CPE106- Assessment in Learning 2 Reviewer
Traditional Assessment & Authentic
CHAPTER 1
Assessment in the Context of Teaching-
Learning
-diagnostic, formative, summative assessment
Diagnostic Assessment
-pre-assessment that allows a teacher to
determine individual student’s prior knowledge
including misconceptions before instruction.
-diagnose what students already know and don’t
yet know in order to guide instruction.
-result: determine how much learning activity is
completed.
Formative Assessment
-takes place during instruction to provide the
teacher with information regarding how well the
learning objectives of a given learning activity
are being met.
-teacher monitor student learning to get ongoing
feedback to improve their teaching and for
students to improve their learning.
-students are helped to identify their strengths
and weaknesses and target areas that need
work.
-learning takes place
-assessment for learning
-asking students questions
Summative Assessment
-evaluate student learning at the end of a
defined instructional period.
-assessment of learning
-what extent the learning, chapter, unit, or
course outcomes were attained.
-results: bases for grades and report to parents
-paper-pencil test and non-paper-pencil test
Assessment
 Traditional Assessment
-paper-and-pencil tests
-selected response type or conducted response
 Authentic Assessment
-coined by Grant Wiggins- leading proponent of
reform in testing
-student’s knowledge and skill are assessed in a
context that approximates the real world or real
life as closely as possible.
-requires student performance that models
realistic encounters in life
-called performance assessment
-non-traditional & alternative assessment
-offers students more choices that just taking
paper pencil test (alternative)
NORM & CRITERION REFERENCED
ASSESSMENT
 Criterion-referenced
-Compare a student’s performance against a
criterion of success which is the predetermined
standard
-cut off scores
 Norm-referenced
-compare a student’s performance with the
performance of other students, the norm group
not against a predetermined standard.
-Norm-reference: comparison of student’s
scores (as stated in the scores of the norm
group)
-will not tell you whether a student met,
exceeded, or fell short of the standard of
proficiency
-criterion-reference: comparing student’s scores
with established criterion of success.
-will tell you whether or not a student met the
established standards of success or proficiency.
Establishing High Quality Assessments
1. Quality assessments are in accordance
with contemporary view of active
learning and motivation
-discover & construct meaning: set, plan, &
work to realize their goals, associate and
link new information with existing knowledge
in meaningful ways, think critically &
creatively; develop self-monitoring skills.
2. Assessment of high quality is valid
-valid if it measures what it is supposed to
measure.
-be true to the intended learning outcomes
3. Assessment of high quality is reliable
-reliable when the test produces consistent
scores
4. Assessment of high quality is fair
-fair if it assesses what it is supposed to be
assessed as stated in the learning outcome
which is expected to have been taught.
CHAPTER 2
Outcome-based Education
Outcome-based Education has become the
talk among those involved in teaching. For
quality assurance, the commission on Higher
Education issued CHED Memorandum Order
46, series of 2012, Policy standard to
Enhance Quality Assurance through
Outcomes-Based and Typology-Based
Quality Assurance.
The Meaning of OBE
OBE means Outcome-Based Education.
Simply put, it is education based on outcome.
This outcome may refer to immediate
outcome or deferred outcome. Immediate
outcomes are competencies/skill upon
completion of a lesson, a subject, grade/year,
a course (subject) or a program itself.
Deferred outcomes refer to the ability to apply
cognitive, psychomotor and affective
skills/competencies in the various aspect of
the professional workplace practice.
(Navarro, 2019).
OBE, Spady’s Version
Spady spouses transformational OBE.
Transformational is concerned with long-
term, cross curricular outcomes that are
related directly to students’ future life roles
such as a productive worker or a responsible
citizen or a parent. In transformational OBE,
Learning is not significant unless the
outcomes reflect the complexities of real life
and give prominence to the life roles that
learners will face after formal education.
Spady describe outcomes as clear learning
result that we want students to demonstrate
at the end of the learning experience what
learners can actually do with what they know
and have learned and tangible application of
what have been learned. “Spady, 2017).
Outcome-Based Teaching and Learning
(OBTL) Biggs ‘Version
Biggs and Tang (2007) make use the
outcome-based teaching-learning (OBTL)
which is essence is OBE applied in teaching-
learning process. They define outcomes as
learning outcomes which are more specific
than institutional outcomes, program
outcomes and course outcomes. In Biggs’
and Tang’s OBTL, outcomes are statements
of what we expect students to demonstrate
after they have been taught. This are referred
to as learning outcomes.
Outcomes in different levels
Biggs and Tang made mention of different
levels of outcome- institutional outcomes,
program outcomes, and course outcomes.
Institutional outcomes are the broadest while
learning outcomes are most specific. Arrange
from most broad to most specific, outcomes
start with institutional outcomes followed by
program outcomes, course outcomes and
learning outcomes. From institutional
outcomes it is drawn the attribute of the
graduate that they are expected to
demonstrate after graduation. The program
outcomes, the graduate of the program is
expected to demonstrate at the program.
Course outcomes are the particular subject
outcomes while learning outcomes is the
most specific outcomes.
learning outcomes. The supportive learning
environment is a learning environment where
the intended learning outcomes, the
teaching-learning activities and the
assessment task are aligned. It is a learning
environment that is highly focused on the
attainment of learning outcomes.
In the context of assessment, constructive
alignment also means that the assessment
task and the specific criteria as a bases of
judgements of students’ performance are
aligned to the intended learning outcomes.

Principles of OBE
According to Spady (1996) there are four
principles of OBE.
1. Clarity of focus- Clarity of focus simply
means that outcomes which student are
expected to demonstrate at the end of the
program are clear.
2. Designing down- Designing down means
basing details of your institutional design on
the outcomes, the focus of instruction.
3. High expectations- High expectations are
believing that all learners can learn and
succeed, but not all in the same time or the
same way. Some learners may need more
time than others.
4. Expanded opportunities- Teacher, Understanding by Design
therefore, must provide expanded
opportunities for all learners. Most learner Wiggins and McTighe (1998), advocates by
learners can achieve high standards if they understanding design (UbD), give these 3
are given appropriate opportunities. OBE is stages: 1) identify desired results; 2)
anchored on the premise that all learners Determine acceptable evidence; 3) plan
are teachable. learning experiences and instruction.

Constructive alignment
Constructive alignment is Bigg’s term of
“designing down” as given by Spady. It is a
process of creating a learner environment
that supports the learning activities that lead
to the other achievement of the desired
This UbD is OBE and OBTL in principle and
in practice. Identifying desired results is
identifying outcomes, the first step in OBE
and OBTL. Determining acceptable evidence
of desired realization of outcomes is
assessment. In UbD, it is only desired result
(outcomes) and evidence of realization of the
proof of the attainment of that outcome that
the teacher starts to plan for instruction. This
is to ensure alignment of assessment task
and criteria and instructional plan with
learning outcome, the desired result. UbD
operates on the same principles that OBE
and OBTL operate on.
The instructional cycle begins with setting
clear and explicit to the learners who learning
outcomes and applying all principles of the
teaching and technology the teacher has
learned, the teacher first finds out how well
the learners have attained prerequisite
knowledge and skills, remedies the situation,
if necessary, then proceeds to teach for the
attainment of the intended learning
instruction. Teacher employs appropriate
teaching-learning activities and instructional
materials. While the teaching-learning
activities is in process, teacher checks
learner progress in relation to the learning
outcomes, formative assessment. If learners
have not attained the learning outcomes,
teacher will re-teach using other teaching-
learning activities (other method/way).
Summative Assessment, when teacher attain
the intended learning outcomes assessment
for scoring and grading takes place.
It is clear that which determine/s the content,
the teaching-learning activities, the Ims in
instructional process and assessment is/are
the intended learning outcome/s. then and
only then can we call it Outcome Based
Teaching and Learning.
CHAPTER 3
“Learning Outcomes: Sources and
Characteristics”
In OBE, the focus is on learning outcomes.
Learning outcomes are naturally associated with
learners thus the phrase student learning
outcomes. Don’t get confused. We are still
referring to the same learning outcomes focused
on the student or the learner.
Students who are well informed about what
behaviors are expected of them in a
course/subject or learning activity have a definite
guide during the learning activity and are
therefore perceived to attain success.
Correlatively, teachers who know very well what
they wish their students to demonstrate or
perform will be in the best position to align their
instructional activities to the desired learning
outcomes.
Meaning of Learning Outcome
Outcomes come in different levels.
1. Institutional Outcomes- the broadest of
all outcomes, are derived from the
institution’s vision and mission.
2. Program Outcomes- are measurable
statements that describe knowledge or
skills that students achieve upon
completion of their academic program.
3. Course Outcomes- specific and
measurable statements that define the
knowledge, skills, and attitudes learners
will demonstrate by the completion of a
course.
4. Learning Outcomes- to emphasize that
these are the knowledge, skills, and
values that students are expected to
demonstrate at the end of the lesson.
 There are the ones assessed in the
process of teaching-learning and are
expected to be demonstrated at the end
of the lesson.
Teaching objectives are not the same as learning
outcomes. Teaching objectives are formulated
from the point of the teacher while learning
outcomes are formulated from the point of view of
the learner. Teaching objectives state what the
teacher does while learning outcomes state
specifically what knowledge, skill or value must
be demonstrated by the learner after the
instruction. There should be no disconnect
between teaching objective and learning
outcome. In the words of OBE, they must align.
Sources of Learning Outcomes
1. Department and Institutional Goals
 Institutions' Vision and Mission
statements are the relevant sources of
student learning expectations.
 Public schools
-refer to the public school's mission and vision
statements as a source of learning outcomes.
 Private schools
-are either sectarian or non-sectarian, have their
mission and vision as their source of learning
outcomes from their respective religious goals,
or their founder's philosophy.
Constructive Alignment
-When school teachers must align their
teaching-learning activities and assessment
tasks with their learning outcomes (called
learning objectives), which are in turn aligned
with their mission vision statements.
-To ensure focus and transparency while
delivering a consistent level of education.
2. Policies and Competencies and
Standards Issued by Government
Education Agencies
 Department of Education (DepEd)
-DepEd issued the K-12 curriculum guide that
contains the competencies expected to be
taught by teachers in the basic education level.
- primary education first stage of basic
education) and lower secondary education
(second stage).
-PPST (Philippine Professional Standards for
Teachers).
 Technical Education and Skill
Development Authority (TESDA)
-has a list of competencies per course.
- provides direction, policies, programs, and
standards towards quality technical education
and skills development.
 Commission on Higher Education
(CHED)
-has program outcomes and course outcomes
for all programs.
PPST from DepEd and program outcomes
teacher education from CHED
-To bridge the gap between academe and
industry, to ensure that graduates are able to
perform as expected in their respective
workplaces and professions.
3. For schools to be relevant, they should
consider the thrusts and development
goals of the national government in the
formulation of outcomes.
 Schools are there for society and
society is also there for the schools.
 4. the determination of learning outcomes of institution as defined in CMO 46, 2012.
must likewise consider international
trends and development. a) Graduates of professional institutions
 This makes graduates globally demonstrate service orientation in their
competitive. respective professions.
b) Graduates of colleges are qualified for
various types of employment and
participate in development activities and
public discourses, particularly in
response to the needs of the
Program Outcomes for Teacher Education
communities they serve.
Based on the CMOs.
c) Graduates of universities contribute to
Based on the CMOs 74-80 s. 2017, The the generating of new knowledge by
Policies, Standards and Guidelines for the participating in various research
teacher education program, graduates of all development projects.
programs in all types of schools (professional
institution, college or university) have the ability
to: The Philippine Professional Standards for
Teachers
6.1 Common to all programs in all types
of schools. The graduates have the ability to: The program outcomes for the teacher
education program in the Philippines must
a) Articulate and discuss the latest
necessarily be based on the Philippine
developments in the specific field of
Professional Standard for Teachers issued by the
practice. (PQF level 6 descriptor)
Department of Education in Department Order
b) Effectively communicate in English and
#42, s. 2017. While the program outcomes for
Filipino, both orally and in writing.
teacher education issued by the Commission on
c) Work effectively and collaboratively with
Higher Education were based on the PPST, it
a substantial degree of independence in
may be good to present the gist of the
multi-disciplinary and multi- cultural
professional standards contained in 7 Domains,
teams. (PQF level 6 descriptor)
37 strands.
d) Act in recognition of professional, social
and ethical responsibility.
e) Preserve and promote “Filipino historical
and cultural heritage” (based on RA
7722).
Q: Why Learning Outcomes must consider
needs of industry?
6.2 Common to the discipline (Teacher
Education) - Learning Outcomes must consider or be
based on needs of industry to eliminate
a) Articulted the rootedness of education in the gap between the academe and
philosophical, cultural, historical, industry and so make teaching-learning
psychological, and political contexts. relevant to the needs of industry to
b) Demonstrated mastery of subject prepare the graduates adequately for
matter/ discipline. their future jobs.
c) Facilitate learning using a wide range of
teaching methodologies and delivery
modes appropriate to specific learners CHARACTERISTICS OF GOOD LEARNING
and their environments. OUTCOMES
d) Develop innovate curricula, instructional
plans, teaching approaches, ad
resources for diverse learners.
1. Good learning outcomes are centered on the
student/learner.
6.3 Common to graduates of a
horizontal type
2. Good learning outcomes are based on and
aligned with the institutional, program, and course
outcomes.
3. Good learning outcomes are based on and
aligned with local, national, and international
trends and issues.
4. Good learning outcomes are known and are
very well understood by both students and faculty
5. Good learning outcomes include a spectrum of
thinking skills from simple remembering to
creating or from the lowest and simplest
cognitive, unistructural process to cognitive in
Bloom's and Anderson's revised taxonomy of
objectives.
6. Good learning outcomes are SMART.
7. Good learning outcomes are useful and
relevant to the learners.
CHAPTER 4
Authentic Assessment: Meaning, Methods
and Tools
Authentic Assessment
 is a “form of assessment in which
students are asked to perform real-
world tasks that demonstrate
meaningful application of essential
knowledge and skills. (Mueller, 2011)
 is an approach to evaluating an
individual's knowledge, skills, and
abilities by using real- world tasks
and situations that closely resemble
what they would encounter in
practical, everyday life or in their
future careers.
Non-Test Assessment of Learning
 is an alternative assessment in the
sense that it diverts from the paper-
and-pen test, which is the only test
known to many. These are test that
do not force the students to give their
responses but rather allow the
students to manifest their acquired
knowledge and skills from the
subject though means other than
written test.
 also refers to formative assessment
which is an on-going process to give
feedback to students to increase
their competence. It is an informal,
impromptu feedback or marginal
comments on students’ draft. It does
not give fixed judgment or record
results.
Example: Portfolio, Daily Assignments, Teacher
Observation
Guide Question:
1. What are the key characteristics and
benefits of authentic assessment?
2. How does it differ from traditional
testing methods?
3. Give an example of Non-Test
Assessment of Learning
Authentic Assessment Complements
Traditional Assessment
Authentic assessment introduces
real-world contexts and tasks that
reflect the abilities and knowledge
needed in practical situations as a
complementary approach to
traditional assessment. This
approach places an emphasis on
how students apply their knowledge
in real-world situations, encouraging
critical thinking and problem-solving
abilities outside the realm of
conventional testing.
-Self-System refers to an individual's
interconnected set of beliefs, feelings, and
ideas about themselves.
-Higher-level cognitive processes that monitor,
regulate, and control one's cognitive activities
are included in the metacognitive system.
- The Cognitive System refers to the complex
network of processes in the brain that are
involved in the acquisition, storage,
transformation, and application of knowledge. It
includes mental abilities like perception,
attention, memory, language, and problem-
solving. Understanding the cognitive system is
essential for understanding how humans
perceive, process, and interacts with their
environment.
-Understanding the borders and major aspects
of a knowledge domain is critical for effective
learning, research, and communication in that
specific field of study.
 The Partnership for 21st Century Skills
(P21) framework is a collaborative
effort aimed at promoting 21st-century
preparedness for all students. It
stresses the incorporation of critical
thinking, communication, cooperation,
and creativity abilities into traditional
academic courses. The framework
promotes educators, employers, and
politicians to create holistic learning
environments that provide students
with the skills they need to succeed in
today's fast-paced world.
Non-Test Indicators
Non-test indicators are qualitative
measures that educators use outside
of the traditional testing framework to
assess a student's performance,
growth, and learning development.
These indicators include different
types of observation, self-
assessments, and feedback,
allowing for a more comprehensive
understanding of a student's
progress and capabilities beyond test
scores.
Transversal Competencies
-Are competencies that are transferable
between jobs. People use to call them
experiences, soft skills, emotional intelligence,
and employability skills. They are set of
competencies related to attitudes, values, and
procedures. They can be used in wide variety
of situations and settings. Learning transversal
competencies puts every graduate of any
educational program at an advantage in the
future. In 2008, Fisch, et al wrote “We are
currently preparing students for jobs that don’t
exist yet, using technologies haven’t been
invented, in order to solve problems, we don’t
even know are problem yet.” (Fisch, Mcleod, &
Brenman,
2008). that may assess higher thinking.
2. Direct methods of evaluation
3. Self-Assessment
4. Assessment of group
performance as well as individual
performance
5. Extended period of time for
Assessment

Characteristics of 21st Century Assessment

1. Responsive – Visible performance –
based work (as a result of
assessment) generates data that
inform curriculum and instruction.
2. Flexible – Assessment needs to be
adaptable to students’ settings.
Rather than the identical approach
that works in traditional assessment,
21st century approaches are more
versatile.
Integrated- Assessments are to be
incorporated into the day-to-day
practice rather than as add-ons at the
end of instruction or during a single
specified week of the school
calendar.
3. Informative – The assessment
results give information on whether
or not the desired and targeted 21st
century skills which are clearly stated
and explicitly taught are realized.
4. Multiple Methods – An assessment
continuum that includes a spectrum
of assessment strategies is the norm.
5. Communicated – Communication of
assessment data is clear and
transparent for all stakeholders.
6. Technically Sound – For fairness,
adjustments and accommodations
are made in the assessment process
to meet students’ needs.
7. Systematic – 21st century
Features of Authentic/Performance assessment is part of a
Assessment comprehensive and well-aligned
 Here are some features of assessment system that is balanced
performance/authentic assessment and inclusive of all students,
(Hambleton,1996) constituents, and stakeholders and
designed to support improvement at
1. An emphasis on doing open-
all levels.
ended activities for which there is
no correct objectives answer and
Authentic Assessment: Process-oriented or
Product-oriented 2. Holistic Rubric
Process-oriented Assessment - provides comprehensive
 it is the learning outcomes in descriptions of each level of
the form of procedural performance.
knowledge that requires
demonstration of the process a. Useful for quick and
or procedure. general assessment
and feedback.
 This requires performance that
is taking place in the moment
b. Scoring is faster
with the teachers presence. c. Requires less time
With this, an evaluation tool is d. Good for summative
needed. The most common assessment
evaluation tool is a rubric.
Example:
1. Analytic Rubric
- Breaks out criteria for
distinguishing between levels
of performance on each
criterion.

a. Useful for detailed

assessment and
feedback.
b. Descriptions are
organized in a matrix.
c. It gives diagnostic
information to the
teacher
d. Good for formative
assessment;
adaptable for
summative
assessment

Product-oriented Assessment
 The concrete product of a
students’ performance
 A kind of assessment where in
the assessor views and scores the
final product made and not on the
actual performance of making the
product.
Example:
Prepares a physical activity
program – P E, Grade 8

DepEd’s Emphasis on Performance

Assessment
DepEd Order s. 2015-08 includes 3
components of summative
 assessment: 1) written work, 2)
performance task, and 3) quarterly
assessment. The quarterly
assessment consist of objectives test
(written), performance-based
assessment or a combination
thereof.
For the performance task
component, the same DepEd
Order states: They (student) may
create or innovate products or do
performance-based tasks.
Performance-based tasks may
include skills demonstrations, group
presentations, oral work, multimedia
presentation, and research projects.
Written output is also considered as
performance task.
Among the 3 components of DepEd’s
summative assessment,
performance tasks contribute the
most, from 40% to 60% to the
student’s quarterly grade. This is true
to junior high school (Grades 1 – 10)
and senior high school (Grades 11 –
12). Obviously, DepEd puts greater
weight on performance task.
DepEd’s assessment policy and
practice is backed up by experts in
assessment. Authentic assessment
is a “form of assessment in which
student are asked to perform real-
world tasks that demonstrate
meaningful application of essential
knowledge and skills…. (Mueller,
2011)
Wiggins (1987) says authentic
assessment is… engaging in worthy
problems or questions of importance
in which students must use
knowledge to fashion performance
effectively and creatively. The tasks
are either replicas of or analogous to
the kind of problems faced by adult
citizens and consumers or
professionals in the field.
GRASPS
What does GRASPS mean?
Goal - Provide a statement of the task.
- Establish the goal of the task; state the
problem challenge or obstacle in the
task.
Role - Define the role of the students in the
task.
- State the job of the students for the task
Audience - Identify the target audience within
the context of the scenario.
- Identify the target
audience within the context
of the scenario.
Situation - Explain the
situation. What the context?
What is the challenge?
Product - Clarify what the
students will create and
why they will create it.
Standards and Criteria -
Identify specific standards
for success.
- Give rubric to the students or develop them
with the students.
Guidelines for Performance Assessment
Establishing a clear purpose –
What is the purpose of the
performance assessment - to assign
a grade, to evaluate student’s
progress, to generate products to be
included in a learning portfolio, or to
provide student’s sample work for
college admissions?
Identifying observable criteria –
These criteria of good performance
are made clear to students at the
beginning of the teaching-learning
process to help them focus on their
learning. These observable criteria
also help the teacher or any one
assessing for the matter make
his/her observations more systematic
and focused.
Providing an appropriate setting –
Will you observe the target behavior
in a natural setting like observing a
Student Teacher teach as he/she
teaches in a real classroom or
observe her in an announced and
prepared demonstration teaching
with her classmates acting as
students? Assessment experts’
advice is “As a rule of thumb, it is a
good idea to observe the student on
 more than one occasion, because a -A scoring rubric has two major parts: coherent
single performance might not fairly sets of criteria and descriptions of levels of
represent student knowledge or skill” performance for each criterion.
(Santrock, 2009)
Judging or scoring the
performance – To judge or score the
product or the process/behavior
demonstrated, a scoring rubric is a
must, to ensure objectivity of scoring.
You will learn how to make a scoring
rubric in the next Chapter.

CHAPTER 5
Developing the Scoring Rubric

Meaning of Scoring Rubrics

-A scoring rubric is “a coherent set of criteria for
students’ work that includes descriptions of levels
of performance quality on the criteria.” (Brookhart
2013). McMillan (2007) defines scoring rubric as
a “scoring guide that uses criteria to differentiate
between levels of student proficiency.” Popham
(2011) describes scoring rubrics as the “scoring
procedures for judging students’ responses to
performance tests.
Scoring rubrics are typically employed when a
judgment of quality is required and may be used
to evaluate a broad range of subjects and
activities. Judgments concerning the quality of a
given writing sample may vary depending upon
the criteria established by the individual
evaluator. One evaluator may heavily weigh the
evaluation process upon the linguistic structure,
while another evaluator may be more interested
in the persuasiveness of the argument. A high-
quality essay is likely to have a combination of
these and other factors. By developing a pre-
defined scheme for the evaluation process, the
subjectivity involved in evaluating an essay
becomes more objective.
III. Why Include Levels of Performance?
1. Clearer expectations
It is very useful for the students and the teacher
if the criteria are identified and communicated
prior to completion of the task.
2. More consistent and objective assessment
In addition to better communicating teacher
expectations, levels of performance permit the
teacher to more consistently and objectively
distinguish between good and bad performance,
or between superior, mediocre and poor
performance, when evaluating student work.
3. Better feedback
Furthermore, identifying specific levels of
student performance allows the teacher to
provide more detailed feedback to students.

IV. Analytical Vs. Holistic Rubric

II. Parts of Scoring Rubrics
Analytical Rubric
What are the parts of a rubric?
An analytical rubric is used to assess different
types of skills based on the student's level of
mastery. In an analytical rubric, teachers will
create a scale that rates the student's work. For
example, one scale could create categories like
Not Meeting Criteria, Needs Improvement,
Satisfactory, and/or Exemplary. The rubric is set
up like a grid; it has a point system on the top and
criteria information on the left side. The terms are
subject to change, but the overall intention is to
assess a student's skill level.
are;
• Easier and quicker to administer
• Easier to explain to students (and others)
• Easier to expand than larger rubrics to shrink

Holistic Rubric
A holistic rubric is a simple guide for giving
feedback, usually with a scale of 1 to 4 or 1 to 5
and only one description per level. Holistic rubrics
can assess skills and behaviors. Holistic rubrics
are useful when teachers are scoring simple skills
or behaviors that do not have many components.
Feedback is a simple process wherein an
instructor only has to select one description that
best fits the student's work, and students
generally have an easy time understanding the
category in which they were place. Holistic rubrics
work best for skills and behaviors; major projects,
essays, or assignments with many components
should use an alternative rubric type. VI. How to decide on Appropriate Criteria
The criteria should be the most appropriate and
When to use Analytic Rubrics? most important aspects of quality of work
Analytic Rubrics are more common because (performance or product) as described in the
teacher is commonly wanting to assess each learning outcome and not characteristics of the
criterion separately particularly for assignment performance or product task itself.
that involve larger number of criteria.
When to use Holistic Rubrics?
It tends to be used when a quick gross
judgments need to be made if the assessment is
minor one such as brief homework assignments
it may be sufficient to apply a holistic judgement
(e.g., Check, check plus, or no check) to quickly
review student work

V. Level of performance included in the

rubric
No specific number of levels a rubric should or
should not possess. It will vary depending on the
task and your needs. A rubric can have as two
levels of performance (e.g., a checklist) or as
many as you decide as appropriate. It is not true
that there must be an even number or an odd
number of levels.
Example: In an oval presentation rubric, amount
of eye contact might be important criterion.
Performance on that criterion could be judged
along three levels of performance.

We recommend that the fewer levels of

performance be included initially because such
VII. Desired Characteristics of Criteria for
Classroom Rubrics
VIII. Process of Developing Scoring Rubrics
❖ Step 1: Identify appropriate criteria to
assess
• Criteria for top level of performance:
QUALITIES AND ATTRIBUTES
It entails the identification of the qualities and
attributes that the teacher wishes to observe in
the student’s output that would demonstrate
their level of proficiency.
• Criteria for low level of performance:
IDENTIFICATION AND DEFINITION
The teacher is to determine the type of
performance that would constitute the worst
performance or a performance which would
have indicate lack of understanding of the
concepts being measured.
❖ Step 2: Formulate the description of
performance
It is suggested that each score category should
be defined using descriptors of the work rather
than value-judgement about the work
(Brookhart, 1999).
Other examples:
• Not meeting (standard), Approaching
(standard), Meeting
• (standard), Exceeding (Standard)
• Exemplary, Proficient, Marginal,
Unacceptable
• Advanced, intermediate High, intermediate,
Novice
• Exceed expectation, meets expectation,
doesn't meet expectation
IX. Another type of rubrics: General and
Task-specific Rubrics
General Rubric
It contains criteria that are general across task
that is why they can be re-used. Particularly
useful for fundamental skills such as writing,
mathematics problem-solving, and general
traits like creativity. It can be adapted to
different grade levels to make them task-
specific rubrics.
Task-Specific Rubric
It is a reliable assessment of performance on a
specific task such as “gives an answer” or
“specifies a conclusion”. Time consuming and
difficult to create for all different tasks.
Importance of Rubrics
1) Rubrics help teachers teach
2) Rubrics help students learn
3) Rubrics help coordinate instruction and
assessment
X. Checklist and Rating Scale
Checklist
-A checklist is a "list of specific characteristics
with a place for marking whether that
characteristic is present or absent". (Brookhart,
2013)
- A checklist is also used to make sure that
students have "followed directions for an
assignment, that they have all the required
parts of some project or that they have followed
format requirements for a report ". (Brookhart,
2013)
• It makes sure that directions have been
followed and all required elements are present.
Rating Scale A rating scale is a list of specific
characteristics with a place for marking the
degree to which each characteristic is
displayed". (Brookhart, 2013) • It makes sure
that directions have been followed and all
required elements are present.
Rating Scale
A rating scale is a tool in which one person
simply checks off another person's level of
performance. Rating scalers measure how
much or how well something happened, where
generally quantitative and qualitative terms are
used to judge the performance.
CHAPTER 6
Portfolio Assessment
Meaning of Portfolio Assessment
What is a portfolio? The word "portfolio"
comes from portare (carry) and foglio (sheet of
paper).
Portfolio Assessment
It is a "systematic and organized collection of
a student's work that demonstrates the student's
skills and accomplishment.
It is a purposeful collection of work that tells
the story of students progress and achievements
in relation to a purpose. (Belgrad, 2008)
Portfolio must include student participation in
selecting contents, the criteria for selection, the
criteria for judging merit and evidence of self
reflection.
II. What a Portfolio Includes
1. writing samples, journal entries, video tapes,
art, teacher comments,posters, interviews,
poetry, test results, problem solutions,
recordings of foreign language communication,
self assessments and any other expression of
the student that the teacher believes the
student's skills, accomplishments.
2. Photographs, audiotape, video tape,
computer disk. (e-portfolio)
III. Classes of evidence of learning that can
be put in students’
portfolio
Artifacts are documents or products that are
produced as a result of academic classroom
work.
Reproduction are documentations of
student’s work outside the classroom such as
capstones and student’s description of the
chairman of the Education Committee in the
Municipal Council.
Attestation are teacher’s or other
responsible persons’ documentation to attest the
student’s progress.
Production are the documents that the
student himself/herself prepares. This
productions include 1) Goal statements; 2)
Reflections; and 3) Captions
IV. Types of Portfolio
1. Assessment Portfolio - as the name implies,
is intended to document what a student has
learned based on intended learning outcomes.
2. Developmental or Growth Portfolio -
consists of "the students work over an extended
time frame (throughout the school year or even
longer) to reveal the student's progress in
meeting learning targets. -provide concrete
evidence on how much a student has changed
or develop over time
3. Display or Best-work or Showcase
Portfolio -presents the student's most
outstanding work.It documents student's proof of
best efforts with respect to learning outcomes.
V. Essential Elements of a Portfolio
1. Cover letter "About the author" and "What my
portfolio shows about my progress as a learner"
(written at the end but put at the beginning). The
cover letter summarizes the evidence of a
student's learning and progress.
2. Table of Contents with numbered pages.
3. Entries - both core (item students have to
include) and optional (items of student's choice).
The core elements will be required for each
student and will provide a common base from
which to make decisions on assessment. The
optional items will allow the folder to represent
the uniqueness of each student. Students can
choose to include "best" pieces of work, but also
a piece of work which gave trouble or one that
was less successful and give reasons why.
4. Dates on all entries to facilitate proof of
growth over time.
5. Drafts of aural/oral and written products
and revised versions
; i.e., first drafts and corrected/revised versions.
6. Reflections can appear at different stages in
the learning process (for formative and/or
summative purposes) and at the lower levels
can be written in the mother tongue or by
students who find it difficult to express
themselves in English.
VI. Stages in Implementing Portfolio
Assessment Effectively
Stage 1: Identifying learning outcomes to
assess through portfolio The usual first step or
organizing portfolio assessment is to establish
the learning outcomes. It is very important at this
stage to be very clear about what the students
are expected to demonstrate at the end of a
lesson, chapter or unit.
Stage 2: Introducing the idea of portfolio
assessment to your class Explain what portfolio
assessment is to students. Show them
examples.
Stage 3: Specification of Portfolio Content
Specify what and how much have to be included
in the portfolio.
Stage 4: Giving clear and detailed guidelines for
portfolio presentation The teacher must
therefore set clear guidelines and detailed
information on how the portfolio will be
presented. Explain the need for clear and
attractive presentation, dated drafts, attached
reflections or comment cards. Teacher should
explain how the portfolio will be graded and
when it needs to be ready (final and mid-way
dates).
Stage 5: Informing key school officials, parents
and other stakeholders. Do not attempt to use
the portfolio assessment method without
notifying your department head, dean or
principal.
Stage 6: Development of the Portfolio Both
students and teacher need support and
encouragement at this stage in the process of
portfolio development. Below are essential
questions that the teachers can use to guide
students in reflections and self-assessment:
• What did I learn from that activity?
• Which is my best piece?
• How can I improve this?
CHAPTER 7
“e-PORTFOLIO AS AN ASSESSMENT TOOL,
AND AS A COMMUNICATION MEDIUM”
Topic Introduction/ Meaning and Learning
Theories
Introduction
Meaning of e-Portfolio
An e-portfolio is a digital collection of course-
related work like essays, posters, photographs,
videos, and artwork created by students. An
academic e-Portfolio captures other aspects of
student’s life, such as experiences,
extracurricular activities and others. In other
words, an e-Portfolio documents and make
visible student learning.
The Learning Theory Behind e-Portfolio
According to Basken (2008), E-Portfolios “are a
way to generate learning as well as document
learning”(Basken, 2008). An e-Portfolio generate
learning because they provide an opportunity and
virtual space for students to critically assess their
academic work, to reflect on their work,
assignments’ and other activities such as work
experiences, extracurricular pursuits,
volunteering opportunities and more. E-Portfolios
are effective learning tools due to:
Constructing Knowledge – e-Portfolios fall
within learning theory known as social
constructivism, which states that learning
happens most effectively when students
construct systems of knowledge for themselves
rather than simply receiving information
presented.
Making learning visible – According to Bass
and Eynon (2009), the creation of effective e-
portfolio is through the process of critical
reflection as one that makes “invisible learning”
visible.
Invisible learning refers to two things:1) the
immediate steps that occur whenever a students,
or any person, is attempting to learn or do
something, and 2) the learning that goes “beyond
the cognitive to include the affective, the personal
and issues of identity”.
Fostering Student Activity – According to Tosh,
Penny Light, Fleming, & Haywood, 2005, an e-
Portfolio is a student-centred activity, one in
which learner is free to choose what artifacts are
included and is free to reflect on the process of
their learning – they foster engagement and
motivation.
Types of e-Portfolio
Student-Centered e-Portfolios
Driven by “Assessment for Learning” which refers
to the academic tasks that fulfill the traditional role
of assessing student learning while at the same
time, provides opportunity for students to learn.
School-Centered e-Portfolios
Driven by “Assessment of Learning” (Summative
Assessment).
There are different kinds of e-Portfolios
according to the purpose of e-Portfolio for the
student.
1. Assessment e-Portfolio
The audience is internal to the school
and the goal is to support institutional
outcomes assessment.
2. Learning e-Portfolio
The audience are the students
themselves and the goal is helping
students examine and reflect on their
learning.
3. Career/Transfer e-Portfolio
The audience is external, and the goal is
to provide students with a tool for
showcasing their achievements to
employers or transfer institutions.
Best Practices in the Use of e-Portfolio
1. Explain the benefits of e-Portfolio to
students. e-Portfolio can help learners develop
new or deeper learning, which results in higher
grades. It can be shared with friends and family
members. It showcase learners’ achievements
when they are applying for a job.
2. Establish Clear Expectations. Explain to your
students what you expect them to do in their e-
Portfolios. Learners may have difficulty
understanding the need for them to reflect on
their work and the need for them to make
connections between different lessons and
experiences.
3. Provide Numerous Examples of Successful
e-Portfolios Created by Students. Direct
students to examples of effective e-Portfolios, link
Inkless, a project-focused e-portfolio or this e-
Portfolio by Knowledge Integration, that features
“course skills spotlights” and more.
4. Scaffold Student Learning. Help students
start small.
5. Walk the talk. Create an e-Portfolio for
yourself and share it with your students.
6. Tie e-Portfolios to Assessment. Maintaining
an e-Portfolio demands a significant amount of
time and energy from students and they will
resent it if their time and energy are not reflected
in their final grade.
7. Make it Social. Integrate viewing and
commenting on other students’ e-Portfolio as
part of the assessment.

Assessment of e-Portfolio
e-Portfolio requires a significant investment of
time, efforts and energy from the students, it is
important that they are assessed carefully and
that the assessment contributes in substantial
way to a student's final grade in a course.
However there are challenges in assessing e-
Portfolio, for example evaluating the student's
reflection. Helen Barret (2005) suggests that,
"high stakes assessment accountability are killing
e-Portfolios as reflective tool to support deep
learning. A balance needs to be found, one that
strives to help students appreciate the genuine
benefits that they will experience by developing
e-Portfolio.

e-Portfolio Assessment Rubric

The portfolio should include a statement of
student's goals, philosophy of education and files
which showcase the student's best work. Their
work should be organized and reflected upon.

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