Lesson Proper for Week 13 Lesson Proper for Week 14

Performance-Based Assessment Performance Based Test: Rubrics, Exemplars, Automatic Performance-

Based
Well Tests
Designed Rubrics Includes
Introduction
 Best way to gauge a student or pupil competency in a certain
task is :through en situ or on site.
Possible modification ® Another way Performance
of doing criterion-referenced
dimension that are grading is to
critical bysuccessful
listing
 A performance-based test - assess students on what they One of the alternative
objectives andtask method
assigning of rating
grades
completion; the performance
based on the extentof thethe students
student
know, what they are able to do. asideachieved
from paper
 theand pencil
class testreflects
objectives
Criteria that is (e.g.,
the use of
allAthe scoring
= Student
importantandoutcomes
has rubrics. Scoring
achieved allthe
of major
When using a norm-referenced system in a small class, the allocation of grades
 It is a direct and systematic observation of the actual the rubrics is used
and minor when judging
objectives the
of thetask;
performance quality
course. B =ofStudent
the works of the learners
has achieved all
can be modified according to the caliber of students in the class. One method
performances of the students based from a predetermined on performance  assessment.
major objectives Scoring
and several
A rating scale rubrics
minor
that are veryetc.).
objectives,
provides important
a usable, in
easily-interpreted
of modifying a norm-referenced system is anchoring. Jacobs and Chase
performance criterion. assessing the performance
Before Deciding of students using theSystem,
on a Criterion-Reference
score; topics today.
Consider:
in Developing and Using Tests Effectively: A Guide for Faculty, 1992,
describe  Is the systematic,
the following uselongitudinal
ways tospecific an anchor: collection of student work  Criteria that reflect concrete references, in clear
For Kindergarten. Guidelines
created to the assessment
in response to specific, of Kindergarten
known instructional Step 4: The sumlanguage
of the Weighted Scores in
understandable toeach component
students, parentsisandtheother
Scoring Rubrics
learners will be issued in a different memorandum or order. However, for Initial Grade. teachers; reasonable criteria for students? When teaching
® How will we determine
Kindergarten,
"If instructors have
objectives
checklists
taughtand
and evaluated
anecdotal
a class several
in relation
records
times are
to
andused
the same criteria.
haveinstead
used theofsame 
numerical
or an
the class for the first time, maintain some flexibility.
 The portfolio should represent a collection of students' best Table 8. Final Grades and General Average
grades. These are based on learning standards found in
equivalent exam, then the distribution of test scores accumulated over many the Kindergarten DESCRIPTIVE SCORING RUBRICS THAT ARE DEVELOPED BY
work This Initial Grade willTest
be transmuted using the given transmutation
curriculum
classes guide.
can serve isorimportant
asItthe best efforts.
anchor. for present
The teachersclassto keep a portfolio,
is compared withwhich
this is a Performance
TEACHERS
3. Other ORBased
OTHER
Systems: SomeEVALUATORS
alternate systemsTO of GUIDE
grading THE
includeANALYSIS
contract
table to get the Quarterly Grade (QG).
record or compilation
cumulative distributionoftothe learner’s
judge output,
the ability such
level of as
thewriting samples,
group and the OFgrading,
THE PRODUCTS
peer grading,OR andPROCESS OF STUDENTS’EFFORTS.
self-evaluation by students.
accomplished
appropriate activity
allocation
Performance-based sheets,
of
test grades.andAnchoring
artwork. The alsoportfolio
works well caninprovide concrete
multi-section
Advantages  Is a direct and systematic observation of the actual
courses of of
evidencewhere howusing
the much
sametheor rubrics
how
text, wellsyllabus,
same the learner andissame
able examinations
to accomplishare theused.
skills Step 5: The Quarterly Grade for each learning area is written in the
Types
® In of Rubrics
contract performance
grading instructorsof the liststudents
activities based from can
students predetermined
participate in
and common
The competencies. Throughcan
examination checklists,
be used to thereveal
teacher will beand
whether able to indicate
how the class report card of the student.
ornotinthe
whetherdiffer Assess
childstudents
is able onthe
to what they know
demonstrate knowledge or objectives performance
they can achieve, criterion.
usually attaching a specified number of
groups achievement
Assessment toand
become grade
moreinobjective
the and and/or
individual perform
sections
consistent can bethe
points for each activity (e.g. book report = 30 points, term paper = 60

tasks expected What
of they
Kindergartenanare able to do
learners. Through aanecdotal
adjusted accordingly...
 Clarifies If the instructor
criteria in iseach
teaching
specific termsfor records
class the firstortime and HOLISTIC – Require the teacher to score the overall process or product
Table 6. Sample
points). Students Class Record
select for English
the activities and/or Grade 4 (First
objectives thatQuarter)
will give
narrative 
reports, Learning
teachers strategies
will be ablethey toemploy
describe inlearners’
the process of
behavior, attitude, asLesson
a whole. Proper forwantWeek and15
has no other
 scoresShows for comparison,
how the worka will relevant and wellconstructed
be evaluated and what is teacher-
expected It is for quick scoring and provides overview of students
demonstrating them the grade they a contract is signed. It is advisable to
and effort
made in school
pretest
 may bework. as anit.anchor."
usedstudents’ performance  GRADING
Promote awareness of the criteria have qualitative criteria stated in SYSTEMS
the contract in addition to listing the
activities.
"Learning is a complex
The following
Modifying are the process.
steps in Itcomputing
entailsbynot only
for what
the students
Final Grades.know but
Rubrics andthe norm-referenced
Exemplars system anchoring also helps mitigate ® In some classes,
ANALYTIC
GRADING –SYSTEMS
provides a portion
informationof a student's
regarding gradethe is determinedinbyeach
performance peers'
what theyofcan
feelings to with what
competition amongthey students
know." as they are not as directly in For evaluation
component
Gradespart 11 ofandhis/her
12task,performance.
the making it useful If students are told specific
for diagnostic what to look for
competition
Step 1: Gradeswithfrom
eachallother.
student work are added up. This results in the total andand
strength howweaknesses
to grade, they generally
of the learners. canBestdo amethod
good job. Agreement
for teachers to see
 component,
Rubrics to describe student Work,
performance The
the two most
between
relative common
peer
strength and types of rating
andinstructor
weaknesses grading is systems
of the about
students 80%.usedPeerat the
performance university
grading in iseach
often
Example:
score for Hands-on
each execution of experiments
namely Written by students
Performance Tasks, and levelused
The are quarters
two norm-referenced determine and
thecriterion-referenced.
Final Gradeclasses. Many
in a semester. professors
Table
Quarterly  Perkins
Assessment. et
Raw al scores
(1994)from
provide
each examples
componentof rubrics
have scoring for criterion. in composition classes and speech It can also be9ashows
useful
Before Deciding on a Norm-Reference System, Consider : to be combine
students
converted to a Percentage Score. This is to ensure that values are parallel to
an sourceelements
example of 11,
ofininformation
Grade eachsecond
of these
for systems
semester
evaluating for
groupforthe determining
Accounting,
work; knowing student
Business,
that group
Performance Task grades
and by using
Management
members have a (ABM)
system of anchoring
strand.
the opportunity or by presetting
to evaluate each other’s gradingworkcriterion
can go a
each other. This rubric lists the criteria in the column in the left
Template
which for
is way
later inHolistic
adjusted Rubrics
basedpeerson actual
 What is the expected class size? If it is smaller than 40, do not use a long motivating to pullstudent performance.
their weight on a project and to
normreferenced system unless we use anchoring to modify the Tablereassure
9. Grade group 11,members
2nd Semester that their of ABMcontributions
strand will be recognized. If
Step2: The Students
sum forare
system. eachrequired to draw
component on the knowledge
is converted and skills Score.
to the Percentage they To used, peer evaluation
1. Norm-Referenced should always be done anonymously.
Systems:
compute the possess
Percentage Score (PS), divide the raw score by the highest ® Students can also be asked to assess their own work in the class and
 score
possible then multiply
To reflect upon them thefor
quotient
use at by 100%. This
a particular taskisatshown
hand below: their assessment can be a portion of the final grade. This method has
 Is it important for students to work cooperatively in this class (e.g., Definition:
educational In norm-referenced
value as learningsystems to assess students
one's own are evaluated in
progress contributes
 Task do we required
ask them a combination
to form studyofgroups,
the twoor approaches
work on projects as a relationship to one another (e.g., the topour 10% of students
to the university's goal of preparing students to bereceive
life-long an A,
group)? If the answer is yes, a norm-referenced system is not the next 30%Aa research
learners. B, etc.). This grading
analysis found system
that the rests on the assumption
percentages of self-
appropriate
Example: Problem for the class.
Solving thatassessors
the level whoseof student gradesperformance
agree withwill thosenotofvary much
faculty from class
graders vary to from
class.
33%In this
to 99%. system the instructor
Experienced usually
students tenddetermines the percentage
to rate themselves quite of
Step 3: Percentage ScoresSystem are then converted to Weighted Scores to show the students assigned
similarly to theeach grade,
faculty whilealthough this percentage
less experienced studentsmaygenerally
be give
2. Criterion-Referenced
 Students
importance
For each or
MAPEH,ofindividual
pupil learn
component inoptimally
grades are promoting bylearning
given to each
actuallyindoing (Learning
the different
area, namely,
by
Music,subjects.
Arts,
determined
themselves (or at leastgrades
higher influenced)than aby departmental
faculty expectations
grader. Students and
in science
doing) - constructivist philosophy policy.
classes also produced self-assessments that closely matched faculty
Physical
Tips Education,
in Designing and Health.
Rubrics The quarterly grade for MAPEH is the
Definition:
 of TaskIn criterion-referenced
need to be consistentsystems students
with areas.
the areoutcomes
intended evaluatedof against
the an assessment. Not surprisingly, student and instructor assessments are
average
To do this, the
thequarterly
Percentagegrades
Scorein is
themultiplied
four by Normally
the weighttheof criteria
the component Table 7. Steps for Computing Grades
absolute scale (e.g. 95-100 = A, 88-94 = on
B, instruction
etc.). are a set more likely
curriculum
found inofTable 4 for and the objectives Advantages : to agree if the criteria for assessment have been clearly
number points or aGrades 1 to 10
percentage andtotal.
of the TableSince
5 for the
Senior High isSchool.
standard Theit
absolute, articulated. Without these shared understandings, students, for
product
is is known
possible that all as the Weighted
students could get Score (WS).
As or all students could get Ds. Template 1. forGet
example, Analytical
the know
don’t Rubrics
total score
whether for each
to assess component.
themselves on the amount of
Require students to manifest work they  putNorm-referenced
into a course, onsystems are very easy
the improvement they’veto use.seen in
Advantages : computed at the end of the school year? certain skills, or on their final level of achievement. If self-assessment
How are grades 2. Divide the total raw score by the highest possible score then
is used,the instructor andwell student should meet to discuss the student's
 What they know multiply They thework
quotient
achievement before the self-evaluation is made.
in situations
by 100%. requiring rigid
®Table  4. Weight
Students are notof the Components
competing with eachfor Grades
toother and 1-10thus more likely to differentiation among students where, for example,
For Process
Kindergarten. by
There which they
are no come
numerical know
grades inare
it. Kindergarten. Descriptions How
Lessonis theProper
learner’s for progress reported?
programWeek 16
size restrictions may limit the number of
actively help each other in learn. A student's gradeareasis notare
influenced by using
the 3. PROPERConvert Percentage Scores to to
of the learners’ progress the various learning represented LESSON Weighted Scores. Multiply the
caliber of the class. students advancing higher level courses.
checklists
Paper and student
and Pencil portfolios.learning
Test measures These are presented
indirectly. Whento the parents atfactual
measuring the end To understand
The Percentage
summary offully Score
the lesson
learner progressby the weight
foristoday,
shownread of the component
silently
quarterly tothe indicated
material.
parents and
of each quarter
knowledge for discussion.
and when Additional guidelines
solving well-structured on the problem,
mathematical Kindergarten it is guardians throughin Tablea 4parent-teacher
and Table 5. conference, in which the report card
program
better willpaper
Disadvantages
to use be:issued
and pencil test. In this case, teacher asked question which is discussed. TheThey grading are scale,
generally withappropriate
its corresponding in largedescriptors,
courses thatare doin
A. OBJECTIVEnot 1 encourage cooperation among students but
indicates skills that have been learned. While Performance Based Table 4. 10. Remarks
Add theare given atScores
Weighted the end ofof the component.
each grade level. The result will
Assessment is a direct measure of the
learning and competence. Examples of generally stress individual achievement.
.For
® It Grades 1-10.
is difficult to The average of
set reasonable Quarterly
criteria for theGrades
students(QG)withoutproduces
a fair the
amount be the Initial Grade.
performances
Final Grade that can be judged or rated directly by the evaluators are The K to 12 Basic Education Program uses a standards- and competency-
of teaching experience. Most experienced faculty set these criteria based on Table 10. Descriptors, Grading Scale, and Remarks
preparing microscopic slides in laboratory class, performing gymnastic or a based grading system.
Disadvantages : These are found in the curriculum guides. All
their knowledge of how students usually perform (thus making it fairly similar
dance
The in a physical
systemeducation class.
HighThe teacher provides feedback grades5.willTransmute
be based onthe theInitial
weightedGraderaw using
score theofTransmutation
the learners’ Table.
thegrading forsystem).
Senior School (SHS) follows a different set of
to norm referenced
immediately on how
weights for each the students
component. performed
Table 5 presents to carry out their
the weights forperformance
the core and summative assessments. The minimum grade needed to pass a specific
task.
trackLastly, Portfolio Assessment is the systematic, longitudional collection
subjects. ® One objection
learning area is 60, to which
norm-referenced
is transmuted systems
to 75 isinthatthe an individual's
report card. The
Possible
of student modifications
work created in : response to specific, known instructional grademark
lowest is determined
that can appear not only on by thehis/her
report card achievements, but also by
is 60 for Quarterly the
Grades
Rubrics
objectives and evaluated in relation to the same criteria. The portfolio should andachievements
Final Grades.ofFor others.
theseThis may be the
guidelines, trueDepartment
in a large non-selective
will use a floor
. Table 5. Weight of the Components for SHS lecture class, where
represent a collection of students' best work or best efforts grade considered as thewe can be
lowest fairly confident
possible grade thatthat willthe classinis a
appear
® Instructors  sometimes
are scales choose to maintain
the differentiate some
level flexibility
of student in their criteria
performance. representative
learner’s of the studentfrom
report card.Learners population;
Grades but 1 toin 12small classeson(under
are graded Written
by telling thecontain
 Averageclass inthe advance thatmust
idea that the criteria
be met may thebe lowered if it theseems 40) the group mayTasks, not beand a representative sample. One student may
The General is computed by dividing the bysum ofstudent
all finalandgrades by Work, Performance Quarterly Assessment every quarter.
appropriate, e.g., the 95% cut offthat
forwill
an Abemay be lowered howtoweight
93%.the This get an A in area given
low-achieving section while a fellow thatstudent with the to
the total number judgement
of learningprocess
areas. Each learning used
areatohasrateequal well These three specific percentage weights vary according
way if a firststudent
exam was hasmore difficult for students than the instructor
performed. thesame
naturescore
of the in alearning
higher-achieving
area. section gets a B.
imagined, s/he Ancan lower the
exemplar grading
is an example criteria rather thanthe
that delineates trying to
desired Using the sample
® A second objectionclass torecord in Table 6, LEARNER
norm-referenced grading is that A received
it promotes an
compensate for the difficulty
characteristics ofof the first
quality exam student
in ways with ancan easyunderstand.
second exam. Initial Grade of rather
competition 84.86 thanin English for the When
cooperation. First Quarter,
studentswhich,
are pitted when against
Raising the criteria because too many students achieved As, however, is transmuted
each other to for
a grade
the fewof 90,
As is toequivalent
be given out, to Outstanding.
they're less likely LEARNER to be B
never advisable. received
helpfula to transmuted
each other. grade of 88, which is equivalent to Very
® Another way of doing criterion-referenced grading is by listing objectives Satisfactory. LEARNER C received a grade of 71, which means that the
and assigning grades based on the extent the student achieved the class learner Did Not Meet Expectations in the First Quarter of Grade 4
Theobjectives
Final Grade in each
(e.g., A = learning areaachieved
Student has and the General
all majorAverage
and minor areobjectives
reported asof English.
whole thenumbers.
course. BTable 8 shows
= Student has an example
achieved allof the Final
major Gradesand
objectives of several
the different
minor
learning areas and
objectives, General Average of a Grade 4 student.
etc.).
How are learners promoted or retained at the end of the school year?
Before Deciding on a Criterion-Reference System, Consider:
 This section provides the bases for promoting a learner to the next grade

1. Systematic basis for making Adjust or improve programs

inferences about the learning following the results of the
and development of students learning outcomes assessed
ASSESSMENT is__.

2. Assessment is the process

of: DEFINING, SELECTING,
ANALYSZING

4. Clearly define and identify

the learning outcomes in an
assessment cycle ; STEP 1

5. Select appropriate
assessment measures and
assess the learning outcomes
this is ___. STEP 2

6. Portfolios are frequently

included with other types
of ________
assessments because they
move away from telling a
student's story though test
scores and, instead, focus on a
meaningful collection of student
performance and meaningful
reflection and evaluation of
that work.AUTHENTIC

7. Analyze the results of the

outcomes assessed. This is
___.STEP 3
8. They said that portfolio must
be multi-source, authentic,
forms of dynamic assessment.
Barton and Collins
Table 11. Learner Promotion and Retention Module 10- Different Format of Assessment Tools – Part II

For Grades 1 to 3 Learners Promotion and Retention Module 11- Items Analysis and Validation

Module 13- Performance Based Test

Module 14- Rubrics, Exemplar an Automating Performance Based

Tests

Module 15- Grading Systems Part I

Module 16- Grading System Part II

All the topics mentioned above contribute to your interest as future

educator. Make time to review your previous module and contemplates
on the importance of each topic to your college course. As a review,
this subject focuses on the development and utilization of assessment
tools to improve the teaching learning process. It emphasizes on the
use of testing for measuring knowledge, comprehension and other
thinking skills. It is designed to measure student achievement and
gauge what they have learned. As part of the overall evaluation
process, we need specifically to find out if the learners are actually
learning as a result of the teaching. This will show us whether the
teaching has been effective, which is usually the most important topic.
This module provides variety of activities and discussion on how to
evaluate the performance of the learners.

Lesson Proper for Week 17

MODULE CONTENT

Module 1 – The Overview: Assessment of Learning

Module 2 – Shift of Educational Focus from Content to Learning Outcomes

Module 3 – Measurement, Assessment and Evaluation in Outcomes-Based

Education

Module 4 - The Outcomes of Student Learning

Module 5 - Cognitive Domain, Affective Domain and Psychomotor Domain

Module 7- Assessment of Learning Outcomes

Module 8- Development of Varied Assessment Tools

Module 9- Different Format of Assessment Tools – Part I