is another source

to reflect on teaching. It’s difficult to find the time to read students’ files but much
information is found in these files. From trekking to the counseling office after school and
reading through the files of students, more critical information can be found. Here are some
notable examples:

 A girl who often missed class was homeless, living in the family car
 Several students who had been identified as gifted were inaccurately placed in my
general education English class

From a child’s cumulative files, you can sometimes see a dramatic grade change at a specific
point during their school journey. Perhaps prior to eighth grade, the student had been an A
student and then started earning Ds and Fs. You can express concern about this, sharing the
data with them. You then have an opportunity to be empathetic, acknowledge their hardship,
and set some goals together for them to improve

academically. I’ve also used this data to refer students for further counseling services or
advocate for additional support for them. Self-Assessment (Other information)

 Reflection Journals: A reflection journal allowsteachers to capture details of their

teaching directly after class, and read an on-going narrative of their teaching across
terms and years. Taking 5 or so minutes after class, the teacher writes thoughts on
the day’s lesson (typing or handwriting works, although handwriting often supports
better memory and reflection). Teachers might reflect on the following questions:
What went well today? What could I have done differently?
How will I modify my instruction in the future?
 Teaching Inventories: A number of inventories have been developed to help
teachers assess their teaching approaches. These often consist of multiple choice
questions on a Likert-scale and often take less than 15 minutes to complete.
Inventories are usually designed to assess the extent to which particular pedagogies
are employed (e.g. student- versus teacher-centered practices).
 Video-Recorded Teaching Practices: Teachers can video-record their lessons
informally or formally, along with an observation protocol in order to self-assess their
own practices. Video cameras can be utilized by teachers for recordings.
 Teaching Portfolio: A more time-intensive practice, the teaching portfolio allows
teachers to pull the various components of their teaching into a cohesive whole,
starting typically with a teaching philosophy or statement, moving through sample
syllabi and assignments, and ending with evaluations from colleagues and students.
 The portfolio does not capture classroom practices very well, but provides an
opportunity for instructors to see their teaching in a “big picture.”

Lesson 2. Reflective Practice Through Performance Evaluation

1. Students as evaluators

Student evaluations are often reviewed as evidence of teaching, but they should not be
viewed in isolation. Student evaluation can often be useful for information of how students
respond personally to their instructor, but students are not qualified to assess content
knowledge or modality of instruction.
When considering student evaluations:
• Pick a good time to do so, when you will have enough time to digest at least some of
the information, have privacy, and can give yourself some mental
‘space’ to analyse the information.
• Track quantitative results. Consider how the summary rating received for each item
fits with your own teaching goals and your department’s expectations for teaching.
• Look for patterns in students’ comments—identify trends, note what you have done
well and what needs improvement.
• Take your experience into account. If you are new to teaching, the school, or even the
course, you may still be learning about various aspects of being a professor, such as
course design, teaching skills, student interaction, and departmental expectations.
• Take the context and characteristics of your course into account. Research shows that
student evaluations often are more positive in courses that are smaller rather than
larger, and elective rather than required. Also, evaluations are usually more positive
in courses in which students tend to do well.

When dealing with negative student feedback:

• Know that almost all faculty members receive negative feedback at some point in
their careers, including those who are senior and highly successful.
• Allow yourself to acknowledge that it can feel hurtful or make you angry, but also
provides a pointer toward important areas for your continued development.
When deciding how to further your development as a teacher:

• Bear in mind the most frequently mentioned areas for teaching improvement in
analysis of student evaluations within and across universities: 1) clearer, more
specific in-class communication; and 2) clearer, more explicit organization of course
content.
• Consider scheduling an appointment at the Center for Teaching for a consultation to
help you interpret your evaluations. Research suggests that teachers who consult
with someone about their evaluations are more likely to score higher on the next set
of evaluations than others who do not discuss them with anyone.
• When planning steps to improve the feedback you receive in evaluations, consider
the following options:
• Use one minute evaluations at the end of selected class sessions, asking students to
note the main idea they learned that class, or two ideas about a major construct
considered, or a question about content, and so forth.

• Give a “midterm evaluation” of the course, using the official university form or one
you have created, to check how the class is progressing while you can use the
information to make changes.
• Talk with the class about their interim feedback, and explicitly put into practice one of
their suggestions.
• Before the final course evaluation, explain to the class the importance you place on
their input.

2. Peers as Evaluators

Peer evaluation of teaching consists of the review of teaching performance by colleagues,

usually in the same or a similar discipline, with the purpose of assessing and improving the
quality of teaching.

Peer review puts faculty in charge of the quality of their teaching. Peer collaboration and
review enables instructors to actively improve the quality of teaching in their own classroom
and in their department. “Excellent teachers ...set out to inquire into their own practice,
identifying key issues they want to pursue, posing questions for themselves, exploring
alternatives and taking risks, and doing all of this in the company of peers who can offer
critique and support. These are the habits of mind we expect, after all, in scholarly work, and
we should expect them in teaching as much as in research.” [England 1996] It is the
responsibility of professional teachers to monitor the quality of the teaching in their
departments and institutions.

Peer Evaluation of Teaching is used in many contexts.

• General teaching improvement for current instructors (e.g. delivery, student

engagement, content organization)
• Hiring (e.g. teaching presentations/ job talks).
• Mentoring of junior instructors (new faculty, adjuncts, graduate assistants).
• Promotion or advancement decisions
• Award of sabbaticals
• Merit awards (e.g. Excellence in Teaching, Merit Awards) What is the purpose of
Peer Evaluation of Teaching?
• Formative reviews are intended to develop or improve teaching. Formative reviews
should be intended for the personal use of the observed instructor. Regular
conversation among colleagues about teaching should be a hallmark of every
department or school’s culture, and formative peer review processes for pre-tenure,
non-tenure-track, and tenured faculty should be designed in every department or
school to suit that culture

• Summative use of results. Evaluation of teacher performance can also be used to

determine career advancement, award performance rewards or establish sanctions for
underperforming teachers. It constitutes an opportunity to recognise and reward
teaching competence and performance, which is essential to retain effective teachers
in schools as well as to make teaching an attractive career choice (OECD, 2005). In
general, teacher evaluation frameworks might have consequences at the following
levels:
Career advancement. Most countries do not link directly teacher
evaluation results with teacher pay but, instead, to career progression
(therefore establishing an indirect link with salaries). Most teacher evaluation
models relate results to the speed at which the teacher progresses in the
career. Typically, ratings in the top categories of the rating scale make the
 teacher progress faster in the career scale while ratings in the bottom
categories of the rating scale lead to no career progression during the period
associated with the evaluation.
Decisions at key points in career. The results of teacher evaluation can be
used to make tenure decisions at the end of the probationary period,
contract renewal decisions for contract decisions and might influence the
chances of an application to a given school post.
Performance rewards. Teacher evaluation results might be used to award
rewards to teachers. Typical rewards include: the award of a one-off
monetary prize (bonus pay); time allowances and sabbatical periods;
opportunities for school-based research; support for post-graduate study; or
opportunities for in-service education. In some instances the focus of the
rewards is on group recognition and rewards are at the school or grade level
rather than individual level. The “bonus” pay element should be approached
with considerable caution. The evidence of the overall impact of such extra
payments is mixed and can be contentious and potentially divisive (OECD,
2005).
Sanctions for ineffective teachers. Some countries provide for sanctions
for ineffective teachers beyond the standard consequences for career
progression. For example, if underperformance persists following a number
of evaluations, sanctions might include the removal from teaching duties (for
teachers with civil servant status, this might translate into other functions
within the school or another career within the civil service), or simply the
termination of the contract. But early identification of underperformance is
typically accompanied by a plan for in-service training for the improvement
of practice.

3. Supervisors as evaluators

Supervision denotes overseeing of the performance or operation of a person or group. It is

the act of watching over the work or tasks of another person who lack full knowledge of the
concept at hand. Supervision does not mean the control of other but guidance in a work in
professional or personal context.
 Through the effective supervision of instruction, administrators can reinforce and enhance
teaching practices that will contribute to improved student learning. By skillfully analyzing
performance and appropriate data, administrators can provide meaningful feedback and
direction to teachers that can have a profound effect on the learning that occurs in each
classroom. Because student learning is the primary function of the schools, the effective
supervision of instruction is one of the most critical functions of the administrator. If schools
are to provide equal access to quality educational programs for all students, administrators
must hold teachers accountable for providing an appropriate and well-planned program.
These programs include a variety of teaching strategies designed to meet the diverse needs
of all students in our complex society.

The place of a teachers supervisor in secondary schools is an old in formal education

setting. It is very paramount to note that secondary schools, whether government or
private, always required mechanism for supervision geared towards the development and
enhancing the teachers performance. . Post secondary educational supervisors have duties
that are more on targeted depending upon the branch of the university for which they work.
Some postsecondary educational supervisors may have mainly business duties while
others are more research or academic pursuits. Consequently therefore, the realization of
the objectives of the curriculum depends essentially on the quality of the teachers and
the supervisors

Those who supervise teachers are responsible for the quality of teaching and for promoting
growth in those who teach. The following principles provide guidelines for teachers and
supervisors of teachers.

Principles of Good Practice: Supervisors of Teachers

1. The supervisor has thorough knowledge appropriate to his or her supervisory

assignment and stays abreast of recent developments in the field. The supervisor also
exemplifies in his or her own work with faculty members the qualities that he or she
hopes to develop in the faculty.

2. The supervisor develops and administers a comprehensive system of hiring,

consistent with the policies of the school, which results in the appointment of the
best-qualified candidate and a well-informed match between school and teacher.
Throughout the hiring and supervisory processes, the supervisor values racial,
cultural, and gender diversity.
3. The supervisor ensures that faculty members new to the school receive orientation
and support sufficient for them to work effectively and with confidence that they are
carrying out the educational mission, policies, and procedures of the school.

4. The supervisor ensures that teachers are informed of both praise and criticism of
their work and that useful support and assistance are available to each teacher to
improve the quality of teaching.

5. The supervisor makes available to all faculty members on an equitable basis whatever
resources the school can provide for professional growth and development, both
inside and outside the school.

6. The supervisor encourages and challenges teachers to initiate curricular improvement

by providing the necessary time and resources and by creating structures to foster
faculty collaboration on curriculum development.

7. The supervisor leads faculty members in upholding high standards of professional

behavior and responds immediately when behavior occurs that is harmful to children
or harmful to the school community.

8. The supervisor evaluates and works to improve teaching through classroom visits,
discussions with teachers, and other methods that are fair and consistent with the
practices of the individual school. Evaluation is based on clearly articulated criteria
that teachers have helped define and occurs in a context of respect for the teacher’s
professional knowledge and decision-making capability. The supervisor also monitors
his or her own work by inviting suggestions and critiques from teachers.

9. When a faculty member’s future in the school is in question, the supervisor devotes
sufficient attention and resources to ensure that the situation is resolved
or that the faculty member’s departure from the school is handled with attention to
due process and the dignity of the individual.

10. The supervisor ensures that all personnel policies are clearly articulated to faculty
members and makes every effort to promote the establishment of salaries and
benefits commensurate with the professional responsibilities of teaching.
References
Zwozdiak-Myer, P. (2012). “The teacher’s reflective practice handbook: Becoming an
extended professional through capturing evidenceinformed practice”, New York,
NY: Routledge,

Alber, R. (2017). Assessment: 3 Ways Student Data Can Inform Your Teaching. Retrieved
from: https://www.edutopia.org/blog/using-student-data-inform teaching-rebecca-
alber

Dempsey, K.H. (n.d). Some Guidelines and Principles to Consider In Making Sense of
Evaluation Feedback. Retrieved from: https://cft.vanderbilt.edu/guides-sub
pages/student-evaluations/

Northern Michigan University-Center for Teaching and learning Home. Peer Evaluation of
Teaching (2021). Retrieved from: https://www.nmu.edu/ctl/peer-evaluation teaching

National Association of Independent Schools. Principles of Good Practice - Teachers and

Supervisors of Teachers. Retrieved from:

https://www.nais.org/learn/principles- of-good-practice/teachers-and supervisors-

of-teachers/

Norahmi,M. & Suharyono, S. (July, 2018)Retrieved from:

https://www.researchgate.net/publication/330906871_THE_URGENCY_OF_VIE
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Yale University (2021). Reflective Teaching. Retrieved from:

https://poorvucenter.yale.edu/ReflectiveTeaching

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