Republic of the Philippines

CEBU NORMAL UNIVERSITY

Osmeña Blvd., Cebu City, 6001, Philippines

MEDELLIN CAMPUS
Poblacion, Medellin, Cebu
Telephone No: 436-2029
Email: medellincampus@cnu.edu.ph
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Lesson 2 – Different Assessment Principles, Methods, Tools and

Tasks

Guiding Principles in the Assessment of Learning

The following principles are adapted from Corpuz and Salandanan, 2007 and
excerpted from Blogspot.com. This should guide you in the conduct of assessment.

1. Teaching and learning is never complete without assessment. This

means that assessment is an integral part of the teaching-learning
process. We need to test how far the learners have learned, either
before, during or after instruction, in line with our learning
objectives/learning outcomes. Thus, if learners are made to realize
about this, negative attitudes about assessment will be minimized
since the quizzes and tests will be just "usual" to them. They will come
to realize the purpose of assessment, that is, to check how far they
have learned.

2. Assessment tool and objectives must be co-linear. The test/quiz or

any assessment techniques must be in line with the objectives. This
also includes the type of assessment appropriate for a certain
objective. This is like a teacher who has an objective about "Singing
the Philippine National Anthem" in congruent of the topic presented.
Which is more appropriate assessment tool: let the student write
down completely the anthem, or let them sing the anthem? Reflect
on it! This is what we called “outcomes-based teaching and learning.
The basis of assessment task is NOT THE CONTENT but the
attainment of the learning objective or learning outcome.

3. Assessment results should be fed back to the students. This is one

of the mortal sins of some of the teachers. They will give quizzes,
 tests, projects, etc yet they fail to return these to the students, or to
just inform the grade/score the students acquired. The purpose of
assessment is to give learners a feedback to what extent their
learning is. How will the learners learn this if the teacher won't give
their scores or return their papers? Set your criterion of success or
acceptable standard of success. It is against this established
standard that you will interpret your assessment results. Let’s say for
example, Is a score of 17 out of 20 (the highest possible score)
acceptable or considered success?

4. In assessment, consider learners' multiple intelligences and learning

styles. The traditional paper and pencil test puts verbally and
linguistically intelligent students at the advantage. Let us take into
account the learners multiple intelligence and learning styles in
assessment especially in this time of blended learning modalities.
Give various assessment techniqu es in order to cater individual
differences. DepEd Order No. 73, series 2012 reiterates the use of
multiple measures as one assessment guideline with addendum on
DO 017, s. 2020 DepEd Learning Delivery Modalities in the Learning
Continuity Plan.
.
5. It is wise to give some positive feedback as well as constructive
criticisms. Don't forget to praise the students on a job well done. This
can boost their morale to study and appreciate the value of success.
But do not bluff or exaggerate your praises. As well as do not play
their emotions. Further, let's give them some constructive criticisms
on the areas they need to improve. Remember that the biggest room
in the world is the room for improvement.

6. Emphasize self-assessment. Assessment must be intra-comparative

rather than inter-comparative. In short, if learning is as well a personal
process, then, let the learners assess their performance against a
certain criterion. Let them be aware of and reflect on their own
progress. Rather than comparing themselves with other people, let
them compare their "then" self to their "now" self. Competitive nature
of learning must be as much as possible avoided. If there is a
competition, let this be between the students and their own prior
performance. One thing more, that self-assessment must also be in
line with teacher assessment. This can avoid overestimation or
underestimation of students' performance on themselves.
Assessment should be on real world application and not out-of-the-
box or out-of-the-context drill.

7. Build the culture of success in the classroom. Avoid the bell curve
mentality, or the belief that it is normal that some students pass while
some fail. Have that mentality that ALL learners can achieve.

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 2

8. Never use assessment as a disciplinary action or a punishment. This
distorts the true purpose of assessment. This will enkindle the
negative attitudes toward assessment.

9. Assessment should be communicated regularly and clearly to

parents or guardians most specifically to basic education. Not so
much in tertiary education since they are already taking responsibility
of their own and they are expectedly having vivid recollection of the
things they accomplished. Take note however, the importance of
accountability, transparency and confidentiality.

10. Emphasize on real world application that favors realistic

performances over out of context drill items. Hence, assessment
must focus on real life application, as well as developing higher
ordered thinking skills such as analyzing, evaluating and most of all
creating. Thus, never copy word for word in the book or online test to
come up with an assessment tool.

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 3

Different Assessment Methods, Tools and Tasks
(Corpuz, 2015; Gabuyo, 2015)
Assessment methods can be classif ied as
traditional and authentic . Traditional
assessment ref ers to the usual paper -and -
pencil test while authentic assessment
ref ers to non- paper- and -pencil test.
Authentic assessment is also called
alternative assessment as being alternative
to the traditional.
Paper -and - pencil test, however, is
inadequate to measure all f orms of learning.
Psychomotor learning or procedural
knowledge (Marzano & Kendall, 2012) and
learning proven by a product and by a
perf ormance (DepEd KPUP, 2012) cannot
be measured by a paper -and -pencil test.
Selected-
response
Alternate
response
Multiple
choice
Matching
type
Figure 2 – Examples of paper-and-pencil tests
Assessment in Learning 1
Let’s dig
deeper!
The paper- and -pencil test (traditional
assessment) assesses learning in the
cognitive domain ( Bloom) or declarative
knowledge ( Marzano & Kendall, 2012) ) and
knowledge and understanding in DepEd’s
KPUP (knowledge, process, understanding,
product or perf ormance).
Assessment tools f or the cognitive domain or
declarative knowledge are the dif f erent
paper-and -pencil tests.
Constructed-
response
Completion
Short
answer
Essay
Problem solving
(ctpayao & lyponpon, 2021 ) 4
 Product Performance

Product Output Performance tasks

e.g. Oral
Visual (e.g. graph, presentation,
collage, reflective experiments,
journal)
dramatization

Figure 3 - Examples of authentic assessment tasks

We make use of varied methods because there are many forms of

learning – cognitive, affective and psychomotor (Revised Bloom’s
Taxonomy). Information (declarative knowledge), metacognitive
procedures (procedural knowledge) and psychomotor procedures
(physical/ motor/ manipulative skills (Kendall & Marzano, 2007)

For Kendall and Marzano, the three (3) domains – information,

mental procedures and psychomotor procedures – are processed in six
(6) different levels. See figure 5 below.

Information

Mental Procedures

Psychomotor Procedures

The first four levels of processing are cognitive, beginning with “Retrieval” the least
complex, then moving upward with increasing complexity through “Comprehension”,
“Analysis” and “Knowledge Utilization”.
Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 5
The Fifth level of processing, the Metacognitive System, involves the learner’s
specification of learning goals, monitoring of the learner’s own process, clarify and
accuracy of learning. Simply put involves the learner’s organization of his/her own
learning.

The sixth level of processing, the Self System, involves the learner’s examination of
the importance of the learning task and his/her self-efficacy. It also involves the
learner’s emotional response to the learning task and his/her motivation regarding it.
Bloom Kendall and Marzano

Domains of Learning Revised Bloom’s New Taxonomy- Domains of

Activities Taxonomy. cognitive Kendall and Marzano Knowledge
domain

Cognitive 6. creating 6. self system Psychomotor

procedures
5. evaluating 5.metacognitive system
Psychomotor
Af f ective 4.knowledge utilization Mental procedure
4. analyzing – cognitive system

3. applying 3. analysis – knowledge Inf ormation

2.comprehension –
2. understanding knowledge

1. remembering 1.retrieval – knowledge

Figure 5. A Comparison of Revised Bloom’s cognitive taxonomy and Kendall and Marzano’s New Taxonomy.

Bloom’s Cognitive Domain is arranged according to lowest level (low order thingking
skills – LOTS) to the high order thinking level (HOTS). The competency of
remembering is the lowest up to creating as the highest.

Affective Domain- describes the learning objectives that emphasize the feeling or an
emotion, or a degree of acceptance or rejection. It is expressed as values, attitudes,
interests, and appreciations.

Psychomotor Domain – describes as the physical and motor skills to be developed

through “hands-on”, observation, manipulation, and imitation.

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 6

Let’s say for example:
Bloom’s Cognitive Domain Learning Objectives
Remembering At the end of the topic, the
students should be able to
identify the different tools
in assessing the student
learning
Understanding At the end of the lesson,
the students should be
able to summarize the plot
of the story “Miracle of
Life” in grammatically
correct English
Applying At the end of the lesson,
the students should be
able to construct test item
in every competency of
Bloom’s cognitive domain
Analyzing At the end of the lesson,
the students should be
able to describe the
statistical tools needed in
testing the relationship of
two variables.
Evaluating At the end of the lesson,
the students should be
able to conclude the
difference between means
of pre-test and post test
Creating At the end of the lesson, What differentiate between
the students should be validity and
able to develop the test of reliability? Or
validity and reliability
Sample Questions
What are the different
assessment tools in
student learning?
In your own words,
summarize the plot of the
story “Miracle of Life” in
grammatically correct
English.
Construct test items in
every competency of
Bloom’s cognitive domain
What statistical tool would
you run to see if there is a
significant relationship
between teacher’s
resiliency and students’
adversity quotient?
What should a researcher
conclude about the
difference between
modular distance learning
and web-based distance
learning?
Develop an assessment
by comparing validity and
reliability.

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 7

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 8
Figure 8 – First Bloom’s Taxonomy (ref erence guide f or test item development)

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 9

DepEd Order No.73 series of 2012, learning can be in terms
of (1) Knowledge (2) Process or Skill (3) Understanding (4)
Learning demonstrated through products and performance

Knowledge

Underst-
Learning Process
anding

Product

Figure 9 – DepEd’s KPUP Level of Assessment

DepEd’s Level of Assessment Percentage Weight

Knowledge 15%
Process/Skills 25%
Understanding 30%
Product/Performance 30%
Total 100%

Knowledge is the content of the curriculum

Process or skill is the cognition that operates the student performance
Understanding is the enduring ideas, principles and generalization
inherent to the discipline
Product/s or Performance/s is/are an evidence-based real-life
application of understanding (authentic tasks)

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 10

 Learners have multiple intelligences and varied
learning styles. Student must be given the
opportunity to demonstrate learning that is
aligned to their multiple intelligences and to
their learning styles. It is good for teachers to
consider the multiple intelligences of the
learners to enable them to demonstrate
learning in a manner which makes them feel
comfortable and successful.

Figure 10 – Gardner’s Multiple Intelligences

(https://www.simplypsychology.org/multiple-intelligences.html)

Latest update here in Figure 10 includes Existential intelligence where

there are learners who ponder and pose questions about the realities of
life and death. Gardner notes that the linguistic and logical-mathematical
modalities are most typed valued in school and society.
Gardner also suggests that there may other “candidate” intelligences—
such as spiritual intelligence, existential intelligence, and moral
intelligence—but does not believe these meet his original inclusion
criteria. (Gardner, 2011).

For example, someone with lingu istic intelligence may not necessarily
learn best through writing and reading. Classifying students by their
learning styles or intelligences alone may limit their potential for learning.

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 11

 Research shows that students are more engaged and learn best when
they are given various ways to demonstrate their knowledge and skills,
which also helps teachers more accurately assess student learning.

I. References

https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-
2017.pdf

https://www.deped.gov.ph/2020/07/17/july-17-2020-do-017-s-
2020additional-provisions-to-deped-order-no-013-s-2020-
readinessassessment-checklist-for-learning-delivery-modalities-in-the-
learningcontinuity-plan-of-private-school/

Alberta Assessment Consortium. Assessment in Mathematics. WNCP

Publication (2008).
http://www.learnalberta.ca/content/mewa/html/assessment/types.html

Burns, Marilyn (2005). Looking at how students reason . Educational

Leadership 63, 3, pp. 26–31.
https://mathsolutions.com/about-us/marilyn-burns/

Buendicho, Flordeliza C (2015). Assessment of Student Learning1. Rex

Printing Company. Quezon City, Manila, Philippines. ISBN
978-971-23-6646-8

Corpuz, Brenda B (2015). Learning Assessment Strategies Manual.

LoriMar Publishing House.

Corpuz, Brenda B and Gloria Salandanan (2015). Principles of Teaching

2. 3rd edition. Lorimar Publishing House. Quezon City, Philippines.

Department of Education (DepEd) Order No. 73, series 2012.

Guidelines on Assessment and Ratings of Assessment
Outcomes under the K to 12 Basic Education Curriculum.
https://www.deped.gov.ph/2012/09/05/do-73-s-2012-
guidelineson-the-assessment-and-rating-of-learning-outcomes-
under-thek-to-12-basic-education-curriculum/

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 12

Gabuyo, Yonardo A (2015). Assessment of Learning 1: Textbook and
Reviewer. Rex Book store, Manila Philippines. First edition. Copyright
2012.

Losabia, Jaylord (2017). Principles of Teaching and Learning:

Assessment of Learning
https://jaylordlosabia.blogspot.com/2010/09/principles-
ofteaching-and-learning.html

Marenus, Michele (2020). Gardner’s Theory of Multiple Intelligences.

Simply Psychology Journal.
https://www.simplypsychology.org/multiple-intelligences.html

Marzano, Robert J and John S. Kendall (2007). The New Taxonomy of

Educational Objectives. 2nd edition. Corwin Press. Thousand
Oaks, California.
http://www.kidsrsu.org/images/uploads/Marzano_New_Taxonom
y_Chart_with_verbs_3.16.121.pdf

McNamee, Gillian D. and Jie-Qi Chen (2005). Dissolving the line

between assessment and teaching. Educational Leadership 63, 3
, pp. 72–77.
http://www.ascd.org/publications/educational-
leadership/nov05/vol63/num03/Dissolving-the-Line-Between-
Assessment-and-Teaching.aspx

https://www.google.com/search?q=http://www.gcssk12.net/fullpanel/upl
oads/files/revised-blooms-chart.pdf

http://www.ruelpositive.com/fs-2-learning-episode-4-the-newtaxonomy-
of-educational-objectives
https://www.celt.iastate.edu/teaching/effective-
teachingpractices/revised-blooms-taxonomy/

https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verb
s.pdf

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 13

II. Module Evaluation

My Pleasure, My Pressure

Please feel free to fill in the matrix below by

highlighting what pleases you of the lesson and
what are pressing you so as to improve next time.
IT’S MY PLEASURE IT’S MY PRESSURE
(What I liked in the lesson?) (What I would like to improve in the
lesson?)

Thank you for a great learning experience!

Assessment in Learning 1 (ctpayao & lyponpon, 2021 ) 14