Lesson Plan in Tenses of Verb

West Visayas State University 2022
Module in
ED 209:
Assessment in Learning 2
1|ED 209
Module in
ED 209:
Assessment of Learning 2
Francis C. Castor, Ed.D.

Cristly L. Casipe, MAEd
2|ED 209
Notes to the Students

This module is designed to broaden one’s knowledge regarding analyzation of
the fundamental concepts and characteristics of 21st century assessment; application
of the principles in constructing and interpreting performance-based
assessment;developing instruments for assessing effective learning; developing a
portfolio as an assessment, sample products, scoring rubrics and rating forms; and
finaly demonstrate skills in interpreting test results and reporting grades.
There are 33 lessons in this module. They are as listed below.
Unit I. Assessment as an Integral Part of teaching

1. Diagnostic, Formative, Summative Assessment
2. Norm referenced vs Criterion-referenced Assessment
3. Traditional vs. Authentic assessment
4. Decontextualized assessment and contextualized assessment
5. Marks of Quality Assessment
6. Current Trends in Assessment Outcome-Based
Unit II. Education (OBE) and Assessment
1. The Meaning of OBE, OBTL, UbD
2. Constructive alignment
Unit III. Learning Outcomes: Sources and Characteristics
1. Learning Outcomes-Meaning, Sources;
2. Characteristics of Good Learning Outcomes
Unit IV: Authentic Assessment: Meaning, Methods and Tools
1. Characteristics of Authentic Assessment
2. Example of Product and Process Assessment
3. Traditional and Authentic Assessments Complements One Another
4. Formulating Product and Process types of Authentic assessment including
GRASPS
Unit V: Developing the Scoring Rubrics
1. Scoring Rubric-Meaning and Parts
2. Analytic and Holistic Rubric
3. Comparison of Rubric, Checklist, Rating Scale
Unit VI: A. Portfolio Assessment
1. Meaning, Types, Essential Elements of a Portfolio
2. Stages in Implementing Portfolio Assessment effectively
B. e-Portfolio as an Assessment Tool and as a Communication

Medium
1.Meaning, Theory and Types of e-Portfolios
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2.Best Practices in the Use of e-Portfolio

3. Assessment of e-Portfolio
4. e-Porfolio Assessment Rubric
Unit VII: A. Assessment in the Affective Domain
1. Soft Skills in Affective Learning
2. Categories of soft skills
3. The taxonomy of Educational Objectives
4. Methods of assessing Learning in the Affective Domain
B. Formative Assessment
5. Techniques for Formative Assessment
6. Self Assessment in Formative Assessment and Formative Assessment
Strategies
Unit VIII: Grading and Repoting
1. Functions of Grading and reporting Systems
2. Components of a Grading System
3. Pointers in Communicating Assessment Results
4. Why Report/Communicate Assessment results
4|ED 209
The learning outcomes for ED. 209, specified below are unpacked by the specific
objectives of each lesson. Generally, at the end of this module, you might have:
 analyzed the fundamental concepts and characteristics of 21st century

assessment;
 applied the principles in constructing and interpreting performance-based
assessment;
 developed instruments for assessing effective learning;
 developed a portfolio as an assessment, sample products, scoring rubrics and
rating forms; and
 demonstrated skills in interpreting test results and reporting grades.
You are advised to strictly follow the schedule of submission of

outputs for you to receive feedbacks on time as well.
You will be required to read a lot. This is a skill that has to be honed because
your activities are mostly written in form. At the end of this module, you are also
expected to submit learning plans.
Before you begin learning what the module is about, please be familiar with
some icons to guide you through this instructional tool. You are right now reading
the introduction entitled Notes to the Students. This will be followed by the Table
of Contents.
5|ED 209
The lesson will then unfold in this sequence.
Let’s Activate! In here, you will do an activity that you already

know and is related to the lesson.
Let’s Explore! This is where the lesson is presented. It may have

several topics as stipulated in the specific objectives.
Let’s Try! In this part, tasks will be given to you to practice what
you have learned.
Let’s Check! You will be tested here and you will be able to know
the gaps in your understanding in this lesson. If you are not
satisfied with the feedback, you may then go back to some points
that you may have missed.
Key to Correction shows the feedback thatcomes after

assessment. It can also be found in every break exercises within the
lesson
Let’s Watch! This may be found in select lessons. Multimedia links

are provided for you as supplementary or enrichment materials
about the lesson.
Let’s Read Further! This may also be found in select lessons.

Additional or suggested readings are provided to you to gain more
insights about the topics.
References list down the resources and links from which the
content of the lesson was based from. These may take the form of
books, internet sites, blogs, videos, photographs, animation, Power
point presentations, icons, etc.
Directions are found inside each lesson and the time frame is reflected in
your course guide. All activities must be answered. Honesty is a school policy. Be
serious about the learning activities you are working on. It will define who you are
and what you will become in the future. At the end of the semester or as instructed
otherwise, you are to submit this module to your subject professor. Inquiries on
some points not fully understood will be made online via the online learning platform
6|ED 209
prepared by your teacher on your class schedule and during your teacher’s
consultation hours. This module is a self-contained learning kit with instructions that
will guide up to the end.
You are now ready to begin. Good luck! Make your time count. Enjoy!
God bless and always keep safe!
7|ED 209
Table of Contents
Title page 1
Notes to the Students 3
Table of Contents 6
Unit I. Assessment as an Integral Part of teaching

1. Diagnostic, Formative, Summative Assessment
2. Norm referenced vs Criterion-referenced Assessment
3. Traditional vs. Authentic assessment
4. Decontextualized assessment and contextualized assessment
5. Marks of Quality Assessment
6. Current Trends in Assessment Outcome-Based
Unit II. Education (OBE) and Assessment
1. The Meaning of OBE, OBTL, UbD
2. Constructive alignment
Unit III. Learning Outcomes: Sources and Characteristics
1. Learning Outcomes-Meaning, Sources;
2. Characteristics of Good Learning Outcomes
Unit IV: Authentic Assessment: Meaning, Methods and Tools
1. Characteristics of Authentic Assessment
2. Example of Product and Process Assessment
3. Traditional and Authentic Assessments Complements One Another
4. Formulating Product and Process types of Authentic assessment including
GRASPS
Unit V: Developing the Scoring Rubrics
1. Scoring Rubric-Meaning and Parts
2. Analytic and Holistic Rubric
3. Comparison of Rubric, Checklist, Rating Scale
Unit VI: A. Portfolio Assessment
1. Meaning, Types, Essential Elements of a Portfolio
2. Stages in Implementing Portfolio Assessment effectively
B. e-Portfolio as an Assessment Tool and as a Communication

Medium
1. Meaning, Theory and Types of e-Portfolios
2. Best Practices in the Use of e-Portfolio
3. Assessment of e-Portfolio
4. e-Porfolio Assessment Rubric
Unit VII: A. Assessment in the Affective Domain
1. Soft Skills in Affective Learning
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2. Categories of soft skills

3. The taxonomy of Educational Objectives
4. Methods of assessing Learning in the Affective Domain
B. Formative Assessment
5. Techniques for Formative Assessment
6. Self Assessment in Formative Assessment and Formative Assessment
Strategies
Unit VIII: Grading and Repoting
1. Functions of Grading and reporting Systems
2. Components of a Grading System
3. Pointers in Communicating Assessment Results
4. Why Report/Communicate Assessment results
Appendix
9|ED 209
UNIT 1: Assessment as an Integral Part

of Teaching
Learning Outcomes:
At the end of the lesson, the students should be able to:

 differentiate among diagnostic, formative and summative assessment;
 cite ways to do traditional and authentic assessment;
 distinguish between traditional and authentic assessment, norm
referenced and criterion-referenced assessment, contextualized and
decontextualized assessment;
 explain marks of quality assessment and;
 discuss current trends in assessment.
Lesson 1: Diagnostic, formative, summative assessment,

Norm & Criterion-referenced assessment, Traditional &
Authentic assessment, De-contextualized &
Contextualized assessment, Marks of Quality assessment
& Current Trends in assessment
Let’s Activate!
“Assessment is critical to the educational process. Without them,

teachers would never know when to move onto the next subject, or how
to help students understand concepts better.”
https://www.google.com/search?q=quotes+about+assessment+of+learning&oq=quotes+about+a
ssessment+of+learning&aqs=chrome..69i57j0i22i30l2j0i390l3.14732j0j7&sourceid=chrome&ie=UT
F-8#imgrc=JB3Q6IKV5nOREM
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Let’s Explore!
Assessment in the Context of Teaching-Learning
1. Diagnostic Assessment
This is a form of pre-assessment that allows a teacher to determine individual

student’s prior knowledge including misconceptions before instruction. In short, it is
primarily used to diagnose what students already know and don’t yet know in order
to guide instruction. The results of diagnostic assessment also provide a basis for
comparison to determine how much learning has taken place after the learning
activity is completed. This is usually done by giving diagnostic pretests.
2. Formative Assessment
Formative assessment takes place during instruction (during the formative
process) to provide the teacher with information regarding how well the learning
objectives of a given learning activity are being met. In formative assessment,
teachers monitor students learning to get ongoing feedback to improve their
teaching and for students to improve their learning. In formative assessment,
students are helped to identify their strengths and weaknesses and target areas that
need work. Likewise, teachers are also helped to recognize where students are
struggling and so address problems immediately. It is evidence-based improvement
of on-going teaching –learning.
It is not sound to assess learning only at the end of a unit. Many a teacher
has presumed everything is clear to students only to get frustrated at the end of the
unit that a lot of things were not understood. It is like proceeding to “XYZ” when
“ABC” were not yet mastered. It is not only frustrating but also a waste of teaching-
learning time and effort.
Formative assessment is referred to as assessment for learning because it is
meant to ensure that learning takes place. In the process of instruction, the teacher
checks on student are learning. If he/she discovers that concepts and skills are not
yet mastered, right there and then, the teacher re-teaches to ensure learning. Thus,
the phrase “assessment for learning”.
How do teachers do formative assessment? Teacher can determine student’s
level of understanding while teaching by asking students questions. A usual question
that teachers ask to find out if their students can follow the lesson is “Did you
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understand?”. Class usually respond in chorus “Yes, Sir”. A better way to check on
students’ level of understanding however is to find out if indeed they understood the
lesson by asking them questions or using other ways of formative assessment.
3. Summative Assessment
This is used to evaluate students learning at the end of a defined instructional
period. While formative assessment is referred to as assessment for learning,
summative assessment is referred to as assessment of learning.
It is assessment of learning typically at the end of a unit, course, semester or
school year, after diagnostic assessment, teaching and formative assessment are
done. It is a picture of how much learning took place and to what extent the
learning, unit or course outcomes were attained. The results of summative
assessments are the bases for grades and report to parents. Summative assessments
are done through paper-and-pencil tests and non-paper-and-pencil-tests.
Traditional Assessment and Authentic Assessment

1. Traditional assessment
This assessment includes the paper-and-pencil tests. Paper and pencil tests
are either the selected-responses type or constructed-response. This was the focus
of Assessment in Learning 1.
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Authentic Assessment
Authentic assessment can be in the form of students’ performance to
display skills learned, mastery of a process or procedure or in the form of a product
or concrete output. Some examples of performance are: a student is able to dance
tango, to dribble the ball or to give a report in class using PowerPoint. Authentic
assessment can be done also by assessing the product of students’ learning such as
a research paper written, art woks and a capstone project. Through capstone
projects students explore issues they are passionate about and work towards finding
solutions to problems.
Norm and Criterion-referenced Assessment
1.Criterion-referenced assessment.
In criterion-referenced assessment we compare a student’s performance
against a criterion of success which is the predetermined standard. With criterion-
reference tests, each student’s performance is compared directly to the standard,
without considering how other students performed in the assessment. Criterion-
referenced assessment often used “cut scores” to place students into categories such
as “basic”, “proficient”, and “advanced”.
Example of Criterion-referenced assessment.
The teacher’s intended learning outcome is to spell at least 18 out of 20
words correctly.
Student A is able to spell 20 words correctly, Students B 18 words and
Student C 10 words.
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It is obvious that only Students A and B were able to realize the

predetermined standard as stated in the intended learning outcome, “Spell at least
18 out of 20 word correctly.” The performance of each student is compared against a
standard set by the teacher. It is compared against the performance of the other
students.
2.Norm referenced assessment.
In norm-referenced assessment we compare a student’s performance with
the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An
example is comparing the performance of 7th graders in reading in a particular school
system to the performance of nation-wide group of 7th graders in Reading.
Norm referenced scores are generally reported as a percentile ranking. There
used to be a National College Entrance Examinations (NCEE) in the Philippines from
1973 until its abolition in 1994 where students were given percentile ranks. A
student who got 99th percentile rank in the NCEE means that he belonged to the
upper 1% and surpassed 99% of the NCEE examinees
A high school graduate who got a 75th percentile rank means he belonged to
the upper 25% and was above 75% of the examinees.
The meaning of a norm-referenced score is derived from a comparison of
students scores against other students’ scores (as stated in the scores of the norm
group) while the meaning of criterion-referenced score is derived from comparing
students’ scores with established criterion of success. The norm-referenced score will
not tell you whether a student met, exceeded or fell short of the standards of
proficiency. It is the criterion-referenced score that will tell whether or not the
students met the established standard of success or proficiency.
Contextualized and Decontextualized Assessment
1. Contextualized Assessment.
In contextualized assessment, the focus is on students’ constructing of
functioning knowledge. It is the students’ performance in their application of
knowledge and skills in the real work context of the discipline area. Contextualized
assessment makes use of performance-based tasks which are authentic in nature.
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They reflect “Real life” tasks and require students to utilize higher order thinking
skills (Crotty, 1994; Leon and Elias,1998) to fulfill on demand duties and tasks.
A student may have mastered the rules of subject-verb agreement, gets a
perfect score in multiple choice test on subject-verb agreement but when she/he
delivers a speech in real life, fails to observe subject-verb agreement rules.
2. Decontextualized assessment
This assessment includes written exams which are suitable for assessing
declarative knowledge, and do not necessarily have a direct connection to a real-life
context (Biggs, 2011). It focuses on declarative knowledge and/or procedural
knowledge in artificial situations detached from the real work context. Both
contextualized and decontextualized learning and assessment have their role in
evaluating learning outcomes.
In practice, Biggs and Tang claim decontextualized assessment have been
overemphasized compared to the place declarative knowledge has in the curriculum.
Both declarative knowledge and real-life application of that knowledge must be
assess only the lead-in declarative knowledge, not the functional knowledge that
emerges from it.
Establishing High Quality Assessment
1. Quality assessments are in accordance with contemporary view of active
learning and motivation.
2. Assessment of high quality is valid.
3. Assessment of high quality is reliable.
4. Assessment of high quality is fair.
Current Trends in Assessment

Current trends in assessment cited by Santrock (2009)
1. Using not only objective tests that measure simple recall but a combination of
objective tests and performance-based with emphasis on the latter assessing
higher-
level cognitive skills
2. Integrated rather than isolated skills using multiple assessment methods from
multiple
choice test to essay, an interview, a project, a portfolio to self-evaluation.
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3. Setting high performance and challenging standards including world-class

standards
for interpreting assessment results.
4. Involving students in all aspects of assessment from the setting of expected
targets to
checking on their progress in the course of the teaching-learning process and in
determining the extent to which they realize expected targets.
5. Making standards and criteria known to all students and even parents rather than
be
secretive about them to provide a clear picture of desired performance.
6. Using computers as part of assessment.
Let’s Try!
1. Can a diagnostic assessment and a formative assessment affect the result

of summative assessment? How?
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2. Have you ever experienced having been given unfair assessment? Why do you
consider it unfair? As a future teacher, any lesson learned?
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3. As a student, were you ever involved in assessing your learning? If yes, how? Did
your involvement in the assessment process have a favorable impact on you?
Explain.
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Let’s Check!
A. Multiple Choice.
Direction: Read each test item carefully and answer what is being asked. Write the
CAPITAL letter of the correct answer on the space provided before each number.
___1. On which type of assessment are grades based?
A. Diagnostic assessment B. Formative assessment

C. Summative assessment D. Formative & Summative assessment
___2. If teacher gives a diagnostic test, what does she want to know?
A. Learners’ readiness for the lesson
B. What grade/mark to give the learners
C. What assignment to give for lesson mastery
D. Parts of the lesson that the learners don’t understand while teaching-
learning is in progress.
___3. Teacher is surprised to find out lack of lesson mastery at the end of a Chapter.
Which type of assessment/s did she fail to do?
A. Diagnostic assessment B. Formative assessment
C. Summative assessment D. Formative & Summative assessment
___4. In which assessment are you engaged if you amnt to know if learners have
realized intended learning outcomes?
A. Criterion-referenced assessment B. Norm-referenced assessment
C. Contextualized assessment D. De-contextualized assessment
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___5. In which assessment do you compare the performance of a student with that
of the others?
A. Criterion-referenced assessment B. Norm-referenced assessment
C. Contextualized assessment D. De-contextualized assessment
B. Essay (5pts)
In three-five sentences, write you interpretation on the literary quote given.
“Assessment is critical to the educational process. Without them, teachers would

never know when to move onto the next subject, or how to help students
understand concepts better.”
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References
Bilbao, P.P. et al. (2020) The Teacher and the School Curriculum. LORIMAR
Publishing Inc.
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UNIT 2: Outcome-Based Education (OBE)

and Assessment
Learning Outcomes:

 Explain the essence of OBE and OBTL;
 Compare Understanding by Design, OBE and OBTL and
 Explain the meaning of constructive alignment in the context of the
instructional cycle.
Lesson 1: Meaning of OBE, OBTL, UbD, Constructive

alignment,
Let’s Activate!
“Content without purpose is only trivia”

-Steve Revington
Let’s Explore!
The Meaning of OBE
OBE means Outcome-Based Education. Simply put, it is education based on

outcome. This outcome may refer to immediate outcome or deferred outcome.
Immediate outcomes are competencies/skills upon completion of a lesson, a subject,
a grade/year, a course (subject) or a program itself. Examples are ability to
communicate in writing, reading, speaking, and solve mathematical problems.
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Deferred outcomes refer to the abilty to apply cognitive, psychomotor and affective
skills/competencies in the various aspects of the professional and workplace practice
(Navarro, 2019). Examples are success in professional practice or occupation as
evidence of skill in career planning, health and wellness and continuing education.
Navarro’s explanation of outcomes is synonymous with Spady’s.
OBE, Spady’s Version

Spady’s spouses transformational OBE. Transformational OBE is concerned
with long term, croos-curricular outcomes that are related directly to students’ future
life roles such as being a productive worker or a responsible citizen or a parent. In
transformational OBE, learning is not significant unless the outcome reflect the
complexities of real life and give prominence to the life roles that learners will face
after formal education. In tansformational OBE, learning outcomes comprise
knowledge, understanding, skills and attitudes that learners should acquire to enable
them to reach their full potential and lead succesful and fulfilling lives as individuals,
as a member of a community and at work. Spady describes outcomes as clear
learning results that we want students to demonstrate at the end of learning
experiences; what learners can actually do with what they know and have learned
and tangible application of what have been learned. “(Spady, 2007) For Spady,
outcomes he refers to are the deffered outcomes cited by Navarro (2019)
Spady adds:
This has bacroconceptions of the same things. Years ago, we had outcomes
that we really just little skills. Now we’ve got complex role performances as
culminating outcomes. From an OBE perspective, it is not a matter of what students
had or what courses they have taken. It’s a matter of what they can do when they
exit the system.
Outcome-Based Teaching and Learning (OBTL), Biggs’ Version

Biggs and Tang (2007) make use of the term outcome-based teaching-
learning (OBTL) which in essence is OBE applied in teaching-learning process. They
define outcomes as learning outcomes which are more specific than institutional
outcomes, program outcomes and course outcomes. In Biggs’ and Tang’s OBTL,
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outcomes are staements of what we expect students to demonstrate after they have
been taught. They referred to as learning outcomes.
Outcomes in Different Levels

Biggs and Tang made mention of different levels of outcome-institutional-
outcomes, program outcomes and course outcomes. The broadest are institutional
outcomes and the most specific are learning outcomes. Arranged from most broad to
most specific, outcomes start with institutional outcomes followed by program
outcomes, course outcomes and learning outcomes. From the institutional outcomes
are drawn the graduate attributes that graduates of the institution are expected to
demonstrate after graduation. Others claim that the graduate attributes are likewise
drawn from the program outcomes. The program outcomes are outcomes that
graduate of the program are expected to demonstrate at the end of the program.
Course outcomes are the particular subject outcomes while learning outcomes are
the most speciific outcomes that the teacher is concerned with in his/her specific
lessons. See Figure 3
Institutional Outcomes-
Graduate Attributes
Program Outcomes
Course Outcomes
Learning Outcomes
Figure 3. Learning Outcomes in Different Levels
Principles of OBE
The four principles of OBE cited by Spady (1996) are:
1.) Clarity of focus
Clarity of focus simply means that outcomes which students are expected to
demonstrate at the end of the program are clear.
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2) Designing down
Designing down means basing the details of your instructional design on the
outcomes- the focus of instruction.
3.) High expectations
High expectation means believing that all learners canlearn and succed, but
not all in the same time or in the same way. Not all learners can learn the same
thing in the same way and in the same amount of time but all are capable of
mastery and meaningful learning. Some learners may need more time than others.
4.) Expanded opportunities.
Most learners can achieve high standards if they are given appropriate
oppurtunities. OBE is anchored on the premise that all learners are teachable.
The parable of the Talents is a frequent reminder that not all learners
received five talents. Others received three and still others one. Take note, however,
that everyone received a talent or more. Other than more time and more oppurtunity
for learners with just one or three talents, more scaffolding from teachers is
necessary.
Constructive Alignment
Constructive alignment is Biggs’ term of “designing down” as given by Spady.
Constructive alignment is a process of creating a learning environment that supports
the learning activities that lead to the achievement of the desired learning outcomes.
The supportive learning environment is a learning envirnment where the intended
learning outcomes, the teaching learning activities and the assessment tasks are
aligned.It is a learning environment that is highly focused on the attainment of
learning outcomes.
In the context of assessment, constructive alignment also means that the
assessment tasks and the specific criteria as bases of judgment of students’
performance are aligned to the intended learning outcomes. This is the concern of
this course on Assessment-that assessment tasks are aligned to the learning
outcomes.
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The intended
Learning Outcomes The Assessment
of the Curriculum Regime
The outcomes are Teaching and learning

Once an appropriate
formulated first. Activities
assessment regime has
From these
been designed, activities
assessment are
are organized that will
develop What the teacher does
teach the student how to
and what the students
meet the assessment
criteria (and, hence, the do are aimed at
outcome achieving the outcomes
by meeting the
assessment criteria. This
takes advantage of the
known tendency of
students to learn what
thy think will be
assessed-and is called
backwash.
Figure 4. Aligned Curriculum Model (Source: Bigg, JB. (2003). Teaching for Quality
Learning at University. Buckingham: Open University Press)
Understanding by Design
Wiggins and Mc Tighe (1998), advocates of Understanding by Design (UbD),
gives 3 stages:
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction. See Figure 5.
1. Identify
desired results
2. Determine
acceptable
3. Plan learning
evidence.
experiences
and instruction.
Figure 5. Stages of backward Design
(Source: https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/)
This UbD is OBE and OBTL in principle and in practice. Identifying desired
results is identifying outcomes, the first step in OBE and OBTL. Determining
acceptable evidence of the realization of outcomes is assessment. IN UbD, it is only
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when desired results (outcomes) and evidence of the realization of the proof of
attainment of that outcome that the teacher tarts to plan for instruction. This is to
ensure alignment of assessment tasks and criteria and instructional plan with
learning outcome, the desired result. UbD operates on the same principles that OBE
and OBTL operate on.
The assessment process may not take place yet after you have identified
desired results for understandably you have not yet taught but the evidence of
learning through an assessment task is already identified at this stage. Identifying
the evidence of learning right after identifying the intended learning outcome has an
instructional advantage. Making clear how the intended learning outcome will be
assessed in variably sharpens and focuses instruction. In fact, if teacher is not able
to determine how she/he is going to assess the achievement of the intended
outcome, it means that the intended outcome is not specific and clear enough that
teacher does not even have a clear idea on how she/he is going to assess it.
In basic education, a teacher’s lesson plan actually begins with lesson
objective/s. However, the evaluation portion is planned and is written last and so
very often the evaluation that teacher writes is far-fetched from his/her lesson
objective. “ Your evaluation is not congruent with your objective “is a common
remark of school heads who check lesson plans and do classroom observations.” This
implies the need for teachers to work on an assessment task that is aligned to the
lesson objective.
The Instructional Cycle
Learning Outcomes
Teaching-Learning which begins with

preinstruction assessment, teaching process
Summative Assessment which includes Teaching-Learning Activities,
Formative Assessment and Reteaching if
necessary
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Figure 6. The Instructional Cycle
The instructional cycle given in Figure 6 shows that the cycle of instruction
begins with setting clear learning outcomes. They should be made very clear and
explicit to the learners who should make the learning outcomes also their very own.
Based on the learning outcome and applying all principles of teaching and
educational technology the teacher has learned, the teacher first finds out how well
the learners have attained prerequisite knowledge ans skills, remedies the situation,
if necessary, then proceeds to taech for the attainment of the intended llearning
outcome. Teacher employs appropriate teaching-learning activities and instructional
materials. While the teaching-learning process is in progess, teacher checks learner’s
progress in relation to the learnning outcomes by engaging himself/herself in
formative assessment. If the learners have not attiained the learning outcomes,
teacher will re-teach using other teaching-learning activities. When every effort has
been exerted to help the learners attan the intended learning outcomes, assessment
for scoring and grading (summative assessment) takes place.
It is clear that which determine/s the content, the teaching-learning activities,
the instructional materials in the instructionl process and assessment is/are the
intended learning outcome/s. Then and only then we can call it. Outcome-Based
Teaching and Learning.
Let’s Try!
1. Explain the essence of OBE and OBTL.
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2. Explain the meaning of constructive alignment in the context of instructional cycle.

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3. “Content without purpose is only trivia.” Do you agree? Why or why not?
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Let’s Check!
A. Multiple Choice.
___1. Based on Bigg’s and Tang’s OBE version, which outcomes are most broad?
A. Program outcomes B. Institutional outcomes

C. Course outcomes D. Learning outcomes
___2. What are the four (4) principles of OBE cited by Spady (1996)?
I. Clarity of focus
II. Designing down
III. Constructive alignment
IV. High expectations
V. Expanded opportunities
A. I, II, III, IV B. II, III, IV, V
C. I, III, IV, V D. I, II, IV, V
26 | E D 2 0 9
___3. Which is the first step in the instructional cycle?

A. Planning teaching-learning activities B. Outlining the lesson
C. Preparing assessment task D. Setting instructional objectives
___4. In OBE, which determines the what and the how of instruction?
A. Assessment tasks B. Learning outcomes
C. Teaching-learning activities D. Subject matter
___5. With which outcomes is OBE Spady version concerned?
A. Immediate outcome B. Specific learning outcome
C. Deferred outcome D. Lesson outcome
B. Essay (5pts)
In three-five sentences, how does this line relate to you as a future teacher?
“Content without purpose is only trivia.”
_____________________________________________________________________
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_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
References
Publishing Inc.
27 | E D 2 0 9
UNIT 3: Outcome-Based Education (OBE)

and Assessment
Learning Outcomes:

 Explain the meaning of learning outcomes;
 State the sources of learning outcome;
 Explain why learning outcomes must be consider needs of industry;
 Explain the characteristics of good learning outcomes and;
 Determine whether a given learning outcome is good or not and
improve on learning outcomes that do not meet standards.
Lesson 1: Learning outcomes-Meaning, Sources;

Characteristic of Good Learning Outcomes
Let’s Activate!
“Teach to the Individual, not to the curriculum”
Let’s Explore!
Meaning of Learning Outcomes
Based on Figure 3 in Unit 2, outcomes come in different levels. The intended

insttutional outcomes, the broadest of all outcomes, are derived from the instituion’s
vision, and mission. From the institutional outcomes, schools derive their graduate
attriutes (Which are also termed student outcomes). Below the institutional
outcomes are program outcomes. For the teacher education program, the program
outcomes are laid down in the Memorandum Orders from the Commission on Higher
28 | E D 2 0 9
Education, CMO No. 74-80, s. 2017. Higher educational institutions which have their
own institutional outcomes that are derived from their VMG (vision, mission, goals)
may add program outcomes to these program outcomes issued by CHED. More
specific than the program outcomes are the course outcomes, the outcomes for each
subject in the curiculum. Most specific are the learning outcomes which others call
intended learning outcomes or student learning outcomes to emphasize that these
are the knowledge, skills and value that students are expected to demonstrate at the
end of the lesson.
Teaching objectives are not the same as learning outcomes. Teaching
objectives are formulated from the point of the teacher while learning outcomes are
formulated from the point of view of the learner. Teaching objectives state what the
teacher does while learning outcomes state specifically what knowledge, skill or
value must be demostrated by the learner after instruction. There should be no
disconnection between teaching objectives and learning outcomes. In other words of
OBE, they must be aligned.
Sources of Learning
1. The institution’s vision and mission statements are a relevant source of student
learning expectations. Public schools refer to the public school sysytem vision and
mission statements as source of learning outcomes. Private schools are either
sectarian or non-sectarian and their vision and mission statements may be sourced
from their respective religious goals, in the case of sectarian schools, or their
founder’s philosophy in the case of non-sectarian schools.
Below are the vision and mission statements and core values of the
Department of Education, Philippines:
THE DEPED VISION
We dream of Filipinos whos passionately love their country

and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of

Education continuously improves itself to better serve its
stakeholders.
29 | E D 2 0 9
THE DEPED MISSION
To protect and promote the right of every Filipino to

quality, equitable, culture-based, and complete basic education
where:
Students learn in a child-friendly school, gender sensitive,

safe, and motivating environment.
Teachers facilitate learning and constantly nuture every

learner.
Administrators and staff, as stewards of the institution, ensure an

enabling and supportive environment for effective learning to
happen.
Family, community, and other stakeholders are actively engaged

and share responsibilty for developing life-long learners.
CORE VALUES
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa
If school teachersobserve constructive alignments, then we expect that their

teaching-learning activities and assessment tasks are aligned with their learning
outcomes (what they call learning objectives) which are in turn aligned with the
DepEd vision, mission statements. Teacher education institutions must teach the
future teachers to align their lessons (learning outcomes, teaching-learning activitie
and assessment tasks) with the DepEd vision and mission statements.
2. Poliicies and competencies and standards issued by gvernment education agencies
such as the department of Education, Technical Education and Skills Development
Authority (TESDA) and the Commission on Higher Education (CHED) are prescribed
sources of learning outcomes. The DepEd issued the K-12 Curriculum Guide that
30 | E D 2 0 9
contains the competencies expected to be aught by teachers in the basic education

level. It likewise issued the Philippine Professional Standards for Teachers (PPST).
TESDA likewise has a list of competencies per course and CHED has program
outcomes and course outcomes of teacher education from CHED are given below.)
3. To bridge the gap between academe and industry, epected competencies
identified by the different professions, business and industry should be adopted to
ensure that graduates are able to perform as expected in their respective work
places and/or professionals. The Board for Professional Teachers, for eample, has a
list of these competencies in its Table of Specifications. (TOS)
4. For schools to be relevant, they should consider the thrusts and development
goals of national government in the formulation of learning outcomes. Schools are
there for society and society is also there for the schools.
In a global world and for global citizenship, the determination of learnig
outcomes must likewise consider international trends and development. This makes
graduates globally competitive. Amidst talk on global citizenship, it is no longer
adequate to work for the realization of learning outcomes that are attuned only to
local needs. Global needs must be given equal attention to make graduates glocal
who are ready to respond to the needs to both local and global communities.
Examples of these international developments are the 2030 Agenda for
Sustainable development, the ASEAN Qualifications Reference Framework and the
Philippine Qualifications Framework.
Program Outcomes for Teacher Education Based on CMOs

Based on CMOs 74-80 s. 2017, The Policies, Standars and Guidelines for the
teacher education program, graduates of all progras in all types of schools
(professional institution, college or university) have the ability to:
6. 1. Common to all programs in all types of schools. The graduates

have the ability to:
a. articulate and discuss the latest development in the specific field of
practice. PQF Level 6 decriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaborately with a substantial degree of
independence in multi-disciplinary and multi-cultural teams. (PQF level 6 discriptor)
31 | E D 2 0 9
d. act in recognition of professional, social and ethical responsibilty.

e. preserve and promote “Filipino historical and cultural heritage” (based on
RA 7722)
6.2 Common to the discipline (Teacher Education)

a. Articulated the rootedness of education in philosophical, cultural, historical,
psychological and political contexts.
b. Demonstrate mastery of subject matter/discipline
c. facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
d. develop innovate curricula, instructional lans, teaching approaches, and
resources for diverse learners.
6.3 Common to graduates of a horizontal type of institution as defined in

CMO 46, 2012
a. Graduates of profesionl institutions demonstrate service orientation in
their respective professions.
b. Graduates of colleges are qualified for various types of employment and
participate in development activities and public discourses, prticularly in response to
the needs of the communities they serve.
c. Graduates of universities contribute to the generation of new knowledge by
participating in various research and development projects.
The Philippine Professional Standards for Teachers

The program outcomes for the teacher education program in the Philippines
must necessarily be based on the Philippine Professional Standards for Teachers
issued by the department of education in Department Order # 42, s. 2017. While the
program outcomes for teacher education issued by the Commission on Higher
Education were based on the PPST, it may be good to present the gist of the
professional standards contained in 7 domains, 37 strands.
32 | E D 2 0 9
Quality teachers in the Philippines need to possess the following

characteristics:
recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. Theyapply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in
a physical and virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.
establish learning environments that are responsive to learner diversity. They
respect learners’ diverse characteristics and experiences as inputs to the planning
and design of learning opportunities. They encourage the celebration of diversity in
the classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global
environment
interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on
the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation, understanding and
achievement.
apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary feedback
33 | E D 2 0 9
about learning outcomes that informs the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and learning in the classroom
to the experiences, interests and aspirations of the wider school community and
other key stakeholders. They understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of teaching
such as caring attitude, respect and integrity. They value personal and professional
reflection and learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong learning.
Source: https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-
1.pdf
The 7 domains and 37 strand s of the PPST are in Appendix A. Learning
outcomes in teacher education subjects must take into consideration the program
outcomes laid down by CHED and the Philippine Professional Standards for
Professional Teachers issued by the Department of Education.
In summary, when teacher formulates his/her learning outcomes, she/he
takes into consideration the institutional outcomes, the program outcomes from the
CHED, the Philippine Professional Standards for Teachers and the DepEd vision and
mission statements since DepEd is the main employer of teacher education
graduates.
Characteristics of Good Learning Outcomes
1. Good learning outcomes are centered on the student/learner:
2. Good learning outcomes are based on and aligned with the
institutional, program and course outcomes.
3. Good learning outcomes are based on and aligned with local,
national and international trends and issues.
4. Good learning outcomes are known and are very well understood
by both students and faculty.
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5. Good learning outcomes include a spectrum of thinking skills

from simple remembering to creating or from the lowest and simplest
cognitive, uninstructural process to cognitive in Bloom’s and Anderson’s
revised taxonomy of objectives.
Creating
Evaluating
Analysing
Understanding
Remembering
Figure 7. Bloom’s and Anderson’s Taxonomy of Objectives

Other than Bloom’s taxonomy, the most popular among taxonomies of
objectives, are other taxonomies of learning objectives that include simple thinking
skills and higher order thinking skills. Below are taxonomies of Mc Tighe and
Wiggins, Marzano, Fink and Biggs and Collins. All these taxonomies of objectives
include objectives from the lowest to the highest levels.
McTighe and Wiggins (Mc Tighe, 2018) in their understanding by Desin
(UbD0 described four key types of educational goals-knowledge, basic skills, long
term understanding and long-term transfer goals. They also cited 6 facets of
understanding. Knowledge goals specify the knowledge that students should know
while basic skills state what students should be able to do. Understanding goals refer
to students’ grasp of big ideas. Learner’s understanding is demonstrated when they
can:
 Explain  Provide explanation
 Interpret  Identify means
 Apply  Use knowledge in new situation
 Have perspective  See viewpoints through critical eyes
 Emphatize  Able to find value in what others may find odd
 Have self-  Aware of what they do not understand
knowledge
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Long-term transfer goals refer to students’ capacity to apply what they have
learned to new situation or different context. Long-term transfer goals are often
transdisciplinary in nature. They encompass complex skills like critical thinking,
collaboration, developmental habits of mind such as persistence and self-regulation.
(Mc Tighe, 2018)
Fink’s Taxonomy for Significant learning (Fink, 2003) includes:

1. Caring-developing new feelings, interests and values)
2. Learning how to learn-becoming a self-directed learner
3. Integration-connections
4. Human dimension-learning about self and others
5. Application-skills (critical, creative and practical thinking)
6. Foundational kowledge-understanding and remembering
Like Bloom and Anderson, Marzano, Fink, Mc Tighe and Wiggins, Biggs also
begins with the simplest cognitive skill. See Biggs’ SOLO taxonomy below.
Figure 8. The Structure of the Observed learning Outcome (SOLO)

Source: https://www.researchgate.net/figure/The-SOLO-Taxonomy-with-sample-
verbs-indicating-levels-of-understanding_fig1_329937673
The structure of the Observed Learning Outcome (SOLO) is a means of
classifying learning outcomes interms of their complexity. Learning becomes more
complex as it progresses. Teaching-learning begins with one or few aspects of the
task (Unistructural), then tackling several aspects of the task unrelated and so tasks
that are independent of each other (multistructural), then integrating the multiple
36 | E D 2 0 9
aspects into a whole (relational), and finally generalzing into something abstract
(extended abstract). See the behavioral terms that apply per level.
In summary, all the taxonomies of objectives or outcomes discuessed in the
foregoing paragraphs begins with the cognitive process at the lowest level becoming
more complex and higher in level as one goe higher in the taxonomy of objectves.
Good learning outcomes are concerned not only with the cognitive process in the
lower level like remembering but also with more complex outcomes in the higher
cognitive level such as applying, evaluating and creating.
6. Good learning outcomes are SMART-Specific, Measurable,
Attianable, Result-Oriented and Time-bound.
7. Good learning outcomes are useful nd relevant to the learners.
Let’s Try!
1. What are learning outcomes?
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2. Sources of learning outcomes.

_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. “Teach to the individual, not to the curriculum.” What does this quote imply about
a good learning outcome?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
37 | E D 2 0 9
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let’s Check!
A. Multiple Choice.
___1. Which are formulated from the learner’s point of view?
A. Learning outcomes B. Vision-mission statement

C. Teaching objectives D. Institutional goals
___2. In Mc Tighe’s and Wiggin’s Understands by Design, which is highest in the
level of understanding?
A. Provide explanation
B. Use knowledge in new situation
C. Aware of what they do not understand
D. See viewpoints through critical eyes
___3. Why should educational institutions consider needs of industry in the
formulation of learning outcomes?
A. To prepare graduates for the world of work
B. To eliminate probation of new employees in industry
C. For industry to save on cost for human resource development
D. To add prestige to educational institutions
___4. Which does not apply to good learning outcomes?
A. State what and how teachers must teach.
B. State what must realize at the end of the program.
C. Describe how students must be taught
D. State the specific knowledge and skills that a student must be able to
demonstrate at the end of the lesson.
38 | E D 2 0 9
___5. Which are the sources of learning outcomes?

I. Vision- mission statements of institutions
II. Program outcomes from the Commission on Higher Education
III. Needs of industry
IV. Local, national, international development goals
A. I and II B. I, III, and IV
C. II and III D. I, II, III and IV
B. Essay (5pts)
In three-five sentences, how do you determine if a given outcome is good or not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Publishing Inc.
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
39 | E D 2 0 9
UNIT 4: Authentic Assessment: Meaning,

Methods and Tools
Learning Outcomes:

 Explain the meaning of authentic assessment and non-test
assessment;
 Give example of transversal competencies;
 State the 21st Century skills based on P-12 Framework;
 Describe the features of authentic assessment and 21st Century
assessement and;
 discuss the complementary relationship of authentic and traditional
assessments.
Lesson 1: Characteristics of Authentic Assessment,

Examples of Product and Process Assessment
Traditional and Authentic Assessments
Complement One Another, and Formulating
Product and Process Types of Authentic
Assessment Including GRASPS
Let’s Activate!
“On assessment, measure what you value instead of valuing only what you
can measure.”
- Andy Hargreaves
Let’s Explore!
Meaning of Authentic Assessment

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 (Mueller, 2011).
40 | E D 2 0 9
Wiggins (1987) says it is engaging in 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 feed by adult citizens and consumers or professionals in the field.
Mueller(2008) compares traditional assessment and authentic assessment.
Attributes Traditional Assessment Authentic Assessment
1. Action/Option Selecting a response Performing a task
2. Setting Contrived/Imagined Simulation/ Real-life
3. Method Recall/Recognition Construction/Application
4. Focus Teacher-structured Student-structured
5. Outcome Indirect evidence Direct evidence
Non-Test Assessment of Learning

Non-test assessment is an alternative assessment in the sense that it diverts
from the paper-and-pencil test, which is the only test known to many. It is an
assessment that measures students’ abilities directly with real tasks. These are tests
that do not force the students to give their responses but rather allow the students
to manifest their acquired knowledge and skills from the subject though means other
than written tests.
Non-test assessment also refers to formative assessment which is an on-
going process to give feedback to students to increase their competence. It is an
informal, impromptu feedback, or marginal comments on students’ drafts. Non-test
assessment does not give fixed judgment or record results.
Examples are:
Portfolio. A purposeful collection of students’ works that exhibit the students’
efforts, progess, 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.
Slates or Hand Signals. Students use slates or hand signals as a means of
signaling answers to the teacher.
Daily Assignments. The student completes the work assigned on a daily basis
to be completed at school or home.
Journal. Students write daily on assigned or personal topics.
41 | E D 2 0 9
Games. Teachers utilize fun activities to have students practice and review
concepts.
Projects. After students are taught the basics of triangles, such as types,
congruence, proofs, and similarity, each student is asked to create a poster, drawing,
or personal adornment such as fingernail design, piece of jewelry, ot tattoo that uses
at least two different triangular shapes. A beautiful product is that which displays
symmetry.
Debates. The students take opposing position on a topic and defined her
position.
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.
Models. The students produce a mniature replica of a given topic.
Notes. Students will write a summary of the lesson.
Panel Discussion. A group of students verbally present information.
Demonstration. Students present a visual enactment of a particular skill or
activity.
Problem-solving. You are teaching a unit in physics on levers. To test your
students’ knowledge, you give a lab worksheet focusing on type of levers and forces.
Use simple objects to build levers; propose a problem with various simple items
(ruler, etc.): give students a scenario that involves a large stone that must be carried
across the street with only one person to help how can you do this?
Discussion. Students in a class verbally interact on a given topic.
Authentic Assessment Complements Traditional Assessment

Authentic assessment and traditional assessment complement each other. So,
assessment is not a matter of “either-or”. It is not a case of either you use traditional
or authentic. It is a matter of “both-and”. Both authentic and traditional assessments
are necessary. Mastery of knowledge is the focus of traditional assessment must be
encouraged among learners. This mastery of basiic knowledge and skills is the
foundation of the learners’ ability to demontrate and perform the tasks that they are
expected to perform or do the real world.
Robert Marzano proposed A New Taxonomy of Educational Objectives (2000).
Marzano’s model of thinking skills incorporates a wider range of factors that affect
42 | E D 2 0 9
how learners think and provides a research-based theory to help teachers improve
their learners’ thinking. Marzano’s new taxonomy consists of three systems and the
Knowledge Domain, all of which are important for thinking and learning. The three
systems are the cognitive system, the metacognitive system and self-system.
Self- System
Beliefs About the Beliefs About Efficacy Emotions Associated woth
Importance of Knowledge Knowledge
Metacognitive System
Specifying Learning Monitoring the Monitoring Clarity Monitoring
Goals Execution of Accuracy
Knowledge
Cognitive System
Knowledge Comprehension Analysis Knowledge Utilization
Retrieval Analysis -Matching - Decesion Making
Recall Synthesis - Classifying -Problem Soling
Execution Representation - Error Analysis - Experimental Inquiry
- Generalizing - Investigation
-Specifying
Knowledge Domain
Information Mental Procedures Physical Procedures
Cognitive system processes all the necessary information and the knowledge
which consists of information, mental procedures and physical procedures. The
metacognitive system sets goal and keeps track of how well the these goals are
being achieved and the self-system decides wether to continue the current behavior
or engage in a new learning activity.
The knowledge domain which is basic in authentic assessment is the subject
assessed by traditional methods.
Instruction, however, must move beyond the accumulation and assessment
of knowledge. Learners must be made to apply the knowledge learned.
Unfortunately, however, instruction in traditional classrooms rarely moved beyond
43 | E D 2 0 9
accumulation of knowledge- the what, who, where, and when- leaving the learners
with “a mental file cabinet full of facts, most of which were quickly forgotten after
the final test” (Marzano, 2007).
Even the P21 Framework for 21st Century Skills has basic knowledge and
skills (the 3 Rs) and the 21st Century themes (gloal awareness, financial, economic,
business and entrepreneurial literacy; civic literacy; health literacy) as foundation for
the 21st Century Skills, namely: learning and innovation skills, information, media and
technology skills, life and career skills.
Partnership for 21st Century Skills Framework

This means that knowledge and skills cannot be dispensed with and so
traditional assessment, which assesses basic knowledge and skills, is here to stay.
Traditional assessment complements non-traditional or authentic assessment.
Transversal Competencies
Transversal competencies are competencies that are transferable between
jobs that is why they are also called transferable competencies. People use to call
them experience, soft skills, emotional intelligence and employability skills. They are
not job and sector-specific skills. They are set of competencies related to attitudes
and values (knowing how to be) and procedures (know how). They can be
transferred from one specific task to another. They can be used in a wide variety
situations and settings. These tranversal competencies cross over specific job and
make people function better in any job. Learning tranversal competencies puts every
graduate of any educational program at an advantage in the future.
44 | E D 2 0 9
Below is the list of tranversal competencies that the 2013 Asia-Paciifc

Education Research Institutes Network (ERI-Net) researched on and reported on it
its Phase 1 Regional Synthesis Report.
Creativity It is the ability to use a wide range of

creation techniques (such as brainstorming) to
create new and worthwhile ideas (both
incremental and radical concepts) as well as
observable creations (such as artworks and
performances). This includes the skills
necessary to elaborate, refine, analyze and
evaluate their own creations in order to
improve and maximize creative efforts.
Entrepreneurship It is a combination of technical, business
management, and personal determination,
innovation and risk-taking skills necessary to
turn ideas into action, as well as plan and
Critical and manage projects in order to achieve objectives.
innovative Application Skills This refers to skills necessary to implement
thinking innovations. This includes the ability to act on
creative ideas to make a tangible and useful
contribution to the field in which the innovation
will occur.
Relflective This is the ability to reflect critically on
Thinking learning experiences and processes in order to
inform future progress.
Reasoned This is the ability to use various types of
decision-making reasoning(inductive, deductive, etc.), as
appropriate to the situation, to effectively
analyze and evaluate evidence, arguments,
45 | E D 2 0 9
claims and beliefs in making judgments and

decisions.
Communication These include the ability to articulate
Skills thoughts and ideas effectively using oral,
written and nonverbal communication skills in
a variety of forms and contexts.
Organizational These refer to skills such as general
Skills organizing, team administration, planning, time
management, coordinating resources and
meeting deadlines.
Interpersonal Teamwork It refers to skills necessary to be able to
Skills work with others towards a common goal.
These include the ability to negotiate, follow an
agenda, and make group decisions.
Collaboration It is the ability to work effectively and
respectfully with diverse teams, including the
skills necessary to exercise flexibility and
willingness to be helpful in making necessary
compromises to accomplish a common goal.
Ability to obtain This refers to skills required to identify,
and analyze locate and access appropriate information
information sources (including assembling knowledge and
through ICTs information in cyberspace), and interpret this
information and draw conclusions based on
analysis.
Media Ability to This refers to the skills required to
Information critically evaluate the quality, appropriateness and value
Literacy evaluate of the information, as well as it sources.
information and
media content
Ethical use of This refers to the skills required and the
ICTs ability to apply a fundamental understanding of
the ethical/legal issues surrounding the access
and use of information technologies.
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Respect for This includes the skills to understand,

Diversity negotiate and balance diverse views and
beliefs to reach workable solutions, particularly
in multi-cultural environments.
Intercultural This refers to respecting cultural
Understanding differences and work effectively with people
from a range of cultural backgrounds, and
responding open-mindedly to different ideas
and values.
Democratic This refers to skills necessary for
Participants participating effectively in civic life through
knowing how to stay informed and
understanding governmental processes. This
includes the skills for exercising the rights and
obligations of citizenship at the local, state,
national, and global level.
Features of Authentic/Performance Assessment

Here are some features of performance/authentic assessment
(Hambleton, 1996):
1. An emphasis on doing open-ended activities for which there is
no correct, objective answer and that may assess higher
thinking- in many performance assessments, there is no correct
objectve answer unlike in a true-false test or a multiple choice test. For
example, there is no one correct answer when a student comes up
with painting, designs a science project , delivers “I Have a Dream” of
Marin Luther King, writes a research report, presents and defends the
same before a panel.
In performance/authentic assessment , students have choice to
constructtheir own responses. This may pose greater challenge for
scoring for teachers as compared to scoring traditional assessment but
47 | E D 2 0 9
may give opportunity for students to develop higher-level thinking

skills.
2. Direct methods of evaluation- authentic performance assessments

use direct method such as judging demonstrations of a dance step,
oral presentation to assess speaking rather than asking students to
enumerate the dance steps in order to describe good oral presentation
in a paper-and-pencil test.
3. Self-assessment – in authentic performance assessments, students

may be given opportunity to assess their performance with the use of
scoring rubrics.
4. Assessment of group performance as well as individual

performance –some performance, authentic assessments evaluate
how students perform individually and how they perform as a group. A
group may be directed to come up with a capstone project. They may
evaluated for the group’s output (the capstone project) and individually
for the individual member’s contribution.
5. Extended period of time for assessment- in contrast to the

traditional assessment, performance/ authentic assessments usually
requires an extended period in traditional assessment, a written test
may require an hour or less but the completion of a research paper
may require months and may be evaluated monthly to check on
students’ progress.
Characteristics of 21st Century Assessments
Responsive- Visible performance-based work (as a result of assessment)

generates data that inform curriculum and instruction.
48 | E D 2 0 9
Flexible- assessment needs to be adaptable to students’ settings. Rather than

the identical approach that works in traditional assessment, 21 st century
approaches are more versatile.
Integrated- assessments are to be incorporated into day-to-day practice
rather than as add-ons at the end of instruction or during a single specified
week of the school calendar.
Informative- the assessment results give informaton on wether or not the
desired and targetted 21st century skills which are clearly stated and explicity
taught are realized.
Multiple Methods- an assessment continuum that includes a spectrum of
assessment strategies is the norm.
Communicated- Communication of assessment data is clear and transparent
for all stakeholders.
Technically Sound- For fairness, adjustments and accommodations are made
in the assessment process to meet students’ need.
Systematic- 21st century assessment is part of a comprehensive and well-
alligned assessment system that is balanced and inclusive of all students,
constituents, and stakeholders and designed to support improvement at all
levels.
Authentic Assessment: Process-oriented or Product Oriented
Process-oriented Assessment
Learning outcomes in the form of procedural knowledge require
demonstration of the process or procedure. They call for a process –oriented
assessment.
Below are examples of learning outcomes that fall under process-
oriented assessment. These are lifted from the K to 12 Curriculum and course
syllabi on Principles and Methods of Teaching and Assessment in Learning 1
and 2.
 Recite a poem with feeling using appropriate voice qulaity,
facial expressions and hand gestures- English 5
 Naisasagawa ang sistematikong pananaliksik tungkol sa
paksang tinalakay – Filipino – Grade 7
49 | E D 2 0 9
 Demonstrate the generation of electricity by movement of a

magnet through a coil- Science – Grade 10
 Graphs linear inequalities in two variables – Math- Grade 8
 Sings themes or melodic fragments og given Classical Period
pieces – Music- Grade 9
Product Oriented Assessment

Students’ performance may lead to a concrete product. These students’
products are the concern of a product-oriented authentic assessment. These
are lifted from the K to 12 Curriculum Guide and course syllabi on Principles
and Methods of Teaching and Assessment in Learning 1 and 2.
 Nakagagawa ng isang proyekto gamit ang iba’t ibang
multimedia at technology tools sa pagtupad ng mga batas sa
kalinisan, kaligtasan, kalusugan at kapayapaan – AP- Grade 3
 Develops a scoring rubric for an oral defense of a research
paper- Assessment in Learning
 Writes a coherent review of literature- Practical Research 1-
Grade 11
 Prepares a physical activity program- PE-Grade *
 Creates movements to music of a particular Philippine festival –
Music- Grade 7
GRASPS
When constructing performance tasks, be guided by acronym GRASPS
shared by Wiggins and Mctighe (2004).
G - oal
R – ole
A – udience
S – ituation
P – roduct
S- tandards and Criteria Indicators
How do you come with a performance task guided by GRASPS?
50 | E D 2 0 9
GOAL- provide a statement of the task.

- Establish the goal of the task, state the problem, challenge or
obstacle in the task.
Role – Define the role of the students in the task.
- State the job of the students for the task.
AUDIENCE- identify the target audience within the context of the scenario
SITUATION- explain the situation. What’s the context? What is the
challenge?
PRODUCT- clarify what the students will create and why they will create it.
STANDARD and CRITERIA- identify specific standards for sucess.
-Give rubric to the students or develop them with the students.
Here is an example for a Science class

Goal- Instill health-consciousness among the young by particularly paying
attention to their eating habits.
Role- you are officers of Health Club and one of your objectives as a club is to
promote health consciousness among the students.
Audience- Your brochure is intended for all high school students in your
school.
Situation- most high school students are fond of junk foods and softdrinks. A
Big number of students are obese and underweight.
Product- Come up with a brochure on healthy eating habits. Brochure should:
1) focus on healthy eating habits, 2) include graphics and 3) use
simple, non-technical English language.
Standards and Criteria- You will be graded along the following criteria: 1)
accuracy of content- 10 pts., 2) organization of information- 10pts., 3)
clarity of content- 10pts., 4) appropriateness of graphics/pictures- 10
pts., 5) attractiveness/appearance of brochure- 10pts., and 6)
grammatical accuracy- 10pts.
51 | E D 2 0 9
Let’s Try!
1. What is a authentic/performance assessment? Non-test

assessment?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________________
2. Authentic/performance and traditional assessments are
complementary. What does it mean?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Let’s Check!
A. Multiple Choice.
1. Teacher Rose, an English teacher, wants to give an assessment task
measures students’ skills. Which of the following assessment tasks can BEST
address her purpose?
A. Essay B. Interest Inventory
C. Multiple- Choice Test D. Recital
2. A product learning target is BEST matched with which of the following sample
assessment tasks?
A. Measuring height using tape measure
B. Explaining the difference between vectors and matrices
C. Demonstrating commitment to completing the group project
52 | E D 2 0 9
D. Writing an essay on the impact of social media in people’s social values
3. Teacher K is confused about the nature of alternative assessment of learning.

A colleague, Teacher M, explained to Teacher K that alternative assessment
refers to the use of nontraditional assessment methods like portfolio
assessment. Is Teacher M correct?
A. Yes, as portfolioassessment is a nontraditional assessment method.
B. No, as portfolio assessment is a traditional assessment method.
C. Yes, as alternative assessment means using portfolio in assessment.
D. No, as alternative assessment and nontraditional assessment are
different.
4. Which of the following assessment tasks is the LEAST AUTHENTIC?

A. Answering a multiple-choice test
B. Performing in a field demonstration
C. Preparing a research proposal
D. Participating in a musical concert
5. Mr. Trinidad has been advocating the use of performance-based assessments

in his science class. What type of performance assessment is he most likely to
use to grade his students on their knowledge of the ecosystem?
A. Multiple choice on the different types of ecosystem
B. True of False on the roles of organisms in the ecosystem
C. Essay on the different types of ecosystem
D. Ecosystem Diorama with explanation
References
Publishing Inc.
53 | E D 2 0 9
UNIT 5: Developing the Scoring

Rubrics
Learning Outcomes:

 Explain what a scoring rubric is;
 cite the parts of a scoring rubric;
 distinguish between holistic and analytic rubrics and between general
and task-specific rubric;
 cite the importance of a scoring rubric;
 construct a holistic and an analytic rubric based on a given learning
outcome/competency and;
 distinguish among scoring rubric, checklist and rating scale.
Lesson 1: Scoring Rubric- Meaning and Parts,

Analytic and Holistic Rubric and Comparison of
Rubric, Checklist, Rating Scale
Let’s Activate!
“Teach to the individual, not to the curriculum .”
Let’s Explore!
Meaning of Scoring Rubric

54 | E D 2 0 9
Scoring rubrics are typically eployed when a judgment of a quality is

required and may be used to evaluate a broad range of subjects and
activities. For instance, scoring rubrics can be most useful in grading essays
or in evaluating projects such as scrapbooks. Judgments concerning the
quality of a given writing sample may vary depending upon the criteria
established by the individual evaluator. One evaluator may heavily weigh the
evaluation process upon the linguistic structure, while another evaluator may
be more interested in the persuasiveness of the argument. The high quality
essay is likely to have a combination of these and other factors. By
developing a pre-defined scheme for the evaluation process, the subjectivity
involved in evaluating an essay becomes more objective.
Parts of a Scoring Rubric
a. Coherent sets of criteria
b. Descriptions of each level of performance
Example: a Recitation Rubric
Criteria Weight 1 2 3
Number of x1 1-4 5-9 10-12
appropriate
hand gestures
appropriate x1 Lot of Few No apparent
facial inappropriate inappropriate inappropriate
expression facial facial facial expression
expression expression
Voice X2 Monotone Can vary voice Can easily vary
Inflection voice used inflection with voice inflection
difficulty
Incorporate X3 Recitation Recitation has Recitation fully
proper contains vary some feelings captures
ambiance little feelings ambiance through
through
feelings in the
feelings in the
voice
voice
55 | E D 2 0 9
Types of Scoring Rubric

1. Analytic Rubric articulates levels of performance for each criterion so the
teacher can assess student performance on each criterion. Using the
Recitation rubric, the teacher could assess whether a student has done a
poor, good or excellent job of “creating ambiance” and distinguish that from
how well the student did on “voice infection”.
2. Holistic Rubrics does not list separate levels of performance across
multiple criteria as a whole. For example, the analytic research rubric above
can be turned into a holistic rubric.
3- Excellent Speaker
 Included 10-12 changes in hand gestures
 No apparent inappropriate facial expressions
 Utilized proper voice inflection
 Can create proper ambiance for the poem
2- Good Speaker
 Few inappropriate facial expressions
 Had some inappropriate voice infection changes
 Almost creating proper ambiance
1- Poor Speaker
 Lots of inappropriate facial expressions
 Used monotone voice
 Did not create proper ambiance
3. General Rubrics are particularlyuseful for fundamental skills such as

writing, mathematics problem solving and general traits like creativity. They
contain criteria that are general across task that’s why they can be re-used.
These general rubrics can be adapted to different grade levels to make them
task-specific rubrics.
56 | E D 2 0 9
4. Task-Specific Rubric is unique to a specific task. You can use a task

specific rubric as a reliable assessment of performance on a specific task such
as “gives an answer” or “specifies a conclusion”. However, a task-specific
rubric is time consuming and difficult to create for all the different tasks you’d
like to assess, however, it makes scoring easier.
Developing a Scoring Rubric

Step 1: Identify the appropriate criteria to assess. Refer to the Recitation
Rubric, there are four criteria.
Step 2: For each criterion formulate the description of performance along a
continuum of quality. In the Recitation Rubric there is a description of
performance per criterion along a continuum (1, 2 and 3). Other than 1, 2
and 3, here are other descriptors used in scoring rubrics:
- Not meeting (standard), Approaching (standard), Meeting (standard),
Exceeding (standard)
- Exemplary, Proficient, Marginal, Unacceptable
- Advanced, intermediate high, intermediate, novice
- Exceed expectation, meets expectation, doesn’t meet expectation
Importance of Rubrics
Brookhart (2013) explains how rubrics can ensure learning.
1. Rubrics help teachers teach. When teachers develop the rubrics they
get very much clarified with the criteria by which learning will be
assessed and so will become more focused on what to teach and
against what criteria student will be measured.
2. Rubrics helps students learn. The criteria and performance-level
descriptions in rubrics help students understand what performance are
expected of them.
3. Rubrics help coordinate instruction and assessment.
Checklist is a “list of specific characteristics with a place for making whether

that characteristics is present or absent” (Brookhart, 2013).
57 | E D 2 0 9
My sentence
___ begins with a capital letter
___ ends with a period (.) or a question mark (?) or an exclamation
point (!)
___ is a complete thought
___ has a naming part (subject) and a telling part (predicate)
Rating Scale is a “list of a specific characteristics with a place for marking

the degree to which each characteristic is displayed (Brookhart, 2013). An
example is a frequency rating scale that lists the frequency with which some
characteristics are observed. For example in public speaking, the
characteristics “makes eye contact”- is it done frequently, occasionally,
seldom or never”?
Let’s Try!
1. What is a scoring rubric?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. Differentiate the .scoring rubrics from checklist and rating scale.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
58 | E D 2 0 9
Let’s Check!
A. Multiple Choice.
1. What feature of the rubric identifies student’s level of mastery within
each criterion?
A. Criteria B. Descriptors
C. Performance Level D. Point Values
2. S. Reyes is planning to develop a rubric that she can use to assess her
student’s performance in an individual book review reporting and in
group oral presentation for her 21st Century Literature from the
Philippines and the World class. What kind of rubric is applicable for
both performance tasks?
A. Analytic B. General
C. Holistic C. Task-Specific
3. Mr. Arevalo required his students in his Understanding Culture, Society,
and Politics class to write an essay on their roles as agents of social, cultural,
and political change in the country. To evaluate his students’ work, he plans
to use different criteria separately, namely, content, organization,
position/stance, development/ support, and grammar, language, and
mechanics. What type of rubric should Mr. Arevalo use?
4. What type of rubric will you use when you want a quick snapshot of your
students’ achievement or performance and when you feel that a single
dimension is enough to define the quality of their performance?
5. Which are the parts of a scoring rubric?
59 | E D 2 0 9
I. Criteria
II. Descriptions of the levels of the performance
III. Frequency Ratings
A. I and III B. I and II
C. II and III D. I, II, and III
References
Publishing Inc.
60 | E D 2 0 9
Appendix
RUBRICS
Portfolio Assessment Rubric
POINTS REQUIRED CONCEPTS REFLECTION/ OVERALL

ITEMS PRESENTATION
CRITIQUE
All required Items clearly demonstrate that Reflections Items are clearly
items are the desired learning outcomes illustrate the introduced, well
included, for the term have been ability to organized, and
with a achieved. The student has effectively creatively
90-100 significant gained a significant crtique work, displayed,
number of understanding of the concepts and to suggest showing
additions and applications. constructive connection
practical between items.
alternatives.
All required Items clearly demonstrate Reflections Items are

items are most of the desired learning illustrate the introduced and
included, outcomes for the term. The ability to critique well organized,
with a few student has gained a general work, and to showing
75-89
additions. understanding of the concepts suggest connection
and applications. constructive between items.
practical
alternatives.
All required Items demonstrate some of Reflections Items are

items are the desired learning outcomes illustrate an introduced and
included for the term. The student has attemp to somewhat
60-75 gained some understanding of critique work, organized,
the concepts and attempts to and to suggest showing some
apply them. alternatives. connection
between items.
61 | E D 2 0 9
A significant Items do not demonstrate Reflections Items are not

number of basic learning outcomes for illustrate a introduced and
40-59 required the term. The student has minimal ability lack organization.
items are limited understanding of the to critique work.
missing concepts.
No work
0
submitted
62 | E D 2 0 9
Essay Rubric
SENTENCE
FOCUS STRUCTURE,
ORGANIZATI WORD
POINTS AND VOICE GRAMMAR,
ON CHOICE
DETAILS MECHANICS,
AND SPELLING
There is a The The author’s The author’s All sentences are

clear, well introduction is purpose of uses vivid well constructed
focused inviting, states writing is very words and and have varied
topic. Main the main topic clear, and phrases. The structure and
ideas are and provides there is strong choice and length. The author
clear and an overview of evidence of placement of makes no errors in
are the paper. attention to words seems grammar,
90-100 supported Information is audience. The accurate, mechanics, and/or
by detailed relevant and author’s natural and spelling.
and presented in a extensive not forced.
accurate logical order. knowledge
information The conclusion and/or
. is strong. experience
with the topic
is/are evident.
There is The The author’s The author Most sentences are

one clear, introduction purpose of usesvivid well constructed
well states the writing is words and and have varied
focused main topic and somewhat phrases. The structure and
topic. Main provides an clear, and choice and length. The author
ideas are overview of there is some placement of makes a few errors
75-89
clear but the paper. A evidence of words is in grammar,
are not conclusion is attention to inaccurate at mechanics, and/or
well included. audience. The times and/or speling but they do
supported author’s seems not intefere with
by detailed knowledge overdone. understanding.
information and/or
63 | E D 2 0 9
. experience
with the topic
is/are evident.
There is The The author’s The author Most sentences are

one topic. introduction purpose of uses words well constructed,
Main ideas states the writing is that but they have a
are main topic. A somewhat communicate similar structure
somewhat conclusion is clear, and clearly, but and /or length. The
clear. included. there is the writing author makes
evidence of lacks variety several errors in
60-75 attention to grammar,
audience. The mechanics, and/or
author’s spelling that
knowledge interfere with
and/or understanding.
experience
with the topic
is/are limited.
The topics There is no The author’s The writer Sentences sound

and main clear purpose of uses a limited awkward, are
ideas are introduction, writing is vocabulary. distractingly
not clear. structure, or unclear. Jargon or repetitive or are
conclusion. cliches maybe difficult to
present and understand. The
40-59 detract from author makes
the meaning. numerous errors in
grammar,
mechanics, and/or
spelling that
interfere with
understanding.
0 No work
64 | E D 2 0 9
submitted
Rubric for rating short-answer responses:
Point Description
Answer is sufficient and well-organized and claims are clear and well-
9 - 10
supported with explanation and examples.
Answer is fairly sufficient and organized and claims are well-detailed with
7-8
some areas requiring further development.
Answer is fairly adequate in most areas with some lapses in a number of
5-6
aspects.
3-4 Answer is wanting of substance and organization, with significant errors.
Answer shows very meager understanding of the topic and there are
1-2
significant problems throughout.
Modified and prepared by:
FRANCIS C. CASTOR, Ed.D.

Subject Teacher
65 | E D 2 0 9

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West Visayas State University 2022

Francis C. Castor, Ed.D.

Notes to the Students

Unit I. Assessment as an Integral Part of teaching

B. e-Portfolio as an Assessment Tool and as a Communication

2.Best Practices in the Use of e-Portfolio

 analyzed the fundamental concepts and characteristics of 21st century

You are advised to strictly follow the schedule of submission of

The lesson will then unfold in this sequence.

Let’s Activate! In here, you will do an activity that you already

Let’s Explore! This is where the lesson is presented. It may have

Key to Correction shows the feedback thatcomes after

Let’s Watch! This may be found in select lessons. Multimedia links

Let’s Read Further! This may also be found in select lessons.

Notes to the Students 3

Unit I. Assessment as an Integral Part of teaching

B. e-Portfolio as an Assessment Tool and as a Communication

2. Categories of soft skills

UNIT 1: Assessment as an Integral Part

At the end of the lesson, the students should be able to:

Lesson 1: Diagnostic, formative, summative assessment,

“Assessment is critical to the educational process. Without them,

Assessment in the Context of Teaching-Learning

This is a form of pre-assessment that allows a teacher to determine individual

Traditional Assessment and Authentic Assessment

Norm and Criterion-referenced Assessment

It is obvious that only Students A and B were able to realize the

Contextualized and Decontextualized Assessment

Current Trends in Assessment

3. Setting high performance and challenging standards including world-class

1. Can a diagnostic assessment and a formative assessment affect the result

___1. On which type of assessment are grades based?

A. Diagnostic assessment B. Formative assessment

“Assessment is critical to the educational process. Without them, teachers would

UNIT 2: Outcome-Based Education (OBE)

At the end of the lesson, the students should be able to:

Lesson 1: Meaning of OBE, OBTL, UbD, Constructive

“Content without purpose is only trivia”

The Meaning of OBE

OBE means Outcome-Based Education. Simply put, it is education based on

OBE, Spady’s Version

Outcome-Based Teaching and Learning (OBTL), Biggs’ Version

Outcomes in Different Levels

Figure 3. Learning Outcomes in Different Levels

The outcomes are Teaching and learning

Teaching-Learning which begins with

Figure 6. The Instructional Cycle

1. Explain the essence of OBE and OBTL.

2. Explain the meaning of constructive alignment in the context of instructional cycle.

A. Program outcomes B. Institutional outcomes

___3. Which is the first step in the instructional cycle?

UNIT 3: Outcome-Based Education (OBE)

At the end of the lesson, the students should be able to:

Lesson 1: Learning outcomes-Meaning, Sources;

“Teach to the Individual, not to the curriculum”

Meaning of Learning Outcomes

Based on Figure 3 in Unit 2, outcomes come in different levels. The intended

THE DEPED VISION

We dream of Filipinos whos passionately love their country

As a learner-centered public institution, the Department of

THE DEPED MISSION

To protect and promote the right of every Filipino to

Students learn in a child-friendly school, gender sensitive,