Philippine Christian University

Dasmarinas Campus

REFLECTION PAPER

ASSESSMENT OF EDUCATION PERFORMANCE

Submitted by:

JULIANA HONEYLET L. AMPER

MEM Student

Date Submitted
August 12, 2023
 WHAT I HAVE LEARNED IN ASSESSMENT OF EDUCATION PERFORMANCE
Basic Concepts, Theories and Principles
in Assessing Learning using Alternative Methods

INTRODUCTION
Assessment is an integral part of instruction, as it determines whether or not the goals of education are
being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum,
and, in some cases, funding. Assessments help the students understand their errors, understand the feedback
received on their errors, and help them improve. Assessments may also provide another opportunity to assimilate
the new information and re-do the exam to improve performance. Student assessment enables instructors to
measure the effectiveness of their teaching by linking student performance to specific learning objectives. As a
result, teachers are able to institutionalize effective teaching choices and revise ineffective ones in their pedagogy.

MY INSIGHTS

Assessments have changed and adapted over the years to ensure that they meet the needs of all learners.
Assessments should cater for all learning styles and shouldn't in any way discourage or inhibit the learning process.

The difference between these assessments made me realized that it’s always a case to case basis on how an
assessment became more effective. It is always depends on what kind of outcome you intended to get after the
conduct.

⮚ Traditional Assessment refers to the use of traditional assessment strategies or tools to provide
information on student learning. Typically, objective (e.g. multiple-choice) and subjective (e.g. essay)
paper-and-pencil tests are used to assess students.

⮚ Alternative assessment refers to the use of alternative or non-traditional assessment strategies or

tools to collect information on student learning. Examples of alternative forms of assessment are
performance-oriented and product-oriented assessment methods.

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CONCLUSIONS

Therefore ASSESSMENTS itself should :

 be both process- and product-oriented.

 focus on higher-order cognitive outcomes.

 include a measure of non-cognitive learning outcomes.

 reflect real-life or real-world contexts.

 must be comprehensive and holistic.

 lead to student learning.

RECOMMENDATION

To produce good quality tasks, the following aspects of task design should be considered:
 coverage of the different ways of using fractions.

 variety of representations.

 type of response expected.

 closed or open tasks.

 use of materials.

 contextualized problems or no context.

 probing for misconceptions.

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 WHAT I HAVE LEARNED IN ASSESSMENT OF EDUCATION PERFORMANCE
Developing and Using Rubrics for Non-Traditional Assessment
INTRODUCTION
A rubric is an assessment tool that clearly indicates achievement criteria across all the components of any kind of student
work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades. Rubrics
facilitate peer-review by setting evaluation standards. Have students use the rubric to provide peer assessment on various
drafts. Students can use them for self-assessment to improve personal performance and learning. Encourage students to use
the rubrics to assess their own work. Rubrics improve students' chances of success by outlining the required elements of an
assignment. They are great for conveying timely feedback to students, reducing subjectivity, increasing objectivity, and
reducing grading time.
MY INSIGHTS
It is important that you will be clear about the learning outcome/s and the specific performance task that will be
evaluated.
Choose tasks that are:
 essential (i.e., aligned with desired learning outcomes),
 authentic (i.e., involves meaningful and real-life application of skills),
 complex (i.e., contains numerous possibilities for application, extensions and connections of knowledge and skills),
 feasible (i.e., can be done given the time constraints and availability of resources), and
 measurable (i.e., it can be observed and measured).
All of these should be taken into consideration to ensure the validity of assessments with the use of
rubrics.
CONCLUSIONS
Teachers should prepare the rubric and make it available to students before they begin with the as-signed tasks to inform
them the requirements, criteria, and expectations so as to guide them in carrying out their tasks;
* Develop rubric with performance descriptors that are clear and easily understood by students;

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 * Present the rubric to students and allow them to give their feedback and suggestions to improve or refine the rubric;
* If possible, involve students in the creation of rubric to enhance their motivation, engagement, and self-regulation;
* Orient the students on how to effectively use the rubric, especially those that are used for self-assessment and peer-
assessment.
RECOMMENDATIONS
Teachers should consider crafting rubrics base on the various activities having planned together with the learners.

WHAT I HAVE LEARNED IN ASSESSMENT OF EDUCATION PERFORMANCE

Portfolio Assessment

INTRODUCTION

The primary purpose of an assessment portfolio is to document student learning on specific curriculum outcomes. The items
in the portfolio should be designed to elicit the knowledge and skill specified in the outcomes. Assessment portfolios may be
used to demonstrate mastery in any curricular area. One of the main benefits of portfolios is that they can provide a more
authentic, holistic, and personalized assessment of student learning. Portfolios can capture the complexity, depth, and
diversity of student work, and reflect their individual strengths, goals, and passions. Portfolios can provide progressive and
coherent snapshots of a learner's knowledge, performance and development at particular points in a course or program.
Students may feel that portfolios are fairer than some other assessment methods, because: they require sustained effort over a
long period.
MY INSIGHTS

Portfolio assessment requires the following: clarity of goals, explicit criteria for evaluation, work samples tied to those
goals, student participation in selection of entries, teacher and student involvement in the assessment process, and self-
reflections that demonstrate students' metacognitive ability. This is also a best way for the students to track their learning
progress and make a a way on improving their tasks accomplishments.

CONCLUSIONS

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 PORTFOLIO ASSESSMENTS allow students time and space to analyze their achievement in relation to the class
standards, evaluate their final products and determine growth as well as needs.

RECOMMENDATION
A portfolio assessment MUST PROVIDE AN OPPORTUNITY for a student to reflect on their learning, to self assess, and
to formulate a deeper understanding of the concepts they are learning beyond a simple surface explanation.