ASSESSMENT In

2 LEARNING
Audrey Lois I. Dairo
Not Your Ordinary Preface
To My Dearest Student,

Oh Hello there! Ngayon palang masaya na ako dahil may time kang
basahin tong module na ito. I tried my best na ilagay lahat ng concepts na
dapat mong matutunan sa subject na ito.

Sinimplify ko na rin ang pagkakaexplain sa mga concepts para mas

maintindihan mo kahit hindi muna tayo face-to-face teaching. I’ve customized
it as much as I can just for you. Ayiiee!! Kahit dito man lang makabawi ako
sa nawalang time natin. Kung may katanungan ka pa, I’m just one chat away.

Gusto ko ring magsorry kung natagalan yung pagrerelease ko ng

module, anak. Hindi ko na-beat yung deadline ko para sa sarili ko, haha.
BUT I really gave my all doing this. Kahit hindi ka na magandahan sa gawa
ko, kahit alipustahin mo na haha, basta ang tanging hiling ko lang ay sana
after mong pagtuunan ng pansin at basahin to, I hope na makadagdag ito sa
kaalaman mo bilang isang future teacher. Yun naman ang mahalaga talaga
sakin at makikita ko naman yan sa requirement na ipapasa mo sakin. hehehe.

Masyado na yatang mahaba. Masyado na yata akong madaldal. Sige na,

basahin mo na at ng maipasa na kita :) Keep safe!

PS. May pa-preface pa talaga akong nalalaman.

With love,

Ma’am Audrey
 Table of Contents

Chapter 1 ................ 4
Chapter 2 ............... 16
Chapter 3 ............... 30
Chapter 4 ............... 35
 Chapt
2
Performa er
nce Asse
of proce ssment
ss and p
roduct
 Assessment of Learning 2

Assessment of process involves

All series of steps to follow in per-

about
forming or doing the task.

P e r f o r m a n c e A product is the output in per-

Assessment
forming a task which is concrete
or real and can be assessed.

For example, balik tayo sa example ko kanina sa Chapter 1, yung

batang nagdebone ng bangus. Yung process doon ay yung series of
steps to follow in deboning boneless milkfish. Yung product doon ay
yung mismong finished product which is concrete or real
and can be assessed.

Performance assessment of process and product

ance
refers to the on-the-spot evaluation of perform
behavior of the student to determine his interest
ng
and willingness to perform the task. Ang kalidad
ance
produktong mabubuo ay nakadepende sa perform
ng estudyante.

In evaluating the products, Rubric Assessment is

This is where perfomance

commonly used.

assessment comes in.....

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Assessment of Learning 2

5 Key Features of a Good

Performance Assessment
T S cifi
c
GE p e
R ons of sssessed.ur FOCUSE
D PURPO
A
A R T descriptni s to befa the fo 1. Clarify t
he intende
SE
CLE de clearxpectatiomore aotions. nd and . 2. Specify
d uses of th
ment result
s .
e assess-
i a
P rov ment e ne or expect derst essing assessment
whose info
rmation n
1. ieve e o ent
r s un e ass will meet: eeds the
h u r m o r
ac
M eas hieve valuat they a lum develo t
pers, and p
e a ch ers, curric
u-
2. ac at e hat olicymaker
t h f w s.
ssure are o
3. A ain aw
rem
PROPER METHOD
Use an assessment method that is suited to
the assessment goals

ACCURACY
1. Present sources of inference and er-
ror that may have affected the devel-
opment and implementation of the as-
SOUND SAMPLING sessment.
1. Provide a representative sam- 2. Anticipate sources of bias that can
ple of all the questions that can create ambiguity in results.
be asked.
2. Produce results of maximum
quality at minimum cost in time
18 and effort.
18
 Assessment of Learning 2

Steps of Performance Assessment of Process 4

and Product

1
Identify the Performance Process
and Product
In identifying performance process and product, select a assessment/project to create a
product na makakatulong dun sa learners mo na maka-cope up sa realidad ng buhay and will
make them develop lifelong learning skills in the process. Bukod sa sarili nilang pagkatuto tung-
kol sa mga bagay-bagay sa paligid nila, pwede ka ring magpagawa sa kanila ng mga projects na
makaktulong sa kanilang tahanan at komunidad.
2
choose the center of assessment
Process Product

Now that you have a project in mind na ipapagawa mo sa kanila, you must now choose the center
of assessment. Saan ka lang ba magfofocus? Sa proseso ba kung paano ginawa? Sa produkto
bang magagawa after the process has been done? or both? Ang susunod na tanong jan ay paano
mo ieevaluate yung project? Ano-ano ba ang mga criteria for judging? These are the question
you should consider before making this project/assessment into a reality.

3
choose the appropriate degree of
realism

In this step, we are now focusing on the “mechanics” kung paano isasagawa ang project. Ano-
ano ba ang mga materials needed? Ilang minuto/oras/araw ang bubunuin bago matapos ang
task/project? Sino-sino ang gagawa? May steps bang susundin? Saan gagawin? The appropri-
ateness, authenticity, and feasibility of the assessment is at stake here kaya we need to be
careful kung paano tayo magbibigay ng instructions sa ating mga learners para malinaw at hindi
sayang sa resources.
19
19
Assessment of Learning 2

4
choose the performance situation

After Step 1, 2, and 3 which points out to the planning phase pa lang, ngayon ans ating Step 4
will be about the implementation of the plan. Maraming pwedeng paraan, pero ang sasabihin ko
na lang dito ay yung relevant sa subject natin which is more on doing authentic assessments.

P e r form ance Work Sam

imul a t e d ple
S - Students
to i m it ate the per in t
perform t he class are asked
pts u-
This attem a task in real life sit he
product s actual task and the
to
of -playing.
formance n c e, r ole erves as s
ample or
insta el to ther

Both pro
ation. For can also b
students.
The prod d-
mo
e displaye uct
room. d in the c
rocess

Example: , o n e s tu d e nt acts as a lass-

08 class students.
In ELEM 22 Example:

c
r fo r m a s

e
the rest p e

s
teacher while erves in the role-playing In TLE class

s
p

, each group

a
obs of s
The teacher ect class makes
different han tudents in a
n

l ow the corr

n
fo
o

e y

d produc
n o t th son. dicr
whether or nting the les
coconut midr
ibs. The proje afts out of
e

in p r e s e
r

l e ct
teaching sty the classroo
m as work o is displayed in
Mo

utputs and fo
r sale.

5
choose the appropriate Evaluation
tool

Last but definitely not the least, of course hindi mawawala si evaluation. You need an evaluation
tool that will be most appropriate for your performance-based assessment. Alam kong paulit-ulit
nako pero RUBRICS is the most common evaluation tool when it comes to authentic assess-
ments, so dun muna tayo magfofocus, okay?
20
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 Assessment of Learning 2
Designing Assessment Tools for
Performance-based Assesments

There are many tools to choose from for Checklist

assessing student evaluation. Tools include:
(but are not limited to) checklists, rat-
ing scales, rubrics, portfolios, exams and
peer evaluations. An assessment tool has
to be proficient as it is information for
educators and learners alike in order to
clearly indicate the criteria against which
Purpose
1. Provide tools for systematic re-
Rating Scale cording of observations
2. Provide tools for self-assessment
3. Provide samples of criteria for stu-
dents prior to collecting and evalu-
Rubrics ating data on their work record the
development of specific skills, strate-

i s t ?
gies, attitudes and behaviours neces-

k l
the learning will be assessed.

chec
sary for demonstrating learning

s a
4. Clarify students' instructional

t i
wha
needs by presenting a record of cur-
rent accomplishments.

Checklists is the least complex form of

scoring system, are simple lists indicat-
ing the presence of attributes, NOT the
quality, of the elements. It is usually of-
fer a yes/no format in relation to student
demonstration of specific criteria. This is
similar to a light switch; the light is ei-
ther on or off. They may be used to record
observations of an individual, a group or
a whole class.
How to construct a Checklist?
1. Express each item in a clear and simple language.
2. Identify the type of checklist to be used in particu-
lar assessment/evaluation
3. The list of items in the checklist may be continuous
or divided into groups of related items.
4. Avoid negative statements whenever possible.
5. Ensure that the items have a clear response: YES/
Checklist can measure...
NO or DONE/NOT DONE
6. It must have a quality of completeness and
Work Readiness Appropriate Conduct 21
Cognitive Strategy
comprehensiveness
Assessment of Learning 2

s c a l e?
r a t i n g
a t i s a
wh
A Rating scale incorporates quality to the ‘elements’
in the process or product which can be numeric or de-
scriptive. Rating scales are similar to checklists except
Characteristics: that they indicate the degree of accomplishment and
• Have criteria for success based on expected outcomes
• Have clearly defined, detailed statements
include a scoring system rather than just yes or no.
• Have statements that are chunked into logical sections Rating scales state the criteria and provide three or
or flow sequentially four response selections to describe the quality or fre-
• Include clear wording with numbers when a number
scale is used. As an example, when the performance
quency of student work.
statement describes a behaviour or quality,
1 = poor through to 5 = excellent
is better than
1 = lowest through to 5 = highest
• Have specific, clearly distinguishable terms
Using good then excellent is better than good
then very good because it is hard to distinguish
between good and very good.
• Be short enough to be practical
• Highlight critical tasks or skills
• Indicate levels of success required before proceeding
further, if applicable
• Sometimes have a column or space for providing ad-
ditional feedback
• Have space for other information such as the student’s
name, date, course, examiner, and overall result

The main drawback with rating

scales is that the meaning of the nu-
meric ratings can be vague. With-
out descriptors for the ratings, the
raters must make a judgment based
on their perception of the meanings
of the terms. For the same presen-
tation, one rater might think a stu-
dent rated “good” and another rat-
22er might feel the same student was
22 “marginal.”
 Assessment of Learning 2

b r i c ?
i s a ru
what A rubric is commonly defined as a tool that articulates the expectations for
an assignment by listing criteria, and for each criteria, describing levels of
quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001).

t u r e s
s s e n t i al fea
3 e
Indocators
Markers of quality
it contains
(typically rating scales) statements that
Criteria students are at-
that will spport
tending to in completing the perfor-
give students a clear
the assignment idea about what mance levels
must be done to
demonstrate a cer-
br ic:
used in deter- tain level of mastery,
s of ru
mining the level p e
n ty
understanding, pro-
a i
ics
at which student ficiency
t wom b r
work meets ex-
re
R u
re a i c
olist
pectations
The
H b r ics
Ru
t i c E...
aly PA G
Rubrics A n X T
NE
help instructors:

1. Provide students with feedback Rubrics help students:

that is clear, directed and focused on
ways to improve learning. 1. Focus their efforts on completing assignments in line
2. Develop consistency in how you with clearly set expectations.

23
evaluate student learning across stu- 2. Self and Peer-reflect on their learning, making in-
dents and throughout a class. formed changes to achieve the desired learning level.
3. Reduce time spent on grading; 23
Why You Should Consider
Increase time spent on teaching. Rubrics?
Assessment of Learning 2

holistic rubrics
are single criteria rubrics (one-dimensional) used to assess par-
ticipants' overall achievement on an activity or item based on pre-
defined achievement levels;
Performance descriptions are written in paragraphs and usually in
full sentences.

analytic rubrics
two-dimensional rubrics with levels of achievement as col-
umns and assessment criteria as rows. Allows you to assess
participants' achievements based on multiple criteria
using a single rubric. You can assign different
weights (value) to different criteria and What
does a Rubric
include an overall achievement by
totaling the criteria.
written in a table form.
look like?

On the left side, the criteria describe the key elements of a student work or product. At the top, the
24
24
rating scale identifies levels of performance. Under each section of the rating scale, the indicators
provide examples or concrete descriptors for each level of performance.
 Assessment of Learning 2
Example of Holistic Rubric

Example of ANALYtic Rubric

25
Assessment of Learning 2

Advantages of Holistic Rubrics

Emphasis on what the learner is able to Advantages of Analytic Rubrics
demonstrate, rather than what s/he cannot
do. Provide useful feedback on areas of strength
Saves time by minimizing the number of de- and weakness.
cisions raters make. Criterion can be weighted to reflect the
Can be applied consistently by trained raters relative importance of each dimension.
increasing reliability.
Disadvantages of Analytic Rubrics
Disadvantages of Holistic Rubrics
Takes more time to create and use than a
Does not provide specific feedback for im- holistic rubric.
provement. Unless each point for each criterion is
When student work is at varying levels span- well-defined raters may not arrive at the
ning the criteria points it can be difficult to same score
select the single best description.
Criteria cannot be weighted.

Designing
a Rubric
Figure out what areas really matter to the Examples:
quality of the work that’s being produced. Task Requirements
assess student
Determine the
CRITERIA to

Whether it’s an
Frequency
work.

essay, a project, a digital story or essay, or

a presentation, what do you want evidence
of in the final product? Accuracy
Comprehensibility
List all the possible criteria you might want
students to demonstrate in the assignment. 1 Content Coverage
Include criteria for the process of creating Vocabulary Range Variety
the product and the quality of the product.

26
 Assessment of Learning 2
Rating scales can include either numerical Show your rating scale beginning on the
Develop the

or descriptive labels. Usually, a rating scale left with the highest.

RATING
SCALE.
consists of an even number of perfor-
On the chart below, the
mance levels. If an odd number is used, the
middle level tends to become a
highest level of performance is de-
catch-all category. scribed on the left. A few possible la-
bels for a four-point
This is exceeding scale include:
2 the goal This is the goal This doesn't mean the
student has failed. This means there
is much room for improvement

It's up to you how many points

you will assign, but make sure
it's justifiable naman
assignment/assessment,
whatarethepossiblelev-
Given what students are
abletodemonstrateinthis

els of achievement?

1. Create indicators that are present at all Define the performance quality of the as-
performance levels. sessment for each criteria, one at a time. INDICATORS
of quality
Develop
2. Make certain there is continuity in the Begin with the highest level of the scale to
difference between the criteria for exceeds define top quality performance. Remember,
vs. meets, and meets vs. does not meet this is the level that you want all students
expectations. The difference between a 2 and to achieve and it should be challenging.
a 3 performance should not be more than the
difference between a 3 and a 4 performance.
3. Edit the indicators to ensure that the levels reflect variance in quality and
not a shift in importance of the criteria.
3
4. Make certain that the indicators reflect equal steps along the scale.

27
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Assessment of Learning 2

Tips in Writing Performance Descriptors

The performance descriptors describe the relative differences between performances at each
level. These are some of the ways that difference can be presented:

by referring to specific aspects by using numeric references. Numbers

of the performance which will be
different at different levels.
For example,
(lvl 3) analyses the effect of …
(lvl 2) describes the effects of …
(lvl 1) lists the effects of …
identify quantitative differences between
levels.
For example,
- provides three examples/provides two
examples/provides an example
- uses several strategies/uses some strat-
egies/uses few or no strategies*

by using adjectives, adjectival phrases, adverbs and adverbial phrases. These

extra words are used where the aspects of a performance stay the same across
the levels, but there is a qualitative difference to the performance.
For example
- accurately explains/explains with some accuracy/explains with limited accuracy
- provides a complex explanation/provides a detailed explanation/provides a
limited explanation

28 NOTE: Scoring with the use of Rubrics will be on Chapter 4...

 Assessment of Learning 2
The descriptions should be specific and measurable. The language should be parallel to help with student
comprehension and the degree to which the standards are met should be explained.

Again, to use an analytic essay rubric as an example, if your criteria was "Organization" and you used the
(4) Exceptional, (3) Satisfactory, (2) Developing, and (1) Unsatisfactory scale, you would need to write the
specific content a student would need to produce to meet each level. It could look something like this:

For the final form of Holistic Rubric,

Kindly refer to the example on page 23

Too many parameters will be difficult to as-

After creating the descriptive language for sess at once, and may be an ineffective way
Revise your

all of the levels (making sure it is parallel, to assess students' mastery of a specific stan-
RUBRIC

specific and measurable), you need to go dard. Consider the effectiveness of the rubric,
asking for student understanding and co-teach-
back through and limit your rubric to a
er feedback before moving forward. Do not be
single page.
afraid to revise as necessary. It may even be
helpful to grade a sample project in order to
gauge the effectiveness of your rubric.
4 You can always adjust the rubric if need be before handing it out, but

29
once it's distributed, it will be difficult to retract.