Assessment of Learning 2 Module

Assessment of Student
Learning 2
Ernie C. Cerado, PhD

Ellen L. Consomo, MAED
Jonathan Roque, MAED
Allan Ray M. Paculanan, MAT
Reynaldo B. Araňego, MAELT
Compilers
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Preface
The COVID-19 pandemic has clearly posed a unique set of
challenges to higher education, and particularly to face-to-
face field activities and the learning outcomes associated
with them.
- Daniel C. Barton, 2020
The closure of educational activities in almost all parts of the world due to the
COVID-19 pandemic resulted in a surprising swing from traditional learning to a
setup that largely depends on remote or digital teaching and learning. Currently, the
remote teaching of learning outcomes that have been customarily facilitated in face-
to-face manner presents unique challenges for students, faculty, and institutions.
Despite the apparent adversities, it creates an opportunity for faculty members to
develop teaching strategies and tools that answer the learning needs of the
students. In SKSU, the response is varied and location-specific. No “one-size-fits-
all” measure is practical because of the differing environments, resources,
restrictions and peculiarities of each campus, faculty, and student. As a state
university where allocations are limited, the constraints are more obvious than the
means. Among the primary factors in choosing the most workable instructional
alternative are faculty readiness, student socio-economic histories, administrative
support and internet connectivity. Thus, the digitized and printed learning modules
emerge as the practical and responsive modality to use. These learning materials
nonetheless can be maximized along with other options such as online, SMS, voice
call, face-to-face or the blended way. With the commitment of the management to
facilitate the free reproduction and distribution of the modules, it is very likely that
desired learning outcomes can still be achieved in the face of serious health
challenges.
The students are thus invited to maximize the utilization of these learning modules
as this material is afforded freely. Let the principle of “active learning” comes into
play during this volatile period. You ought to be highly independent, creative, and
resourceful in learning. As matured learners, you have no choice but to be
responsible in learning.
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Table of Contents
Preface ii
Chapter 1 Basic Concepts, Theories, and Principles in 1

assessing Learning using Non-traditional
Methods
Chapter 2 Learning Targets for Performance and Product- 27

oriented Assessment
Chapter 3 Performance Assessment 45
Chapter 4 Affective Assessment 60
Chapter 5 Portfolio Assessment 84
Chapter 6 Process in Developing and Using Rubrics for 103

Alternative Assessment
Chapter 7 Organization and Analysis of Assessment Data 127

from Alternative Method
Chapter 8 Communicating and Reporting of Assessment 140

Data from Alternative Methods
Appendix Course Syllabus
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CHAPTER 1
BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN ASSESSING LEARNING

USING NON-TRADITIONAL METHODS
Overview
In the assessment task of teachers, traditional methods or the paper-and-pencil
tests are obviously not enough – thus, alternative means are necessary. To effectively
describe what alternative or authentic assessment for learning is all about, we need to
possess a good grasp of the difference between the traditional and alternative
assessment of learning, and to document the experiences of teachers who apply the
principles in assessing learning using alternative ways. Moreover, we must read
satisfactory information and knowledge about the basic concepts and principles in
assessing learning using non-traditional techniques if we want to be more familiar on it.
We are expected likewise to know these things before the discussion, analysis and
evaluation when we meet our professor in person or in the virtual classroom. Finally, if
this module cannot provide substantial information that we anticipate in this lesson
segment then you are free to explore or tap other resources particularly online.
What to Expect?
At the end of the chapter, the students can:
1. describe clearly the nature of authentic assessment;

2. differentiate authentic from traditional assessments;
3. illustrate the characteristics of authentic assessment;
4. clarify some models of authentic assessment;
5. identify and apply various types of authentic assessment;
6. deliberate the principles in assessing learning through alternative
methods; and
7. defend the advantages of authentic or alternative assessment.
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What is Alternative Assessment?
Assessment is generally defined as the process of gathering quantitative and/or

qualitative data for the purpose of making decisions. Black and William (1998, p.82)
stated that assessment pertains to all “activities undertaken by teachers – and by their
students in assessing themselves – that provide information to be used to modify the
teaching and learning activities in which they are engaged”. This means that assessment
data direct teaching in order to meet the needs of students and aid teachers to make
informed decisions and judgment to improve teaching and learning.
In practice, most teachers use traditional assessment methods to assess and
evaluate the learning of students in the classroom as they are easier to design and quicker
to be scored. Traditional assessment is a conventional method of assessment that has
been followed since a long time that generally utilizes a pen and paper or computer-based
examination method to provide information on student learning. Traditional assessment
includes testing techniques such as multiple choice questions, fill-in-the-blanks, true-
false, matching, and essays that often focus on learner’s ability of memorization and
recall, which are lower level of cognition skills (Smaldino, 2000).
In contrast, alternative assessment refers to the use of alternative or non-
traditional assessment strategies or tools to collect information on student learning. This
form of assessment requires students to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills and be contrasted with
conventional test questions, which are often indirect measures of a student’s ability to
apply the knowledge and skills gained in a course.
To fully understand the meaning and nature of alternative assessment, we can
consider the following definitions as provided by several sources:
1. Alternative assessment refers to the use of alternative or non-traditional assessment
strategies or tools to collect information on student learning. At the core of alternative
assessment is the need to design and implement assessment tasks or activities that
refrain from using traditional paper-pencil test, which typically assess cognitive
learning outcomes and thus have right or wrong answers (David et al., 2020).
2. Alternative assessment is any classroom assessment practice that focuses on
continuous individual student progress. Perhaps the best way to define alternative
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assessment is to say that it's the counter to traditional forms of standardized
assessment. https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
3. Alternative assessments, also referred to as performance tests or authentic
assessments, are used to determine what students can and cannot do, in contrast to
what they do or do not know. In other words, an alternative assessment measures
applied proficiency more than it measures knowledge. Typical examples of alternative
assessments include portfolios, project work, and other activities requiring some type
of rubric. https://ctl.byu.edu/using-alternative-assessments
4. Gulikers, Bastiaens, and Kirschner (2004) define authentic assessment as requiring
students to use the same competencies, or combinations of knowledge, skills, and
attitudes that they need to apply in the criterion situation in professional life.
http://www.deakin.edu.au/__data/assets/pdf_file/0005/268511/AUTHENTIC-
ASSESSMENT.pdf
5. An authentic assessment evaluates if the student can successfully transfer the
knowledge and skills gained in the classroom to various contexts, scenarios, and
situations beyond the classroom. Authentic assessments can include a myriad of
assessment techniques including skill labs, experiments, presentations, simulations,
role-plays, class/term projects, debates, discussions, etc. (New Jersey Institute of
Technology, n.d.).
6. Dikli (2003) described the intent of alternative assessments to assess higher-order
thinking skills. Students have the opportunity to demonstrate what they learned. This
type of assessment tools focuses on the growth and the performance of the student.
That is, if a learner fails to perform a given task at a particular time, s/he still has the
opportunity to demonstrate his/her ability at a different time and different situation.
Since alternative assessment is developed in context and over time, the teacher has
a chance to measure the strengths and weaknesses of the student in a variety of areas
and situations.
In conclusion, Cajigal and Mantuano (2014) clarified that assessment is authentic

when it measures performance or products which have realistic meaning that can be
attributed to the success in school. Activities, questions and problems with “real-world”
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satisfy the criterion that it needs to be an authentic intellectual work within the given
situation or contextual practicality of the tasks.
Characteristics of Alternative Assessment

In some cases, alternative assessment is also known as formative assessment and
portfolio assessment. The characteristics of alternative assessment may include:
1. Usually teacher-generated, as opposed to being passed down from an
administration, government, or third-party organization.
2. Takes into account the individual background and needs of every unique learner.
3. Considers the big picture of individual student progress over an extended period
of time.
4. Flexible, responsive, and continually developing according to curricular
objectives.
5. Takes into consideration different learning styles and preferences.
6. Allows language learners to demonstrate content knowledge and skills mastery
without language barrier difficulties.
7. Highly effective for use with students who are entitled to accommodations and/or
modifications.
8. Normally documented with qualitative data, such as performance descriptors,
comparisons with previous work, and skills demonstration.
What Alternative Assessment IS NOT

Let us think about what alternative assessment is not:
1. Not standardized. Similarly, alternative assessment is not what is sometimes
referred to as 'large-scale' or 'high-stakes' assessment.
2. Not intended to replace or otherwise diminish the importance of traditional
assessments. In fact, it is intended to serve as a complement to school and/or
state-mandated standardized assessment programs.
3. Not implemented in one specific moment in time, such as at the end of a lesson,
unit, or semester.
4. Not a measurement of how a student performs compared to peers.
5. Not normally reported with quantitative data (e.g., percentage scores or statistics).
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6. Not presented in traditional formats, such as multiple-choice, true/false, and fill-in-
the blank questions and answers.
7. Not perfect, comprehensive, or appropriate in every situation.
Traditional Assessment versus Alternative Assessment
The table below, drawn from Wiggins, illustrates the difference between typical
tests and alternative assessments.
Traditional Assessment Alternative Assessment Indicators of Authenticity

Requires correct responses Require a high-quality product Correctness is not the only
or performance, and a criterion; students must be
justification of the solutions to able to justify their answers.
problems encountered
Questions must be Instructions/questions/purp Tasks that are to be judged
unknown to students in ose must be known to should be known ahead of time.
advance to be valid students in advance. Rubrics or standards for
judgment should be known or
predictable.
Disconnected from the real- Tied to real-world contexts The context and constraints of the
world contexts and and constraints. Requires task are similar in nature as to
constraints student to solve or do what would be encountered by a
realistic problem. real-life practitioner.
Contain items that isolate Are integrated challenges in The task is multifaceted and
particular skills or facts which a range of skills and complex, even if there is a right
knowledge must be used in answer.
coordination in order to solve a
problem.
Include easily scored items Involve complex tasks that for Meaningful assessment and
which there may be no right feedback is emphasized. The
answer, and that may not be validity of the assessment is not
easily scored sacrificed in favor of reliable
scoring.
Are “one shot”; students get Are iterative; contain recurring Students may use particular
one chance to show their tasks knowledge or skills in several
learning different ways or contexts.
Provide a score Provide usable diagnostic The assessment is designed to
information about students’ improve future performance, and
skills and knowledge students are important
“consumers” of such information.
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Non-Traditional Assessment Models
In planning their annual assessment projects, the Center for Teaching and Learning
(2021) at DePaul University suggests the following alternative assessment models.
1. Authentic Assessment: Assessing by Doing
Authentic assessment is based on students’ abilities to perform meaningful tasks
they may have to do in the “real world.” In other words, this form of assessment
determines students’ learning in a manner that goes beyond multiple choice tests and
quizzes.
Authentic assessment is the most popular model for alternative assessment. It is
an approach in the assessment of student learning that refers to the use of assessment
strategies or tools that allow learners to perform or create a product that is meaningful to
the learners as they are based on real-world contexts. The most authentic assessments
are the ones that allow performances that mostly resemble real-world tasks or
applications in real-world settings or environments. Some authentic assessment
methodologies include Biology lab practical, e-portfolio, music jury, mock trial and acting
in a play. The basic premise of authentic assessment is that if you want to know how well
someone golfs, the best way to assess it is to have that person play a round of golf.
The following can be used as criteria in determining if an assessment task or
activity is authentic or not (Silvestre-Tipay, 2009):
The assessment task or activity can
1. be built around topics or issues of interest to the students,
2. replicate real-world communication contexts and situations,
3. involve multistage tasks and real problems that require creative use of language
rather than simple repetition,
4. require learners to produce a quality product or performance,
5. introduce the students to the evaluation criteria and standards,
6. involve interaction between assessor (instructor, peers, self) and person assessed,
and
7. allow for self-evaluation and self-correction as they proceed.
Here are some suggestions in developing an authentic assessment:
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1. Identify at least one task students need to be able to do to be successful in
employment and/or continuing education
2. Work with your fellow faculty/staff to determine how students might be able to
demonstrate their ability to do the task(s)
3. Identify criteria to evaluate the task(s)
4. Evaluate students’ abilities to complete the criteria of the task(s)
2. Developmental Assessment: Assessing by Progress

Developmental assessment focuses on determining the extent that students have
developed their competencies from instruction. It looks at students’ progress in
developing skills, abilities, values, etc., rather than evaluating students’ final products.
This model adopts a pre-test and post-test methodology to collect information if a student
has developed or improved after instruction. It involves a comparison of what students
can do at different time points and/or different contexts to assess if there is progress.
Developmental assessment is said to be useful for assessing learning outcomes based
on students’ development rather than a final product. This type of assessment
emphasizes emerging knowledge and skills, rather than recognizing only students’ final
products. Developmental assessment is ongoing and may occur in many contexts, giving
you a richer view of students’ learning. Assessors should have adequate knowledge of
how a skill or attribute develops so appropriate assessment strategies and tools can be
designed.
Methodologies for development assessment tend to rely on observational and
work sampling techniques that continually focus on performance, processes, and
products over selected periods of time and in a variety of contexts. For instance, an
instructor may compare two work samples using a developmental rubric to determine
students’ levels of development.
Here are some things to consider in developing a developmental assessment:
1. The purpose of assessment is to collect information necessary to make important
decisions about students’ development and educational needs.
2. Assessment must serve in ways that enhance opportunities for optimal growth,
development, and learning.
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3. The process of determining individual developmental and educational needs
informs instructional practices and provides a template for setting individual and
program goals.
3. Emergent Assessment: Assessing by Discovery

Emergent assessment is a model based on Michael Scriven’s (1967) goal-free
evaluation model. In this model, the assessment focuses on determining the “effects” of
instruction on students. The emphasis is on the assessment of both the intended and
unintended effects or learning outcomes. Hence, assessment is not limited to collecting
information if the intended learning outcomes defined were met or not, but also gives
importance to unintended learning outcomes whether positive or negative.
Emergent assessment examines how and what the educational program and
instruction are doing to address the needs of students. The assessor should have no
preconceived notions or biases regarding learning outcomes or instructional goals. With
this model, assessment is more qualitative and the assessor uses multiple methods to
record all data accurately and determine their importance and quality. Hence, categories
emerge from the observations of the assessor. In this model, direct and indirect evidence
of student learning are both collected. Direct evidence refers to tangible and compelling
evidence of what students have and have not learned, whereas indirect evidence refers
to proxy signs for learning that are less tangible and less compelling compared to direct
evidence.
Developing Emergent Assessment

Profile the actual effects of instruction or educational program against demonstrated
needs of students who complete a course or program.
Step One
Create a profile of the needs of students who finish your course, graduate from your
program (that goes beyond what you intend to deliver).
Step Two
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Identify effects of educational program on students’ learning using primarily direct
methods, considering
 both intended and unintended effects
 both positive and negative effects
Step Three
Compare the information gained in step one with the information gained in step two.
Some Emergent Assessment Methodologies

Methodologies may include anything that includes a global, comprehensive look at
student work, behavior, performance, attitudes, and values to determine what affect the
academic program is having.
Examples
 Writing Samples
 Especially those requiring reflection
 Interviews or focus groups with students
 Brainstorming sessions with students
 Ecological observation of students engaged in work in a classroom
Critical Elements in Emergent Assessment

 Assessors need to be competent in the subject of assessment.
 Assessors need to “know it when they see it.”
 Assessors need to be aware of and conscientious of their bias.
 Ideally, the assessors would have no knowledge of intended learning outcomes,
but this is generally not possible in assessment.
 Assessors do not look for effects solely through the lens of defined learning
outcomes or intended learning based on course/program academic content.
 Need to be Critical!
 Are you just seeing what you want to see?
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Developing an Emergent Assessment
 First, you should consider the necessarily intrusive nature of this type of
assessment. Is this appropriate for your setting (i.e., the culture or nature of your course
or program)?
 Also, this type of assessment can be very time-consuming – both for the faculty
and for the students.
 There is a need for both openness and honesty with this assessment model,
which may not be comfortable for some people.
 Assessment with this model needs to be both balanced and unbiased. Note that
this requires knowledge from the assessors of their natural biases.
1. Learning-Oriented Assessment
Learning-oriented assessment is assessment that has the purpose of bringing about
deep and meaningful learning for student. This is a course-based type of assessment
that focuses on students’ learning rather than instructors’ teaching.
Using Learning-Oriented Assessment
Traditional Assessment Learning-Oriented Assessment
Knowledge transmitted from professor to Students construct knowledge by gathering &

students synthesizing information from
different sources
Students passively receive information Students are actively involved in learning
Emphasis on acquiring knowledge for the Emphasis on using and communicating
sake of having the knowledge information to address real world issues
Teaching and assessment are separate Teaching and assessment are intertwined
Assessment used to monitor learning Assessment used to promote (and diagnose
issues with) learning
Emphasis on the "right" answers Emphasis on making, and learning from,
mistakes
Huba, M.E. & Freed, J.E. (2000). Learner-Centered Assessment on College Campuses. Allyn and Bacon:
Boston.
Developing Learning-Oriented Assessment
Some suggestions for developing a learning-oriented assessment for a course:
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 Develop course-based learning outcomes
 Create learning experiences designed to bring about the learning based on the
defined learning outcomes
 Engage students in ill-defined (rather than well-defined) problems
 Evaluate students’ abilities to complete the criteria of the task(s)
 Provide formative assessment to involve students in improving their learning
 Gather feedback from students about instructors’ teaching and their learning to
involve instructors in improving students’ learning
 Adjust instruction based on feedback from students
Some Learning-Oriented Assessment Methodologies
Methodologies tend to focus more on formative assessment and classroom assessment

strategies. All assessment methodologies should have the purpose of contributing to
students’ learning
Examples:
 e-Portfolios
 Classroom Assessment Techniques (CATs)
 Work on ill-defined problems (example: “grand challenges” in your field)
Critical Elements in Learning-Oriented Assessment

This type of assessment breaks down the barrier between instructors and students
 Both are equal partners in students’ learning
 Requires a lot of formative assessment (students need consistent feedback on
their learning)
 This is a course-based (rather than a program-based) form of assessment.
 Focuses heavily on formative assessment (rather than summative)
 BUT, still need to determine how grades will be given in the course
 This type of assessment is based on an assumption of “backward design”
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Developing a Learning-Oriented Assessment
Before deciding to implement learning-oriented assessment, you should consider the
following two questions:
 This type of assessment requires a lot of faculty buy-in (due to its classroom-
based nature)
 Requires a shift in both instructors’ and students’ thinking about mistakes
 Making mistakes is to be expected as a natural part of the learning process
 Use caution that the classroom does not have a punitive view of mistakes
 Instructors’ teaching is equally up for evaluation as students’ learning.
 This is a time-consuming form of assessment.
Types of Alternative or Authentic Assessment

Here is a list of alternative assessment strategies that teachers may want to consider.
Note that these examples are just some of the numerous strategies that are available.
Abstract Flowchart Podcast

Annotated Bibliography Group Discussion Review of book
Autobiography/Biography Essay Review of literature
Blog Letter to the editor Research Proposal
Brochure Methods Plan Statement of Assumptions
Case Analysis Memo Summary
Cognitive Map Multimedia presentation Taxonomy
Description of a Process Oral Report Thesis sentence
Diary Personal Letter Vlog
Debate Narrative Portfolio
Diagram Outline Question
Below are examples of Authentic or Alternative Assessments adapted from Queen’s

University Centre for Teaching and Learning Module on Assessment, and Berkeley
Centre for Teaching and Learning’s “Alternatives to Traditional Testing.”
Letter/Letter to the  Asks student to write in first person singular

editor perspective, which can be adapted so that they are
writing from the perspective of a historical or imagined
individual, or themselves.
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 Students are asked to develop a coherent written
narrative or statement for the audience.
 Requires research, disciplinary knowledge,
communication skills, and creativity.
 Can be adapted by numerous disciplines.
Memo  Students prepare a one or two page memorandum or
briefing about a topic that is being covered in class.
Memo headings can include: background, problem,
solutions with pros and cons list, final recommendation.
 This exercise allows students to practice being concise
and direct.
Presentations  Considered the most readily approachable method of
authentic assessment.
 Applies positive peer pressure, as it is likely that
students will be better prepared when they have to
perform before others.
 Presentations are an opportunity for the development of
professional skills. Stu- dent will need to prepare and
rehearse, and develop an appropriate, polished use of
visual aids.
 Enhances professional verbal, visual, written
communication skills.
 Can be easily applied to many disciplines, including the
sciences.
Poster  The nature of the poster presentation can vary. It can
presentations consist of a summary of a work in progress, or a visual
presentation that is equivalent to a term paper.
 Headings to be included could be a literature review,
description of topics, observations, claim/thesis, and
conclusions.
 Teaches professional skills for participation in academic
conferences.
Portfolio of work  Students develop portfolios in order to demonstrate the
evolution of their work over the course of the semester.
 Students are typically asked to compile their best/most
representative work and write a critical introduction and
brief introduction to each piece.
Proposals  Asking students to write a proposal for a larger, more

heavily weighted project allows students to try out their
ideas and set their own goals for learning before
actually carrying out their projects.
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Policy briefs,  Policy briefs/reports ask students to address in a
Reports professional manner a research question, course of
action, decision, or theory that is of interest and
importance. This allows students to develop professional
skills and become familiar with the specific vocabulary
and style of writing in their fields.
Case studies,  Case studies present fictional scenarios that include a
Simulations dilemma that requires problem solving. Students must
apply higher order thinking skills in order to evaluate and
apply knowledge, and to analyze the problem.
 Simulations ask students to play and act out various
roles within a case. This can include mock trials, mock
city council or legislative meetings, and mock meetings
of corporation stockholders or school boards. In
simulations, students require background information
that they then apply to the role.
Fishbowls  The fishbowl is similar to a debate. A few students are

selected to be in the “hot seat,” where they respond to
questions, concerns, ideas, about the given topic. Other
students ask questions and bring forth counter points.
 This type of exercise advances student knowledge and
comprehension, as well as improving skills in active
listening, critical inquiry, professional communication,
presentation, and group discussion.
In addition, the Center for Educational Innovation of the University of Minnesota (2021)
promotes many ways to assess students' mastery of material besides multiple choice
examinations. You might find some that are unacceptable or absurd, but these are
alternative ways that teachers can consider in classroom assessment.
1. Open book exams. Because students can use books and notes, open book exams
encourage students to learn to apply knowledge rather than memorize material.
They are usually somewhat less anxiety-provoking than regular tests.
2. Crib Sheets. Allowing students to bring some notes provides the same advantages
as an open book exam. The process of deciding what to include in the notes, putting
concepts in your own words, etc., is also a good learning experience for the
students. The instructor can provide appropriate parameters and guidance.
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3. Take home exams. Take home exams allow instructors to give students problems
which will take longer than a class period to manage and/or require the students to
use a variety of references. However, they limit student studying to only the material
related to the questions asked and instructors do not know if students received help
in answering the questions.
4. Collaborative testing. Some instructors have students take multiple choice tests in
pairs or small groups. This approach which allows students to discuss the materials
and ‘teach each other’ usually increases the students’ grasp of the material. There
are several alternative ways to use collaborative testing. Some instructors allow
students to discuss the test with their group, but ask each student to turn in his/her
own answer sheet; group members do not need to agree on answers. Others require
the group to come to an agreement on answers; each group hands in one answer
sheet and each group member receives the same grade. A third option is a
combination of the two: Class members first take the test individually and hand in
their answers to receive an individual grade. Then they take the same test (or
portion of the test) as a group and individuals are assigned bonus points based on
the group’s performance (e.g., for group tests of 95% or better, individuals receive 3
bonus points, 89-94% receive 2 points, etc.). If tests are to be taken collaboratively,
test items should be written at the higher levels of the taxonomy.
5. Student portfolios. Instructors in many classes ask students to prepare a collection
of class assignments. These are most often collections of written work, but could
also include computer programs, drawings, video tapes, or problem solving.
Because portfolios contain a collection of student work, they often provide a more
accurate picture of a student’s achievement than a single test or project could.
6. Performance Tests. In a performance test students are required to perform a
complex skill or procedure, or create a product to demonstrate that they can apply
the knowledge and skills they have learned while the instructor observes and
evaluates the process. These tests are time consuming and often difficult to grade,
but are much more appropriate for certain courses than a pencil-and-paper test. For
this type of test to be reliable, an instructor should have a scoring guide which
specifies the criteria for each grade.
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7. Retake policies. Providing students with the opportunity to repeat an exam (using
an alternative form of the exam) benefits most students. It decreases student anxiety
and provides the opportunity for students to learn from their mistakes. However, this
policy demands a large bank of test items and additional instructor time for grading
the exams. One professor at this university cuts down on grading time by bringing
answer keys to class and having students correct their own tests, in the presence of
the instructor, as soon as they finish. This has the added benefit of immediate
feedback to the students.
8. Adding the option of explanation to an M-C test. Sometimes students feel that a
multiple choice question can be interpreted in more than one way with one
interpretation leading them to choose one answer while an alternative interpretation
leads to another. Allowing students to explain an answer decreases student anxiety
and often prevents penalizing the ‘good’ student for interpreting the question at a
deeper level than was intended. This entails slightly more grading time for the
professor, but those using this option report that students rarely include an
explanation for more than one or two questions.
9. Replacing tests with summaries. Some instructors, rather than testing, require
students to regularly write summaries of the class readings and lectures which
include the main points, a critical reaction to the ideas, and a discussion of what’s
most important. This requires a great deal of reading on the part of the instructor, but
students report that they prefer the summaries over tests. They feel it is less
stressful than taking a test and that they learn more and retain it longer.
Principles in Assessing Learning using Alternative Methods
According to David et al. (2020), there are many principles in the assessment of learning
using alternative assessment methods or non-traditional methods. Based on literatures,
the following may be considered as core principles:
1. Assessment is both process- and product-oriented. An assessment gives
equal importance to students’ performance or in producing a product. While
traditional assessment methods are focused on assessing student products or
outputs, non-traditional or alternative methods like performance assessment
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and portfolio assessment give value to the product developed by students, as
well as in the process students have undergone to develop the product.
2. Assessment should focus on higher-order cognitive outcomes. For
assessment to be valid and authentic, it should require students to demonstrate
their knowledge. However, the focus should be on providing tasks or activities
that would allow students’ demonstration of higher-order cognitive outcomes
(e.g., creating, analysing) or skills (e.g., creativity, critical thinking). The use of
non-traditional methods of assessment like performance assessment allows
the assessment of both lower-order and higher-order cognitive outcomes in
ways that are more authentic.
3. Assessment can include a measure of non-cognitive learning outcomes.
Traditional assessment focuses on knowledge and other cognitive learning
outcomes. However, psychomotor and affective learning outcomes are also
important learning outcomes, and there are learning targets that are non-
cognitive in nature. Hence, an assessment should also consider the
assessment of these non-cognitive outcomes. Non-traditional assessment tools
like rubrics, scales, and checklists allow the measurement of non-cognitive
learning outcomes that allow a more complete and assessment of student
learning.
4. Assessment should reflect real-life or real-world contexts. Assessment
tasks or activities should be authentic. The assessment should closely, if not
fully approximate real-life situations or experiences. Authenticity of assessment
can be thought as a continuum from less authentic to most authentic, with more
authentic tasks expected to be more meaningful for students. Performance
assessment is optimal if the performance task to be demonstrated is similar or
closed to what is expected in the real world.
5. Assessment must be comprehensive and holistic. Assessment should be
performed using a variety of strategies and tools designed to assess student
learning in a more integrative way. Assessment should be conducted in multiple
periods to assess learning over time. Moreover, the use of both traditional
assessment and alternative assessment strategies and tools should be
20
considered. Non-traditional methods of assessment (e.g., use of rubrics,
scales) allow the possibility of multiple assessors, including the use of self, and
peer assessment. This ensures that students are being assessed in a more
comprehensive and holistic way.
6. Assessment should lead to student learning. This means that assessment
should be like classroom instruction. This principle is consistent with the
concepts of assessment for learning and assessment as learning. Assessment
for learning refers to the use of assessment to identify the needs of students in
order to modify instruction or the learning activities in the classroom. In
assessment as learning, assessment tasks, results, and feedback are used to
help students practice self-regulation and make adjustments in order to achieve
the curriculum outcomes.
Advantages of Alternative Assessments
What benefits do students, teachers and the education system can gain through
alternative assessments? The list below provides some insights into this question.
 Students get an opportunity to apply the knowledge that they have learned and
demonstrate it in a constructive way that provides a solution to a problem.
 They are encouraged to think, analyze, innovate and apply; and their sense of
reasoning tends to improve.
 Students also improve on their communication skills as they need to also explain
their solutions and the logic behind it to examiners.
 These tests are more realistic and bring in an understanding and the importance
of the knowledge gained.
 A student’s skills are also measured along with the knowledge gained, making it
more complete and correct.
 Provides educators with a real time understanding on how teaching methods can
be improved. This is so because they get to see how students have imbibed what
they have learned and bring it out productively.
21
 It is easier to grade a student overall like this rather than just scoring marks
through shallow recitations.
 It is much more transparent and fair as all students are given an equal
opportunity to apply the knowledge gained in a way they find fit rather than
constraining them.
Summary
Alternative assessment refers to the use of non-traditional assessment

strategies or tools to collect information on student learning.
Alternative or authentic forms of assessment are performance-and product-
oriented assessment methods.
Models of alternative assessment include authentic, emergent,
developmental, and learning-oriented assessments.
Developmental assessment looks at students’ progress in developing skills,
abilities, or values rather than evaluating students’ final products.
Emergent assessment model is structured using “effects” rather than
learning outcomes.
Learning-oriented assessment is an assessment that has the purpose of
bringing about deep and meaningful learning for students.
Non-traditional assessment tools like rubrics, scales, and checklists allow
the measurement of non-cognitive learning outcomes that allow a more
complete assessment of student learning.
Alternative assessment is beneficial to teachers, students, parents and the
school in general.
Enrichment
1. For more information and insights about the implications of alternative assessment
to some subjects in the curriculum, you can visit https://www.teach-
nology.com/litined/assessment/alternative/ to read, explore and learn more from
“Educational Literature on Alternative Assessment”.
22
2. In language assessment, watch the video on “Alternatives in Assessment” using the
link https://www.youtube.com/watch?v=TSfYddYvF_g&t=25s.
3. In Mathematics, read the article titled. “Authentic Assessment Methods for
Mathematics” from https://resilienteducator.com/classroom-resources/authentic-
assessment-methods-for-mathematics/.
4. Also, Science.gov posted substantial amount of researches related to alternative
assessment techniques. Access through this link:
https://www.science.gov/topicpages/a/alternative+assessment+techniques
5. For Physical Education students, you can read this study online: Joseph K. Mintah
(2003). Authentic Assessment in Physical Education: Prevalence of Use and
Perceived Impact on Students' Self-Concept, Motivation, and Skill Achievement,
Measurement in Physical Education and Exercise Science, 7:3, 161-174.
https://doi.org/10.1207/S15327841MPEE0703_03.
Assessment
A. Let us check what ideas you have acquired about the basic concepts and principles
in assessing learning using non-traditional or alternative methods.
1. What is alternative assessment of learning?

2. How similar or different is traditional assessment from alternative assessment?
3. Give at least 3 models of non-traditional assessments and discuss each of them.
4. Give 3 criteria for an assessment task or activity to be considered as authentic.
5. Give and explain 3 principles in assessing learning using alternative methods.
B. To test whether you have learned about the basic concepts and principles in non-
traditional assessment, complete the table below to indicate the differences of
traditional and alternative assessments.
Areas Traditional Assessment Alternative Assessment

Definition Use of traditional assessment
strategies or tools to provide
information n student learning
Tools Paper and pencil tests
Focus Knowledge
Orientation Outcome-based
23
Assessor Teacher or external
C. Choose one (1) of the key principles in in assessing learning using alternative
assessment. Discuss it by presenting a specific case or experience with your past
teachers in basic education.
D. Prepare a plan on how you will carry out alternative assessment based on the
principles. Choose a specific topic based on DepEd Curriculum Guide of any subject
of your choice, then identify the competencies to teach and the manner you assess
them through alternative methods.
Principles Plan in applying the principles in your

Classroom Assessment
Assessment is both a
process- and product-
oriented.
Assessment should focus on
higher-order cognitive
outcomes.
Assessment can include a
measure of non-cognitive
learning outcomes.
Assessment should
reflect real-life or real-
world contexts.
Assessment must be
comprehensive and
holistic.
Assessment should lead to
student learning.
E. Evaluate yourself on the extent of your knowledge and understanding about the
assessment of learning and its principles.
Great Moderate Not all
extent extent
1. I can define alternative assessment.
2. I can explain what assessment of learning is using
alternative methods means.
3. I can compare and contrast traditional assessment
and alternative assessment.
4. I can enumerate the criteria in determining if an
assessment task or activity is authentic or not.
24
5. I can explain what is performance assessment is.
6. I can differentiate the 4 models of non-traditional
assessment.
7. I can describe the characteristics of alternative
assessments.
8. I can give examples of assessment tasks or
activities that conform to one or more of the core
principles of assessing learning using alternative
methods.
9. I can provide the advantages of using alternative
methods in assessment.
10. I can understand what it means to have good
assessment practices in the classroom.
References
Alternative Assessment: Definition and Examples (2021). Retrieved from

https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
Alternative Assessment Strategies (2021). Retrieved from https://cei.umn.edu/support-
services/tutorials/integrated-aligned-course-design-course-design-
resources/alternative
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co.
Classroom Assessment. Retrieved from
https://fcit.usf.edu/assessment/selected/responseb.html
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
Mueller, Jon (2016). Authentic Assessment Toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
Using Alternative Assessments (2021). Retrieved from https://ctl.byu.edu/using-
alternative-assessments.
Non-Traditional Assessment Models (2021). Retrieved from
https://offices.depaul.edu/center-teaching-learning/assessment/assessing-
learning/Pages/non-traditional-assessment-models.aspx
25
CHAPTER 2
LEARNING TARGETS FOR PERFORMANCE AND PRODUCT-ORIENTED

ASSESSMENT
OVERVIEW
The definition of performance-based assessments varies greatly depending on
author, discipline, publication, and intended audience. Typically, a performance-based
assessment measures students' ability to apply the skills and knowledge learned from a
unit or units of study. The task challenges students to use their higher-order thinking skills
to create a product or complete a process.
Tasks can range from a simple constructed response like short answers to a
complex design proposal of a sustainable neighborhood. Perhaps, the most genuine
assessments require students to complete a task that closely reflects the responsibilities
of a professional like artist, engineer, laboratory technician, financial analyst, or consumer
advocate.
Ordinarily, students are presented with an open-ended question that may produce
several different correct answers. In the higher-level tasks, there is a sense of urgency
for the product to be developed or the process to be determined or followed, as in most
real-world situations.
What to Expect?
At the end of the lesson, the students can:

1. revisit Bloom’s Taxonomy of educational objectives;
2. compare thoroughly the 3 domains of learning objectives;
3. reexamine what learning target is all about;
4. formulate learning targets that can be assessed through performance and
product-oriented assessment; and
5. create an assessment plan using alternative method of assessment.
26
Bloom’s Taxonomy of Educational Objectives
Educational objectives are specific statements of student performance at the end
of an instructional unit. Educational objectives are sometimes referred to as behavioral
objectives and are typically stated with the use of verbs. The most popular taxonomy of
educational objectives is Bloom's Taxonomy of Educational Objectives. It consists of
three domains: cognitive, affective, and psychomotor. These domains correspond to the
three types of goals that teachers want to assess: knowledge-based goals (cognitive),
skills-based goals (psychomotor), and affective goals (affective). Hence, there are three
taxonomies that can be used by teachers depending on the goals. Each domain consists
of different levels of expertise with varying degree of complexity. The succeeding sections
describe the taxonomies for the psychomotor and affective domain.
Bloom’s Taxonomy of Educational Objectives in the Affective Domain describes
five levels of expertise: receiving, responding, valuing, organization, and characterization
by a value or value complex. Table 2 provides an elaboration of this taxonomy. This will
be discussed further in the assessment of affective learning.
Table 2. Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative verbs Sample
objective
Receiving Awareness or passive Asks, chooses, Listen
attention to a holds, identifies, attentively to
phenomenon or listens the instruction
stimulus of the teacher
Responding Active attention and Answers, Participates
response to a complies, actively in the
particular phenomenon participates, focus-group
or stimulus practices, writes discussion
Valuing Attaching value or Completes, Demonstrates
worth to a demonstrates, belief in the
phenomenon or object. differentiates, value of the
Valuing may range explains, election
from acceptance to justifies process
commitment
Organization Organizing values into Adheres, Defends the
priorities by defends, importance of
27
comparing, relating, integrates, graduate
and synthesizing organizes, education in the
specific values synthesizes career of a
teacher.
Internalizing Having a personal Acts, displays, Displays
values/charac value system that is influences, commitment
terization now a characteristics solves, verifies to helping
of the learner economically
disadvantaged
students
In terms of educational objectives in the psychomotor domain, Bloom and

colleagues did not propose levels unlike in the cognitive and affective domains. However,
other scholars like Elizabeth Simpson (1972) built a taxonomy for the psychomotor
domain from the work of Bloom. In Simpson’s Taxonomy of Educational Objectives in the
Psychomotor Domain, seven (7) levels of expertise are described, namely: perception,
set, guided response, mechanism, complex overt response, adaptation, and organizing.
Table 2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample Objective
Perception The ability to use Adjusts, describes, Detects non-verbal
sensory cues to guide detects, identifies, cues from the
motor activity selects participants
Set The mental, physical, Begins, displays, Shows motivation
and emotional sets that recognizes, to learn a new skill
predispose a person’s shows, states
response to different
situations.
Guided Demonstration of Copies, performs, Performs the
response complex skill through follows, reacts, mathematical
guided practice like responds operation by
imitation and trial and following the steps
error demonstrated by
the teacher
Mechanism Learned responses Assembles, Plays the guitar
have become habitual dismantles, fixes,
and movements can be manipulates, plays
performed with some
28
degree of confidence
and proficiency
Complex Performance of motor Assembles, Demonstrates
overt acts that involve dismantles, fixes, one’s expertise in
response complex movement manipulates, plays playing the guitar.
pattern in a quick, (similar with
accurate, and highly mechanisms but
coordinated manner. performed in a
Characterized by more accurate,
automatic performance more coordinated
and performance and quicker way)
without hesitation.
Adaptation Psychomotor skills are Adapts, alters, Modifies the dance
well developed and the modifies, steps to suit the
person can modify rearranges, varies abilities to one’s
movement pattern to fit group mates.
special requirements
Origination Creating new Arranges, builds, Creates new steps
movement patterns to combines, creates, for contemporary
fit a particular situation designs version of a classic
or specific problem. dance hit
Learning outcomes
emphasize creativity
based upon highly
developed skills
Bloom’s taxonomies of educational objectives for affective and psychomotor

domains are able to provide teachers with a structured guide in formulating more specific
learning targets in the classroom. The taxonomies serve as guide for teachers in both
instruction and assessment of student learning in the classroom. The challenge is for
teachers to identify the levels of expertise that they expect the students to achieve and
demonstrate. This will then lead to the identification of the assessment methods required
to properly assess student learning. Higher level of expertise in a given domain requires
are assumed to require more sophisticated assessment methods or strategies.
Performance-based Assessment and Rubrics
29
A rubric for assessment is a tool used to interpret and grade students' work against
criteria and standards. Sometimes, it is called "criteria sheets", "grading schemes", or
"scoring guides". It can be designed for any content domain (UNSW, 2010).
A rubric makes explicit a range of assessment criteria and expected performance
standards. Teachers evaluate a student's performance against all of these, rather than
assigning a single subjective score. A rubric handed out to students during an
assessment task briefing makes them aware of all expectations related to the assessment
task, and helps them evaluate their own work as it progresses. It also helps teachers
apply consistent standards when assessing qualitative tasks, and promotes consistency
in shared marking. By design, rubrics can be holistic or analytic.
Rubrics can be used to structure discussions with students about different levels
of performance on an assessment task. They can employ the rubric during peer
assessment and self-assessment, to generate and justify assessments. Once students
are familiar with rubrics, you can have them assist in the rubric design process, thus taking
more responsibility for their own learning.
Benefits of rubrics in performance-based assessment include:
 it provides a framework that clarifies assessment requirements and standards of
performance for different grades. In this, they support assessment as learning;
students can see what is important and where to focus their learning efforts.
 It enables very clear and consistent communication with students about assessment
requirements and about how different levels of performance earn different grades.
They allow assessors to give very specific feedback to students on their
performance.
 when students are involved in their construction, they are encouraged to take
responsibility for their performance
 when used for self-assessment and peer assessment, students become aware of
assessment processes and procedures, enhance their meta-cognitive awareness,
and improve their capacity to assess their own work
 it can result in richer feedback to students, giving them a clearer idea where they sit
in terms of an ordered progression towards increased expertise in a learning
domain.
30
 It helps assessors efficiently and reliably interpret and grade students' work.
 It systematically illuminates the gaps and weaknesses in students' understanding
against particular criteria, helping teachers target areas to address.
Learning Targets
As previously discussed from Assessment in Learning 1, a learning target is a
statement on what students are supposed to learn and what they can do because of
instruction. They are more specific compared with educational goals, standards, and
objectives and lend themselves to more specific instructional and assessment activities.
Learning targets should be congruent with the standards prescribed by a program or level
and aligned with the instructional or learning objectives of a subject or course. Teachers
formulate learning targets from broader standards and learning objectives. The learning
targets should be clear, specific, and meaningful to students. Thus, learning targets are
more effectively stated in students’ point of view, typically using the phrase "I can..." For
example, "I can differentiate between traditional methods and alternative methods of
assessment”.
The purpose of learning targets is to effectively inform students of what they should
be able to do or demonstrate as evidence of their learning. Therefore, learning targets
'should specify both the content and criteria of learning. With specific learning targets
formulated, appropriate classroom instruction and assessment can be designed
The most common typology of learning targets are: knowledge, reasoning, skill,
product, and affect (also known as disposition).
Table 3. Types of Learning Targets
Learning Description Sample
Targets
Knowledge Refers to factual, conceptual I can discuss the research
and procedural information that design that I used for my
students must learn in a subject thesis.
or content area.
Reasoning Knowledge-based thought I can justify my choice of
processes that students must Analysis of Variance
learn. It involves application of (ANOVA) as my statistical
knowledge in problem-solving,
31
decision-making, and other analysis for my thesis
tasks that require mental skills. research.
Skills Use of knowledge and or I can perform Analysis of
reasoning to perform or Variance (ANOVA) on
demonstrate physical skills. research data using the
software SPSS.
Product Use of knowledge, reasoning, I can write the results and
and skills in creating a concrete discussion section of a
or tangible product. thesis manuscript.
Affective Refers to affective I can appreciate the role of
characteristics that students a thesis adviser in the
can develop and demonstrate completion of a thesis
because of instruction. research.
Appropriate Alternative Methods of Assessment for Learning Targets

While all five types of learning targets (knowledge, reasoning, skill, product, and
affect) can be assessed by the use of alternative methods of assessment, three types of
learning targets can be best assessed using alternative assessments. These are skills,
products, and affect.
Stiggins et al. (2006) defined skills type of learning targets as one’s use of
knowledge and reasoning to act skilfully. In other words, skills refer to learning targets
that require the development and demonstration of behavioral or physical task. To able
to demonstrate skills or act skilfully, students must be able to possess the knowledge and
reasoning ability related or relevant to the skills to be demonstrated.
They described product learning targets as the use of knowledge, reasoning, and
skills to create a concrete product. Thus, products refer to learning targets that require
the development of a tangible and high-quality product or output. Students are expected
to create products that have certain core attributes that will serve as basis for evaluating
its quality.
Meanwhile, they defined affect or disposition as students’ attitudes about school
and learning. In practice, we look at affect/ disposition to encompass a broad range of
non-cognitive attributes beyond attitude that may affect learning and performance,
including motivation, interest, and other affective states. The development of
affect/disposition simultaneously occurs as a student learns concepts and skills in the
32
classroom. Table 4 provides good examples for the learning targets in different subject
areas.
Table 4. Examples of Learning Targets for Skills, Products, and Affect across
Different Subject Areas
Subject Typology of Learning Targets
Area Learning Targets
English Skills Participate in conversation with others
Products Write an argumentative essay where
arguments are justified by providing
factual or empirical data
Affect Enjoy reciting a poem in front of an
audience
Physical Skills Dribbles the ball to cross the half-court.
Education Products Create a 3-month personal fitness plan
Affect Show determination to complete the
physical task.
Mathematics Skills Measures angles using protractor.
Products Given the data, construct a histogram
with normal curve using SPSS.
Affect Demonstrate interest in attending
mathematics class.
Science Skills Use laboratory equipment properly.
Products Prepare a report about the field
observation.
Affect Consider the safety of others in the
conduct of an experiment.
Social Skills Participate in civic, discussions on
Studies current social issues.
Products Create a timeline for the 2017 Marawi
Siege.
Affect Argue with others in constructive
manner.
Once the learning targets are identified, appropriate alternative methods of

assessment can be selected to measure student learning. In terms of skills, having the
required skills to apply one’s knowledge and reasoning skills through the performance of
a behavioral or physical task is a step higher than simply knowing or being able to reason
based on knowledge. Hence, skills targets are best assessed among students through
33
performance-oriented or performance-based assessment as skills are best measured
through actual task performance.
In terms of products, a student’s knowledge, reasoning, and skills are all required
before one can create a meaningful product or output. Obviously, product targets are best
assessed through product assessment. Given the need to also give value to the process
of creating a product, performance assessment is also typically used in relation to product
assessment.
For affect or disposition, a student may already hold a particular affect or
disposition in relation to a particular lesson or learning target and such affect may change
or not depending on the learning and instructional and assessment experiences of the,
student. Affect or disposition is best assessed through affective assessment or the use of
self-report measures (checklists, inventories, questionnaires, scales) and other
alternative strategies to assess affective outcomes. Table 5 presents a suggested matrix
of the different types of learning targets best assessed through alternative assessment
methods.
Table 5. Learning Targets and Alternative Assessment Methods
Learning Targets Performance- Product- Portfolio Self-Report
Oriented Oriented Scale
Skills
Product
Affect/Disposition
Note: More checks mean better matches.
Through the varied alternative methods of assessment, the teachers can expand
the role of assessor to other students (peer assessment) and the student themselves
(self-assessment). This allows assessment to become really authentic. There are also
other methods or strategies for alternative assessment, and it is up to the teachers to
select the method of assessment and design appropriate tasks and activities to measure
the identified learning targets.
34
SUMMARY
ENRICHMENT
1. For more information on learning targets, please watch these videos:
1.1. https://vimeo.com/44052220
1.2. https://vimeo.com/44052219
1.3. https://www.youtube.com/watch?v=EIVl6Hhv-D0&t=90s
1.4. https://www.youtube.com/watch?v=418EMBHcKys
1.5. https://www.youtube.com/watch?v=CxGVZ1aGAT8
2. Also, explore the following online presentations:
2.1. https://www.slideshare.net/AhlTerdieMantua/chapter-2-learning-targets
2.2. https://www.slideshare.net/CathrynMonroe/learning-targets-64450022
35
2.3. https://www.slideshare.net/MarciShepard/purpose-teaching-with-effective-
learning-targets-and-success-criteria?next_slideshow=1
3. The Department of Education have issued guidelines in creating rubrics for
performance tasks. You can watch these videos for better appreciation.
3.1. https://www.youtube.com/watch?v=D-VxO6x9yO8
3.2. https://www.youtube.com/watch?v=zFnJOxrtvLQ
3.3. https://www.youtube.com/watch?v=tyc3kZpYbdw
ASSESSMENT
A. Read each item and choose the correct answer from the options. Encircle the letter
that corresponds to your response.
1. What level in Bloom’s taxonomy of educational objectives in the affective domain
refers to having a personal value system?
a. Internalizing values
b. Organization
c. Responding
d. Valuing
2. The learning target “Discuss the difference between learning target and educational
objectives” is an example of which type of learning target?
a. Knowledge
b. Product
c. Reasoning
d. Skills
3. The learning objective “Demonstrate interest in joining co-curricular organizations in
school” is an example of which type of affective learning outcome in Bloom’s
taxonomy?
a. Internalizing values
b. Organization
c. Responding
d. valuing
36
4. Which of the following assessment strategies is best matched with affective learning
targets?
a. Use of inventory
b. Use of multiple choice test
c. Use of performance rubric
d. Use of product rubric
5. The student can do backstroke in swimming. The statement refers to what type of
learning targets?
a. Affect
b. Disposition
c. Product
d. Skill
B. Answer the following questions.

1. What is the difference between educational objectives and learning targets?
2. What are the common typologies of learning targets?
3. Why is it important that learning targets and assessment tasks/activities are
matched?
4. What are the three learning target types that are best assessed through
alternative assessment methods? Justify your answer.
5. Is there something that you want to change or improve in the learning target/s?
6. What type of learning targets did you use in you learning targets? Why?
7. What is your basis in selecting the alternative assessment method to measure
the learning targets? Why?
8. How did learning target task help you understand the use of alternative
assessment for learning?
37
C. Complete the table by formulating sample learning targets per type.
Type of Learning Sample Learning Targets
Targets
Knowledge targets
Reasoning targets
Skills targets
Product targets
Affective targets
D. Complete the learning targets task by supplying the required information on the table
provided.
Instructional Lesson Content Types of Sample Learning

Objective/Learning Learning Targets Targets
Outcome Related
to the Lesson
Content
38
E. Select a specific lesson for a subject are and grade level that you think you should be
able to teach and handle when you are already a teacher in a school. Using the DepEd
Curriculum Guide for the subject, create an assessment plan for student learning by
formulating learning targets that can be best assessed using alternative methods of
assessment. Then, propose specific non-traditional assessment tasks or activities to
measure the identified learning targets.
Subject
Specific Lesson
Learning
Outcomes/Instructional
Objectives
Learning Targets
Assessment Task/Activity
(Alternative)
Why use this assessment

task/activity?
How does this assessment

task/activity help you
improve your instruction?
How does this assessment

task/activity help your
students achieve the
intended learning
outcomes?
39
Rubric for Essay
Criteria Exemplary Superior Satisfactory Needs Improvement
10 8 6 4
Level
Responses All questions Analysis Analysis Analysis questions
or answers were questions questions were not answered.
answered were were not
completely; in answered answered Grammar and
depth completely. completely. spelling
answers; Unsatisfactory.
thoroughly Clear Vaguely
grounded on connection related to
theories. with theories the theories
Exemplary Grammar and Grammar

grammar and spelling are and spelling
spelling. superior. acceptable.
Submission Submitted Submitted on Submitted a Submitted two days
or before the deadline day or more after the
compliance the deadline after the deadline.
deadline
REFERENCES
Adriana Publishing Co., Inc.
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
DepEd Order No. 031, s. 2020 (Interim Policy Guidelines for Assessment and Grading
in Light of the Basic Education Learning Continuity Plan)
DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program)
Hattie, John (2012). Visible Learning for Teachers: Maximizing Impact on Learning.
New York: Routledge.
Klenowski, V. (1995). Student self-evaluation processes in student-centred teaching
and learning contexts of Australia and England. Assessment in Education:
Principles, Policy & Practice, 2(2).
Magno, C. (2010). The Functions of Grading Students. The Assessment Handbook, 3,
50-58.
40
Maxwell, Graham S. (2001). Teacher Observation in Student Assessment. (Discussion
Paper). The University of Queensland.
Moss, Connie and Susan Brookhart (2012). Learning Targets: Helping Students Aim for
Understanding in Today’s Lesson. Alexandria: ASCD.
Navarro, L., Santos, R. and Corpuz, B. (2017). Assessment of Learning 2 (3rd ed.).
Quezon City: Lorimar Publishing, Inc.
UNSW (2018). Using Assessment Rubrics. Retrieved from
https://teaching.unsw.edu.au/assessment-rubrics.
41
CHAPTER 3
PERFORMANCE ASSESSMENT
Overview
Traditional testing cannot measure a number of skills directly. Skills requiring the
demonstration of students’ understanding by creating an answer, carrying out
performance, or producing a product which involves independent judgment, critical
thinking and decision-making are best assessed with performance test. This type of
authentic assessment provides evidence of what the students know and can do in the
context of real life. This chapter discusses about performance assessment. The nature,
principles, types, characteristics and steps in designing performance-based assessment
are presented in this chapter.
What to Expect?
1. define performance assessment;

2. discuss the difference between a product- and process- based performance
assessment;
3. describe the characteristics of a good performance assessment;
4. enumerate the steps in conducting performance assessments;
5. explain the significance of performance assessment as compared to paper-and-
pencil assessment; and
6. design appropriate performance assessment tools for intended student learning
outcomes.
What is performance assessment?

Performance assessment or performance-based assessment is an
assessment activity or set of activities that require students to generate products or
performances that provide direct or indirect evidence of their knowledge, skills, and
abilities in an academic content domain. It is a form of testing that requires students to
42
perform a task rather than select an answer from a ready-made list. It provides teachers
with information about how well a student understands and applies knowledge and goes
beyond the ability to recall information.
Performance-based tasks or activities that best exemplified performance-based
assessments include actual performances of making products, such as carrying out
laboratory experiments, exhibiting creative and artistic talents, such as dancing, painting,
and playing a musical instrument, and demonstrating writing skills through
extemporaneous essay writing, article review, and reflective papers. These may also
include asking students to explain historical events, generate scientific hypotheses, solve
math problems, converse in a foreign language, or conduct research on an assigned
topic.
Performance assessment provides a basis for teachers to evaluate, both the
effectiveness of the process or procedure used (e.g. approach to data collection,
manipulation of instruments) and the product resulting from performance of a task (e.g.
completed report of results, completed art work). Unlike simple tests of factual knowledge,
there is unlikely to be a single right or best answer. Rather, there may be multiple
performances and problem solutions that may be judged to be excellent. Problem
formulation, the organization of ideas, the integration of multiple types of evidence, and
originality are all important aspects of performance that may not be adequately assessed
by paper-and-pencil tests.
In defining the purpose of assessment, the teacher should identify whether the
students will have to demonstrate a process or a product. If the learning outcomes deal
on the procedures which you could specify, then it focuses on process assessment.
Process-based performance assessment evaluates the actual task performance rather
than the output or product of an activity. This assessment aims to know what processes
a person undergoes when given a task. In assessing the process, it is essential that
assessment should be done while the students are performing the procedures or step.
Process-oriented assessments provide insights on the students’ critical thinking, logic and
reasoning skills. These will lead them to independent learning and set goals for future
use.
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Sometimes, even though you teach specific process, the learning outcomes simply
imply that the major focus is product that the student produces. Nitko (2011) suggested
focusing assessment on the product students produce if most or all of the evidence about
their achievement of the learning targets is found in the product itself, and little or none of
the evidence you need to evaluate students is found in the procedures they use or the
ways in which they perform. Assessment of products must be done if the students will
produce a variety of better ways to produce high quality products, sometimes, method or
sequence does not make much difference as long as the product is the focus of the
assessment.
Both product-based and process-based assessments provide information about
how a student understands and applies knowledge and involve hands-on tasks or
activities that students must complete individually or in small groups. Below are examples
of product-based and process-based assessments:
Types Examples
A. Product-Based Assessment
Visual Products Charts, illustrations, graphs, collages, murals,
maps, timeline flows, diagrams, posters,
advertisements, video presentations, art exhibits
Kinesthetic Products Diorama, puzzles, games, sculpture, exhibits,
dance recital
Written Products Journals, diaries, logs, reports, abstracts, letters,
thought or position papers, poems, story,
movie/TV scripts, portfolio, essay, article report,
research paper, thesis
Verbal Products Audiotapes, debates, lectures, voice recording,
scripts
B. Process-Based Assessment
Oral Paper presentation, poster presentation,
Presentations/Demonstrations individual or group report on assigned topic,
skills demonstration such as baking, teaching,
problem solving
Dramatic/Creative Performances Dance, recital, dramatic enactment, prose or
poetry interpretation, role playing, playing
musical instruments
Public Speaking Debates, mock trial, simulations, interviews,
panel discussion, story-telling, poem reading
Athletic Skills Playing basketball, baseball, soccer, volleyball,
Demonstration/Competition and other sports
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Similar to performance assessment is the concept of authentic assessment.
Authentic assessment requires students to actually demonstrate their skills in applying
skills and knowledge they have learned from class. It involves tasks that resemble what
people do in the real setting or context, such as doing an actual research, making a case
study, giving a speech, or performing on a stage.
Characteristics of a Good Performance Assessment
With so many different types of performance assessment tasks or tools that can
be used to measure students’ learning outcomes, deciding which one to use can be
confusing and challenging. In choosing and designing the best performance assessment,
it is good to evaluate its suitability against the following criteria:
1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
Performance assessment should present or require tasks that are realistic and
related to everyday life. As it involves an authentic task, it should convey its purpose and
reflect its relevance to the students, their discipline, and the outside world as a whole. For
example, in an Entrepreneur class wherein one of the learning outcomes is the ability to
develop a business plan, instead of giving final exams to test students’ knowledge of
concepts, principles, and processes of developing a business plan, the students will be
required to submit a proposed business plan for putting up a new investment. This
performance task entails students to identify the market needs and gaps, plan out the
marketing mix 7Ps (product, price, place, promotion, people, process and physical) and
the 4Ms (money, materials, manpower, machine) of operations, and forecast the cost and
revenues of the business. This task slows students to have hands-on experience in
performing a task that is done in the actual world.
2. It provides opportunities for students to show both what they know and how well they
can do what they know.
Performance assessment should achieve a balanced approach wherein it gives

students opportunities to show their knowledge-and-skill competencies. Since the main
goal of teaching and learning is for students’ acquisition and application of knowledge
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and skills, course assessments should therefore help answer the questions “Do the
students know it?” and “How well can they use what they know?” to determine whether
the students have actually achieved this goal.
For example, in a Practical Research 2 class, the teacher may require research
output at the end of the course, since this performance task will not only inform the teacher
whether the students learned the different parts of a research paper but also whether the
students can conceptualize a good research paper, conduct review of related literature,
apply appropriate data gathering procedure and analysis, and make valid interpretations
and implications of the results. The main challenge is for the teachers to choose
performance tasks that can measure both the competencies of “knowing” and “applying”
and at most “creating”.
3. It allows students to be involved in the process of evaluating their own and their peers’
performance and output
Performance assessment should allow students to be involved in the process of

evaluating themselves and their peers. It should give students the opportunity for self-
reflection or self-assessment, as well as to be involved in evaluating their classmates’
performance. Self-assessment allows students to make judgement about their learning
process and products of learning, track their progress, and identify the areas where to
focus or improve on. Peer assessment, on the other hand, allows students to give
constructive feedback about the performance of their classmates or groupmates, which
the latter can use to revise or improve their work. Both assessments require that scoring
or grading is based on the criteria agreed upon by the teacher and the students. The use
of a rubric can facilitate self-assessment and peer assessment.
4. It assesses more complex skills.
Unlike traditional tests that usually assess a single skill and require simple tasks
such as remembering or recalling of concepts, performance assessment usually taps
higher-order cognitive skills to apply knowledge to solve realistic and meaningful
problems. As such, performance assessment allows students to engage in more
challenging activities that require various skills, such as planning and decision-making,
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problem-solving, critical thinking, communication, and creative skills, among others. For
example, instead of giving final exams to assess students’ learning in a marketing class,
the teacher may require the students to conduct a marketing and market research, come
up with a marketing strategy, and/or conduct an actual marketing for a product of their
choice. These performance tasks not only assess students’ knowledge of principles and
processes in marketing but also tap their creativity, planning skills, collaborative skills,
communication skills, and research skills.
5. It explains the task, required elements, and scoring criteria to the students before the
start of the activity and the assessment.
At the start of the class, it is important that the requirements of the subject are
presented and explained to the students. These include the required tasks, activities or
projects, the expected quality and level of performance or output, the criteria to be
included for assessment, and the rubric to be used. Ideally, students should be involved
in the whole assessment process from the very onset, by providing them assessment
options, getting them involved in discussions and decision-making on performance
standards and criteria, allowing them the opportunity to give feedback on teacher-made
rubrics and to revise them, and training them on how to apply for self- and peer-
assessment.
General Guidelines in Designing Performance Assessment
The learning outcomes at the end of the course serves as the bases in designing
the performance assessment tasks. With the learning outcomes identified, the evidence
of student learning that are most relevant for each learning outcome and the standard or
criteria that will be used to evaluate those evidences are then identified. To guide you in
designing performance assessments, the following questions may be addressed:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g.,
problem-solving, decision-making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the
outcomes and skills?
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4. Are the specific performance tasks aligned with the outcomes and skills
interesting, engaging, challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students’ performance level?
7. What are specific performance indicators for each criterion?
Furthermore, the choice of teaching and learning activities is also of utmost

importance in choosing the performance assessment to use. There should also be an
alignment among the learning outcomes, the teaching learning activities, and assessment
tasks. For example, in a Physical Education-Dance class, following three-course
components should be explicitly clear and linked, as shown below:
Intended Learning Teaching-Learning Performance Assessment

Outcomes Activities Tasks
At the end of the course,
the students should be
able to:
 Perform dance routines Lecture, class discussion, Culminating dance class
and creatively combine movement exercises, recitals, practical test for
variations with rhythm, dance demonstration, each type of dance,
coordination, correct actual dancing with reflection papers, peer
footwork technique, teacher and partners, evaluation rating
frame, facial and body collaborative learning
expressions
 Participate in dance Required attendance and Actual dance performance
socials and other participation in school and in school or community
community fitness community dance programs,
advocacy projects. performances reaction/reflection papers
Conduct of Performance Assessment
Unlike in most traditional tests wherein student responses can be scored using
an answer key, performance assessments require the teacher’s and peers’ judgement
when evaluating the resulting products and performances. This necessitates using a set
of predetermined criteria that are aligned with desired targeted standards or desired
learning outcomes.
The following are the basic steps in planning and implementing performance
(process-based or product-based) assessments:
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1. Define the purpose of performance or product-based assessment.
The first step in designing performance-based assessments is to define the

purpose of assessment. Defining the purpose of assessment provides information on
what students need to perform in a task given. Purpose must be specified at the
beginning of the process so that proper kinds of performance criteria and scoring
procedures can be established. Basic questions which teachers ask in determining
possible learning competencies to be considered are listed below.
Five Questions to consider in Determining Competencies
Questions Examples
1. What important cognitive skills or  communicate effectively in writing
attributes do I want my students to  employ algebra to solve real-life
develop? problems
2. What social and affective skills or  Work independently
attributes do I want my students to  Appreciate individual differences
develop?
3. What metacognitive skills do I  Reflect on the writing process
want my students to develop?  Self-monitor progress while working on
the independent project
4. What types of problems do I want  Perform research
my students to be able to solve?  Predict consequences
5. What concepts and principles do I  Understand cause-and-effect
want my students to be apply to relationships
apply?  Use principles of ecology and
conservation
Example of a process-oriented performance-based assessment in which the main

domain is Oral Language and Fluency (Enclosure No. 4, DepEd Order No. 73, s. 2012).
Subject: English Grade 7

Content Standard: The students demonstrate oral language proficiency and
fluency in various social contexts.
Performance Standard: The learner proficiently renders rhetorical pieces.
Task: Oral-aural Production (The teacher may use dialogs or
passages from other written or similar texts).
Specific competencies:
1. Observe the right syllable stress pattern in different categories
2. Observe the use of the rising and falling intonation, rising intonation, and the
combination of both intonation patterns in utterances
3. Demonstrate how prosodic patterns affect understanding of the message.
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Below is an example of product-oriented performance-based assessment task.
Performance Task: Creating a Book Cover

Competencies: The students should be able to:
1. Generate appropriate shots for book cover using digital camera,
2. Use a page lay-out software (MS Publisher) or presentation software (MS
Powerpoint);
3. Create size estimation of image, shapes, and textbox in terms of
importance, emphasis and visual hierarchy, and
4. Demonstrate skills in information design principles such as clarity, balance,
relevance contrast, alignment, repetition and proximity
2. Choose the activity/output that you will assess. The required performance or output
should be feasible given the time constraints, availability of resources, and amount of
data/materials needed to make an informed decision about the quality of a student’s
performance or output. The performance tasks should be interesting, challenging,
achievable, and with sufficient depth and breadth so that valid evaluation about
students’ learning can be made.
The following is an example of process-oriented performance task on problem-
solving and decision-making.
Key Competencies:
1. Use reading skills and strategies to comprehend and interpret what is read.
2. Demonstrate competence in speaking and listening as tools for learning
3. Construct complex sentences.
Your friend is going through a difficult time. You have tried talking about the
issue but to no avail. After much thought you recall a book you had read where the
character went through a similar experience as your friend. How might the book
help your friend deal with the problem? What other sources of information or
resources could you find to help your friend? What might be some strategies your
friend could use? Use your writing skills to compose a letter to your friend as to
why he should read the book or resources you have collected. Be sure your letter
contains examples from the readings, your feelings and encouragement.
As a problem solver, devise a plan to meet with your friend to identify possible
solutions to the problem after he has read the materials. Be sure you are
considerate of feelings and outline steps you’ll take to make sure your discussion is
one of collaboration.
You will be assessed on your ability to make informed decisions, your ability
to create a letter with complex sentences, your ability to solve problem ad your
ability to work collaboratively with a peer.
Adapted from Educational Planning, Portland Public Schools
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The example below shows performance task for product-oriented performance-
based assessment.
Competency: Prepare Useful Solution

Performance Task:
Barangay Luntian is celebrating its 50th anniversary with the theme “Kalikasan
Ko, Mahal Ko”. The barangay captain called for a council meeting to discuss the
preparations for the program. As a councilor, you are asked to take charge of the
preparation of “Natural Beverage” for the guests. This healthful drink should promote
your locally produced fruits or vegetables as well as health and wellness. On your
next council meeting, you will present your plan for the preparation of the drink and
let the council member do the taste testing. The council members will rate your drink
based on the following criteria: practicality, preparation, availability of materials,
composition of solution(drink).
Taken from Enclosure No. 4, DepEd Order No. 73 , s. 2012
3. Define the criteria. Criteria are guidelines or rules for judging student responses,
products, or performances. Before conducting the assessment, the performance
criteria should be predetermined. The set of criteria should be discussed and agreed
upon by the teachers and the students. Performance criteria are important since they
define for the students the types of behavior or attributes of a product that are expected,
as well as allow the teacher and the students to evaluate a performance or product as
objectively and as consistent as possible. There are four types of criteria that can be
used for evaluating student performances:
A. content criteria – to evaluate the degree of a student’s knowledge and

understanding of facts, concepts and principles related to the topic/subject;
B. process criteria – to evaluate the proficiency level of performance of a skill or
process
C. quality criteria- to evaluate the quality of a product or performance; and
D. impact criteria-to evaluate the overall results or effects of a product or
performance.
4. Create the performance rubric. A rubric is an assessment tool that indicates the
performance expectations for any kind of student work. It generally contains three
essential features: (1) criteria or the aspects of performance that will be assessed, (2)
performance descriptors or the characteristics associated with each dimension or
51
criterion, and (3) performance levels that identifies students’ level of mastery within
each criterion. There are different types of rubrics:
A. holistic rubric – in holistic rubric, student performance or output is evaluated by

applying all criteria simultaneously, thus providing a single score based on
overall judgment about the quality of student’s work
B. analytic rubric – in analytic rubric, student’s work is evaluated by using each
criterion separately, thus providing specific feedback about the student’s
performance or product along several dimensions
C. general rubric – contains criteria that are general and can be applied across
tasks (e.g., the same rubric that can be used to evaluate oral presentation and
research output)
D. task-specific rubric – contains criteria that are unique to a specific task (i.e., a
rubric that can only be used for oral presentation and another rubric for applicable
only for research output)
Note: Discussions about rubrics will be dealt again more deeply in Chapter 6.
5. Assess student’s performance/product. In assessing a student’s work, it is

important to adhere to the criteria set and use the rubric developed. This is to ensure
objective, consistent, and accurate evaluation of student’s performance. It is also
important to provide specific and meaningful feedback and explanation to students on
how to they have performed the tasks, clarifying to them what they understand, what
they don’t understand, and where they can improve.
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Summary
 Performance Assessment refers to an assessment activity or set of activities that

require students to generate products or performances that provide direct or
indirect evidence of their knowledge, skills, and abilities in an academic content
domain.
 The characteristics of a good performance assessment are (1) it is authentic, that
is, it includes performance tasks that are 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 in the process of
evaluating their own ad their peers’ performance and output, (4) it assesses more
complex skills, and (5) it explains the task, required elements, and scoring criteria
to the students before the start of the activity and the assessment.
 To guide you in designing performance assessments, the following questions may
be addressed: (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, challenging, and measurable?, (5) are the performance tasks authentic
and representative of real-world scenarios?, (6) what criteria should be included to
rate students’ performance level, and (7) what are specific performance indicators
for each criterion?
 The basic steps in planning and implementing performance-based or product-
based assessments are: (1) define the purpose of performance or product-based
assessment, (2) choose the activity/output that you will assess, (3) define the
criteria, (4) create the performance rubric, and (5) assess student’s
performance/product
Enrichment
To read or view more on the following topics, please visit the links below.
a. Performance-Based Assessment in Math

https://www.edutopia.org/practice/performance-based-assessment-making-
math-relevant
b. Performance-Based Assessment: Reviewing the Basics
https://www.edutopia.org/blog/performance-based-assessment-reviewing-
basics-patricia-hilliard
c. Video-Discussion of Performance Assessment
i. https://www.youtube.com/watch?v=fPs_Uzc7NuQ
ii. https://www.youtube.com/watch?v=yYcGO1Izs-U
53
Assessment
A. Let us review what you have learned about designing performance assessment
tasks.
1. What are the types of performance assessments?
2. What are the characteristics of a good performance assessment?
3. What are the general guidelines in designing performance assessments?
4. What are the basic steps in conducing performance (process) -based or product-
based assessments?
To be able to check whether you have learned the important information about
identifying and designing performance assessments, please complete the following
graphical representation:
B. Differentiate process-oriented from product-oriented performance-based

assessment using the template provided.
C. In your field of specialization, identify several learning outcomes which can be best
measured with performance-based assessment tasks. For each learning
competency, formulate three tasks.
Field of Specialization: __________________
54
Learning Competencies Performance Tasks
D. By now, you should be ready to design effective performance assessments to

assess your student learning outcomes. Let us apply what you have learned by
creating an assessment plan for the subjects that you are currently teaching. For
each subject, list down the desired learning outcomes and course topic for each
desired learning outcome and identify the appropriate performance tasks to assess
students’ achievement of the expected outcome. It is important that you have an
assessment plan for each subject that you teach.
Example of a Performance Assessment Plan:
Subject: General Chemistry Laboratory 1
Overall Desired Learning Outcomes: At the end of the course, the students are
expected to execute procedural tasks in laboratory experiments and to apply
proper waste disposal procedures.
Desired Learning Course Topic Types of Performance Tasks

Outcomes
Design simple experiments All topics with Oral Presentation of
to test hypotheses experiments experiment plans/protocol,
pre-lab exercises, oral
presentation of experiment
results
Properly use and handle All topics with Actual laboratory performance
equipment and chemicals experiments
Practice good laboratory All topics with Actual laboratory performance
skills and techniques experiments
Practice All topics with Peer evaluation through rubric
teamwork/collaborative experiments
skills
Apply concepts, theories End of the Projects, products
and ideas learned in a “real course
world” setting
55
Use the following template to come up with your performance assessment plan.
Subject: ______________
Overall Desired Learning Outcomes:
______________________________________________________________________
______________________________________________________________________
Desired Learning Course Topic Types of Performance

Outcomes Tasks
References

De Guzman, Estefania S. & Adamos, Joel L. (2015). Assessment of Learning 1.
Quezon City: Adriana Publishing Co., Inc.
Jones, Cheryl A. (2005). Assessment for Learning. Learning and Skills Development
Agency. Argyll Street. London: Regent Arcade House.
Navarro, Rosita L. & De Guzman-Santos, Rosita (2013). Authentic Assessment of
Student Learning Outcomes (Assessment of Learning 2) 2 nd Edition. Quezon
City: Lorimar Publishing, Inc.
Navarro, Rosita L. & De Guzman-Santos, Rosita (2013). Assessment of Learning
Outcomes (Assessment 1). Quezon City: Lorimar Publishing, Inc.
Walvoord, Barbara E. & Anderson, Virginia Johnson. (2009) Effective Grading: A Tool
for Learning and Assessment in College. 2 nd Edition. San Francisco, California:
John Wiley & Sons, Inc.
56
CHAPTER 4
AFFECTIVE ASSESSMENT
Overview
Affective assessment places emphasis on student attitudes, interests,

appreciations, values, and emotions. The objective of the assessment is to develop
students’ understanding of their emotional and social behavior. This gives them the ability
to better themselves in both individual and social aspects of life. The affective domain is a
term derived from Bloom’s Taxonomy of educational objectives. The grouping also includes
two other domains, namely: the cognitive and the psychomotor. It is assumed that when an
educator incorporates all these domains, a more complete form of education is created.
Skills in the affective domain depict the way people react emotionally to internal and
external circumstances, as well as their ability to sympathize and empathize with others.
What to Expect?
At the end of this chapter, the students can:

1. define the affective factors that are important in students’ learning;
2. identify the taxonomy of affective behavior in students’ learning;
3. demonstrate knowledge and understanding affective traits articulated in the
Basic Education Curriculum Framework in one’s field of specialization;
4. develop understanding on the various assessment methods and tools that
could measure affective outcomes of learning; and
5. develop an assessment tool to measure affective outcomes of students
learning.
What is affective Assessment?
Affective assessment deals with the affect dimension of students’ learning. The
affective domain (from the Latin “affectus”, meaning "feelings) includes a host of
constructs such as attitudes, values, beliefs, opinions, interests, and motivation. They are
the non-cognitive outcomes of learning that are not easily seen or explicitly demonstrated.
57
The type of assessment in this domain is not aimed to determine what the students have
learned. Rather, it looks into how students feel while are learning how their learning
experiences have influenced their emotions and future behavior.
Affective assessment may involve students’ opinions, preferences, attitudes,
interests, and values in connection with mathematics, a topic in mathematics, learning
mathematics, a particular learning activity, the mathematics teacher, or the student
himself or herself as a learner of the subject. Affective assessments, compared to their
cognitive counterparts, have more inherent technical and interpretative challenges. We
reiterate that attitudes, interests, and values, being conceptual, are inferences made from
observed or self-reported behaviours. To measure and assess them, we can obtain
observed evidence of affect. This can be done by observing, by using checklist, the
student’s behaviour related to the object, or by asking the student to report on his or her
behaviour related to, or feelings towards, or views on the object. Note that we can do both
but, for a busy teacher, self-reports may be more practical than direct observation of every
student.
In cognitive assessments, our focus is mainly on students’ optimal performance in
tests or other assessment tasks. We assume that the students will try their best in the test
within the given time. An athlete’s performance in the Palarong Pambansa or Olympics
is an example of optimal performance. For affective assessments we are more concerned
about students’ typical behaviour towards something, say, mathematics learning.
Students who are positive towards self (positive self-concept) in relation to mathematics
learning will have a tendency to respond favourably to learning mathematics. These
behaviours are characterized by feelings, emotions, or values. Such students may, for
example, show enthusiasm or engagement (covert behaviours, not observable) during
the daily mathematics lesson by asking questions or volunteering to look up answers
(overt behaviours, observable). Where a student typically or normally responds
enthusiastically, we are inclined to say that they have a positive disposition towards
mathematics. Teachers may use this information to predict how students will be
predisposed to behave in the future in mathematics lessons. Likewise, students whose
affect is adverse (away from something, say, homework) have a tendency to respond
negatively towards that something. Transient or one-time feelings or emotions are of
58
lesser concern in affective assessments, and we should guard against labeling students
as having a poor attitude towards mathematics based on their atypical responses.
A technical challenge is the difficulty in linking the observed behaviours or self-
reports to the concept of attitude, interest, or values. In the first place, unlike objective
tests, there is no “right” or “wrong” answers in the assessment of affect. Depending on
the manner in which the affective responses are captured, a student may react in a
socially desirable way so as to project the expected image, especially where persons of
authority such as their teachers are involved. Does a student’s smile when solving a
mathematics problem indicate enjoyment of the subject? Well, he may be thinking what
a silly question the teacher has set; or he has seen the answer of the question before.
Some students may fake answers or behave differently for some reasons, e.g., fear that
their responses might be held against them. So we want students to be honest in
supplying us with information about their affect. Then, it is of utmost importance that
anonymity and/or confidentiality be assured in order to collect accurate affective
assessment evidence.
This brings us to another aspect of affective assessment that is different from
cognitive assessment for the classroom teacher. We agree with Popham (2006) that the
focus of affective assessment should be on the status of the students as a class than as
individuals. The requirement of anonymity and/or confidentiality, as well as respect for
sensitivity of the nature of affect, necessitates a treatment of affective measures at a
group or class level. Therefore we suggest, based on what we know about the nature of
affect and the purpose we have for its assessment that teachers carry out affective
assessment at the classroom level. We recommend that their inferences about students’
affective status to be directed at students as a group rather than at a student, at least until
we know how to do it more accurately.
A technical challenge in student assessment is the accuracy of the inference from
the assessment evidence to the construct being assessed. For example, in a written test
to assess understanding, a student’s written solution may indicate memory work (hence
rote-learning) rather than understanding. Hence for affective assessment, it would also
be challenging to link the evidence (observed behaviours) for affective assessment to the
constructs of beliefs, attitudes, interests, and values. The correlation between overt
59
behaviours and covert attitudes or interests is far from being perfect in that we may not
be able to predict accurately how a student will be disposed to respond. Being situation-
specific, a student’s reaction will depend on both internal (within the student, e.g.,
tiredness, unhappiness) and external (in the surroundings, e.g., hot day) factors at play
at the time when the assessment evidence is being collected. In the prediction of
behaviour from attitude, we have to constantly remind ourselves that it is a tendency or
predisposition to behave in a particular way. Hence, we should avoid using once-off
behaviours of students related to mathematics as their attitude towards mathematics.
Limits and Boundaries
“Students are much more than the academic work they produce.” Information
generated from affective assessments can help provide a window into better
understanding of your students and potential learning opportunities in your classroom.
But there are limits and boundaries that must be recognized.
Cautions of Affective Assessment
Affective assessment is not personality testing and assessment. Validity and

reliability must be demonstrated, particularly since the measured constructs (e.g., attitude
toward school) may be unstable or change considerably over a short period of time.
The over generalization of findings and implications must be recognized and
prevented. Jumping to conclusions without several sources, with repeated findings from
those measures, must be avoided at all costs. As with any assessment measure, make
sure that the data, and the domain(s) being measured, are truly needed and relevant.
Why Affective Assessment?
Teaching is also knowing and understanding students as learners and humans. It

is essential that teachers know the feeling of pleasure, enjoyment or even anxiety that
learners experience because these feeling will have bearing on their attitudes, motivation
and belief that will eventually be manifested in their future behavior. This is to individualize
their approaches to students and reshape the lesson plan based on the identified needs
of students.
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Also, it is important for the students themselves. Self-awareness of feelings,
emotions and attitudes can make students reflect on how they are in the process of
learning. This type of metacognition has proven to enhance learning and contribute to
success in academic work. Cognitive and affective assessment should work in tandem
as what empirical studies have proven.
Knowledge of what students view, perceive, and feel as they are engaged in
learning activities will guide teachers to improve their teaching strategies and enhance
learning. Affective assessment can provide supplemental information about a learning
difficulty or behavior problem that affects learning.
The low performance may be caused by affective factors, such as attitude, interest,
and motivation. According to Suggins (2005), motivation and desire represent the very
foundation of learning. If the students do not want to learn, there will be no learning.
Further, Popham (2011) contends that affective variables are often more significant than
cognitive variable.
What is the taxonomy of affective domain in learning?
The taxonomy of learning domains was formulated in 1956 under the leadership
of educational psychologist Dr. Benjamin Bloom. It was initiated to promote higher forms
of thinking in education, such as analyzing and evaluating, rather than just remembering
facts (rote learning). Learning takes place in three (3) domains, namely: cognitive,
psychomotor, and affective. The cognitive processes are remembering, understanding,
analyzing applying, evaluating and creating. ‘
On the other hand, the affective domain of learning that was developed by
Krathwohl et al. (1964) serve as guide in doing affective assessment. The next table shows
behavioral levels, description, the relevant verbs and examples of objectives.
Level Description Illustrative Example

Verbs
To receive In this level of affective asks, chooses, Looking at the teacher
behavior the learner describes, during lecture is
demonstrates awareness or follows, gives,
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passive attention in an holds, awareness on
activity that is happening identifies, learning stimulus.
such that he/she gives locates, names,
attention to that activity. This points to, Listening and paying
level involves willingness to selects, sits attention indicate
receive the stimulus. erect, replies, willingness in
uses receiving that
stimulus.
Listening to
discussions of
controversial issues
with an open mind.
To respond In this case, the learner answers, If a learner
reacts positively to a given assists, participates in a class
stimulus or information that complies, discussion, and not
has been received. Active conforms, merely listening, then
attention and response to a discusses, the learner is in this
particular to phenomenon or greets, helps, level of behavior. This
interest. labels, behavior may be
performs, compliance to a given
practices, task, voluntary
presents, engagement or doing
reads, recites, an activity with
reports, selects, interest.
tells, writes
Participating in team
problem solving
activities. Questions
new ideals, concepts,
models, etc. in order
to fully understand
them
To value The learner demonstrates completes, Picking up litters
commitment to the object, describes, outside the classroom
knowledge, or activity. differentiates without teacher's
Here, the learner has presence or saving
internalized a set of specific money for a book, or
values such that these values putting off lights after
are manifested through class on own volition
overt behaviors. Attaching are "valuing"
value or worth to a behaviors.
phenomenon or object.
Accepting the idea
that integrated
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curricula is a good
way
To organize The learner has internalized adheres, alters, In this level, the
and integrated his or her arranges, learner is able to
feelings, emotions, beliefs, combines, discern independently
opinions, etc., resulting to compares, the right from wrong,
actions where new values completes, and he/she is able to
and traits emerged. defends, make a decision on
Organizing values into explains, what is more valuable
priorities by comparing, generalizes, based on his or her
relating, synthesizing specific identifies, own judgment.
values. integrates, Recognizing own
modifies, abilities, limitations,
orders, and values and
organizes, developing realistic
prepares, aspirations. Accepts
relates, responsibility from
synthesizes one’s behavior.
To The learner demonstrates or acts, If doing an experiment
characterize shows consistency of the discriminates, has instilled the value
behavior that establishes an displays, of patience, such trait
image or character of the influences, could be carried over
learner. This behavior listens, to the student's non-
extends beyond the school modifies, science activities.
setting and becomes part of performs,
his or her lifestyle. Having practices, A person's lifestyle
personal value system that is proposes, influences reactions to
now a characteristic of the qualifies, many different kinds
learner. questions, of situations. Shows
revises, serves, self-reliance when
solves, uses, working
verifies independently. Uses
an objective approach
in problem solving.
What are the Affective Variables in Learning?
1. Attitudes
It is important to note that attitude cannot be taken as solely affective. It

also has a cognitive component where the learner has the concrete knowledge
that defines the worth or value of the object or situation. For example, knowledge
about the effect of smoking on health and knowledge about nicotine ideally should
make students have negative attitude towards smoking. However, this is not
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always the case. One may have the knowledge but applying the knowledge is
another thing. Cognitive knowledge can be a contributing factor to affect a desired
affective outcome.
2. Values and Beliefs

Values are characteristics or traits that a person holds in high importance.
These include principles that one considers being right and consequently which
guides the person's future actions and decisions. In a school setting, values that
are included in the curriculum are honesty, patience, perseverance, respect for
others, cleanliness and order, care for environment, etc. Beliefs, on the other hand,
refer to our convictions or opinions we hold to be true even without evidence. While
beliefs are traditionally associated with religion, they have been talked about in the
field of education. There are such things as beliefs about mathematics, freedom
gender equality, etc.
Beliefs emanate from multiple sources, from what one hears, sees reads,
and experiences. Values are developed from beliefs. Beliefs, as well as values,
can change over time from learned experiences. As such, it is important that
teachers provide positive learning experiences to students because from these
experiences, they form beliefs that leads to formulation of values that are desired.
These beliefs and values determine attitudes which are correlated with a
learner’s performance. This sequential relationship reinforces the importance to
assess these affective factors that can aid teachers in developing their instructional
plan to attain intended curriculum goals and objectives.
3. Interest
Interest is a psychological state that draws a person's attention to an object,
Idea, or event in a classroom setting it is what students are "into" or the learner's
disposition about a topic such as reading science, mathematics, history, etc. It is
interest that drives the learner to be attentive to the topic of discussion or engage
in any academic activity. Interest may be personal or situational. Whether personal
or situational it is important for the teacher to know how students are receptive on
the content that is covered in the lesson. If there is low interest as revealed from
the assessment results, the teacher can think of intervention strategies to address
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problem, like creating learning experiences that are more exciting to engage
students in interaction with peers, or with teachers. Interest is directly linked with
enjoyment and joy in doing something.
4. Motivation
Brown (1987) defines motivation as an inner drive, impulse, emotion, or

desire that moves one to a particular action. It arouses and sustains behavior. It
can lead to increased effort and energy to pursue a goal. If a learner is highly
motivated, he/her is willing to give his or her time and effort to reach a goal. It
brings a learner to excitement and enjoyment to an academic task and enhances
cognitive processing and improves learning.
Motivation has other intrinsic factors like curiosity, appreciation, valuing for
learning, as well as extrinsic factors like praise, grades for completion certification,
etc. Ausubel (1968) has identified six needs and desires that are integral parts of
motivation: (1) the need for exploration; (2) the need for manipulation; (3) the need
for activity; (4) the need for stimulation; (5) the need for knowledge; and (6) the
need for ego enhancement. From this list, we see the critical role of teachers in
creating a learning environment that can provide for these needs in order for the
learners to reach the highest level of motivation. Consequently, assessment in this
aspect of affective domain is of importance.
5. Self-confidence
This refers to how a person feels about his or her abilities to accomplish a
task or reach a goal. It is the person's perception of himself/herself and his or her
capabilities to perform successfully the task given to him/her. Empirical studies
showed self-confidence is associated with academic success.
What assessment tools are used to measure affective learning?
Measurement of affective traits is more challenging compared to measuring

cognitive and psychomotor dimension of learning. Such measurement may be direct or
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indirect. The direct assessment of affective learning outcomes is more attainable at the
lower levels in affective learning taxonomy (Krathwohl et al.,1964). Teachers for example
can take attendance to measure pupils’ willingness to receive information. Likewise,
teachers may consider the number of time the pupils raised his or her hand to answer
questions or the number of completed assignments and project.
Behaviors are less amenable to direct measurement because affective learning

outcomes (e.g. attitudes, values, beliefs, etc.) are internal states that exist in the mind
and thought of the learners. These indirect measurements are thought less reliable.
A variety of methods for indirectly assessing intended affective learning outcome

have been espoused. Some of the most common assessments include self-report
inventory, questionnaire, opinionnaire, semantic differential, observation and interview.
1. Self-report Questionnaires/Inventory is a type of assessment where the

respondents are asked to answer a question about himself or herself, his or her
behavior, emotions, feelings or views. It serves many purposes to include diagnosis
of students’ mental and emotional state. This is also popular in a pre-test and post-
test design when the teacher wants to assess change (e.g. in attitude, interest,
motivation, etc.) before and after instructional period.
Self-report inventories use a variety of formats. The most common are:
a. Likert scale. This measuring tool that was invented by Rensis Likert, is a series
of questions or items that requires the respondent to select on a scale a rating
reflecting the level of agreement disagreement on items a particular topic,
experience, or issue. The responses both in descriptive and numeric form, range
from one extreme to another, such as “strongly agree” to strongly disagree where
“5” numerical value of the extreme positive feeling and "1" for the extreme negative.
This kind of scaling gives deeper insight into what the students are thinking and
feeling. An example of Likert scale is shown below:
The Modified Fennema-Sherman Mathematics Attitude Scales (FSMAS)
Using this scale will help you and find out how you feel about yourself and
mathematics. As you read the sentence, you will know whether you agree or disagree.
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The only correct responses are those that are true for you. Whenever possible, let the
things that have happened to you help you make a choice.
5 = Strongly Agree (SA) denoted by letter A

4 = Agree (A) denoted by letter B
3 = Uncertain (U) denoted by letter C
2 = Disagree (D) denoted by letter D
1 = Strongly Disagree (SD) denoted by letter E
1. I am sure that I can learn math. A B C D E

2. My teachers have been interested in my progress in math. A B C D E
3. Knowing mathematics will help me earn a living. A B C D E
4. I don't think I could do advanced math. A B C D E
5. Math will not be important to me in my life's work. A B C D E
6. Males are not naturally better than females in math. A B C D E
7. Getting a teacher to take me seriously in math is a problem. A B C D E
b. Semantic Differential. This is a widely used scale that employs ratings of

concepts with contrasting adjectives placed at opposite ends of the number scale.
For example, the concept of "Problem Solving" can be assessed using the
following semantic differential scale:
Problem Solving
Difficult _____ _____ _____ _____ _____ Easy

1 2 3 4 5
Interesting _____ _____ _____ _____ _____ Boring
1 2 3 4 5
Useful _____ _____ _____ _____ _____ Useless
1 2 3 4 5
Realistic _____ _____ _____ _____ _____ Unrealistic
1 2 3 4 5
Rigid _____ _____ _____ _____ _____ Loose
1 2 3 4 5
In this example, the students are asked to express their attitudes toward
problem solving. They need to make a check mark on the scale indicating the
degree of agreement they have with the adjectives listed. Similar to the Likert scale
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where there are negative items the position of the positive and negative adjectives
in semantic differential are reversed to balance the scale and create a less biased
measurement. The response could then be summed, and a mean could determine
in each of the adjective pairs. In this way, the concept "problem solving” would be
scaled on the various pairs of the adjectives.
c. Checklist. A checklist is a form of self-report that asks persons whether they

demonstrate a set of qualities or behaviors. In particular for affective assessment,
it is a tool for identifying the presence or absence of a feeling, attitude, or behavior.
The behaviors that are checked will reflect what values and beliefs learners hold.
For example attitude toward environment may be measured by giving students a
checklist that enumerates on actions related to environment awareness and
commitment in one column and space in another column where students will put
a check or a cross, indicating whether those actions are being done or not.
Example: Self-Report Behavior Checklist
Name:_____________________ Grade : ______________ Date: ______
Put a check (√) on the options that corresponds to your answer to each item.
1. What is your reaction on the signing of Executive Order (EO) 26 on

Providing for the Establishment of Smoke-Free Environments in Public and
Enclosed Places?
___ I support the EO to protect the health of people

___ I find the EO as anti-poor
___ It is not my concern
___ I do not know what it is all about
2. What is your reaction to environmental polluters?
___ I will report them to the concerned officials.

___ I will call their attention when I see them doing the act.
___ I will tell others not to imitate them.
___ It is their concern, they are responsible for their own.
3. Are you a member of any environmental organization?

___Yes
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___ No
___Planning to do so
Another form of checklist also provides students a list of adjectives for describing
something or making judgment about behavior and actions and asks the respondents to
check those that apply to them.
Put a check (√) on the blanks that are true to you.
The reading class is: I find English:
___ boring ___ fun

___ exciting ___ tiring
___ fun ___ easy
___ stimulating ___ difficult
___ informative ___ irrelevant
___ unpleasant ___ useful
___ routine ___ interesting
Writing Statements for Rating Scale for Self-Report
Some guidelines might be of help in creating your self-report assessment

instrument.
1. Statements should refer to the present conditions rather than past or future
situations.
2. The statement should be relevant to the psychological construct being measured.
3. Avoid factual statement since the nature of what is assessed is affective traits.
4. Statement should elicit a response that lends itself to one interpretation.
5. Statements should be clear and single sentences using precise and direct
language.
6. Considering that responses in the instrument reflect gradation statements should
no longer contain always, nearly, only, never and just. These words are
ambiguous.
7. Use vocabulary appropriate for the level of understanding of the respondents.
8. Avoid double negative sentences.
Steps in the Construction of the Rating Scale
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1. Select the affective trait you want to assess which you find relevant to teaching-
learning situation. Make sure that you or your school is going to benefit from it and
use the data to improve the present situation.
Example
You may be interested to know students' interest about specific educational

issues like climate change and environment. These inventories will not only
help the science teacher in classroom situation, but the data may also help
teachers to know who can be tapped to participate in Waste Management and
Segregation Project the school is launching.
2. Construct items that are clear, definite, and focused on the trait you want to measure.
Consider the different levels of affective taxonomy in constructing the items. In
addition, since what you are assessing is on emotion or affect items should include
positive and negative positions that will make the respondent think carefully the
answer to the item.
3. Pilot test or field try the inventory and revise the parts that appear to be unclear. This
is advised when you want to measure more encompassing and long term affective
learning outcomes. The purpose of held testing the Instrument is to detect unclear
questions and statements and procedural difficulties the intended respondents can
experience with the questionnaire is preferred that field test be given to comparable
set of students. If the Inventory is intended for Grade 6 students, then having another
class of Grade 6 to give feedback to the inventory will best suit the purpose of field
testing.
4. Evaluate the self-report inventory to your target respondents
5. Analyze the results and consider the findings and draw the implication. The most
common scale is 1 to 5, with 1 as the extreme negative option, followed by the less
negative, and mid-range ratings indicating a level of neutrally through 5 being the
highest positive or favorable response. For the negative items, the numerical values
are reversed. The use of simple statistics is essential. This involves frequency count
relative to each option in the scale cumulative percentages to see pattern of responses
in each item as well as the entire scale. Simple computation of mean will be useful in
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visualizing the collective outcome as a class or as a grade level or in the entire school.
The most common way to treat data using Likert scale is to sum the values of each
selected option and determine the score for each respondent. The scores represent
a specific trait--- agreed or not agree, satisfied or not satisfied, confident or not
confident, etc
Again our intention is for classroom setting only data analysis does not have to
be complex and computation of a score may not be the focus. The teacher may give
more attention to patterns of responses vis-à-vis the content and essence of the
affective items. Consequently, the teacher should be able define the implications of
the results to improve the learning environment.
2. Interview. This is an oral assessment of student learning that is conducted through

spoken words and casual conversation. This assessment tool allows the teacher to
collect and explore more in-depth information about the trait being assessed that
cannot be captured by written instrument nor even be observed. The assessment data
are not just answerable by "Yes" or "No" or other predetermined responses. Through
this assessment technique the teacher is able to probe responses that other forms of
assessment tool cannot. The students can qualify and expand their previous answers,
which can be vague at the earlier part of the conversation. It provides students
opportunity to open other thoughts and ideas, and the teachers can be flexible to adapt
questions as the need arises. It can provide a powerful "moment of sharing where the
learner is able to express face-to-face his or her feelings and emotions. Prerequisite
to achieve all of these is the trust you have to build with the interviewee by
demonstrating care and respect.
Interviews may be structured or unstructured in the interview; there is a planned

sequence of questions, which lead to open ended discussions between the teacher
and the student, neither done individually or by group. One limitation though of the
structured interview is that predetermined questions tend to limit flexibility. Some
important information about the learner on constructs you want to pursue may be
implied or ignored because you can be controlled by the list of question you need to
complete. On the other hand, the informal interview will appear to be natural and it
71
can create a more conversational environment for sharing, wherein the teacher will be
able to elicit more truthful information from students’ themselves. In many cases, even
when trust has been established students may not also be comfortable talking about
values and sharing feelings where he/she is in a one-to-one conversation with the
teacher. This is especially true for young adolescents who are more particular with the
image they create with others. A group interview may work better on older students’
elicit most authentic information. Younger children can be more candid and honest
with their answers whether the interview is done individually or in a group.
Nevertheless, in whatever manner, interview is considered an effective tool for
affective assessment. Imagine yourself as a student and you experience a teacher
spending time talking to you about how you are doing in his or her subject, asking you
face-to-face on how you are learning, or how you are feeling toward his or her subject.
Questions like "How did you do on the assignment I gave you?", "What questions in
the test excite you most and "What task did you find most difficult?" will make a great
deal on student feelings. In other words, interviews may go beyond cognitive
improvement. Spoken words will motivate students to learn.
For interview to be an effective assessment tool, the following are general steps
in developing and conducting an interview
a. Select the assessment objectives.
b. List the oral questions in sequence based on the objectives. However, the
sequence is not absolute; instead, there should be a room for flexibility.
Questions should start with general questions followed more specific ones.
c. Make a report sheet or any form to record responses
d. Conduct the interview. Start with statements that will make me la be at comfort
level with the teacher.
e. Record the responses, both elicited responses and responses that were aided
by prompts. Record as well the questions were not.
Sample: The Interview
Questions Teacher Notes
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1. How did feel about your participation in
our class today.
2. What did you think about the story that we
discussed?
3. Did the story interest you?
4. What is the part of the story that caught of
your attention? Why did it interest you
most?
5. What makes you read a book without
being told so by your teacher?
6. How do you like your reading class? What
makes you dislike it if ever you feel so?
7. What different approach should your
teacher use to help you and your
classmates better?
3. Students’ Journal. These are effective tools that can be used in assessing and
monitoring student thinking and attitudes. Journal writing gives students guided
opportunities to “think aloud” through writing. It is a special form of documentation that
records personal experiences and thoughts. It is a reflection of learner’s own
perception about a problem, a situation or an activity they are tasked with. Journal
writing opens the door for a one-to-one dialogue between the teacher and student. It
creates an environment of partnership where teachers and students resolve issues
and conflicts of ideas and understanding in confidential manner. The written journal
provides information to give feedback and ask questions to students that can develop
different ways of thinking. While the primary intentions of journal writing is to capture
students' feelings and emotions the discourse can lead to empowering the cognitive
domain of learning. To attain this, journals are guided by a set of ideas, questions, or
problems.
In choosing journal writing as an assessment tool for affective learning

outcomes, here are some guide questions to consider:
 What is your purpose for the student journal (i.e., critical thinking, reflection, self-
awareness, goal review, developing self-confidence, overcoming anxiety)?
 What is the format (i.e., handwritten free form, typed, full sentences)?
73
 What is the topic? What do you want the students to write about?
 How much do you want your student to write (i.e., number of pages, number of
paragraphs, or number of words)?
 How will the students be given feedback (i.e., individual, with a small group, with
the teacher)?
 Who will read the journal (i.e., with teacher only with other teachers, with
selected students)?
 How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)?
4. Observation. It is an assessment tool that involves looking out for the presence or
absence of behaviors of learners in a natural setting. Observation allows the teacher
to assess student behavior in the actual teaching and learning process unlike other
forms of assessment that require separate time with the student to answer the
measuring instrument. This method is a rich source of clues that can be both obtrusive
and unobtrusive measure of attitude, beliefs, disposition, character, etc.
Example
A Physical Education (PE.) teacher watches students play basketball in a

school court. While the focus may be on the skill of playing basketball like
shooting or throwing the ball correctly, the teacher can also directly watch who
play the “clean” game and who play on "foul" moves or what we often term,
the “dirty tricks”. Such behavior is indicative of important affective
characteristics like honesty, patience and positive disposition, which we aim to
develop not only for P.E, but across the school curriculum.
Like interview, observation may be structured or unstructured. An unstructured

observation is open ended with no formal reasoning of why is observed as
assessment process is ongoing. This does not mean a thing that does not require
planning. You have to be very clear of what is observed and list the behaviors and
actions that will indicate the possibility of the traits. There is still the need to record
observed data right after action observation time. Recall the more specific events,
which can be significant and include both positive and negative actions. Unstructured
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observation data had been criticized for being subjective. Thus be mindful of personal
interpretation of observed data.
On the other hand in the structured observation, you need to prepare a checklist
or rating form before the actual observation. This checklist defines the positive and
negative behaviors indicative of the trait you wish to measure. The recording is
straightforward as it just requires a check on the “Yes” and "No" column for the
presence or absence of the behavior, respectively, or a check on the appropriate
numerical and descriptive scale rating scale is used. These are illustrated in the
exhibits below
Checklist for Structured Observations in Science Class
Student/s Observed ___________________ Date__________ Time

_________
Grade & Section ________________ Observer______________
Behavior Frequency of Occurrences

1. Raises hand during class discussions
2. Tells others that the lesson is fun
3. Gives criticism to classmates' response

to teacher's questions
4. Asks questions about issues connected
to the science concepts presented
5. Goes through the laboratory manual
before engaging in the actual
experiments
Rating Scale for Structured Observations in Science Class
Student/s Observed ___________________ Date__________ Time

_________
Grade & Section ________________ Observer______________
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Behavior Not at Rarely Sometimes Most of Almost
all the Always
Time
1. Raises hand during
class discussions
2. Tells other that lesson is
fun
3. Gives criticism to
classmates’ response to
teacher’s questions
4. Asks questions about
issues connected to the
science concepts
presented
5. Goes through the
laboratory manual
before engaging in the
actual experiments
The measures obtained from observation approach can be made more valid and
reliable with the following guidelines.
1. Set a clear definition of affective trait you want to observe.

2. Prepare a checklist or rating scale that will define the more specific affective
behavior you want to capture. This checklist or rating scale will also be used in
collecting and recording your data.
3. Consult with a colleague or expert about the behavior listed as doable for
observation or not. You can try this with a sample of students.
4. Have a colleague/s to work with you in the actual observation time,
5. Be clear on ethical issues.
6. Record the observation immediately. Use the checklist, supplemented by
anecdotal records that are open-ended way to record observation. Record factual
observation and be cautious on personal interpretation and biased statements.
7. Review data. Reflect outcomes.
8. Decide future steps based on the observation results.
9. Adjust planning and apply interventions.
10. Monitor progress.
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Enrichment
1. For more information on affective assessment and affective assessment tools,

please watch these videos:
https://www.youtube.com/watch?v=FEou4iH9nc4
https://www.youtube.com/watch?v=xvL0WN4jYqY
http://youtube.com/watch?v=S9xspSC6MZ0
https://www.youtube.com/watch?v=0SCLFgIS7pQ
2. Also, explore these online presentations.

https://www.slideshare.net/autisticbigbro/affective-assessment-62258040
https://slideplayer.com/slide/9225837/
Summary
Affective assessment is an assessment based on the student’s attitudes, interest

and values.
Receiving, responding, valuing, organization and characterization are the
taxonomy of affective domain in learning while attitudes, values and beliefs,
interests, motivation and self-confidence are the affective variables in learning.
Affective assessment tools pertain to the tools that are used to measure the
affective traits, more challenging compared to measuring students’ cognitive
dimension of learning.
Self-structured questionnaires such as likert scale, semantic differential and
checklist; interview, student journals and observation are some of assessment
tools to measure affective learning.
Assessment
A. The following are some questions to see how far you have understood what have
been discussed earlier.
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1. What is affective learning?
2. Why do we need to measure affective learning?
3. What are some affective traits that are relevant to students’’ learning?
4. Why is it more challenging to measure the affective domain of learning?
5. What tools can you use to measure the affective dimension of learning? What
are the advantages and limitations of each measuring tool?
B. Test further your understanding about assessment of affective learning by answering

the following items below.
1. Which of the following learning domains relates to the development of a person’s
value system?
A. Cognitive B. Psychomotor C. Social D. Affective
2. Which of the following theorists identified the taxonomy of affective learning
domain?
A. J. Piaget B. D.R. Krathwohl C. B.F. Skinner D. P.Likert
3. When a student is seeing the worth and usefulness of knowing the law of gravity
in his or physics lesson, the student is demonstrating what level of behavior?
A. Receiving B. Responding C. Valuing D. Characterizing
4. Which of the following actions is at the highest level of the affective domain?
A. Recalling Information
B. Responding t an issue
C. Demonstrating awareness
D. Internalization of Values
5. Which of the following assessment tools is most appropriate if teachers want to
capture and monitor in writing the students’ personal experiences and thoughts
about something in his or her learning?
A. Rating Scales
B. Student Reports
C. Student Journal
D. Interview
6. If a student joins voluntarily a marathon activity for raising funds for flood victim,
he or she is demonstrating what level of affective learning?
A. Awareness
B. Responding
C. Valuing
D. Characterizing
7. It is an affective assessment tool that can take into account non-verbal
behaviors.
A. Self-report B. Observation C. Interview D. Student Journals
78
Consider the following case to answer questions 8-10.
Mrs. Abad is a fourth-grade teacher at J.P. Garcia Elementary School

who experienced difficulty in her classroom this school year. She had to spend
much time and energy preventing her students from bullying each other, and
she noticed how many are making verbal remarks, calling each other “stupid”
or “dumb”. In addition, quite a number did not do assignments and always
missed bringing their textbooks in class. She is, however, puzzled that in her
actual English period, majority, even those who are guilty of misbehavior, can
communicate well when asked to recite and talk sense when asked to interpret
literary works. Overall, Mrs. Abad is not happy with student achievement, as
measured by different test where only 75% performed above the level of
satisfactory performance.
8. What affective trait should Mrs. Abad first develop among her students?
A. Interest B. Self-Confidence C. Honesty D. Valuing of Learning
9. If the students can communicate when asked to recite and interpret literary piece,
what level of affective trait is demonstrated by the students?
A. Receiving B Responding C. Valuing D. Organizing
10. If Mrs. Abad wants to capture in depth the reasons for students’ misbehavior,
what assessment tool is most appropriate in her case?
A. Checklist B. Observation C. Interview D. Semantic Differential
C. Construct an assessment tool and answer the following questions.

1. Examine the assessment tool that you constructed, Do you find meaning of the
work you have done?
2. What was the purpose of assessment tool? What will it serve?
3. How significant is this tool in your future work as a teacher?
4. Is this plan worth your time and effort? Why?
5. What else could be done with assessment tool? For what other purpose can this
be useful?
REFERENCES
Cajigal, R. and Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City:

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Adriana Publishing Co., Inc
CHAPTER 5
PORTFOLIO ASSESSMENT
OVERVIEW
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Nowadays, portfolios are extremely popular and become louder than ever before
for higher standards and stricter testing. Many schools make portfolios – or at least talk
about them. What portfolios are then? Have you ever done a portfolio? Tell me about this
experience. Did you enjoy it? What elements did you include in your portfolio? Are the
materials placed in the portfolio required? Do they not go to art school for students? Have
they nothing to do with inventories? Moreover, if you all need to get to university with good
grades and test scores, why bother?
If you believe, then it is worth exploring portfolio assessments; if you think that
students at all levels are doing more than just testing; if you believe, teachers need to do
more than testing; if you believe that students should be more active in learning; and, if
you feel that catering for a broader range of students while maintaining high standards is
a good idea.
What to Expect?

1. Describe the nature of portfolio through its meaning, characteristics and purpose.
2. Differentiate the different types and elements of portfolio.
3. Apply the steps in developing a portfolio assessment.
4. Enumerate the advantages and disadvantages of portfolio assessment.
Meaning, Nature, and Characteristics of Student’s Portfolio

In education, a portfolio also known as student portfolio is a student creative output
that showcases his/her learning journey. Students are asked to collect, select, and
present various forms of evidence of their achievements based on the desired learning
outcomes. In other words, student portfolio is the compilation of students’ artifacts relative
to his/her learning experiences, and other written outputs such as reflections and personal
essays. These collections highlight students’ strengths and weaknesses in a certain
course.
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Artifacts may include the written work, videos, artwork, projects, journals, or any
item that will show evidence of learning. These artifacts give portfolio life and meaning.
Student reflection is the highlight in creating portfolios. The reflection highlights how
students learn overtime. Reflection provides students opportunities to actively engage
self-assessment process.
Besides, a student portfolio is a compendium of student’s academic work and other
forms of educational evidence assembled for the purpose of:
1. evaluating coursework quality, learning progress, and academic achievement;
2. determining whether students have met learning standards or other academic
requirements for courses, grade-level promotion, and graduation;
3. helping students reflect on their academic goals and progress as learners; and
4. creating a lasting archive of academic work products, accomplishments, and other
documentation (The Glossary of Education Reform, 2016).
Eventually, it is important to note that student portfolio should represent a collection
of students’ best work or best efforts, students selected samples of work experiences
related to outcomes being assessed, and documents according to growth and
development toward mastering identified outcomes (Gabuyo, 2012).
Elements of Portfolio
A portfolio can be prepared by an individual student either at the direction of his/her
teacher or as uniquely devised by the student (Davis & Pennamperuma, 2005). Whatever
type of portfolio a student is driven to do, its basic elements do not differ.
A comprehensive portfolio includes the following good elements:
1. The Cover Letter. This element tells about the author of the portfolio and what the
portfolio shows about the author’s progress as a learner. It summarizes the evidence
of the student’s learning and progress.
2. Table of Contents. Shown in this element are the detailed contents in the portfolio.
3. Entries. Entries in the student portfolio can either be core or optional. Core entries
are items the student have to include, while optional are entries of student choice. The
core elements provide a common base from which to make decisions on assessment.
The optional items permit each student to represent his or her uniqueness.
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4. Dates. Specific dates have to be included for all entries to facilitate evidence of growth
overtime.
5. Drafts. Drafts of oral, aural, and written products and revised versions have to be
included in the portfolio.
6. Reflections. It can appear in the different stages in the learning process. Through
reflections students can express their feelings regarding their progress and or
themselves as learners.
Portfolio Assessment
Portfolio assessment is an assessment form that children do together with their

teachers, and is an alternative to the classic classroom test. The portfolio contains
samples of the children/student work and shows growth over time.
Important keyword
 Reflection: By reflection on their own work student begin to identify the strengths and
weaknesses of their own work (self-assessment). The weaknesses then become
improvement goals. In portfolio assessment it is the quality that counts, not the
quantity.
 Learning objectives - Each portfolio entry needs to be assessed with reference to its
specific learning objectives or goals. Different schools may create different forms of
portfolios.
 Portfolio assessment is important because it measures the progress of a student

and examines the instructional process, not just the final product.
 Portfolio assessment can provide multiple levels of learning evidence and

demonstrate what a student knows and how he uses this knowledge.
 The contents of portfolios (artifacts /evidence) can include drawings, photos,

video or audio tapes, writing or other work samples, computer disks, and copies
of standardized or program-specific tests.
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 Data sources can include parents, staff, and other community members who
know the participants or program, as well as the self-reflections of participants
themselves.
 Purposeful, systematic process of collecting and evaluating student products to

document progress toward the attainment of learning targets or show evidence
that a learning target has been achieved. Includes student participation in the
selection and student self-reflection. “A collection of artifacts accompanied by a
reflective narrative that not only helps the learner to understand and extend
learning, but invites the reader of the portfolio to gain insight about learning and
the learner (Porter & Cleland, 1995)
 Therefore a solid portfolio can truly assess a student's development.
Function of Portfolio assessment

 The function of a portfolio assessment is to measure progress of a particular
process over a specified length of time.
 Before beginning a portfolio, the student must be aware of the goals she is trying
to accomplish with this project (if not she will be confused as to what artifacts to
include).
 According to Sewell, Marczack and Horn, "If goals and criteria have been clearly
defined, the 'evidence' in the portfolio makes it relatively easy to demonstrate that
the individual or population has moved from a baseline level of performance to
achievement of particular goals.
 “A portfolio functions as a place to store materials so they are not forgotten and
so that the student can continuously reflect on her growth in that particular
subject area.
Why Use a Portfolio?
 Portfolios can enhance the assessment process by:

 revealing a range of skills and understandings of students’ supporting
instructional goals;
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 reflect change and growth over a period of time;
 encourage student, teacher, and parent reflection; and
 provide for continuity in education from one year to the next.
 Instructors can use them for a variety of specific purposes, including:
 Encouraging self-directed learning.
 Enlarging the view of what is learned
 Fostering learning about learning
 Demonstrating progress toward identified outcomes
 Creating an intersection for instruction and assessment
 Providing a way for students to value themselves as learners
 Offering opportunities for peer-supported growth
 Portfolios can record both final products and students' ongoing thinking reflections
and decision-making processes
Characteristics of an Effective Portfolio
 Portfolio assessment is a multi-faceted process characterized by the following

recurrent qualities:
 It is continuous and ongoing, providing both formative (ongoing) and
summative (culminating) opportunities for monitoring students' progress
toward achieving essential outcomes.
 It is multidimensional, i.e reflecting a wide variety of artifacts and processes
reflecting various aspects of students' learning process.
 It provides for collaborative reflection, including ways for students to reflect
about their own thinking processes and metacognitive introspection as they
monitor their own comprehension, reflect upon their approaches to problem-
solving and decision-making, and observe their emerging understanding of
subjects and skills.
 Although approaches to portfolio development may differs, but most portfolios

have the following characteristics:
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 They clearly reflect stated learner outcomes identified in the core or essential
curriculum that students are expected to study.
 They focus upon students' performance-based learning experiences as well
as their acquisition of key knowledge, skills, and attitudes.
 They contain samples of work that stretch over an entire marking period,
rather than single points in time.
 Clearly defined purpose and learning targets 
 Systematic and organized collection of student products
 Pre-established guidelines for what will be included
 Student selection of some works that will be included
 Student self-reflection and self-evaluation
 Progress documented with specific products and/or evaluations
 Portfolio conferences between students and teachers
 They contain works that represent a variety of different assessment tools.
 They contain a variety of work samples and evaluations of that work by the
student, peers, and teachers, possible even parents' reactions.
Purpose of Portfolio Assessment

 Portfolio assessment develops awareness of own learning by the students.
 Portfolio assessment caters to individuals in a heterogeneous class.
 Portfolio assessment develops social skills. Student interacts with other students in
the development of their own portfolio.
 Portfolio assessment promotes independent and active learners.
 Portfolio assessment can improve motivation for learning thus achievement.
 Portfolio assessment provides opportunity for student-teacher dialogue.
Difference between Portfolio Assessment and a Standard Classroom Test
1. Progress
1. Exams and portfolios measure different levels of student progress over specific
periods of time. Classroom Test - the student's performance is determined by one
class period on one day. Success on an exam depends on how much a student
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studies and comprehends the material, Portfolio measures a much wider time
period, as students often include multiple drafts of essays or their body of work
composed over the course of a semester. Success of a portfolios focus on the
overall learning progress a student makes and the effort they put into the project.
A. Reflection
In a traditional exam, the student's ability to answer the questions correctly

is the only factor that can pass him/her. In portfolios - allow for direct input from
students. Portfolios often require a self-evaluation component, such as a reflective
essay, that lets students describe their overall experience in the class and the
portfolio creation process. It lets students practice critical thinking, letting them
decide how well the portfolio measures up to course goals and standards.
B. Degree of Student Ownership
 Test - Every student takes the same test and is judged according to correct and
incorrect answers, traditional exams let them play a very small role in their
evaluation.
 In portfolio evaluation - both students and teachers involved in the process.
Portfolios let students take ownership of their evaluation by showcasing their
struggles and accomplishments and enabling communication with the teacher
in a way traditional exams don't allow for.
C. Grading Teachers
 Teachers ultimately use two different grading methods to score tests and
portfolios.
 Traditional exams are more convenient to grade overall, as they involve

marking incorrect answers and calculating a numerical grade.
 Portfolios require teachers to establish their own specific grading criteria.
Even after they determine this grading scale, it still may be hard to
maintain objectivity, since the students' reflections and perspectives are
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part of the evaluation. Grading portfolios is also much more time
consuming; teachers must not only read the students' work, but write
comments explaining and justifying their evaluation.
Advantages of Using Portfolio Assessment
 Allows the evaluators to see the student each unique with its own characteristics,
needs, & strengths.
 Serves as a cross-section lens, providing a basis for future analysis and
planning. By viewing the total pattern of the students’ development, one can
identify areas of strengths and weaknesses, and barriers to success.
 Serves as a concrete vehicle for communication, providing ongoing
communication or exchanges of information among those involved.
 Promotes a shift in ownership; student can take an active role in examining
where they have been and where they want to go.
 Portfolio assessment offers the possibility of addressing shortcomings of
traditional assessment. It offers the possibility of assessing the more complex
and important aspects of an area or topic.
 Covers a broad scope of knowledge and information, from many different people
who know the program or person in different contexts (e.g., participants, parents,
teachers or staff, peers, or community leaders).
Disadvantages of Using Portfolio Assessment

 May be seen as less reliable or fair than more quantitative evaluations such as
test scores.
 Scoring difficulties may lead to low reliability
 Teacher training needed
 Time-consuming to develop criteria, score and meet students
 Students may not make good selections of which of which material to include
 Sampling of student products may lead to weak generalization
 Parents find the portfolio difficult to understand
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 Can be very time consuming for teachers or program staff to organize and
evaluate the contents, especially if portfolios have to be done in addition to
traditional testing and grading.
 Having to develop your own individualized criteria can be difficult or unfamiliar at
first. If goals and criteria are not clear, the portfolio can be just a miscellaneous
collection of artifacts that don't show patterns of growth or achievement. Like any
other form of qualitative data, data from portfolio assessments can be difficult to
analyze or aggregate to show change.
Developing a Portfolio Assessment

There are suggested steps in developing a portfolio assessment for teachers and
students. It is important to clarify the purpose of the portfolio. Clarifying the purpose of
students’ portfolio is the first step to conceptualize the appropriate criteria as basis of
assessment. Teachers and students should be clarified of the purposes of various types
portfolio. Teachers must ascertain the rationale of having students’ portfolio in order to
have clear directions of what and how to assess students’ output.
Teachers should also empower students to collect and select what to include in
their portfolio. Portfolios can contain a range of items – plans such as narrative reports,
personal essays, reflections, quizzes, and other written works. Teachers should cascade
to students what are the things to be included in their portfolio. However, it is highly
encouraged to allow also the students to add evidences that they think of great help to
showcase their learning progress and achievement.
In addition, criteria of scoring must be designed and shared to students at the start
of the preparation of student portfolio. Teachers must develop a rubric as a guide of
students in accomplishing the portfolio and as a reference of teachers in rating the output
of students. This is to minimize subjectivity and bias in scoring.
Moreover, it is equally important to provide students models of student portfolio
that may serve not only as their guide but also an inspiration for them to exceed from the
expectations. Remember that portfolio is the compendium of student’s weaknesses and
strengths and highlights how an individual student makes learning and development
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happen. As a teacher, you must provide students the motivation to discover their full
potential.
Lastly, students will really be asking for the processes of portfolio preparation as
to its format and submission date. Thus, it is a must to provide students clear instructions
of what to include. Format should be given for the purpose of uniformity and organization
and timetable should be agreed by teacher and students.
Balagtas et al. (2019) suggest the portfolio development process as shown in the
next figure.
1. Set Goals
This is considered the foremost step in designing a student portfolio. Students must
first identify the purpose of developing their portfolio. These goals are important to be
clearly defined since they serve as the guide of students of what to include and how
to arrange the elements of the portfolio. Teachers should guide students in identifying
their goals. Goals should be anchored in the desired learning outcomes defined by
the respective courses. It is also encourage that parents should be involved in
students’ goal setting.
2. Collect
After the goals are clearly defined, in this stage students now gather evidence of their
learning achievement. Students should collect all possible entries to be included in the
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portfolio. It is encourage that students should be given a temporary container where
they can keep all the retained documents of their daily activities.
3. Select
In this stage, students review all the collected possible entries from their designated
temporary containers. Students should sort all the collected entries and assess which
collections are appropriate to be included on the basis of the pre-defined goals.
Selection of entries may depend on course requirements set by teachers, choice of
parents based on their expectations and personal choice of students based on how
he/she personally interpret his/her learning progress.
4. Organize
After students select the entries for their portfolio, they can start organizing its content.
One of the techniques to organize the entries is to classify them by category, by types,
by nature, etc. The arrangement of entries could really depend on the personal style
of students. It is encourage to develop students’ creativity and resources during this
stage. It is ideal in this stage to provide Students Avenue to decide what to add,
modify, or remove entries any time. The suggested materials to be used in making
portfolio are clear book, album, and accordion bag with dividers since they are flexible
for any changes.
5. Reflect
Reflection of one’s learning progress gives life and essence to the portfolio. It is very
important that students reflect on their selected evidence of academic achievement in
order for them to contemplate to their strengths and weaknesses. This stage allows
students to assess the meaningfulness of their learning experiences. Also, this stage
allows students to reflect on the stories beyond numbers and words. Some of the ways
to make reflections are waiting a reflective journals and personal essays.
6. Evaluate
This stage highlights the judgment of the achievement of students based on the quality
of presentation of evidence of their learning process. In evaluation stage, students,
their peers, teachers and their parents may contribute in rating their learning progress.
Often pre-determined rubrics are used in rating students’ portfolio for the purpose of
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objectivity and parity. Evaluation stage can be applied during the process or upon
submission.
7. Confer
This stage allows teachers to communicate with the students and/or their parents the
results/outcomes of portfolio assessment that would explain or describe students’
performance and progress of learning. This stage highlights the moment of
congratulating students for their academic accomplishment, and provides them
diagnostic feedbacks.
8. Exhibit
This stage is the celebration of learning. Students are given a chance to
present/exhibit their portfolio in various means. Exhibit can be done through online
platforms. Exhibit can also be done through an open-house portfolio exhibit inviting
the teachers, peers, parents and other stakeholders. Awarding of best portfolio and
other special awards can be done in this stage.
Types of Portfolio
There are many different types of portfolios. Each type can serve one or more
specific purposes as part of an overall school or classroom assessment program. The
following is a list of the types most often cited in the literature: documentation portfolio,
process portfolio and showcase portfolio.
1. The Documentation Portfolio (“working" portfolio)
Specifically, this approach involves a collection of work over time showing growth
and improvement reflecting students' learning of identified outcomes. The
documentation portfolio can include everything from brainstorming activities to drafts
to finished products. The collection becomes meaningful when specific items are
selected out to focus on particular educational experiences or goals. It can include
the best and weakest of student work.
2. Process Portfolio
This approach documents all facets or phases of the learning process. They are
particularly useful in documenting students' overall learning process. It can show how
students integrate specific knowledge or skills and progress towards both basic and
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advanced mastery. The process portfolio emphasizes students' reflection upon their
learning process, including the use of reflective journals, think logs, and related forms
of metacognitive processing.
3. Showcase Portfolio
It is best used for summative evaluation of students' mastery of key curriculum
outcomes. It should include students' very best work, determined through a
combination of student and teacher selection. Only completed work should be
included. This type of portfolio is especially compatible with audio-visual artifact
development, including photographs, videotapes, and electronic records of students'
completed work. The showcase portfolio should also include written analysis and
reflections by the student upon the decision-making process used to determine which
works are included.
Phases of Portfolio Development

1. Organization and Planning
 This initial phase of portfolio development entails decision-making on the part of
students and teachers.
 By exploring essential questions at the beginning of the process, students can fully
understand the purpose of the portfolio and its status as a means of monitoring
and evaluating their own progress.
 Key questions for the teacher and the student must include:
 How do I select times, materials, etc. to reflect what I am learning in this class?
 How do I organize and present the items, materials, etc. that I have collected?
 How will portfolios be maintained and stored?
2. Collection
 This process involves the collection of meaningful artifact and products reflecting
students' educational experiences and goals.
 Decisions must be made at this phase about the context and contents of the
portfolio based upon the intent and purposes identified for it.
 The selection and collection of artifact and products should be based upon a
variety of factors that can include:
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 Particular subject matter;
 A learning process; or special projects, themes, and/or unites.
 All selections included in the collection should clearly reflect the criteria and
standards identified for evaluation.
3. Reflection
 Wherever possible, there should be evidence of students' metacognitive
reflections upon the learning process and their monitoring of their evolving
comprehension of key knowledge and skills.
 These reflections can take the form of learning logs, reflective journals, and other
forms of reflections upon their experiences, the thinking processes they have used,
and the habits of mind they employed at given points in time and across time
periods.
 In addition, teacher and/or parent reflections upon the products, processes, and
thinking articulated in the portfolio should also be included wherever appropriate.
Evaluating a Portfolio
Portfolios offer a way of assessing student learning that is different than traditional
methods. Portfolio assessment provides the teacher and students an opportunity to
observe students in a broader context: taking risks, developing creative solutions, and
learning to make judgments about their own performances (Paulson, Paulson and Meyer,
1991).
Teachers normally have multiple scoring strategies to evaluate:
 Thoughtfulness (including evidence of students' monitoring of their own
comprehension, metacognitive reflection, and productive habits of mind).
 Growth and development in relationship to key curriculum expectancies and
indicators.
 Understanding and application of key processes.
 Completeness, correctness, and appropriateness of products and processes
presented in the portfolio.
 Diversity of entries (e.g., use of multiple formats to demonstrate achievement of
designated performance standards).
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Summary
Portfolio is a systematic process and purposeful collection of student work to
document the student learning progress, efforts, and achievement towards the
attainment of learning outcomes.
A portfolio assessment is a form of authentic assessment. It is a purposeful
collection of student work that exhibits the student's efforts, progress and
achievements in one or more areas. It also provides samples of the student's
work which show growth over time.
In general, phases of portfolio development include organization and planning,
collection, and reflection.
Portfolio assessment allows both the teacher and students the opportunity to
observe students in a broader context.
Most literatures categorize portfolio as documentation, process or showcase.
Enrichment
A. Watch the following videos for additional information on portfolio assessment and its
development.
1. https://www.youtube.com/watch?v=0STQw6FMN6w
2. https://www.youtube.com/watch?v=I34DkpjLgVk
3. https://www.youtube.com/watch?v=b_R7cDhn6Ds
4. https://www.youtube.com/watch?v=gSf6nyC6by4
5. https://www.youtube.com/watch?v=grSoKVJ8T2s
B. For creating an electronic portfolio, you may watch the herein videos or visit the
given sites:
1. https://www.youtube.com/watch?v=4rpsAC6YNdM
2. https://www.youtube.com/watch?v=Mh1s6cXxcYY
3. https://www.google.com/aclk?sa=l&ai=DChcSEwi064uP6pnwAhWGMyoKHYiIBdEY
ABABGgJ0bQ&ae=2&sig=AOD64_3qH-
AzyfWMV_yq3OyPF5EHHyAsnw&q&adurl&ved=2ahUKEwid0IaP6pnwAhUVxIsBHa
J6D1sQ0Qx6BAgDEAE
ABAAGgJ0bQ&ae=2&sig=AOD64_1d2JzZfQYMiDrBG2_oxKiYuBIjOQ&q&adurl&ved
=2ahUKEwid0IaP6pnwAhUVxIsBHaJ6D1sQ0Qx6BAgCEAE
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5. https://www.commonsense.org/education/top-picks/student-portfolio-apps-and-
websites
ABADGgJ0bQ&ae=2&sig=AOD64_3pWcrPrlagkT7pvPRKCLLOffstRg&q&adurl&ved
=2ahUKEwid0IaP6pnwAhUVxIsBHaJ6D1sQ0Qx6BAgFEAE
7. https://www.edutopia.org/blog/web-tools-for-student-portfolios-dave-guymon
Assessment
A. Encircle the letter that corresponds to your answer.
1. Which of the following is NOT TRUE about portfolio assessment?
a. Involves students in its own assessment.
b. Encourages collaborative process of determining students’ success
c. Measures students learning progress at one time
d. Allows students to reflect from his/her learning progress.
2. Which of the following statement BEST describes portfolio assessment?
a. Encourages competition among students
b. Encourages collaboration among students
c. Encourages responsibility of one’s learning progress
d. None of the above
3. Employing portfolio assessment in the classroom allows students to be responsible
with their own learning progress. This is because ______.
a. It tests what is really happening in the classroom
b. It offers multiple indicators of students’ progress
c. It gives the students the accountability of their own learning
d. It offers opportunities for students to document reflections of their learning.
4. The content of a portfolio is largely based on _____.
a. the goal and purpose of the portfolio
b. the characteristics of the student evaluated
c. the length of the portfolio
d. discretion of students
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5. Teacher Anesa asks students to select and organize their written works in a manner
where it tells a story of how students’ learning progresses over time. Which of the
following type of portfolio should the students do?
a. Showcase Portfolio
b. Working Portfolio
c. Evaluation Portfolio
d. Any type that depends on the style of students.
B. Performance Task
1. Come up with a team of 2 or 3 members.
2. Explore extensively online. Search for completed or published
studies/researches related to portfolio assessment. Please note that there are
many variables associated to this concept; thus, you can consider them.
3. Choose one which interests you most; preferably, a study that is related to your
specializations, i.e., elementary, science, or languages. Get the complete
reference citations using APA styles and forms.
4. Make a multimedia presentation highlighting the following:
1. Basic information (Title of the study, author/s, name of the research journal,
date of publication, etc.)
2. Introduction (rationale, objectives/research problem)
3. Methods (Research design, participants/respondents, locale, sampling, etc.)
4. Results (Tables, Charts)
5. Analysis and Discussion/Findings
6. Conclusions
7. References (Literature cited)
5. Your output will be rated using a rubric as shown.
Rubrics for Research Paper Presentation via Multimedia*
Criteria Excellent (20 pts) Average (15 pts) Poor (10 pts) Score
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Organization  Has a clear  Has a clear  Has no opening ____/20
opening opening statement or
statement that statement; stays irrelevant
catches the focused statement; uses
audience’s throughout; ineffective
interest; stays includes transitions that
focused transitions rarely connect
throughout; between main points and there
includes smooth points, but could seems to be no
and clever have better sequence for
transitions which transitions from information;
are brief but not idea to idea; presentation is
choppy; summarizes main choppy and
summarizes main points disjointed; ends
points without a
summary or
conclusion
Content  Presenter or  For the most part,  Explanations of ____/20
Knowledge narrator provides explanations of concepts and/or
an accurate and concepts are theories are
complete accurate and inaccurate or
explanation of key complete. Some incomplete. Little
concepts, information on the attempt is made to
research problem research problem, tie in theory. There
or objective, methods and is a great deal of
methods and findings are not information that is
findings. Level of included; level of not connected to
presentation is presentation is the presentation
appropriate for the generally thesis; portions of
audience. appropriate. presentation are
too elementary for
audience.
Style  Level of  Level of  Level of ____/20
presentation is presentation is presentation is too
appropriate for the generally elementary or
class. All can see appropriate. Font sophisticated.
font. Main points is appropriate Font is too small.
stand out. No size, but could be  Too much
unimportant larger. Most of the information
information is information is included.
covered. appropriate. Unimportant
 Too much detail information
included on slide. highlighted.
Presentation of  Professional  Accurate  Accurate ____/20
Data and looking and representation of representations of
Results accurate the data in tables the data in written
representation of and/or graphs. form, but no
the data in tables Graphs and tables graphs or tables
and/or graphs. are labeled and are presented.
Graphs and tables titled. Findings are Few of the
are labeled and highlighted but not findings are
titled. Findings are discussed. highlighted.
completely
highlighted and
explained.
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Collaboration  Work load is  Some members  One or two people ____/20
and Timeliness divided and shared contribute do all of the work
equally  Entire  Entire
 Entire presentation was presentation was
presentation was within 2-5 minutes 5minutes under
within 2 minutes of of allotted time. allotted time.
allotted time.
Total ______/100
*with students’ prior consent
References
Balansag, C.L. (2014). Essential Elements of Portfolio. Retrieved from
https://prezi.com/cyqtgym3lgf0/essential-elements-of-the-portfolio/
Davis, Margery & Ponnamperuma, Gominda. (2005). Portfolio Assessment. Journal of
veterinary medical education. 32. 279-84. doi: 10.3138/jvme.32.3.279.
https://www.researchgate.net/publication/7506529_Portfolio_Assessment
Gabuyo, Y. A. (2012). Assessment of Learning II. Manila: REX Bookstore.
The Glossary of Education Reform (2016). Portfolio. Retrieved from
https://www.edglossary.org/portfolio/#:~:text=A%20student%20portfolio%20is%20a,req
uirements%20for%20courses%2C%20grade%2Dlevel
University of Hawaii (2021). Using Portfolio in Program Assessment. Retrieved from
https://manoa.hawaii.edu/assessment/resources/using-portfolios-in-program-
assessment/
CHAPTER 6
PROCESS IN DEVELOPING AND USING RUBRICS FOR ALTERNATIVE

ASSESSMENT
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Overview
There are several useful ways to assess students’ performance. Depending on the
nature of the performance it calls for, variety of tools can be used for assessment. As a
teacher, you need to critically examine whether the task to be performed matched with
the assessment tools to be utilized. Some ways of assessing the students’ performance
could be the utilization of anecdotal records, interviews, direct observations using
checklist or Likert scale, and the use of rubrics specially for the performance-based
assessment. In this chapter, essential concepts about rubrics will be discussed which,
include the discussion of the different types of rubrics, its characteristics, uses as well as
the steps on how to develop and utilize rubrics in assessment.
What to Expect?
1. define what a rubric is, its characteristics and types,

2. discuss the steps in developing rubrics,
3. explain the method of utilizing rubrics in assessment,
4. discuss the fundamental concepts of rubrics including its advantages,
5. develop sound and appropriate rubrics to assess students’ performance
and outputs, and
6. use rubrics to assess students’ performance and output.
What is a Rubric?
Rubrics nowadays have been widely used as assessment tool in various
disciplines, most especially in the field of education. Different authorities defined rubrics,
viz:
 Set of rules specifying the criteria used to find out what the students know and are
able to do so (Musial, 2009).
 Scoring tool that lays out specific expectations for assignments (Levy, 2005).
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 A scoring guide that uses criteria to differentiate between levels of student
proficiency (McMillan, 2007).
 Descriptive scoring schemes that are developed by teachers or evaluators to guide
the analysis of products or processes of students’ effort (Brookhart, 1999).
 The scoring procedures for judging students’ responses to performance tests
(Popham, 2011).
 An assessment tool that specifies the performance expectations for any kind of
student work, particularly those that are not traditional in nature, such as portfolio,
outputs of projects, performances, collaborative work, and research (David, 2020).
 Heidi Goodrich Andrade (2018), a rubrics expert, defines it as "a scoring tool that
lists the criteria for a piece of work or 'what counts.'”
A rubric that is used to score students’ responses to a performance assessment

has, at minimum, three important features. Generally, it contains these essential features:
(1) criteria or aspects of performance that will be assessed, (2) descriptors or the
characteristics associated with each criterion, and (3) performance levels that identify
students’ level of mastery within each criterion.
The following are examples of student performances and outputs that can be
assessed by a rubric:
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Student Performances  Speech scripts (to inform, to
persuade, etc.)
1. Oral Presentations/ Demonstrations
 Research paper/poster
presentation
 Individual or group report
 Skills Demonstration, such as
baking and teaching
 Extemporaneous speech
2. Dramatic/Creative Performances
 Dance recital
 Performance in a play or musicals
 Poetry reading and interpretation
 Playing musical instruments
3. Public Speaking
 Debates
 Declamation
 Panel Discussion
 Inspirational Speech
4. Athletic Skills Demonstration/
Competition
Products/Outputs
1. Visual Products
 Paintings
 Posters
 Video presentations
2. Kinesthetic Products
 Dioroma
 Sculpture
 Dance Recital
 Wood Carvings
3. Written Products
 Essays
 Poems
 Thesis/Term Paper
 Movie/TV Script
4. Verbal Products
 Audiotapes
 Voice Recording
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Benefits of Rubrics
A carefully designed rubric can offer a number of benefits to teachers and

students alike.
Rubrics help teachers…

 Guide Instruction - Teachers can use a rubric to see how their students are
performing in a variety of categories and craft follow-up lessons and individual
conferences to help their students improve
 Save Time - After the initial work of creating a rubric is done, the rubric can
used again and again to effectively assess their students year after year
 Remain Consistency - By using the same criteria from student to student,

teachers can assess each student using the same guidelines
 Offer Clear Feedback - Rather than just giving students a grade (ex. 85% or
B+), students can see exactly what they did well and where they need to
improve.
Rubrics help students…

 Take Ownership of Their Learning - Since rubrics clearly outline the criteria for
each level, they can put forth effort to perform to the best of their ability.
 Understand Expectations - When written in kid-friendly language, students can

use the rubric to understand exactly what is required of them on all aspects of
their assignment.
 Take Steps Toward Improvement - When students see where they are
currently performing and compare that to where they want to be, they can,
along with your help, develop action steps to help them improve.
Rubrics work best for assignments that are subjective. On the other hand,
objective assessment such as multiple choice, fill in the blank, or assessments
that only have one answer are not ideal for rubrics.
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https://www.classroomnook.com/blog/using-rubrics-to-improve-student-
performance
Types of Rubrics
Rubrics are usually classified according to two different aspects of their
composition: (1) whether the rubric considers each of the criteria one at a time or all the
criteria together, and (2) whether the rubric is applicable to all similar tasks or can only be
used for a particular task. The following are the types of rubrics:
Type of Rubric Description

General/Generic It contains criteria that are general and can be applied across tasks.
Rubric This is most convention for teachers who do not have the time and
skills in developing different types of rubric as they can reuse the
same rubrics for several tasks or assignments. However, the
teacher may not be able to assess accurately the students’
performance for a particular task.
For example, the same rubric that can be used to evaluate both oral
presentation and research output.
Task-specific It contains criteria that are unique to a specific performance task to
Rubric be assessed. This kind of rubric is best for instruction and formative
assessment since it will provide the students feedback on what
aspects of their performance or work need to be improved.
However, developing analytic rubrics is time-consuming for
teachers.
For example, a rubric can only be used for oral presentation and
another rubric is applicable for research output.
Holistic Rubric A students’ performance or output is evaluated by applying all
criteria simultaneously, thus providing a single score based on an
overall judgment about the quality of students’ work. It does not
provide a score on each individual criterion.
One advantage of holistic rubric is that it is quick to develop and

use by the teachers. However, it does not inform students about
their specific strengths and weaknesses, and thus, may not be as
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sufficient and helpful in guiding them in improving their
performance.
For example, rubric for problem-solving activities which entails

scoring the student’s overall ability to solve a particular problem or
issue, and rubric for creative work (e.g., painting), which gives an
overall score for the student’s creativity and skill.
Analytic Rubric A student’s work is evaluated by using each criterion separately,
thus providing specific feedback about a student’s performance or
product along several dimensions. This is most applicable for
assessing a complex performance or product.
One advantage is it identifies the student’s strengths and areas for

improvement based on the criteria identified. Scoring with an
analytic rubric however would entail more time than with a holistic
rubric.
For example, rubric for research paper that requires scoring a

student’s work on different parts of the research paper, or a rubric
for chemical laboratory experiment taking into consideration the
student’s performance in every stage of the experiment.
Table 1.2 describes the different types of rubrics and the advantages and
disadvantages of each.
Table 1.2. Advantages and Disadvantages of Different Types of Rubrics

Type of Rubric Definition Advantages Disadvantages
General Description of work  Can share with  Lower reliability
gives students, explicitly at first than with
characteristics that linking assessment task-specific
apply to a whole and instruction. rubrics.
family of tasks  Reuse same rubrics  Requires
(e.g., writing, with several tasks or practice to apply
problem solving). assignments. well.
 Supports learning by
helping students see
“good work” as
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bigger than one
task.
 Supports student
self-evaluation.
 Students can help
construct general
rubrics
Task-Specific Description of work  Teachers  Cannot share
refers to the sometimes say with students
specific content of using these makes (would give away
a particular task scoring “easier.” answers).
(e.g., gives an  Requires less time  Need to write
answer, specifies a to achieve inter-rater new rubrics for
conclusion). reliability. each task.
 For open-ended
tasks, good
answers not
listed in rubrics
may be
evaluated poorly.
Holistic All criteria  Scoring is faster  Single overall
(dimensions, traits) than with analytic score does not
are evaluated rubrics. communicate
simultaneously.  Requires less time information
to achieve inter-rater about what to do
reliability. to improve.
 Good for summative  Not good for
assessment. formative
assessment.
Analytic Each criterion  Gives diagnostic  Takes more time
(dimension, trait) is information to to score than
evaluated teacher. holistic rubrics.
separately  Gives formative  Takes more time
feedback to to achieve inter-
students. rater reliability
 Easier to link to than with holistic
instruction than rubrics.
holistic rubrics.
 Good for formative
assessment;
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adaptable for
summative
assessment; if you
need an overall
score for grading,
you can combine the
scores.
Source: From Assessment and Grading in Classrooms (p. 201), by Susan M. Brookhart and Anthony J.
Nitko, 2008, Upper Saddle River, NJ: Pearson Education. Copyright 2008 by Pearson Education.
The following is an example of a General/Generic Rubric that can be used to

assess how a student, peer, classmate, or groupmate make a review or critique of one’s
work or performance. This is a generic rubric as this can be applied to any type of
performance tasks or outputs (e.g., research report, dance performance, oral
presentation, etc.)
Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs

Criterion Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided No/few comments Comments are Comments are Comments include
meaningful/ or suggestions to relevant and relevant and suggestions and
relevant improve the work, superficial, not appropriate; additional resources;
feedback on performance, or relevant, comments comments praise
peer’s work, output, comments neutral or non- include positive specific strengths of
output, might be encouraging feedback and the
performance interpreted as suggestions. work/performance as
insulting, with little well as
understanding of constructively
the assigned task. address weaknesses
with alternatives that
might be considered.
To differentiate the above with a task-specific rubric, the following example is given
below. In this rubric, the different criteria that are specific to the performance task to be
assessed are indicated.
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Sample Task-Specific Rubric for Reviewer/Critic of Performance Tasks/Outputs
Criteria Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided meaningful/relevant feedback on:
- significance of the No/few comments Comments Comments Comments include
study or suggestions; are are relevant suggestions and
with little superficial and additional resources
understanding. and not appropriate. regarding the
relevant. construct/problem.
-theoretical No/few comments Comments Comments Comments include
basis/conceptual or suggestions; are are relevant suggestions and
framework of the with little superficial and additional resources
study understanding. and not appropriate. regarding the
-methods No/few comments Comments Comments Comments include
or suggestions; are are relevant suggestions and
with little superficial and additional resources
understanding. and not appropriate. regarding the
-comments in a No/few comments Comments Comments Comments include
positive, or suggestions; are are relevant suggestions and
encouraging, and with little superficial and additional resources
constructive manner understanding. and not appropriate. regarding the
Grade
On the other hand, examples of the holistic and analytic rubrics are presented
below.
Sample Holistic Rubric for Oral Presentation

Rating/Grade Characteristics
A Is very organized. Has a clear opening statement that catches
(Exemplary) audience’s interest. Content of report is comprehensive and
demonstrates substance and depth. Delivery is very clear and
understandable, uses slides/ multimedia equipment effortlessly to
enhance presentation.
B Is mostly organized. Has opening statement relevant to topic.
(Satisfactory) Covers important topics. Has appropriate pace and without
distracting mannerisms. Looks at slides to keep on track.
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C Has an opening statement relevant to the topic but does not give
( Emerging) outline of speech; is somewhat disorganized. Lacks content and
depth in the discussion of the topic. Delivery is fast and not clear;
some items not covered well. Relies heavily on slides and notes
and makes little eye contact.
D Has no opening statement regarding the focus of the
(Unacceptable) presentation. Does not give adequate coverage of topic. Is often
hard to understand, with voice that is too soft or too loud and pace
that is too quick or too slow. Just reads slides, slides too much
text.
Sample Analytic Rubric for Oral Presentation

Standards 4 3 2 1
Exemplary Satisfactory Emerging Unacceptable
Organization Has a clear Has opening Has opening Has no opening
opening statement statement relevant statement or
statement that that is to topic but does has an
catches relevant to not give outline of irrelevant
audience’s topic ad speech, is statement,
interest, gives outline somewhat gives listener no
maintains focus of speech disorganized. focus or outline
throughout, and mostly of the
summarizes the organized, presentation.
main points. provides
adequate
“road map for
the listener.
Content Demonstrates Covers topic, Lacks content and Does not give
substance and uses depth in the adequate
depth, is appropriate discussion of the coverage of
comprehensive, sources, is topic, lacks topic, lacks
shows mastery objective. resources. sources.
of material
Delivery Has natural Has Delivery is fast, Is often hard to
delivery, appropriate some items not understand,
projects pace, has no covered well, not has voice that is
enthusiasm, distracting understandable. too soft or to
interest, and mannerisms, loud, has a
confidence, pace that is too
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report can be is easily quick or too
understood understood. slow,
well. demonstrates
one or more
distracting
mannerisms.
Use of Uses slide Looks on Relies heavily on Just reads
media effortlessly to slide to keep slides and notes, slides, slides
enhance on track, makes little eye too much text.
presentation, uses an contact, uses
has an effective appropriate slides with many
presentation number of texts.
without media slides
Response to Demonstrates Shows ease Answers Cannot answer
Questions full knowledge in answering questions, but not most questions,
of topic, questions, convincingly/vague Demonstrates
explains and but does not or unclear little grasps of
elaborates on elaborate. information, has
all questions. undeveloped or
unclear
answers to
questions.
Grade
Importance of Rubrics
Rubrics are important because they clarify for students the qualities their work
should have. This point is often expressed in terms of students understanding the learning
target and criteria for success. For this reason, (1) rubrics help teachers teach, (2) they
help coordinate instruction and assessment, and (3) they help students learn.
1. Rubrics help teachers teach.

To write or select rubrics, teachers need to focus on the criteria by which learning
will be assessed. This focus on what you intend students to learn rather than what you
intend to teach actually helps improve instruction. Without clarity on outcomes, it’s hard
to know how much of various aspects of the content to teach. Rubrics help with clarity
of both content and outcomes. Really good rubrics help teachers avoid confusing the
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task or activity with the learning goal, and therefore confusing completion of the task
with learning. Rubrics help keep teachers focused on criteria, not tasks.
2. Rubrics help coordinate instruction and assessment.

Most rubrics should be designed for repeated use, over time, on several tasks.
Students are given a rubric at the beginning of a unit of instruction or an episode of work.
They tackle the work, receive feedback, practice, revise or do another task, continue to
practice, and ultimately receive a grade—all using the same rubric as their description of
the criteria and the quality levels that will demonstrate learning. This path to learning is
much more cohesive than a string of assignments with related but different criteria.
3. Rubrics help students learn.

The criteria and performance-level descriptions in rubrics help students
understand what the desired performance is and what it looks like. Effective rubrics show
students how they will know to what extent their performance passes muster on each
criterion of importance, and if used formatively can also show students what their next
steps should be to enhance the quality of their performance.
Characteristics of a Good Rubric

A good rubric should have the following qualities:
1. Explicit. A good rubric should contain criteria and performance indicators that are
clear, concrete and observable as well as relevant and applicable to the performance
task to be assessed. Each benchmark and point value should also have clearly
delineated indicators, differentiating the expected quality of work for each performance
level.
2. Aligned. A good rubric should contain criteria that are aligned with the expected quality
of performance for a particular task or assignment, as well as with the intended level
of learning outcomes in the subject.
3. Authentic. A good rubric should include criteria and performance indicators or
descriptors that are meaningful and require application of real-life skills.
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4. Valid. A good rubric should be able to measure what it intends to measure what it
intends to measure.
5. Diagnostic. A good rubric should be able to communicate to the students what are
expected of them in the course, allow them to reflect on their performance, and provide
them opportunities to improve areas that they did not do well.
Steps in Developing Rubrics
There are five basic steps in developing rubrics for assessing students’ performance
and product (Figure 6.1).
Figure 6.1. Steps in Rubric Development
Step 1: Determine the learning outcome and the performance task to be

evaluated.
It is important to 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).
To guide you in identifying the performance task/s that you want to be evaluated,
ask yourself the following questions:
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1. What learning outcome/s are to be evaluated?
2. Which student performance/s or output/s in the subject are relevant measures of
such students’ learning outcomes?
3. Are all these tasks equally important?
4. Which is the best representation of the expected learning outcomes?
Step 2: Identify the quality attributes or indicators of the performance task.

Next, you need to identify and list all possible attributes or indicators of a good
performance. This can be based from your own expectations and benchmark exemplars
of work that reflect key standards. You may explore and specify the skills, knowledge,
and or behavior that you will be looking for to describe the standard in one’s performance.
Be sure to limit the characteristics that are important.
Step 3: Determine the criteria or dimensions.

Cluster the list of attributes and or indicators into possible groups or categories
and label the categories This will form the criteria for assessment. For example, in a dance
performance task, all attributes that pertain to how well the students execute the dance
in terms of movement, body position, placement in stage, and dance style that can be
grouped under the criterion “Technical Skills”. You can also include criteria in terms of the
components of a performance task. For example, for a research report rubric, you can
include as criteria the different parts of a research, such as introduction, method, data
gathering and analysis, conclusion, and recommendations. Likewise, for a chemistry
laboratory reports, you can include as dimensions introduction, materials/ equipment,
procedure, data, results, and analysis. Keep in mind that only relevant criteria should be
included in the rubric. You also need to determine what type of criteria (i.e., content,
process, quality, or impact) and rubric (i.e, holistic, analytical, general, or task-specific)
will be used.
Step 4: Determine the benchmarks and point values.
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A number of descriptors can be used to denote the levels of performance (with or
without accompanying symbols for letter or number grades). Examples of levels of
performance include:
Level 4 Exemplary Distinguished Substantially Outstanding
Developed
Level 3 Accomplished Proficient Mostly Proficient
Developed
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable
Step 5: Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate or
exemplify each performance level are clear and delineated. These performance
descriptors should describe the relative differences between performances at each level.
The differences between performance points can be presented by:
(1) aspects of performance or behavior at different levels
e.g. evaluates the different characteristics of … (4 points)
analyzes the different characteristics of … (3 points)
describes the different characteristics of … (2 points)
lists the different characteristics of … (1 point)
(2) adjectives, adjectival phrases, adverbial phrases to present different qualitative
differences between levels
e.g. explains to a very great extent the…
explains to a great extent the…
explains with moderate accuracy the…
explains with limited accuracy the…
(3) numeric references to identify quantitative differences between levels
e.g. gives more than 4 relevant examples of …
gives 3-4 relevant examples of the…
gives 1-2 relevant examples of the …
gives no (0) relevant examples of the …
(4) degrees of assistance needed by the students to complete the task
e.g. explains the topic correctly and independently on his own
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explains the topic with very little assistance from the teacher or
classmates
explains the topic with occasional assistance from the teacher or
classmates
needs assistance from the teacher or classmates in explaining the topic
most of the time
How can you make rubric useful to your students?

Rubric is an important component in the teaching-learning process. It does not only
help teachers in assessing students’ work through application of consistent standards and
in identifying the gaps in their learning, but it also male students aware of what are
expected of them in relation to the assessment tasks in particular and the subjects as a
whole, of how they will be graded, and eventually of how well they are meeting these
expectations.
Thus, to make the rubric more relevant and useful to the students, it is important
for teachers to:
1. prepare the rubric and make it available to students before they begin with the assigned
tasks to inform them the requirements, criteria, and expectations so as to guide them
in carrying out their tasks;
2. develop rubric with performance descriptors that are clear and easily understood by
students;
3. present the rubric to students and allow them to give their feedback and suggestions
to improve or refine it.
4. if possible, involve students in the creation of rubric to enhance their motivation,
engagement, and self-regulation; and
5. orient the students on how to effectively use the rubric, especially those that are used
for self-assessment and peer-assessment.
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Summary
 A rubric is an assessment tool that specifies the performance expectations for

any kind of student work, particularly those that are not traditional in nature,
such as portfolio, outputs of projects, performances, collaborative work, and
research.
 Rubrics are usually classified according to two different aspects of their
composition: (1) whether the rubric considers each of the criteria one at a time
or all the criteria together i.e. either the rubric is a generic/general rubric or a
task-specific rubric, and (2) whether the rubric is applicable to all similar tasks
or can only be used for a particular task i.e. either the rubric is holistic or
analytic.
 Rubrics are important because they clarify for students the qualities their work
should have. This point is often expressed in terms of students understanding
the learning target and criteria for success. For this reason, (1) rubrics help
teachers teach, (2) they help coordinate instruction and assessment, and (3)
they help students learn.
 A good rubric should have the following qualities: explicit, aligned, authentic,
valid and diagnostic.
 The 5 basic steps in developing rubrics are the following: (1) Determine the
learning outcome and the performance task to be evaluated, (2) Identify the
quality attributes or indicators of the performance task, (3) Determine the
criteria or dimensions, (4) Determine the benchmarks and point values, and (5)
Write the benchmark or performance descriptors for quality work criteria.
 A good rubric should have the following qualities: explicit, aligned, authentic,
valid and diagnostic.
 The 5 basic steps in developing rubrics are the following: (1) Determine the
learning outcome and the performance task to be evaluated, (2) Identify the
quality attributes or indicators of the performance task, (3) Determine the
criteria or dimensions, (4) Determine the benchmarks and point values, and (5)
Write the benchmark or performance descriptors for quality work criteria.
Enrichment
1. For more information about creating and using rubrics, you may read the articles
and aces the following sites:
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1.1. http://www.ascd.org/publications/books/112001/chapters/What-Are-
Rubrics-and-Why-Are-They-Important%C2%A2.aspx
1.2. https://www.pbisrewards.com/blog/free-online-rubric-maker/
1.3. https://resources.depaul.edu/teaching-commons/teaching-
guides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx
2. You can also watch the following videos from these links:
2.1. https://www.youtube.com/watch?v=yVY6CDWaxoo
2.2. https://www.youtube.com/watch?v=vfRP9HGVHGo
2.3. https://www.youtube.com/watch?v=O11cRfbmVPQ
3. To update yourself, you may read also these researches related to rubrics and
learning.
3.1. “The Use and Design of Rubrics to Support Assessment for Learning” from
https://www.researchgate.net/publication/311979731_The_Use_and_Desi
gn_of_Rubrics_to_Support_Assessment_for_Learning
3.2. “The Role of Rubrics in Advancing and Assessing Student Learning” from
https://files.eric.ed.gov/fulltext/EJ1055646.pdf
3.3. “Effects of using rubrics on the learning achievement of students in
Educational Assessment and Evaluation” from
https://www.researchgate.net/publication/331703168_Effects_of_using_ru
brics_on_the_learning_achievement_of_students_in_Educational_Assess
ment_and_Evaluation
Assessment
A. Let us review what you have learned about creating rubrics. Answer the following
questions.
1. What is a rubric?
2. What are the different types of rubrics?
3. What are the characteristics of good rubrics?
4. What are the basic steps in developing rubrics for assessing students’
performance and product?
5. How can you make rubric relevant and useful to students?
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To be able to check whether you have learned the important information about
creating rubrics, please complete the following graphical representation:
B. By now, you are ready to create rubrics to assess your students’ learning outcomes.
Let us apply what you have learned by creating a rubric for the subjects that you
are currently teaching.
For each subject, describe performance task to be evaluated, identify the

indicators of the performance task, develop the criteria, determine the benchmarks
and point values, and write the performance descriptors for quality work criteria. It
is important that you have a rubric for every learning outcome that you want to
evaluate.
An example below illustrates the steps in making a rubric for baking chocolate
cookies that can be used in Technology and Livelihood Education (TLE) subject.
1. Determine the learning outcomes and the performance task to be

evaluated.
 Baking chocolate cookies.
2. Identify the indicators of the performance task.
 Ability to bake delicious, crispy at edges but soft and chewy in the middle,
visually appealing chocolate chip cookies
3. Determine measurable criteria.
 Number of chocolate chip cookies
 Texture
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 Color
 Taste
 Richness
4. Determine performance benchmarks and point values.
 Very Good (4)
 Good (3)
 Needs Improvement (2)
 Poor (1)
5. Write the benchmark or performance descriptors for quality work
criteria.
Benchmark & Performance Descriptors
Point Values
4-Very Good  Chocolate chip in every bite
 Chewy in the middle and crispy on the edges
 Golden brown
 Home-baked taste
 Rich, creamy
3- Good  Chocolate chips in about 75% of the bites taken
 Chewy in the middle, but soft on the edges
 Either brown from overcooking, or light from being 25% raw
 Medium in richness and fat content
2-Needs  Chocolate chips in 50% of the bites taken
Improvement  Texture is crispy from overcooking and at least 50% uncooked
 Color is dark brown from overcooking or light from
undercooking
 Tasteless (low-fat content)
1-Poor  Too few or too any chocolate chips
 Texture resembles a dog biscuit
 Burned
 Dry with preservative after taste (stale, hard, chalky)
Below is the sample rubric for assessing the ability to bake chocolate cookies.
Criteria 4 3 2 1
Very Good Good Needs Poor
Improvement
No. of Chips Chips in every Chips in about Chips in about Too few or too
bite 75% bites 50% of bites many chips
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Texture Chewy in Chewy in Texture crunchy Texture
middle, crispy middle, soft on or 50% resembles a
on edges edges uncooked biscuit
Color Golden brown Either brown Either dark Burned
from brown from
overcooking or overcooking or
light from being light from
25% raw undercooking
Taste Home-baked Quality store- Tasteless Stale, hard
taste bought taste chalky
Richness Rich, creamy, Medium fat Low fat contents Nonfat
high fat content contents contents
C. Now that you know the steps in designing a rubric, you can now develop one for
each performance task that you intend to assess. In the development of a rubric,
take note of the following information that you need:
1. Type of rubric to use
2. Performance task to be evaluated
3. Indicators of the performance task
4. Criteria for evaluating students’ product or performance
5. Benchmarks and point values for each criterion
6. Performance descriptors to indicate the quality of performance
Please use the following template when you make a rubric for assessing a specific
performance or output in your class:
Rubric for Assessing ________________

Type of Rubric: _____________________
Subject :___________________________
Criteria Exemplary* Accomplished* Developing* Beginning*

(4) (3) (2) (1)
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*can be changed
D. Evaluate the performance assessment tasks and rubrics that you have developed
by using the following checklists.
Checklist for a Good Rubric

Yes No
Performance Task:
1. Is the performance task aligned with desired learning

outcomes?
2. Does it include meaningful and real-life application of skills?
3. Does it allow numerous opportunities for application, extension,
and connections of desired learning outcomes?
4. Is it feasible to implement?
5. Is it observable and measurable?
6. Is it interesting and challenging?
Performance Criteria
1. Is there an appropriate number of performance criteria?
2. Are the criteria clearly defined and indicated in the rubrics?
3. Are the criteria relevant to the skills being measured?
4. Are the performance criteria measurable and observable?
Levels of Performance or Benchmark and Point Values:

1. Is there appropriate number of levels?
2. Are the levels meaningful an suitable to the performance task?
Performance Descriptors/Indicators:
1. Are the performance indicators clear and understandable to the
students?
2. Are they observable and measurable?
3. Do they appropriately describe the relative differences between
performances at each level?
Overall:
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1. Is the rubric appropriate for the performance task being
assessed?
2. Is it manageable and practical to use by students and teachers?
E. Create a concept map on rubrics. You are about to perform a return demonstration
on designing rubrics. Start to synthesize and integrate the concepts and ideas
about rubrics and come up with a concept map showing the relationship of its
characteristics, types, and development. Share it with your fellow students and
provide a short description of it.
Based on the map you will present, create a rubric assessing your performance in
creating your concept map. Let your peer assess your map using the rubric you
have crafted. Use separate sheet of paper for your rubric.
References
1. Cajigal, R. and Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City:
2. David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
3. De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
4. Gabuyo, Y. A. (2012). Assessment of Learning II. Manila: REX Bookstore.
5. “Rubric Tool” Retrieved from https://www.uen.org/rubric/know.shtml
6. “Creating and Using Rubrics” Retrieved from
https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html
7. Using Rubrics for Instruction and Assessment in the Elementary Classroom.
Retrieved from https://www.classroomnook.com/blog/using-rubrics-to-improve-
student-performance
8. http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-
Why-Are-They-Important%C2%A2.aspx
9. https://www.pbisrewards.com/blog/free-online-rubric-maker/
10. https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-
grading/rubrics/Pages/types-of-rubrics.aspx
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11. https://www.youtube.com/watch?v=yVY6CDWaxoo
12. https://www.youtube.com/watch?v=vfRP9HGVHGo
13. https://www.youtube.com/watch?v=O11cRfbmVPQ
14. https://www.researchgate.net/publication/311979731_The_Use_and_Design_of_
Rubrics_to_Support_Assessment_for_Learning
15. https://files.eric.ed.gov/fulltext/EJ1055646.pdf
16. https://www.researchgate.net/publication/331703168_Effects_of_using_rubrics_o
n_the_learning_achievement_of_students_in_Educational_Assessment_and_Ev
aluation
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CHAPTER 7
ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM ALTERNATIVE

METHOD
OVERVIEW
The assessment results needs to be analyzed to learn whether or not the criteria
on the student learning outcomes were met. To give meaning to the information that has
been collected, it needs to be analyzed for context, understanding, and to draw
conclusions. This step gives the information meaning, it is essential to effectively
communicate and utilize the assessment results.
How is assessment data analyzed? Analyzing data includes determining how to
organize, synthesize, interrelate, compare, and present the assessment results. These
decisions are guided by what assessment questions are asked, the types of data that are
available, as well as the needs and wants of the audience. Since information may be able
to be interpreted in various ways, it may be insightful to involve others in reviewing the
results. Discussing the data in groups will result in greater understanding often through
different perspectives.
What to Expect?

1. Use quantitative analysis to report the results of alternative methods of
assessment;
2. Present and summarize results of alternative methods of assessment to make
them useful for learners; and
3. Create a set of criteria, factors, and characteristics to be assessed using
alternative methods.
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How do we quantify results from rubrics?
In the creation of rubrics, there are scales that represent the degree of
performance. This degree of performance can range from high to low degree of
proficiency. Below are the examples of the degree of proficiency with their corresponding
points:
Beginner Moving toward proficiency Proficient Very proficient

1 point 2 points 3 points 4 points
Poor Needs improvement Good Very good

Minimal Partial Complete

1 point 2 points 3 points
Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points
Rare Sporadic Consistent

Novice Intermediate Advance Superior

Inadequate Needs improvement Good Excellent

Needs improvement Proficient Excellent

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Absent Developing Adequate Fully developed
Limited Partial Thorough

Emerging Developing Achieving

Not there yet Shows growth Proficient

Poor Fair Good Excellent

The points depend on the quality of the behavior shown by the learner’s
performance. The reliability of the assigned points can be determined when the scoring
of two or more observers to the same behavior is consistent. Such procedure entails the
use of multiple raters or judges to rate the performance. The consistency of the ratings
can be obtained using a coefficient of concordance. The Kendall’s w coefficient of
concordance is used to test the agreement among raters.
If a performance task was demonstrated by five students and there are three
raters. The rubric used a scale of 1 to 4 is the highest and 1 is the lowest.
Five Rater 1 Rater 2 Rater 3 Sum of D D2
demonstrations Ratings
A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36
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Mean rating = 8.4 ∑D2= 33.2
The scores given by the three raters are first computed by summating the ratings
for each demonstration. The mean is obtained from the sum of ratings (mean=8.4). The
mean is subtracted to each of the sum of ratings (D). Each difference is squared (D 2),
then the sum of squares is computed (∑D2= 33.2). The mean and summation of squared
differences are substituted in the Kendall’s W formula. In the formula, m is the number of
raters.
W = 12 (∑ D2 )
m2(N)(N2-1)
W = 12 (33.2)
32(5)(52-1)
W = 0.37
Kendall’s w coefficient of 0.37 is an estimation of the agreement of three raters in

the five demonstrations. There is a moderate concordance among the three raters
because the coefficient is far from 1.00.
How do we quantify results from scales and checklists?

Scales could be a measure of non-cognitive dimensions of students’ behavior.
When the items in the scale are answered by students, the response format quantifies
the behavior measured by the scale. The types of response format vary depending on the
nature of the behavior measured.
Likert Scale. The Likert scale is used to measure students’ favorability and unfavorability
toward a certain object. The favorability will depend on the degree of agreement or
disagreement to a standpoint.
Example:
The policeman is helpful in the street.
____ Strongly agree ____ Agree ____ Disagree____ Strongly disagree
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The current president of the country implemented the policy well.
Smoking cigarettes should be banned in public transportation.

To quantify the scales, a numerical score can be assigned to each of the

responses. For example, 4 points can be assigned to strongly agree, 3 points for agree,
2 points for disagree and 1 point for strongly disagree. To get the total score for the overall
scale, the points for each item can be summated. The total score is a representation of
the overall trait being measured. Usually, high scores in the Likert scale represent
favorable attitude, and low scores represent unfavorable attitudes. Norms are created to
make specific cut off points for the degree of favorability and unfavorability.
Verbal Frequency Scale. This is used to measure how often a habit is done. The items
here are measures of a habit.
Example
I read a book.
____Always ____Often ____ Sometimes ____ Rarely ____Never
I wash my hands before eating.

____Always ____Often ____ Sometimes ____ Rarely ____Never
Similar to the idea of quantifying a Likert scale, a verbal frequency scale is scored
by assigning numerical values for every response. When “always” is answered, it can be
given 5 points, 4 points for often, 3 points for sometimes, 2 points for rarely, and 1 point
for never. The total score for the habit can also be estimated through a total score by
summating the scores of all the items. The higher score means high frequency of the
habit while the low score means lower frequency for the habit.
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Linear Numeric Scale. This is used when large array of ratings is provided among the
participants within a continuum. The extreme points of the scle are provided with
descriptor.
Example
Less More
Valuable Valuable
1 2 3 4 5 6 7 8 9
____1. Teacher
____2. Academic Coordinator
____3. Guidance Counselor
____4. Assistant Principal
____5. Principal
Semantic Differential Scale. This scale is used to describe the object or behavior by
making use of two opposite adjectives,
Example:
Accommodating Alienating
5 4 3 2 1
Patient Harsh
5 4 3 2 1
Knowledge Ignorant
5 4 3 2 1
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Graphic Scale. This scale uses illustrations to represent the degree of presence or
absence of the characteristics measured. This is usually used for respondents, such as
young children, who have limited vocabulary.
Example
Rate how you like the following food:
1. Pizza
2. Spaghetti
3. Hamburger
How do we quantify results from portfolios?

Assessment data gathered from portfolios can both be qualitative or quantitative.
When assessing portfolios using quantitative approach, scales and rubrics can be used.
The scales and other measures need to specify the criteria required in assessing the
portfolio. Qualitative assessment requires criteria and narrative feedback provided to the
learner.
The following criteria can be used when assessing portfolios:
1. Completeness of the entries – All the parts of the portfolio listed by the teacher
are present.
2. Accuracy of the reflections – An authentic reflection is made for every entry in the
portfolio. The reflection provides the insights on the realization of the learner
about his or her weaknesses and the improvement that needs to be done.
3. Organization of content and proper sequence – The portfolio can be classified
according to lessons and the entries show the draft and final work with proper
label. There are markers or tabs provided so that the teacher can easily browse
through the contents. There is a table of contents found at the start of the
portfolio. Every entry is properly labeled.
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How do we summarize results?
When results of assessment are summarized, the teacher needs to think about
two things:
1. The kind of scores that will be represented – The teacher may require to have the
raw score, percentage, or transmuted grade. The average and summation of
scores may be required depending on the grading system.
2. The tabular or graphical presentation of the scores – Scores can be presented in
a tabular or graphical manner. Below is an example of a tabular presentation of
learner’s scores in a formative assessment.
Record of Formative Assessment in Mathematics
Name of Students: Nissi Jay dela Cruz

Grade: 3
Subject: Mathematics
Learning Exercise 1 Percent Exercise 2 Percent Exercise 3 Percent

Competency (10 items Correct (10 items Correct (10 items Correct
Multiplies 2 20% 4 40% 7 70%
two-digit by
one-digit
numbers
Multiplies 3 30% 3 30% 8 80%
one-to-two-
digit numbers
by 1000
Multiplies 2 20% 5 50% 8 80%
three-one-
number
using the
associate
property of
multiplication.
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Multiplies 3 30% 6 60% 9 90%
two-to three-
digit numbers
by one-digit
numbers
without or
with
regrouping.
Multiplies 1 10% 6 60% 9 90%
two- to three-
digit numbers
by multiples
of 10 and
100.
Guidelines in Giving Qualitative Feedback

1. The contents of the feedback are based and within the confines of the criteria.
2. The feedback should inform the students on what to do become better in their
performance or behavior. The recommendation can be:
 A suggested procedure
 How to correct the errors
 The kind of thinking required to get the answer
 Where to locate the answer
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo and resubmit the
task.
5. Detail the feedback if the learner needs more information.
6. The feedback can be short if the learner knows what to do.
7. Feedback can come in the form of verbal cues and gestures so that the learner is
not disrupted while performing.
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Summary
Scales represent the degree of performance.

The reliability of the assigned points can be determined when the scoring of
two or more observers to the same behavior is consistent.
The types of response format vary depending on the nature of the behavior
measured using Likert scale, Verbal Frequency Scale, Linear Numeric Scale,
Semantic Differential Scale, and Graphic Scale.
Assessment data gathered from portfolios can both be qualitative or
quantitative.
Enrichment
In a study conducted by Magno and Amarles (2011) titled “Teacher’s Feedback

Practices in Second Language Academic Writing,” and published in the International
Journal of Educational and Psychological Assessment, Volume 6 (2), English teachers
commonly provide feedback on the three areas when it comes to student’s composition.
The feedback focuses on form, content, and writing styles. The full article can be read at
https://www.academia.edu/26580083/Teacher_Feedback_Practices_in_Second_Language_Ac
ademic_Writing_Classrooms.
Other Support Materials Available
1. Developing Instruments for Research: https://www.slideshare.net/crlmgn/developing-

instruments-for-research.
2. Developing Affective Constructs: https://www.slideshare.net/crlmgn/developing-
affective-constructs.
3. Characteristics of Good Student Feedback:
https://www.youtube.com/wact?v=Huju0xwNFKU.
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134
Assessment
A. Answer the following questions briefly and concisely.
1. Why do we need to quantify assessment results?
2. Why do we need to couple quantitative assessment results with qualitative?
3. When do you think is the appropriate time to give feedback?
4. Why do we need to record the results of formative assessment?
B. The following are performance tasks. Provide the scale for the tasks by giving four
criteria each and decide what type of scale is to be used.
1. The Grade 6 students will select a classical novel, and they will make a book
report for it.
Criteria:
1.
2.
3.
4.
2. The Grade 9 students need to conduct an experiment to test if the substance is

acid or base.
Criteria:
1.
2.
3.
4.
3. The Grade 2 pupils will create a situation involving addition of whole numbers
including money.
Criteria:
1.
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2.
3.
4.
C. Design a performance task that will be performed by your partner. Construct a scoring
rubric that you could use in evaluating the performance of your partner. Record the
session when you are giving feedback. You may use any of the following learning
competencies for the performance task:
1. Write a letter to a friend from another country.
2. Create a print by rubbing pencil or crayon on paper placed on top of a textured
object from nature and found objects.
3. Conduct lettering, lines and drawing.
D. Watch your recording while you are giving feedback to your partner. Conduct a self-
assessment about your work performance.
Yes No Criteria
1 The feedback is based on the criteria set.
2 The feedback recommends how to revise the work.
3 The feedback was immediate.
4 The feedback was supported with evidence.
5 Verbal and nonverbal feedback were used.
6 The partner understands the feedback.
1. Examine your performance when making feedback. Are you satisfied with
how you did it?
2. How well did you satisfy the criteria provided in the checklist? How would you
want to revise your work?
3. How did this task help you to become a good teacher?
4. How do you intend to develop your skill further in deciding on the appropriate
feedback to be delivered?
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Summarize the result of your performance in doing the culmination task using the
checklist below:
Ready Not yet

ready
1 I can independently conduct the appropriate feedback given
the criteria.
2 I can design tasks with appropriate criteria.
3 I can decide well the appropriate scale to be used when
designing a scale.
4 I use the right degree of performance for scales.
5 I can make checklists and scales.
6 I can make appropriate criteria for scales, checklists, and
rubrics.
References

Gabuyo, Y. A. (2012). Assessment of Learning II. Manila: REX Bookstore.
137
CHAPTER 8
COMMUNICATING AND REPORTING OF ASSESSMENT DATA FROM

ALTERNATIVE METHODS
Overview
The outcomes of assessments need to be reported both to the eventual end-users
and to the other stakeholders involved in the assessment. The way in which this is done
is vital for what is reported, and how it is communicated, determine what the users think
they are being told and, thereby, the decisions that they make. Given this, it is important
to bear in mind a number of precepts. These state that the information must be relevant
to the users, balanced and accurate, concise yet complete, unambiguous and
understandable, and credible and open to scrutiny.
In 2016, one of the surveys in the US among parents, students, and educators,
found out that more than six in 10 parents said their child’s teachers rarely discuss their
child’s assessment results with them. And teachers reported in the survey that they felt
comfortable with most aspects of assessments – but less so when it came to
“communicating with parents about the results.”
While teachers are certainly on the front lines when it comes to communicating
with students about testing, we cannot forget the important role that parents play in
assessments. Talking to parents about assessment results is an important step in helping
parents understand their child’s growth, be a partner in goal setting, and generally give
them a role in improving their child’s learning.
As a teacher, there are points you can raise and tips you can impart to parents to
help them not only understand assessment and assessment results, but also in preparing
their children for testing. Have them meet with you as often as needed to discuss their
child’s progress. Suggest activities to do at home to help improve their child’s
understanding of schoolwork. Encourage them to have a quiet, comfortable place for their
child to study at home. Remind them that it is important for their child to be well rested on
school days and especially on the day of a test. Children who are tired are less able to
pay attention in class or to handle the demands of a test.
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What to Expect?
1. differentiate feedback and assessment;

2. provide appropriate feedback based on alternative methods of
assessments;
3. communicate learners’ progress based on alternative methods of
assessment; and
4. report to parents the results of alternative methods of assessment.
Assessment Feedback
In order to provide proper feedback to learners and inform them about their
progress, we need to know the techniques on how to give feedback and the guide that
we need to use to determine the contents of our feedback. We are expected to consider
this before we can practice giving feedback.
Feedback is information given to the learner or teacher about the learner's
performance relative to learning goals or outcomes. It should aim towards and be capable
of producing improvement in students' learning.
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-
toolkit/feedback/
Feedback is an important part of the assessment process. It has a significant effect
on student learning and has been described as “the most powerful single moderator that
enhances achievement” (Hattie, 1999)
The main objectives of feedback are to:
 justify to students how their mark or grade was derived
 identify and reward specific qualities in student work
 guide students on what steps to take to improve
 motivate them to act on their assessment
 develop their capability to monitor, evaluate and regulate their own learning (Nicol,
2010).
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To benefit student learning, feedback needs to be:
Constructive: As well as highlighting the strengths and weaknesses of a given piece
of work, it should set out ways in which the student can improve the work. For the
student, it:
 encourages them to think critically about their work and to reflect on what they
need to do to improve it
 helps them see their learning in new ways and gain increased satisfaction from
it
 helps promote dialogue between staff and students.
Timely: Give feedback while the assessed work is still fresh in a student’s mind,
before the student moves on to subsequent tasks.
Meaningful: It should target individual needs, be linked to specific assessment
criteria, and be received by a student in time to benefit subsequent work. Effective
feedback:
 guides students to adapt and adjust their learning strategies
 guides teachers to adapt and adjust teaching to accommodate students’
learning needs
 guides students to become independent and self-reflective learners, and better
critics of their own work
 stimulates reflection, interaction and dialogue about learning improvement
 is constructive, so that students feel encouraged and motivated to improve
 has consequences, so that it engages students by requiring them to attend to
the feedback as part of the assessment
 is efficient, so that staff can manage it effectively.
Difference of Assessment and Feedback

Feedback and assessment are not the same. Assessment is the process of judging
or deciding the amount, value, quality, or importance of something. On the other hand,
feedback is information given on the amount, value, quality, or importance of the thing
being judged or measured.
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Assessing students’ performance is a complex business. It might seem obvious
that we could simply ask students questions to find out what they’ve learned, but how do
we know we’re asking the right questions? Our questions often prompt students to give
particular answers and are unlikely to reveal the full extent of what they know. Any
inferences we make about what or whether students have learned are likely to be flawed
unless we have a decent working knowledge of reliability and validity.
 Validity asks us to consider whether we are measuring the things we claim to be
measuring and whether the interpretations we make of students’ test scores and
the decisions we subsequently make are reasonable.
 Reliability represents the extent to which a measure stays the same when
different students are assessed by different teachers, or if the same students were
given the same assessment on different occasions.
Feedback tends to be much better understood than assessment, but still, there is
a lot we can learn from knowing the differences. Assuming that the assessment we have
done is reliable and the inferences we have made are valid, then we are in a position to
give meaningful feedback. Just because we have got some useful feedback does not
been that we will communicate it in a way that students will understand how to use it or
that they will choose to use it if they do understand it. Nevertheless, giving feedback
based on unreliable assessments and invalid inferences might be devastating. At best it
will be ignored, yet when students do decide to take such feedback seriously they might
try to improve something which doesn’t need changing or, more likely, not change an
aspect of their work which does need to be improved.
https://learningspy.co.uk/assessment/whats-difference-assessment-feedback/
Why is feedback a powerful means to help learners improve?

Feedback is a powerful means of helping the learners improve their academic
performance. Feedback is a specific means that allows the learners to determine which
part of their performance needs improvement. Feedback provides specific information to
learners on what they need to do to revise or redo their task in a better way, the content
of feedback can be:
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 The part of the answer or response that needs to be corrected
 The specific strategy to be used to perform the task
 The suggested procedure that needs to be undertaken by the learner
 A direction to the learner where to find the answer
 A challenge to the learner to think about the appropriate response
 A clarification on some misconceptions of the learner
Feedback is given every time students perform a task whether it is a paper-and-
pencil test or performance task. Feedback is provided either during or after the
performance.
1. Feedback during performance. Feedback during performance can be verbal or
nonverbal. Verbal feedback can be written in a big signage (like a poster or a handy
white board) visible to the learner. This is possible to do when a performance
cannot be stopped like when one is currently dancing or singing. The teacher can
also provide feedback in segments of the performance` where the learners can
pause like when performing drama or doing some presentations. The feedback
during performance is useful to immediately correct the performance to avoid
further mistakes.
2. Feedback after performance. Feedback can also be given after the performance
of the task. This is appropriate when learners are provided another opportunity to
revise and show again the performance. This is applicable for writing essays and
compositions where students the complete work before a full feedback is provided.
Students in these tasks have the opportunity to rewrite their work and resubmit for
another round of feedback.
To make feedback powerful means to help learners improved, the following can
be considered:
1. Feedback needs to be specific and concrete. The following are illustrations of
general and specific feedback.
General Feedback Specific Feedback
The essay is good. You started the paragraph in your
essay with a topic sentence and
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Note: Saying that the essay is good does supporting sentences were provided
not provide idea to the learner which part after. This helped strengthen the point
was good. The learner might think that the you want to make.
essay is good in all aspects. Note: This feedback is specific in
saying why the feedback is good
based on the structure of the sentence
in the paragraph.
The painting needs improvements, I can’t Perhaps you may want to use other
see any object! colors in your painting so that we can
Note: This is a broad feedback because it distinguish the objects.
does not say what specific part needs to Note. This feedback is specific in
be improved. giving a recommendation on what can
be done about painting.
2. Feedback needs to be based on the agreed criteria. The criteria serve as a guide
to provide feedback on the work. For example, the criteria in writing a technical
paper are as follows:
 The parts are organized according to the guide questions.
 The ideas are well understood by the reader.
 The information included are accurate.
 More than 5 references are used.
Feedback NOT based on Criteria Feedback based on Criteria

There are several grammatical errors in Check again the idea conveyed by the
the paper. author in the journal because there are
discrepancies on page 3 (pertaining to
the criteria on accuracy of information)
The heading needs to be in bold font. Add one more reference to support
further your claim on the benefits of using
organic fertilizers on page 5 (pertaining to
the criteria on references)
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3. Feedback should provide recommendations or suggestions on how to improved
performance.
Bad Feedback Good Feedback
I cannot hear your voice. Make your voice louder
Why are you looking at the ceiling while Look at your classmates when you speak
speaking? in front.
Forms of Feedback
There are three areas to focus when giving feedback. These areas are feedback
on the product or performance, on the procedure or process performed, and on the
strategy in improving the work.
1. Focus on the product or performance. This kind of feedback describes how
well the performance was done. Examples of such are:
“All the parts of the paper are complete.” “You have used up-to-date references in
your paper.”
“Included a definition of the term based on the main author.”
“Rephrase the finding sated by the author on page 25.”
2. Focus on the procedure. This kind of feedback focuses on the step-by-step
process that needs to be done by the learner.
“Follow the guidelines state in the workbook in conducting the experiment to get
accurate results.”
“Try different procedure in solving the problem.”
“Use more adjectives to describe the main character in your story.”
3. Focus on the strategy to improve the work. Strategies refer to the different
cognitive and metacognitive actions that the learner needs to think about in order
to arrive at a better work or performance.
“Given the criteria on delivering a speech, which parts did you achieve well and
provided evidence.”
“Use a different method to check if your answers are correct.”
“Compare your work with the model, which parts are different? How can you
improved these parts further?”
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Using Portfolios to Help Learners
One of the important roles of the teacher is to communicate the progress of the
learners based on the learning targets. Progress of the learner is better communicated if
there is a good documentation of their formative assessment. The works that learners
have produced can be collected and complied in a portfolio. This is a visual representation
on what the learners have achieved from their initial work to their improved work. For
example, their essay in an English class is collected from the first draft to the revised
draft. This progress is communicated when the teacher creates an opportunity to sit
beside each learner to show progress in learning as evidence in the portfolio. The
following are some tips in making portfolios a powerful vehicle in communicating learning
progress and areas needing improvement.
1. Schedule a time slot to sit beside each child to show progress In learning. The
teacher may focus on the first work to the present work for one learning target at
a time (one object). The teacher may need about 5 minutes with each learner to
show evidences of attainment of each learning target.
2. Let the learners reflect on each entry in the portfolio. This can be guided when the
teacher starts to ask questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another.
Ask questions for the learners to describe and compare their previous work with
their present work by pointing at the differences, things that are present and
missing among the entries, and the changes that happened from one entry to
another.
4. Ask the learners to reflect on the areas that need to be continued and improved
for the succeeding work. Make the learners commit to their future plan of strategy
when engaging on the same task. Help the learners focus on making specific and
achievable plans.
5. End the conversation with the learners with an encouragement and a belief that
they can improve and are capable of mastering the task.
145
How to organize meeting with parents?
Assessment results are also communicated to parents. The parents are partners
in the child’s learning, and information about the academic standing of their child should
be communicated with them. They are needed to provide further support in their learning.
Assessment results are communicated through the process of parents and teacher
conferences. The school usually sets schedule and guidelines for teachers to confer with
the parents. These guidelines are communicated during the parents’ orientation at the
beginning of the school year. The following are guidelines that can be followed in
conducting parents and teacher conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to
happen.
2. Greet the parents in a positive tone. Express how you care about their child that is
why you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents’’ concerns, you may want to testate or clarify their
ideas, report relevant incidents, or ask further question.
5. When reporting assessment results, avoid judging on the ability of the child. Focus
on the performance based on criteria. Prepare evidence of the performance and
show the parents how rating was done. Describe the performance based on the
rubric.
6. When describing the performance of the child, use words that are understandable
to the parents. Avoid too technical terms cannot be avoided; explain the terms to
the parents.
7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result. Some course of action would be to verify an incident further,
check documents, and to try to ask the child again.
Summary
146
 Feedback is information given to the learner or teacher about the learner's
performance relative to learning goals or outcomes. It should aim towards and
be capable of producing improvement in students' learning.
 It is given every time students perform a task whether it is a paper-and-pencil

test or performance task. It is provided either during or after the performance.
 Areas to focus when giving feedback include feedback on the product or
performance, on the procedure or process performed, and on the strategy in
improving the work.
 For feedback to be powerful, it needs to be specific and concrete, based on the
agreed criteria, and should provide recommendations or suggestions on how to
improved performance.
Assessment
A. Let me check the ideas you have acquired about communicating assessment results.
1. What is the difference between feedback and assessment?
2. Why do we need to give feedback?
3. Why should feedback be specific?
4. What makes a concrete feedback?
5. Why is it important to sit beside each learner as you explore his or her learning
portfolio?
6. How do we avoid negative reactions with parents when relaying assessment
results?
B. The following are incidents about the performance of a learner. Provide the
appropriate feedback to each situation. Write the feedback to be communicated to
the child on the lines provided.
1. In a Grade 2 mathematics class, a subtraction task is provided for a two-digit

number and one digit number. The task given is 24-5=?. The child subtracted 4
from 5 and brings down 2 resulting to an answer of 21.
147
24
- 5
21
What feedback will provide?
2. In a Grade 4 English class, the students are tasked to write an essay. One pupil
did not provide an indention in the first line of the composition.
What feedback will provide?
3. In Grade 7 class, recitation was conducted on the topic of characteristics of metals.

One student was asked to give three characteristics of metals. The student stood
up and kept quiet for more than three minutes. The child is taking too much time
to provide the answer.
What feedback will you provide?
148
4. In a Filipino class for Grade 5, the students were tasked to write a letter to a
selected classmate. One student wrote complaints about the behavior of the
classmate. The student wrote in the letter bad words that hurt the classmate.
What feedback will you provide?
5. In a music class for Grade 7, each student rendered a solo song number in front
of the class accompanied by a piano. One student could not reach the high note
required in one line of the song.
C. Watch the video of a very young girl in YouTube. The video is called “kindness
speech by 10 year old girl”, and it is found in this link:
http://www.youtube.com/watch?v=DtCxjMd5dM
The following are the criteria for the speech:
1. Mechanics: the voice is loud and clear.

2. Idea: More than two acts of kindness are provided.
3. Structure: The speech has an introduction, body, and conclusion.
4. Evidence: The arguments presented in the speech are supported with evidence.
5. Persuasion: The delivery of the speech is persuasive to the audience.
149
Suppose that you are the teacher, provide a feedback on each aspect of the
criteria. Write your feedback on the space provided.
1.
2.
3.
4.
5.
Instruction: Use the checklist below to evaluate the quality of the feedback given.
Checklist:
Yes No
1. Feedback is provided for each criterion.
2. The feedback is within the scope of the given criteria.
3. The feedback is specific
4. The feedback describes the performance with evidence.
5. The feedback provides suggestions for improvement.
6. The feedback will be understood by a 10-year-old child.
D. Review the rating given to your feedback. List down areas that need improvement
and how to improve them.
Areas for improvement How will I improve this area?

1.
2.
3.
4.
5.
E. Summarize the result of your performance in doing the culminating task using the
checklist below.
150
Ready Not yet
ready
1. I can independently give feedback across different
performances.
2. I can be specific with my feedback
3. I can follow the guidelines.
4. I use feedback to improved learners’ performance.
5. I use portfolios to communicate assessment results.
6. I can report the class standing of my students to their parents.
F. Choose from the following tasks what you can do given the result of your self-
assessment and teacher’s feedback.
Level of Readiness Possible Task to Extend Opportunity for Successful
Performance
Scale Description
1 Not yet ready Communication with parents the learner’s assessment
results
2 Quite ready Describe sufficiently the learner’s progress based on
assessment results
3 Read Provide adequate feedback on learner’s performance
References
Alternative Assessment Strategies (2021). Retrieved from https://cei.umn.edu/support-
services/tutorials/integrated-aligned-course-design-course-design-
resources/alternative
Alternative Assessment: Definition and Examples (2021). Retrieved from
https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
Adriana Publishing Co.
David Didau (2021). Feedback and assessment are not the same Retrieved from
https://learningspy.co.uk/assessment/whats-difference-assessment-feedback/
EEF (2021). Feedback. Retrieved from
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-
learning-toolkit/feedback/
151
Appendix A
Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, 9800 City of Tacurong
College of Teacher Education
Second Semester, Academic Year 2020-2021
UNIVERSITY VISION UNIVERSITY OBJECTIVES
A trailblazer in arts, science and technology in the region. a. Enhance competency development, commitment, professionalism, unity and true
spirit of service for public accountability, transparency and delivery of quality
UNIVERSITY MISSION services;
b. Provide relevant programs and professional trainings that will respond to the
The University shall primarily provide advanced instruction and professional development needs of the region;
training in science and technology, agriculture, fisheries, education and other c. Strengthen local and international collaborations and partnerships for borderless
related field of study. It shall undertake research and extension services, and programs;
provide progressive leadership in its area of specialization. d. Develop a research culture among faculty and students;
e. Develop and promote environmentally-sound and market-driven knowledge and
technologies at par with international standards;
UNIVERSITY GOAL
f. Promote research-based information and technologies for sustainable
development;
To produce graduates with excellence and dignity in arts, science and g. Enhance resource generation and mobilization to sustain financial viability of the
technology.
university.
152
Program Objectives and their relationships to University Objectives:
PROGRAM OBJECTIVES (PO) UNIVERSITY OBJECTIVES

A graduate of Bachelor of Elementary Education can: a b c d e f e
A. Articulate and discuss the latest developments in elementary education; / / / / / /
B. Effectively communicate in English and Filipino, both orally and in writing; / / /
C. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi- / / / / / / /
cultural teams;
D. Act in recognition of professional, social, and ethical responsibility; / / / /
E. Preserve and promote “Filipino historical and cultural heritage”; / / / /
F. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political / /
contexts;
G. Demonstrate mastery of subject matter/discipline; / /
H. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific / / / / /
learners and their environments;
I. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners; / / / / / / /
J. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational / / / / /
practices;
K. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and / /
outcomes;
L. Practice professional and ethical teaching standards sensitive to the local, national, and global realities; / / / / /
M. Pursue lifelong learning for personal and professional growth through varied experiential and field-based / / / /
opportunities;
N. Demonstrate in-depth understanding of the diversity of learners in various learning areas; / / / /
O. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas; / / / /
P. Utilize appropriate assessment and evaluation tools to measure learning outcomes; / / /
Q. Manifest skills in communication, higher-order thinking skills, and use of tools and technology to accelerate learning / / /
and teaching;
R. Demonstrate positive attitudes of a model teacher, both as an individual and as a professional; and / /
S. Manifest a desire to continuously pursue personal and professional development. / /
1. Course Code : Prof Ed 607 5. Course Description:

2. Course Title : Assessment of Learning 2
3. Prerequisite : Assessment of Learning 1 This course for pre-service teachers focuses on the principles, development and
4. Credits : 3 Units utilization of alternative forms of assessment. It emphasizes on how to assess
process- and product-oriented learning outcomes as well as affective learning.
Students will experience how to develop rubrics and other assessment tools for
performance-based and product-based assessment. .
153
6. Course Learning Outcomes and its Relationships to Program Objectives
COURSE LEARNING OUTCOMES PROGRAM OBJECTIVES
At the end of the semester, the students can: A B C D E F G H I J K L M N O P Q R S
A. Demonstrate knowledge and understanding of the course syllabus and basic / /
academic policies;
B. Prepare an assessment plan to show understanding of the concepts and principles / / / /
in assessing learning using alternative methods of assessment;
C. Formulate specific learning targets that will be assessed through alternative / / / / /
assessment at the end of instructions
D. Develop performance assessment tools that are most applicable to specific student / / /
outcomes
E. Demonstrate an understanding about affective outcomes of learning and acquire / / / /
knowledge on how to measure these outcomes;
F. Plan on how to use portfolio assessment as a method in assessing students’ / / / /
learning in at least one quarter in a subject area/grade level;
G. Develop rubrics that are most applicable to a particular student performance and / / / / /
output;
H. Select appropriate criteria and analyze the results from non-traditional forms of / / / /
assessment like performance tasks, scales, and checklists;
I. Provide feedback to learners based on the results of alternative forms of / / / / /
assessment like performance-task, checklists, scales and portfolio,
7. Course Contents
Course Objectives, Desired Student Learning Outcomes Outcomes-Based Evidence of Course Program Values
Topics, Time Allotment Assessment (OBA) Outcomes Learning Objectives Integration
Activities Outcomes
CHAPTER 0. COURSE ORIENTATION (3 hours)
Subtopics: Course Syllabus; Common Academic Policies
 Discuss the VMGO 1. Students can recite orally and explain  Oral Recitation of the  Rubric score A A, B Accountability,
of the University, the the vision and mission, and significant University Vision and card on Oral Excellence
classroom policies, academic policies of the University. Mission Recitation (OR)
scope of the course, 2. They can enumerate the course  Class
course requirements desired learning outcomes.  Students participation in Participation
and grading system 3. They can simulate the computation of QA activity facilitated by Rating (CPR)
one’s grades given the criteria. the teacher  Paper-and-
4. They can use the syllabus as (Involvement in the G- pencil test
reference for independent learning. class) result
154
 Paper-and-pencil test  Journal
 Journal Writing
CHAPTER 1. BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN ASSESSING LEARNING USING NON-TRADITIONAL METHODS (6 hours)
Subtopics: What is Alternative or Authentic Assessment, Characteristics of Alternative Assessment; Traditional vs Alternative Assessment, Different Models of Alternative
Assessment, Types of Alternative or Authentic Assessment (Observation, Essays, Interviews, Performance tasks, Exhibitions and Demonstrations, Portfolios, Journals,
Teacher-created tests, Rubrics, Self- and Peer-Evaluation), Principles in using Alternative Methods of Assessment, Advantages of Alternative Assessments
 Define and explain 1. Students can differentiate authentic  Paper-and-pencil test  Paper-and- B B, G, H, P, Objectivity,
alternative from traditional assessment.  Presentation of matrix pencil test R Truthfulness
assessment and 2. They can show concrete examples of of learning targets and result
related concepts the different types of authentic methods of assessment  Exercises/Quiz
 Identify the varied assessment.  Students participation in Scores (EQS)
types of alternative 3. They can demonstrate an QA activity facilitated by  Class
assessments understanding of the different the teacher Participation
 Discuss the principles in assessing learning using (Involvement in the G- Rating (CPR)
principles in using alternative methods. class)  Journal
alternative methods 4. They can enumerate and discuss the  Journal Writing  Concept Map
of assessment and advantages of alternative  Concept mapping
its advantages assessments.  Self-assessment as
contained in the last
part of the Chapter

CHAPTER 2. LEARNING TARGETS FOR PERFORMANCE AND PRODUCT-ORIENTED ASSESSMENTS (3 hours)
Subtopics: Learning Targets Appropriate to Alternative Assessment, Bloom’s Taxonomy of Educational Objectives in the Affective and Psychomotor Domains, Learning
Targets, Appropriate Alternative Methods of Assessment for Learning Targets
6. Review Bloom’s 1. Students can formulate learning targets  Group Reporting and  Exercises/Quiz C B, G. P Objectivity,
taxonomy of that can be assessed through Discussion Scores (EQS) Respect,
educational performance and product-oriented  Completing a table of  Class Accountability
objectives assessment learning content, and  Participation
 Present the 2. They can create an assessment plan objectives/targets Rating (CPR)
appropriate using alternative method of  Completing a matrix of  Assessment
alternative methods assessment learning content, Plan
of assessment for outcomes, targets, and  Journal
learning targets tasks
 Quiz
 Self-assessment as
contained in the last part
of the Chapter
 Involvement in the G-
class
155
CHAPTER 3. PERFORMANCE ASSESSMENT (6 hours)
Subtopics: What is Performance Assessment?, Product-based and Process-based assessments, Characteristics of Good Performance Assessments, General Guidelines in
Designing Performance Assessment, Steps in Conducting Performance Assessment, Performance Tasks and Assessment in DepEd (DO No. 8, s. 2015 & DO 31, s. 2020)
 Define performance 1. Students can explain the significance  Group Reporting and  Exercises/Quiz D B, G, P Excellence,
assessment of performance assessment as Discussion Scores (EQS) Perseverance,
 Discuss the compared to paper-pencil assessment  Quiz  Checklist Honesty
difference between a 2. They can differentiate a product-  Oral Recitation Rating (CLR)
product-based and based from a process-based  Identifying performance  Class
process-based assessment task given a Participation
assessment 3. They can design appropriate lesson/content Rating (CPR)
 Describe the performance assessment tools by  Evaluating performance  Journal
characteristics of a following the steps in conducting assessment
good performance performance assessments and taking  Journal Writing
assessment into consideration the characteristics  Exploring DepEd policies
 Enumerate the steps of a good performance assessment. on performance
in conducting assessment
performance  Self-assessment as
assessments contained in the last part
of the Chapter
 Involvement in the G-
class
 Individual activity (
Creating Performance
assessment tool catering
both the process – and
product-based
assessment)
CHAPTER 4. AFFECTIVE ASSESSMENT (12 hours)
Subtopics: Meaning of Affective Assessment, Why Assess Affective Domain?, Taxonomy of Affective Domain in Learning, Affective Traits and Learning Targets, Methods of
Assessing Affective Targets, Self-report questionnaire, Interview, Student journals, Teacher Observation, Common Assessment Tools used in Measuring Affective Learning,
Checklists, Rating Scale, Likert Scale, Semantic Differential, and Sentence Completion
156
 Discuss the meaning 1. Students can formulate affective  Group Reporting and  Oral Recitation E B, G, H, P Justice,
and importance of learning outcome for the different Discussion (OR) Respect,
affective assessment levels in the affective domain  Quiz Exercises/Quiz fairness, Hard
 Present the taxonomy 2. They can compare and contrast the  Oral Recitation Scores (EQS) work,
of affective domain in different methods and tools used in  Conducting interview to  Answered Responsibility
learning affective assessment asses learning Questionnaires
 Describe the different 3. They can develop an assessment tool  Answering a survey  Evaluation
methods and common to measure affective outcomes of questionnaire and attitude Results
assessment tools in learning scale  Class
measuring affective  Evaluating Assessment Participation
learning Tools Rating (CPR)
 Concept Mapping  Journal
 Self-assessment as
contained in the last part
of the Chapter
 Participation in the G-
class
 Individual activity (
Creating assessment tool
to measure affective
outcomes of learning)
CHAPTER 5. PORTFOLIO ASSESSMENT (6 hours)
Subtopics: Nature of Portfolio Assessment (Meaning, Characteristics, Purpose), Types of Portfolio, Elements of Portfolio, Why Use Portfolio Assessment?, Steps in Developing
Portfolio Assessment, and Portfolio Evaluation
 Describe the nature 1. Students can relate portfolio and  Group Reporting and  Exercises/Quiz F B, G, J, P Integrity,
of portfolio through portfolio assessment. Discussion Scores (EQS) Justice,
its meaning, 2. They can design portfolio assessment  Quiz  Portfolio Plan Objectivity
characteristics and tools of a given subject.  Oral Recitation  Class
purpose 3. The can develop and evaluate  Individual/Group Activity Participation
 Differentiate the portfolio assessment utilized in the (Portfolio Rating (CPR)
different types and classroom. Conceptualization and  Journal
elements of portfolio Development)
 Enumerate the steps  Evaluating a Portfolio
in developing a Plan
portfolio assessment  Involvement in the G-
class
CHAPTER 6. PROCESS IN DEVELOPING AND USING RUBRICS FOR NON-TRADITIONAL ASSESSMENT (6 hours)
Subtopics: What is a Rubric?, Characteristics of Good Rubrics, Types of Rubrics (Holistic rubrics, Analytic rubrics and Developmental rubrics - definition, elements and
samples), Steps in Developing Rubrics, and Evaluating Rubrics
157
 Define what a rubric 1. Students can discuss the fundamental  Group Reporting and  Exercises/Quiz G B, G, H, N, Integrity,
is, its characteristics concepts of rubrics including the Discussion Scores (EQS) R Justice,
and types advantages and disadvantages of  Quiz  Checklist Objectivity
 Discuss the steps in each type.  Group activity Rating (CLR)
developing rubrics 2. They can differentiate holistic, analytic (Constructing rubrics of  Class
 Explain the method and developmental rubrics from one each type) Participation
of utilizing rubrics in another.  Evaluating rubrics Rating (CPR)
assessment 3. They can develop sound and through a checklist  Journal
appropriate rubrics to assess student  Self-assessment as
performance and outputs. contained in the last part
4. They can evaluate a developed or of the Chapter
given rubrics.  Involvement in the G-
5. They can use rubrics to assess class
student performance and outputs.
CHAPTER 7. ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM NON-TRADITIONAL METHODS (6 hours)
Subtopics: Quantifying Results of Rubrics, Scales , Checklists and Portfolio, Summarizing Results, and Guidelines in Giving Qualitative Feedback
 Discuss the process 1. Students can use quantitative analysis  Group Reporting and  Exercises/Quiz H B, H, P. R Simplicity,
of quantifying results to report the results of alternative Discussion Scores (EQS) Accuracy,
of rubrics methods of assessment.  Self-assessment as  Checklist Fairness
 Present how to 2. They can present and summarize contained in the last Rating (CLR)
summarize results results of alternative methods of part of the Chapter  Oral Recitation
and how to give assessment to make them useful for  Oral Recitation (OR)
qualitative feedback learners.  Involvement in the G-  Class
3. They can create a set of criteria, class Participation
factors, and characteristics to be Rating (CPR)
assessed using alternative methods  Journal
CHAPTER 8. COMMUNICATING AND REPORTING OF ASSESSMENT DATA FROM ALTERNATIVE METHODS (6 hours)
Subtopics: Feedback and Learners’ Improvement, Forms of Feedback, Use of Portfolio in Improving Learning, and Organizing Parents’ Conference
 Discuss how to 1. Students can provide appropriate  Group Reporting and  Exercises/Quiz I B, G, J, N, Charity,
provide feedback feedback based on alternative Discussion Scores (EQS) R Equality,
with the end in view methods of assessment.  Self-assessment as  Checklist Accuracy
of improving learning 2. They can tell learners’ progress based contained in the last part Rating (CLR)
 Present the different on alternative methods of of the Chapter  Class
forms of feedback assessment.  Oral Recitation Participation
 Discuss how to 3. They can report to parents the results  Quiz Rating (CPR)
organize parents’ of non-traditional methods of  Involvement in the G-  Journal
conference assessment. class
158
8. Course Evaluation
Course The following are the course requirements:

Requirements (a) Examinations (Midterm and Final);
(b) Quizzes/Exercises; Oral/Virtual Presentation,
(c) Class Participation/involvement,
(d.) E-portfolio of Assessment Tools (this requirement entails students to construct their own assessment tools - product and process-based, affective, and
portfolio – complete with corresponding scoring rubrics)
Course All students must adhere to these class guidelines: (a) act politely, responsibly and with maturity; (b) arrive on time and be ready for instruction; (c) set cell
Policies phones in silent mode and keep them inside the bags; (d) contribute to an orderly learning environment; (e) consult the professor when deemed necessary; (f)
establish good rapport with professors; (g) maintain silence during oral reports/presentations; and, (h) cooperate in classroom activities or any task
performances.
Grading Midterm Grade Final Term Grade FINAL GRADE
System Midterm Examination 25% Final Examination 25% Midterm Grade 50%
Quizzes 15% Quizzes 15% Final Term Grade 50%
Assignments 10% Assignments 10% TOTAL 100%
Presentation 20% Presentation 20%
Project 20% Project 20%
Attendance 10% Attendance 10%
TOTAL 100% TOTAL 100%
Schedule of May 2021* July 2021*

Examination
*tentative
References:
Book 1. Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City: Adriana Publishing Co., Inc.
2. David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
3. De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City: Adriana Publishing Co., Inc.
4. Hattie, John. Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge, 2012.
5. Klenowski, V. (1995). Student self-evaluation processes in student-centred teaching and learning contexts of Australia and England. Assessment in Education:
Principles, Policy & Practice, 2(2).
6. Magno, C. (2010). The Functions of Grading Students. The Assessment Handbook, 3, 50-58.
7. Maxwell, Graham S. (2001). Teacher Observation in Student Assessment. (Discussion Paper). The University of Queensland.
8. Moss, Connie and Susan Brookhart. Learning Targets: Helping Students Aim for Understanding in Today’s Lesson. Alexandria: ASCD, 2012.
159
9. Navarro, L., Santos, R. and Corpuz, B. (2017). Assessment of Learning 2 (3rd ed.). Quezon City: Lorimar Publishing, Inc.
Online 1. Armstrong, P. (2020). Bloom’s Taxonomy. TN: Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-
taxonomy/ .
2. Center for Teaching and Learning (2021). Types of Rubrics. Retrieved from https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-
grading/rubrics/Pages/types-of-rubrics.aspx
3. Classroom Assessment. Retrieved from https://fcit.usf.edu/assessment/selected/responseb.html
4. Development of Affective Assessment Tools (2009). Retrieved March 13, 2021 from http://www.ruelpositive.com/development-affective-assessment-
tools#:~:text=There%20are%20three%20feasible%20methods,say%20about%20themselves%20and%20others.
5. Fisher, M. Jr. R. (2020). Student Assessment in Teaching and Learning. Retrieved from https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/
6. General Rubrics Maker (2021).Retrieved from https://www.teach-nology.com/web_tools/rubrics/gen/
7. Isaacs, Geoff (1996). Bloom’s Taxonomy of Educational Objectives. The University of Queensland: TEDI. Retrieved from
https://kaneb.nd.edu/assets/137952/bloom.pdf
8. Machado, Joseph (2011). Open-Ended Questioning with Bloom's. Retrieved from https://web.tech4learning.com/open-ended-questioning-with-blooms
9. McDonald, Emma (2011). Student Portfolios as an Assessment Tool. Retrieved from
https://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald025.shtml
10. McMillan, J. and Hearn, J. (2008). Student Self-Assessment. Educational Horizons. Retrieved from https://eric.ed.gov/?id=EJ815370.
11. Meador, Derrick (2019, March 4). The Purpose of Building a Portfolio Assessment. Retrieved from https://www.thoughtco.com/the-purpose-of-building-a-
portfolio-assessment-3194653#:~:text=A%20portfolio%20assessment%20is%20a,as%20what%20you%20have%20learned.
12. Mueller, Jon (2016). Authentic Assessment Toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
13. Sir Louie TV. (2020, November 11). Scoring Rubrics [Video file]. Retrieved from https://www.youtube.com/watch?v=yVY6CDWaxoo&t=39s
14. Writing Effective Rubrics (2021).Retrieved from https://myresources.spcollege.edu/writing-effective-rubrics
Rubric for Evaluation of Class Participation/Involvement Performance
Criteria Inadequate Developing but below Accomplished/ Meets Exemplary/Displays leadership Score
(0 point) expectations Expectations (3 points)
(1 point) (2 points)
Level of Engagement Student never contributes to Few contributions to class Proactively contributes to class Proactively and regularly
and active class discussion; fails to discussion; Seldom discussion, asking questions contributes to class discussion;
participation respond to direct questions volunteers but responds to and respond to direct Initiates discussion on issues
direct questions questions related to class topic
Listening Skills Does not listen when others Does not listen carefully and Listens and appropriately Listens without interrupting and
talk, interrupts, or makes comments are often non- responds to the contributions incorporates and expands on the
inappropriate comments responsive to discussion of others contributions of other students
Relevance of Contributions , when made, Contributions are sometimes Contributions are always Contributions are relevant and
Contribution to topic are off-topic or distract class off-topic or distracting relevant promote deeper analysis of the
under discussion from discussion topic
160
Preparation Student is not adequately Student has read the Student has read and thought Student is consistently well
prepared; Does not appear to material but not closely or about the material in advance prepared; Frequently raises
have read the material in has read only some of the of class; questions or comments on material
advance of class assigned material in advance outside
of class
Rubrics for Online Presentation
Criteria Points
1 4 7 Excellent
Poor Fair Good 10
Organization Audience cannot understand presentation Audience has difficulty following Student presents information in logical Student presents informatio
because there is no sequence of information. presentation because student jumps sequence which audience can follow. interesting sequence which
around. follow.
Content Knowledge Student does not have grasp of information; Student is uncomfortable with Student is at ease with content, but fails Student demonstrates full k
student cannot answer questions about subject. information and is able to answer only to elaborate. than required) with explanat
rudimentary questions. elaboration.
Visuals Student used no visuals. Student occasional used visuals that Visuals related to text and presentation. Student used visuals to rein
rarely support text and presentation. text and presentation.
Mechanics Student's presentation had four or more Presentation had three misspellings Presentation has no more than two Presentation has no misspe
spelling errors and/or grammatical errors. and/or grammatical errors. misspellings and/or grammatical errors. grammatical errors.
Delivery Student mumbles, incorrectly pronounces Student incorrectly pronounces Student's voice is clear. Student Student used a clear voice a
terms, and speaks too quietly for students in terms. Audience members have pronounces most words correctly. precise pronunciation of term
the back of class to hear. difficulty hearing presentation.
Total
Prepared by: Reviewed by: Approved by:
ERNIE C. CERADO (ACCESS) ANESA P. MANGINDRA, PhD NANCY B. ESPACIO, EdD
161
ELLEN L. CONSOMO (ACCESS) BEED Chairperson Dean, College of Teacher Education
JONATHAN ROQUE (PALIMBANG)
REYNALDO ARANEGO (KALAMANSIG)
ALLAN REY PACULANAN (ACCESS)
Faculty/Instructors
162

Assessment of Learning 2 Module

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Assessment of Learning 2 Module

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Assessment of Student

Ernie C. Cerado, PhD

Chapter 1 Basic Concepts, Theories, and Principles in 1

Chapter 2 Learning Targets for Performance and Product- 27

Chapter 4 Affective Assessment 60

Chapter 5 Portfolio Assessment 84

Chapter 6 Process in Developing and Using Rubrics for 103

Chapter 7 Organization and Analysis of Assessment Data 127

Chapter 8 Communicating and Reporting of Assessment 140

Appendix Course Syllabus

BASIC CONCEPTS, THEORIES, AND PRINCIPLES IN ASSESSING LEARNING

At the end of the chapter, the students can:

1. describe clearly the nature of authentic assessment;

Assessment is generally defined as the process of gathering quantitative and/or

In conclusion, Cajigal and Mantuano (2014) clarified that assessment is authentic

Characteristics of Alternative Assessment

What Alternative Assessment IS NOT

Traditional Assessment versus Alternative Assessment

Traditional Assessment Alternative Assessment Indicators of Authenticity

2. Developmental Assessment: Assessing by Progress

3. Emergent Assessment: Assessing by Discovery

Developing Emergent Assessment

Some Emergent Assessment Methodologies

Critical Elements in Emergent Assessment

Using Learning-Oriented Assessment

Traditional Assessment Learning-Oriented Assessment

Knowledge transmitted from professor to Students construct knowledge by gathering &

Developing Learning-Oriented Assessment

Some suggestions for developing a learning-oriented assessment for a course:

Some Learning-Oriented Assessment Methodologies

Methodologies tend to focus more on formative assessment and classroom assessment

Critical Elements in Learning-Oriented Assessment

Types of Alternative or Authentic Assessment

Abstract Flowchart Podcast

Below are examples of Authentic or Alternative Assessments adapted from Queen’s

Letter/Letter to the  Asks student to write in first person singular

Proposals  Asking students to write a proposal for a larger, more

Fishbowls  The fishbowl is similar to a debate. A few students are

Principles in Assessing Learning using Alternative Methods

Advantages of Alternative Assessments

Alternative assessment refers to the use of non-traditional assessment

1. What is alternative assessment of learning?

Areas Traditional Assessment Alternative Assessment

Principles Plan in applying the principles in your

Alternative Assessment: Definition and Examples (2021). Retrieved from

LEARNING TARGETS FOR PERFORMANCE AND PRODUCT-ORIENTED

At the end of the lesson, the students can:

Table 2. Taxonomy of Educational Objectives in the Affective Domain

In terms of educational objectives in the psychomotor domain, Bloom and

Table 2. Taxonomy of Educational Objectives in the Psychomotor Domain

Bloom’s taxonomies of educational objectives for affective and psychomotor

Appropriate Alternative Methods of Assessment for Learning Targets

Once the learning targets are identified, appropriate alternative methods of

B. Answer the following questions.

Instructional Lesson Content Types of Sample Learning

Why use this assessment

How does this assessment

How does this assessment

Exemplary Grammar and Grammar

1. define performance assessment;

What is performance assessment?

Characteristics of a Good Performance Assessment

Performance assessment should achieve a balanced approach wherein it gives

Performance assessment should allow students to be involved in the process of

Difficult ___ _ _ _ ___ Easy

Name:_____________ Grade : Date:

_ boring _ fun