ISCAST LIBRAR’ BISC, IBRARY HULIAORRRAT 1 20178 OS EN ETE moins ROSE ESM 1s 7 = ¢ - 7 — —_ i eeSecond Edition AUTHENTIC ASSESSMENT _ OF STUDENT LEARNING OUTCOMES OCT g 2 2014 BISCAST LIBRARY Assessment of Learning 2 Rosita L. Navarro, Ph.D. Rosita De Guzman-Santos, Ph.D. | . LORIMAR PUBLISHING INC.AUTHENTIC ASSESSMENT OF STUDENT LEARNING OUTCOMES ASSESSMENT 2 (2%? EDITION) Copyright, 2013 by ROSITA L. NAVARRO, Ph.D. ROSITA DE GUZMAN-SANTOS, Ph.D. and LORIMAR PUBLISHING, INC. ISBN 971-685-766-5 Published b; LORIMAR PUBLISHING, madaa To 498i8 776 Aurora Blvd, cor. Boston Street, Cubao, Quezon City, Metro Manila Tel. Nos. 721-2715 * 723-1560 + Telefax: 727-3386 Cellphone No. 0918-5375190 Cover and book design by Ronnie Llena Martinez ‘All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, mimeographing, or by any information and retrieval system, without written permission from the copyright holder. Printed in the Philippines by ADRIANA PRINTING CO., INC. 776 Aurora Boulevard, cor. Boston St., Cubao, Quezon City Tel. No. 722-5175 To purchase additional copies of this Workbook call LORIMAR PUBLISHING, INC. Tel. Nos. 721-2715 + 723-1580 + 727-3386 + CP No. 0918-5375190 Telefax (632) 727-3386. Ask for Julie or send e-mail to publishedbylorimar@yahoo.comFOREWORD Teaching today is a far more complicated profession than it was a couple of decades ago. The dynamically changing pace of development in science and technology has brought about corresponding changes in the way we view teaching. Thus, while earlier on, we have always been content with testing and measuring students’ cognitive skills through teacher-made tests, today, we not only test and measure cognitive development but also the affective and psychomotor development of the learners as well. The teacher is, therefore, expected to be fully conversant of the measurement and assessment procedures that underpin testing in the three domains: cognitive, affective and psychomotor domains. ‘One of the major advancements in the field of test and measurement is the recognition of the inadequacies inherent in traditional cognitive testing through pencil and paper tests. There are indeed skills, abilities and competencies that could not be successfully assessed if one uses traditional measurement procedures. Authentic assessment, covering such techniques as portfolio assessment, rating scales, self-reports and others, offers an altemative to traditional test and measurement techniques. While the procedure is not yet used extensively in the educational systems all over the world, its potential for enhancing the teaching-leaming process is now widely recognized. This book introduces the topic of Authentic Assessment to would be teachers. It is an introductory textbook despite its title: Authentic Assessment of Student Learning Outcomes (Assessment 2). It covers nine (9) chapters, all of which serve to elucidate the finer concepts that underlie authentic assessment. This book, together with its companion textbook (volume 1), can be comfortably covered in a one-semester, S4- hour course on Measurement and Evaluation. The author is a seasoned teacher herself, having dedicated much of her career to teaching, specifically, on the topic of measurement and evaluation. The breadth and depth of her 40 years of teaching experience on the subject matter are clearly manifested in these two (2) textbooks. In addition, there are several recent trends and concepts included by the author which only serve to further highlight the necessity of having a textbook of this kind and quality in the Philippine educational system. ROBERTO NATIVIDAD PADUA, Ph.D. Former Executive Director, Teacher Education Council (TEC) Former CHED Commissioner ii_-————— PREFACE The shift of educational focus from subject/course content to student learning outcomes marks the serious effort to implement Outcomes-Based Education (OBE) which is the current national and international thrust of education at all levels. Without the appropriate assessment measures, however, the aims and ideals of OBE may not be strategically achieved. The book Authentic Assessment of Student Learning Outcomes (Assessment 2) implements and complements OBE by clarifying the concept of Outcomes-Based Education (OBE), identifying and explaining student learning outcomes at the different levels of schooling, and illustrating a variety of assessment tools to determine if the desired learning outcomes* have been achieved. Every chapter of the book includes models and examples to aid students’ understanding. To enhance their capability to apply the concept learned, and relevant exercises are provided at the end of the chapter. The authors effectively blended measurement and evaluation in the discussion of OBE and learning outcomes-based assessment in order to complete the teaching-learning cycle, thus making the | book an invaluable guide not only for teacher education students but also for practicing professional teachers.List of Tables Basic Differences Between Traditional Assessment and Authentic Assessment. Example of Student Concerns Data which can be Coded Data on Attendance at Religious Service ‘An Illustration of Chi Square List of Figures The Taxonomy in the Affective Domain» Behavioral Verbs Appropriate for the Affective Domain How Often Respondents Attend Church Worship/Service Diagramming the Impact of Globalizationi 4 q : CHAPTER 1 A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO) Students who are well informed about what behaviors are expected of them in a course / subject or learning activity have a definite guide during the learning activity and are therefore perceived to attain success. Correlatively, teachers who know very well what they wish their students to demonstrate or perform will be in the best position to align their instructional activities to the desired learning outcomes. In this light, all assessment and evaluation activities should start with the identification and clarification of the student leaming outcomes (SLO). The identified and clarified student leaming outcomes serve as the load stars that will guide both teacher and students in activities leading to the attainment of the deserved learning outcomes. What is Student Learning Outcome (SLO)? Every college program should have a set of college-wide expectations from student learning which have been previously agreed upon by the faculty of the program and which the students who pass the different courses under the college program are expected to demonstrate. The individual teacher may add to his/her course more student learning expectations but must adopt the agreed — upon college program expectations and reflect them on each course syllabus. It is important that these common program-wide expectations are identified and clarified because they are the basis of the outcomes assessment process. ‘The student learning outcomes in the teacher education program are the skills, competencies and values that the students are expected to demonstrate at the end of the every course/subject which are in turn, integrated into the year — end formation of students as they progress towards becoming professional teachers. Attainment of theseCChapier 1 ~ A Close Look t Student Leaming Outcomes (SLO) learning outcomes should be periodically assessed cooperatively by both teacher and students. Periodic assessment helps the students determine their strengths and deficiencies and become active participants in outcomes attainment. What are the Sources of Expected Student Learning Outcomes (SLO)? Expected student learning outcomes may be sourced from any or all of the following: 1, The institution’s mission statement is a relevant source of student learning expectations. Public schools refer to the public school system mission or state school charter as source of learning outcomes. Private schools are either sectarian or non-sectarian and their mission may be sourced from their respective religious goals, in the case of sectarian schools, or their founder’s philosophy in the case of non-sectarian schools. 2. Policies on competencies and standards issued by government education agencies such as the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA) and Commission on Higher Education (CHED) are the prescribed sources of student learning outcomes. 3. Expected competencies identified by the different professions, business and industry should be adopted to ensure that graduates are able to perform as expected in their respective work places and/or professions. 4, The thrusts and development goals of the national government are useful integration in the identified competencies and expectations from all sectors of education. 5. International trends and developments should also be considered in identifying and determining student learning outcomes to ensure the graduates’ competitiveness in the employment and professional practice abroad. 6. It will be enriching if the identified competencies and expectations of students integrate the basic general education competencies ' Rebecca Cartwright, Ken Weiner and Samantha Streamer-Veneruso. Student Outcomes ‘Assessment Handbook. (Maryland: Montgomery College, 2009), p.57‘Aummennic Assessment Or Stuoenr Leanne Ourcoves (ASSeSsweNT 2) such as the following competencies listed by the Montgomery College: (a) Oral and written communication which includes the ability to use oral and written language of communication supported by appropriate technology and enhanced with effective style of presentation. (b) Scientific and quantitative reasoning ability which includes competency in the use of quantitative data, mathematical procedure and scientific methods of inquiry in decision- making (6) Ability to analyze, synthesize and develop creative solutions which are the components of higher order thinking skills (HOTS) or competencies. (@) Technological competency which involves the ability to use ik computer technology in documentation and presentations iN H appropriate in different academic and professional settings. (©) Information literacy involves the ability to efficiently locate and effectively use information from both print and electronic sources. Characteristics of Good Learning Outcomes 1. Good student learning outcomes (SLO) are centered on the students, on what the learners are capable of doing,.instead of the teaching technique. The teaching strategy will only be guided by the desired competencies of the students. For instance if the SLO is: “the students can explain and illustrate the life cycle of an insect,” to guide the students towards the desired competency the teacher may use any or all of the following instructional techniques and activities: (a) video presentation of the life cycle of a butterfly (b) poster presentation of the different stages in the development of a butterfly (©) field trip to a botanical garden or nature park to observe the different stages in the life cycle of a butterfly (d) submission of an essay on the dangers observed that will(Chapter 1A Close Look at Student Leaming Outcomes (SLO) interrupt or abort the life cycle of the butterfly (©) submission of a proposed project to protect the life cycle of insects or other useful animals 2. Good learning outcomes are based on the program mission statement agreed upon by the program faculty in consultation with other stakeholders like alumni and other professionals. It is important that the student learning outcomes are based on issuances from government regulatory agencies such as DepEd’s K to 12 Law Enhanced Basic Education in the Philippines, the CHED’s Policies, Standards and Guidelines on Teacher Education, thrusts of appropriate professional organizations and advocacies of employer and industry groups. . Good student learning outcomes are very well understood by both students and faculty. They should be in agreement on the importance of these competencies which they will cooperatively develop. Here are suggested steps that teacher and students can together take in their cooperative monitoring of the progress towards the desired learning outcomes or skills and competencies. H ooking the students to the desired learning outcome E xploring and experiencing the supporting student activities A pplying the ideas/knowledge required in contrived, simulated or real-life situations R efining, rehearsing, reviewing the target skills/ competencies E valuating the degree of learning outcome performance Deciding on the action, solution or creative project to apply the leaming outcome 4. Good learning outcomes include a spectrum of thinking skills from simple-to the higher order of application of knowledge and skills. Here is an example of a range of learning outcomes from the simple to the complex under the competency: “ability to understand.” (a) can identify‘Autuenmic Assessuenr Or Sruvent LEARWNG OUTCOMES (ASSESSMENT 2) 1 wk wn (b) can explain (©) can apply (d) can analyze (©) can synthesize (f) can evaluate (2) can judge (h) can create 5. Good learning outcomes are measureable. Student competencies should be expressed as transitive verbs and/or action words which are demonstrable and observable at various levels, Examples of observable/measurable competency levels: (a) For K to 12 Grades 3-10 Reading, Mathematics, Language, Science. Numerical Rating Proficiency Level 1 Below basic level 2 Basic level 2) Proficient level 4 Advanced level (b) For the nursing program, the example used is Patricia Benner’s Levels of Competency. Numerical Rating =————_Level_ of Competency Novice Advanced Beginner Competent Proficient Expert‘Chapter 1 A Close Look at Student Leaming Outcomes (SLO) (c) From Guba and Lincoln* Students Name: Directions: Enter the date when each of the behaviors has been observed. Egon Guba and Yvonne Lincoln, Fourth Generation Evaluation (California: Saga Publications, 2011)| 1 ‘Aummenic Assessuent OF Sruoewr Lean Ourtcones (ASSessuenr 2) Exercises A. Identify the characteristic of a good student learning outcome that each of the following depicts: The students: 1. can perform the dance “Pandanggo sa Haw” 2. can submit a proposed project to hold a poster contest on environmental sanitation » . can decide on the best solution to a Mathematics problem ~ can participate in a community project as a contribution to society 5. can discuss with the teacher one’s difficulty in attaining the desired learning outcome 2 can research on the life and works of Apolinario Mabini and submit a report on one’s findings = can do a power point presentation on the solar system » can demonstrate a simple experiment in class on the law of buoyancy 9. can volunteer to perform the desired competency 10.can illustrate through posters the characteristics of a good member of the community B, Write 2 examples of student leaming outcomes derived from each of the following sources: . Your school’s mission 2. The act enhancing the Philippine basic education system (K to 12 law) . National Competency-Based Teacher Standards (NCBTS) 4, General education basic competencies 5. Education for All (EFA)Cuarren 2 AUTHENTIC ASSESSMEN’ MEANING, CHARACTERISTICS AND PRACTICES Both assessment and evaluation are based on the judgment of an experienced, thoughtful human being — an expert Machines don't assess, papers don't assess, tests don't assess. Humans assess. And what better person is there to assess the progress and development of his or her students than the classrooms teacher. Larry Malone! Lawrence Hall of Science, University of California, Berkeley The terms assessment, evaluation, testing and marks are terms often used in determining the degree of attainment of student leaming outcomes. At times they are used interchangeably, it will be useful to clarify their meanings to distinguish them from one another. Assessment refers to the process of gathering data and information about what students know and can do. Such information may be sourced through observation of students during their learning activities, examining the results of their learning activities or testing their knowledge and skills. Through assessment, the teacher can find ‘out what students are learning. Evaluation involves the task of interpreting, forming conclusions and making judgments about the information which was gathered in the process of assessment, The data gathered by + In Diane Hart, Authentic Assessiment: A Handbook for Educators (Califomin: Addison Wesley Publishing Co., 1994), p.2.Cuaeren 2 AUTHENTIC ASSESSMEN MEANING, CHARACTERISTICS AND PRACTICES Both assessment and evaluation are based on the judgment of an experienced, thoughtful human being — an expert. Machines don't assess, papers don't assess, tests don't assess. Humans assess. And what better person is there to assess the progress and development of his or her students than the classrooms teacher. Larry Malone! Lawrence Hall of Science, University of California, Berkeley The terms assessment, evaluation, testing and marks are terms often used in determining the degree of attainment of student learning outcomes. At times they are used interchangeably, it will be useful to clarify their meanings to distinguish them from one another. Assessment refers to the process of gathering data and information about what students know and can do. Such information may be sourced through observation of students during their learning activities, examining the results of their learning activities or testing their knowledge and skills. Through assessment, the teacher can find out what students are learning. Evaluation involves the task of interpreting, forming conclusions and making judgments about the information which was gathered in the process of assessment. The data gathered by + In Diane Hart, Authentic Assessment: A Handbook for Educators (California: Addison Wesley Publishing Co., 1994), p.2.‘Auvvenmic Assesswent OF Sruvent Learwns Ourcowes (ASSEsswenT 2) assessment are neither useful nor useless but they reflect the learning process. Such information becomes meaningful only when they are processed and interpreted as to how well the students are attaining their desired competencies. ‘Testing is an instrument of assessment. A test is an assessment tool that reflects the records of the students’ learning outcomes. Marks are reports of the results of evaluating information obtained in the assessment process. Marks have certain components related to the learning activities undertaken by the students. Examples of such components are: 20% for class participation 10 % for completed assignments 20% for quizzes 30% for submitted reports 20% — for oral presentation of completed project 100% TOTAL Assessment involves review of evidence of learning such as journal entries, written work, portfolios, skill demonstrations, performance in learning activities, test results and rubrics ratings which cover a period time and should reveal the progress of students in competencies. Evaluation on the other hand occurs when a mark or grade is assigned after a quiz, .a. presentation or a completed task. In recent years, higher education institutions in the Philippines have joined in the international focus on the need to include in the teaching — leaming process the assessment and documentation of student learning. outcomes. This focus is in recognition of the importance of information on learning outcomes in the improvement of the educational experiences that colleges and universities offer. Why Authentic Assessment? The common practice of using recall and recognition objective *Tbid., p.1\ Chapter 2 Authentic Assessment: Meaning, Characteristic and Principles the skills and knowledge they have mastered.” — Richard Stiggins (1987) “Authentic assessments are products and/or. performances correlated with real life experiences”. — Newton Public Schools Other names for authentic assessment are performance assessment, alternative assessment, and direct assessment. Characteristics of Authentic Assessment (AA) 1. AA starts with clear and definite criteria of performance made known to the students. v . AA is criterion - referenced rather than norm — referenced and so it identifies strengths and weaknesses, but does not compare students nor rank their levels of performance. 3. AA requires students to make their own answers to questions rather than select from given options as in multiple choice items, and requires them to use a range of higher order thinking skills (HOTS). 4, AA often emphasizes performance and therefore students are required to demonstrate their knowledge, skills or competencies in appropriate situations. AA does not rely on ability to recall facts or memorize details, instead students are asked to demonstrate skills and concepts they have learned. 5. AA encourages both teacher and students to determine their rate of progress in cooperatively attaining the desired student learning outcomes. 2 ‘AA does not encourage rote learning and passive taking of tests; instead, students are required to demonstrate analytical skills, ability to integrate what they learn, creativity, and ability to work in a group, skills in oral and written communications. In brief, AA values not only the finished products which are the learning outcomes, but also the process of leaning. = AA changes the role of students as passive test takers into becoming active and involved participants in assessment activities that emphasize what they are capable of doing instead‘Aurennic Assesswent Or Sruvenr Learns Ouroomes (ASsesswent 2) tests to measure students’ skills or retained facts has come under scrutiny because of the limitation encountered in determining the students? capability to utilize their knowledge and skills in work and professional practice. At best, these tests are able to give a “snap shot” of the students’ ability to recall facts and information at a given time but fail to provide a “moving picture” of how they will perform in real-world situations which exist in the workplace. While multiple choice, true — false or matching tests can be indicators of academic achievement, teachers and students are often misled by the results of these tests on the kind of academic work and activities that need to be mastered. It is to be remembered that test items are not real problems; right answers are not necessarily indicators of critical thinking. When students complete high school studies or even college degree, they are expected to be able to live in the outside world armed with skills that comply with certain standards. Often, such skills do not involve mastery of grammar rules and solutions to mathematical problems. It is good for students to have mastery of these basic knowledge but if they cannot apply these skills to real- life tasks, then they have not been prepared for the real world, hence the need for authentic assessment. é : r | What is Authentic Assessment? Here are some definitions: “A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills...” Jon Mueller (2011) “Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively, The tasks are either replicas of oF analogous to the kind of problems faced by adult citizens and consumers or professionals in the field.” - Grant Wiggins (1987) “Performance (authentic) assessments call upon the examinee: to demonstrate specific skills and competencies; that is, to applyChapter 2— Authentic Assessment: Meaning, Characteristics and Princes ee of their weaknesses. This results is diminished fear of tests and improvement of self-esteem. From teacher — centered activities, ‘AA encourages a learner — centered class where the teacher’s major role is to help students accept responsibility for their learning and become self ~ evaluators. The teacher designs activities and evaluates results which provide information needed for monitoring students’ progress and evaluating the teacher’s instructional strategies. Phases of Authentic Assessment The purpose of assessment is to improve student learning. “Assessment achieves this purpose by gathering pieces of evidence of student performance over a period of time. Such evidence may be in the form of written works, journal entries, oral presentations, research paper results, essays, story writing, and examination results. “Closing the loop” encourages the use of assessment results for further improvement. In general, outcome assessment goes through five (5) phases: 1. Identifying the most important knowledge and skills that students should be able to demonstrate as a result of their learning activities. . Determining the criteria and standards of outcomes performance and the acceptable evidence that may be presented as proof of outcomes’ attainment. . Implementation of the supporting activities that will facilitate the attainment of the desired student learning outcomes. |. Measuring the extent at which the students are attaining the desired learning outcomes. Interpreting the assessment results and evaluating whether they indicate attainment of the desired outcomes: and utilizing them for continuous improvement. “Closing the Loop” is demonstrated in a diagram of these phases adopted from Jon Muellers (2011) of North Central College, Nashville, Illinois. Both assessment and evaluation are based on the judgment of an experienced, thoughtful human being the classroom teacher./Autuenric Assessvent OF Stuoent Learwns Ourcowes (AssessNent 2) Phase Il Identify learner and acceptable quicome, glee == | arom performance, t Phase II! Implement supporting learning experiences and instructional activities. Phase IV Implement ‘ assessment strategies. Examples of Authentic Assessment Activities 1. Doing science experiments 2. Conducting social science field research 3. Writing stories and reports 44, Reading and interpreting literary pieces 5, Solving mathematical problems that have real-wor implications 6. Performing particular skills/competencies 7. Simulation or role playing 8. Exhibiting and displaying completed works 9. Submitting portfolios 10. Submitting original creative projects(Chapter 2— Authentic Assessment: Meaning, Characteristics and Principles How does Authentic Assessment Differ from Traditional Assessment (TA) ‘Traditional Assessment is commonly associated with pre-determined choice measures of assessment such us multiple choice tasks, fill- in-the-blanks, true — false, matching type and others. Students typically recall or select the answers. Essentially, TA springs from the educational philosophy which involves the following principles and practices: 1. A school’s mission is to develop useful citizens; 2. To be a useful citizen, one must possess a certain body of knowledge and skills; e . The school is entrusted to teach this body of knowledge and skills; 4. To determine if the students have acquired these knowledge and skills, the school must test the students on these knowledge and skills. Authentic Assessment, on the other hand is grounded on the following principles and practices: 1. A school’s mission is to develop useful citizens; 2. To be a useful citizen, one has to be capable of performing useful tasks in the real-world; . The school’s duty is to help students develop proficiency in performing the tasks that they will be required to perform after graduation in the work place; > The school must then require students to perform tasks that duplicate or imitate real-world situations.‘Aumiexmic Assesswent Or Sruvent LeARNNG QutcoMes (ASSESSMENT 2) 22 The Table below illustrates the basic differences between traditional assessment and authentic assessment. Table 1 - Basic Differences Between Traditional Assessment and Authentic Assessment. Attributes Traditional Assessment Authentic Assessment 1. Action / options Selecting a response Performing a task Indirect evidence 2. Setting Contrived / imagined | Simulation / Real- Life Bae Recall) fesdgntiien Construction / applications 4. Focus Teacher — structured Student - structured 5. Outcome Direct evidence Authentic Assessment Complements Traditional Assessment In conclusion, teachers do not have to select between authentic assessment and traditional assessment. Mastery of knowledge and skills which is the focus of traditional assessment must be encouraged among the students to form the foundation on which will be built the activities that will require students to demonstrate and perform the tasks that they are expected to perform in the real world.Chanter 2 Authentic Assessment: Meaning, Characteristics and Principles Exercises ‘A Determine whether each of the following assessment activities/ strategies is traditional or authentic: 1. dramatizing a story 2. writing business letters for various purposes 3. administering a multiple choice test 4. requiring memorization of historical facts 5. keeping and updating a portfolio 6. drawing the parts of a microscope 7. writing the multiplication tables 7,8,9 8. submitting report on observations of insects in a field trip 9. interviewing the barangay chairman about the problems of the community and reporting on the findings 10. providing the answers to a filling the blanks assignment B. Decide whether each of the following is assessment, evaluation, testing or mark. 1, administering true — false items to be answered 2. rating of 73 - 76 which is equivalent to Barely Satisfactory 3. submission of a research report in biology 4. regular entries in a journal in English 5. rubric rating shows that student needs improvement 6. writing of a different ending to a story read 7. multiple-choice items to be answered 8. experiment performed in a laboratory 9. assessment results show attainment of learning outcome 10. proficient levelCHAPTER 3 24 AUTHENTIC ASSESSMENT TOOLS Tr we want students to develop such competencies as analyzing, interpreting, synthesizing ‘and evaluating information, we must be able to assess those skills in relevant settings and context. Authentic assessment makes use of three modes of assessment: ¢ Observations which include date and information that the teacher collects from daily work with students. ¢ Performance samples which are tangible results that demonstrate student achievements. « Tests and measures of student’s actual performance at a specific place and time. I. Observations-Based Assessment Tools To make observation-based assessment systematic and objective, Diane Hart (1994) suggested the following guidelines: 1, Observe not only one but all the students. 2. Observation must be as frequent and as regular as possible. 3. Observations must be recorded in writing. 4. Observations should cover both routine and exceptional occurrences. 5. Reliability of observation records is enhanced if multiple observations are gathered and synthesized. * Diane Hart, Authentic Assessment: A Handbook for Educators (California: Addison — Wesley Publishing Co,, 1994), p.14(Chapter 3 ~ Authentic Assessment Tools Developmental Checklist is an observation tool which requires the teacher recorder to describe the traits or learning behaviors being assessed. When used regularly during the school year, developmental checklists give a moving picture of the student’s progress towards the desired competencies. Example of Individual Developmental Checklist Name: Year and Section: Oral Communications Stage 1 Stage 2 Stage 3 Stage 4 Speaks with ‘Speaks in Speaks Volunteers to hesitation complete sentences extemporaneously participate in speaking activities Written Communications Stage 1 Stage 2 Stage 3 Writes with Writes with some Writes with correct difficulty improvement grammar and syntax Date: Date: Date:‘Autuenmic Assessment Or STuoent Learnne Outcomes (ASSESSMENT 2) 28 II. Performance Samples Assessment Tools A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas, interests, and accomplishments. It can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook containing evidence of a student’s accomplishments or as high-tech as a laser disk containing stored descriptions, written works and pictures of the student's activities and accomplishments. The portfolio serves the following purposes: (a) The teacher can assess the growth and development of the students at various levels. (b) Parents are informed of the progress of their children in school. (c) Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program. What can be included on a portfolio?(Chapter 3 ~ Authentic Assessment Tools Graduating students should be able to prepare aR ery, portfolio such as the following: Employability Competencies Portfolio Academic Competencies can understand printed materials can use research and library skills can use technology in preparing oral presentation can use scientific method in solving problems can write and speak effectively in English and Filipino a Sa Nat Personal Management Competencies YRene attends school work daily punctually meets school deadlines knows personal strengths and weaknesses demostrates self-control can follow oral and written instructions can work without supervision can learn new skills SS tele taiet 1 ‘Team Work Competencies Nae ee can participate actively in a group knows and respects group’s values listens to other group members can express ideas to other group members can be either leader or member of a team can adjust in changing settings and people Ss SP ayy‘Aumvexmic Assessueir Or Sruven Learwuno Ourcoues (ASSESSMENT 2) TIL. Performance Assessment Tools Student achievements at specific place and time are actual student performances that deserve to be assessed. One of the most frequently used measurements instrument is the checklist. A performance checklist consists of a list of behaviors that make up a certain type of performance (e.g. using a microscope, preparing a letter, solving a mathematics performance, etc.) It is used to determine whether or not an individual behaves in a certain way (usually desired) when asked to complete a particular task. If a particular behavior is present when an individual is observed, the teacher places a check opposite it on the list. Example: Performance Checklist in Solving a Mathematical Problem Behavior: identifies the given information identifies what is being asked uses variables to replace the unknown formulates the equations performs algebraic operations obtains an answer verifies if the answer is correct LEE OVER yny Oral questioning is an appropriate assessment method for actual performance when the objectives are: (a) to assess the student’s stock knowledge and/or (b) to determine the student's ability to communicate ideas in coherent verbal sentences. While oral questioning is indeed an option for assessment, several factors need to be considered when using this option. Of particular significance are the student’s state of mind and feelings, anxiety and nervousness in making oral presentations that could mask the student's true ability. Observations and self-reports need a tally sheet as device when used by the teacher to record the frequency of student behaviors, activities or remarks. A self-checklist is a list of several characteristics or activities presented to the subjects of a study.‘Chapter 3 ~ Authentic Assessment Tools The students are asked to study the list and then to place a mark opposite the characteristics that they possess or activities in which they have engaged for a particular length of time. Observation and self-reports, are useful supplementary assessment methods when used in conjunction with oral questioning and performance tests. Exercises A. Decide whether each of the following assessment tools is for (a) observation, (b) performance sample or (c) actual performance, 1. Individual developmental checklist 2. Group developmental record sheet 3. Oral interview sheet 4. portfolio 5. behavior checklist : “6. oral questioning 7. employability portfolio 8. self-report checklist 9. Oral presentation checklist 10. Written interview sheet B. Explain each of the following by presenting an example 1. observation-based assessment tool 2. performance sample assessment tools 3. actual performance assessment tool} | Cuaoter 4 PROCESS-ORIENTED, PERFORMANCE-BASED ASSESSMENT Too often, we tend to assess students’ learning through their outputs or products or through some kind of traditional testing. However, it is important to assess not only these competencies but also the processes which the students underwent in order to arrive at these products or outputs. It is possible to explain why the students’ outputs are as they are through an assessment of the processes which they did in order to arrive at the final product. This Chapter is concerned with process-oriented, performance-based assessment. Assessment is not an end in itself, but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time, Learning is a complex process. It entails not only what students know but what they can do with what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them over time so as to reveal change, growth, and increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning. 1. Process-Oriented Learning Competencies Information about outcomes is of high importance; where students “end up” matters greatly. But to improve outcomes, we need to know about student experience along the way -- about the 32(Chapter 4 ~ Process-Orientad Performance-Based Assessment curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning. Process-oriented performance-based assessment is concerned with the actual task performance rather than the output or product of the activity. 1.1 Learning Competencies The learning objectives in process-oriented _performance- based assessment are stated in directly observable behaviors of the students. Competencies are defined as groups or clusters of skills abilities needed for a particular task. The objectives generally focus on those behaviors which exemplify a “best practice” for the particular task. Such behaviors range from a “beginner” or novice level up to the level of an expert. An example of learning competencies for a process-oriented performance-based assessment is given below: Task: Recite a Poem by Edgar Allan Poe, “The Raven”. Objectives: The activity aims to enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe, specifically to: 1. recite the poem from memory without referring to notes; 2. use appropriate hand and body gestures in delivering the piece; 3. maintain eye contact with the audience while reciting the poem; 4. create the ambiance of the poem through appropriate rising and falling intonation; 5. pronounce the words clearly and with proper diction Notice that the objective starts with a general statement of what is expected of the student from the task (recite a poem by Edgar Allan Poe) and then breaks down the general objective into easily observable behaviors when reciting a poem. The specific objectives identified constitute the learning competencies for this particular task. As in the statement of objectives using Bloom’s taxonomy, the specific objectives also range from simple observable processes © more complex observable processes, e.g. creating an ambiance of the poem through appropriate rising and falling intonation. A 1‘Aumwenmic Assesswent Or Sruvent Learns Ourcomes (Assesswenr 2) competency is said to be more complex when it consists of two or more skills. The following competencies are simple competencies: © Speak with a well-modulated voice; © Draw a straight line from one point to another point; © Color a leaf with a green crayon. The following competencies are more complex competencies: © Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures; © Construct an equilateral triangle given three non-collinear points; © Draw and color a leaf with green crayon. 2. Task Designing Learning tasks need to be carefully planned. In particular, the teacher must ensure that the particular learning process to be observed contributes to the overall understanding of the subject or course. Some generally accepted standards for designing a task include: © Identifying an activity that would highlight the competencies to be evaluated, e.g. reciting a poem, writing an essay, manipulating the microscope etc. Identifying an activity that would entail more or less the same sets of competencies. If an activity would result in too many possible competencies, then the teacher would have difficulty assessing the student’s competency on the task. Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an essay are often boring and cumbersome for the students. Example: The topic is on understanding biological diversity. Possible Task Design; Bring the students to a pond or creek. Ask them to find all living organisms they can find living near the pond or creek. Also, bring them to the school playground to find as many living organisms they can. Observe how the students will develop a system for finding such organisms, classifying the organisms and concluding the differences in biological diversity of i the two sites.Chapter 4 ~ Process-Oriented Performance-Based Assessment Science laboratory classes are particularly suitable for a process-oriented performance-based assessment technique. 3. Scoring Rubrics Rubric is . scoring scale used to assess student performance along a task-specific set of criteria. Authentic assessments typically are criterion-referenced measures, that is, a student’s aptitude on a task is determined by matching the student’s performance against a set of criteria to determine the degree to which the student's performance meets the criteria for the task. To measure student performance against a pre-determined set of criteria, a rubric, or scoring scale, is typically created which contains the essential criteria for the task and appropriate levels of performance for each criterion. For example, the following rubric (scoring scale) covers the recitation portion of a task in English. Recitation Rubric Criteria Number of Appropriate Hand Gestures x1] 4-4 59 10-12 ‘Appropriate Lots of Few ‘No apparent Facial inappropriate | inappropriate inappropriate Expression X14] facial facial facial expression —_| expression expression Voice Monotone Can vary Can easily Inflection X2| voice used | voice inflection | vary voice with difficulty — | inflection Incorporate Recitation Recitation Recitation proper contains very | has some fully ambiance X3] little feelings | feelings captures through ambiance feelings in through the voice feelings in the voice As in the given example, a rubric is comprised of two components: criteria and levels of performance. Each rubric has at least two criteria and at least two levels of performance. The criteria,‘Autienmic Assesswent Or Sruvent Lewwuns Ourcomes (Assessuent 2) of performance for each criterion. Instead, a holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole. For example, the analytic research rubric above can be tured into a holistic rubric: 3 - Excellent Speaker + included 10-12 changes in hand gestures + no apparent inappropriate facial expressions + utilized proper voice inflection + can create proper ambiance for the poem 2- Good Speaker included 5-9 changes in hand gestures few inappropriate facial expressions had some inappropriate voice inflection changes almost creating proper ambiance ~ Poor Speaker included 1-4 changes in hand gestures + lots of inappropriate facial expressions + used monotone voice + did not create proper ambiance When to choose an analytic rubric Analytic rubrics are more common because teachers typically want to assess each criterion separately, particularly for assignments that involve a larger number of criteria. It becomes more and more difficult to assign a level of performance in a holistic rubric as the number of criteria increases. As student performance increasingly varies across criteria it becomes more difficult to assign an appropriate holistic category to the performance. Additionally, an analytic rubric better handles weighting of criteria. When to choose a holistic rubric So, when may you use a holistic rubric? Holistic rubric tends to be used when a quick or gross judgment needs to be made. If the assessment is a minor one, such as a brief homework assignment, it may be sufficient to apply a holistic judgment (e.g, check, check-plus, or no-check) to quickly review student work. But holistic rubrics can also be employed for more substantial assignments. On some tasks it is not easy to evaluate performance on one criterion independently of performance on a different criterion. For(Chapler 4 ~ Process-Oriented Performance-Based Assessment example, many writing rubrics are holistic because it is not always easy to disentangle clarity from organization or content from presentation. So, some educators believe a holistic or global assessment of student performance better captures student ability on certain tasks, (Alternatively, if two criteria are nearly inseparable, the combination of the two can be treated as a single criterion in an analytic rubric.) How Many Levels of Performance Should I Include in my Rubric? There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs. A rubric can have as few as two levels of performance (e.g., a checklist) or as many as you decide is appropriate. Also, it is not true that there must be an even number or an odd number of levels. Again, that will depend on the situation, Generally, it is better to start with a smaller number of levels of performance for a criterion and then expand if necessary. Making distinctions in student performance across two or three broad categories is difficult enough. As the number of levels increases and those judgments become finer and finer, the likelihood of error increases. Thus, start small. For example, in an oral presentation rubric, amount of eye contact might be an important criterion, Performance on that criterion could be judged along three levels of performance: makes eye contact with audience | Never [Sometimes | Always Although these three levels may not capture all the variations in student performance on the criterion, it may be sufficient discrimination for your purposes. Or, at the least, it is a place to start. Upon applying the three levels of performance, you might discover that you can effectively group your students’ performance in these three categories. Furthermore, you might discover that the labels of “never”, “sometimes” and “always” sufficiently communicate to your students the degree to which they can improve on making‘Autwenmc Assessuent Or Sruoenr Learwans Ourcowes (Assessvent 2) eye contact. On the other hand, after applying the rubric you might discover that you cannot effectively discriminate among student performances with just three levels of performance. Perhaps, in your view, many students fall in between never and sometimes, or between sometimes and always, and neither label accurately captures their performance. So, at this point, you may decide to expand the number of levels of performance to include never, rarely, sometimes, usually and always. [makes eye contast [Never] Rach Sometimes] Unaly [Aas] There is no “right” answer as to how many levels of performance there should be for a criterion in an analytic rubric; that will depend on the nature of the task assigned, the criteria being evaluated, the students involved and your purposes and preferences. For example, another teacher might decide to leave off the “always” level in the above rubric because “usually” is as much as normally can be expected or even wanted in some instances. Thus, the “makes eye contact” portion of the rubric for that teacher might be: | [makereeontct [oe [esis [soncines [oon] We recommend that fewer levels of performance be included initially because such is: * easier and quicker to administer + easier to explain to students (and others) * easier to expand than larger rubrics to shrink a =Chapter 4 ~ Process-Oriented Performance-Based Assessment Exercises ‘A. For each of the following tasks, identify at least three (3) process-oriented learning competencies: 1. Constructing a graphic organizer to illustrate child growth and development 2. Constructing three-dimensional models of solids from cardboards; 3. Writing an essay about the EDSA III People Power Revolution 4, Performing a skit on the importance of a national language 5. Role playing to illustrate the concept of Filipino family values . Choose any five activities below and then construct your 1. Use evidence to solve a mystery. 2. Devise a game. 3. Participate in a debate. 4, Infer the main idea of a written piece. 5. Draw a picture that illustrates what’s described in a story or article. Explain what you have drawn, using details from the story or article. 6. Write a research paper. 7. Apply a scoring rubric to a real or simulated piece of student work. 8. Write an outline of a text or oral report. 9. Propose and justify a way to resolve a problem. 10. Design a museum exhibit. 11. Develop a classification scheme for something and explain and justify the categories. Justify one point of view on an issue and then justify the opposing view. 13. Given background information, predict what will happen if J 8 z . Evaluate the quality of a writer's arguments. 15. Combine information from several sources to draw a conclusion about something.‘Amen Assesnent Or Src Lean Ourcones (ASSssien 2) 42 Example of Holistic Rubric: Assessing a Research Report Scoring Protocol: 20 and above Most Acceptable 15-19 Very Acceptable 10-14 Acceptable 5-9 Barely Acceptable Below 5 Unacceptable(Chapter 4 ~ Process-Orintd Performance-Based Assessment 43 Example of Dimensional/Analytical Rubric: Assessing the Analysis of Public Opinions on the Divorce Bill Criteria Qualitative Assessment Scale Score A. Clarity in defining the issue/topic Level 0103 B, Level of scholarly research done Level 0103 C. Aesthetic appeal of report Level 0 to 3 Total Score Assessment ‘A. Clarity in Defining the Issue/Topic 3. The issue was explained in the introductory paragraph. 2. The issue/topic was mentioned in the introductory paragraph not clearly explained. 1 The issue/topic was mentioned in the introductory paragraph but was not explained. 0 The issue/topic was not mentioned at all. Score. B. Level of Scholarly Research | 3. The report cited different sources of opinion properly analyzed. 2 The report cited different sources of opinion but not analyzed. 1 The report cited only one or 2 sources of opinions without analysis. 0 The report did not indicate sources and there was no analysis. Score_ C. Aesthetic Appeal 3. The report is well written without errors in grammar and syntax. 2 The report is well written with lapses in grammar and syntax. 1 The report is written in incomplete and incoherent sentences. 0 The report is only in outline form. Score. TOTAL SCORE. SCORING PROTOCOL: Total Score Verbal 7 and above : Most Acceptable 45 : Partially Acceptable I Below 4 Unacceptable