NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

CONCEPCION CAMPUS
Concepcion, Iloilo

Assessment of Learning 1 Arnold B. Salazar

1st Sem A.Y. 2020 - 2021 Subject Professor

MODULE 2, Lesson 2
TYPES OF ASSESSMENT METHODS

Introduction
In this module, you will be introduced to the types of assessment methods. You will be
learning how to match learning outcomes with the appropriate assessment methods and understand
why assessment method should conform to certain principles to keep quality and credibility of
assessment high.

Read the discussion to be able to answer the questions that follow. Perform the required
task and submit the required outputs on or before the scheduled summative test.

Learning Outcome

Upon completion of this module, the student must have:

1. Understood the types of assessment methods;

2. Matched learning outcomes with the appropriate assessment methods; and
3. Appreciated the importance of matching learning outcomes with the appropriate assessment
methods.

Learning Content

Appropriateness and Alignment of Assessment Methods to Learning Outcomes

What principles govern assessment of learning? Chappuis, Chappuis & Stiggins (2009)
delineated five standards of quality assessment to inform sound instructional decisions: (1) clear
purpose; (2) clear learning targets; (3) sound assessment design; (4) effective communication of
results; and (5) student involvement in the assessment process.

Classroom assessment begins with the question, “Why are you assessing?” The answer to
this question gives the purpose of assessment which was discussed in Section 1. The next question
is, “What do you want to assess?” this pertains to the student learning outcomes – what the teachers
would like their students to know and be able to do at the end of a section or unit. Once target or
outcomes are defined, “How are you going to assess?” These refer to the assessment tools that
can measure the learning outcomes. Assessment methods and tools should be parallel to the
learning targets or outcome to provide learners with opportunities that are rich in breadth and depth
and promote deep understanding. In truth, not all assessment methods are applicable to every type
of learning outcomes and teachers have to be skillful of the selection of assessment methods and

Assessment of Learning 1
Module 2, Lesson 2 1
designs. Knowledge of the different levels of assessment is paramount. For example, if a learning
outcome in an English subject states that student should be able to communicate their ideas
verbally, then assessing their skill through written essay will not allow learners to demonstrate that
stated outcome.

Chapter 3 deals with the second and third assessment standards identified by Chappuis,
Chappuis & Stiggins (2009). It covers learning outcomes and assessment methods, and how they
are aligned.

TYPES OF ASSESSMENT METHODS

Assessment methods can be categorized according to the nature and characteristics of each
method. McMillan (2007) identified four major categories: selected-response, constructed-response,
teacher observations and student self-assessment. These are similar to carpenter tools and you
need to choose which is apt for a given task. It is not wise to stick to one method of assessment. As
the saying goes, “If the only tool you have is a hammer, you tend to see every problem as a nail.”

1. Selected-Response Format
In a selected-response format, students select from a given set of options to answer a
question or a problem. Because there is only one correct or best answer, selected-response
items are objective and efficient. The items are easy to grade. The teacher can assess and
score a great deal of content quickly. The licensure examination for teachers is a selected-
response assessment. Scantron sheets and optical mark readers make it easy to score a
large number of items efficiently.
Teachers commonly assess students using questions and items that are multiple-
choice; alternate response (true/false); matching type and interpretive. Multiple-choice
questions consist of a stem (question or statement form) with four or five answer choices
(distracters). Matching type answers consist of a set or column of descriptions and words,
phrases, or images. Students review each stem and match each with a word, phrase, or
image from the list of responses. Alternate response (true/false) questions are a binary
choice type. The reliability of true/false items is not generally high because of the possibility
of guessing.

2. Constructed-Response Format
In a selected-response type, students need only to recognize and select the correct
answer. Although selected-response items can be composed to address higher-order
thinking-skills, most require only identification and recognition. The constructed response
type is more useful in targeting higher levels of cognition.
A constructed-response format (subjective) demands that students create or produce
their own answers in response to a question, problem or task. In this type, items may fall
under any of the following categories: Brief-constructed response items; performance task;
essay items; or oral questioning.
Brief-constructed response items require only short responses from students.
Examples include sentence completion where students fill in a blank at the end of the
statement; short answer to open-ended questions; labeling a diagram; or answering a
mathematics problem by showing their solutions.
Performance assessments requires student to perform a task rather than select from
a given set of options. Unlike brief-constructed response items, students have to come up
Assessment of Learning 1
Module 2, Lesson 2 2
 with a more extensive and elaborate answer or response. Performance task are called
authentic and alternative assessments because students are required to demonstrate what
they can do through activities, problems and exercises. As such, they can be a more valid
indicator of students’ knowledge and skills than other assessments methods. A scoring rubric
containing the performance criteria is needed when grading performance task. It may be an
analytic scoring rubric where different dimensions and characteristics of performance are
identified and mark separately or a holistic rubric where the overall process or product is
rated.
Performance task provide opportunities for students to apply their knowledge and
skills in real-world contexts. Performance tasks may be product-based or skills-oriented. This
means that students have to create and produce evidence of their learning or do something
and exhibit their skills. Examples of products are written reports, projects, poems, portfolio,
audio-visual materials, spreadsheets/worksheets, web pages, reflection papers, journals,
tables, graphs and illustration/models. Performance or skills-based activities include speech,
teaching, demonstration, dramatic reading, debate, recital, role play, and athletics, among
others. Crehan (1991) explain that performance assessments can result to better integration
of assessment with instruction, greater focus on higher order thinking skills, increased
motivation level in the learning process, and improved instructional and content validity.
Essay assessments involve answering a question or proposition in written form. It is
powerful in the sense that it allows students to express themselves and demonstrate their
reasoning. An essay item that requires a few sentences is called restricted-response. There
are constraints to the content and nature of the responses. Questions are more focused.
Extended responses allow for more flexibility on the part of the student. Responses are
longer and more complex. While essay assessment may be easy to construct, they require
much thought on the part of the teacher. Essay questions have to be clear so that students
can organize their thoughts quickly and directly answer the questions. A rubric is used to
score essays.
Oral questioning is a common assessment method during instruction to check on
student understanding. When done formally, oral questioning may take the form of an
interview or conference. By mastering the art of questioning, the teachers can keep students
on their toes, receive acceptable responses, elicits various types of reasoning from the
students and at the same time strengthen their confidence. The teacher can probe deeper
and find out for himself/herself if the students knows what he/she is talking about. Responses
to oral questions are assessed using a scoring system or rating scale.

3. Teacher Observations

Teacher observations are a form of on-going assessment, usually done in

combination with oral questioning. Teachers regularly observe students to check on their
understanding. By watching how students respond to oral questions and behave during
individual and collaborative activities, the teacher can get information if learning is taking
place in the classroom. Non-verbal cues communicate hoe learners are doing. Teachers
have to be watchful if students are losing attention, misbehaving, or appear non-participative
in classroom activities. It would be beneficial if teachers make observational or anecdotal
notes to describe how students learn in terms of concept building, problem solving,
communication skills, etc.

Assessment of Learning 1
Module 2, Lesson 2 3
 This assessment method can also be used to assess the effectiveness of teaching
strategies and academic interventions. Information gathered from observations reveal the
strengths and weaknesses of individual students and the class as a whole. This can serve as
basis for planning and implementing new supports for learning.

4. Student Self-Assessment

Self-assessment is one of the standards of quality assessment identified by

Chappuis, Chappuis & Stiggins (2009). It is a process where the students are given a chance
to reflect and rate their own work and judge how well they have performed in relation to a set
of assessment criteria. Students track and evaluate their own progress and performance.
There are self-monitoring techniques like activity checklist, diaries and self-report inventories.
The latter are questioners and surveys that student fill out to reveal their attitudes and beliefs
about themselves and others.

Studied show that self-assessment exercises provide students with an opportunity to

reflect on their performance, monitor their learning progress, motivate them to do well and
give feedback to the teacher which the latter can use to improve the subject/course (walser,
2009). Self-assessment enhances student achievement, improves self-efficacy and promotes
a mastery goal orientation and more meaningful learning (McMillan & Hearn, 2008). It is an
essential component of formative assessment (Black & Wiliam, 1998).

MATCHING LEARNING TARGETS WITH ASSESSMENT METHODS

In an outcome-based approach, teaching methods and resources that are used to support
learning as well as assessment tasks and rubrics are explicitly linked to the program and course
learning outcomes. Biggs and Tang (2007) called this constructive alignment. Constructive
alignment provides the “how-to” by verifying that the teaching-learning activities (TLAs) and the
assessment tasks (ATs) activates the same verbs as the ILOs. Hence, it is vital that the teacher
considers the domain of learning and the level of thinking he/she would like to measure. The
performance verbs in the ILOs are indicators of the methods of assessment suitable to measure and
evaluate student learning. The taxonomy table devised by Anderson, Krathwohl, et al. (2001) can
increase the alignment of learning outcomes and instruction. Aside from it’s used in classroom
instruction and assessment, it can be utilized to analyze the results and evaluate the impact of
national assessments on curriculum and instruction (Airasian & Miranda, 2002).

A learning target is defined as a description of performance that includes what learners

should know and be able to do. It contains the criteria used to judge student performance. It is
derived from national and local standards. This definition is similar to that of a learning outcome.

McMillan (2007) prepared a scorecard as a guide on how well a particular assessment

method measures each level of learning. Table 3.4 depicts the relative strength of each assessment
method in measuring different learning targets. Four of the five types of learning targets were
identified as categories of learning by Chappuis, Chappuis & Stiggins (2009).

Assessment of Learning 1
Module 2, Lesson 2 4
 Table 3.4 Learning Targets and Assessment Methods (McMillan, 2007)

Assessment Methods
Targets Selected- Essay Performance Oral Observation Student
response Task Questioning Self-
and Brief- assessment
constructed
response
Knowledge 5 4 3 4 3 3
and simple
understanding
Deep 2 5 4 4 2 3
understanding
and reasoning
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: higher numbers indicate better matches (e.g. 5 = excellent, 1 = poor).

Knowledge and simple understanding pertains to mastery of substantive subject matter

and procedures. In the revised Bloom’s taxonomy, this covers the lowest order thinking skills of
remembering, understanding and applying. Selected-response and constructed-response items are
best in assessing low-level learning targets in terms of coverage and efficiency. A vast amount of
knowledge can be assessed even in a limited time and such test formats are easy to correct. Facts,
concepts, principles and procedures delegate to pencil-and-paper test quit well. Essays elicit original
responses and response patterns. They are effective especially if students are required to organize,
connect or integrate ideas. They can also be used to assess writing skills of students. Oral
questioning can be used to assess knowledge and simple understanding but it is not as efficient as
selected-response items. Oral questions are often used during instruction, albeit informally, to check
for mastery and understanding of a limited amount of factual information and provide immediate
progress feedback.

Reasoning is the mental manipulation and use of knowledge in critical and creative ways.
Deep understanding and reasoning involve higher order thinking skills of analyzing, evaluating
and synthesizing. In checking for deep understanding and reasoning, essays are best. They can be
used to assess complex learning outcomes because students are required to demonstrate their
reasoning and thinking skills. For instance, students may be asked to compare and contrast two
topics or ideas, or explain the pros and cons of an argument. Through essays, teachers can detect
errors in factual content, writing and reasoning. Oral questioning can also assess deep
understanding and reasoning but it is less time efficient than essays. Performance task are effective
as well. For example, in preparing an action research on motivation or mastery, the teacher can infer
about a student’s choice of sampling, data collection method and descriptive statistics, and his/her
ability to interpret data and make conclusions. For selected-response and brief-constructed
response items, they demand more thought and time in crafting in order to target understanding
rather than simple recall or rote memorization. To challenge students at various levels of
understanding, an interpretive exercise may be considered. It consists of a series of objective items

Assessment of Learning 1
Module 2, Lesson 2 5
based on a given verbal, tabular or graphic information like a passage from a story, statistical table
or a pie chart.

To assess skills, performance assessment is obviously the superior assessment method.

When use to real-life and meaningful context, it becomes an “authentic assessment”. Performance
assessment are suited with application with less-structured problems where problem identification;
collection, organization, integration and evaluation of information; and originality are emphasized
(Miller, Linn & Gronlund, 2009). Additionally, they are use when students are tasked to conduct an
oral presentation or physical performance, or create a product.

As mentioned, products are most adequately assessed through performance task. A

product is a substantial and tangible output and showcases a student’s understanding of concepts
and skills and their ability to apply, analyze, evaluate and integrate those concepts and skills. As you
can see, it subsumes all levels of the cognitive domain. Examples of product include musical
compositions, stories, poems, research studies, drawing, model constructions and multimedia
materials. At the knowledge level, test can be used to check if students know the components or
elements of the product. Extended-written essays provide a strong match only when the product is
written (Chappuis, Chappuis & Stiggins, 2009). However, performance assessment is the obvious
choice because this method can assess the attributes of the product using an analytic rubric.
Observation can be employed to watch and inspect how students bring the element of the product
together. Self-assessment and peer evaluation in a formative assessment allow students to reflect
and make judgments about the quality of their work and that of their peers based on a set of learning
criteria.

Student affect cannot be assessed simply by selected-response or brief-constructed

response test. Affect pertains to attitudes, interest and values students manifest. The best method
for this learning target is self-assessment. Most commonly, this is in the form of students responses
to self-report affective inventories using rating scales. In a study conducted by Stiggins &Popham
(2009) there are two affective variables influenced by teacher who employ assessment formatively in
their classes: academic efficacy (perceived ability to succeed and sense of control over once
academic well-being) and eagerness to learn. These are strengthened through self-assessment.
Student’s behavior and reactions to instructional activities are certainly perceptible. Hence,
observation is also a good tool to assess affective qualities like wellness, honesty/integrity, personal
discipline, etc.

Oral questioning may also work in assessing affective traits. Telling and enlightening result
can be obtain when the students is honest in reveling his/her feelings. As for performance
assessment, this method can be used to assess a student’s affect when the teacher conducts
observations during execution of the task. However, as McMillan (2007) asserted, observation done
in a performance assessment are usually non-systematic, and the teacher has to make an unbiased
interpretation and inference about the student’s affect.

The K to 12 Basic Education Curriculum has a balanced assessment program. It utilizes both
traditional and authentic assessment tools and techniques to get valid and reliable evidences of
student learning. Table 3.5 displays the guide for assessing learning outcomes for Grade 1
(Enclosure No. 6 to DepEd Order No. 73, s. 2012). Notice that test and oral participation are utilized
to measure lower-order thinking skills. The table can be used as a template in constructing an

Assessment of Learning 1
Module 2, Lesson 2 6
assessment matrix in any learning area in any grade level. However, you still have to match the
learning competencies with the assessment tools.

Table 3.5 Guide for Assessing Learning Outcomes for Grade 1

What to Assess How to Assess (Suggested How to Score/ Rate How to Utilize Results
Assessment Tool/Strategies) Learning
 Content of the 1. Quizzes To identify individual
curriculum  Multiple choice Raw scores learner with specific
 Facts and  True or False needs for academic
information that  Constructed interventions and
learners acquire response individual instruction.
2. Oral Participation Rubrics
3. Periodical test Raw scores
 Cognitive 1. Quizzes To identify learners
operations that  Outlining, organizing, Raw scores with similar needs for
learners perform analyzing, academic interventions
on facts and interpreting, and small group
information for translating, instruction.
constructing converting or
meanings expressing the To assess
information in effectiveness of
another format teaching and learning
 Constructing graphs, strategies.
flowcharts, maps or
graphic organizers
 Transforming a
textual presentation
into a diagram
 Drawing or painting
pictures
 Other output
2. Oral participation
Rubrics
 Explanation 1. Quizzes To evaluate
 Interpretation  Explain/justify Raw scores instructional materials
 application something based on used.
facts/data,
phenomena or To design instructional
evidence materials.
 Tell/retell stories
 Make connections of
what was learned in
real life situation
2. Oral Rubrics
discourse/recitation
3. Open-ended test Rubrics
 Learners’ Participation Rubrics To assess and improve
authentic tasks as Projects classroom instruction.
evidence of Homework
understandings Experiments To design in-service
 Multiple Portfolio training program of
intelligences Others teachers in the core
subjects of the
curriculum.

Assessment of Learning 1
Module 2, Lesson 2 7
 As for the tertiary level, CHED underscores the importance of preparing a learning plan as a
tool to check the match between the learning outcomes, content and methodology. Table 3.6 is an
excerpt from a sample learning plan in Mathematics.

Table 3.6 Sample Elements of a Learning Plan

Learning Topics Activities Resources Assessment

Outcomes
Perform  Constant and  Lecture  LCD  Board
algebraic variables Demonstration projector work
operations  Order of  Peer teaching  Paper and activities
using algebraic operations  Cooperative pen  Problem
expressions  Integral learning: Spin  Worksheet solving
with grouping exponents and Think exercises
symbols and/or  Fundamental  Performa
exponential operations of nce tasks
expressions, Algebraic
and explain Expressions
solutions
through board
work.

Assessment

ACTIVITY 1: MATCHING

Before you can match the appropriate assessment method to a learning outcome, you have
to be familiar with the types of assessment methods and activities.

Match the descriptions in Column A with the correct method in Column B. write the letter of
the correct answer before the item number.

_____ 1. Student writes a restricted or extended response a. Brief-constructed response

to an open-ended question.
_____ 2. Teacher monitors students’ behavior in class as b. Essay
well as the classroom climate.
_____ 3. Student evaluates his/her performance at a c. Observation
learning task in relation to a learning outcome.
_____ 4. Student demonstrates his/her skills based d. Oral Questions
on authentic tasks.
_____ 5. Student chooses a response provide by the e. Performance Assessment
teacher or test developer.
_____ 6. Student gives a short answer by completing f. Selected-response
a statement or labeling a diagram.
g. Self-assessment

Assessment of Learning 1
Module 2, Lesson 2 8
ACTIVITY 2: ASSESSMENT SENARIOS

For each of the following situations, indicate which method provides the best match. In
determining the appropriate method, apply the Revised Bloom’s Taxonomy. Justify your choice in
one or two statements.

1. Mr. Dasas wants to know if his students can identify the different parts of a flower.
Method:_______________________________________________________________
Justification;_____________________________________________________________
______________________________________________________________
2. Mr. Bunquin wants to find out if his students can examine the quality of education in the
country.
Method:_______________________________________________________________
Justification;_____________________________________________________________
______________________________________________________________
3. Ms. Geronimo wants to check if her students can build a useful 3D object using recycled
materials.
Method:_______________________________________________________________
Justification;_____________________________________________________________
______________________________________________________________
4. Ms. De la Cruz wants to determine if her Grade 1 pupils can write smoothly and legibly.
Method:_______________________________________________________________
Justification;_____________________________________________________________
______________________________________________________________
5. Ms. Uy wants to check if her students can subtract two-digit numbers.
Method:_______________________________________________________________
Justification;_____________________________________________________________
______________________________________________________________

Assessment of Learning 1
Module 2, Lesson 2 9
ACTIVITY 3: METHOD SELECTION

Outcomes assessment is helpful in facilitating the alignment between student performance

and instruction. Data on student performance are collected based on discrete outcomes in the
course via an appropriate assessment method. This should be done conscientiously. Misalignment
will compromise the accuracy of the statement results and any ensuing interpretation will be
suspect.

Determine if the following assessment methods and learning outcomes match. Explain briefly
in one or two sentences.

1. Outcome: Perform correlation and regression analysis on real-life problems in different

disciplines.
Assessment Method: Brief constructed-response
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Outcome: Appreciate contemporary art forms found in various regions.

Assessment Method: Student self-assessment
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Outcome: Explain how fossil records, comparative anatomy, and generic information provide
evidence for evolution.
Assessment Method: Essay
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. Outcome: Propose ways to enhance sports related to projectile motion.

Assessment Method: Selected-response
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Assessment of Learning 1
Module 2, Lesson 2 10
 5. Outcome: Conduct an investigation to provide evidence that plants can manufacture their
own food.
Assessment Method: Performance assessment
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. Outcome: Demonstrate the generation of electricity by movement of a magnet through a

coil.
Assessment Method: Essay
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

7. Outcome: Name the pictures that begin its name with a particular consonant.
Assessment Method: Oral Question
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

8. Outcome: Use verbs in simple present tense.

Assessment Method: Oral Question
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

9. Outcome: Nakapagbibigay halimbawa ng pagtupad at hindi pagtupad ng karapatan ng bawat

kasapi mula sa mga serbisyo ng komunidad.
Assessment Method: Selected-response
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

10. Outcome: Listen perceptively to selected art songs and excerpts of opera.
Assessment Method: Observation
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Assessment of Learning 1
Module 2, Lesson 2 11
Rubrics for Essay Type Questions

1. Completeness (5 points)
 Does your response directly answer each part of the assignment question(s)?
Excellent:5 Very Good: 4-3 Good: 2 Need Improvement: 0-1

2. Knowledge (10 points)

 Does your response clearly show you have read and understand the lesson content
by correctly defining key terms, key persons and summarizing concepts? Have you
made inferences based on this knowledge to personal or modern-day applications?
Excellent: 10-9 Very Good: 8-7 Good: 7-6 Need Improvement: 5-0

3. Analysis (5 points)
 Have you clearly state analysis and give examples to back them up? Does your
response provide analysis to the larger concepts of the lesson?
Excellent:5 Very Good: 4-3 Good: 2 Need Improvement: 0-1

4. Writing Skills (5 points)

 Do you write clearly, in complete sentences, with minimal errors in grammar and
spelling?
Excellent:5 Very Good: 4-3 Good: 2 Need Improvement: 0-1

Reference:

De Guzman, Estefania S. and Adamos, Joel L., Assessment of Learning 1,

Adriana Publishing Co. Inc. 2015

Assessment of Learning 1
Module 2, Lesson 2 12