ED10- Assessment in Learning 2
Complex
Performance Assessment: Characteristics of
a Good Performance Assessment.
Characteristics of a Good Performance
Assessment
1. It is authentic, meaningful, and realistic
2. It provides opportunities for students to show
both what they know and how well they can do
what they know.
3. It allows students to be involved in the process
of evaluating their own and their peers
performance and output.
4. It assesses more complex skills.
5. It explains the task, required elements, and
scoring criteria to the students before the start of
the activity and the assessment.
General Guidelines in Designing Performance
Assessment
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or
explicit in the expected outcomes?
3. What are the appropriate performance
assessment tasks or tools to measure the
outcomes and skills?
4. Are the specific performance tasks aligned with
the outcomes and skills interesting, engaging,
challenging, and measurable?
5. Are the performance task authentic and
representative of real-world scenarios?
6. What criteria should be included to rate
students performance level?
7. What are the specific performance indicators
for each criterion?
Conducting Performance Assessment
Performance Assessment – method of
assessing students that challenges them to
actively demonstrate what they know and are
capable of doing through open-ended tasks such
as formulating a response, creating a project, or
accomplishing an activity.
Purpose: let learners take part actively in the
assessment process. It boosts engagement.
Essential components of performance-based
assessment
1.
2. Authentic
3. Process/Product-oriented
4. Open-ended
5. Time-bound
How to create or conduct a performance-
based assessments?
1. Identify goals of the assessment.
2. Select the appropriate course standards.
3. Review assessments and identify learning
gaps.
4. Design the scenario – it includes setting, role,
audience, time frame, and product.
5. Gather or create materials.
6. Develop a learning plan
Examples of performance assessment
- group projects, essays, experiments,
demonstrations, and portfolios.
Affective Traits and Learning Outcomes
Affective – variety of traits and dispositions that
are different from knowledge, reasoning, and
skills.
Attitudes – predisposition of respond favorably or
unfavorably to specify situations, concepts,
objects, institutions, or persons.
Interest – personal preference for certain kinds of
activities.
Values – importance, worth, or usefulness of
modes or conduct and end states of existence.
Opinion – beliefs about specific occurrence and
situations.
Preferences – desire to select one over another.
Motivation – desire and willingness to be
engaged in behavior including intensity of
involvement.
Academic self-concept – self-perception of
competence in school and learning.
Self-Esteem – attitudes towards oneself; degree
of self-respect, worthiness, or desirability of self-
concept.
Locus of Control – self-perception of whether
success and failure is controlled by the students
or by external influences.
Emotional Development – growth, change, and
awareness of emotions and ability to regulate
emotional expression.
Social relationship – nature of interpersonal
interactions and functioning in group setting.
Affective Domain of the Taxonomy of
Educational Objectives
- Affective domain describes learning objectives
that emphasizes a feeling, tone, emotion, or
degree of acceptance or rejection.
- It may vary from simple attention to selected
phenomena to complex.
Taxonomy of Affective Domain in Learning
- David R. Krawthols published the second
taxonomy emphasizing affective domain.
- This taxonomy focuses on emotional and
behavioral learning outcomes.
Receiving Learners displaying
awareness, willingness and
controlled or selective
attention to a certain
stimulus.
Ex: attend a lecture and
listens.
Responding Reacts to a given stimulus.
Ex: students raise their
hands.
Valuing Develop a positive or
negative attitude towards a
particular value, belief, or
behavior.
Ex: accepts the importance
of the topic.
Organizing Integrate different values,
beliefs, and attitudes into a
coherent and logical
system.
Ex: students begin to
compare the different topics
and organizes depending
the hierarchy of importance.
Characterization Internalized a specific
value, belief or attitude to
the extent that it has
become ingrained in their
personality and behavior.
Ex: internalized the value
and applied in daily life.
Affective Variables in Learning
1. Attitude – settled way of thinking or feeling
about someone or something. It says that
attitudes emerge depending on the context or
situational approach.
Ex: I can’t solve a math problem, I may develop
a negative attitude about math.
Values and beliefs – (Values) - characteristics
or traits that a person holds in high importance. It
guides the future actions and decisions in
different settings.
(Beliefs) – refer to our convictions or opinions we
hold to be true even without evidence.
Interest – a psychological state that draws a
person’s attention to an object.
Motivation – inner drive, impulse, or desire that
moves one to take a particular action.
Intrinsic Factors: curiosity, appreciation, and
valuing.
Extrinsic Factors: praise, grades for completion,
and certification.
Six needs and desires that are integral parts
of motivation:
1. the need for exploration
2. manipulation
3. activity
4. stimulation
5. knowledge
6. enhancement
Self-confidence – how a person feels about his
or her abilities to accomplish a task or reach a
goal.
Tools and Methods to Assess and Measure
Affective Learning
Interview – oral assessment of student learning
that is conducted through spoken words and
casual conversation. Teacher can probe
responses.
Steps in developing and conducting an interview:
1. Select the assessment objectives
2. List the oral questions in sequence based on
the objectives.
3. Make a report sheet
4. Conduct the interview.
5. Record the responses
Student Journals – can be used in assessing
and monitoring students thinking and attitudes. It
is a special form of documentation that records
personal experiences and thoughts.
Observation – it involves looking out for the
presence or absence of the behavior of the
learners in a natural setting.
Two types of observation
1. Structured – prepared some checklist or rating
form before the actual observation.
2. Unstructured – open-ended, no checklist, or
rating scale used.
Guidelines for observation approach to be more
valid and reliable.
1. set a clear definition of the affective trait
2. prepare a checklist or rating scale
3. consult with a colleague or expert
4. be clear on ethical issues.
5. record the observation immediately.
Portfolio Assessment
Portfolio – a collection of learning and
performance artifacts by students that exemplifies
their skills and interest within a period of time.
Portfolio Assessment – students construction
and use of portfolios in a purposeful and
systematic manner in order to document their
progress.
Three Types of Portfolio
1. Working Portfolio – collection of a students
day-to-day works that reflects his or her learning.
2. Show Portfolio – collection of students best
works.
3. Progress Portfolio – contains examples of
students work with the same type done over a
period of time to assess their progress.
Portfolio is considered authentic because it tells
what is really happening in the classroom, and
offers multiple indicators of students progress. It
gives students responsibility for their own learning
and offers opportunities for students to document
reflections on their learning.
Purpose of Portfolio Assessment
1. Students self-assessment
2. clear goals
3. student-teacher relationship
4. social skills
5. documentation
Elements of Portfolio
1. Cover letter – progress of the students from
novice to mastery.
2. Table of contents – detailed contents
3. Entries – content
4. Dates and drafts – proof of growth overtime.
5. Reflections – significance of the individual work
samples. It captures the best and worst learning
process.
Types of Rubrics
1. Holistic Rubric
2. Analytic Rubric
3. Generic/General Rubric
4. Task-Specific Rubric
Characteristics of Good Rubrics
A well-done rubric is both an instructional tool
and an assessment mechanism.
Criteria – it should align with the learning
outcomes and possesses a specific list of criteria.
Gradation – include specific descriptors like:
excellent, good, fair, and needs improvement.
There are 4-6 gradations level.
Descriptors – offers a lot of descriptive language
and it should describe exactly what makes an
assignment quality.
Continuity – difference in quality from a score
point of 5 to 4 should be the same difference from
a score point of 3 to 2.
Reliability – able to use by various teachers and
have them all arrive at similar scores for a given
assignment.
Validity – scores what is central to the Quarte
performance and assignment, not what is easy for rly
20% 20% 20%
the eye. Asses
sment
Basic Steps in Developing Rubrics
1. Determine the learning outcome and the Weight Component (SHS)
performance task to be evaluated.
Academic TVL /Sports
2. Identify the quality attributes or indicators of the Track and Design
performance task. Track
All Immer All Immer
3. Determine the criteria or dimension. othe sion, othe sion,
r Resear r Resear
CORE
4. Determine the benchmark and point values. Subj ch, Subj ch,
SUBJ
ects Busine ects Exhibit
5. Write the benchmark or performance ECTS
ss, ,
descriptors for quality criteria. Simula Perfor
tion, mance
Purpose and Types of Grading Systems Exhibit
,
Perfor
mance
Written
25% 25% 35% 20%
Work
Perfor
Grading System of Elementary and Secondary mance 50% 45% 40% 60%
Schools Task
Quarte
K to 12 Basic Education Program uses a standard rly
and competency-based grading system. The 25% 30% 25% 20%
Asses
minimum grade needed to pass a specific sment
learning area is 60 which is transmuted to 75.
For Kindergarten – checklists and anecdotal K to 12 Transmutation Table
records are used instead of numerical grades.
For Grade 1 to 12 – there is one quarterly
assessment, written works and performance
tasks.
Steps:
Step 1.

Step 2.

Weight of the Component (1 to 12)

Comp Lan A E Sci M MA EPP

onent gua P S enc at PE / How to Compute the Final Grade?
s ge P e h H TLE
Writte - Add the final grade in the learning area and
n 30% 40% 20% divide from 1st Quarter to 4th Quarter.
Work
Perfor
mance 50% 40% 60%
Task