An Instructional Material

for

Assessment in
learning 1 EDUC 30083

CECILIA R. ALAGON, LPT., Ed.D.

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TABLE OF CONTENTS
Preliminaries Page Title
Page………………………………………………………………………… 1 Table of
Contents………………………………………………….…………… 2 UNIT 1:
Shift of Educational Focus from Content to Learning Outcomes
Outcomes-Based Education: Matching Intentions
with Accomplishments……………………………………………..3
Characteristics of OBE……………………………….……………3
 The Outcomes of Education………………………………………3
OBE Roots……………………….………….………..………..….. 4
Assessment…………………………………………………………7
UNIT 2: Measurement, Assessment, and Evaluation in OBE
Measurement………………………………………..……………. 8
Assessment…………….………………………………………… .9
Evaluation…………………………………..…...…….………… ..9 Assessment
FOR, OF, AS Learning………………………… …10
Assessment………………………………………………………...11 UNIT 3:
Program Outcomes and Student Learning Outcomes Program Learning
Outcomes..………….….…………….………12 Bloom’s
Taxonomy………………………………………………...14 Three Domains of
Learning………..…………………..…………19 Bloom’s RevisedTaxonomy
………....………...…………….…...21 Kendall’s and Marzano’s New
Taxonomy……..……………......26 Assessment……………
……….………………………………….20 UNIT 4: Assessing Student
Learning Outcomes
Principles of Good Practice in Assessing Learning Outcomes..21
Samples of Supporting Student Activities………………..……...22
Constructive Alignment…………………………………………....23
Variety of Assessment Methods, Tools, and Tasks…………….24
Using Different Assessment Methods,Tools, and Tasks……….25
Assessment Methods and Multiple Intelligences………………..29
Assessment of Learning Outcomes in the K to 12 Program…...32
Assessment…………………….……………………………………32 UNIT 5:
Development of Varied Assessment Tools
Types of Objective Tests……………...……………………………33
Planning a Test and Construction of Table
of Specifications(TOS).……………….…………………….……33
Constructing a True-False Test..…………………………………..35 Constructing
Multiple Choice Tests………………..……………...36 Constructing Matching
Type and Supply Type Items.…………..40 Constructing Essay
Tests………………….……………………….41
Assessment…………………………………………………………..43 UNIT 6:
Performance- Based Tests
Performance Tasks…….……………...……………………………45
Rubrics and Exemplars……………………………………………..45
Assessment……………..……………………………………………4
6

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UNIT 1
Shift of Educational Focus from Content to Learning Outcomes

Topics

• Outcomes-Based Education: Matching Intentions with Accomplishments

• The Outcomes of Education
Overview
Reduced to the barest components, the educative process happens between the teacher and
the student. A teacher is a facilitator of learning. The only way that the teacher is convinced that
indeed his learners truly have learned is to conduct an assessment. Regardless of what system
and instruments he employs, through assessment we able to discover what are learned and not,
who learned and not and which method is good and not.

Learning Objectives:

After a successful completion of the lesson, the students should be able to:
• explain the three characteristics of outcomes-based education
• distinguish among institutional outcomes, program outcomes, course outcomes and learning
outcome
• formulate learning outcomes based on given educational objectives
Introduction
A TEACHER is a facilitator of learning. Preparing a teaching lesson cannot be completed in a
round-a-clock period as it always demand envisioning how to make teaching interesting,
motivating and truly enjoying. It employs various teaching principles, methods and techniques
for assurance that indeed there is teaching - learning cycle.
Outcomes-Based Education: Matching Intentions with Accomplishments Outcomes-based
education (OBE) is a process that involves the restructuring of curriculum, assessment and
reporting practices in education to reflect the achievement of high order learning and mastery
rather than the accumulation of course credits” (Tucker, 2004). Thus the primary aim of OBE is
to facilitate desired changes within the learners, by increasing knowledge, developing skills
and/or positively influencing attitudes, values and judgment. OBE embodies the idea that the
best way to learn is to first determine what needs to be achieved. Once the end goal (product or
outcome) has been determined the strategies, processes, techniques, and other ways and
means can be put into place to achieve the goal. Characteristics of OBE
• It is student centered; it places the students at the center of the process by focusing on
Student Learning Outcomes.
• It is faculty driven; it encourages faculty responsibility for teaching, assessing program
outcomes and motivating participation from students.
• It is meaningful; it provides data to guide the teacher inmaking valid and continuing
improvement in instruction and assessment activities.
To implement OBE on the subject or course level, the following procedures are recommended:
1. Identification of the educational objectives of the subject/course
2. Listing of learning outcomes specified for each subject/course objective
3 Drafting outcomes assessment procedure

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The Outcomes of Education
Outcomes are clear learning results that learners have to demonstrate at the end of significant
learning experiences: what learners can actually do with what they know and have learned.
Outcomes are actions/ performances that embody and reflect learner competence in using
content, information, ideas and tools successfully.Geyser (1999) says when learners do
important things with what they know they have taken a significant step beyond knowing itself.
Vella, Berardinelli & Burrow (1998) reminds us of the importance of accountability mechanisms
(learner assessment) that directly reflect student performance and help learners “know what
they know”.Thus outcomes describe the results of learning over a period of time –the results of
what is learned versus what is taught.
OBE focuses classroom instruction on the skills and competencies that students must
demonstrate when they exit.
Types of Outcome
• Immediate Outcome – competencies/skills acquired upon completion of a subject, a grade
level, a segment of the program, or of the program itself
Examples:
✓ Ability to communicate in writing and speaking
✓ Mathematical problem-solving
✓ Identifying objects by using the different senses
✓ Ability ro produce artistic or literary works
✓ Ability to do research and write the results
✓ Story-telling skill
✓ Promotion to a ahigher grade level
• Deferred Outcome – ability to apply cognitive, psychomotor, and affective
skills/competencies in various situations many years after completion of a subject, grade
level, or degree program
Examples:
✓ Success in professional practice or occupation
✓ Promotion in a job
✓ Success in career planning, health and wellness
✓ Awards and recognition

OBE Roots
An outcomes based approach to education dates back some 500 years to craft guilds of the
Middle Ages in Europe in the form of apprenticeship training models and there are many
examples still in place today (Spady, 1996). Malan (2000) analyzed past educational
reforms that influenced OBE and identified the following:

Tyler’s educational objectives

In 1950 Tyler identified fundamental issues important when developing and planning instruction,
including purpose, content, organization and evaluation. He believed objectives were essential
for systematic planning and identifying the required learner behaviour post instruction as well as
the content and context to apply it within. His curriculum design approach continued to influence
teaching for several decades and the basic philosophy for
outcomes based design is rooted there (Arjun, 1998 cited in Malan, 2000)

Bloom’s mastery learning

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Bloom taxonomies for educational objectives emerged in the 1950s and helped to determine
whether learners had attained acceptable standards compared to desired learning outcomes.
His mastery learning theory was based on the premise that with sufficient opportunities and
support from an appropriate learning environment most learners are successful in their learning
tasks. This notion is reflected in OBE. Other characteristics of
mastery learning include:
➢ Ascertaining prerequisite knowledge or skills to attain goals (outcomes)
➢ A flexible timeframe to attain goals (outcomes)
➢ Using different media and materials to create enriched teaching/learning
contexts
➢ Formative evaluation to provide feedback for both teaching and learning
improvement
Competency based education was introduced in the 1960s in North America in
response to growing concerns that students were not being taught what they required
after they left school. Malan (2000) summarizes the following components from the
competency based literature, noting their prominent in OBE:
➢ Explicit learning outcomes with respect to the required skills and
concomitant proficiency (standards for assessment)
➢ A flexible time frame to master skills
➢ A variety of instructional activities to facilitate learning
➢ Criterion referenced testing of the required outcomes
➢ Certification based on demonstrated learning outcomes
➢ Adaptable programmes to ensure optimum learner guidance
➢ Support for the notion the learner is accountable for his or her own achievement

Glaser’s criterion-referenced learning

In 1963, Glaser described criterion-referenced measurement as that which locates a student’s
test behaviour on a continuum ranging from “no proficiency” to “perfect performance”.
Criterion-reference instruction and assessment is based on attaining specific outcomes and on
testing for competence in terms of stated criterion. This form of instruction compares a learning
outcome or mastery of competencies with a predetermined external standard. Success is
measured by demonstration of standards followed by remedial intervention as required.
Criterion-referenced assessment is the preferred mode of assessment in OBE.

Spady’s OBE approach closely resembles Mager’s (1962) guidelines in terms of expected
performance, conditions under which it is attained and standards for assessed quality. OBE
learning programme assessment and learner’s competence can be compared to specific
criteria. Competence in the required outcome (learner behaviours) is demonstrated by
culminated of significant learning within a context, and specific timeframe required by the
individual learner. OBE is explored in greater detail in the following sections.

OBE Philosophy
OBE can be regarded as a theory (or a philosophy) of education (Killen, 2000).Within OBE
there are a certain set of beliefs and assumptions about learning, teaching and the systemic
structures within which activities take place. Spady (1994) proposes three basic assumptions:
all learners can learn and succeed; success breeds success; and “teaching institutions”
(schools) control the conditions of success.

Killen(2000) defines two basic types of outcome. The first includes performance indicators often
measured interms of tests results, completion rates, post course employment, and so

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forth. It also emphasizes learner mastery of traditional subject related academic
outcomes/content and some cross discipline outcomes (such as problem solving or working
cooperatively). The second is less tangible and usually expressed in terms of what the learners
know, are able to do or are like as a result of their education. It stresses long term,
cross-curricular outcomes which relate to future life roles of the learner (such as being a
productive worker, a responsible citizen or parent). These two approaches are what Spady
(1994) respectively calls traditional/transactional (content based) and transformational
(outcomes based) learning systems. See below latter is the focus of this research and includes
standards to be consistently demonstrated by the learner at the end of a significant learning
experience.

Content Based Learning Versus Outcomes Based Learning(Source: Spady, 1994)

 Content Based Learning System Outcomes Based Learning System

Passive students Active learners

Assessment process -exam & grade Continuous assessment

driven

Rote learning Critical thinking, reasoning, reflection & action

Content based/broken into subjects Integration knowledge, learning

relevant/ connected real life situations

Textbook/worksheet focused & Learner centred & educator/ facilitator use

teacher centred group/ teamwork

See syllabus as rigid & non negotiable Learning programmes seen as guides that
allow educators to be innovative &
creative in designing programmes/ activities

Teachers/trainers responsible for Learners take responsibility for their

learning -motivated by personality of learning, learners motivated by constant
teacher feedback/ affirmation of worth

Emphasis what teacher hopes to achieve Emphasis outcomes –what learner becomes
& understands

Content placed in rigid time frames Flexible time frames -learners work at own pace

Stay in single learning institution Learners can gather credits different

until complete institutions until achieve Qualification

Previous knowledge & experience Recognition of prior learning: after pre

in learning field ignored –Each assessment, learners credited outcomes
time demonstrated or transfer credits
attends whole course elsewhere

OBE Principles
Four principles guide the transformational OBE approach, taken together they strengthen the
conditions for both learner and teacher success:
clarity of focus
design down
high expectations
expanded opportunities
According to Spady (1998) the basic principle of transformational OBE is the clarity of the focus.
This principle infers that curriculum development, implementation and evaluation should be
geared by the outcomes which are expected as the culminating demonstrations of the learners.
The principle clearly delineates that the articulation of the desired end point is essential for
successful outcomes (Willis & Kissane, 1997). Curriculum planners and educators have to
identify a clear focus on what they want learners to be able to

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demonstrate at the end of significant learning time. Once these outcomes have been identified,
the curriculum is constructed by backward mapping of knowledge and skills. The design down
aspect infers that all curricular and educational activities should be designed back from the
point where the “exit outcomes” are expected to happen.

Assessment: I. True or False. On the space provided before each item, write TRUE if the
statement is factual and FALSE if it is not.

____1. OBE is a process that involves the restructuring of curriculum. ____2. Outcomes
are clear learning results that learners have to demonstrate out of the significant
learning experiences.
____3. Competency based education was introduced in the 1960s in North America.
____4. Outcomes-Based Learning see syllabus as rigid & non negotiable ____5.
Content-Based Learning System has flexible time frames meaning learners work at
own pace.

II. Give and explain three (3) characteristics of an OBE.

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UNIT 2
Measurement,Assessment and Evaluation in Outcomes-Based Education
Topics
• Measurement
• Assessment
• Evaluation
• Assessment FOR, OF, AS Learning

Overview
With the change of focus in instruction from content to learning outcomes came the need to
redefine and clarify the terms used to determine the progress of students toward attainment of
the desired learning outcomes. These are the things you will learn in this module.

Learning Objectives:

After a successful completion of the lesson, the students should be able to:
• formulate learning outcomes based on given educational objectives
• distinguish the differences among measurement, assessment, and
evaluation • explain the meaning of assessment FOR, OF and AS learning.

Importance of Educational Measurement, Assessment and Evaluation As teachers become

more familiar with data-driven instruction, they are making decisions about what and how they
teach based on the information gathered from their students. In other words, teachers first find
out what their students know and what they do not know, and then determine how best to bridge
that gap.

How Are Measurement, Assessment and Evaluation Different?

During the process of gathering information for effective planning and instruction, the words
measurement, assessment and evaluation are often used interchangeably. These words,
however, have significantly different meanings.

Measurement
The word measurement, as it applies to education, is not substantially different from when it is
used in any other field. It simply means determining the attributes or dimensions of an object,
skill or knowledge. We use common objects in the physical world to measure, such as tape
measures, scales and meters. These measurement tools are held to standards and can be used
to obtain reliable results. When used properly, they accurately gather data for educators and
administrators.
Some standard measurements in education are raw scores, percentile ranks and standard
scores.
• process of determining or describing the attributes or characteristics of physical objects
generally in terms of quantity
• process of collecting quantitative information relative to some established standards • To
measure is to apply a standard measuring device to an object, group of objects, events, or
situations according to procedure determined by one who is skilled in the use of such
device.
• For instance, knowledge of the subject matter is often measured through standardized test
results. In this case, the measurement procedure is testing.

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Assessment
One of the primary measurement tools in education is the assessment. Teachers gather
information by giving tests, conducting interviews and monitoring behavior. The assessment
should be carefully prepared and administered to ensure its reliability and validity. In other
words, an assessment must provide consistent results and it must measure what it claims to
measure.

• process of gathering evidences of students’ performance over a period of time to

determine learning and mastery of skills
• Evidences of learning include dialogue, record, journals, written work, portfolios, tests, and
other learning tasks.
• This requires the review of journal entries, written work, presentation, research papers,
essays, story written, test results, etc.
• Goal: to improve student learning and provide students, parents, and teachers with reliable
information regarding student progress and extent of attainment of the expected learning
outcomes.
• Assessment use, as basis, the levels of achievements and standards required for the
curricular goals appropriate for the grade or year level.

Evaluation
Creating valid and reliable assessments is critical to accurately measuring educational data.
Evaluating the information gathered, however, is equally important to the effective use of the
information for instruction.

In education, evaluation is the process of using the measurements gathered in the

assessments. Teachers use this information to judge the relationship between what was
intended by the instruction and what was learned. They evaluate the information gathered to
determine what students know and understand, how far they have progressed and how fast,
and how their scores and progress compare to those of other students.

• process designed to provide information that will help us make a judgment about a
particular situation
• The end result of evaluation is to adopt, reject, or revise what has been evaluated. • Objects
of evaluation include instructional programs, school projects, teachers, students, and
educational goals.
• Examples include evaluating the “education for all” project of a school district, the
comparative effectiveness of two remedial reading programs, correlation between
achievement test results and diagnostic test results, and attributes of an effective
teacher.
• This involves data collection, analysis, quantitative, and qualitative methods. • Evaluation
can help educators determine the success of their academic programs and signal efforts to
improve student achievement.
Two categories of Evaluation
Formative- a method of judging the worth of a program while the program activities are in
progress
The results of this give opportunities to the proponents, learners, and teachers how well the
objectives of the program are being attained.
Its main objective is to determine deficiencies so that the appropriate interventions can be done.

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It may also be used in analyzing learning materials, student learning, and achievements, and
teacher effectiveness.

Summative
 • a method of judging the worth of a program at the end of the program activities • The
instruments used to collect data for summative evaluation are questionnaire, survey forms,
interview/observation guide and tests.
• This is designed to determine the effectiveness of a program or activity based on its
avowed purposes.
• Techniques for summative evaluation: pretest-posttest with one group; pretest-posttest with
experimental and control groups; one group descriptive analysis

ASSESSMENT FOR, OF and AS LEARNING

Assessment is integral to the teaching–learning process, facilitating student learning and
improving instruction, and can take a variety of forms. Classroom assessment is generally
divided into three types: assessment for learning, assessment of learning and assessment as
learning.

Assessment for Learning (Formative Assessment)

The philosophy behind assessment for learning is that assessment and teaching should be
integrated into a whole. The power of such an assessment doesn't come from intricate
technology or from using a specific assessment instrument. It comes from recognizing how
much learning is taking place in the common tasks of the school day – and how much insight
into student learning teachers can mine from this material.
McNamee and Chen 2005, p. 76

Assessment for learning is ongoing assessment that allows teachers to monitor students on a
day-to-day basis and modify their teaching based on what the students need to be successful.
This assessment provides students with the timely, specific feedback that they need to make
adjustments to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to all students
while still challenging to the more capable; what the students learned and still need to know;
how we can improve the lesson to make it more effective; and, if necessary, what other lesson
we might offer as a better alternative. This continual evaluation of instructional choices is at the
heart of improving our teaching practice.
Burns 2005, p. 26

Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and their parents
know how well each student has completed the learning tasks and activities. It provides
information about student achievement. While it provides useful reporting information, it often
has little effect on learning.

“Assessment of Learning is the assessment that becomes public and results in statements or
symbols about how well students are learning. It often contributes to pivotal decisions that will
affect students’ futures. It is important, then, that the underlying logic and measurement of
assessment of learning be credible and defensible.

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Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. This form of
assessment is crucial in helping students become lifelong learners. As students engage in peer
and self-assessment, they learn to make sense of information, relate it to prior knowledge and
use it for new learning. Students develop a sense of ownership and efficacy when they use
teacher, peer and self-assessment feedback to make adjustments, improvements and changes
to what they understand.

Through this process students are able to learn about themselves as learners and become
aware of how they learn – become megacognitive (knowledge of one’s own thought processes).

Students reflect on their work on a regular basis, usually through self and peer assessment and
decide (often with the help of the teacher, particularly in the early stages) what their next
learning will be.

Assessment as learning helps students to take more responsibility for their own learning and
monitoring future directions.

Exercises
A. Each of the following statement refers to (a) measurement, (b) assessment, (c) evaluation.
On the blank before each number write the letter corresponding to your answer.

_____1. Over-all goal is to provide information regarding the extent of attainment

of student learning outcomes.
_____2. Can help educators determine the success factors of academic programs and projects.
_____3. Uses such instruments as ruler, scale, or thermometer.
_____4. Used to determine the distance of a location.
_____5. Process designed to aid educators make judgment and indicate
solutions to academic situations.

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Unit 3
Program Outcomes and Student Learning Outcomes

Topics
• Program Learning Outcomes
• Bloom’s Taxonomy
• The Three Types of Learning
• Domain I: Cognitive (Knowledge)
• Domain II: Psychomotor ( Skills)
• Domain III:Affective(Attitude)
• Kendall’s and Marzano’s New Taxonomy
Overview
In this chapter, you will distinguish program outcomes from learning outcomes. Learning
outcomescome in three (3) different domains- cognitive, psychomotor, and affective. You will
also be introduced to Kendall’s and Marzano’s five levels of processing information, mental
procedures, and psychomotor procedures.

Learning Objectives:
After a successful completion of the lesson, the students should be able to: • state the
program outcomes expected of all educational institutions according to type • discuss
the program outcomes of teacher education
• distinguish learning outcomes in the three domains of learning
• identify learning outcomes in the additional levels of knowledge processing of
Kendall and Marzano

Introduction
Learning outcomes help faculty and students come to a common understanding about the
purpose and goals of a course or academic program. By providing clear and comprehensive
learning outcomes, faculty begin to provide a transparent pathway for student success. Learning
outcomes are the cornerstones of course design and assessment, and help students focus on
what is important. Learning outcomes can also be considered an inclusive teaching practice as
they can help clarify expectations for all students.

Program Learning Outcomes

Guidelines for Writing Effective, Measurable Program Learning Outcomes (PLOs) Effective
learning outcomes highlight expected student behavior as well as the specific conditions and
standards of performance by which students will be measured.
• Expected Student Behavior – It is best to write learning outcomes in terms of an
observable, behavioral outcome; essentially, learning outcomes should provide a
description of what the student will be able to do. When writing the outcome in
performance terminology, the selection of an effective action verb is of utmost
importance. The use of a clear, targeted verb provides directions about the expectations
of student performance at the completion of instructional activities. Because the verb
provides the desired direction of emphasis, it is important to choose a verb that is
focused and targets a level of performance appropriate for the course.
• Student-Centered - All learning outcomes should focus on the student. An effective
learning outcome will explain expectations for student behavior, performance, or

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understanding. To ensure that learning outcomes are student- centered, a good learning
outcome should appropriately complete the statement "The student will..." • Specific
Conditions - Learning outcomes should be specific and target one expectation or aspect of
understanding and highlight the conditions under which the student is expected to perform
the task. The conditions of the outcome should communicate the situation, tools, references,
or aids that will be provided for the student.
• Specific Standards of Performance - Each learning outcome should be measurable and
include the criteria for evaluating student performance. Generally, standards provide
information to clarify to what extent a student must perform to be judged adequate; thus
 effective learning outcomes indicate a degree of accuracy, a quantity of correct
responses or some other type of measurable information. Standards serve the dual
purpose of informing students of performance expectations and providing insight as to
how achievement of these expectations will be measured. Since students will utilize the
standards to guide their performance, be sure to use specific terminology that has limited
interpretations and ensure that all students understand the same interpretation.

Tips for Developing Effective, Measurable Program Learning Outcomes

The following tips will help guide you in crafting effective, measurable program and course
learning outcomes. To be measurable, outcomes need to be as specific, focused and as clearly
stated as possible. General outcomes will always be very hard to measure. Essentially, we want
to know how student learning will be demonstrated.

Learning outcomes should have two parts: an action verb and a content area. Utilize the action
verb to specify the desired student performance followed by a specific description of the course
specific content target.

Keep statements short and focused on a single outcome. This allows instructors to determine
whether or not an objective has been met without having to distinguish between partial
completion or complete success.

To ensure that learning outcomes are effective and measurable, avoid using verbs that are
vague or cannot be objectively assessed. Use active verbs that describe what a student will be
able to do once learning has occurred.

Learning outcomes should be student-focused and target the expected student outcome. To
assist in maintaining a student-centered emphasis, start learning outcomes with the phrase "The
learner/student will be able to. . ."

Learning outcomes should be SMART (specific, measurable, acceptable to the instructor,

realistic to achieve, and time-bound with a deadline).

Include complex or higher-order learning outcomes when they are appropriate. Most instructors
expect students to go beyond memorization of facts and terminology; learning outcomes should
reflect instructors’ expectations for student performance.

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Utilize learning outcomes as a basis for course preparation. Learning outcomes should match
instructional strategies and assessment requirements. To ensure the connection between
various course activities, it is useful to construct a table highlighting the relationship.

For example:
LEARNING OUTCOMES INSTRUCTIONAL ASSESSMENT
ACTIVITIES
 Students will be able to Lecture, Group Term papers, Senior
Activity Project, Assessment
differentiate between
Portfolio, Mastery
qualitative and questions, Oral
quantitative assessment Presentation

Bloom's Taxonomy (1964)is a well-known description of levels of educational objectives. It

may be useful to consider this taxonomy when defining your learning outcomes.

Most courses in higher education focus on the cognitive domain, thus it is important to examine
various levels of cognitive understanding. The cognitive domain is broken-down into six
categories: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Generally, instructors will want to design learning objectives to target a range of levels of student
understanding. The phrasing of learning objectives will help guide both instructional activities
and assessment, thus instructors should carefully select the emphasis of learning and the
relevant verb.
LEVE CATEGORY COGNITIVE BEHAVIOR
L

1 Knowledge to know specific facts, terms, concepts, principles, or theories

2 Comprehensio to understand, interpret, compare and contrast, explain

n

3 Application to apply knowledge to new situations, to solve problems

4 Analysis to identify the organizational structure of something; to identify

parts, relationships, and organizing principles

5 Synthesis to create something, to integrate ideas into a solution, to propose

an action plan, to formulate a new classification scheme

6 Evaluation to judge the quality of something based on its adequency, value,

logic or use

Choose Clear, Measurable Action Verbs. Avoid Vague Verbs.

Concrete verbs such as “define,” “argue,” or “create” are more helpful for assessment than
vague verbs such as “know,” “understand,” or passive verbs such as “be exposed to.” Some
examples of action words frequently used in learning outcomes are included in the table below
based on Bloom’s levels of cognitive behaviors.

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Knowledge Comprehension Application Analysis Synthesis Evaluation define classify

apply analyze arrange appraise identify describe compute appraise assemble assess

indicate discuss construct calculate collect choose know explain demonstrate categorize
compose compare label express dramatize compare construct contrast list identify employ

contrast create decide memorize locate give examples criticize design estimate name

paraphrase illustrate debate formulate evaluate recall recognize interpret determine manage

grade record report investigate diagram organize judge relate restate operate differentiate

perform measure repeat review organize distinguish plan rate select suggest practice

examine prepare revise underline summarize predict experiment produce score

tell schedule inspect propose select translate shop inventory set-up

value sketch question

translate relate

use solve
Bloom's Taxonomy of Learning Domains

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Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr
Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing
and evaluating concepts, processes, procedures, and principles, rather than just remembering
facts (rote learning). It is most often used when designing educational, training, and learning
processes.
The Three Domains of Learning
The committee identified three domains of educational activities or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)
o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
Since the work was produced by higher education, the words tend to be a little bigger than we
normally use. Domains may be thought of as categories. Instructional designers, trainers, and
educators often refer to these three categories as KSA (Knowledge [cognitive], Skills
[psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought
of as “the goals of the learning process.” That is, after a learning episode, the learner should
have acquired a new skill, knowledge, and/or attitude.
DOMAIN TARGET FOCUS

Cognitive Knowledge, intellectual skills Mind

Affective Attitudes, interests, feelings, values, adjustments Spirit

Psychomoto Motor and manipulations skills Body

r

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain
in the mid-nineties and made some changes, with perhaps the three most prominent ones being
(Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000): o changing
the names in the six categories from noun to verb forms
o rearranging them as shown in the chart below
o creating a processes and levels of knowledge matrix

The chart shown below compares the original taxonomy with the revised one:

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Remember while it is good to understand the history of the older version of this domain, the
newer version has a number of strong advantages that make it a better choice for planning
instruction today. One of the major changes that occurred between the old and the newer
updated version is that the two highest forms of cognition have been reversed. In the older
version the listing from simple to most complex functions was ordered as knowledge,
comprehension, application, analysis, synthesis, and evaluation. In the newer version the steps
change to verbs and are arranged as knowing, understanding, applying, analyzing, evaluating,
and the last and highest function, creating.

What verbs should I use for each domain?

Cognitive Affective Psychomotor

Remembering Receiving (listening Imitation (learner imitates

and being attentive) an action after a visual
• Define demonstration)
• Duplicate • Ask
• Draw • Choose • Align
• List • Describe • Balance
• Label • Follow • Follow
• Memorize • Give • Grasp
• Name • Hold • Hold
• Recall • Identify • Place
• Recite • Locate • Repeat
• Repeat • Name • Rest
• Reproduce • Point to • Step
• State • Select
• Sit Manipulation (performance
Understanding • Erect of an action with
• Reply written/verbal instructions)
• Classify • Use
• Describe • Align
• Discuss Responding • Balance
• Explain (active • Follow
• Identify participation) • Grasp
• Locate • Hold
• Recognize • Answer • Place
• Report • Assist • Repeat
• Select • Comply
• Translate • Conform Precision
• Paraphrase • Discuss
• Visualize • Greet • Accurately
• Help • Errorlessly
Applying • Label • Independently
• Perform • Proficiently
• Apply • Practice • With balance
• Change • Present • With control
• Choose • Read
• Construct • Recite Articulation (display of
• Demonstrate • Report coordination of a series
• Dramatize • Select of related acts)
• Employ • Tell
• Illustrate • Write
17 | P A G E
 • Interpret Valuing (value • Confidence
• Modify attached to a • Coordination
• Operate subject) • Harmony
• Produce • Integration
• Schedule • Complete • Proportion
• Sketch • Describe • Smoothness
• Solve • Differentiate • Speed
• Translate • Explain • Stability
• Use • Follow • Timing
• Write • Forms
• Initiate Naturalization (high level
Analyzing • Invite of proficiency)
• Join
• Categorize • Justify • Automatically
• Compare • Propose • Effortlessly
• Contrast • Read • Naturally
• Deduce • Select • Professionally
• Discriminate • Share • Routinely
• Distinguish • Study • Spontaneously
• Examine • Work • With ease
• Question • With perfection
• Separate Organization • Wi
• Test (beginning to build
consistent value
Evaluating system)

• Appraise • Adhere
• Argue • Alter
• Decide • Arrange
• Critique • Combine
• Criticize • Compare
• Defend • Complete
• Judge • Defend
• Prioritize • Explain
• Rate • Generalize
• Rant • Identify
• Select • Integrate
• Support • Modify
• Value • Order
• Evaluate • Organize
• Relate
Creating • Synthesize

• Assemble Characterization
• Construct (value system controls
• Create behavior)
• Compose
• Develop • Act
• Formulate • Discriminate
• Invent • Display
• Originate • Influence
• Listen
• Modify
• Performs
• Practices
 18 | P A G E
• Write • Propose
• Qualify
• Question
• Revise
• Serve
• Solve
• Use
• Verify

Kendall’s and Marzano’s New Taxonomy

Robert Marzano, respected educational researcher, has proposed what he calls A New
Taxonomy of Educational Objectives (2000). Developed to respond to the shortcomings of the
widely used Bloom’s Taxonomy and the current environment of standards-based instruction,
Marzano’s model of thinking skills incorporates a wider range of factors that affect how learners
think and provides a more research-based theory to help teachers improve their learners’
thinking.
Marzano’s New Taxonomy is made up of three systems and the Knowledge Domain, all of
which are important for thinking and learning. The three systems are the Self-System, the
Metacognitive System, and the Cognitive System. When faced with the option of starting a new
task, the Self-System decides whether to continue the current behaviour or engage in the new
activity; the Metacognitive System sets goals and keeps track of how well they are being
achieved; the Cognitive System processes all the necessary information, and the Knowledge
Domain provides the content.

The Three Systems and Knowledge

Self-System

Beliefs About the Importance Beliefs about Efficacy Emotions Associated with
of Knowledge Knowledge

Metacognitive System

Specifying Monitoring the Monitoring Clarity Monitoring Accuracy

Learning Goals Execution of
Knowledge

Cognitive System

Knowledge Comprehension Analysis Knowledge

Retrieval Utilization

Recall Synthesis Matching Decision Making

Execution Representation Classifying Problem Solving
Error Analysis Experimental
Generalizing Inquiry
Specifying Investigation

Knowledge Domain

Information Mental Procedures Physical

Procedures
 19 | P A G E
Exercises
Using the indicated topic or subject matter, write the learning outcomes for each of the three
domains arranged from the simplest to the most complex level or category.

1. Cognitive: Topic: Subject-Verb Agreement

1.1 Remembering
1.2 Understanding
1.3 Applying
1.4 Analyzing
1.5 Evaluating
1.6 Creating
2. Psychomotor: Topic: Active Voice and Passive Voice
2.1 Observing
2.2 Imitating
2.3 Practicing
2.4 Adapting
3. Affective: Topic: Romeo and Juliet
3.1 Receiving
3.2 Responding
3.3 Valuing
3.4 Organizing
3.5 Internalizing

20 | P A G E
Unit 4
 Assessing Student Learning Outcomes

Topics
• Principles of Good Practice in Assessing Learning Outcomes
• Samples of Supporting Student Activities
• The Outcomes Assessment Phases in the Instructional Cycle
• Constructive Alignmnet
• Variety of Assessment Methods, Tools and Tasks
Overview
Student learning outcomes articulate what a student should know or can do after completing a
course or program. The assessment of student learning outcomes provides information that
puts student learning at the forefront of academic planning processes.
Learning Objectives:
After a successful completion of the lesson, the students should be able to:
• explain the principles in assessing learning outcomes
• illustrate constructive alignment with a diagram
• determine whether a given task is aligned or not aligned to a given learning
outcome • make a complete outline of the different assessment tools and tasks
• explain the implication of multiple intelligences to assessment
Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning starts with the institution’s mission and core values.
There should be a clear statement on the kinds of learning that the institution values
most for its students.
2. Assessment works best when the program has clear statement of objectives aligned with
the institutional mission and core values. Such alignment ensures clear, shared and
implementable objectives.
3. Outcomes-based assessment focuses on the student activities that will still be relevant
after formal schooling concludes. The approach is to design assessment activities which
are observable and less abstract such as “to determine the student’s ability to write a
paragraph” which is more observable than to determine the student’s verbal ability.” 4.
Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes. These are
supporting student activities.
5. Assessment works best when it is continuous, ongoing and not episodic.
Assessment should be cumulative because improvement is best achieved through a
linked series of activities done over time in an instructional cycle.

21 | P A G E
6. Begin by specifying clearly and exactly what you want to assess. What you want to assess
is/are stated in your learning outcomes.
7. The intended learning outcome/lesson objective NOT CONTENT is the basis of the
assessment task.
8. Set your criterion of success or acceptable standard of success.
9. Make use of varied tools for assessment data-gathering and multiple sources of
assessment data.
10.Learners must be given feedback about their performance. Feedback must be specific.

Samples of Supporting Student Activities

Student Learning Outcome #1: Students can organize information from secondary sources as
basis of a research topic.
Supporting Student Activities
1.
A. practise differentiating source material and one’s opinion
B. reading articles and formulating an original paragraph from quotes, paraphrases
and summaries
C. writing of essays to develop the topic
D. integrating bibliographic entries in appropriate format

Student Learning Outcome #2: Students apply principles of logical thinking and persuasive
argument in writing.
Supporting Student Activities
1.
A. forming opinion about the topic
B. researching and writing about a variety of perspectives
C. adapting style to the identified audience
D. employing clear argument in writing

Student Learning Outcome #3: Students write multiple page essays complying with standard
format and style
Supporting Student Activities
1.
A. analyzing and evaluating texts
B. writing about a variety of perspectives on single topic
C. adapting tone and style to address one’s audience
D. reviewing grammar and essay format in readings
E. holding group discussion about various topics

22 | P A G E
 Outcomes Assessment in the Instructional Cycle

Constructive Alignment
Constructive alignment is an outcomes-based approach to teaching in which the learning
outcomes that students are intended to achieve are defined before teaching takes place.
Teaching and assessment methods are then designed to best achieve those outcomes and
to assess the standard at which they have been achieved (Biggs, 2014)

The goal of Constructive Alignment then, is to support students in developing as much meaning
and learning as possible from a well designed, coherent, and aligned course. Courses are
congruent and cohere in an explicit way when there is good fit and flow between a course’s
intended learning outcomes, teaching and learning activities, and assessments of student
learning.

23 | P A G E
As developed and defined by John Biggs (2014), Constructive Alignment involves:

Thoughtfully determining intentions for what students should learn and how they will
demonstrate their achievement of these intended learning outcomes, and clearly communicating
these to students;
Designing teaching and learning activities so that students are optimally engaged in achieving
these learning outcomes; and

Creating assessments that will allow students to demonstrate their attainment of the learning
outcomes and allow instructors to discern how well these outcomes have been achieved.

Variety of Assessment Methods, Tools and Tasks

Assessment is one of the most important things you will do in your classroom, as it drives your
instruction and helps you meet each student's needs. This lesson will introduce you to some
tools and methods for assessment.

• An assessment method is defined as the philosophical or pedagogical approach to

assessing. For example, written assessment or practical assessment, formative or
summative assessment.
• Assessment tools are used for different assessment methods and are more specific. For
example, posters, essays, exams, interviews etc, and can be used across a number of
assessment methods. Also the tools used to mark assessments, e.g., rubrics can be
considered as assessment tools.

As a teacher, you probably spend all day assessing your students. You might not believe this
because you're not giving students tests all day, ever day. However, everything you do in the
classroom usually revolves around an assessment. Assessment in the classroom is any activity
that teachers or students do that informs teachers about the progress their students are making.

For example, think back to a time when you asked a student in your classroom a simple
question to check for understanding. You have just conducted an assessment. It may have
been short and provided a very narrow piece of information, but you still learned something
about that student's progress. This lesson will detail several common assessment tools and
methods that you can use in your classroom to monitor student progress and drive
instruction.

Tests

First, we'll start off with the standard pencil and paper test, which is the kind of assessment you
might give at the end of a unit or series of lessons on a topic. Giving pencil-and-paper tests can
become problematic if you are inexperienced with test design or did not have clear instructional
objectives for your lessons. These tests must be carefully designed so that they are testing
whether students have attained the instructional objectives you put forward.
A well designed test, however, can give you a huge amount of data about how students learned
during your lessons. They can also be used to determine which skills might need to be retaught
to which students. The data obtained from tests can be incredibly helpful for driving instruction
and changing your plans from year to year.

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Choosing the Methods and Tools

Eight broad categories of learning outcomes have been compiled by Lee Dunn (2011) from
Oxford Brookes University (based on the work of Chris Morgan (1999) from Southern Cross
University, New South Wales, and originates from the work of Nightingale et al. (1996)). Read:
Selecting methods of assessment for a list of potential tools for each category. The authors
of this resource refer to assessment methods such as portfolios, posters, reports group work
under each of the eight categories. However, for the purposes of this course, these methods
are regarded as tools for assessment.
1. Thinking critically and making judgements - (e.g., developing arguments and reflecting)
could be assessed using essays and journals.

2. Solving problems and developing plans - (e.g., identifying problems, and analysing data)
could be assessed using scenarios and group work.
3. Performing procedures and demonstrating techniques - (e.g., computation, and using
equipment) could be assessed using role play and posters.

4. Managing and developing oneself - (e.g., working co-operatively and working

independently) could be assessed using portfolios and learning contracts or
agreements.
5. Accessing and managing information - (e.g., researching and organising information)
could be assessed using annotated bibliography and projects.

6. Demonstrating knowledge and understanding - (e.g., recalling and describing) could be

assessed using exams and essays.
7. Designing, creating, performing - (e.g., visualising and producing) could be assessed
using presentation and projects.

8. Communicating - (e.g., communication individually or within a group; verbal, and written)

could be assessed using written or oral presentation or observation.
USING DIFFERENT ASSESSMENT METHODS, TOOLS and TASKS

Assessment is a common tool used is education.

Assessment is more than just a grade, is a mechanism for providing all parties with data for
improving teaching and learning, drives student learning, help student to become "more
effective", "self-assessing","self-directing" learners.
Function of Assessment
• Diagnostic: tells us what the student needs to learn
• Formative: tells us how well the student is doing as work progresses
• Summative: tells us how well the student did at the end of unit/task

What should we assess:

• Student work at all stages of development, but particularly at the end. •
Student process
• Acquisition of knowledge and skills
• Development of sophistication and complexity in student work

25 | P A G E
How should we assess:
• Day-to-day observation
• Rubrics
• Rating scales
• Project work
• Portfolios
• Test and quizzes
Portfolio
A portfolio assessment is a collection of student works that are associated with standards you
are required to learn. This collection of work is often gathered over a long period of time to
reflect what you have been taught as well as what you have learned.
Each piece in the portfolio is selected because it is an authentic representation of what you
have learned and is meant to demonstrate your current knowledge and skills. A portfolio by
nature is a storybook capturing a student's progression of learning as they move through the
year.
The Types of Portfolios

Portfolios can be classified according to purpose.The three major types of portfolios are:
working portfolios, display portfolios, and assessment portfolios. Although the types are distinct
in theory, they tend to overlap in practice. As a result, it is important for educators to be clear
about their goals, the reasons they are engaging in a portfolio project, and the intended
audience for the portfolios.
Working Portfolios

A working portfolio is so named because it is a project “in the works,” containing work in
progress as well as finished samples of work. It serves as a holding tank for work that may be
selected later for a more permanent assessment or display portfolio.
A working portfolio is different from a work folder, which is simply a receptacle for all work, with
no purpose to the collection. A working portfolio is an intentional collection of work guided by
learning objectives.
Purpose

The major purpose of a working portfolio is to serve as a holding tank for student work. The
pieces related to a specific topic are collected here until they move to an assessment portfolio or
a display portfolio, or go home with the student. In addition, the working portfolio may be used to
diagnose student needs. Here both student and teacher have evidence of student strengths and
weaknesses in achieving learning objectives, information extremely useful in designing future
instruction.
Display, Showcase, or Best Works Portfolios

Probably the most rewarding use of student portfolios is the display of the students' best work,
the work that makes them proud. Students, as well as their teachers, become most committed
to the process when they experience the joy of exhibiting their best work and interpreting its
meaning. Many educators who do not use portfolios for any other purpose engage their
students in the creation of display portfolios. The pride and sense of accomplishment that

26 | P A G E
students feel make the effort well worthwhile and contribute to a culture for learning in the
classroom.

Purpose
The purpose of a display portfolio is to demonstrate the highest level of achievement attained by
the student. Collecting items for this portfolio is a student's way of saying “Here's who I am.
Here is what I can do.”

A display portfolio may be maintained from year to year, with new pieces added each year,
documenting growth over time. And while a best works portfolio may document student efforts
with respect to curriculum objectives, it may also include evidence of student activities beyond
school (a story written at home, for example).

Assessment Portfolios
The primary function of an assessment portfolio is to document what a student has learned. The
content of the curriculum, then, will determine what students select for their portfolios. Their
reflective comments will focus on the extent to which they believe the portfolio entries
demonstrate their mastery of the curriculum objectives. For example, if the curriculum specifies
persuasive, narrative, and descriptive writing, an assessment portfolio should include examples
of each type of writing. Similarly, if the curriculum calls for mathematical problem solving and
mathematical communication, then the display portfolio will include entries documenting both
problem solving and communication, possibly in the same entry.
Purpose

The primary purpose of an assessment portfolio is to document student learning on specific

curriculum outcomes. As such, the items in the portfolio must be designed to elicit the
knowledge and skill specified in the outcomes. It is the assessment tasks that bring the
curriculum outcomes to life; only by specifying precisely what students must do and how well
they must do it do these statements of learning have meaning.
Scoring Rubrics

Scoring rubrics are descriptive scoring schemes developed to assess any student performance
whether it's written or oral, online or face-to-face.Scoring rubrics are especially well suited for
evaluating complex tasks or assignments such as: written work (e.g., assignments, essay tests,
papers, portfolios); presentations (e.g., debates, role plays); group work; or other types of work
products or performances (e.g., artistic works, portfolios). Scoring rubrics are assignment
specific; criteria are different for each assignment or test. It is a way to make your criteria and
standards clear to both you and your students.
Good scoring rubrics:
• Consist of a checklist of items, each with an even number of points. For example, two
point rubrics would indicate that the student either did or did not perform the specified
task. Four or more points in a rubric are common and indicate the degree to which a
student performed a given task.
• Are criterion based. That is, the rubric contains descriptive criteria for acceptable
performance that are meaningful, clear, concise, unambiguous, and credible--thus
ensuring inter-rater reliability.

27 | P A G E
• Are used to assess only those behaviors that are directly observable. • Require a
single score based on the overall quality of the work or presentation. • Provide a better
assessment and understanding of expected or actual performance. Why Develop Scoring
Rubrics?
Here are some reasons why taking the time to construct a grading rubric will be worth your
time: • Make grading more consistent and fair.
• Save you time in the grading process.
• Help identify students' strengths and weaknesses so you can teach more effectively. •
To help students understand what and how they need to improve.

Guidelines for Developing a Scoring Rubric

Step 1: Select a project/assignment for assessment.

Example: Work in small groups to write and present a collaborative research paper.
Step 2: What performance skill(s) or competency(ies) are students demonstrating through their
work on this project?
Example: Ability to work as part of a team.

Step 3: List the traits you'll assess when evaluating the project--in other words, ask: "What
counts in my assessment of this work?" Use nouns or noun phrases to name traits, and avoid
evaluative language. Limit the number of traits to no more than seven. Each trait should
represent a key teachable attribute of the overall skill you're assessing.
Example:
Content
Coherence and Organization
Creativity
Graphics and visuals
Delivery

Step 4: Decide on the number of gradations of mastery you'll establish for each trait and the
language you'll use to describe those levels.
Five points of gradation:
5=Proficient 4=Clearly 3=Acceptable 2=Limited 1=Attempted
Competent

Four points of gradation:

Exceptional/Excellent Admirable/Good Acceptable/Fair Amateur/Poor

28 | P A G E
Step 5: For each trait write statements that describe work at each level of mastery. If, for
example, you have seven traits and five gradations, you'll have 35 descriptive statements in
your rubric. Attempt to strike a balance between over-generalizations and task-specificity. For
the trait "coherence and organization" in a four-point rubric:
Exceptional: Thesis is clearly stated and developed; specific examples
are appropriate and clearly develop thesis; conclusion is
clear; ideas flow together well; good transitions; succinct
but not choppy; well-organized.

Admirable: Most information presented in logical sequence;

generally very organized but better transitions between
ideas is needed.

Acceptable: Concept and ideas are loosely connected; lacks

clear transitions; flow and organization are choppy.
 Amateur: Presentation of ideas is choppy and disjointed; doesn't
flow; development of thesis is vague; no apparent logical
order to writing

Step 6: Design a format for presenting the rubric to students and for scoring student work.
Step 7: Test the rubric and fine tune it based on feedback from colleagues and students.
Source:Effective Grading: A Tool for Learning and Assessment, Barbara E. Walvoord and
Virginia Johnson Anderson (1998).
Assessment Methods and Multiple Intelligences
Although Howard Gardner's theory of multiple intelligences (MI) is over a decade old, teachers
are still trying to find the best way to use this theory to assess students with different styles of
learning and varied academic strengths. Multiple Intelligences shape the way students
understand, process, and use information.
Gardner groups student capabilities into eight broad categories (each student's unique
learning style is a combination of these intelligences):
• Logical/mathematical (uses numbers effectively)
• Visual/spatial (is artistically or spatially perceptive)
• Bodily/kinesthetic (excels at tasks that require physical movement) •
Musical (perceives and/or expresses musical forms and patterns)
• Linguistic (uses words effectively)
• Interpersonal (responds well to others)
• Intrapersonal (is reflective and inner-directed)
• Naturalist (makes distinctions in the natural world)

29 | P A G E
Since no single approach to teaching and assessment can possibly work best for every student,
teachers face a challenge. What's the best way to match assessments to students' learning
styles?
Assessing Multiple Intelligences
Of course, assessment should reflect the diversity of intelligences and learning styles in your
classroom. For example, students who are good at spatial learning might not display the full
range of their knowledge on an essay test. In fact, traditional testing methods are inherently
biased in favor of students with strong linguistic and mathematical skills. Advocates of MI theory
suggest that teachers supplement their traditional assessment methods with assessment
strategies that evaluate student progress in an inclusive, meaningful way.

So, how can you use the theory of multiple intelligences to assess student achievement in your
classroom? The MI approach to testing is closely related to authentic assessment. This
approach enables students to demonstrate the depth of their understanding, connect their
classwork to real-life experiences, and apply their knowledge to new situations.

Tips for assessment:

-Be clear about the expectations and how work will be marked!
-Show examples of work and what the teacher will be looking for (exemplars) -Assessment
opportunities may have more than one link to multiple intelligences or may shows strengths in
different forms- for example a writing task with a drawn image- the children may write really
well and draw really poorly or draw really well and write really poorly- take all intelligences into
consideration!
- Develop assessments that appeal to all intelligences and not make one more superior over the
others (be creative with assessment)
- Encourage peer evaluation (interpersonal intelligence)
Assessment with gardener’s multiple intelligences:

Howard Gardner 2009 states that if we all had exactly the same kind of mind which had only
one kind of intelligence, then we could teach everyone the same thing in the same way and
assess everyone in the same way; that would be considered fair. When we found out humans
weren’t like that, then we decided that the education that treats everyone in the same way is
unfair because it picks put one kind of mind which is someone who is very linguistic and logical.
If you think like that then great, if you don’t then there is no room on the train for you. (Gardner,
2009).

Teaching assessment should reflect the diverse learning styles of all of the children in the
classroom. Students who excel well with one intelligence may not be necessarily excel at
another, so it is important to design assessment material that appeals to all intelligences
because as stated above this will make our teaching assessment fair for everyone. “Every
student has the opportunity to specialize and excel in at least one intelligence…. each
student learns the subject matter in a variety of different ways, thereby multiplying chances of
successfully understanding and retaining that information” (Campbell, 1991).

Gardner states that teachers and students, often cannot explain why a certain topics need to be
covered in school. The curriculum in the classroom needs to be reconfigured so that there is a
stronger focus on skills, knowledge and above all, an understanding of relevant and important
learning for our country today. We need to adapt our curriculum as much as possible to the
particular learning styles and strengths of individual students. (Gardner cited in Campbell,

30 | P A G E
1991). To create successful assessment strategies, familiarize yourself with your students'
individual learning styles! Knowing how your students learn best can help you choose
approaches that will reach them most effectively. Here are some examples of how you may like
to assess the children on their individual intelligences:

Linguistic:
- Ask students to engage in writing tasks regularly- choice writing, journal reflections.
-Encourage oral language opportunities- buzz groups, news time, presentations, sharing
class work.
- Emphasize creative writing – have students write poems, plays, and stories.
Logical/Mathematical:
- Encourage science experiments
-Engage in regular mathematics activities
- Have student’s complete logic problems and games.
Bodily/Kinesthetic:
-Challenge students partake in physical activity
-Teach children specific sporting skills with appropriate equipment
-Have students build models or use other hands-on techniques to show what they
learned. Visual/Spatial:
- Invite students to participate in activities where they are able to create things- art, technology
etc.
-Encourage students to illustrate their ideas using maps, charts, and
graphs. Interpersonal:
-Stage a classroom debate- encourage classroom interaction
-Group work!
-Have students work collaboratively to brainstorm and prepare a
project. Intrapersonal:
-Encourage goal setting in particular areas that the children may find as a strength or a
weakness.
-Encourage reflection on work and progress reports.
Musical:
-Challenge students to listen to music and identify musical patterns.
-Ask students to write new lyrics to familiar melodies or to compose a new song.

Naturalist:
-Ask students to keep environmental journals and to share their observations. -Encourage
the children to come up with community initiatives regarding the protection of the natural
environment.

The benefits of using Gardner’s Multiple intelligences in the classroom is a great way to assess
the children and their individual approach to learning. Studies have shown that students who
perform poorly with traditional testing, are more interested in learning when classroom
experiences involve learning experiences of interest to the children. Gardner believes that all
children possess the all 8 multiple intelligences and that children can learn the same subject
matter but it different ways. “These intelligences are located in different parts of the brain and
can either work independently or together. These intelligences can be nurtured and
strengthened, or ignored and weakened” (Lunenburg & Lunenburg, 2014, p. 1)

31 | P A G E
Assessment of Learning Outcomes in the K to 12 Program

Here are assessment practices lifted from DepEd Order 8, s. 2015 for the guidance of all
teachers:
1. Teachers should employ assessment methods that are consistent with standards. This
means that assessment as a process must be based on standards and competencies that are
stated in the K-12 Curriculum Guide.

2. Teachers must employ both formative and summative assessment bith individually and
collaboratively. Assessment is done primarily to ensure learning, thus teachers are expected to
assess learning in every stage of lesson development- beginning, middle and at the end.
3. Grades are a function of written work, performance tasks and quarterly test. This means that
grdaes come from Grades 1-12. Grade does not come from only one source rather multiple
sources.
4. The cognitive process dimensions givenby Krathwohl and Anderson(2001)- from
remembering, understanding, applying, analyzing, evaluating, and creating- governs formulation
of assessment tasks.
Exercise. List down three (3) supporting activities to attain each of the Identified Student
Learning Outcomes.
1. Student Learning Outcome: Students can write a paragraph about enhanced community
quarantine experience using verbs in the past tense.
1.1

1.2
1.3
2. Student Learning Outcome: Students can demonstrate how to prepare a PowerPoint
presentation.
2.1

2.2
2.3

32 | P A G E
UNIT 5
Development of Varied Assessment Tools

Topics
• Types of Objective Type of Tests
• Planning a Test and Constructing a Table of Specifications
• Constructing a True or False Test
• Multilple Choice Tests
• Matching Type
• Supply Type or Constructed-Response Type
• Completion Type of Tests
• Essays

Overview
We are concerned with developing objective tests for assessing the attainment of educational
objectives based on Bloom’s taxonomy in this Chapter. For this purpose, we restrict our
attention to the following types of objective tests: (a) true-false items, (b) multiple-choice type
items, (c) matching items, (d) enumeration and filling of blanks and (e) essays. The first four
types of objective tests are used to test the first four to five levels of the hierarchy of educational
objectives while the last (essay) is used for testing higher-order thinking skills.
Learning Objectives:
After a successful completion of the lesson, the students should be able to:
• Identify the different assessment tools
• Construct a paper-and-pencil tests in accordance with the guidelines in test construction.
Types of Objective Tests
The development of objective tests requires careful planning and expertise in terms of actual
test construction. The more seasoned teachers can produce true-false items that can test even
higher-order thinking skills and not just rote memory learning. Essays are easier to construct
than the other types of objective tests but the difficulty with which objective grades are derived
from essay examinations often discourage teachers from using this particular form of
examination in actual practice.
Planning a Test and Construction of Table of Specifications (TOS)
The important steps in planning for a test are:
• Identifying test objectives
• Deciding on the type of objective test to be prepared
• Preparing a Table of Specifications (TOS)
• Constructing the draft test items
• Try-out and validation

33 | P A G E
Identifying Test Objectives

An objective test, if it is to be comprehensive, must cover the various levels of Bloom’s

taxonomy. Each objective consists of a statement of what is to be achieved and, preferably, by
how many percent of the students.
Example. We want to construct a test on the topic: “Subject-Verb Agreement in English” for a
Grade V class. The following are typical objectives:
Knowledge/Remembering. The students must be able to identify the subject and the verb in a
given sentence.
Comprehension/Understanding The students must be able to determine the appropriate form
of a verb to be used given the subject of a sentence.
Application/Applying. The students must be able to write sentences observing rules on
subject-verb agreement.
Analysis/Analyzing. The students must be able to break down a given sentence into its subject
and predicate.
Evaluation/Evaluating. The students must be able to evaluate whether or not a sentence
observes rules on subject-verb agreement.
Synthesis/Creating The students must be able to formulate rules to be followed regarding the
subject-verb agreement.
Deciding on the type of objective test
The test objectives guide the kind of objective tests that will be designed and constructed by the
teacher. For instance, for the first four (4) levels, we may want to construct a multiple-choice
type of test while for application and judgment, we may opt to give an essay test or a modified
essay test.
Preparing a Table of Specifications (TOS)
A table of specifications or TOS is a test map that guides the teacher in constructing a test. The
TOS ensures that there is balance between items that test lower level thinking skills and those
which test higher order thinking skills ( or alternatively, a balance between easy and difficult
items) in the test. The simplest TOS consists of four (4) columns: (a) level of objective to be
tested, (b) statement of objective, (c) item numbers where such an objective is being tested, and
(d) Number of items and percentage out of the total for that particular objective.
Constructing a True-False Test

Binomial-choice tests are tests that have only two (2) options such as true or false, right or
wrong, good or better and so on. A student who knows nothing of the content of the examination
would have 50°i chance of getting the correct answer by sheer guess work. Although correction
for-guessing formulas exist, it is best that the, teacher ensures that a true-false item is able to
discriminate properly between those who know and those who are just guessing. A modified
true-false test can offset the effect of guessing by requiring students to explain their answer and
to disregard a correct answer if the explanation is incorrect. Here are some rules of thumb in
constructing true-false items.
Rule 1: Do not give a hint (inadvertently) in the body of the question.
Example: The Philippines gained its independence in 1898 and therefore celebrated its
centennial year in 2000. ______
Obviously, the answer is FALSE because 100 years from 1898 is not 2000 but 1998.

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Rule 2: Avoid using the words “always”, “never” “often” and other adverbs that tend to be either
always true or always false.
Example: Christmas always falls on a Sunday because it is a Sabbath day. Statements that use
the word “always” are almost always false. A test-wise student can easily guess his way through
a test like these and get high scores even if he does not know anything about the test.
Rule 3: Avoid long sentences as these tend to be “true”. Keep sentences short. Example: Tests
need to be valid, reliable and useful, although, it would require a great amount of time and effort
to ensure that tests possess these test characteristics. _______ Notice that the statement is
true. However, we are also not sure which part of the sentence is deemed true by the student. It
is just fortunate that in this case, all parts of the sentence are true and hence, the entire
sentence is true. The following example illustrates what can go wrong in long sentences:
Example: Tests need to be valid, reliable and useful since it takes very little amount of time,
money and effort to construct tests with these characteristics.
The first part of the sentence is true but the second part is debatable and may, in fact, be false.
Thus, a “true” response is correct and also, a “false” response is correct.
Rule 4. Avoid trick statements with some minor misleading word or spelling anomaly, misplaced
phrases, etc. A wise student who does not know the subject matter may detect this strategy and
thus get the answer correctly.
Example: True or False. The Principle of our school is Mr. Albert P. Panadero.
The Principal’s name may actually be correct but since the word is misspelled and the entire
sentence takes a different meaning, the answer would be false! This is an example of a tricky
but utterly useless item.
Rule 5: Avoid quoting verbatim from reference materials or textbooks. This practice sends the
wrong signal to the students that it is necessary to memorize the textbook word for word and
thus, acquisition of higher level thinking skills is not given due importance.
Rule 6. Avoid specific determiners or give-away qualifiers. Students quickly learn that strongly
worded statements are more likely to be false than true, for example, statements with “never”
“no” “all” or “always.” Moderately worded statements are more likely to be true than false.
Statements with “many” “often” “sometimes” “generally” ‘frequently” or “some” should be
avoided.
Rule 7. With true or false questions, avoid a grossly disproportionate number of either true or
false statements or even patterns in the occurrence of true and false statements.
Constructing Multiple Choice Tests
A generalization of the true-false test, the multiple-choice type of test offers the student with
more than two (2) options per item to choose from. Each item in a multiple-choice test consists
of two parts: (a) the stem, and (b) the options. In the set of options, there is a “correct” or “best”
option while all the others are considered “distracters”. The distracters are chosen in such a way
that they are attractive to those who do not know the answer or are guessing but at the same
time, have no appeal to those who actually know the answer. It is this feature of multiple-choice
type tests that allow the teacher to test higher-order thinking skills even if the options are clearly
stated. As in true-false items, there are certain rules of thumb to be followed in constructing
multiple-choice tests.

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Guidelines in constructing Multiple Choice Items
Rule 1: Do not use unfamiliar words, terms and phrases. The ability of the item to discriminate
or its level of difficulty should stem from the subject matter rather than from the wording of the
question.
Example: What would be the system reliability of a computer system whose slave and
peripherals are connected in parallel circuits and each one has a known time to failure
probability of 0.05?
A student completely unfamiliar with the terms “slave” and “peripherals” may not be able to
answer correctly even if he knew the subject matter of reliability.
Rule 2: Do not use modifiers that are vague and whose meanings can differ from one person to
the next such as: much, often, usually, etc.
Example: Much of the process of photosynthesis takes place in the: a.bark
b.leaf
c. stem
The qualifier “much” is vague and could have been replaced by more specific qualifiers like:”
90% of the photosynthetic process” or some similar phrase that would be more precise.
Rule 3: Avoid complex or awkward word arrangements. Also, avoid use of negatives in the stem
as this may add unnecessary comprehension difficulties.
Example:
(Poor) As President of the Republic of the Philippines, Corazon Cojuangco Aquino would stand
next to which President of the Philippine Republic subsequent to the 1986 EDSA Revolution?
(Better) Who was the President of the Philippines after Corazon C. Aquino?
Rule 5: Do not use negatives or double negatives as such statements tend to be confusing. It is
best to use simpler sentences rather than sentences that would require expertise in grammatical
construction.
Example:
(Poor) Which of the following will not cause inflation in the Philippine economy?
(Better) Which of the following will cause inflation in the Philippine economy?
(Poor) What does the statement “Development patterns acquired during the ormative years are
NOT Unchangeable” imply?
A.
B.
C.
D.
(Better) What does the statement “Development patterns acquired during the formative years
are changeable” imply?
A.
B.
C.
D.

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Rule 5: Each item stem should be as short as possible; otherwise you risk testing more for
reading and comprehension skills.
Rule 6: Distracters should be equally plausible and attractive.
Example: The short story: May Day’s Eve, was written by which Filipino
author? a. Jose Garcia Villa
b. Nick Joaquin
c. Genoveva Edrosa Matute
d. Robert Frost
e. Edgar Allan Poe
If distracters had all been Filipino authors, the value of the item would be greatly increased. In
this particular instance, only the first three carry the burden of the entire item since the last two
can be essentially disregarded by the students.
Rule 7: All multiple choice options should be grammatically consistent with the stem.
Rule 8: The length, explicitness, or degree of technicality of alternatives should not be the
determinants of the correctness of the answer. The following is an example of this rule:
Example: If the three angles of two triangles are congruent, then the triangles
are: a. congruent whenever one of the sides of the triangles are congruent
b. similar
c. equiangular and therefore. must also be congruent
d. equilateral if they are equiangular
The correct choice, “b,” may be obvious from its length and explicitness alone. The other
choices are long and tend to explain why they must be the correct choices forcing the students
to think that they are, in fact, not the correct answers!
Rule 9: Avoid stems that reveal the answer to another item.
Rule 10: Avoid alternatives that are synonymous with others or those that, include or overlap
others.
Example: What causes ice to transform from solid state to liquid state’?
a. Change in temperature
b. Changes in pressure
c. Change in the chemical composition
d. Change in heat levels
The options a and d are essentially the same. Thus, a student who spots these identical choices
would right away narrow down the field of choices to a, b, and c. The last distracter would play
no significant role in increasing the value of the item.
Rule 11: Avoid presenting sequenced items in the same order as in the text. Rule
12: Avoid use of assumed qualifiers that many examinees may not be aware of.

Rule 13: Avoid use of unnecessary words or phrases, which are not relevant to the problem at
hand (unless such discriminating ability is the primary intent of the evaluation). The items value
is particularly damaged if the unnecessary material is designed to distract or mislead. Such
items test the student’s reading comprehension rather than knowledge of the subject matter.

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Example: The side opposite the thirty degree angle in a right triangle is equal to half the length
of the hypotenuse. If the sine of a 30-degree is 0.5 and its hypotenuse is 5, what is the length of
the side opposite the 30-degree angle?
a. 2.5
b. 3.5
c. 5.5
d. 1.5
The sine of a 30-degree angle is really quite unnecessary since the first sentence already gives
the method for finding the length of the side opposite the thirty-degree angle. This is a case of a
teacher who wants to make sure that no student in his class gets the wrong answer!
Rule 14: Avoid use of non-relevant sources of difficulty such as requiring a complex calculation
when only knowledge of a principle is being tested.
Note in the previous example, knowledge of the sine of the 30-degree angle would have led
some students to use the sine formula for calculation even if a simpler approach would have
sufficed.
Rule 15: Avoid extreme specificity requirements in responses.
Rule 16: Include as much of the item as possible in the stem. This allows for less repetition and
shorter choice options.
Rule 17: Use the “None of the above” option only when the keyed answer is totally correct.
When choice of the “best” response is intended, “none of the above” is not appropriate, since
the implication has already been made that the correct response may be partially inaccurate.
Rule 18: Note that the use of “all of the above” may allow credit for partial knowledge. In a
multiple option item, (allowing only one option choice) if a student only knew that two (2) options
were correct, he could then deduce the correctness of “all of the above”. This assumes you are
allowed only one correct choice.
Rule 19: Having compound response choices may purposefully increase difficulty of an item.
Rule 20: The difficulty of a multiple choice item may be controlled by varying the homogeneity or
degree of similarity of responses. The more homogeneous, the more difficult the item.
Example:
(Less Homogeneous) Thailand is located in:
a. Southeast Asia
b. Eastern Europe
c. South America
d. East Africa
e. Central America
(More Homogeneous) Thailand is located next to:
a. Laos and Kampuchea
b. India and China
c. China and Malaya
d. Laos and China
e. India and Malaya

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Constructing Matching Type and Supply Type Items
The matching type items may be considered as modified multiple-choice type items where the
choices progressively reduce as one successfully matches the items on the left with the items
on the right.
Example: Match the items in column A with the items in column B.
AB

_________1. Magellan a. First President of the Republic

_________2. Mabini b. National Hero
_________3. Rizal c. Discovered the Philippines
_________4. Lapu-Lapu d. Brain of Katiputian
_________5. Aguinaldo e. The great painter
f. Defended Limasawa island
Normally, column B will contain more items than column A to prevent guessing on the part of
the students. Matching type items, unfortunately, often test lower order thinking skills
(knowledge level) and are unable to test higher order thinking skills such as application and
judgement skills.
A variant of the matching type items is the data sufficiency and comparison type of test
illustrated below:
Example: Write G if the item on the left is greater than the item on the right; L if the item on the
left is less than the item on the right; E if the item on the left equals the item on the right and D if
the relationship cannot be determined.
AB

1. Square root of 9 ______ a. -3

2. Square root of 25 ______ b. 615
3. 36 inches ______ c. 3 meters
4. 4 feet ______ d. 48 inches
5. 1 kilogram ______ e. 1 pound

The data sufficiency test above can, if properly constructed, test higher-order thinking skills.
Each item goes beyond simple recall of facts and, in fact, requires the students to make
decisions.
Another useful device for testing lower-order thinking skills is the supply type of tests. Like the
multiple-choice test, the items in this kind of test consist of a stem and a blank where the
students would write the correct answer.
Example: The study of life and living organisms is called ____________.
Supply type tests depend heavily on the way that the stems are constructed. These tests allow
for one and only one answer and, hence, often test only the students’ knowledge. It is ,
however, possible to construct supply type of tests that will test higher order thinking as the
following example shows:

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Example: Write an appropriate synonym for each of the following. Each blank corresponds to a
letter:
Metamorphose: _ _ _ _ _ _
Flourish: _ _ _ _
The appropriate synonym for the first is CHANGE with six(6) letters while the appropriate
synonym for the second is GROW with four (4) letters. Notice that these questions require not
only mere recall of words but also understanding of these words.
Constructing Essay Tests
Essays, classified as non-objective tests, allow for the assessment of higher-order thinking
skills. Such tests require students to organize their thoughts on a subject matter in coherent
sentences in order to inform an audience. In essay tests, students are required to write one or
more paragraphs on a specific topic.
Essay questions can be used to measure the attainment of a variety of objectives. Stecklein
(1955) has listed 14 types of abilities that can be measured by essay items: 1. Comparisons
between two or more things
2. The development and defense of an opinion
3. Questions of cause and effect
4. Explanations of meanings
5. Summarizing of information in a designated area
6. Analysis
7. Knowledge of relationships
8. Illustrations of rules, principles, procedures, and applications
9. Applications of rules, laws, and principles to new situations
10. Criticisms of the adequacy, relevance, or correctness of a concept, idea, or
information 11. Formulation of new questions and problems
12. Reorganization of facts
13. Discriminations between objects, concepts, or events
14. Inferential thinking
Note that all these involve the higher-level skills mentioned in Bloom’s Taxonomy.

The following are rules of thumb which facilitate the scoring of essays:

Rule 1: Phrase the direction in such a way that students are guided on the key concepts
to be included.
Example: Write an essay on the topic: “Plant Photosynthesis” using the following keywords and
phrases: chlorophyll, sunlight, water, carbon dioxide, oxygen, by-product, stomata. Note that the
students are properly guided in terms of the keywords that the teacher is looking for in this
essay examination. An essay such as the one given below will get a score of zero (0). Why?
Plant Photosynthesis
Nature has its own way of ensuring the balance between food producers and consumers. Plants
are considered producers of food for animals. Plants produce food _for animals through a
process called photosynthesis. It is a complex process that combines various natural elements
on earth into the final product which animals can consume in order to survive. Naturally, we all
need to protect plants so that we will continue to have food on our table. We should discourage
the burning of grasses, cutting trees, and illegal logging. If the leaves of plants are destroyed,
they cannot perform photosynthesis and animals will also perish.

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Rule 2: Inform the students on the criteria to be used for grading their essays. This rule
allows the students to focus on relevant and substantive materials rather than on
peripheral and unnecessary facts and bits of information.
Example: Write an essay on the topic: “Plant Photosynthesis” using the keywords indicated.
You will be graded according to the following criteria: (a) coherence, (b) accuracy of statements,
(c) use of keywords, (d) clarity and (e) extra points for innovative presentation of ideas. Rule 3:
Put a time limit on the essay test.
Rule 4: Decide on your essay grading system prior to getting the essays of your
students.
Rule 5: Evaluate all of the students’ answers to one question before proceeding to the
next question. Scoring or grading essay tests question by question, rather than student by
student, makes it possible to maintain a more uniform standard for judging the answers to each
question. This procedure also helps offset the halo effect in grading. When all of the answers
on one paper are read together, the grader’s impression of the paper as a whole is apt to
influence the grades he assigns to the individual answers. Grading question by question, of
course. prevents the formation of this overall impression of a student’s paper. Each answer is
more apt to be judged on its own merits when it is read and compared with other answers to the
same question. than when it is read and compared with other answers by the same student.
Rule 6: Evaluate answers to essay questions without knowing the identity of the writer.
This is another attempt is control personal bias during scoring. Answers to essay questions
should be evaluated in terms of what is written, not it terms of what is known about the writers
from other contacts with them. The best way to prevent our prior knowledge from influencing our
judgment is to evaluate each answer without knowing the identity of the writer. This can be done
by having the students write their names on the back of the paper or by using code numbers in
place of names.
Rule 7: Whenever possible, have two or more persons grade each answer. The best way
to check on the reliability of the scoring of essay answers is to obtain two or more
independent judgments. Although this may not be a feasible practice for routine classroom
testing, it might be done periodically with a fellow teacher (one who is equally competent in the
area). Obtaining two or more independent ratings becomes especially vital where the results are
to be used for important and irreversible decisions, such as in the selection of students for
further training or for special awards. Here the pooled ratings of several competent persons may
be needed to attain level of reliability that is commensurate with the significance of the decision
being made.
Some teachers use the cumulative criteria i.e. adding the weights given to each criterion, as
basis for grading while others use the reverse. In the latter method, each student begins with a
score of 100. Points are then deducted every time a teacher encounters a mistake or when a
criterion is missed by the student in his essay.
Exercises
A. Construct a 10-item matching type to test this competency: Identify great American authors.
B. Construct a 10-item supply type test to assess this competency: Identify the different Figures
of Speech.
C. Give an example of a supply test of test that will measure higher order thinking skills (beyond
recall of facts and information.)

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UNIT 6

Performance-Based Tests
Overview
Performance-based assessments share the key characteristic of accurately measuring one or
more specific course standards. They are also complex, authentic, process/product-oriented,
open-ended, and time-bound.

Learning Objectives:
After a successful completion of the lesson, the students should be able to:
• define performance-based tests
• develop performance-based tests to assess selected learning competencies from the
K-12 curriculum guide
• construct appropriate scoring rubrics for given students’ products/ performances

Performance-based assessments have recently experienced a reemergence in education

literature and curricula. In the 1990s, performance-based assessments became a valid
alternative to traditional multiple-choice tests. In the years that followed, legislative requirements
shifted the emphasis to standardized testing, which caused a decline in nontraditional testing
methods (Darling-Hammond & Adamson, 2013). Currently, more school districts and
universities are seeking authentic measures of student learning, and performance-based
assessments have become increasingly relevant.
What are the essential components of a performance-based assessment? Although
performance-based assessments vary, the majority of them share key characteristics. First and
foremost, the assessment accurately measures one or more specific course standards.
Additionally, it is:
1. Complex
2. Authentic
3. Process/product-oriented
4. Open-ended
5. Time-bound
Normally, students are presented with an open-ended question that may produce several
different correct answers (Chun, 2010; McTighe, 2015). In the higher-level tasks, there is a
sense of urgency for the product to be developed or the process to be determined, as in most
real-world situations.
Performance Tasks
Performance tasks build on earlier content knowledge, process skills, and work habits and are
strategically placed in the lesson or unit to enhance learning as the student “pulls it all together.”
Such performance tasks are not “add-ons” at the end of instruction. They are both an integral
part of the learning and an opportunity to assess the quality of student performance. When the
goal of teaching and learning is knowing and using, the performance-based classroom emerges.
Performance tasks range from short activities taking only a few minutes to projects culminating
in polished products for audiences in and outside of the classroom. In the beginning, most
performance tasks should fall on the short end of the continuum. Teachers find that many
activities they are already doing can be shaped into performance-learning tasks.

42 | P A G E
Two initial concerns of teachers moving toward performance-based classrooms include the
amount of time needed for performance tasks and the subjectivity traditionally associated with
teacher assessment and assigning “grades.”
Rubrics and Exemplars
Exemplars performance material includes standards-based rubrics that define what work meets
today's standards, allowing teachers and students to distinguish between different levels of
performance.
Our rubrics have four levels of performance: Novice, Apprentice, Practitioner (meets the
standard), and Expert. Exemplars uses two types of rubrics:
• Standards-Based Assessment Rubrics are used by teachers to assess student work in
Math, Science, and Writing.
• Student Rubrics are used during peer- and self-assessments and feature kid-friendly
language and symbols.
Students may also use our Assessment Rubrics (and anchor papers) to compare their work to
during peer- and self-assessments.

Steps to Create a Rubric

The following six steps will help you when you decide to use a rubric for assessing an essay, a
project, group work, or any other task that does not have a clear right or wrong answer. Step 1:
Define Your Goal
Before you can create a rubric, you need to decide the type of rubric you'd like to use, and that
will largely be determined by your goals for the assessment.

Step 2: Choose a Rubric Type

Although there are many variations of rubrics, it can be helpful to at least have a standard set to
help you decide where to start. Here are two that are widely used in teaching as defined by
DePaul University's Graduate Educational department:
1. Analytic Rubric: This is the standard grid rubric that many teachers routinely use to
assess students' work. This is the optimal rubric for providing clear, detailed feedback.
With an analytic rubric, criteria for the students' work is listed in the left column and
performance levels are listed across the top. The squares inside the grid will typically
contain the specs for each level. A rubric for an essay, for example, might contain criteria
like "Organization, Support, and Focus," and may contain performance levels like "(4)
Exceptional, (3) Satisfactory, (2) Developing, and (1) Unsatisfactory." The performance
levels are typically given percentage points or letter grades and a final grade is typically
calculated at the end. The scoring rubrics for the ACT and SAT are designed this way,
although when students take them, they will receive a holistic score.
2. Holistic Rubric: This is the type of rubric that is much easier to create, but much more
difficult to use accurately. Typically, a teacher provides a series of letter grades or a
range of numbers (1-4 or 1-6, for example) and then assigns expectations for each of
those scores. When grading, the teacher matches the student work in its entirety to a
single description on the scale. This is useful for grading multiple essays, but it does not
leave room for detailed feedback on student work.
Step 3: Determine Your Criteria
This is where the learning objectives for your unit or course come into play. Here, you'll need to
brainstorm a list of knowledge and skills you would like to assess for the project. Group them
according to similarities and get rid of anything that is not absolutely critical. A rubric with too
much criteria is difficult to use! Try to stick with 4-7 specific subjects for which you'll be able to
create unambiguous, measurable expectations in the performance levels. You'll want to be able
to spot the criteria quickly while grading and be able to explain them quickly when instructing
your students. In an analytic rubric, the criteria are typically listed along the left column.

43 | P A G E
Step 4: Create Your Performance Levels
Once you have determined the broad levels you would like students to demonstrate mastery of,
you will need to figure out what type of scores you will assign based on each level of mastery.
Most ratings scales include between three and five levels. Some teachers use a combination of
numbers and descriptive labels like "(4) Exceptional, (3) Satisfactory, etc." while other teachers
simply assign numbers, percentages, letter grades or any combination of the three for each
level. You can arrange them from highest to lowest or lowest to highest as long as your levels
are organized and easy to understand.
Step 5: Write Descriptors for Each Level of Your Rubric
This is probably your most difficult step in creating a rubric. Here, you will need to write short
statements of your expectations underneath each performance level for every single criteria.
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:

Exercises
Construct a rubric scoring guide for the following:
1. Poem Reading: “The Raven” by Edgar Allan Poe
2. Story-telling: “May Day” Eve By Nick Joaquin
3. Writing the alphabet in cursive form.
4. Interpreting a poem of Robert Frost.
5. Writing an autobiography.
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