ASSESSMENT IN

LEARNING 2
Dr. Marilyn Ubiña-Balagtas
Author-Coordinator

Dr. Adonis P. Dabid · Dr. Evangeline F. Golla

Dr. Carlo P. Magno · Dr. Violeta C. Valladolid
Authors
CONTENTS
 PREFACE
Assessment in Learning 2 is the second of the two courses on
assessment under the Professional Education Component in the new
Policies, Guidelines, and Standards set by the Commission on Higher
Education (CHED) for pre-service teacher education programs (CHED
Memo No. 74 to 80 and 82, S 2017). This is a three-unit course that is
usually taught for 54 hours in one term. In some universities, the course
should be delivered in 18 weeks for a semestral schedule and 12 weeks for
a trimestral schedule. In this book, however, the writers designed the
course with suggested time allotment per lesson as guide to the course
facilitator in scheduling the lessons and activities of the course fit for
semestral or trimestral schedule.
The topics in this course are divided into three chapters, in which the
first and third chapters have two (2) lessons each, while the second chapter
has four (4) lessons for a total of eight (8) lessons to cover all the
suggested topics to be discussed in class. given the target learning
outcomes of the course.
The first chapter is an introduction to Assessment in Learning 2. This
chapter, which introduces all the foundations in this second course on
assessment, has two (2) lessons. The first lesson focuses on the basic
concepts, theories, and principles in assessing learning using alternative
methods. The second lesson is on the learning targets for performance and
product-oriented assessment, which will enable teachers to understand the
targets and methods considered nontraditional in their approach to
assessing learning.
The second chapter focuses on the alternative ways in assessing
learning. This chapter has four (4) lessons. The first lesson is on
performance assessment which could enable teachers to understand what
performance assessment is, its characteristics, guidelines, and conduct for
its administration. The second lesson is on affective assessment which
explains the whys and whats in assessing affective learning including the
tools used for assessment. The third lesson is on portfolio assessment,
which provides the necessary input to understand the whys, whats, and
hows in assessing learning through students' portfolios. The fourth lesson
is on the process in developing and using rubrics for nontraditional
assessment, which explains the types of rubrics, their characteristics, use,
and how they are developed.
The third chapter focuses on the analysis and reporting of
assessment data using alternative methods. Just like the first chapter, this
chapter has also two (2) lessons. The first lesson is about the organization
and analysis of assessment data from alternative methods, which could
provide teachers the skills in quantifying data obtained from rubrics, scales,
and portfolios and how they are organized for easy interpretation and use
to improve teaching and learning. The last lesson for this course is on
communication and reporting of assessment data from alternative methods,
which will enable teachers to gain some techniques and ethical
considerations in communication assessment data from nontraditional
methods to pre-service teachers, parents, and other relevant stakeholders.
1. Outcome-based. The principles of outcome-based education
in Spady and Uy (2014, P.8), Such as clarity of focus, design down,
high expectations, and expanded opportunity have guided the design
of the worktext. In this worktext, clarity of focus means that the
desired outcome of every big idea or topic covered by the course has
been made clear at the beginning of the course and in every lesson.
This idea or topic has been drawn from the Policies, Standards, and
Guidelines (PSGs) set by the Commission on Higher Education
(CHED) for the pre-service teacher education programs, the
Philippine Professional Standards for Teachers (PPST), and the
Philippine Qualifications Framework (PQF). High expectations
refers to the articulation of the quality indicators for one to be
considered successful in attaining the desired outcome. Design
down requires articulation of the desired outcome of the topic, its
culminating performance task, and its alignment to instructional
activities. Expanded opportunity requires pre-service teachers to be
provided with opportunities to improve their performance, even after
evaluation, as they see the value of their learning to their future
endeavor as professional beginning teachers.
2. PSGs-aligned. Alignment of the worktext to the PSGs defined by
CHED has been made evident in its title and the statement of course
outcomes.
3. Standards-based. The PPST was also targeted as another reference
in defining the program outcomes and the quality of performance of
the culminating tasks set, where pre-service teachers are expected to
 demonstrate the desired learning outcomes of every lesson.
4. 21st Century Skills and Strategies-focused. In addition to the
integration of tech ology in assessing learning, the 21st century skills
are targeted in the design of the different learning activities of each
lesson. The learning and innovation skills that are targeted are those
defined by the Partnership for the 21_st century Learning (2018),
namely: collaboration, communication, critical thinking and problem
solving, and creative thinking and innovation.
5. Whole – Child Sensitive. The worktext will address the whole-child
tenets where pre-service teachers will be developed holistically
toward meeting the standards for a professional beginning teacher in
a learning environment which the Association for Supervision and
Curriculum Development (2018)
defidinehs.lsal a place where they could be healthy, safe, engaged
supported an c a enged.
COURSE MAP
ASSESSMENT IN LEARNING 2

•
Basic Concepts, Theories, and
Introduction to Principles in Assessing Learning
Using Alternative Methods
Assessment in
•
Learning Targets for Performance
Learning 2 and Product-Oriented Assessment

• Performance Assessment
Alternative Ways • Affective Assessment
• Portfolio Assessment
in Accessing • Process in Developing and
Learning Using Rubrics for
Alternative Assessment
  Organization and
Analysis of
Analysis and Assessment Data from
Alternative Methods
Reporting of  Communication and
Assessment Data Reporting of
Assessment Data from
Using the Alternative Alternative Methods
Methods
Lesson 1
Basic Concepts, Theories, and Principles in
Assessing Learning Using
Alternative Methods