___________________

LEARNING MODULE
FOR
ASSESS 312:
ASSESSMENT IN
LEARNING 2
(PRELIM-FINAL)
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 WEEK 1

What is an alternative assessment?

Assessment is generally defined as the process of gathering quantitative and /or qualitative data
for the purpose of making decisions, whereas assessment of learning can be defined as the
systematic and purpose-oriented collection, analysis, and interpretation of evidence of student
learning in order to make informed decisions relevant to the learners. In contrast, assessment for
learning refers to the use of assessment to identify the needs of students in order to modify instruction
or the learning activities in the classroom. Assessment for learning is formative in nature, and it is
meant to identify gaps in the learning experiences of students, so they can be assisted in achieving the
curriculum outcomes.

In practice, most teachers use traditional assessment methods to assess and evaluate the
learning of students in the classroom. Traditional assessment refers to the use of traditional
assessment strategies or tools to provide information on student learning. Typically, objective (e.g.,
multiple choice) and subjective (e.g., essay) paper-and-pencil tests are used to assess students. They
are more commonly used in classrooms because they are easier to design and quicker to be scored.

In contrast, alternative assessment refers to the use of alternative or non-traditional assessment

strategies or tools to collect information on student learning. Examples of alternative forms of
assessment are performance-oriented and product-oriented assessment methods. At the core of
alternative assessment is the need to design and implement assessment tasks or activities that refrain
from using traditional paper-and-pencil tests, which typically assess cognitive learning outcomes and
thus have right or wrong answers. The following are features of alternative assessment
(Silvestre-Tipay 2009, p. 58):

1. Assessment is based on authentic tasks that demonstrate learner’s ability to accomplish

communication goals;
2. Instructor and learners focus on communication, not on right and wrong answers;
3. Learner’s help to set the criteria for successful completion of communication tasks; and
4. Learners have opportunities to assess themselves and their peers.
While the practice of assessing learning using traditional methods like paper-and-pencil tests is still
common in many classrooms, there is an emerging trend toward the use of alternative assessment or
assessment using nontraditional methods, which in theory and practice can capture learning targets
and learning outcomes in more authentic ways. Indeed, the use of alternative assessment can lead to
more authentic assessment of learning. In comparison, traditional assessments are viewed as less
authentic types of assessment.
While traditional assessment typically uses paper-and-pencil tests, alternative assessment is more
concerned with performance assessment or performance-based assessment. Performance
assessment refers to assessing student learning by requiring a student to perform a task or develop a
product as a demonstration of one’s learning. The focus of the assessment is on providing opportunity
for the students to apply what they have learned through task performance and or product creation.
The emphasis is on assessing what students know and what they can do. I the task to be
demonstrated closely resembles what is typically performed or experienced in the real world (high
degree of realism), then performance assessment is also more authentic.
Another alternative method of assessing learning is through portfolio assessment, which
pertains to students’ construction and use of portfolios in a purposeful and systematic manner in order
to document their progress in the attainment of learning targets. A portfolio is a collection of learning
and performance artifacts by a student and is typically accompanied by personal narratives and
reflections. The use of a portfolio allows students to document and demonstrate their
accomplishments in the classroom and proved opportunities to the learners and their teachers to
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evaluate the progress in a given period of time (Tolentino 2009). A portfolio assessment also allows
the assessment of students’ learning processes and products/outputs in a comprehensive and
integrative manner.
Other alternative strategies for assessing learning are assessment of non-cognitive learning
outcomes through performance rubrics (for psychomotor outcomes) and rating scales and checklists
(for affective or dispositional outcomes). The use of rubrics and scales may also provide opportunities
for using self-assessment and peer assessment, which allow for a more comprehensive assessment
of students learning and performance in the classroom.

WEEK 2
What are the different models of alternative assessment?

The three most common models of nontraditional assessment are (1) Emerging Assessment, (2)
Developmental Assessment, and (3) Authentic Assessment.
Emerging assessment is based on Michael Scriven’s goal free evaluation model (1967). In this
model, the assessment focuses on determining the “effects” of instruction on students. The emphasis
is on the assessment of both the intended and unintended effects of learning outcomes. Hence,
assessment is not limited to collecting information if the intended learning outcomes defined were met
or not, but also gives importance to unintended learning outcomes whether positive or negative.
Emergent assessment examines how and what the educational program and instruction are doing
to address the needs of students. The assessor should have no preconceived notions or biases
regarding learning outcomes or instructional goals. With this model, assessment is more qualitative
and the assessor uses multiple methods to record all data accurately and determine their importance
and quality. Hence, categories emerge from the observations of the assessor. In this model, direct and
indirect evidence of student learning are both collected. Direct evidence refers to tangible and
compelling evidence of what students have and have not learned, whereas indirect evidence refers to
proxy signs for learning that are less tangible and less compelling compared to direct evidence.
Developmental assessment, on the other hand, focuses on determining the extent that students
have developed their competencies from instruction. This model adopts a pre-test and post-test
methodology to collect information if a student has developed or improved after instruction. It involves
a comparison of what students can do at different time points and or different contexts to assessing
learning outcomes based on students’ development rather than a final product. Assessors should have
adequate knowledge of how a skill or attribute develops so appropriate assessment strategies and
tools can be designed.
Authentic assessment is the most popular model for alternative assessment. It is an approach in
the assessment of student learning that refers to the use of assessment strategies or tools that allow
learners to perform or create product that is meaningful to the learners as they are based on real-world
contexts. The authenticity of assessment tasks is best described in terms of degree and not in terms of
the presence or absence of authenticity. Hence, an assessment can be more authentic or less
authentic compared to other assessments. The most authentic assessments are the ones that allow
performances that most closely resemble real-world tasks or applications in real-world settings or
environments.
The following can be used as criteria in determining if an assessment task or activity is authentic or
not (Silvestre-Tipay 2009):
The assessment task or activity can…
1. Be built around topics or issues of interest to the students;
2. Replicate real-world communication contexts and situations;
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 3. Involve multistage tasks and real problems that require creative use of language rather than
simple repetition;
4. Require learners to produce a quality product or performance;
5. Introduce the students to the evaluation criteria and standards;
6. Involve interaction between assessor (instructor, peers, self) and person assessed; and
7. Allow for self-evaluation and self-correlation as they proceed.

WEEK 3

What are the different principles in assessing learning using alternative methods?
There are many principles in the assessment of learning using alternative assessment or
nontraditional methods. Based on the different readings and references on these principles, the
following may be considered as core principles:
1. Assessment is both process- and product-oriented. An assessment gives equal importance
to student performance or product and the process they engage in to perform or produce a
product. While traditional assessment methods are focused on assessing student products or
outputs, non-traditional or alternative methods like performance assessment and portfolio
assessment give value to the product developed by students, as well as in the process students
have undergone to develop the product.
2. Assessment should focus on higher-order cognitive outcomes. For assessment to be valid
and authentic, it should require students to demonstrate their knowledge. However, the focus
should be on providing tasks or activities that would allow students’ demonstration of
higher-order cognitive outcomes (e.g., creating, analyzing) or skill (e.g., creativity, critical
thinking). The use of nontraditional or alternative methods of assessment like performance
assessment allows the assessment of both lower-order and higher-order cognitive outcomes in
ways that are more authentic.
3. Assessment can include a measure of noncognitive learning outcomes. Traditional
assessment focuses on knowledge and other cognitive learning outcomes. However,
psychomotor and affective outcomes are also important learning outcomes, and there are
learning targets that are noncognitive in nature. Hence, an assessment should also consider
the assessment of these noncognitive outcomes. Nontraditional assessment tools like rubrics,
scales, and checklists allow the measurement of noncognitive learning outcomes that allow a
more complete and assessment of student learning.
4. Assessment should reflect real-life or real-world contexts. Assessment tasks or activities
should be authentic. The assessment should closely, if not fully approximate real-life situations
or experiences. Authenticity of assessment can be thought of as a continuum from least
authentic to most authentic, with more authentic tasks expected to be more meaningful for
students. Performance assessment is optimal if the performance task to be demonstrated is
similar or close to what is expected in the real world.
5. Assessment must be comprehensive and holistic. Assessment should be performed using
a variety of strategies and tools designed to assess student learning in a more integrative way.
Assessment should be conducted in multiple periods to assess learning over time. Moreover,
the use of both traditional assessment and alternative assessment strategies and tools should
be considered. Nontraditional methods of assessment (e.g., use of rubrics, scales) allow the
possibility of multiple assessors, including the use of self and peer assessment. This ensures
that students are being assessed in a more comprehensive and holistic way.
6. Assessment should lead to student learning. This means that assessment should be like
classroom instruction. This principle is consistent with the concepts of assessment for learning
and assessment as learning. Assessment for learning refers to the use of assessment to
identify the needs of students in order to modify instruction or the learning activities in the
classroom. In assessment as learning, assessment tasks, results, and feedback are used to
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 help students practice self-regulation and make adjustments in order to achieve the curriculum
outcomes.

WEEK 4
What are the learning targets appropriate for alternative assessment?

Bloom’s Taxonomy of Educational Objectives

Educational objectives are specific statements of student performance at the end of an
instructional unit. Educational objectives are sometimes referred to as behavioral objectives and
are typically stated with the use of verbs. The most popular taxonomy of educational objectives is
Bloom’s Taxonomy of Educational Objectives. Bloom’s Taxonomy consists of three domains:
cognitive, affective, and psychomotor. These three domains correspond to the three types of goals
that teachers want to assess: knowledge-based goals (cognitive), skill-based goals (psychomotor),
and affective-based goals (affective). Hence, there are three taxonomies that can be used by
teachers depending on the goals. Each taxonomy consists of different levels of expertise with
varying degree of complexity. The succeeding sections describe the taxonomies for the
psychomotor and affective domain.
Bloom’s Taxonomy of Educational Objectives in the Affective Domain describes five levels of
expertise: receiving, responding, valuing, organization, and characterization by a value or value
complex. Table 2.1 provides an elaboration of this taxonomy. This will be discussed further in
lesson 4 on assessment of affective learning.
Table 2.1. Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative Verbs Sample Objective

Receiving Awareness or passive Asks, chooses, Listens attentively to the
attention to phenomenon holds, identifies, instruction of the teacher
or stimulus listens
Responding Active attention and Answers, Participates actively in
response to a particular complies, the focus-group
phenomenon or stimulus participates, discussion
practices, writes
Valuing Attaching value or worth Completes, Demonstrates belief in
to a phenomenon or demonstrates, the value of the election
object. Valuing may differentiates, process
range from acceptance to explains, justifies
commitment
Organization Organizing values into Adheres, defends, Defends the importance
priorities by comparing, integrates, of graduate education in
relating, and synthesizing organizes, the career of a teacher
specific values synthesizes
Internalizing Having a personal value Acts, displays, Displays commitment to
values/ system that is now a influences, helping economically
characterization characteristic of the solves, verifies disadvantaged students
by a value or learner
value complex

In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not
propose levels unlike in the cognitive and affective domains. However, other scholars like Elizabeth

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 Simpson (1972) built a taxonomy for the psychomotor domain from the work of Bloom. In
Simpson’s Taxonomy Educational Objectives in the Psychomotor Domain, seven levels of
expertise are described: perception, set, guided response, mechanism, complex overt response,
adaptation and organizing. Table 2.2 provides an elaboration of this taxonomy.

Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample Objective

Perception The ability to use Adjusts, describes, Detects non-verbal cues
sensory cues to guide detects, identifies, from the participants
motor activity selects
Set The mental, physical, Begins, displays, Shows motivation to learn
and emotional sets that knows, recognizes, a new skill
predispose a person’s shows, states
response to different
situations
Guided Demonstration of a Copies, performs, Performs the
Response complex skill through follows, reacts, mathematical operation by
guided practice like responds following the steps
imitation and trial and demonstrated by the
error teacher
Mechanism Learned responses have Assembles, Plays the guitar
become habitual and dismantles, fixes,
movements can be manipulates, plays
performed with some
degree of confidence
and proficiency
Complex Performance of motor Assembles, Demonstrates one’s
Overt acts that involve complex dismantles, fixes, expertise in playing the
Response movements patterns in a manipulates, guitar
quick, accurate, and organizes (similar
highly coordinated with mechanisms
manner. Characterized but performed in a
by automatic more accurate, more
performance and coordinated, and
performance without quicker way)
hesitation
Adaptation Psychomotor skills are Adapts, alters, Modifies the dance steps
well developed and the modifies, to suit the abilities of one’s
person can modify rearranges, varies groupmates
movement patterns to fit
special requirements
Origination Creating new movement Arranges, builds, Creates new steps for a
patterns to fit a particular combines, creates, contemporary version of a
situation or specific designs classic dance hit
problem. Learning
outcomes emphasize
creativity based upon
highly developed skills.

Bloom’s taxonomies of educational objectives for affective and psychomotor domains are able to
provide teachers with a structured guide in formulating more specific learning targets in the classroom.
The taxonomies serve as guide for teachers in both instruction and assessment of student learning in
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the classroom. The challenge is for teachers to identify the levels of expertise that they expect the
student to achieve and demonstrate. This will then lead to the identification of the assessment
methods required to properly assess student learning. Higher level of expertise in a given domain
requires more sophisticated assessment methods or strategies.
Learning Targets
As previously learned from Assessment in learning 1, a learning target is a statement on what
students are supposed to learn and what they can do because of instruction. Learning targets are
more specific compared with educational goals, standards, and objectives and lend themselves to
more specific instructional and assessment activities. Learning targets should be congruent with the
standards prescribed by a program or level and aligned with the instructional or learning objectives of
a subject or course. Teachers formulate learning targets from broader standards and learning
objectives. The learning targets should be clear, specific, and meaningful to students. Thus, learning
targets are more effectively stated in students’ point of view, typically using the phrase “I can…” For
example, “I can differentiate between traditional methods and alternative methods of assessment”.
The purpose of learning targets is to effectively inform students of what they should be able to do
or demonstrate as evidence of their learning. Therefore, learning targets should specify both the
content and criteria of learning. With specific learning targets formulated, appropriate classroom
instruction and assessment can be designed.
The most common typology of learning targets is knowledge, reasoning, skill, product, and affect
(also known as disposition). Table 2.3 summarizes these types of learning targets.
Table 2.3. Description and Sample Learning Targets

Types of Learning Description Sample

Targets
Knowledge targets Refers to factual, conceptual I can discuss the research
and procedural information design that I used for my thesis.
that students must learn in a
subject or content area.
Reasoning targets Knowledge-based thought I can justify my choice of
processes that students must Analysis of Variance (ANOVA)
learn. It involves application of as my statistical analysis for my
knowledge in thesis research.
problem-solving,
decision-making, and other
tasks that require mental
skills.
Skills targets Use of knowledge and or I can perform Analysis of
reasoning to perform or Variance (ANOVA) on research
demonstrate physical skills. data using the software SPSS.
Product targets Use of knowledge, reasoning, I can write the results and
and skills in creating a discussion section of a thesis
concrete or tangible product. manuscript.
Affective targets Refers to affective I can appreciate the role of a
characteristics that students thesis adviser in the completion
can develop and demonstrate of a thesis research.
because of instruction.

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 WEEK 5
What are the appropriate alternative methods of assessment for learning targets?

While all five types of learning targets (knowledge, reasoning, skill, product, and affect) can be
assessed by the use of alternative methods of assessment, three types of learning targets can be best
assessed using alternative assessments. These are skills, products, and affect.
Stiggins et al. (2006) defined skills type of learning targets as one’s use of knowledge and reasoning to
act skillfully. In other words, skills refer to learning targets that require the development and
demonstration of behavioral or physical task. To able to demonstrate skills or act skillfully, students
must be able to possess the knowledge and reasoning ability related or relevant to the skills to be
demonstrated.
On the other hand, Stiggins et al. (2006) described product learning targets as the use of
knowledge, reasoning, and skills to create a concrete product. Thus, products refer to learning targets
that require the development of a tangible and high-quality product or output. Students are expected to
create products that have certain core attributes that will serve as basis for evaluating its quality.
Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students’ attitudes about
school and learning. In practice, we look at affect/disposition to encompass a broad range of
noncognitive attributes beyond attitude that may affect learning and performance, including motivation,
interest, and other affective states. The development of affect/disposition simultaneously occurs as a
student learns concepts and skills in the classroom.
Table 2.4 provides further examples of learning targets for skills, products, and affect across different
subject areas:
Table 2.4. Sample Learning Targets across Subject Areas

Subject Area Typology of Learning Learning Targets

Targets
English Skills Participate in conversation
with others.
Products Write an argumentative
essay where arguments
are justified by providing
factual or empirical data as
support.
Affect Enjoy reciting a poem in
front of an audience.
Physical Education Skills Dribbles the ball to cross
the half-court.
Product Create a three-month
personal fitness plan.

Affect Show determination to

complete the physical
task.

Once the learning targets are identified, appropriate alternative methods of assessment can be
selected to measure student learning. In terms of skills, having the required skills to apply one’s
knowledge and reasoning skills through the performance of a behavioral or physical task is a step
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higher than simply knowing or being able to reason based on knowledge. Hence, skills targets are best
assessed among students through performance-oriented or performance-based assessment as skills
are best gauged through actual task performance.
In terms of products, a student’s knowledge, reasoning, and skills are all required before one can
create a meaningful product or output. Obviously, product targets are best assessed through product
assessment. Given the need to also give value to the process of creating a product, performance
assessment is also typically used vis-à-vis product assessment.
For affect or disposition, a student may already hold a particular affect or disposition in relation to a
particular lesson or learning target and such affect may change or not depending on the learning and
instructional and assessment experiences of the student. Affect or disposition is best assessed
through affective assessment or the use of self-report measures (checklists, inventories,
questionnaires, scales) and other alternative strategies to assess affective outcomes.
Table 2.5 presents a simple matrix of the different types of learning targets best assessed through
alternative assessment methods.
Table 2.5. Matching Learning Targets with Alternative Assessment Methods

Learning Targets Performance-Oriented Product-Oriented Portfolio Self-Report

Scale
Skills √√√ √√√ √√√ √
Product √√√ √√√ √√√ √
Affect/Disposition √ √ √√√ √√√
Notes: More checks mean better matches.
Across the different nontraditional or alternative methods of assessment, teachers can expand the
role of assessor to other students (peer assessment) and the student themselves (self-assessment).
This allows assessment to become really authentic. There are also other methods or strategies for
alternative assessment, and it is up to the teachers to select the method of assessment and design
appropriate tasks and activities to measure the identified learning targets.

WEEK 6
What is performance assessment?

Performance assessment is an assessment activity or set of activities that require students to

generate products or performances that provide direct or indirect evidence of their knowledge, skills,
and abilities in an academic content domain. It provides teachers with information about how well a
student understands and applies knowledge and goes beyond the ability to recall information. It is
used for assessing learning outcomes that involve designing or creating projects or products such as
research papers, art exhibits, reflective essays, and portfolios. On the other hand, performance-based
tasks include actual performances of making those products, such as carrying out laboratory
experiments, exhibiting creative and. artistic talents, such as dancing, painting, and playing a musical
instrument, and demonstrating writing skills through extemporaneous essay writing, article review, and
reflective papers. Both product-based and performance-based assessments provide information about
how a student understands and applies knowledge and involve hands-on tasks or activities that
students must complete individually or in small groups. Below are examples of product-based
and performance-based assessments:
Types Examples
A. Product-Based Assessment
Visual Products charts, illustrations, graphs, collages, murals,
maps, timeline flows, diagrams, posters,
advertisements, video presentations, art exhibits

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 Kinesthetic Products diorama, puzzles, games, sculpture, exhibits,
dance recital
Written Products journals, diaries, logs, reports, abstracts, letters,
thought or position papers, poems, story,
movie/TV scripts, portfolio, essay, article report,
research paper, thesis
Verbal Products audiotapes, debates, lectures, voice recording,
scripts
Oral Presentations/Demonstrations paper presentation, poster presentation, individual
or group report on assigned topic, skills
demonstration such as baking, teaching, problem
solving

Dramatic/Creative Performances dance, recital, dramatic enactment, prose or

poetry interpretation, role playing, playing musical
instruments
Public Speaking debates, mock trial, simulations,
interviews, panel discussion, story-telling, poem
reading
Athletic Skills Demonstration/ playing basketball, baseball, soccer, volleyball,
Competition and other sports

Similar to performance assessment is the concept of authentic assessment. Authentic assessment

requires students to actually demonstrate their skills in applying skills and knowledge they have
learned from class. It involves tasks that resemble what people do in the real setting or context, such
as doing an actual research, making a case study, giving a speech, or performing on a stage.
What are the characteristics of a good performance assessment?
With so many different types of performance assessment tasks or tools that can be used to measure
students' learning outcomes, deciding which one to use can be confusing and challenging. In choosing
and designing the best performance assessment, it is good to evaluate its suitability against the
following criteria:
1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
Performance assessments should present or require tasks that are realistic and related to
everyday life. As it involves an authentic task, it should convey its purpose and reflect its relevance to
the students, their discipline, and the outside world as a whole. For example, in an Entrepreneur class
wherein one of the learning outcomes is the ability to develop a business plan, instead of giving final
exams to test students' knowledge of concepts, principles, and processes of developing a
business plan, the students will be required to submit a proposed business plan for a putting up a new
investment.
2. It provides opportunities for students to show both what they know and how well they can do what
they know.
Performance assessment should achieve a balanced approach wherein it gives students
opportunities to show their knowledge-and-skill competencies. Since the main goal of teaching and
learning is for students acquisition and application of knowledge and skills, course assessments
should therefore help answer the questions "Do the students know it?" and How well can they use
what they know?" to determine whether the students have actually achieved this goal. For example, in
a Practical Research 2 class, the teacher may require research output at the end of the course, since
this performance task will not only inform the teacher whether the students learned the different parts
of a research paper but also whether the students can conceptualize a good research paper, conduct

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review of related literature, apply appropriate data gathering procedure and analysis, and make valid
interpretations and implications of the results.
3. It allows students to be involved in the process of evaluating their own and their peers' performance
and output.
Performance assessment should allow students to be involved in the process of evaluating
themselves and their peers. It should give students the opportunity for self-reflection or
self-assessment, as well as to be involved in evaluating their classmates' performance.
Self-assessment allows students to make judgment about their learning process and products of
learning, track their progress, and identify the areas where to focus or improve on. Peer assessment,
on the other hand, allows students to give constructive feedback about the performance of their
classmates or group mates, which the latter can use to revise or improve their work. Both
assessments require that scoring or grading is based on the criteria agreed upon by the teacher and
the students. The use of a rubric can facilitate self-assessment and peer assessment.
4. It assesses more complex skills.
Unlike traditional tests that usually assess a single skill and require simple tasks such as
remembering or recalling of concepts, performance assessment usually taps higher-order cognitive
skills to apply knowledge to solve realistic and meaningful problems. As such, performance
assessment allows students to engage in more challenging activities that require various skills, such
as planning and decision-making, problem-solving, critical thinking communication, and creative Skills,
among others. For example, instead of giving final exams to assess students' learning in a marketing
class, the teacher may require the students to conduct a marketing and market research, come up with
a marketing strategy, and/or conduct an actual marketing for a product of their choice. These
performance tasks not only assess students' knowledge of principles and processes in marketing but
also tap their creativity, planning skills, collaborative skills, communication skills, and research skills.
5. It explains the task, required elements, and scoring criteria to the students before the start of the
activity and the assessment.
At the start of the class, it is important that the requirements of the subject are presented and
explained to the students. These include the required tasks, activities or projects, the expected quality
and level performance or output, the criteria to be included for assessment, and the rubric to be used.
Ideally, students should be involved in the whole assessment process from the very onset, by
providing them assessment options, getting them involved in discussions and decision-making on
performance standards and criteria, allowing them opportunity to give feedback on teacher-made
rubrics and to revise them, and training them on how to apply rubric for self- and peer assessment.
What are the general guidelines in designing performance assessment?
To guide you in designing performance assessments, the following
questions may be addressed:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g., problem-solving,
decision-making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes and
skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging,
challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students' performance level?
7. What are specific performance indicators for each criterion?
Furthermore, the choice of teaching and learning activities is also of utmost importance in
choosing the performance assessments to use. There should also be an alignment among the
learning outcomes, the teaching learning activities, and assessment tasks. For example, in a Physical
Education-Dance class, the following three-course components should be explicitly clear and linked,
as shown below:

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 Intended Learning Teaching-Learning Performance Assessment
Outcomes Activities Task
At the end of the
course, the students
should be able to:
Perform dance routines Lecture, class Culminating dance
and creatively combine discussion, movement class recitals, practical test
variations with rhythm, exercises, for each type of dance,
coordination, correct dance demonstration, reflection papers, peer
footwork technique, actual dancing with evaluation rating
frame, facial and body teacher and partners,
expression.
collaborative learning
Participate in dance Required attendance Actual dance performance in
socials and other and participation in school or community
community fitness school and community programs, reaction/
advocacy projects. dance reflection papers
performances

WEEK 7
How do you conduct performance assessment?

Unlike in most traditional tests wherein student responses can be scored using an answer key,
performance assessments require the teacher's and peers’ judgment when evaluating the resulting
products and performances. This necessitates using a set of predetermined criteria that are aligned
with desired targeted standards or desired learning outcomes.
The following are the basic steps in planning and implementing performance
based or product-based assessments:
1. Define the purpose of performance or product-based assessment. The teacher may ask the
following questions?
-What concept, skill, or knowledge of the students should be assessed
-At what level should the students be performing?
-What type of knowledge is being assessed (e.g., remembering to create)?
2. Choose the activity/output that you will assess. The required performance or output should be
feasible given the time constraints, availability of resources, and number of data/materials needed to
make an informed decision about the quality of a student’s performance or product.
3. Define the criteria. Criteria are guidelines or rules for judging student responses, products, or
performances. Before conducting the assessment, the performance criteria should be predetermined.
The set of criteria should be discussed and agreed upon by the teacher and the students. There are
four types of criteria that can be used for
evaluating student performances:
A. content criteria- to evaluate the degree of a student's knowledge and understanding of facts,
concepts, and principles related to the topic/
B. process criteria - to evaluate the proficiency level of performance of a subject; skill or process;
C. quality criteria to evaluate the quality of a product or performance and
D. impact criteria-to evaluate the overall results or effects of a product or performance.
4. Create the performance rubric. A rubric is an assessment tool that indicates the performance
expectations for any kind of student work. It generally contains three essential features: (1) criteria or

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the aspects of performance that will be assessed, (2) performance descriptors or the characteristics
associated with each dimension or criterion, and (3) performance levels that identifies students' level
of mastery within each criterion. There are different types of rubrics:
A. holistic rubric- in holistic rubric, student performance or output is evaluated by applying all criteria
simultaneously, thus providing a single score based on overall judgment about the quality of student's
work
B. analytic rubric- in analytic rubric, student's work is evaluated by using each criterion separately, thus
providing specific feedback about the student's performance or product along several dimensions
C. general rubric contains criteria that are general and can be applied across tasks (e.g., the same
rubric that can be used to evaluate oral presentation and research output)
D. task-specific rubric contains criteria that are unique to a specific task (i.e., a rubric that can only be
used for oral presentation and another rubric applicable only for research output)
5. Assess student's performance/product. In assessing a student's work, it is important to adhere to
the criteria set and use the rubric developed. This is to ensure objective, consistent, and accurate
evaluation of student's performance.

WEEK 8
What is affective assessment? Why assess affective domain?

Think about your answer to the following questions:

How do you feel doing mathematics?
What do you like in mathematics?

Your responses may vary. Some may like the subject, or for the majority, the feeling is the
opposite. If we deal with measurement of feelings, attitude, or interest, we are into affective
assessment. From the word itself, this type of assessment deals with the affect dimension of students'
learning. The affective domain (from the Latin affectus, meaning “feelings") includes a host of
constructs, such as attitudes, values, beliefs, opinions, interests, and motivation. They are
the noncognitive outcomes of learning that are not easily seen or explicitly demonstrated. The type of
assessment in this domain is not aimed to determine what the students have learned. Rather, it looks
into how students feel while they are learning, how their learning experiences have influenced their
emotions and future behavior.
Assessment on the affective domain is not only on the part of teachers to know information about
students. It is also useful for student themselves. Self-awareness of feelings, emotions, and attitudes
can make students reflect on how they are in the process of learning. This type of metacognition has
proven to enhance learning and contribute to success in the academic task. Student attainment is a
result of the functioning of his or her whole personality. Cognitive and affective assessment should
work in tandem as what empirical studies have proven.
Unlike cognitive and psychomotor assessment, affective assessment does not determine the
grades the students get. It rather helps teachers determine what steps need to be taken to- help
students achieve academic success. Knowledge of what students view, perceive, and feel as they are
engaged in learning activities will guide teachers to improve their teaching strategies and enhance
learning. Affective assessment can provide' supplemental information about a learning difficulty or
behavior problem that affects learning. For example, students feel nervous in just seeing numerical
symbols and sign of operations, how will the students be helped in this kind of anxiety? Fear about
mathematics will cause nervousness and possibly lead to poor performance, if not failure. Teachers
have always been focused on the attainment of student content knowledge and more often, feel
frustrated with students' poor achievement. The low performance may be caused by affective factors,
such as attitude, interest, and motivation. According to Stiggins (2005), motivation and desire
represent the very foundation of learning. If the students do not want to learn, there will be no learning.
Further, Popham (2011) contends that affective variables are often more significant than cognitive
variables. In the past, more effort was devoted in the measurement of cognitive learning behavior, but
in recent years, assessment of affective characteristics of learners has been given more importance.
Admittedly, assessment is far more difficult domain to assess and to objectively analyze since affective
objectives range from simple attention to complex and internal qualities of character and thinking of
learners. Nevertheless, teachers need to deal with assessment and measurement of students’ abilities
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in this domain.

In the assessment of cognitive domain, you have used the Revised Bloom’s Taxonomy or
Cognitive Processes identified as remembering, understanding, applying, analyzing, evaluating, and
creating. As presented in Lesson 2, in the affective domain of learning, Krathwohl et al. (1964)
developed a taxonomy of affective qualities that can serve as guide in doing affective assessment. As
shown in Table 2.1, these include the following behavior:
1. To receive: In this level of affective behavior, the learner demonstrates an awareness in an activity
that is happening such that he/she gives attention to that activity. This level involves willingness to
receive the stimulus. For example, looking at the teacher during lecture is an awareness on a learning
stimulus, but listening and paying attention indicate willingness in receiving that stimulus.
2. To respond: In this case, the learner reacts to a given stimulus or information that has been
received. If a learner participates in a class discussion, and not merely listening, then the learner is in
this level of behavior. This behavior may be compliance to a given task, voluntary engagement, or
doing an activity with interest.
3. To value: This is the level where the learner demonstrates commitment to the object, knowledge, or
activity. Here, the learner has internalized a set of specific values such that these values are
manifested through overt behaviors. For example, picking up litters outside the classroom without
teacher's presence or saving money for a book, or putting off lights after class on own volition are
"valuing" behaviors.
4. To organize: This is the level where the learner has internalized and integrated his or her feelings,
emotions, beliefs, opinions, etc., resulting to actions where new values and traits emerged. In this
level, the learner is able to discern independently the right from wrong, and he/she is able to make a
decision on what is more valuable based on his or her own judgment.
5. To characterize: In this level of affective trait, the learner demonstrates his or her beliefs and
attitudes not only in a single event or situation but in multiple events, showing consistency of the
behavior that establishes an image or character of the learner. The behavior extends beyond the
school setting and becomes part of his or her lifestyle. For example, if doing an experiment has
instilled the value of patience, such trait could be carried over to the student's nonscience activities.

What are the affective variables in learning?

A number of variables can be investigated using affective assessment and these basically deal
with how students feel or think about a lesson, a person, or an activity. In the education field, the most
common variables for affective assessment are the following:
1. Attitudes. This is the most talked about affective factor in a student's learning. We always talk
about attitude toward something. This means we are referring to a person's reaction whether negative
or positive, favorable or unfavorable toward an object, activity, person, or environment. In teaching,
this will be concerned with the attitude toward learning, subject, teachers, classmates, homework, and
projects or even attitude with wearing of uniforms, attendance to flag ceremony, and others. Here, we
all desire to foster positive attitudes. On the other hand, we also want students to have negative
attitude on things like cheating, bullying, fighting, drugs, absenteeism, and smoking.
It is important to note that attitude cannot be taken as solely affective. It also has a cognitive
component where the learner has the content knowledge that defines the worth or value of the object
or situation. For example, knowledge about the effect of smoking on health and knowledge
about nicotine ideally should make students have negative attitude toward smoking. However, this is
not always the case. One may have the knowledge but applying the knowledge is another thing.
Cognitive knowledge can just be a contributing factor to affect a desired affective outcome.
Some empirical research reinforced the importance of assessing attitude. Othuon (2010) found out
that negative attitude toward English is the most affective and psychological factor that results in the
students' poor performance in English. The ability of students to master a second language is not only
influenced by the mental competence or language skills but also by the students' attitudes and
perceptions toward the target language (Abidin et al. 2012).
2. Values and Beliefs. Values are characteristics or traits that a person holds in high importance.
These include principles that one considers to be right, and consequently which guides the person's
future actions and decisions. In a school setting, values that are included in the curriculum are
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honesty, patience, perseverance, respect for others, cleanliness and order, care
for environment, etc. Beliefs, on the other hand, refer to our convictions or opinions we hold to be true
even without evidence. While beliefs are traditionally associated with religion, they have been talked
about in the field of education. There are such things as beliefs about mathematics, freedom, gender
equality, etc.
Beliefs emanate from multiple sources, from what one hears, sees, reads, and experiences.
Values are developed from beliefs. Beliefs, as well as values, can change over time from learned
experiences. As such, it is important that teachers provide positive learning experiences to students
because from these experiences, they form beliefs that lead to the formation of values that are
desired. Further, these beliefs and values determine attitudes which are correlated with a learner's
performance. This sequential relationship reinforces the importance to assess these affective factors
that can aid teachers in developing their instructional plan to attain intended curriculum goals and
objectives.
3. Interest. Interest is a psychological state that draws a person's attention to an object, idea, or event.
In a classroom setting, it is what students are “into” or the learner's disposition about a topic, such as
reading, science, mathematics, history, etc. It is interest that drives the learner to be attentive to the
topic of discussion or engage in any academic activity. Interest may be personal or situational. If a
student reads a book or saves money to buy books, even if this is not a course requirement, this
means that he/her has personal interest in reading. However, if a student has a liking for mathematics
because he/she likes his or her mathematics teacher, then his or her interest in mathematics is
situational. Whether personal or situational, it is important for the teacher to know how students are
receptive on the content that is covered in the lesson.
4. Motivation. Brown (1987) defines motivation as an inner drive, impulse, emotion, or desire that
moves one to a particular action. It arouses and sustains behavior. It can lead to increase effort and
energy to pursue a goal. If a learner is highly motivated, he/her is willing to give his or her time and
effort to reach a goal. It brings a learner to excitement and enjoyment to an academic task and
enhances cognitive processing and improves learning.
Motivation has other intrinsic factors like curiosity, appreciation, valuing for learning, as well as
extrinsic factors like praise, grades for completion, certification, etc: Ausubel (1968) has identified six
needs and desires that are integral parts of motivation: (1) the need for exploration, (2) the need for
manipulation, (3) the need for activity, (4) the need for stimulation, (5) the need for knowledge, and (6)
the need for ego enhancement. From this list, we see the critical role of teachers in creating a learning
environment that can provide for these needs in order for the learners to reach the highest level of
motivation
5. Self-confidence. This refers to how a person feels about his or her abilities to accomplish a task or
reach a goal. It is the person's perception of himself/herself and his or her capabilities to perform
successfully the task given to him/her. Empirical studies showed self-confidence is associated with
academic success. In particular, Stankov et al. (2012) have found that students who think they are
skilled in Math tend to perform well on Math and English tests. In the same study, the researchers
contend that confidence tests as an assessment tool can benefit both learning and teaching. For
example, the scores from the self-confidence tests on subject contents provide students with insights
into the topics they are weak in.

WEEK 9
What assessment tools are used to measure affective learning?

Measurement of affective traits is more challenging compared to measuring cognitive and

psychomotor dimension of learning. Such measurement may be direct or indirect. The direct
assessment of affective learning outcomes is more attainable at the lower levels in the affective
learning taxonomy of Krathwohl et al. (1964). Teachers, for example, can take attendance to measure
pupil's willingness to receive information. Likewise, teachers may consider the number of times the
pupil raised his or her hand to answer or ask questions, or the number of completed assignments and
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projects. These are sample evidence at "responding" level. However, in this age of globalization,
where character and morals of citizens are becoming more critical, educators are giving more attention
to higher levels of affective taxonomy. But then, behaviors at these levels are less amenable to direct
measurement because affective learning outcomes (e.g, attitudes, values, beliefs, etc.) are internal
states that exist in the mind and thoughts of the learners. Because of these, indirect measurements
are thought to be less reliable. Nevertheless, researchers and educationists are in continuing effort to
overcome these perceived difficulties.
The information generated from the use of indirect assessment of affective learning outcomes can
come from different sources-student himself/herself, teachers, or peers. A variety of methods for
indirectly assessing intended affective learning outcome have been espoused. Some of the most
common assessments include self-report inventory, questionnaire, opinionative, semantic differential,
observation, and interview.

1. Self-Report Questionnaires. As the name implies, self-report or self-inventory is a type of

assessment where the respondent is asked to answer a question about himself/herself, his or her
behavior, emotions, feelings, or views. It serves many purposes to include diagnosis of students'
mental and emotional state. This is also popular in a pre-test and post-test design when the teacher
wants to assess change (e.g., in attitude, interest, motivation) before and after instructional period.
This assessment tool is easy to administer to get immediate results and information directly from the
person who is most knowledgeable about himself/herself. Self-report inventories use a variety of
formats. The most common are presented in the following:
a. Likert scale. This measuring tool, invented by Rensis Likert, is a series of questions or items that
requires the respondent to select on a scale a rating reflecting the level of agreement or disagreement
on items that are related to a particular topic, experience, or issue. The responses,
both in descriptive and numeric form, range from one extreme to another, such as "strongly agree" to
"strongly disagree", where "5" is the numerical value of the extreme positive feeling and "1" for the
extreme negative. This kind of scaling gives deeper insight into what the students are thinking and
feeling. An example of Likert scale is shown below:
Rating Scale on Views About Mathematics and Mathematics Learning
To what extent do you agree or disagree with the following views about Mathematics?
Check the appropriate box.
Strongly Agree Slightly Disagree Stongly
Agree Agree Disagree
(5) (4) (3) (2) (1)
1. Mathematics is the study of
formulas, rules and procedures
in solving problems.

2. In mathematics, you can discover

new things that can be exciting.

3. To be able to solve mathematics

problems, you have to memorize and
follow procedures as taught in class.

4. Mathematics is an exact subject

That requires precision and accuracy.

5. Mathematics is logic and reasoning.

From your review of research literature, you must have noted that most of the Likert scale instruments
indicate the numeric scale value as seen in the rating scale on Views About Mathematics:

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 Strongly Agree Slightly Disagree Strongly
Agree Agree Disagree

(5) (4) (3) (2) (1)

One danger of having the numeric scale values of 5, 4, 3, 2, 1 is the possibility that an option
with a higher value will be more attractive to the respondents. You have the choice to omit the numeric
scale and just indicate the actual scale labels in the instrument. Likewise, descriptive labels and
numeric scale value can vary to be more congruent with the Likert items. For example, in a Reading
Interest Inventory, some items may be written this way:
" like reading books by myself"
"I save my money to buy extra books I like."
The two statements above are action statements rather than commonly used Strongly Agree, Agree,
etc. It may be more appropriate to use the descriptive scale labels and numeric scale values as:
Always (5); Almost Always (4); Sometimes 5 Rarely (2); Never (1) or Always (5); Very Often (4); Often
(3); Not Very Often (2);Never (1).
The 5-point scale is the most common continuum, but this will be more fitted if your respondents
are adults. A 4-point or 3-point scale will be easier for younger respondents. Also, instead of the
numerical values that usually appear in many of the standardized rating scales, some visuals might be
more useful to catch the attention of the younger respondents in answering the instrument.
The following is another example:
In your science class, how frequently did you find yourself experiencing the following
situations?
Always Sometimes Rarely Never
1. I enjoy being in science class.
2. My science teacher gives me interesting
things to do in and outside the school.
3 Doing experiment in science is fun and
exciting.
4. I love listening to what my teacher says
about the world we live in.
5. I enjoy making science assignments and
projects with classmates.
6. Handling microscope and other science
equipment makes me nervous.
7. Science makes me nervous than any other
subject.
8. The exercises during our lessons are
boring.

An alternative format for labelling the response shown in the previous page may work out better for
some respondents especially to lower age level of students.

Writing Statements for Rating Scale for Self-Report

Some guidelines might be of help in creating your self-report assessment instrument.
1. Statements should refer to the present conditions rather than past or future situations.
2. The statement should be relevant to the psychological construct being measured.
3. Avoid factual statement since the nature of what is assessed are affective traits.
4. Statement should elicit a response that lends itself to one interpretation.
5. Statements should be clear and simple sentences using precise and direct language.
6. Considering that responses in the instrument reflect gradation, statements should no longer contain
always, nearly, only, never, and just. These words are ambiguous.
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7. Use vocabulary appropriate for the level of understanding of the respondents.
8. Avoid double negative sentences.

Steps in the Construction of the Rating Scale

1. Select the affective trait you want to assess which you find relevant to teaching-learning situation.
Make sure that you or your school is going to benefit from it and use the data to improve the present
situation.
Example: You may be interested to know students' interest about specific educational issues like
climate change and environment. This inventory will not only help the science teacher in classroom
situation, but the data may also help teachers to know who can be tapped to participate in Waste
Management and Segregation Project the school is launching.
2. Construct items that are clear, definite, and focused on the trait you want to measure. Consider the
different levels of affective taxonomy in constructing the items. In addition, since what you are
assessing is on emotion or affect, items should include positive and negative positions that will make
the respondent think carefully the answer to the item.
3. Pilot test or field try the inventory and revise the parts that appear to be unclear. This is advised
when you want to measure more encompassing and long term affective learning outcomes
4. Administer the self-report inventory to your target respondents. It is advised that adequate time like
on power test is provided for completion of the inventory.
5. Analyze the results and consider the findings and draw the implication. The most common scale is 1
to 5, with 1 as the extreme negative option, followed by the less negative, and mid-range ratings
indicating a level of neutrality through 5 being the highest positive or favorable response. For the
negative items, the numerical values are reversed. The use of simple statistics is essential. This
involves frequency count relative to each option in the scale, cumulative percentages to see pattern of
responses in each item as well as the entire scale. Simple computation of mean will be useful in
visualizing the collective outcome as a class, or as a grade level or in the entire school. The most
common way to treat data using Likert scale is to sum the values of each selected option and
determine the score for each respondent. The score represents a specific trait_ agreed or not agree,
satisfied or not satisfied, confident or not confident, etc. Again, if your intention is for classroom setting
only, data analysis does not have to be complex and computation of a score may not be the focus. The
teacher may give more attention to patterns of responses vis-à-vis the content and essence of the
affective items. Consequently, the teacher should be able to define the implications of the results to
improve the learning environment.
b. Semantic Differential. This is a widely used scale that employs ratings of concepts with contrasting
adjectives placed at opposite ends of the number scale. For example, the concept of "Problem
Solving" can be assessed using the following semantic differential scale:

Problem Solving

Difficult ____ ____ ____ ____ ____ Easy

1 2 3 4 5
Interesting ____ ____ ____ ____ ____ Boring
1 2 3 4 5
Useful ____ ____ ____ ____ ____ Useless
1 2 3 4 5
Realistic ____ ____ ____ ____ ____ Unrealistic
1 2 3 4 5
Rigid ____ ____ ____ ____ ____ Loose
1 2 3 4 5
In this example, the students are asked to express their attitudes toward problem solving. They need
to make a check mark on the scale indicating the degree of agreement they have with the adjectives
listed. Similar to the Likert scale where there are negative items, the position of the positive and
negative adjectives in semantic differential are reversed to balance the scale and create a less biased
measurement. The response could then be summed, and a mean could be determined in each of the
adjective pairs. In this way, the concept "problem solving" would be scaled on the various pairs of the
adjectives.
c. Checklist. A checklist is a form of self-report that asks persons to indicate whether they
demonstrate a set of qualities or behaviors. In particular, for affective assessment, it is a tool for
identifying the presence or absence of a feeling, attitude, or behavior. The behaviors that are checked
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will reflect what values and beliefs learners hold. For example, attitude toward environment may be
measured by giving students a checklist that enumerates different actions related to environment
awareness and commitment in one column and space in another column where students will put a
check or across, indicating whether those actions are being done or not.

An Example of a Self-Report Behavior Checklist

Name __________ Grade _________ Date ________

Put a check (V) on the options that correspond to your answer to each item.
1. How would you like to be part of environmental program activities?
_____I do volunteer to be part of the crusade
_____I give donations
_____I just let my parents pay their taxes
_____I am not interested

2. Do you follow any of the television shows about environmental issues and programs?
_____ Yes, always
_____ Not regularly
_____ No
3. Which of the following waste materials do you segregate at home?
_____ Papers, newspapers
_____ Glass and bottles
_____ Plastics
_____ Food leftovers
_____ I do not segregate
4. Do you read magazines and publication about environmental issues?
_____ Yes, every time
_____ Sometimes
_____ Rarely
_____ No, not my interest
5. What is your reaction on the signing of Executive Order 26 on Providing for the Establishment of
Smoke-Free Environments in Public and Enclosed Places?
_____ I support the Executive Order to protect the health of people
_____ I find the Executive Order as anti-poor
_____ It is not my concern
_____ I do not know what it is all about
6. What is your reaction to environmental polluters?
_____ I will report them to the concerned officials
_____ I will call their attention when I see them doing the act.
_____ I will tell others not to imitate them
_____ It is their concern, they are responsible for their own action
7. Are you a member of any environmental organization?
_____ Yes
_____ No
_____ Planning to do so

2. Interview. This is an oral assessment of student learning that is conducted through spoken words
and casual conversation. This assessment tool allows the teacher to collect and explore more in-depth
information about the trait being assessed that cannot be captured by written instrument nor even be
observed. The assessment data are not just answerable by "Yes" or "No"
or other predetermined responses.
Interviews may be structured or unstructured. In the structured interview, there is a planned
sequence of questions, which lead to open- ended discussions between the teacher and the student,
either done individually or by group. On the other hand, informal interview will appear to be natural,
and it can create a more conversational environment for sharing, wherein the teacher will be able to
elicit more truthful information from students about themselves.
For interview to be an effective assessment tool, the following are general steps in developing
and conducting an interview:
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1. Select the assessment objectives
2. List the oral questions in sequence based on the objectives. However, the sequence is not absolute,
instead, there should be a room for flexibility. Questions should start with general questions followed
by more specific ones.
3. Make a report sheet or any form to record responses
4 Conduct the interview. Start with statements that will make the learner be at comfort level with the
teacher.
5: Record the responses, both elicited responses and responses that were aided by prompts. Record
as well the questions that were not answered, and additional questions that were given during the
probing process. Record the wait time for the response. It will also be worth noting to record the
nonverbal behavior like body movements during
the interview process.
Sample: The Interview
Questions Teacher Notes

• How did you feel about your

participation in our class today?
___________________________________
• What did you think about the
story
that we discussed? ___________________________________

• Did the story interest you? ___________________________________

• What is the part of the story that

caught most of your attention?
Why did it interest you most?
___________________________________
• What makes you read a book
without being told so by your
teacher?
___________________________________
• How do you like your reading
class? What makes you dislike
it if
ever you feel so?
___________________________________
• What different approach should
your teacher use to help you
and ___________________________________
your classmates better?

3. Student Journals. These are effective tools that can be used in assessing and monitoring student
thinking and attitudes. Journal writing gives students guided opportunities to “think aloud” through
writing. It is a special form of documentation that records personal experiences and thoughts. It is a
reflection of learners' own perception about a problem, a situation, or an activity they are tasked with.
A student who encountered a difficult problem and is asked to write about the situation through a
journal will reflect more deeply and think critically about the problem or situation and what actions and
decisions were made to hurdle the difficulties.
4. Observation. It is an assessment tool that involves looking out for the presence or absence of
behaviors of learners in a natural setting. Observation allows the teacher to assess student behavior in
the actual teaching and learning process unlike other forms of assessment that require separate time
with the student to answer the measuring instrument. This method is a rich source of clues that can be
both obtrusive and unobtrusive measures of attitude, beliefs, disposition, character, etc. Example: A
Physical Education (P.E.) teacher watches students play basketball in a school court. While the focus

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may be on the skill of playing basketball like shooting or throwing the ball correctly, the teacher can
also directly watch who play the "clean" game and who play on "foul" moves or what we often term, the
"dirty tricks". Such behavior is indicative of important affective characteristics like honesty, patience,
and positive disposition, which we aim to develop not only in P.E. but across the school curriculum.
Like interview, observation may be structured or unstructured. An unstructured observation is
open-ended, with no formal recording of what is observed as assessment process is on-going. This
does not mean though that it does not require planning. You have to be very clear of what to observe
and list the behaviors and actions that will indicate the possession of the trait. There is still the need to
record observed data right after actual observation time. Recall the more specific events, which can be
significant, and include both positive and negative actions. Unstructured observation data had been
criticized for being subjective. Thus, be mindful of your personal interpretation of observed data.
On the other hand, in the structured observation, you need to prepare a checklist or rating form
before the actual observation. This checklist defines the positive and negative behaviors indicative of
the trait you wish to measure. The recording is straightforward as it just requires a check on the "Yes"
and “NO” column for the presence or absence of the behavior, respectively, or a check on the
appropriate numerical and descriptive scale if rating scale is used. These are illustrated in the exhibits
below.
Checklist for Structured Observations in Science Class
Student/s Observed ________________ Date______________ Time
____________
Grade & Section_______________ Observer _________________
Behavior Frequency of
Occurrences

1. Raises hand during class

discussions

2. Tells others that the lesson is

fun

3. Gives criticism to classmates'

response to
teacher's questions

4. Asks questions about issues

connected to the science
concepts presented

5. Goes through the laboratory

manual before engaging in the
actual experiments

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 Rating Scale for Structured Observations in Science Class
Student/s Observed _______________ Date __________ Time _________
Grade &Section _______________ Observer ______________
Behavior Not at Rarely Sometimes Most of the Almost
all time always
1.Raises hand
during
class
discussions

2.Tells others
that the lesson
is fun

3.Gives criticism
to classmates
response to
teacher's
questions

4.Asks
questions
about issues
connected to
the science
concepts
presented

5.Goes through
the
laboratory
manual
before engaging
in the actual
experiments

The measures obtained from observation approach can be made more valid and reliable with the
following guidelines:
1. Set a clear definition of the affective trait you want to observe.
2. Prepare a checklist or rating scale that will define the more specific affective behavior you want to
capture. This checklist or rating scale will also be used in collecting and recording your data.
3. Consult with a colleague or expert about the behavior listed as doable for observation or not. You
can try this with a sample of students.
4 Have a colleague /colleagues to work with you in the actual observation time.
5. Be clear on ethical issues.
6. Record the observation immediately. Use the checklist, supplemented by anecdotal records that are
an open-ended way to record observation. Record factual observation and be cautious on personal
interpretation and biased statements.
7. Review data. Reflect on outcomes.
8. Decide future steps based on the observation results.
9. Adjust planning and apply interventions.
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10. Monitor progress.

WEEK 10
Portfolio Assessment

Contents of the Portfolio Plan Indicators of Success

1. Identified Competencies All identified curriculum competencies

Assessed through Learning are appropriate for portfolio
Portfolios assessment

2. Significant Evidence All identified evidence of attainment

of Attainment of the of the curriculum competencies are
Competencies significant or valuablė to keep in one's
learning portfolio

3. Assessment Rubric for All the descriptions of a high-quality

Portfolio Evidence evidence of a successful performance
task is clear and realizable

4. Analysis and Reporting of There is a clear guide for students'

Assessment Results self-monitoring of success to
achieving the desired learning
outcomes and how to interpret and
communicate results

What is portfolio assessment?

Portfolio assessment is an alternative to pen-and-paper objective test as an approach to

assessing students' learning. It is a purposeful, ongoing, dynamic, and collaborative process of
gathering multiple indicators of the students’ growth and development in a course or program of study.
Portfolio assessment is also a performance-based approach to assessing learning but more authentic
than any one-time performance task as it allows examination of multiple evidences of the process and
product of learning developed across time.

Why portfolio assessment?

Burke (1999) recognizes portfolio as another type of assessment and considered authentic
because of the following reasons:
-It tests what is really happening in the classroom.
-It offers multiple indicators of students' progress.
-It gives the students the responsibility of their own learning
-It offers opportunities for students to document reflections of their learning
-It demonstrates what the students know in ways that encompass their personal learning styles and
multiple intelligences.
-It offers teachers new role in the assessment process.
-It allows teachers to reflect on the effectiveness of their instruction.
-It provides teachers freedom of gaining insights into the students’ development or achievement over a
period of time.

How do we do portfolio assessment?

In doing portfolio assessment, one should be guided by the content, learning and equity principles.
1. Content principle suggests that portfolios should reflect the subject matter that is important for the

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students to learn.
2. Learning principle suggests that portfolios should enable the students to
become active and thoughtful learners.
3. Equity principle explains that portfolios should allow students to demonstrate their learning styles
and multiple intelligences.

Portfolios could come in three types: working, show, or documentary.

1. The working portfolio is a collection of students' day-to-day works that reflect his or her learning.
2. The show portfolio is a collection of students' best works.
3. The documentary portfolio is a combination of a working and a show portfolio

Figure 5.1 shows the steps in portfolio development.

Set Goals

2. Collect Confer/Exhibit

3. Select Evaluate
(Using Rubrics)

4. Organize Reflect

Figure 5.1. The Portfolio Development Process

1. Set Goals
This is the first step in portfolio assessment in which the students set their goals in developing a
learning portfolio. To guide the students in stating their goals, the teachers may articulate first the
goals of the course or subject and his or her expectations to the students. Students could also ask
what their parents expect from them. They could also be given goal-setting planners.
2. Collect
In this stage, the students should start collecting all possible entries in their portfolio. They should be
advised to have a temporary container for all their entries and this should be placed in the school so
that keeping of entries will be part of the daily activities of the students. A good practice in collecting
the portfolio entries is to have a log of all entries with a few descriptions how they were obtained and
why they were kept in the portfolio.
Goal-Setting Planner
I participate in this activity because:
________________________________________________________________________________
________________________________________________________________________________

Lam doing this work because:

________________________________________________________________________________

What I target to accomplish are:

________________________________________________________________________________

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3. Select
This is the stage where the students are asked to select what will finally be used to gauge their
success from all their collections of possible entries in a portfolio. The selection usually depends on
what the teacher requires them to do, their parents' choice, and the entries that they personally chose
as the best gauge of their accomplishment in the program.
4. Organize
This is the stage where the students decide on how they will organize their entries. The teachers
should guide them by telling them to make a table of contents for their portfolio entries and a direction
on where to find them. The organization of the portfolio could vary depending on the style of the
students. Some teachers take this stage as the opportunity for the students to develop or hone their
creativity and resourcefulness. The organizer could also be of any material, but it is suggested that the
container is something flexible that it could allow one to add, modify, or delete any entry any time.
Examples of materials used in making portfolios are clear book, album, accordion bag, box with
dividers, envelopes, colored magazines, CDs, flash drives, or cloud-based storage.
5. Reflect
An important trait of a portfolio is the presence of students' reflections or their experiences. Making
reflective journals, log of entries, and labelling evidence in a portfolio are just some of the different
ways to show knowledge, understanding, attitudes, values, writing skills, and creativity.
6. Evaluate
This is the stage where the students, their peers and teachers, or even the parents are involved in
rating the achievement of the students based on their evidence of learning, their reflections of their
experiences, and the organizations of their portfolio. Rubrics are often used in rating students'
performance using their portfolios. Rubrics in rating portfolios should be given to the students, even at
the beginning of the portfolio process, so that they are guided on what to put in their portfolio and how
to organize them based on the criteria and indicators of a quality product or excellent performance.
Evaluation of the portfolio could be done by individual entry on a specified date or when the
development is complete. However, most teachers prefer rating the student-required evidence upon
their submission so that the students can be given immediate feedback on their work. What are usually
rated at the end of portfolio development are the students' selected evidence of their learning, and the
packaging of their portfolio, which could reveal their personal traits.
7. Confer
This is the stage when the teachers confer with the students or parents to discuss the students'
performance and progress of learning. This is also the time to congratulate the students for their
accomplishment or to help them identify areas for their improvement.
8. Exhibit
This is the time to celebrate success in the form of an exhibit of students’ portfolios. The highlight of
the exhibit is the awarding of the best learning portfolio.

WEEK 11/12 MIDTERM EXAM

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 WEEK 13
What is a rubric?

A rubric is an assessment tool that specifies the performance expectations for any kind of student
work, particularly those that are not traditional in nature, such as portfolio, outputs or projects,
performances, collaborative work, and research. Generally, it contains three essential features: (1)
criteria or the aspects of performance that will be assessed, (2) descriptors or the characteristics
associated with each criterion, and (3) performance levels that identify students’ level of mastery within
each criterion.
The following are examples of student performances and outputs that can be assessed by a rubric:
Student Performances:
1. Oral Presentations/Demonstrations
• Research paper/poster presentation
• Individual or group report
• Skills demonstration, such as baking and teaching
• Extemporaneous speech
2. Dramatic/Creative Performances
• Dance recital
• Performance in a play or musicals
• Poetry reading and interpretation
• Playing musical instruments
3. Public Speaking
• Debates
• Declamation
• Panel discussion
• Inspirational speech
4. Athletic Skills Demonstration/Competition
Products/Outputs
1. Visual Products
• Paintings
• Collages
• Posters
• Video presentations
2. Kinesthetic Products
• Diorama
• Sculpture
• Dance recital
• Wood carvings
3. Written Products
• Essays
• Poems
• Thesis/term paper
• Movie/TV script
4. Verbal Products

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 • Audiotapes
• Voice recording
• Speech scripts (to inform, to persuade, etc.)
What are the different types of rubrics?
Rubrics are usually classified according to two different aspects of their composition: (1) whether
the rubric considers each of the criteria one at a time or all criteria together, and (2) whether the rubric
is applicable to all similar tasks or can only be used for a particular task. The following are the types of
rubrics:
Type of Rubric Description
General/Generic It contains criteria that are general and can be applied across tasks.
Rubric This is most convenient for teachers who do not have the time and
skills in developing different types of rubrics as they can reuse the
same rubrics for several tasks or assignments. However, the teacher
may not be able to assess accurately the students’ performance for
a particular task. For example, the same rubric that can be used to
evaluate both oral presentation and research output.

Task-Specific It contains criteria that are unique to a specific performance task to

Rubric be assessed. This kind of rubric is best for instruction and formative
assessment since it will provide the students feedback on what
aspects of their performance or work need to be improved. However,
developing analytic rubrics is time-consuming for teachers. For
example, a rubric can only be used for oral presentation and another
rubric is applicable for research output.
Holistic Rubric A student's performance or output is evaluated by applying all
criteria simultaneously, thus providing a single score based on an
overall judgment about the quality of student's work. It does not
provide a score on each individual criterion.
One advantage of holistic rubric is that it is quick to develop and use
by the teachers. However, it does not inform students about their
specific strengths and weaknesses, and thus, may not be as
sufficient and helpful in guiding them in improving their performance.
For example, rubric for problem solving activities which entails
scoring the student's overall ability to solve a particular problem or
issue, and rubric for creative work (e.g, painting), which gives an
overall score for the student's creativity and skill.
Analytic Rubric A student's work is evaluated by using each criterion separately,
thus providing specific feedback about a student's performance or
product along several dimensions. This is most applicable for
assessing a complex performance or product.
One advantage is it identifies the student's strengths and areas for
improvement based on the criteria identified. Scoring with an
analytic rubric however would entail more time than with a holistic
rubric.
For example, rubric for research paper that requires Scoring a
student's work on different parts of the research paper, or a rubric for
chemical laboratory experiment taking into consideration the
student's performance in every stage of the experiment.

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The following is an example of a General/Generic Rubric that can be used to assess how a student,
peer, classmate, or group mate make a review or critique of one's work or performance. This is a
generic rubric as this can be applied to any type of performance tasks or outputs (e.g, research report,
dance performance, oral presentation, etc.).
Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs
Criterion Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided No/few Comments are Comments Comments
meaningful/relevant comments or superficial, not are relevant include
feedback on: suggestions to relevant, neutral and suggestions
improve the or appropriate; and
work, non-encouraging. comments additional
performance, include resources;
or output, positive comments
comments feedback and praise specific
might be suggestions. strengths of
interpreted as the work/
insulting, with performance
little as well as
understanding constructively
of the address
assigned task. weaknesses
with
alternatives
that might be
considered.

To differentiate the above with a task-specific rubric, the following example is given below. In this
rubric, the different criteria that are specific to the performance task to be assessed are indicated.
Sample Task-Specific Rubric for Reviewer/Critic of Performance Tasks/Outputs
Criteria Not Evident Insufficient Sufficient Excellent
1 2 3 4

Provided .
meaningful/
relevant
feedback on:
-significance No/few Comments are Comments are Comments
of the study Comments or superficial and relevant and include
suggestions; not relevant. appropriate suggestions and
with little additional
understanding. resources
regarding the
construct/problem.
- theoretical No/few Comments are Comments are Comments
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 basis/ comments or superficial and relevant and include
conceptual suggestions; not relevant. appropriate. suggestions and
framework of with little additional
the study understanding. resources
regarding the
construct/problem.
- methods No/few Comments are Comments are Comments
comments or superficial and relevant and include
suggestions. do not provide appropriate. suggestions and
appropriate additional
suggestions on resources
how research regarding the
should be construct/problem.
conducted.
-comments No/few Comments are Comments Comments
in a positive, comments or neutral or include positive praise specific
encouraging, suggestions non-encouraging; feedback and strengths of the
and given to improve comments are suggestions. work/performance
constructive the paper; not relevant to as well as
manner comments might the study. constructively
be interpreted as address
insulting. weaknesses with
alternatives that
might be
considered.
Grade

On the other hand, examples of the holistic and analytic rubrics are presented below.
Sample Holistic Rubric for Oral Presentation
Rating/Grade Characteristics
A Is very organized. Has a clear opening statement that catches
audience's interest. Content of report is comprehensive and
(Exemplary)
demonstrates substance and depth. Delivery is very clear and
understandable, uses slides/multimedia equipment effortlessly to
enhance presentation.
B
Is mostly organized. Has opening statement relevant to topic. Covers
(Satisfactory) important topics. Has appropriate pace and without distracting
mannerisms. Looks at slides to keep on track.
C Has an opening statement relevant to topic but does not give outline of
speech; is somewhat disorganized. Lacks content and depth in the
(Emerging)
discussion of the topic. Delivery is fast and not clear; some items not
covered well. Relies heavily on slides and notes and makes little eye
contact.

D Has no opening statement regarding the focus of the presentation.

Does not give adequate coverage of topic. Is often hard to understand,
(Unacceptable)
with voice that is too soft or too loud and pace that is too quick or too
slow. Just reads slides too much text.

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 Sample Analytic Rubric for Oral Presentation
Standards 4 3 2 1
Exemplary Satisfactory Emerging Unacceptable

Organization Has a clear Has opening Has opening Has no opening

opening statement that statement relevant statement or
statement that is relevant to to topic and but has an irrelevant
catches topic and gives does not give outline statement, gives
audience’s outline of of speech, is listener no focus
interest, speech, is somewhat or outline of the
maintains focus mostly disorganized presentation.
throughout, organized,
summarizes provides
main points. adequate “road
map” for the
listener.
Content Demonstrates Covers topic, Lacks content and Does not give
substance and uses depth in the adequate
depth, is appropriate discussion of the coverage of
comprehensive, sources, is topic, lacks topic, lacks
shows mastery objective. resources. sources.
of material
Delivery Has natural Has Delivery is fast, Is often hard to
delivery, appropriate some items not understand,
projects pace, has no covered well, not has voice that is
enthusiasm, distracting understandable. too soft or too
interest, and mannerisms, is loud, has a pace
confidence, easily that is too quick
report can be understood. or too slow,
understood well. demonstrates
one or more
distracting
mannerisms.
Use of Uses slides Look at slides Relies heavily on Just reads
media effortlessly to to keep on slides and notes, slides, slides
enhance track, uses an makes little eye too much text.
presentation, appropriate contact, uses slides
has an effective number of with many texts.
presentation slides.
without media.

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 Response to Demonstrates Shows ease in Answers Cannot answer
Questions full knowledge answering questions, but not most
of topic, explains questions but convincingly/vague questions,
and elaborates does not or unclear. demonstrates
on all questions. elaborate. little grasp of
information, has
undeveloped or
unclear answers
to questions.
GRADE
What are the characteristics of a good rubric?
A good rubric should have the following qualities:
1. Explicit. A good rubric should contain criteria and performance indicators that are clear, concrete,
and observable as well as relevant and applicable to the performance task to be assessed. Each
benchmark and point value should also have clearly delineated indicators, differentiating the expected
quality of work for each performance level.
2. Aligned. A good rubric should contain criteria that are aligned with the expected quality of
performance for a particular task or assignment, as well as with the intended level of learning
outcomes in the subject.
3. Authentic. A good rubric should include criteria and performance indicators or descriptors that are
meaningful and require application of real-life skills.
4. Valid. A good rubric should be able to measure what it intends to measure.
.5. Diagnostic. A good rubric should be able to communicate to the students what are expected of
them in the course, allow them to reflect on their performance, and provide them opportunities to
improve on areas that they did not do well.

WEEK 14
What are the basic steps in developing rubrics?

There are five basic steps in developing rubrics for assessing students’ performance and product.
Step 1: Identify the learning outcomes and performance task to be evaluated.
Step 2: Identify the quality attributes or indicators of the performance task.
Step 3: Determine measure criteria.
Step 4: Determine benchmarks and point values.
Step 5: Write the benchmark or performance descriptors for each criterion.

Steps in Rubric Development

Step 1: Determine the learning outcome and the performance task to be evaluated.
It is important to be clear about the learning outcome/s and the specific performance task that will be
evaluated. Choose tasks that are essential (i.e. specific aligned with desired learning outcomes),
authentic (i.e., involves meaningful and (i.e., real-life aligned application of skills), complex (i.e.,
contains numerous possibilities for application, extensions, and connections of knowledge and skills),
feasible (i.e., or can be done given the time constraints and availability of resources), and measurable
(i.e., it can be observed and measured).
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To guide you in identifying the performance task/s that you want evaluated, ask yourself the following
questions:
1. What learning outcome/s are to be evaluated?
2. Which student performance/s or output/s in the subject are relevant measures of such students'
learning outcomes?
3. Are all of these tasks equally important?
4. Which is the best representation of the expected learning outcomes?

Step 2: ldentify the quality attributes or indicators of the performance task.

Next, you need to identify and list all possible attributes or indicators of a good performance. This can
be based from your own expectations and benchmark exemplars of work that reflect key standards.
You may explore and specify the skills, knowledge, and or behavior that you will be looking for to
describe the standard in one's performance. Be sure to limit the characteristics that are important.
Step 3: Determine the criteria or dimensions.
Cluster the list of attributes and or indicators into possible groups or categories and label the
categories. This will form the criteria for assessment. For example, in a dance performance task, all
attributes that pertain to how well the students execute the dance in terms of movement, body position,
placement in stage, and dance style can be grouped under the criterion "Technical Skills". You can
also include criteria in terms of the components of a performance task. For example, for a research
report rubric, you can include as criteria the different parts of a research, such as introduction, method,
data gathering and analysis, conclusion, and recommendations. Likewise, for a chemistry laboratory
report, you can include as dimensions introduction, materials/equipment, procedure, data, results, and
analysis. Keep in mind that only relevant criteria should be included in the rubric. You also need to
determine what type of criteria (i.e., content, process, quality, or impact) and rubric (i.e., holistic,
analytical, general, or task-specific) will be used.
Step 4: Determine the benchmarks and point values.
A number of descriptors can be used to denote the levels of performance (with or without
accompanying symbols for letter or number grades). Examples of levels of performance include:

Level 4 Exemplary Distinguished Substantially Outstanding

Developed
Level 3 Accomplished Proficient Mostly Developed Proficient
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable

Step 5: Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate or exemplify each
performance level are clear and delineated. These performance descriptors should describe the
relative differences between performances at each level. The differences between performance points
can be presented by:
(1) aspects of performance or behavior at different levels
e.g, evaluates the different characteristics of… (4 points)
analyzes the different characteristics of.. (3 points)
describes the different characteristics of... (2 points)
lists the different characteristics of... (1 point)
(2) adjectives, adjectival phrases, adverbs and adverbial phrases to present different qualitative
differences between levels
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 e.g, explains to a very great extent the…
explains to a great extent the..
explains with moderate accuracy the…
explains with limited accuracy the...
(3) numeric references to identify quantitative differences between levels
e.g, gives more than 4 relevant examples of...
gives 3-4 relevant examples of the…
gives 1-2 relevant examples of the...
gives no(0) relevant examples of the…
(4) degrees of assistance needed by the student to complete the task

e.g, explains the topic correctly and independently on his own

explains the topic with very little assistance from the teacher or classmates
explains the topic with occasional assistance from the teacher or classmates
needs assistance from the teacher or classmates in explaining the topic most of the time

How can you make rubric useful to your students?

Rubric is an important component in the teaching-learning process. It does not only help teachers in
assessing students’ work through application process of consistent standards and in identifying the
gaps in their learning, but application it also makes or makes students aware of what are expected of
them in relation to the assessment tasks in particular and the subject as a whole, of how they will be
graded, and eventually of how well they are meeting these expectations.
Thus, to make the rubric more relevant and useful to the students, it is important for teachers to:
1. prepare the rubric and make it available to students before they begin with the assigned tasks to
inform them the requirements, criteria, and expectations so as to guide them in carrying out their tasks;
2. develop rubric with performance descriptors that are clear and easily understood by students;
3. present the rubric to students and allow them to give their feedback and suggestions to improve or
refine it;
4. if possible, involve students in the creation of rubric to enhance their motivation, engagement, and
self-regulation; and
5. orient the students on how to effectively use the rubric, especially those that are used for
self-assessment and peer-assessment.

WEEK 15
How do we quantify results from rubrics?

In the creation of rubrics, there are scales that represent the degree of performance. This degree
of performance can range from high to low degree of proficiency. Below are examples of the degree of
proficiency with their corresponding points:
Beginner Moving toward Proficient Very proficient
proficiency
1 point 2 points 3 points 4 points

Poor Needs Good Very Good

Improvement
1 point 2 points 3 points 4 points

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 Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

Rare Sporadic Consistent

1 point 2 points 3 points

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

Inadequate Needs Good Excellent

improvement
1 point 2 points 3 points 4 points

Needs Proficient Excellent

Improvement
1 point 2 points 3 points

Absent Developing Adequate Fully developed

1 point 2 points 3 points 4 points

Poor Fair Good Excellent

1 point 2 points 3 points 4 points

The points depend on the quality of the behavior shown by the learner's performance. The reliability of
the assigned points can be determined when the scoring of two or more observers to the same
behavior is consistent. Such procedure entails the use of multiple raters or judges to rate the
performance. The consistency of the ratings can be obtained using a coefficient of concordance. The
Kendall's w coefficient of concordance is used to test the agreement among raters.
If a performance task was demonstrated by five students and there are three raters. The rubric
used a scale of 1 to 4 where 4 is the highest and1 is the lowest.

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 Kendall's coefficient of 0.38 is an estimation of the agreement of the three raters in the five
demontrations. There is a moderate concordance among the three raters because the coefficient is far
from 1.00.
How do we quantify results from scales and checklists?
Scales could be a measure of noncognitive dimensions of students' behavior. When the items in the
scale are answered by students, the response format quantifies the behavior measured by the scale.
The types of response format vary depending on the nature of the behavior measured.
Likert Scale. The Likert scale is used to measure students' favorability and unfavorability toward a
certain object. The favorability will depend on the degree of agreement or disagreement to a
standpoint.
Example: The policeman is helpful in the street.
___Strongly agree ___Agree ___Disagree ___Strongly disagree
To quantify the scales, a numerical score can be assigned to each of the responses. For example,
4 points can be assigned to strongly agree, 3 points for agree, 2 points for disagree, and 1 point for
strongly disagree. To get the total score for the overall scale, the points for each item can be
summated. The total score is a representation of the overall trait being measured. Usually, high scores
in a Likert scale represent favorable attitude, and low scores represent unfavorable attitudes. Norms
are created to make specific cut off points for the degree of favorability and unfavorability.
Verbal Frequency Scale. This is used to measure how often a habit is done. The items here are
measures of a habit.
Example: I read a book.
___Always ____Often ___Sometimes ___Rarely ___Never
Similar to the idea of quantifying a Likert scale, a verbal frequency scale is scored by assigning
numerical values for every response when “always” is answered, it can be given 5 points, 4 points for
often, 3 points for sometimes, 2 points for rarely, and 1 point for never. The total score for the habit can
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also be estimated through a total score by summating the scores of all the items. The higher score
means high frequency of the habit while the low score means lower frequency for the habit.
Linear Numeric Scale. This is used when a large array of ratings is provided among the
participants within a continuum. The extreme points of the scale are provided with a descriptor.
Example: Rate the following personnel in your school on how valuable each one is to your learning.
Use the scale below and write the corresponding number for your answer.

Less ____________________________________________ More

Valuable 1 2 3 4 5 6 7 8 9 Valuable

1. Teacher
2. Academic coordinator
3. Guidance counselor
4. Assistant principal
5. Principal
Semantic Differential Scale. This scale is used to describe the object or behavior by making use
of two opposite adjectives
Example: Rate the teaching of your teacher based on the characteristics provided.
My teacher is:
1. Accommodating ______________________________ Alienating

2. Patient ______________________________ Harsh

WEEK 16
How do we quantify results from portfolios?

Assessment data generated from portfolios can both be qualitative or quantitative. When assessing
portfolios using quantitative approach, scales and rubrics can be used. The scales and other
measures need to specify the criteria required in assessing the portfolio. Qualitative assessment
requires criteria and narrative feedback provided to the learner.
The following criteria can be used when assessing portfolios:
1. Completeness of the entries- All the parts of the portfolio listed by the teacher are present.
2. Accuracy of the reflections- An authentic reflection is made for every entry in the portfolio. The
reflection provides the insights on the realization of the learner about his or her weaknesses and the
improvement that needs to be done.
3. Organization of content and proper sequence - The portfolio can be classified according to
lessons and the entries show the draft and final work with proper label. There are markers or tabs
provided so that the teacher can easily browse through the contents. There is a table of contents found
at the start of the portfolio. Every entry is properly labelled.

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How do we summarize results?
When results of assessment are summarized, the teacher needs to think about two things:
1. The kind of scores that will be presented- The teacher may require to have the raw score,
percentage, or transmuted grade. The average and summation of scores may be required depending
on the grading system.
2. The tabular or graphical presentation of the scores- Scores can be presented in a tabular or
graphical manner. Below is an example of a tabular presentation of learner's scores in a formative
assessment.

Record of Formative Assessment in Mathematics

Name of Student: Juan dela Cruz

Grade: 3
Subject: Math

Learning Exercise1 Percent Exercise 2 Percent Exercise 3 Percent

Competency correct (10 items) correct correct
(10 items) (10 items)

Multiplies 2 20% 4 40% 7 70%

two- digit by
one digit
numbers
Multiplies 3 30% 3 30% 8 80%
one-to-two-
digit
numbers by
1000.

Multiplies 2 20% 5 50% 8 80%

three
one-digit
numbers
using
the
associative
property of
multiplication

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 Multiplies 3 30% 6 60% 9 90%
two-to three-
digit
numbers
by one-digit
numbers
without or
with
regrouping

Multiplies 1 10% 6 60% 9

two to 90%
three-digit
numbers by
multiples of
10 and 100.

Guidelines in Giving Qualitative Feedback

1. The contents of the feedback are based and within the confines of the criteria.
2. The feedback should inform the students on what to do to become better in their performance or
behavior. The recommendation can be:
o a suggested procedure
o how to correct the errors
o the kind of thinking required to get the answer
o where to locate the answer
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo and resubmit the task.
5. Detail the feedback if the learner needs more information.
6. The feedback can be short if the learner knows what to do.
7. Feedback can come in the form of verbal cues and gestures so that the learner is not disrupted
while performing.

WEEK 17
Why is feedback a powerful means to help learners improve?

Feedback is a powerful means of helping the learners improve their academic performance.
Feedback is a specific means that allows the learners to determine which part of their performance
needs improvement. Feedback provides specific information to learners on what they need to do to
revise or redo their task in a way. The content of feedback can be:
• The part of the answer or response that needs to be corrected
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 • The specific strategy to be used to perform the task
• The suggested procedure that needs to be undertaken by the learner
• A direction to the learner where to find the answer
• A challenge to the learner to think about the appropriate response
• A clarification on some misconceptions of the learner
Feedback is given every time students perform a task whether it is a paper- and-pencil test or
performance task. Feedback is provided either during or after the performance.
1. Feedback during performance. Feedback during performance can be verbal or nonverbal. Verbal
feedback can be written in a big signage (like a poster or a handy white board) visible to the learner.
This is possible to do when a performance cannot be stopped like when one is currently dancing or
singing. The teacher can also provide feedback in segments of the performance where the learner can
pause like when performing drama or doing some presentations. The feedback during performance is
useful to immediately correct the performance to avoid further mistakes.
2. Feedback after performance. Feedback can also be given after the performance of the task. This
is appropriate when learners are provided another opportunity to revise and show again the
performance. This is applicable for writing essays and compositions where students submit the
completed work before a full feedback is provided. Students in these tasks have the opportunity to
rewrite their work and resubmit for another round of feedback.
To make feedback a powerful means to help learners improve, the following can be considered:
a. Feedback needs to be specific and concrete. The following are illustrations of general and specific
feedback.
General Feedback Specific Feedback

The essay is good. You started the paragraph in your essay with a
topic sentence and supporting sentences were
Note: Saying that the essay is good does
provided after. This helped strengthen the point
not provide to the learner which part was
you want to make.
good. The learner might think that the
essay is good in all aspects. Note: This feedback is specific in saying why
the feedback is good based on the structure of
the sentences in the paragraph.
The painting needs improvement. I can't Perhaps you may want to use other colors in
see any object! your painting so that we can distinguish the
objects.
Note: This is broad feedback because it
does not say what specific part needs to be Note: This feedback is specific in giving a
improved. recommendation on what can be done about
the painting.

b. Feedback needs to be based on the agreed criteria. The criteria serve as a guide to provide
feedback on the work. For example, the criteria in writing a technical paper are as follows:
• The parts are organized according to the guide questions.
• The ideas are well understood by the reader.
• The information included are accurate.
• More than 5 references are used.

Feedback NOT based on Criteria Feedback based on Criteria

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 There are several grammatical errors in the Check again the idea conveyed by author
paper. in the journal because there are
discrepancies on page 3 (pertaining to the
criteria on accuracy of information)

Add one more reference to support further

your claim on the benefits of using organic
The heading needs to be in bold font.
fertilizers on page 5 (pertaining to the
criteria on references)

3. Feedback should provide recommendations or suggestions on how to feedback.

Bad Feedback Good Feedback

I cannot hear your voice. Make your voice louder.

Why are you looking at the ceiling while Look at your classmates when you speak in
speaking? front.

.
What are the different forms of feedback?
There are three areas to focus when giving feedback. These areas are feedback on the product or
performance, on the procedure or process performed, and on the strategy in improving the work.
1. Focus on the product or performance. This kind of feedback describes how well the performance
was done. Examples of such feedback are:
"All the parts of the paper are complete." "You have used up-to-date references in your paper"
"Include a definition of the term based on the main author."
"Rephrase the findings stated by the author on page 25."
2. Focus on the procedure. This kind of feedback focuses on the step-by-step process that needs to
be done by the learner.
"Follow the guidelines stated in the workbook in conducting the experiment to get accurate results."
"Try a different procedure in solving the problem."
"Use more adjectives to describe the main character in your story"
3. Focus on the strategy to improve the work. Strategies refer to the different cognitive and
metacognitive actions that the learner needs to think about in order to arrive at a better work or
performance.
“Given the criteria on delivering a speech, which parts did you achieve well and provide evidence."
“Use a different method to check if your answers are correct.”

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“Compare your work with the model, which parts are different? How can you improve these parts
further?"
How to use portfolios to help learners improve?
One of the important roles of the teacher is to communicate the progress of the learners based on the
learning targets. Progress of the learner is better communicated if there is a good documentation of
their formative assessment. The works that learners have produced can be collected and compiled in
a portfolio. This is a visual representation on what the learners have achieved from their initial work to
their improved work. For example, their essay in an English class is collected from the first draft to the
revised draft. This progress is communicated when the teacher creates an opportunity to sit beside
each learner to show progress in learning as evidenced in the portfolio. The following are some tips in
making portfolios a powerful vehicle in communicating learning progress and areas needing
improvement.
1. Schedule a time slot to sit beside each child to show progress in learning. The teacher may focus on
the first work to the present work for one learning target at a time (one objective). The teacher may
need about 5 minutes with each learner to show evidences of attainment of each learning target.
2. Let the learners reflect on each entry in the portfolio. This can be guided when the teacher starts to
ask questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another. Ask questions for
the learners to describe and compare their previous work with their present work by pointing at the
differences, things that are present and missing among the entries, and the changes that happened
from one entry to another.
4. Ask the learners to reflect on the other areas that need to be continued and improved for the
succeeding work. Make the learners commit to their future plan of strategy when engaging on the
same task. Help the learners focus on making specific and achievable plans.
5. End the conversation with the learners with an encouragement and a belief that they can improve
and are capable of mastering the task.
How to organize meeting with parents?
Assessment results are also communicated to parents. The parents are partners in the child's
learning, and information about the academic standing of their child should be communicated with
them. They are needed to provide further support in their learning. Assessment results are
communicated through the process of parent and teacher conferences. The school usually sets
schedule and guidelines for teachers to confer with parents. These guidelines are communicated
during the parents’ orientation at the beginning of the school year. The following are guidelines that
can be followed in conducting parent and teacher conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to happen.
2. Greet the parents in a positive tone. Express how you care about their child that is why you set a
meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents' concerns, you may want to restate or clarify their ideas, report relevant
incidents, or ask further questions.
5. When reporting assessment results, avoid judging on the ability of the child. Focus on the
performance based on the criteria. Prepare evidence of the performance and show the parents how
rating was done. Describe the performance based on the rubric.
6. When describing the performance of the child, use words that are understandable to the parents.
Avoid too technical terms. If technical terms cannot be avoided, explain the terms to the parents.

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7. Commit to the parents a course of action that you can realistically do but do not guarantee a result.
Some course of action would be to verify an incident further, check documents, and to try to ask the
child again.

WEEK 18 FINAL EXAM

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