ASSESSMENT

IN
LEARNING 2

LEARNER’S MODULE
MARIAN COLLEGE
2ND SEMESTER
SY 2023
 Letter to the Student

To our dear students:

Peace and all good!

Our world is experiencing an unprecedented health and economic crisis brought by COVID 19 Pandemic. This current
disruption distressed the workface across socioeconomic strata, metamorphosing the nature of the work and the way we
communicate with one another. Schools have to make adjustment in the teaching and learning process. Flexible Learning
Modality is a proposed mechanism to continue the delivery of educational services during this period.

The Commission on Higher Education suggested three Flexible Learning Modalities; namely, online, offline. Taking into
account the availability of devices, internet connectivity, and level of digital literacy of our students, we decided to use
blended learning as our flexible mode of delivering instruction and other services. This module designed to cater the needs
of our students who do not have access to digital technology. Since it is blended, other students have no option to avail the
online component of blended learning.

You are expected to read the contents of this module, study the examples, practice answering the “Check your progress”
portion and answer the exercises at the end of every module. I expect that you will complete one module per week. Submit
your output every FRIDAY on the designated pigeonhole boxes located at the Entrance of High School gate.

For any queries with regard to the use of this module or you encounter difficulty understanding the topic, please do not
hesitate to contact the undersigned on mobile phone number 09305171981. You can also reach me in my messenger
account Guada Edulan or send email in guadalupeedulan@mariancollege.edu.ph

I will ask for your contact details during our course orientation so that I can personally monitor your progress in this course.
In case the CHED, LGU, and IATF will allow us to conduct in-campus/face-to-face teaching and learning, we will inform you
immediately through a text message or other medium of communication. May Almighty God and Mother Mary our
patroness will bless us always.

Guadalupe G. Edulan

P1
 Chapter 1
Introduction to Assessment
In Learning 2

Lesson 1: Basic Concepts, Theories, and Principles in

Assessing Learning Using Alternative Methods

To be able to successfully describe what alternative assessment for learning is, you need to develop a matrix of the
difference between traditional and alternative assessment of learning and document and document the experience of teachers who
apply the principles in assessing learning using alternative methods. To be able to do these, you need to read the following
information about the basic concepts and principles in assessing learning using traditional methods. You are expected to read this
information before the discussion, analysis and evaluation when you meet the teacher face-to-face or in virtual classroom. If the
information provided in this worktext is not enough you can look up more information that you can access on the internet.

In this lesson, you are expected to:

 Define and explain the alternative assessment and related concepts and;
 Demonstrate and understanding of the different principles in assessing learning using alternative methods of
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
decision, whereas,
Assessment of Learning- can be defined as the systematic and purpose-oriented collection, analysis, and interpretation of evidence
of student learning in order to make informed decision relevant to the learners. In contrast,
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. Assessment for learning is informative in nature, and it is meant to identify gaps in the learning
experiences of students, so they can be assisted in achieving the curriculum outcomes.

Traditional Assessment- refers to the use of traditional assessment strategies or tools to provide information on student learning.
Typically objective (e.g. multiple choice) and subjective (e.g. essay) paper-and-pencil test are used to assess students. Traditional
assessment often used as the basis for evaluating and grading students. They commonly used in classroom because they are easier
to design and quicker to be scored. In contrast,

Alternative Assessment- refers to the use of alternative or non-traditional assessment strategies or tools to collect information on
student learning. Examples of Alternative forms of assessment are: performance-oriented and product-oriented assessment
methods. At the core of alternative assessment is the need to design and implement assessment tasks or activities that refrain from
using traditional paper-and-pencil tests, which typically assess cognitive learning outcomes and thus have right or wrong answers.

The following are features of alternative assessment (Silvestre-Tipay 2009,p.58):

1. Assessment is based on authentic tasks that demonstrate learners’ ability to accomplish communication goals;
2. Instructor and learners focus on communication, not on right and wrong answers;
3. Learners help to set the criteria for the successful completion of communication tasks; and
4. Learners have opportunities to assess themselves and their peers.
While the practice of assessing learning using traditional methods like paper-and-pencil test still common in many
classrooms there is an emerging trend toward the use of alternative assessment or assessment using non-traditional methods, which
in theory and practice can capture learning targets and learning outcomes in more authentic ways. Indeed, the use of alternative
assessment can lead to more Authentic Assessment of learning. In comparison, traditional assessments are viewed as less authentic
types of assessment.
While traditional assessment typically uses paper-and-pencil tests, alternative assessment is more concerned with
performance assessment or performance-base-assessment.
Performance Assessment- refers to assessing student learning by requiring a student to perform a task or develop a product as a
demonstration of one’s learning. The focus of the assessment is on providing opportunity for the students to apply what they have
learned through task performance and or product creation. The emphasis is on assessing what student know and what they can do.
If the task to be demonstrated closely resembles what is typically performed or experienced in the real world (high degree of
realism) then performance assessment is also more authentic.
Another alternative method in assessing learning is through Portfolio Assessment, which pertains to students’ construction
and use of portfolios in a purposeful and systematic manner in order to document their progress in the attainment of learning
targets.
Portfolio- is a collection of learning and performance artifacts by a student and typically accompanied by personal narratives and
reflections. The use of portfolio allows students to document and demonstrate their accomplishment in the classroom and provide
opportunities to the learners and their teachers to evaluate the progress in a given period.
A portfolio assessment also allows the assessment of students’ learning processes and products/outputs in a comprehensive and
integrative manner.
Other alternative strategies for assessing learning are assessment of non-cognitive learning outcomes through performance
rubrics (for psychomotor outcomes) and rating scales and checklist (for affective or dispositional outcomes). The use of rubrics and
scales may also provide opportunities for using self-assessment and peer assessment, which allow for a more comprehensive
assessment of student learning and performance in the classroom.

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WHAT ARE THE DIFFERENT MODELS OF ALTERNATIVE ASSESSMENT?
The THREE most common models of nontraditional assessment are:
1. Emergent assessment
 2. Developmental assessment
3. Authentic assessment
EMERGENT ASSESSMENT- is based on Michael Scriven’s goal free evaluation model (1967) 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 whether
positive or negative.
1. 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.

2. DEVELOPMNTAL ASSESSMENT- on the other hand, focuses on determining the extent that student have developed their
competencies from instruction. 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 student can do at different time points and or different
context 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. Assessors should have adequate knowledge of how a skill or attribute develops
so appropriate assessment strategies and tools can be designed.

3. AUTHENTIC ASSESSMENT- is the most popular model for alternative assessment. It is an approach in the assessment of
student learning that refer 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 authenticity of the assessment task is best described in
terms of degree and not in terms of the presence or absence of authenticity. Hence, an assessment can be more authentic or less
authentic compared to other assessments. The most authentic assessment are the one that allow performances that the most
closely resemble real-world tasks or applications in real-world settings or environments.
The following can be used as criteria in determining if an assessment task or activity is authentic or not
1. be built around topics or issues of interest to the students;
2. replicate real world communication context and situations;
3. involve multistage tasks and real problems that require creative use of language rather than simple repetition;
4. require leaners 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.
Different principles in assessing learning using alternative methods:
1. Assessment is both process and product-oriented- An assessment gives equal importance to student performance or product
and the process they engage in to perform or produce product. While traditional assessment methods are focus on assessing
students product or output, non-traditional or alternative methods like performance assessment 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, analyzing) or skills (e.g. creativity, critical thinking) The use of
nontraditional or alternative 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 measure of noncognitive learning outcomes- Traditional assessment focus on knowledge and other
cognitive learning outcomes. However, psychomotor and affective outcomes are also important learning outcomes. Nontraditional
assessment tools like rubrics, scales, and checklist allow the measurement of noncognitive learning outcomes that allow ore
complete and assessment of student learning.

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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 least authentic to most authentic, with more authentic tasks expected to be more meaningful to
students. Performance assessment is optimal if the performance tasks to be demonstrated is similar or close 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 considered. Nontraditional methods of assessment (e.g. use of rubrics, scales) allow the possibility of multiple assessors
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.
Assessment as learning refers to assessment tasks, results and feedbacks are used to help student practice self-regulation and
make adjustments in order to achieve the curriculum outcomes.

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1
Name:__________________________Subject/Time:____________________Instructor’s name:_______________________

DEVELOP (use extra bond paper if necessary)

Let us check what ideas you have acquired about the basic concepts and principles in assessing learning using
nontraditional or alternative methods:
1. What is alternative assessment of learning?
2. How similar or different is traditional assessment from alternative assessment?
3. Give three models of alternative or nontraditional assessment.
4. Give three criteria for an assessment task or activity to be considered as authentic.
5. Give and explain three principles in assessing learning using alternative methods.

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Lesson 2: Learning Targets for Performance and Product-Oriented

 Assessment.

In this lesson, you are expected to:

 Formulate learning targets that can be assessed through performance and product-oriented assessment;
 Create an assessment plan using alternative methods of assessment.
 Develop an assessment plan where appropriate alternative assessment methods are matched with
specific learning targets.

To be able to successfully prepare an assessment plan using alternative methods based on learning targets, you need
to read the following information about learning targets or performance and product-oriented assessment. You are
expected to read this before discussion, analysis and evaluation when you meet the teacher face-to-face or virtual
classroom.

P7
What are the learning targets appropriate for alternative assessment?
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 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. Bloom’s Taxonomy consist of three domains:
These three domains correspond to the three types of goals that teachers want to assess
a. cognitive - knowledge-based goal
b. affective – affective goals
c. psychomotor – skills-based goals
Hence there are three taxonomies that can be used by teachers depending on the goals. Each taxonomy consist 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:
Affective domain
LEVEL DESCRIPTION ILLUSTRATIVE VERBS SAMPLE OBJECTIVE

Awareness or passive Asks, chooses, holds, Listen attentively to the

RECEIVING attention to phenomenon or
stimulus
Active attention and response
RESPONDING to a particular phenomenon
or stimulus
Attaching value or worth to a
VALUING phenomenon or object.
Valuing may range from
acceptance to commitment
ORGANIZATION Organizing values into
priorities by comparing,
relating, and synthesizing
specific values.
INRENALIZING VALUES/ Having a personal value
CHARACTERIZATION BY A system that is now a
VALUE OR VALUE COMPLEX characteristic of the teacher
identifies, listens
Answers, complies,
participates, practices, writes
Completes, demonstrates,
differentiates, explains,
justifies
Adheres, defends, integrates,
organizes, synthesizes
Acts, displays, influences,
solves, verifies
instruction of the teacher
Participates actively in the
focus-group discussion.
Demonstrate beliefs in the
value of the selection process
Defends the importance of
graduate education in the
career of teacher.
Displays commitment to
helping economically
disadvantaged students.

In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not propose levels unlike in the cognitive
and affective domains. However, other scholars like Elizabeth Simpson (1972) built a taxonomy for the psychomotor domain from
the work of Bloom. In Simpson’s Taxonomy of Educational Objectives in the Psychomotor Domain, seven levels of expertise are
described:
PSYCHOMOTOR DOMAIN
LEVEL DESCRIPTION ILLUSTRATIVE VERBS SAMPLE OBJECTIVE
PERCEPTION The ability to use sensory cues to Adjusts, describes, Detect non-verbal cues from the
guide motor activity detects, identifies, selects participants
SET The mental, physical and emotional Begins, displays, knows, Shows motivation to learn new
sets that predispose a person’s recognizes, shows states skill
response to different situations.
GUIDED RESPONSE Demonstration of a complex skill Copies, performs, follows Performs the mathematical
through guided practice like reacts, responds operation by following the steps
imitation and trial and error demonstrated by the teacher
MECHANISM Learned responses become habitual Assembles, dismantles, Plays guitar
and movements can be performed fixes, manipulates, plays
with some degree of confidence
and proficiency
COMPLEX OVERT RESPONSE Performance of motor acts that Assembles, dismantles, Demonstrates one’s expertise in
involve complex movement fixes, manipulates, playing the guitar
patterns in a quick, accurate, and organizes(similar with
Page 8 highly coordinated manner. Mechanism but
Characterized by automatic performed in a more
performance and performance accurate, more
without hesitation. coordinated, and quicker
way)
 ADAPTATION Psychomotor skills are well Adapts, alters, modifies, Modifies the dance steps to suit
developed and the person can rearranges, varies the abilities of one’s groupmates
modify movement patterns to fit
special requirements
ORIGINATION Creating new movement patterns Arranges, builds, Creates new steps for a
to fit a particular situation or combines, creates, contemporary version of a
specific problem. Learning designs 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
structured guide in formulating more specific learning targets in the classroom. Taxonomies serves as guide for teachers in both
instruction and assessment of student learning in the classroom. The challenge is for teacher to identify the level 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 assume to require more sophisticated
assessment methods or strategies.

LEARNING TARGETS
As previously learned from assessment in Learning 1, a learning target is statement on what students are supposed to learn
and what they can do because of instruction. Learning targets are more specific compared with educational goals, standards, and
objectives and lend themselves to more specific compared instructional and assessment activities. Learning targets should be
congruent with the standards prescribed by the program or level and aligned with the instructional or learning objectives of a
subject or course. Teacher 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 student’s 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 the 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, skill, product, and affect (also known as disposition). Table below summarizes these types of learning targets:

TYPES OF LEARNING DESCRIPTION SAMPLE

KNOWLEDGE TARGETS Refers to factual, conceptual, and procedural
information that students must learn in a subject
or content area
REASONING TARGETS Knowledge-based thought processes that students
must learn. It involves application of knowledge in
problem-solving, decision making, and other task
that require mental skills.
SKILLS TARGETS Use of knowledge and or reasoning to perform or
demonstrate physical skills.
PRODUCT TARGETS Use of knowledge, reasoning and skills in creating
a concrete or tangible product.
AFFECTIVE TARGETS Refers to affective characteristics that students
can develop and demonstrate because of
instruction.
I can discuss design that I used for my
thesis
I can justify my choice of Analysis of
Variance (ANOVA) as my statistical
analysis for my thesis research
I can perform Analysis of
Variance(ANOVA) on research data using
the software SPSS
I can write the results and discussion
section of a thesis manuscript.
I can appreciate the role of a thesis
adviser in the completion of a thesis
research.

P9
What are the appropriate alternative methods of assessment for learning targets?
While all five types of learning targets (knowledge, reasoning, skill, product, and affective) can be assessed by the use
of alternative methods of assessment, three types of learning targets can be best assess using alternative assessments. These
are skills, products, and affect.
 Stiggins et al(2006) defined skills type of learning targets as one’s use of knowledge and reasoning to act skillfully. In
other words, skill refers to learning targets that require the development and demonstration of behavioral or physical task. To
able to demonstrate skills or act skillfully, students must be able to possess the knowledge and reasoning ability related or
relevant to the skills to be demonstrated.
On bout school other hand, Stiggins et al.(2006) described product learning targets as the use of knowledge,
reasoning and skills to create a concrete product. Thus, products refers 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 the basis for evaluating its quality.
Meanwhile, affect or disposition refers to students’ attitudes about school and learning. In practice, we look at
affect/disposition to encompass a broad range of noncognitive 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 classroom.
Sample of Learning Targets Across Subject Areas
SUBJECT AREA TYPOLOGY OF LEARNING TARGETS LEARNING TARGETS

SKILLS Participate in conversation with others

PRODUCTS Write an argumentative essay where
arguments are justified by providing
ENGLISH factual or empirical data support
AFFECT Enjoy reciting a poem in front of an
audience
PHYSICAL EDUCATION SKILLS Dribbles the ball to cross the half-court

PRODUCTS Create a three-month personal fitness

plan
AFFECTS Show determination to complete the
physical task
MATHEMATICS SKILLS Measure angles using a 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 report about the field

observation
AFFECT Consider the safety of others in the
conduct of an experiment
SOCIAL SCIENCE SKILLS Participate in civic discussions on
current social issues.
PRODUCTS Create a timeline for the 2017 Marawi
Seige
AFFECT Argue with others in a constructive
ways

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Once the learning targets 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 the 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 performance-oriented or performance-based
assessment as skills are best gauged 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 best assessed through product assessment. Given the need to give value to the
process of creating product, performance assessment is also typically used vis-à-vis product assessment.
For affect or disposition, 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 experience of the
student. Affect or disposition best assessed through affective assessment or the use of self-report measures (checklist,
inventories, questionnaires, scales) and other alternative strategies to assess affective outcomes.

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2
Name:_________________________Subject/Time:___________________Instructor’s name:_________________________

DEVELOP: (use extra bond paper if necessary)

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 types of learning targets that best assessed through alternative assessment methods? Why?

Instruction: Complete the table by formulating your own sample learning targets per type ( do not copy the sample from the
book)
Types of Learning Targets Sample Learning Targets
Knowledge targets Reasoning targets
Skills targets
Product targets
Affective targets

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CHAPTER 2
 Alternative ways in
Assessing learning

Lesson 3: PERFORMANCE ASSESSMENT

In this lesson, you are expected to:

 Design appropriate performance assessment tools for intended student learning outcomes;
 Identify the appropriate performance assessment tool for a specific performance or product.

To be able to learn or enhance your skills on how to develop good and effective performance assessment
tools, review your prior knowledge on the differences between traditional and alternative assessment and how and when to
choose a particular assessment method most appropriate to the identified learning objectives and desired learning outcomes
for your course.

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What is Performance Assessment?
Performance assessment is an assessment activity or set of activities that requires students to generate products or
performances that provide direct or indirect evidence of their knowledge, skills and abilities in an academic content domain. It
provides teachers with information about how well a student understand and applies knowledge and goes beyond the ability to
recall information. It is used for assessing learning outcomes that involve designing or creating projects or products such as research
papers, art exhibits, reflective essays, and portfolios. On the other hand, performance-based tasks include actual performance of
making those 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 view, and
reflective papers. Both how a student understands and applies knowledge and involve hands-on tasks or activities that students
must complete individually or in a small groups. Table below are examples of product-based and performance-based assessment.

TYPES
A. PRODUCT-BASED ASSESSMENT
Visual Products
Kinesthetic Products
Written Products
Verbal products
B. PERFORMANCE-BASED ASSESSMENT
ORAL PRESENTATIONS/DEMONSTRATIONS
DRAMATIC/CREATIVE PERFORMANCES
PUBLIC SPEAKING
ATHLETICSKILLS
DEMONSTRATION/COMPETITION
EXAMPLES
Charts, illustrations, graphs, collages, murals, maps, timeline flows, diagrams,
posters, advertisements, video presentations, art exhibit
Diorama, puzzles, games, sculpture, exhibits, dance recital
Journals, diaries, logs, reports, abstracts, letters, though or position papers, poems,
story, movies/tv scripts, portfolio, essay, article report, research paper, thesis
Audiotapes, debates, lectures, voice recording, scripts
Paper presentation, poster presentation, individual or group report on assigned
topic, skills demonstration such as baking, teaching, problem solving
Dance, recital, dramatic enactment, prose or poetry interpretation, role playing,
playing musical instrument
Debates, mock trial, simulations, interviews, panel discussion, story-telling, poem
reading
Playing basketball, baseball, soccer, volleyball, and other sports.

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 learn from class. It involve tasks that resemble what people do in
the real setting or context, such as doing an actual research, making a case study, giving speech, or performing on a stage.

What are the 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 requires 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 where in 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) and the 4Ms of operations, and forecast the costs and
revenues of the business. This allows the students to have hands–on experience in performing task that are done in 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 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 achieve this goal. For example, in a Practical Research 2
class, the teacher require research output at the end of the course., since this performance task will not only inform teacher
whether the students can conceptualize a good research paper, conduct review or related literature, applying 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 task that can measure both the competencies of “knowing” and “applying” and at most “creating”

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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 involve 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, allow 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 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 task 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, 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, teacher may require the students to conduct a
marketing and market research, come up with a marketing strategy, and or conduct 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 explain the task, required elements, and scoring criteria to the students before the start of the activity and the assessment.
At the start, 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 involve in the whole assessment process from the very onset, by
providing assessment options, getting them involve 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
rubric for self-and peer assessment.

What are the general guidelines in designing performance assessment?

The learning outcomes at the end of the course serve as 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
standard or criteria that will be used to evaluate those evidence 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?
4. Are the specific performance task aligned with the outcome 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 the specific performance indicators for each criterion?
Furthermore, the choices of teaching and learning activities is also of utmost importance in choosing the performance
assessment to use. There should be also be an alignment among the learning outcomes, the teaching learning
activities, and assessment tasks. For example, in Physical Education-Dance class, the following three-course
components should be explicitly clear and linked as shown below:

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Intended Learning Outcomes Teaching-Learning Activities Performance Assessment tasks
At the end of the course, the students
should be able :
Perform dance routines and creatively Lecture, class discussion, movement Culminating dance class recitals,
 combine variations with rhythm,
coordination, correct footwork
technique, frame, facial and body
expression
Participate in dance socials and other
community fitness advocacy projects
exercises, dance demonstration,
actual dancing with teacher and
partners, collaborative learning
Required attendance and participation
in school and community dance
performances
practical test for each type of dance,
reflection papers, peer evaluation
rating
Actual dance performance in school or
community programs,
reaction/reflection papers

How do you conduct performance assessment?

Unlike in most traditional tests wherein student responses can be scored using an answer key, performance
assessment require the teachers’ and peers’ judgement when evaluating and resulting products and performances. These
necessities using a set of predetermine criteria that aligned with desired targeted standard or desired learning outcomes.
The following are the basic steps in planning and implementing performance-based or product-based assessments:
1. Define the purpose of performance or product-based assessment.
The teacher may ask the following questions?
 What concept, skill, or knowledge of the students should be assessed?
 At what level should the students be performing?
 What type of knowledge is being assessed (e.g. remembering to create)
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
product. The performance task should be interesting, challenging, achievable, and with sufficient depth and breadth
so that valid evaluation about students’ learning can be made.
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 teacher and 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
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:
A. Criteria or the aspects of performance that will be assessed
B. Performance descriptors or the characteristics associated with each dimension or criterion
C. Performance levels that identifies students’ level of mastery within each criterion.
There are different types of rubrics:
1) Holistic rubric – in holistic rubric, student performance or output is evaluated by applying all criteria
simultaneously, thus providing a single score based on overall judgement about the quality of students’s
work.
2) Analytic rubric- in analytic rubric, students’ work is evaluated by using each criterion separately, thus
providing specific feedback about the student’s performance or product along several dimensions.
3) General rubric – contains criteria that are general and can be applied across tasks (e. g. rubric that can be
used to evaluate oral presentation and research output)

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4) 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 other rubric applicable only for the research output)
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 they have performed the tasks, clarifying
to them what they understand, what they don’t understand and where they can improve.

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 3

Name:________________________Subject/Time:______________________Instructror’s name:__________________________

Use the following table to come up with your performance assessment plan.

Subject: Gen. Chemistry Laboratory

Desired Learning Outcomes Course Topic Types of Performance Tasks

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 Lesson 4: AFFECTIVE ASSESSMENT

In this lesson, you are expected to:

 Develop assessment tool to measure affective outcomes of learning;

 Identify the taxonomy of affective behaviors in students’ learning;
 Define affective factors that are important in students’ learning.

To be able to develop your assessment tool to measure the affective dimension of students learning, you need to read and
understand the information in the following paragraphs that discuss important aspects about affective assessment, which
will eventually guide you to accomplish the ultimate objective of this lesson, that is, to develop an assessment tool to
measure affective outcome of students’ learning. To maximize the time with your teacher in the course, it is advice that you
read the text by yourself such that the class discussion with the teacher will be more focused on more specific concerns
about the content and essence of the material, queries, and difficulties in accomplishing the tasks.

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What is affective assessment? Why assess affective domain?
Think about your answer to the following questions:
 How do you feel doing mathematics?
  What do you like in mathematics?
Your responses may vary. Some may like the subject, or for the majority, the feeling is the opposite. If we deal with measurement of
feelings, attitude, or interest, we are into affective assessment. From the world itself, this type of assessment deals with the affect
dimension of student learning. The affective domain (from the Latin afectus meaning “feelings) includes host of constructs, such as
attitudes, values, beliefs, opinions, interest and motivation. They are the noncognitive outcomes of learning that are not easily seen
or explicitly demonstrated. 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 they are learning, how their learning experiences have influence their emotions and
future behavior. Teaching is not only imparting content knowledge that requires cognition. It is also knowing and understanding
students as learners and humans. Therefore, it is essential that teacher know the feeling of pleasure, enjoyment, or even anxiety
that learners experience because these feelings will have bearing on their attitudes, motivation, and beliefs that will eventually be
manifested in their future behavior. Further, with information about the students’ affective characteristics, teachers will be able to
individualize their approaches to students and reshape the lesson plan based on the identified needs of students.
Assessment on the affective domain is not only on the part of teachers to know information about students. It is also useful
for 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 the academic task.
Student attainment is a result of the functioning of his or her whole personality. Cognitive and affective assessment should work in
tandem as what empirical studies have proven.

What is the taxonomy of affective domain in learning?

In the assessment of cognitive domain, you have used the Revised Bloom’s Taxonomy of Cognitive process identified as
remembering, understanding, applying, analyzing, evaluating, and creating. As presented in Lesson 2 in the affective domain of
learning, Krathwohl et al. (1964) developed a taxonomy of affective qualities that can serve as guide in doing affective assessment.
As show below these include the following behavior:
1) TO RECEIVE- In this level of affective behavior, the learner demonstrates an awareness in an activity that is happening such
that he/she gives attention to that activity. This level involves willingness to receive the stimulus. For example, looking at
the teacher during lecture is an awareness on a learning stimulus, but listening and paying attention indicate willingness in
receiving that stimulus.
2) TO RESPOND – In this case, the learner reacts to a given stimulus or information that has been received. If a learner
participates in the classroom discussion, and not merely listening, then the learner is in this level of behavior. This behavior
may be compliance to a given task, voluntary engagement, or doing and activity with interest
3) TO VALUE – This is the level where the learner demonstrates commitment to the object, knowledge, or activity. Here, the
learner has internalized a set of specific values such that these values manifested through overt behaviors. For example:
picking up litters outside the classroom without teacher’s presence or saving money for a book, or putting off lights after
class on own volition are “valuing” behaviors.
4) TO ORGANIZE – This is the level where the learner has internalized and hat areintegrated his or her feelings, emotions,
beliefs, opinions, etc. resulting to actions where new values and traits emerge. In this level, the learner is able to discern
independently the right from wrong, and he/she is able to make a decision on what is more valuable based on his or her
own judgement.
5) TO CHARACTERIZE – In this level of affective trait, the learner demonstrates his/her beliefs and attitudes not only in a single
event or situation but in multiple events, showing consistency of the behavior that establishes an image or character of the
learner. The behavior extends beyond the school setting and becomes part of his/her lifestyle. For example, if doing an
experiment has instilled he value of patience, such trait could be carried over to the student’s non conscience activities.

What are the affective variables in learning?

As mentioned earlier, a number of variables can be investigated using affective assessment and these basically deal with
how students feel or think about a lesson, a person, or an activity. In the education field, the most common variables for affective
assessment are the following:
1) ATTITUDES – this is the most talked about affective factor in a student’s learning. We always talk about
attitude toward something. This means we are referring to a person’s reaction whether negative or positive, favorable or
unfavorable toward an object, activity, person, or environment. In teaching, this will be concerned with the attitude toward
learning, subject, teachers, classmates, homework, and projects, or even attitude with wearing of uniforms, attendance to
flag ceremony, and others. Here, we all deserve to foster positive attitudes. On the other hand, we also want students to
have negative attitude on things like cheating, bullying, fighting, drugs, absenteeism, and smoking.
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2) VALUES AND BELIEFS – values are characteristics or traits that a person holds in high importance. These include principles
that one considers to be right, and consequently which guides the person’s future actions and decisions. In 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 traditional associated with religion, they have been talked about in the field of education. There
such things as beliefs about mathematics, freedom, gender equality, etc.
3) 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 and etc. It
is interest what drives the learner to be attentive to the topic discussion or engage in other academic activity. Interest
maybe personal or situational. If student reads a book or saves money to buy books, even if this is not a course
requirement, this means that he/her has personal interest in reading. However if the student has liking for mathematics
because he/she likes his/her mathematics teacher, then hi/her interest in mathematics is situational. Whether peeersonal
or situational, it is important for the teacher to know how students are receptive on the contentthat has covered in the
lesson.
4) MOTIVATION – Brown (1987) motivation as an inner drive, impulse emotion, or desire that moves one to a particular
action. It arouses and sustain 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/her time and effort to reach a goal. Motivation has other intrinsic factors like
curiosity, appreciation, valuing for learning, as well extrinsic factors like praise, grades for completion, certification, etc.
Ausubel (1968) has identified six needs and desires that are integral parts of motivation:
A. The need for exploration
B. The need for manipulation
C. The need for activity
D. The need for stimulation
E. The need for knowledge
F. The need for ego enhancement
5) SELF-CONFIDENCE - refers to how a person feels about his 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. Emperical
studies showed self-confidence is associated with academic success. In particular, Stankov et al (2012) have found that students
who think they are skilled in Math tend to perform well on Math and English tests. In the same study, the researchers contend
that confidence test as assessment tool can benefit both learning and teaching. For example, the scores from the self-
confidence test on subject contents provide students with insights into topics they are weak in

WHAT ASSESSMENT TOOLS ARE USED TO MEASURE AFECTIVE LEARNING?

Measurement of affective traits is more challenging compared to measuring cognitive and psychomotor dimension of
learning. Such measurement maybe direct or indirect. The direct assessment of affective learning outcomes is more attainable
at the lower levels in the affective learning taxonomy of Krathwohl et al. (1964). Teachers, for example, can take attendance to
measure pupil’s willingness to receive information. Likewise, teachers may consider the number of times the pupil raised his/her
to answer or ask questions, or the number of completed assignments and projects. These are sample evidence at “responding”
level. However, in this age of globalization, where character and morals of citizens are becoming more critical, educators are
giving more attention to higher levels of affective taxonomy. But the, behaviors at these level are less amendable to direct
measurement because affective learning outcomes (e. g, attitudes, values, beliefs, etc.) are internal states that exist in the mind
and thoughts of the learners. Because off these, indirect measurements are thought to be less reliable. Nevertheless,
researchers and educationists are in continuing effort to overcome these perceived difficulties.
1. SELF-REPORT QUESTIONAIRES – as the name implies, self-report or self-inventory is a type of assessment where the
respondent is asked to answer a question about him/herself, his/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 thee teacher wants to assess change (e. g. in attitude, interest, motivation) before and after instructional period. This
assessment tool is easy to administer to get immediate results and information directly from the person who is most
knowledgeable about himself/herself.
Self-Report inventories use a variety of formats. The most common are presented in the following:
A. Likert scale. This measuring tool, invented by Rensis Likert, is a series of questions or items that requires the
respondent to select on scale a rating reflecting the level of agreement or disagreement on items that are related to a particular
topic, experience, or issue. The responses, both in descriptive and numeric form, rage from one 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:

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RATING SCALE ON VIEW ABOUT MATHEMATICS AND MATHEMATICS LEARNING
To what extent do you agree or disagree with the following views about Mathematics? Check the appropriate box
Strongly Agree Slightly Disagree Strongly
 Agree Agree Disagree
5 4 3 2 1
1. Mathematics is the study of
formulas, rules and procedures
in solving problems
2. In mathematics, you can
discover new things that can be
exciting
3. To be able to solve
mathematics problems, you
have to memorize and follow
procedures as taught in class.
4. Mathematics is an exact
subject that requires precision
and accuracy
5. Mathematics is logic and
reasoning

WRITING STATEMENTS FOR RATING SCALE FOR SELF-REPORT:

Some guidelines might be of help in creating your self-report assessment instrument.
a) Statements should refer to the present conditions rather than past or future situations.
b) The statement should be relevant to the psychological construct being measured.
c) Avoid factual statement since the nature of what is assessed are affective traits.
d) Statement should be elicit a response that lends itself to one interpretation.
e) Statement should be clear and simple sentences using precise and direct language.
f) Considering that responses in the instrument reflect gradation, statements should no longer contain always,
nearly,
only, never, and just. These words are ambiguous.
g) Use vocabulary appropriate for the level of understanding of the respondents.
h) Avoid double negative sentence.

STEPS IN THE CONSTRUCTION OF THE RATING SCALE:

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. This inventory 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 item 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 the unclear. This is advised when you want to
measure more encompassing and long term affective learning outcomes. The purpose of field testing the instrument is to detect
unclear questions and statements and procedural difficulties and intended respondents can experience with the questionnaire. It is
preferred that the field test be given to comparable set of students. Iff 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. Administer the self-report inventory to your targets respondents. It is advised that adequate time like on power test is
provided for completion of the inventory.
5. Analyze the result 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 neutrality through 5 being the
highest positive or favorable responses in each items as well as the entire scale. Simple computation of mean will be useful in
visualizing the collective percentages to see pattern of responses in each item as well as the entire scale. Simple computation of
mean will be useful in 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 score
represents a specific trait-agreed or not agree, satisfied or not satisfied, confident or not confident, etc.

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 B. Semantic Differential – this is widely used scale that employs ratings of concepts with contrasting adjectives placed at
opposite ends of the number scale. For example, the concept of “Problem-Solving” can be assessed using the following semantic
differential scale.

PROBLEM-SOLVING
Difficult _____ _____ _____ _____ _____ Easy
1 2 3 4 5

Interesting _____ _____ _____ _____ _____ Boring

1 2 3 4 5

Useful _____ _____ _____ _____ _____ Useless

1 2 3 4 5

Realistic _____ _____ _____ _____ _____ Unrealistic

1 2 3 4 5

Rigid _____ _____ _____ _____ _____ Loose

1 2 3 4 5

In this example, the students are asked to express their attitudes toward problem solving. They need to make a check mark on the
scale indicating the degree of agreement they have the adjectives listed. Similar to the Likert scale 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 be determine in each of the adjectives pairs. In this way, the
concept “problem solving” would be scaled on the various pairs of the adjectives.

C. Checklist. – checklist is a form of self-report that ask persons to indicate whether they demonstrate a set of qualities or
behaviors. In particular, for affective assessment, it is a tool for identifying the presence or absence for 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 different 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.
SELF-REPORT BEHAVIOR CHECKLIST
Name:_______________________Grade:__________________________Date: ________________

Put a check (/) on the options that correspond to your answer to each item.
1. How would you like to be part of environmental program activities?
_______ I do volunteer to be part of the crusade
_______ I give donations
_______ I just let my parents pay their taxes
_______ I am not interested

2. Do you follow any of the television show about environmental issues and programs?
_______ YES, always
_______ Not regularly
_______ No

3. Which of the following waste materials do you segregate at home?

_______ Papers, newspapers
_______ Glass and bottles
_______ Plastics
_______ Food leftovers
_______ I do not segregate

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 4. Do you read magazines and publication about environmental issues?
_______ Yes, every tim
_______ Sometimes
_______ Rarely
_______ No, not my interest
5. What is reaction on the signing of Executive Order 26 on Providing for the Establishment of Smoke-
Free Environments in Public and Enclosed Places?
_______ I support the Executive Order to protect the health of people
_______ I find the Executive Order as anti-poor
_______ It is not my concern
_______ I do not know what it is all about

Another form of checklist also provide students a list of objective for describing something or making judgement about behavior and
actions and asks the respondents to check those that apply to them.

Put a check mark (/) on the blank 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

2. INTERVIEW- this is an or 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 assessed data are not just answerable by “yes” or “no’ or other or
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 structured interview, there is planned sequence off questions, which
lead to open-ended discussions between the teacher and the student, either done individually or by group. One limitation though of
the structured interview is that predetermined questions tend to limit flexibility.
For interview to be an effective assessment tool, the following are general steps in developing and constructing an interview:
1. Select the assessment objectives.
2. 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 by
more specific ones.
3. Make report sheet or any form to record responses.
4. Conduct the interview. Start with statements that will make the learner be at comfort level with teacher.
5. Record the responses, both elicited responses and responses that were aided by prompts. Record as well
the questions that were not answered, and additional questions that were given during the probing
process. Record the wait time for the response. It will also be worth noting to record the nonverbal
behavior like body movements during the interview process.

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SAMPLE: THE INTERVIEW
 QUESTIONS TEACHERS NOTES

 How did you feel about your participation in

our class today?
 What did you think about the story that we
discussed?
 Did the story interest you?
 What is the part of the story that caught
most of your attention?
Why did it interest you most?
 What makes you read a book without being
told so by your teacher?
 How do you like your reading class? What
makes you dislike it if ever you feel so?
 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 give students guided opportunities to “think aloud” through writing. It is a special form of documentation that record
personal experiences and thoughts. It is a reflection of learners’ own perception about problem, a situation, or an activity they are
tasked with. A students who encountered a difficult problem and is asked to write about the situation through a journal will reflect
more deeply and think critically about the problem or situation and what actions and decisions were made to hurdle the difficulties.
In journal writing, students are given opportunity to rewind previous experiences that can give them new perspectives in facing
future actions. Further, through journals, students are given the opportunity to open up and express their thoughts and feelings,
which can reveal their thinking both on the cognitive and affective aspect of the problem task. For example, if the students is asked
the question, “When is a person a hero to you?”, the student’s writing will reveal not only his or her set of beliefs and values (the
affective component), but also his or her knowledge on the concept of heroism (the concept part).
Journal writing opens the door for a one-to-one dialogue between the teacher and the 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 for teachers to give feedback and ask questions to students that can develop different ways of
thinking. While the primary intention of journal writing is to capture student’s feelings and emotions, the discourse can lead to
improving 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 writing (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)?
 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 asses student behavior in the actual teaching and learning process unlike other
forms of assessment that requires separate time with the student to answer the measuring instrument. This method is rich source of
clues that can be both obtrusive and unobtrusive measures of attitude, beliefs, disposition, character, etc. Example: Physical
Education (P.E.) 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 he “clean” game and who play on “foul”
moves or what we often term the “dirty tricks”. Such behavior is indicate of important affective characteristics like honesty,
patience, and positive disposition, which we aim to develop not only in P.E but across the school curriculum. Like interview,
observation may be structured and unstructured. An unstructured observation is open-ended, with no formal recording of what is
observe as assessment process is ongoing. This does not mean though that it does not require planning. You have to be very clear of
what to observe and list the behaviors and actions that will indicate the possession of the trait. There is still the need to record
observed data right after actual
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observation time. Unstructured observation data had been criticized for being subjective, Thus, be mindful of your 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 if rating scale is used. These are illustrated in
the exhibit below:

CHECKLIST FOR STRUCTURED OBSERVATION IN SCIENCE CLASS

Student/s Observed________________Date___________Time____________
Grade & Section_____________Observer______________

Behavior Frequency of occurrences

1. Raises hand during class discussion
2. Tells others that the lesson is fun
3. Gives criticism to classmates’ response to teachers’ questions
4. Ask questions about issues connected to the science concepts
presented4. Ask 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 Observation in Science Class

Student/s Observed: Date: Time:
Grade & Section: Observer:
Behavior Not at Rarely Sometimes Most of Almost
all the time always
1. Raises hand during class discussion
2. Tells others that the lesson is fun
3. Gives criticism to classmates’ response to teachers’
questions
4. Ask questions about issues connected to the science
concepts presented4. Ask 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 the affective traits you want to observe.
2) Prepare 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 colleagues to work with you in the actual observation time.
5) Be clear on ethical issues.
6) Record 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 on outcomes.
8) Decide future steps based on the observation results.
9) Adjust planning and apply interventions.
10) Monitor progress.

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 4

Name:_______________________Subject/time:____________________Instructor’s name:______________________

I. Below is a sample Environment Attitude Scale. Classify the items according to the taxonomy of affective traits: receiving,
responding, valuing, organization, and characterization.

Student Environmental Survey:

1) Listened to announcement.__________________________________________
2) Attend a rally for tree planting._______________________________________
3) Read information about climate change. _______________________________
4) Wrote a letter to a club officer _______________________________________
5) Apprehended one who threw garbage on the floor_______________________
6) Took part in a protest for cutting trees._________________________________
7) Filed a complaint about vandalism.____________________________________
8) Joined an action group in clean-up activity._____________________________
9) Contributed money for an environmental cause._________________________
10) Wrote a letter to the newspaper about traffic jam________________________
11) Joins voluntarily a marathon activity for raising funds_____________________
12) Picking up litters surrounding________________________________________
13) Segregate trash properly____________________________________________
14) Show awareness in climate change____________________________________
15) Voluntarily joined tree planting.______________________________________

II. Prepare a simple two point scale evaluation checklist.

P27
 Lesson 5: Portfolio Assessment

In this lesson, you are expected to:

 Develop a plan in assessing students’ learning using portfolio assessment;
 Identify competencies assessed through learning portfolio;
 Identify curriculum competencies that are appropriate for portfolio assessment.

To be able to do successfully this culminating performance task, you should have understood the
process in identifying the appropriate assessment method for a given curriculum competency. In that lesson on methods
of assessment (see lesson 2) you were guided in identifying curriculum competencies where portfolio assessment in the
appropriate method. If that was not clear to you, then this lesson will not be easy for you, too. I suggest that you back to
the lesson that explains the different methods of assessment and the type of learning target appropriate for them.
Another option is to try this lesson just the same then see if you can catch up with what it requires from a student to be
successful in doing the desired significant culminating performance task, which is to plan how to assess your students in
a subject area and level using portfolio assessment.

P28
What is portfolio assessment?
Portfolio Assessment – is an alternative to pen-and-paper objective test as an approach to assessing students’ learning. It is a
purposeful ongoing, dynamic, and collaborative process of gathering multiple indicators of the students’ growth and
development in a course or program of study. Portfolio assessment is also-based approach to assessing learning but more
authentic than any one-time performance task as it allows examination of multiple evidence of the process and product of
learning developed across time
Burke (1999) recognizes portfolio as another type of assessment and considered authentic because of the following
reasons:
 It test what is really happening in the classroom.
 It offers multiple indicators of students’ progress.
 It gives the students the responsibility of their own learning.
 It gives the students the responsibility of their own leaning.
 It gives the students the responsibility of their own learning.
 It offers opportunities for students to document reflections of their learning.
 It demonstrates what the students know in ways that encompass their personal learning styles and multiple
intelligences.
 It offers teachers new role in the assessment process.
 It allows teachers to reflect on the effectiveness of their instruction.
 It provides teachers freedom of gaining insights into the students’ development or achievement over a period of time.

How do we do portfolio assessment?

I doing portfolio assessment, one should be guided by the content, learning, and equity principles:
1. Content principle – suggests that portfolios should reflect the subject matter that is important for the students to
learn.
2. Learning principle – suggest that portfolio should enable the students to become active and thoughtful learners.
3. Equity principle – explains that portfolios should allow students to demonstrate their learning styles and multiple
intelligences.
The portfolio could come in three types: working, show, or documentary:
1. The working portfolio – is a collection of a students’ day-to-day works that reflect his/her learning.
2. The show portfolio – is a collection of a students’ best works.
3. The documentary portfolio – is a combination of working and show portfolio.
Shows the steps in portfolio development Process.

1. Set goals

7.Confer/
2. Collect 8.Exhibit

6. Evaluate
3. Select (Using rubrics)

4. Organize 5.Reflect

1) Set Goals – This is the first step in portfolio assessment in which the student set their goals in developing learning
portfolio. To guide the students in stating their goals, the teachers may articulate first the goals of the course or
subject and his/her expectations to the students. Students could also ask what their parents expect from them. They
could also be given goal-setting planners.

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2) Collect – In this stage, the students should start collecting all possible entries in their portfolio. They should be advised
to have a temporary container for all their entries, and they should be placed in the school so that keeping of entries
will be part of the daily activities of the students. A good practice in collecting the portfolio entries is to have a log of
all entries with a few descriptions how they were obtained and why they were kept in the portfolio.
3) Select – This is the stage where the students are asked to select what will finally be used to gauge their success from
all their collections of possible entries in a portfolio. The selection usually depends on what the teachers requires
them to do, their parents’ choice, and the entries that they personally chose as the best gauge of their
accomplishment in the program. Selection could include evidence that show in-and out-of-class activities participated
in by the students in relation to the program.
4) Organize – This is the stage where the students decide on how they will organize their entries. The teachers should
guide them by telling them to make a table of contents for their portfolio entries and a direction on where to find
them. The organization of the portfolio could vary depending on the style of the students. Some teachers take this
stage as the opportunity for the students to develop or hone their creativity and resourcefulness. The organizer could
also be of any material, but it is suggested that the container is something flexible that it could allow one to add,
modify, or delete any entry any time. Examples of materials used in making portfolios are clearbook, album,
accordion bag, box with dividers, envelopes, colored magazines, CDs, flash drives, or cloud-based storage.
5) Reflect – An important trait of a portfolio is the presence of students’ reflections of their experiences. Making
reflective journals, log of entries and labeling an evidence in a portfolio are just some of the different ways to show
knowledge, understanding, attitudes, values, writing skills, and creativity. This is the opportunity for the students to
reflect on the meaningfulness of their experiences, as well as the impact of their teacher’s styles and methodology in
teaching.
6) Evaluate – This is the stage where the students, their peers and teachers, or even the parents are envolved in rating
the achievements of the students based on their evidence of learning, their reflections of their experiences, and the
organizations of their portfolios. Rubrics in rating portfolio should be given to the students, even at the beginning of
the portfolio process, so that they are guided on what to put in their portfolio and how to organize them based on the
criteria and indicators of a quality product or excellent performance. Evaluation of the portfolio could be done by
individual entry on a specified date or when the development is complete. However, most teachers prefer rating the
student-required evidence upon their submission so that the students can be given immediate feedback on their
work. What are usually rated at the end of portfolio development are the students’ selected evidence of their
learning, and the packaging of their portfolio, which could reveal their personal traits.
7) Confer – This stage when the teachers confer with the students or parents to discuss the students’ performance and
progress of learning. This is also the time to congratulate the students for their accomplishment or to help them
identify areas for their improvement.
8) Exhibit – This is the time to celebrate success in the form of an exhibit of students’ portfolios. The highlight of the
exhibit is the awarding of the best learning portfolio.
P30

5
Name:___________________________Subject/Time:____________________Instructor’s name:_____________________

EVALUATE:
Check the ideas you have acquired about portfolio assessment from different sources.
1) Why would you assess students’ learning using portfolios?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2) What are the benefits of the students when you use their portfolios to assess their learning?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3) What are the challenges that portfolio assessment poses to students as a methods of assessing their learning?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
4) How different is the use of students’ portfolio from other methods in assessing learning?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
5) To know if you have acquired the needed information about portfolio assessment, kindly complete this graphic organizer
based on what you read, viewed and listened.

Portfolio Assessment

What? How?

Why? When?
P31

CHAPTER 3
Analysis and reporting of
Assessment data using
The alternative methods

Lesson 6: Process in Developing and Using Rubrics for

Alternative Assessment

In this lesson, you are expected to:

 Develop appropriate rubrics to assess students’ performance and outputs;
 Use rubrics to assess students’ performance;
 Demonstrate knowledge in developing rubric.

To get started, it is important to review your prior knowledge on the differences between traditional and
Authentic assessment and how and when to choose a particular assessment tool that is most appropriate in measuring the
learning/instructional objectives and intended learning outcomes of your subject.

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What is Rubric?
 A rubric is an assessment tool that specifies the performance expectations for any kind of student work, particularly those
that are not traditional in nature, such as portfolio, outputs or projects, performances, collaborative work, and research. Generally, it
contains three essential features: (1) Criteria or the aspects of performance that will be assessed;
(2) Descriptors or the characteristics associated with each criterion, and
(3) Performance levels that identify students’ level of mastery within each criterion.
The following are examples of student performances and outputs that can be assessed by a rubric:
Students Performances:
1. Oral Presentations/Demonstrations
 Research paper/poster presentation
 Individual or group report
 Skills demonstration, such as baking and teaching
 Extemporaneous speech
2. Dramatic/Creative Performances
 Dance recital
 Performance in a play or musicals
 Poetry reading and interpretation
 Playing musical instruments
3. Public Speaking
 Debates
 Declamation
 Panel discussion
 Inspirational speech
4. Athletic Skills Demonstration/Completion

Products/Outputs:
1. Visual Products
 Paintings
 Collages
 Posters
 Video presentations
2. Kinesthetic Products
 Diorama
 Sculpture
 Dance recital
 Wood carvings
3. Written Products
 Essays
 Poems
 Thesis/term paper
 Movie/Tv script
4. Verbal Products
 Audiotapes
 Voice recording
 Speech scripts (to inform, to persuade, etc.)

What are the different types of rubrics?

Rubrics usually classified according to two different aspects of their composition:
1. Whether the rubric considers each of the criteria one at a time or criteria together; and
2. Whether the rubric is applicable to all similar tasks or can only be used for a particular task.

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The following are types of rubrics:
 TYPES OF RUBRIC DESCRIPTION
General/Generic Rubrics It contains criteria that are general and can be applied across tasks. This is most convenient for
teachers who do not have the time and skills in developing different types of rubric as they can reuse
the same rubrics for several tasks or assignments. However, the teacher may not be able to assess
Accurately the student’s performance for a particular task.
For example, the same rubric that can be used to evaluate both oral presentation and research
output.
Task-Specific Rubric It contains criteria that are unique to a specific performance task to be assessed. This kind of rubric is
best for instruction and formative assessment since it will provide the students feedback on what
aspect of their performance or work need to be improved. However, developing analytic rubrics is
time-consuming for teachers.
For example, a rubric can only be used for oral presentation and another rubric is applicable for
research output.
Holistic Rubric A student’s performance or output is evaluated by applying all criteria simultaneously, thus providing
a single score based on an overall judgement about the quality of student’s work. It does not provide
a score on each individual criterion.
One advantage of holistic rubric is that it is quick to develop and use by the teachers. However, it
does not inform students about their specific strengths and weaknesses, and thus, may not be as
sufficient and helpful in guiding them in improving their performance.
For example, rubric for problem solving activities which entails scoring the student’s overall ability to
solve a particular problem or issue, and rubric for creative work (e. g. painting), which gives an
overall score for the student’s creativity and skill.
Analytic Rubric A student’s work is evaluated by using each criterion separately, thus providing specific feedback
about student’s performance or product along several dimensions. This is most applicable for
assessing a complex performance or product.
One advantage is it identifies the student’s strengths and areas for improvement based on the
criteria identified. Scoring with analytic rubric however would entail more time than with a holistic
rubric.
For example, rubric for research paper that requires scoring a student’s work on different parts of
the research paper, or a rubric for chemical laboratory experiment taking into consideration the
student’s performance in every stage of the experiment.

Generic rubric – can be applied to any type off performance tasks or outputs (e. g. research report, dance performance, orap
presentation, etc.)

SAMPLE GENERIC RUBRIC FOR REVIEW/CRITIC OF PERFORMANCE TASKS/OUTPUTS:

CRITERION NOT EVIDENT INSUFFICIENT SUFFICIENT EXCELLENT
1 2 3 4
Provided meaningful/ No/few comments to Comments are Comments are Comments include
Relevant feedback Improve the work, superficial, relevant and suggestions and
On peer’s work, output, Performance, or output not relevant, neutral appropriate; additional resources;
performance Comments might be or non-encouraging. comments include comments praise
Interpreted as insulting positive feedback specific strengths of
With little understanding and suggestions. the work/performance
Of the assigned task. as well as
constructively
address weaknesses
with alternatives that
might be considered.
P34
To differentiate the above with task-specific rubric, the following examples is given below. In this rubric, the different criteria that
are specific to the performance task to be assessed are indicated:

SAMPLE TASK-SPECIFIC RUBRIC FOR REVIEWER/CRITIC OF PERFORMANCE TASKS/OUTPUTS

CRITERIA NOT EVIDENT INSUFFICIENT SUFFICIENT EXCELLENT
1 2 3 4
Provided meaningful/
Relevant feedback on:
-significance of the No/few comments or Comments are Comments are Comments include
study. suggestions; with little superficial and not relevant and suggestions and
understanding relevant appropriate additional resources
regarding the
construct/
problem
-theoretical basis/ No/few comments or Comments are Comments are Comments include
Conceptual framework suggestions; with little superficial and not relevant and suggestions and
Of the study understanding relevant appropriate additional resources
regarding the
construct/
problem
-methods No/few comments or Comments are Comments are Comments include
suggestions superficial and do not relevant and suggestions and
provide appropriate appropriate additional resources
suggestions on how regarding the
research should be construct/
conducted. problem
-comments in a positive, No/few comments or Comments are neutral Comments include Comments praise
encouraging, and suggestions given to or non-encouraging; positive feedback specific strengths of
constructive manner improve the paper; Comments are not and suggestion the work/performance
comments might be relevant to the study as well as
interpreted as constructively address
insulting. with alternatives
that might be
considered.
Grade

On the other hand, examples of the holistic and analytic rubrics are presented below:

Sample Holistic Rubric for Oral Presentation

RATING/GRADE CHARACTERISTIC
A Is very organized. Has clear opening statement that catches audience’s interest. Content of report is
(Exemplary) comprehensive and demonstrates substance and depth. Delivery is very clear and understandable,
uses slides/multimedia equipment effortlessly to enhance presentation.
B Is mostly organized. Has opening statement relevant to topic. Covers important topics. Has
(Satisfactory) appropriate pace and without distracting mannerisms. Looks at slides to keep on track.
C Has an opening statement relevant to topic but does not give outline speech; is somewhat
(Emerging) disorganized. Lacks content and depth in the discussion of the topic. Delivery is fast and not clear;
some items not covered well. Relies heavily on slides and notes and makes little eye contact.
D Has no opening statement regarding the focus of the presentation. Does not give adequate
(unacceptable) coverage of topic. Is often hard to understand, with voice that is too soft or too loud and pace that
is too quick or too slow. Just reads slides, slides too much text.
P35
SAMPLE ANALYTIC RUBLIC FOR ORAL PRSENTATION
STANDARDS 4 3 2 1
EXEMPLARY SATISFACTORY EMERGING UNACCEPTABLE
ORGANIZING Has a clear opening Has opening statement Has opening statement Has no opening
statement that catches that is relevant to topic that is relevant to topic statement or has an
audience’s interest, and gives outline of and but does not give irrelevant statement,
maintain focus speech, organized, outline of speech, is gives listener no focus
throughout, provides adequate somewhat or outline of the
summarizes main “road map” for the disorganized presentation
points listener
CONTENT Demonstrate Covers topic, uses Lacks content and Does not give
substance and depth, appropriate sources, is depth in discussion of adequate coverage of
is comprehensive, objective the topic, lacks topic, lacks source
shows mastery of resources.
material.
DELIVERY Has natural delivery, Has appropriate pace, Delivery is fast, some Is often hard to
projects enthusiasm, has no distracting items not covered well, understand, has voice
interest, and mannerisms, is easily not understandable that is too soft or too
confidence, report can understood loud, has a pace that is
be understood well. too quick or too slow,
demonstrates one or
more distracting
mannerisms.
USE OF MEDIA Uses slides effortlessly Looks at slides to keep Relies heavily on Just reads slides, slides
To enhance on track, uses an slides, and notes, too much text
presentation, has an appropriate number of makes little eye
effective presentation slides contact, uses slides
without media. with many texts
RESPONSE TO Demonstrate full Shows ease in Answers questions, but Cannot answer most
QUESTIONS knowledge of topic, answering questions not convincingly/vague questions.
explain and elaborates but does not elaborate. or unclear Demonstrates little
on all questions. grasp of information,
has undeveloped or
unclear answers to
questions.
GRADE

What are the characteristics of a good rubric?

A good rubric should have the following qualities:
1. Explicit – A good rubric should contain criteria and performance indicators that are clear, concrete and observable as well as
relevant and applicable to the performance task to be assess. Each benchmark and point value should also have clearly delineated
indicators, differentiating the expected quality of work for each performance level.
2. Aligned – A good rubric should contain criteria that are align with the expected quality of performance for a particular task or
assignment, as well as with the intended level of learning outcomes in the subject.
3. Authentic – A good rubric should include criteria and performance indicators or descriptors that are meaningful and require
application of real-life skills.
4. Valid – A good rubric should be able to measure what is intends to measure.
5. Diagnostic – A good rubric should be able to communicate to the students what would expected of them in the course, allow
them to reflect on their performance, and provide then opportunities to improve on areas that they did not do well.

What are the basic steps in developing rubrics?

There are five (5) basic steps in developing rubrics for assessing students’ performance and product:
Step 1: Determine the learning outcome and the performance task to be evaluated.
It is important to be clear about the learning outcomes and the specific performance task that will be evaluated. Choose
tasks that are essential (i.e. aligned with desired learning outcomes), authentic (i.e. involves meaningful and real-life application
skills)
P36
Complex (i.e. contain numerous possibilities for application, extensions and connections of knowledge and skills), feasible (i.e. can
be done given the time constraints and availability of resources) and measurable (i.e. it can be observed and measured).

To guide you in identifying the performance task/s that you want to be evaluated, ask yourself the following questions:
1. What learning outcomes are to be evaluated?
2. Which student performances or outputs in the subject are relevant measures of such students’ learning outcomes?
3. Are all of these tasks equally important?
4. Which is the best representation of the expected learning outcomes?
Step 2: Identify the quality attributes or indicators of the performance task.
Next, you need to identify and list all possible attributes or indicators of a good performance. This can be based from your
own expectations and benchmark exemplars of work that reflect key standards. You may explore and specify the skills, knowledge,
and or behavior that you will be looking for to describe the standard in one’s performance. Be sure to limit the characteristics that
are important.
Step 3: Determine the criteria or dimensions.
Cluster the list of attributes and or indicators into possible groups categories and label the categories. This will form the
criteria for assessment. For example, in a dance performance task, all attributes that pertain to how well the students execute the
dance in terms of movement, body position, placement in stage, and dance style can be group under the criterion “Technical Skills”.
You can also include criteria in terms of the components of a performance task. For example. For research report rubric, you can
include as dimensions introduction, materials/equipment, procedure, data, result, and analysis. Keep in mind that only relevant
criteria should be included in the rubric. You also need to determine what type of criteria (i.e., content, process, quality, or impact)
and rubric (i.e. holistic, analytic, general, or task-specific) will be used.
Step 4: Determine the benchmarks and point values.
A number of descriptors can be used to denote the levels of performance (with or without accompanying symbols for letter
or number grades). Examples of levels of performance include:
Level 4 Exemplary Distinguished Substantially Developed Outstanding
Level 3 Accomplished Proficient Mostly Developed Proficient
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable

Step 5: Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate or exemplify each performance level are clear
and delineated. These performance descriptors should describe the relative differences between performances at each level. The
differences between performance points can be presented by:
1. Aspects of performance or behavior at different levels
i.e. evaluates the different characteristics of …..(4points)
analyzes the different characteristics of…….(3 points)
describes the different characteristics of……(2points)
lists the different characteristics of……………..(1 point)
2. adjectives, adjectival phrases, adverbs and adverbial phrases to present different qualitative differences between
levels.
i.e. explains to a very great extent the….
explains to a great extent the…..
explains with moderate accuracy the…
explains with limited accuracy the …..
3. numeric references to identify qualitative differences between levels.
i.e. gives more than 4 relevant examples of…
gives 3-4 relevant examples of…
gives 1-2 relevant examples of ……..
gives no(0) relevant examples of…
4. degree of assistance needed by the student to complete the task.
i.e. explains the topic correctly and independently on his own
explains the topic with very little assistance from the teacher or classmates.
explains the topic with occasional assistance from the teacher or classmates.
needs assistance from the teacher or classmates in explaining the topic most of the time.
P37
How can you make rubric useful to your students?
Rubric is an important component in the teaching-learning process. It does not only help teachers in assessing students’
work through application of consistent standards and in identifying the gaps in their learning but also makes students aware of what
are expected of them in relation to the assessment tasks in particular and the subject as a whole, of how they will be graded, and
eventually of how well they are meeting these expectations.
Thus, to make the rubric more relevant and useful to the students, it is important for teachers to:
1. Prepare the rubric and make it available to students before they begin with the assigned tasks to inform them the
requirements, criteria and expectations so as to guide them in carrying out their tasks.
2. Develop rubric with performance descriptors that are clear and easily understood by students.
3. Present the rubric to students and allow them to give their feedback and suggestions to improve or refine it.
4. If possible, involve students in the creation of rubric to enhance their motivation, engagement, and self-regulation;
5. Orient the students on how to effectively use the rubric, especially those that are used for self-assessment and
peer-assessment.

TRANSFER:
Now that you know the steps in designing a rubric, you can now develop one for each performance task that you intended to assess.
In the development of a rubric, take note of the following information that you need:
1. Type of rubric to be use;
2. Performance task to be evaluated;
3. Indicators of the performance task;
4. Criteria for evaluating students’ product or performance;
5. Benchmarks and point values for each criterion;
6. Performance descriptors to indicate the quality of performance.

The next page is your activity.

Please use the following template when you make a rubric for assessing a specific performance or output in your class.
Do not copy the sample from the book.
P38

Name:____________________________Subject/Time:________________________Instructor’s name:________________________
Please do not copy the sample from the book.

Rubric for assessing:__________________

Type of Rubric:______________________
Subject:____________________________

CRITERIA EXEMPLARY ACCOMPLISHMENT DEVELOPING BEGINNING

4 3 2 1

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 Lesson 7: Organization and Analysis of Assessment Data
From Alternative Methods

In this lesson, you are expected to:

 Use quantitative analysis to report the results of alternative methods of assessment;
 present and summarize results of alternative methods of assessment to make them useful for learners;
 create a set of criteria, factors, and characteristics to be assessed using alternative methods.

To be able to successfully do this culminating performance task, you should have understood the different
purposes, functions and ways to make alternative forms assessment, which include performance-based assessment, affective
assessment, and portfolio assessment. In the previous lessons, you were provided with different ways, purposes, and uses of
alternative forms of assessment in the classroom setting. uses of alternative forms of assessment in the classroom setting. You have
also learned that there are competencies and skills that are appropriately measured using alternative methods of assessment.

P40
  In order to analyze, present, and select the results of alternative forms of assessment, you need to know how to use and
interpret results of descriptive and inferential statistics. You are expected to read these types of statistic before you can
report the findings from scales, checklists, and rubrics.

How do we quantify results from rubrics?

In the creation of rubrics, there are scales that represent the degree of performance. This degree of performance can range
from high to low degree of proficiency. Below are examples of the degree of proficiency with their corresponding points.

Beginner Moving toward proficiency Proficiency Very proficiency

1 point 2 points 3 points 4 points

Poor Needs Improvement Good Very Good

1 point 2 points 3 points 4 points

Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5points

Rare Sporadic Consistent

1 point 2 points 3 points

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

In adequate Needs Improvement Good Excellent

1 point 2 points 3 points 4 points

Absent Developing Adequate Fully Developed

1 point 2 points 3 points 4 points

Poor Fair Good Excellent

1 points 2 points 3 points 4 points

Limited Partial Thorough

1 point 2 points 3 points

Emerging Developing Achieving

1 point 2 points 3 points

Not there yet Shows Growth Proficient

1 point 2 points 3 points

 The points depend on the quality of the behavior shown by the learner’s performance. The reliability of the assigned points
can be determined when the scoring of two or more observers to the same behavior is consistent. Such procedure entails
the use of multiple raters or judges to rate the performance. The consistency of the ratings can be obtained using a
coefficient of concordance. The Kendall’s w coefficient of concordance is used to test the agreement among raters.


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  If a performance task was demonstrated by five students and there are three raters. The rubric used a scale of 1 to 4 where
4 is the highest and 1 is the lowest.

Five Rater Rater Rater Sum of D D²

Demonstration 1 2 3 Ratings
A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36
2
X =8.3 ∑ D =33.2

 The score given by the three raters first computed by summating the ratings for each demonstration. The mean is obtained
from the sum of ratings (X =8.3). The mean is subtracted to each of the Sum of Ratings (D). Each difference is squared (D²),
then the sum of squares is computed ( ∑ D 2=33.2 ) .The mean and summation of squared differences are substituted in
the Kendall’s w formula. In the formula, m is the numbers or raters.

W= 12∑ D 2 W= 12(33.2) __ W= 0.37

m²(N)(N² - 1) 3²(5)(5² - 1)

Kendall’s w coefficient of 0.38 is an estimation of the agreement of the three raters in the five demonstration
There is moderate concordance among the three raters because the coefficient is far from 1.00

How do we quantify results from the scales and checklist?

Scales could be measure of noncognitive dimensions of students’ behavior. When the items in scale answered by students,
the response format quantifies the behavior measured by the scale. Types of response format vary depending on the nature of the
behavior measured.

Likert Scale. The Likert scale is used to measure students’ favorability and unfavorability toward certain object toward a
certain object. The favorability will depend on the degree of agreement or disagreement to a standpoint.
Example:
The policeman is helpful in the street.
________Strongly agree ________Agree _________Disagree _________Strongly disagree

The current president of the country implemented the policy well.

________Strongly agree ________Agree _________Disagree __________Strongly disagree

Smoking cigarettes should be banned in public transportation.

________Strongly agree ________Agree _________Disagree __________Strongly disagree

To qualify the scales, a numerical score can be assigned to each of the responses. For example, 4 points can be assigned to
strongly agree, 3 points for agree, 2 points for disagree, and 1 point for strongly disagree. To get the total score for the
overall scale, the points for each item can be summated. The total score is a representation of the overall trait being
measured. Usually, high scores in a Likert scale represent favorable attitude, and low scores represent unfavorable
attitudes. Norms are created to make specific cut off points for the degree of favorability and favorability.

Verbal Frequency Scale. This is used to measure how often a habit is done. The items here are measures of a habit.
Example:
I read a book.
________Always _______Often _________Sometimes __________Rarely ___________ Never

I wash my hands before eating.

________Always _______Often _________Sometimes __________Rarely ___________Never

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Similar to the idea of quantifying a Likert scale, a verbal frequency scale is scored by assigning numerical values for every response.
When “Always” is answered, it can be given 5 points, 4 points for often, 3 points for sometimes, 2 pints for rarely, 1 point for never.
The total score for the habit can also be estimated through a total score by summating the scores of all the items. The higher score
means high frequency of the habit while the low score means lower frequency for the habit.

Linear Numerical Scale. This is used when a large array of ratings is provided among the participants with a continuum. The
extreme points of the scale are provided with adescriptor.
Example:
Less Valuable ______________________________________________________ More valuable
1 2 3 4 5 6 7 8 9
________1. Teacher
________2. Academic coordinator
________3. Guidance counselor
________4. Assistant principal
________5. Principal

Semantic Differential Scale. This scale is used to describe the object or behavior by making use of two opposite adjectives.
Example:
Rate the teaching of your teacher based on the characteristics provided.
My teacher is:
1. Accommodating __________/_________/_________/_________/_________/_________ Alienating
5 4 3 2 1
2. Patient __________/________/__________/_________/________/___________Harsh
5 4 3 2 1
3. Knowledgeable __________/________/__________/_________/________/___________Ignorant
5 4 3 2 1

Graphic Scale. This scale uses illustration to represent the degree of presence or absence of the characteristics measured. This is
usually used for respondents, such as young children, who have limited vocabulary.
Example;
Rate how like the following food:
1. Pizza

2. Spaghetti

How do we quantify results from portfolios?

Assessment data generated from portfolios can both be qualitative or quantitative. When assessing portfolios using
quantitative approach, scales and rubrics can be used. The scales and other measures need to specify the criteria required in
assessing the portfolio. Qualitative assessment requires criteria required in assessing the portfolio. Qualitative assessment requires
criteria and narrative feedback provided to the learner.
The following criteria can be used when assessing portfolios:
1. Completeness of the entries – All parts of the portfolio listed by the teacher are present.
2. Accuracy of the reflections – An authentic reflection is made for every entry in the portfolio. The reflection provides the
insights on the realization of the learner about his/her weaknesses and the improvement that needs to be done.

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 3. Organization of content and proper sequence – The portfolio can be classified according to lesson and the entries show
the draft and final work with proper level. There are markers or tabs provided so that the teacher can easily browse through the
contents. There is table of contents found at the start of the portfolio. Every entry is properly labeled.

How do we summarize results?

When results of assessment are summarized, he teacher needs to think about two things:
1.) The kind of score that will be presented – The teacher may require to have the raw score, percentage, or transmuted
grade. The average and summation of scores may be required depending on the grading system.
2.) The tabular or graphical presentation of the scores – Scores can be presented in tabular or graphical manner. Below is an
example of a tabular presentation of learner’s scores in a formative assessment.

Record of Formative Assessment in Mathematics

Name of Student: Juan dela Cruz
Grade:3
Subject: Math
Learning competency Exercise 1 Percent Exercise 2 Percent Exercise 3 Percent
(10 items) correct (10 items) correct (10 items) correct
Multiplies two-digit by one-digit numbers. 2 20% 4 40% 7 70%

Multiplies one-to two-digit numbers by 1000. 3 30% 3 30% 8 80%

Multiplies three one-digit numbers using the 2 20% 5 50% 8 805

associative property of multiplication.
Multiplies two-to-three-digit numbers by 3 30% 6 60% 9 90%
one-digit numbers without or with
regrouping.
Multiplies two-to three-digit numbers by 1 10% 6 605 9 90%
multiplies of 10 and 100.

Guidelines in Giving Qualitative Feedback

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

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 7

Name:____________________Subject/Time:______________________Instructor’s name:_________________________
DEVELOP:
1) Why do we need to couple quantitative assessment results with qualitative?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2) When do think is the appropriate time to give feedback?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3) Why do we need to record the results of formative assessment?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

APPLY:
The following are performance tasks. Provide the scale for the tasks by giving four criteria each and decide what type of scale is to be
used.
A. The Grade 6 students will select a classic novel, and they will make a book report.

Criteria:
1.
2.
3.
4.

B. The Grade 8 students need to conduct an experiment to test if the substance is acid or base.

Criteria:
1.
2.
3.
4.

C. The Grade 1 pupils will create a situation involving subtraction of whole numbers, including money.

Criteria:
1.
2.
3.
4.

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 Lesson 1: Communicating and Reporting of Assessment
Data from Alternative Methods

In this lesson, you are expected to:

 Provide appropriate feedback based on alternative methods of assessment;
 Communicate leaners’ progress based on alternative methods of assessment; and
 Report to parents the result of alternative methods of assessment.

In order to provide proper feedback to learners and inform them about their progress, you need to
know the techniques on how to give feedback and the guide that you need to use to determine the
concepts of your feedback. You are expected to read this before you can practice giving feedback.

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Why is feedback a powerful means to help learners improve?
Feedback is a powerful means of helping the learners improve their academic performance. Feedback is a specific means
that allows the learners to determine which part of their performance needs improvement. Feedback provides specific
information to learners on what they need to do to revise or redo their task in a better way. The content of feedback can be:
 The part of the answer or response that needs to be corrected
 The specific strategy to be used to perform the task
 The suggested procedure that needs to be undertaken by the learner
 A challenge to the learner to think about the appropriate response
 A clarification on some misconceptions of the learner.

Feedback is given every time students perform a task whether it is paper-and-pencil test or performance task. Feedback is
provided either during or after the performance.

1) Feedback during performance – Feedback during performance can be verbal or nonverbal. Verbal feedback can
be written in a big signage (like a poster or handy white board) visible to the learner. This is possible to do when a
performance cannot be stopped like when one is currently dancing or singing. The teacher can also provide feedback
in segments of the performance where the teacher can pause like when performing drama or doing some
presentations. The feedback during performance is useful to immediately correct the performance to avoid further
mistakes.
2) Feedback after performance – Feedback can also be given after the performance of the task. This is appropriate
when learners provided another opportunity to revise and show again the performance. This is applicable for writing
essay and compositions where students submit the completed work before a full feedback is provided. Students in
this tasks have the opportunity to rewrite their work and resubmit for another round of feedback.

To make feedback a powerful means o help learners improve, the following can be considered:
1) Feedback needs to be specific and concrete. The following are illustrations of general and specific feedback.

General Feedback Specific feedback

The essay is good.
Note: Saying that the essay is good does not provide idea to
the learner which part was good. The learner might think
that the essay is good in all aspect.
The painting needs improvement. I can’t see any object!
Note: This is broad feedback because it does not say what
specific part needs to be improve.
You started the paragraph in your essay with a topic
sentence and supporting sentences were provided after.
This helped strengthen the point you want to make.
Note: This feedback is specific in saying why the feedback is
good based on the structure of the sentences in the
paragraph.
Perhaps you may want to use other colors in your painting
so that we can distinguish the objects.
Note: This feedback is specific in giving a recommendation
on what can be done about the painting.

2) Feedback needs to be based on the agreed criteria. The criteria serve as a guide to provide feedback on the work. For
example, the criteria in writing a technical paper are as follows:
 The parts are organized according to the guide questions.
 The ideas are well understood by the reader.
 The information included are accurate.
 More than 5 references are used.

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 Feedback NOT based on Criteria
There are several grammatical errors in the paper
The headings needs to be in bold font.
Feedback based on Criteria
Check again the idea conveyed by the author in the journal because
there are discrepancies on page 3 (pertaining to the criteria on
accuracy of information)
Add one more reference to support further your claim on the benefits
of using organic fertilizers on page 5 (pertaining to the criteria on
references)

3) Feedback should provide recommendations or suggestions on how to improve performance.

Bad Feedback Good Feedback

I cannot hear your voice. Make your voice louder.
Why are you looking at the ceiling while speaking? Look at your classmates when you speak in front.

What are the different forms of feedback?

There are three areas to focus when giving feedback. These areas are feedback on the product or performance, on
the procedure or process performed and on the strategy in improving the work.
1) Focus on the product or performance. This kind of feedback describe how well the performance was done. Examples
of such feedback are:
“ All the parts of the paper are complete.” “ You have used up-to-date references in your paper”
“Include a definition of the term based on the main author”
“Rephrase the findings stated by the author on page 25”
2) Focus on the procedure. This kind of feedback focuses on the step-by-step process that needs to be done by the
learner.
“Follow the guidelines stated in the workbook in conducting the experiment to get accurate result.”
“Try a different procedure in solving the problem”
“Use more adjectives to describe the main character in your story”
3) Focus on the strategy to improve the work. Strategies refer to the different cognitive and metacognitive actions that
the learner needs to think about in order to arrive at a better work or performance.
“Given the criteria on delivering a speech, which parts did you achieve well and provide evidence.”
“Use a different method to check if your answers are correct”
“ Compare your work with the model, which parts are different? How can you improve these parts further?”

How to use portfolios to help learners improve?

One of the important roles of the teacher is to communicate the progress of the learners based on the learning
targets. Progress of the learner is better communicated if there is a good documentation of their formative assessment.
The works that the learners have produced can be collected and compiled in a portfolio.
This is a visual representation on what the learners have achieved from their initial work to their improved work.
For example: their essay in an English class is collected from the first draft to the revised draft. This progress is
communicated when the teacher creates an opportunity to sit beside each learner to show progress in learning as
evidence in the portfolio.
The following are some tips in making portfolios a powerful vehicle in communicating learning progress and areas
needing improvement.
1. Schedule a time slot to sit beside each child to show progress in learning.
The teacher may focus on the first work to the present work for one learning target at a time (one objective).
The teacher may need about 5 minutes with each learner to show evidence of attainment of each learning
target.
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2. Let the learners reflect on each entry in the portfolio. This can be guided when the teacher starts to ask
questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another. Ask questions for the learners
to describe and compare their previous work with their present work by pointing at the differences, things that
are present and missing among the entries, and the changes that happened from one entry to another.
4. Ask the learners to reflect on the other areas that need to be continued and improve for the succeeding work.
Make the learners commit to their future plan strategy when engaging on the same task.
Help the learners focus on making specific and achievable plans.
5. End the conversation with the learners with an encouragement and a belief that they can improve and are
capable of mastering the task.

How to organize meeting with parents?

Assessment results are also communicated to parents. The parents are partners in the child’s learning, and
information about the academic standing of their child should be communicated with them.
They are needed to provide further support in their learning.
Assessment results are communicated through the process of parents and teacher conferences. The school
usually sets schedule and guidelines for teachers to confer with parents. These guidelines are communicated during the
parents’ orientation at the beginning of the school year. The following are guidelines that can be followed in conducting
parent and teacher conferences:
1) Send a letter inviting parents for a meeting. Indicate availability for this meeting to happen.
2) Greet the parents in a positive tone. Express how you care about their child that is why you set a meeting with
them.
3) Let the parents talk. Avoid interrupting them while they say their concerns.
4) When responding to parents’ concern, you may want to restate or clarify their ideas, report relevant incidents,
or ask further questions.
5) When reporting assessment results, avoid judging on the ability of the child. Focus on the performance based on
the criteria. Prepare evidence of the performance and show the parents how rating was done. Describe the
performance based on the rubric.
6) When describing the performance of the child, use words that are understandable to the parents. Avoid too
technical terms. If technical terms cannot be avoided, explain the terms to the parents.
7) Commit to the parents a course of action that you can realistically do but do not guarantee result. Some course
of action would be to verify an incident further, check documents, and try to ask the child again.
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Name:____________________Subject/Time:__________________Instructor’s name:___________________
Apply:
The following are incident about the performance of a learner. Provide the appropriate feedback to each situation. Write the
feedback to be communicated to the child on the lines provided.

1. In Grade 7 English class, the students are tasked to write an essay. One pupil did not provide an indention in the first line of the
composition.
What feedback will you provide?
Answer:_____________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

2. In Grade 9 class, recitation was conducted on the topic of characteristics of metals. One student was asked to give three
characteristics of metal. The student stood up and keep quit for more than three minutes. The child is taking too much time to
provide the answer.
What feedback will you provide?
Answer:_____________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

3. In a Filipino class for Grade 10, the students were tasked to write a letter to a selected classmate. One student wrote complaints
about the behavior of the classmate. The student wrote in the letter bad words that hurt the classmate.
What feedback will you provide?
Answer:_____________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

4. In Music class for Grade 7, each student rendered a solo song number in front of the classmate accompanied by piano. One
student could not reach the high note required in one line of the song.
What feedback will you provide?
Answer:_____________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

5. In Grade 2 mathematics class, a subtraction task is provided for a two-digit number and a one digit number. The task given is
24 – 5 = ?, the child subtracted 4 from 5 and brings down 2 resulting to an answer of 21.
24
-5
21
What feedback will you provide?
Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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 9

Name:________________________Subject/Time:____________________Instructor’s name:______________________

TRANSFER:
Watch the video of a 10 year-old girl in YouTube. The video is called “Kindness speech by 10 year old girl”, and it is found
in this link:https://www.youtube.com/watch?v=DtCxjMd5Dm

The following are the criteria for the speech:

1. Mechanics: The voice is loud and clear.
2. Idea: More than two acts of kindness are provided.
3. Structure: The speech has an introduction, body, and conclusion.
4. Evidence: The arguments presented in the speech are supported with evidence.
5. Persuasion: The delivery of the speech is persuasive to the audience.

Suppose that you are the teacher, provide a feedback on each aspect of the criteria. Write your feedback on the
space provided;
Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Good Luck, May God Bless you always………………………………………….