ASSESSMENT OF LEARNING 2

LESSON 7:
ORGANIZATION AND
ANALYSIS OF
ASSESSMENT DATA FROM
ALTERNATIVES METHODS
 OBJECTIVES:
Use quantitative analysis to report the results
of alternative methods of assessment.
Present and summarize results of alternative
methods of assessment to make them useful for
learners.
Create a set of criteria, factors and
characteristic to be assessed using alaternative
methods.
 PREPARE
In order to analyze, present, and select the results
of alternative forms of assessment, you need to
know how to use and interpret results of
descriptive and inferential statistics. You are
expected to read these types of Statistics before
you can report the findings from scales, checklists,
and rubrics.
 HOW DO WE QUANTIFY RESULTS FROM
RUBRICS?

In the creation of rubrics, there are scales

that represent the degree of performance.
This degree of performance can range from
high to low degree of proficiency.
HOW DO WE QUANTIFY RESULTS FROM RUBRICS?
EXAMPLE:
Moving towards
Beginner Proficient Very proficient
proficiency

1 point 2 points 3 points 4 points

Needs
Poor Good Very good
improvement

1 point 2 points 3 points 4 points

HOW DO WE QUANTIFY RESULTS FROM RUBRICS?
EXAMPLE:
Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

HOW DO WE QUANTIFY RESULTS FROM RUBRICS?
EXAMPLE:
Rare Sporadic Consistent

1 point 2 points 3 points

The points depend on the quality of the behavior shown by the

learner’s performance. the reliability of the assigned points can
be determined when the scoring of two or more observers to
the same behavior is consistent.
Such procedure entails the use of multiple raters or judges to
rate the performance.
 The consistency of the ratings can be obtained using a
coefficient of concordance. the Kendall’s w coefficient of
concordance is used to test the agreement among raters
 Kendall’s w coefficient of concordance
FORMULA:
N = Number of items,
objects or persons to

W= 12 ∑D² be ranked
m = number of raters
m² (N)(N²-1)
or judgers who will do
the ranking
 Five
Sum of
Demonstra Rater 1 Rater 2 Rater 3
Ratings
D D²
tions

A 4 4 3 11 2.6 6.76

B 3 2 3 8 -0.4 0.16

C 3 4 4 11 2.6 6.76

D 3 3 2 8 -0.4 0.16

E 1 1 2 4 -4.4 19.36

N = Number of items, XRATINGS ∑D² = 33.2

objects or persons to
m= number of raters or = 8.4
be ranked
judgers who will do the
ranking
 Five
Sum of
Demonstra Rater 1 Rater 2 Rater 3
Ratings
D D²
tions

A 4 4 3 11 2.6 6.76

B 3 2 3 8 -0.4 0.16

C 3 4 4 11 2.6 6.76

D 3 3 2 8 -0.4 0.16

E 1 1 2 4 -4.4 19.36

XRATINGS ∑D² = 33.2

= 8.4
Kendall’s w coefficient of concordance

12 ∑D²
∑D² = 33.2
W= m = number of raters or judgers
m² (N)(N²-1) N = Number of items, objects or
persons to be ranked

12 (33.2)
W=
3² (5)(5²-1)

= 0.37
Kendall’s w coefficient of concordance

12 ∑D²
Kendall’s w coeffiicient of
W= concordance of 0.37 is an estimation
m² (N)(N²-1) of the agreement between three raters
in the five demonstrations.

12 (33.2)
W=
3² (5)(5²-1)

= 0.37
Kendall’s w coefficient of concordance

12 ∑D²
W=
m² (N)(N²-1)

12 (33.2)
W=
3² (5)(5²-1)

= 0.37
 How do we quantify results from scales and
checklists?
Scales could be a measure of noncognitive
dimensions of students’ behavior. When the items in
the scale are answered by students, the response
format quantifies the behavior measured by the scale.
The types of response format vary depending on the
nature of the behavior measured.
 Invented by Rensis Likert

LIKERT SCALE
The Likert scale is used to measure student’s
favorability and unfavorability toward a certain object.
The favorability will depend on the degree of
agreement or disagreement to a standpoint.
LIKERT SCALE

Strongly Strongly
Agree Disagree
agree disagree

4 3 2 1
 LIKERT SCALE
EXAMPLE:
The policeman is helpful in the street.

_____ Strongly agree _____ Agree _____ Disagree _____ Strongly disagree

The current president of the country implememnted the policy well.

_____ Strongly agree _____ Agree _____ Disagree _____ Strongly disagree

Smoking cigarettes should be banned in the public transportation

_____ Strongly agree _____ Agree _____ Disagree _____ Strongly disagree
 LIKERT SCALE

To get the total score for the overrall scale, the points
for each item can be summated. The total score is a
representation of the overall trait being measured.
Usually, High scores in a Likert scale represent
favorable attitude, and low scores represent
unfavorable attitudes. Norms are created to make
specific cut off points for the degree of favorability and
unfavorability.
 VERBAL FREQUENCY SCALE
When ‘’always’’ is answered, it can be given 5 points, 4
points for often, 3 points for sometimes, 2 points for
rarely, and 1 point for never. The total score for the
habit can also be estimated through a total score by
summating the scores of all the items. The higher
score means high frequency of the habit while the
low score means lower frequency for the habit.
 VERBAL FREQUENCY SCALE
This is used to measure how often a habit is done. The
items here are measures of a habit.
EXAMPLES:
I read a book.
____Always ____ Often __3__ Sometimes ____Rarely ____ Never

I wash hands before eating.

__5__Always ____ Often ____ Sometimes ____Rarely ____ Never

 Linear Numeric Scale
This is used when a large array of ratings is
provided among the participants within a
continuum. The extreme points of the scale are
provided with a descriptor.
Linear Numeric Scale
EXAMPLE:

9
 Semantic Differential Scale
This scale is used to describe the object or behavior by
making use of two opposite adjectives.
EXAMPLE:
My teacher is:

1.Accommodating __4__ __3__ __2__ __1__ Alienating

2. Patient ____ ____ _____ ____ harsh
3. Knowledge ____ ____ _____ ____ Ignorant
 Semantic Differential Scale
This scale is used to describe the object or behavior by
making use of two opposite adjectives.
EXAMPLE:
The Nurse is:

1.Great ____ ____ _____ ____ insignificant

2. Good ____ ____ _____ ____ Bad
3. Positive ____ ____ _____ ____Negative
 Graphic Scale

This scale uses illustrations to represent the degree

of presence or absence of the characteristics
measured.
Graphic Scale
EXAMPLE: Rate how do you like the following food:

1 2 3
How do we quantify results from portfolios?

Assessment data generated from portfolios

can both be qualitative or quantitative. When
assessing portfolios using a quantitative
approach, scales and rubrics can be used.
 The following criteria can be used when
assessing portfolios:
1. Completeness of the entries.

2. Accuracy of the reflections.

3. Organization of content and proper sequence.

 How do we summarize results?
When results of assessment are summarized, the
teacher needs to think about two things:

1. The kind of scores that will be presented.

2. The tabular or graphical presentation of the
scores.
Record of formative assessment in Mathematics:

Name of Students: John Joshua Orcejola

Grade: 3
Subject: Math

Learning Exercise 1 (10 Percent Exercise 2 Percent Exercise 3 (10 Percent

Competency items) Correct (10 items) Correct items) Correct

Multiply two digits

by one digit numbers 2 20% 4 40% 7 70%

Multiplies one to two

digit by numbers by
1000 3 30% 3 30% 8 80%

Multiplies three one

digit number using
the associative 2 20% 5 50% 8 80%
property of
multiplication
 Multiplies two to
three digit number
by one digit 3 30% 6 60% 9 90%
numbers without
or with regroupings

Multiplies two to
three digit number
by multiply of 10 to 1 10% 6 60% 9 90%
100
 Guidelines in Giving Qualitative Feedback

1. The contents of the feedback are based within the confines of

the criteria.

2. The feedback should inform the students on what to do to

become better in their performance or behavior.

3. The feedback should be immediate to correct the error.

4. The learner needs to be provided with an opportunity to redo

and resubmit the task.
5. Detail the feedback if the learner needs more
information.

6. The feedback can be short if the learner knows what to

do.

7. Feedback can come in the form of verbal cues and

gestures so that the learner is not disrupted while
performing
1. Why do we need to quantify assessment results?

2. Why do we need to couple quantitative assessment

results with qualitative?

3. When do you think is the appropriate time to give

feedback?

4. Why do we need to record the results of formative

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

Criteria:

1.

2.

3.

4.
B. The grade 8 students need to conduct an experiment to test if the
substances is acid or base.

Criteria:

1.

2.

3.

4.
C. The grade 2 pupils will create a situation involving subtraction of whole
numbers including money.

Criteria:

1.

2.

3.

4.
Thank you!