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

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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 Chapter 8 Communicating and Reporting of

Rubrics for Alternative Assessment Assessment Data from Alternative Methods

Chapter 7 Organization and Analysis of Appendix Course Syllabus

Assessment Data from Alternative Method 103 127 140
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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
Requires correct responses Require a high-quality
product or performance,
and a
justification of the solutions
to problems encountered
Questions must be Instructions/questions/
unknown to students purp ose must be known
in advance to be to
valid students in advance.
Disconnected from the Tied to real-world
real world contexts and contexts and
constraints constraints. Requires
student to solve or do
realistic problem.
Contain items that Are integrated challenges in
isolate particular skills which a range of skills and
or facts knowledge must be used in
coordination in order to solve
a problem.
Include easily scored Involve complex tasks that
items for which there may be no
right answer, and that may
not be easily scored
Are “one shot”; students Are iterative; contain
get one chance to show recurring tasks
their learning
Provide a score Provide usable
Indicators of Authenticity
Correctness is not the
only criterion; students
must be able to justify
their answers.
Tasks that are to be judged
should be known ahead of
time. Rubrics or standards for
judgment should be known
or predictable.
The context and constraints
of the task are similar in
nature as to what would be
encountered by a real-life
practitioner.
The task is multifaceted and
complex, even if there is a
right answer.
Meaningful assessment and
feedback is emphasized. The
validity of the assessment is
not sacrificed in favor of
reliable scoring.
Students may use
particular knowledge or
skills in several different
ways or contexts.
The assessment is designed to
 diagnostic information improve future performance,
about students’ skills and students are important
and knowledge “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 Students construct knowledge by gathering

to students & synthesizing information from
different sources

Students passively receive information Students are actively involved in learning

 Emphasis on acquiring knowledge for Emphasis on using and
the sake of having the knowledge communicating 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 editor ∙ Asks student to write in first person singular
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 Modera Not all
extent te
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 Asks, Listen

passive attention to chooses, attentively to
a holds, the
phenomenon or identifies, instruction
stimulus listens of the
teacher

Responding Active attention Answers, Participates

and response to complies, actively in
a participates, the focus-
particular practices, writes group
phenomenon or discussion
stimulus

Valuing Attaching value or Completes, Demonstrat

worth to a demonstrate es belief in
phenomenon or s, the
object. Valuing may differentiates value of the
range from , explains, election
acceptance to justifies process
commitment

Organization Organizing values Adheres, Defends the

into priorities by defends, importance of

27
comparing, integrates, graduate
relating, and organizes, education in
synthesizing synthesizes the career of
specific values a
teacher.
 Internalizin Having a personal Acts, Displays
g value system that displays, commitment
values/char is now a influences, to helping
ac characteristics of solves, verifies economically
terization the learner disadvantag
ed 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, Detects non-

sensory cues to describes, verbal cues from
guide motor activity detects, the
identifies, participants
selects

Set The mental, physical, Begins, Shows

and emotional sets displays, motivation to
that predispose a recognizes, learn a new skill
person’s response to shows, states
different situations.

Guided Demonstration of Copies, Performs the

response complex skill performs, mathematical
through guided follows, reacts, operation by
practice like responds following the
imitation and trial steps
and error demonstrated by
the teacher

Mechanism Learned responses Assembles, Plays the guitar

 have become habitual dismantles,
and movements can fixes,
be performed with manipulates,
some plays

28
degree of
confidence and
proficiency

Complex Performance of Assembles, Demonstrates

overt motor acts that dismantles, fixes, one’s expertise
response involve manipulates, in playing the
complex plays (similar guitar.
movement with
pattern in a quick, mechanisms
accurate, and but performed
highly coordinated in a
manner. more accurate,
Characterized by more
automatic coordinated
performance and and quicker
performance way)
without hesitation.

Adaptation Psychomotor skills Adapts, alters, Modifies the

are well developed modifies, dance steps to
and the person can rearranges, varies suit the abilities
modify to one’s group
movement pattern to mates.
fit special
requirements

Origination Creating new Arranges, builds, Creates new

movement patterns combines, steps for
to fit a particular creates, designs contemporary
situation or specific version of a
problem. Learning classic dance hit
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

and procedural information research design that I
that students must learn in a used for my thesis.
subject or content area.

Reasoning Knowledge-based thought I can justify my choice

processes that students of Analysis of
must learn. It involves Variance
application of knowledge in (ANOVA) as my statistical
problem-solving,

31
decision-making, and other analysis for my thesis
tasks that require mental research.
skills.

Skills Use of knowledge and or I can perform Analysis

reasoning to perform or of Variance (ANOVA)
demonstrate physical skills. on research data
using the software
SPSS.

Product Use of knowledge, reasoning, I can write the results

and skills in creating a and discussion section
concrete or tangible product. of a thesis manuscript.

Affective Refers to affective I can appreciate the role

characteristics that students of a thesis adviser in the
can develop and completion of a thesis
demonstrate because of research.
instruction.
 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,
pilvera 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

Studies on 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 Performan Product Portfolio Self-
ce Oriented Report
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
Objective/ Learning Targets Learning
Learning 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 Satisfact Needs
10 8 ory 6 Improvement 4
Level
 Respons All Analysis Analysis Analysis
es or questions questions questions questions were
answers were were were not not answered.
answered answered answered
completely; completely. completely. Grammar and
in depth spelling
answers; Clear Vaguely Unsatisfactory.
thoroughly connection related to
grounded with theories the theories
on
theories. Grammar Grammar
and and
Exemplary spelling are spelling
grammar superior. acceptabl
and e.
spelling.

Submissi Submitted Submitted Submitted Submitted two

on or before on the a day days or more
compliance the deadline deadline after the after the
deadline deadline.

REFERENCES
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store. De
Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
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?
At the end of the chapter, the students can:

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.

43
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,
Demonstration/Competition volleyball, and other sports

44
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

45
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,
 46
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?

47
 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

Outcomes Activities Assessment Tasks

At the end of the

course, the students
should be able to:

Lecture, class Culminating dance

∙ Perform dance discussion, movement class recitals,
routines and creatively exercises, practical test for each
combine variations dance type of dance,
with rhythm, demonstration, reflection papers,
coordination, correct actual dancing with peer evaluation
footwork technique, teacher and rating
frame, facial and partners,
body expressions collaborative
learning

Required attendance Actual dance

∙ Participate in and participation in performance in school
dance socials and school and community or community
other dance programs,
community fitness performances reaction/reflection papers
advocacy projects.

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:

48
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

attributes do I want my students ∙ communicate effectively in
to develop? writing ∙ employ algebra to solve
real-life problems

2. What social and affective skills or

attributes do I want my students ∙ Work independently
to develop?
∙ Appreciate individual differences

3. What metacognitive skills do

I want my students to ∙ Reflect on the writing process
develop?
∙ Self-monitor progress while working
on the independent project

4. What types of problems do I

want my students to be able to ∙ Perform research
solve?
∙ Predict consequences

5. What concepts and principles do

I want my students to be apply ∙ Understand cause-and-effect
to apply? relationships
∙ 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.
49
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

50
The example below shows performance task for product-oriented performance
based assessment.

Competency: Prepare Useful Solution

Performance Task:
Barangay Luntian is celebrating its 50 th 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.
 52
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 All topics Oral Presentation of

experiments to test with experiment
hypotheses experiment plans/protocol, pre-lab
s exercises, oral
presentation of
experiment results

Properly use and All topics Actual laboratory

handle equipment and with performance
chemicals experiment
s
 Practice good All topics Actual laboratory
laboratory skills and with performance
techniques experiment
s

Practice All topics Peer evaluation through rubric

teamwork/ with
collaborative skills experiment
s

Apply concepts, theories End of the Projects, products

and ideas learned in a course
“real 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

Outcomes Performance Tasks

References

Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:

Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store. 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) 2nd 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. 2nd 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.

60
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, Looking at the

behavior the learner chooses, teacher during
demonstrates awareness or describes, lecture is
follows, gives,

61
passive attention in holds, awareness on
an activity that is identifies, learning stimulus.
happening such that locates,
he/she gives names, Listening and
attention to that activity. points to, paying attention
This level involves selects, sits indicate
willingness to receive erect, willingness in
the stimulus. replies, receiving that
uses 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 assists, participates in a
given stimulus or complies, class discussion,
information that has been conforms, and not merely
received. Active attention discusses, listening, then the
and response to a greets, learner is in this
particular to phenomenon or helps, level of behavior.
interest. labels, This behavior may
performs, be
practices, compliance to a
presents, given task,
reads, recites, voluntary
reports, engagement or
selects, tells, doing an activity
writes with
interest.

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 describes, outside the
object, knowledge, or differentiates classroom without
activity. Here, the learner teacher's
has presence or saving
internalized a set of specific money for a book,
values such that these or putting off lights
values are manifested after class on own
through overt behaviors. volition are
Attaching value or worth to "valuing"
a behaviors.
phenomenon or object.
Accepting the
idea that
integrated

62
curricula is a
good way
 To organize The learner has adheres, In this level, the
internalized and alters, learner is able to
integrated his or her arranges, discern
feelings, emotions, beliefs, combines, independently the
opinions, etc., resulting to compares, right from wrong,
actions where new completes, and he/she is able
values and traits defends, to make a decision
emerged. explains, on what is more
Organizing values into generalizes, valuable based on
priorities by comparing, identifies, his or her own
relating, synthesizing integrates, judgment.
specific values. modifies, Recognizing own
orders, abilities,
organizes, limitations, and
prepares, values and
developing
relates,
realistic
synthesizes
aspirations.
Accepts
responsibility from
one’s behavior.

To The learner demonstrates acts, If doing an

characterize or shows consistency of discriminate experiment has
the behavior that s, displays, instilled the value of
establishes an image or influences, patience, such trait
character of the learner. listens, could be carried
This behavior modifies, over to the
extends beyond the school performs, student's non
setting and becomes part practices, science activities.
of his or her lifestyle. proposes,
Having personal value qualifies, A person's lifestyle
system that is now a questions, influences reactions
characteristic of the revises, to many different
learner. serves, kinds of situations.
solves, uses, Shows self-reliance
verifies when working
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

63
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

64
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

65
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.

66
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

12345
Interesting _____ _____ _____ _____ _____ Boring
12345
Useful _____ _____ _____ _____ _____ Useless
12345
Realistic _____ _____ _____ _____ _____ Unrealistic
12345
Rigid _____ _____ _____ _____ _____ Loose
12345
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

67
 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
 68
___ 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

69
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

70
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

72
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

74
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______________

75
Behavior Not Rarely Sometimes Most Almo
at of st
all the Alwa
Time ys

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.

76
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.

77
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

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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:

Adriana Publishing Co., Inc.

David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.

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De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc
CHAPTER 5

PORTFOLIO ASSESSMENT

OVERVIEW

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