MID-TERM EXAMINATION REVIEWER – REVIEWER

CHAPTER 1: STUDENT LEARNING OUTCOMES (SLO)

Student Learning Outcome (SLO) - Every college program should have a set of college-wide expectations
from student learning which have previously agreed upon by the faculty of the program and which the
students who pass the different courses under the college program are expected to demonstrate.

The student learning outcomes in the teacher education program are the skills, competencies and
values that the students are expected to demonstrate at the end of the every course/subject which are
in turn, integrated into the year-end formation of students as the progress towards becoming
professional teachers.

Periodic assessment helps the students determine their strengths and deficiencies and become active
participants in attainment.

The institution's mission statement is a relevant source of student learning expectations.

CHAPTER 2: AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND PRACTICES

Assessment refers to the process of gathering data and information about what students know and can
do.

Evaluation involves the task of interpreting, forming conclusions and making judgments about the
information which was gathered in the process of assessment.

Testing is an instrument of assessment. A test is an assessment tool that reflects the records of the
students’ learning outcomes.

Marks are reports of the results of evaluating information obtained in the assessment process.

Assessment involves review of evidence of learning such as journal entries, written work, portfolios, skill
demonstrations.

“Authentic Assessments are products and/or performances correlated with real life experiences.” –
Newton Public Schools

Other names for authentic assessment are performance assessment, alternative assessment, and direct
assessment.

Authentic Assessment “A form of assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills….” Jon Mueller (2011)

Traditional Assessment commonly associated with pre-determined choice measure assessment such as
multiple choice task, fill in the blanks, matching types, and others.

PHASES OF AUTHENTIC ASSESSMENT

Phase I: Identify learner outcome.

Phase II: Determine criteria and acceptable evidence of performance.

Phase III: Implement supporting learning experiences and instructional activities.

Phase IV: Implement assessment strategies.

Phase V: Evaluate results to determine the attainment of outcomes and ensure continuous
improvement.

EXAMPLES OF AUTHENTIC ASSESSMENT ACTIVITIES

1. Doing science experiments

2. Conducting social science field research
3. Writing stories and reports
4. Reading and interpreting literary pieces
5. Solving mathematical problems that have real-world implications
6. Performing particular skills/competencies
7. Simulation or role playing
 8. Exhibiting and displaying completed works
9. Submitting portfolios
10. Submitting original creative projects.

*CHAPTER 3: AUTHENTIC ASSESSMENT TOOLS*

AUTHENTIC ASSESSMENT MAKES USE THREE MODES OF ASSESSMENT:

1. Observations which include date and information that the teacher collects from daily work with
students.
2. Performance samples which are tangible results that demonstrate student achievements
3. Test and measures of student's actual performance at a specific place and time.

OBSERVATION ASSESSMENT GUIDELINES (DIANE HART, 1994)

1. Observe not only one but all the students.

2. Observation must be as frequent and as regular as possible.
3. Observations must be recorded in writing.
4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observation records is enhanced if multiple observations are gathered and
synthesized.

OBSERVATIONS-BASED ASSESSMENT TOOLS

Developmental Checklist

Is an observation tool which requires the teacher recording to describe the traits or learning behaviors
being assessed.

The Interview Sheet

The Interview Sheet is another observation tool which is also called the conference recording form.
Interview sheets consist of a list of questions the teacher intends to ask and space for recording the
student's answers.

PERFORMANCE SAMPLES ASSESSMENT TOOLS

Portfolio

A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas, interests, and

accomplishments.

PERFORMANCE ASSESSMENT TOOLS

Oral Questioning

Oral questioning is an appropriate assessment method for actual performance when the objectives are:
(a) to assess the student’s stock knowledge and/or (b) to determine the student’s ability to
communicate ideas in coherent verbal sentences.

Observations and Self-Reports

Observations and self-reports need a tally sheet as device when used by the teacher to record the
frequency of student behaviors, activities or remarks. A self-checklist is a list of several characteristics or
activities presented to the subjects of a study.

CHAPTER 3: APPROPRIATENESS AND ALIGNMENT OF ASSESSMENT METHODS TO LEARNING

OUTCOMES

A learning outcome pertains to a particular level of knowledge, skills, and values a student has acquired
at the end of unit or period of study as a result of his/her engagement in a set of appropriate and
meaningful experiences.

Anderson, et al. (2005) listed four steps in a student outcomes assessment: (1) create learning outcome
statements; (2) design teaching/assessments to achieve these outcomes statements; (3) implement
teaching/assessment activities; (4) analyze data on individual and aggregate levels; and (5) reassess the
process.
Learning outcomes are statements of performance expectations: cognitive, affective and psychomotor.
These are the three broad domains, of learning characterized by change in a learner’ s behavior. Within
each domain are levels of expertise that drives assessment.

COGNITIVE (KNOWLEDGE-BASED)

Cognitive Levels and Processes shows the levels of cognitive learning originally devised by Bloom,
Engelhart, Furst, Krathwohl 1956 and” revised Anderson, Krathwohl 2001.

Cognitive domain involves development of knowledge and intellectual skills.

Bloom’s Taxonomy in 1956

1. Knowledge: Remembering or retrieving previously learned material.

2. Comprehension: The ability to grasp or construct meaning from material.

3. Application: The ability to use learned material, or to implement material in new and concrete
situations.

4. Analysis: The ability to break down or distinguish the parts of material into its components so that its
organizational structure may be better understood.

5. Synthesis: The ability to put parts together to form a coherent or unique new whole.

6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose.

Anderson and Krathwohl’s Taxonomy 2001

1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is

used to produce or retrieve definitions, facts, or lists, or to recite previously learned information.

2. Understanding: Constructing meaning from different types of functions be they written or graphic
messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or
explaining.

3. Applying: Carrying out or using a procedure through executing or implementing. Applying relates to
or refers to situations where learned material is used through products like models, presentations,
interviews, or simulations.

4. Analyzing: Breaking materials or concepts into parts, determining how the parts relate to one another
or how they interrelate, or how the parts relate to an overall structure or purpose.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements
into a new pattern or structure through generating, planning, or producing.

PSYCHOMOTOR (SKILLS-BASED)

The psychomotor domain focuses on physical and mechanical skills involving coordination of the brain
and muscular activity.

AFFECTIVE

The affective domain emphasizes emotional knowledge. It tackles the question,” What actions do I want
learners to think or care about?”

Affective domain: emotional response concerning one’s attitudes, values and appreciation for
motivation in learning.

TYPES OF ASSESSMENT METHODS

1. Selected-Response Format
In a selected-response format, students select from a given set of options to answer a question or a
problem. Because there is only one or best answer, selected response items are objective and efficient

2. Constructed Response Format

In a selected-response type, students need only to recognize and select the correct answer.

The constructed response type is more useful in targeting higher levels of cognition. A constructed-
response format (subjective) demands that students create or produce their own answers in response to
a question, problem or task. In this type, items may fall under any of the following categories: Brief-
constructed response items; performance tasks; essay items; or oral questioning.

3. Teacher Observations
Teacher observations are a form of on-going assessment, usually done in combination with oral
questioning.

4. Student Self-Assessment
Self-assessment is one of the standards of quality assessment identified by Chappuis, Chappuis &
Stiggins (2009). It is a process where the students are given a chance to reflect and rate their own work
and judge how well they have performed in relation to a set of assessment criteria.

MATCHING LEARNING TARGETS WITH ASSESSMENT METHODS

A learning target is defined as a description of performance that includes what learners show and know
and be able to do. It contains the criteria used to judge student performance. It is derived from national
and local standards. This definition is similar to that of a learning outcome.

Knowledge and simple understanding pertain to mastery of substantive subject matter and procedures.

CHAPTER 4: PROCESS-ORIENTED, PERFORMANCE-BASED ASSESSMENT

Assessment is not an end in itself but a vehicle for educational improvement.

Assessment is most effective when it reflects an understanding of learning as multidimensional,

integrated, and revealed in performance over time.

Learning is a complex process. It entails not only what students know but what they can do with what
they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that
affect both academic success and performance beyond the classroom.

Assessment can help us understand which students learn best under what conditions, with such
knowledge comes the capacity to improve the whole of their learning.

Process-oriented performance-based assessment is concerned with the actual task performance rather
than the output a product of the activity.

Competencies are defined as groups or clusters of skills abilities needed for particular task.

Rubric is scoring scale used to assess student performance along a task-specific set of criteria. Authentic
assessments typically are criterion-referenced measures, that is, a student’s aptitude on a task is
determined by matching the student’s performance against a set of criteria to determine the degree to
which the student’s performance me is the criteria for the task.

ANALYTIC VERSUS HOLISTIC RUBRICS

Analytic Rubric

Most rubrics, like the Recitation rubric mentioned, are analytic rubrics. An analytic rubric articulates
levels of performance for each criterion so the teacher can assess student performance on each
criterion.

Holistic Rubric

In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing performance across multiple criteria as a
whole.

CHAPTER 5: PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

Student performances can be defined as targeted tasks that lead to a product or overall learning
outcome. Products can include a wide range of student works that target specific skills.

Scoring Rubrics

Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to
guide the analysis of the products of processes of students’ efforts (Brookhart, 1999)
Note:

Criteria For Product Assessment (5)

1.) Quality
2.) Creativity
3.) Comprehensiveness
4.) Aestheticness