MODULE 1

No. ANSWE 41 B 83 A 125 D

R 42 A 84 B 126 D
1 B 43 B 85 B 127 A
2 C 44 C 86 B 128 A
3 B 45 C 87 C 129 B
4 D 46 A 88 A 130 C
5 D 47 A 89 D 131 A
6 D 48 C 90 D 132 A
7 A 49 C 91 C 133 B
8 C 50 D 92 D 134 C
9 C 51 B 93 D 135 C
10 B 52 D 94 B 136 C
11 B 53 C 95 B 137 D
12 C 54 C 96 B 138 A
13 B 55 A 97 A 139 D
14 B 56 B 98 A 140 B
15 A 57 A 99 C 141 A
16 A 58 D 100 D 142 B
17 A 59 C 101 A 143 B
18 C 60 C 102 A 144 B
19 B 61 D 103 A 145 C
20 C 62 A 104 D 146 C
21 A 63 B 105 C 147 C
22 B 64 A 106 A 148 B
23 D 65 C 107 A 149 A
24 B 66 D 108 A 150 A
25 A 67 D 109 A 151 C
26 A 68 B 110 A 152 A
27 D 69 A 111 B 153 B
28 B 70 A 112 D 154 A
29 C 71 C 113 B 155 B
30 A 72 B 114 D 156 A
31 B 73 D 115 A 157 B
32 D 74 A 116 A 158 D
33 B 75 A 117 B 159 A
34 A 76 B 118 D 160 A
35 D 77 D 119 B 161 B
36 B 78 C 120 A 162 A
37 D 79 A 121 A 163 D
38 B 80 B 122 A 164 B
39 C 81 C 123 D 165 A
40 B 82 D 124 D 166 C
167 B 200 A 233 D 266 D
168 A 201 B 234 B 267 C
169 B 202 C 235 C 268 D
170 A 203 A 236 D 269 D
171 B 204 A 237 A 270 D
172 C 205 B 238 D 271 A
173 C 206 D 239 C 272 A
174 A 207 C 240 A 273 C
175 D 208 B 241 C 274 B
176 B 209 B 242 D 275 C
177 C 210 D 243 B 276 B
178 C 211 A 244 C 277 C
179 C 212 C 245 B 278 C
180 D 213 D 246 B 279 C
181 D 214 D 247 B 280 D
182 A 215 C 248 D 281 A
183 B 216 B 249 D 282 C
184 D 217 B 250 A 283 A
185 C 218 A 251 C 284 A
186 A 219 B 252 A 285 B
187 A 220 A 253 C 286 B
188 B 221 C 254 D 287 C
189 B 222 C 255 D 288 D
190 B 223 D 256 D 289 A
191 D 224 C 257 C 290 C
192 C 225 A 258 A
193 B 226 A 259 C
194 A 227 C 260 B
195 B 228 D 261 C
196 C 229 B 262 B
197 C 230 C 263 B
198 C 231 A 264 B
199 D 232 C 265 C
 MODULE 5

Learning Content Research Part 1

1. Basic Concepts: Educational Measurement: Assessment: Evaluation of

Learning & Programs.
Basic Concepts – This course provides an overview of philosophical and
sociological viewpoints on basic human nature, knowledge, and learning
assumptions.
 Educational Measurement: Educational measuring is the use of
educational exams and the analysis of data from those examinations,
such as scores, to infer students’ abilities and proficiencies.
 Assessment: The term assessment is used in education to describe a
wide range of methods and technologies that educators use to
evaluate, measure, and document students’ academic preparedness,
learning progress, skill acquisition, and educational needs.
 Evaluation of Learning & Program: The steps conducted to assess
the achievement of learning and other results are referred to as the
evaluation process. Change and evolution, or process evaluation is
carried out. The outcome, or summative evaluation, occurs at the
conclusion of a learning activity or program.

2. Types of Measurement, indicator, variables & factors.

Types of Measurement
Educational Measurements – refers to the use of educational exams and the
analysis of data from those exams, such as scores, to infer students’ abilities
and proficiencies.
 Indicators: Educational indicators are data that indicate fundamental
qualities of education and can be used to evaluate and monitor
schools, teachers, programs, and students.
  Variables: A measurement variable is an unidentified attribute that
measures a specific entity and can have one or more values. It is
frequently used in scientific research. In statistics, unlike in
mathematics, measurement variables can have both quantitative and
qualitative values.
 Factors: Measurement mistakes can be caused by a variety of
circumstances, including the student’s mental state, the testing
environment, and the test presentation.

3. Various roles of assessment

Roles of Assessment – It is closely connected to the curriculum and
instruction. Assessment plays a crucial role in influencing instruction, guiding
students’ next actions, and assessing progress and success as teachers and
students work toward achieving curriculum outcomes.
Assessment is a process that includes four basic components:
 Tracking progress over time.
 Giving motivation to students to study
 Analyzing and evaluating instructional approaches.
 Assessing the pupils’ talents in relation to the rest of the class.

4. Clarity of Learning Targets

Learning targets guide teachers and students in determining
what they should teach and learn. Teachers use learning targets to
determine what type of behavior to look for as students demonstrate
their level of knowledge and proficiency.
Clarity of Learning Targets -refers to the objectives that are clearly
specified and achievable can an assessment be rendered precise,
accurate, and dependable. For this purpose, we regard knowledge,
reasoning, skills, and impacts as learning targets.
a. Cognitive Targets Knowledge – The mental processes or types of
thinking that support reading comprehension are referred to as
“cognitive targets.” The assessment questions examine three cognitive
aims for both literary and informational texts, according to the
framework.
Cognitive Domain – The cognitive domain, according to Bloom
(1956), consists of “knowledge and the development of intellectual
capabilities,” which includes memorizing or identifying specific facts,
procedural patterns, and concepts that aid in the development of
cognitive talents and skills.
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis (create & build)
 Evaluation
b. Skills/Competencies/Abilities Target – A competency is defined as
the ability to perform something competently, whereas a skill is defined
as a talent or the ability to do something proficiently.
Abilities, Categorized into:
 Cognitive
 Psychomotor; and
 Affective Abilities
Competency consist of 3 parameters
 Knowledge (K)
 Skill (S)
 Abilities (A)
Knowledge : Mastery of facts and a wide range of information in the
relevant area.
Skills : Being proficient and expert in the given area.
 Abilities: Demonstrated ability to apply knowledge and skills when
necessary.
c. Products/Outputs/Projects Targets – The physical and concrete
evidence of a student’s abilities is products, outputs, and projects. A
defined goal for products and projects must describe the level of
craftsmanship of such projects, such as expert, skilled, or novice
outputs.

5. Learning Domains
Learning can be divided into three types: cognitive, affective, and
psychomotor learning. Multiple degrees of learning exist within each subject,
progressing from more basic learning to more sophisticated, deeper-level
learning.

Cognitive Domain – The cognitive domain is concerned with the acquisition,

processing, and application of knowledge. It is the sphere of “thinking.”

Affective Domain – It’s the sphere of “valuing”, our views, beliefs, and feelings
are all part of the affective domain.

Psychomotor Domain – Physical or physical abilities are dealt with in the

psychomotor area. It’s the sphere of “doing.”

6. Bloom’s Taxonomy of cognitive objectives

Bloom’s taxonomy is composed of three hierarchical models for
categorizing educational learning objectives according to their complexity and
specificity. The three lists include the following: cognitive, affective and sensory
learning objectives.
Blooms Taxonomy assist in different ways:
1. Instructors to communicate in a shared language;
2. Assists in the synchronization of learning objectives, activities, and
assessments; and
 3. Expands educational options to provide courses and curriculum more range
and depth.

7. Appropriateness of Assessment Methods

Appropriateness of Assessment evaluates whether or not an assessment
tool is appropriate for the sort of learning target.

1. Written Response Instruments – includes different objective assessments

like essays, exams, and (multiple-choice, true or false, matching type, or short
answer test).
Examples:
 Objectives Test – suitable for a variety of instructional purposes at
various levels of the hierarchy
 Essay – can assess students’ mastery of higher-order thinking skills,
notably in the areas of applications, observation, interpretation, and
assessment.
2. Product Rating Scales – These scales are used to grade educational items
such as book reports, maps, charts, diagrams, notebooks, essays, and other
creative endeavors.
Examples:
 Classic Handwriting – Pupil prototype handwriting samples are moved
up the scale till the quality of the sample is closest to the prototype
handwriting sample.
3. Performance Test – A performance checklist, for example, is a set of
actions that make up a specific type of performance. It’s used to see if
someone responds to a task in a certain way.
Examples:
Problem Behavior Checklist for Solving a Math Problem.
 Identifies the data that has been provided.
 Determine the question that has been posed.
 Replace the unknown with a variable.
  Write the equation down.
 Algebraic expressions are performed.
 Obtain the solution
 It makes sense to double-check the answers.
4. Questioning – A successful evaluation approach where the objectives are
as follows:
 to the pupils’ prior learning; and
 to assess the student’s ability to express themselves verbally in a
coherent manner
5. Observation and Self Reports – When used in combination with oral
questions and an oral test, these are helpful supplemental evaluation
approaches.

8. Properties of Assessment Methods

The teacher’s evaluation and judgments on the student are dependent on
the information he collects using these instruments, so the quality of the evaluation
tool and process used in education is necessary.
 Validity of Test – The degree to which the interpretation and use of an
assessment result can be supported by evidence is referred to as
validity.
 Reliability of Test – This refers to the degree of consistency and
accuracy of assessment outcomes; that is, the extent to which the
evaluation will provide the same achievement of students of equivalent
skill at different times or locations, regardless of the professor
performing the assessment.
 Fairness of Assessment – It refers to how the teacher perceives the
learner’s needs and traits, as well as any reasonable adaptations that
must be made to accommodate them. An assessment should, in theory,
not discriminate between students except on the basis of the ability
being measured.
  Practicality & Efficiency of Assessment – The evaluation must be
familiar to the teachers. They must be aware of their own skills and
weaknesses in order to effectively understand the responses of
students.
 Ethics in Assessment – Integrating ethics into assessment entails
making decisions in ways that are appropriate for a certain learning
setting or context.

9. Types of Tests
Different Kinds of Test can be used to evaluate the development of children
with different learning styles.
 True or False Type Test – Students are asked to identify whether
statements are true or false in true-false tests. To be true, every part of a
claim must be true. In general, true-false tests evaluate your knowledge
of facts. True-false exams necessitate the same general study skills and
best practices as other types of exams.
 Matching Type Test – Learners can connect a word, sentence, or
phrase in one column to a related word, sentence, or phrase in another
column using the matching type test item format. The elements in the first
column are referred to as premises, while the responses in the second
column are referred to as responses.
 Supply Type Test – The student must respond in the form of a word,
sentence, or paragraph to supply-type test items. For the supply-type
item, the learner must organize their knowledge. It necessitates the
ability to explain oneself and is thus useful in determining a learner’s
overall comprehension of a subject.
 Multiple Choice Test – Typically, multiple-choice tests begin with a set
of questions to which you must respond by selecting the best option from
a list of possibilities. Multiple-choice examinations are used to evaluate
your knowledge, comprehension, and ability to apply what you’ve learned
(application).
  Short Answer Test – In the same way that essay questions demand
only a few words or sentences to answer, short-answer questions or
phrases do the same. They evaluate fundamental data, which is usually
accurate. When answering short-answer questions, it’s important to pay
attention to the directive words in each item.
 Essay Test – An essay test is a type of evaluation that challenges pupils
to design, organize, and write an original piece in response to a topic or
stimulus.

10. Measures of Central Position

When utilized correctly, the mode, median, and mean are measures of
central tendency that provide useful information to teachers. In certain cases,
each statistic is a good indicator of central tendency, whereas in others, it is a
negative function.
 Mean – The arithmetic average score, or the amount derived by
multiplying all of the individual scores by the number of learners, is called
the mean.
 Median – The median reflects the “middle” students’ scores, with half
scoring higher and half scoring lower, but it does not show the most
common test results.
 Mode – the total number of values divided by the sum of all the values.

11. Measures of Variability

A single value that describes the range of scores in a distribution.
Depression or variability are other terms for variation. The two ways for
describing the variation of scores are absolute and relative measures of variation.
 Fractiles – The cutoff point for a specific fraction of a sample is called a
fractile. If you already know your distribution, the fractile is simply the
point at which the distribution reaches a specific probability.
 Quartile Deviation – Half of the difference between the upper and lower
quartiles is the quartile deviation, which may be calculated numerically.
  Mean Absolute Deviation – The mean absolute deviation (MAD) of a
data set is the average distance between each data item and the mean.
The mean absolute deviation is a measure of variation in a data set. The
mean absolute deviation indicates how “scattered” a data set’s values
are.
 Standard Deviation & Variance – The standard deviation, which
quantifies how far a collection of data deviates from the mean, is
calculated using the square root of the variance. The variance is a metric
that measures how far each data point differs from the mean (the
average of all data points).

12. Grading System

The major goal of the grading system is to educate learners and educators
about their students’ performance in various courses and fields of study so that
they can work on their deficiencies and obtain good results.
 Norm-referenced Grading System – A pre-determined formula
determines the percentage or ratio of children in a complete class who
will be assigned each grade or mark in a norm-referenced grading
system. As a result, the percentage of students who will pass or fail a
certain course can be predicted ahead of time.
 Criterion-referenced Grading System – Rather than comparing one
student to another, criterion-referenced grades are produced by
comparing a student’s performance to a standard. This involves
comparing a student’s current performance to his or her performance the
day before.
 Alternative Grading System – Alternative grading systems or non-
graded evaluations do not award numeric or letter grades. This technique
is often justified by the assumption that grades inject an unnecessary and
distracting element of competition into the learning process.
  Cumulative & Averaging Grading System – The cumulative GPA
(grade point average) is the sum of a student’s grades earned over the
course of a semester or term’s examinations.

LEARNING CONTENT TO RESEARCH PART 2

21st Century Assessment

1. Characteristics of 21st Century Assessment
The 21’st Century Assessment is a process during instruction, or a method used
by teachers and students to provide feedback in order to change current teaching
and learning in order to improve students' accomplishment of intended
instructional goals.
 Responsive - Is a method of assessing academic performance. It is an
evaluation that shifts the focus away from the routine use of
standardized assessment measures and toward a deeper
comprehension of learners' significant educational needs.
 Flexible - Flexible assessment encourages students to take an active
role in their own education. It's about learners making educated
decisions regarding the manner and shape of their performance, which
reflects how effectively they've learnt and can apply that knowledge in a
number of situations.
 Integrated - Is an interdisciplinary approach to evaluation that involves
combining, analyzing, and disseminating evidence from several
scientific fields to policymakers in such a way that the full cause–effect
chain of a problem may be assessed from a comprehensive viewpoint.
 Informative - The Informative Assessment allows teachers to create
exams using item sets that are created and implemented to mirror the
End-of-Course Assessments.
 Multiple Methods - In this assessment, Concrete materials are
frequently used. Models, scientific pictures and diagrams, experiments,
and other contextualized presentations could all be included. Projects
 — students research real-world problems and solve them via
exploration and experimentation.
 Communicated - is a comprehensive examination of a student's
communication abilities. It comprises a variety of exams and language
comprehension tasks to assess the person's written and vocal
communication skills.
 Technically Sound - It should be exact and technically sound, such
that its application is consistent with its administration and its
interpretation and assessment are fair.
 Systemic - Students' higher-order thinking skills are assessed,
including their ability to analyze, synthesize, and evaluate information,
as well as their capacity to integrate concepts.

2. Instructional Decisions in Assessment

Students’ educational needs are determined by instructional evaluations.
This is a general education project that focuses on instruction by using data from
previous instruction to guide future educational decisions.
People have some presumptions about all teachers’ rudimentary abilities.
Many of these expectations are based on their experience in making instructional
decisions:
 What criteria they use to determine what material and procedures to
teach;
 What they do to prepare and delivery course material; and
 How they select successful instructional delivering techniques.

2.1 Decision-making at different phases of teaching-learning phases

Teaching is a difficult task. To complete this assignment, we’ll need to
plan ahead of time. Steps must be taken during teaching. The phases of
teaching refer to the several steps that make up the process. Each phase
has some teaching procedures that set the stage for learning. The
teaching process can be broken down into three steps or phases.
 Teaching process can be divided into three phases/stages.
1. Pre-active phase – refers to organizing
2. Interactive phase – refers to the way things are done and
managed.
3. Post-active phase – refers to the process of following up and
consolidating.

2.2 Assessment in Classroom Instruction

Classroom assessment is both a teaching method and a set of
strategies. The notion is that the more you understand about what pupils
learn and how they learn, the better you can structure your lessons with
learning activities. The tactics are mostly simple, non-graded,
anonymous in-class assignments that give you and your students
valuable feedback on the teaching-learning process.
Classroom assessment is generally divided into three types:
1. Assessment for learning – During the learning and teaching
process, it’s evaluating a student’s comprehension and mastery of a
skill or lesson.
2. Assessment of learning – Occurs when teachers evaluate student
performance against goals and standards based on evidence of
student learning (summative assessment)
3. Assessment as learning – When pupils act as their own
evaluators, they learn more effectively. Learners keep track of their
own progress, discuss issues, and employ a variety of tactics to
figure out what they know and can do, as well as how to apply
evaluation data to new knowledge.

2.3 Types of Educational Decision

1. Instructional – Individual classroom teachers typically make this
decision as needed to accomplish the targets or objectives set during
 classroom participation. The results of a test given to the class are used
to make decisions.
2. Grading – The majority of the time, it is based on tests created by the
teacher. Students receive grades based on a variety of variables,
including evaluation.
3. Diagnostic – It’s designed to figure out a student’s strengths and
shortcomings, as well as the explanation or reasons for them.
4. Selection – It entails approving or rejecting an individual for entrance or
qualifying to a program or school activity based on assessment
outcomes.
5. Placement – It is created once a student has been accepted into school.
It entails identifying learners who require remediation or who may be
suggested for the school’s summer program.
6. Guidance and Counseling – It uses test data to support individuals in
developing personal career decisions and to help them understand their
capabilities and weaknesses through standardized examinations.
7. Program or Curriculum – It is created at a level higher than that of the
instructors, such as divisional, regional, or national. Evaluation and
auditing quality can be used to make informed choices such as whether
to continue, discontinue, change, or substitute a course or program that
is presently in use.
8. Administrative – It entails analyzing the implications of an evaluation on
resources, particularly financial considerations, in order to enhance
student progress.

3. Outcome-Based Assessment:
Outcome-Based Assessment – is a method of assessing a student’s
understanding and skills in order to improve teaching and learning. The goal is to
provide a relevant and meaningful learning experience for students. It is the
practice of obtaining evidence on learning based on the number of learning
 outcomes attained rather than the number of marks on various assessment
activities.
 Standardized tests, written tests, performance assessments, projects,
and portfolios are examples of outcome assessment measures.

3.1 Student Learning Outcome:

A Student Learning Objective is an evaluation technique that allows an
educator to evaluate their impact on student progress as assessed by a
specific academic or elective objective.
3.2 Sources of Expected Student Learning Outcomes:
- are described using phrases such as evaluation, marking, grading,
assessments, and graduation. A curriculum is made up of several learning
outcomes that might be particular or broad in nature.
3.3 Characteristics of Good Learning Outcome
In general, good learning outcomes are learner-centered and contain very
explicit assertions about what the learner should be able to perform once
the module or program is completed. The best way to describe them is with
verbs that clearly articulate the expectations.
These are the characteristics of Good Learning Outcome:
 Are very specific, and use active language
 Are focused on the Learner
 Are realistic, not aspirational
 Focus on the application and integration of acquired knowledge and
skills
 Indicate useful modes of assessment
 Offer a timeline for completion of the desired learning

Types of Assessment
1. Traditional and Authentic Assessment
 Traditional Assessment – refers to methods of evaluation that
typically result in a written document, such as quizzes or exams.
 Standardization exams, most state accomplishment assessments, and
the high school graduation examination are examples of traditional
evaluation.
 Authentic Assessment – Authentic evaluation demands the
examinee displaying certain skills and competencies, i.e., making use
of their acquired talents and information.

4.1 Traditional as Direct and Indirect Measure

 Traditional as Direct - Direct assessment involves examining actual
samples of student work produced in our programs.
 Traditional as Indirect – The practice of obtaining information without
looking at actual examples of student work is known as indirect
evaluation.

4.2 Authentic as Direct Realistic Performance Based Activity – Through

authentic evaluation, students apply their newly acquired skills to a new
situation or context. Assessments are authentic if they are realistic, require
judgment and creativity, and assess students’ ability to use their knowledge and
abilities to successfully complete a task.

2. Formative Evaluation and Summative Evaluation

 Formative Evaluation - To monitor the learning process, formative
evaluation is utilized during the teaching-learning process.
 Summative Evaluation – The purpose of formative evaluation is to
enable the development of students. The goal of this assessment is
to increase student learning and educator instruction.

5.1 Formative as Measure of Teaching / Learning Effectiveness

 Formative as Measure of Teaching – On a daily, continuing
process, formative evaluations can be utilized to measure student
growth. These tests reveal how and what students learn all
 throughout the course, and they’re frequently used to guide future
teaching and learning activities.
 Formative as Learning Effectiveness – Formative Assessment In
an ideal world, formative assessment techniques would help
teachers and students learn more effectively. Instructors can help
students become better learners by encouraging them to assess their
own talents and retention of knowledge, as well as offer clear
instructions and feedback.

5.2 Summative as Measure of Learning at the End of Instruction –

Summative evaluation compares student learning to a standard or benchmark
at the end of a unit of instruction to assess student learning. Summative
assessments are often high-stakes, meaning they carry a high point value.

3. Norm and Criterion-Referenced Assessment

 Norm Assessment – A standardized test that compares pupils’
performance to one another is known as a norm-referenced
evaluation.
 Criterion- Referenced Assessment – Instructor evaluations of a
student’s performance on an assessment task are based on pre-
determined standards and criteria that are made available to
students at the time the assignment is provided.

6.1 Norm-Referenced as a Survey Testing

Norm-Referenced as surveys compare test takers’ scores to those of a
statistically selected group of test takers, frequently of the same age or
grade level, who have already taken the exam to see if they performed
better or worse than a hypothetical average student.

6.2 Criterion-Referenced as Mastery Testing

 A survey that compares a student’s academic accomplishment to a set of
criteria or standards is known as a criterion-referenced assessment. This
standard or criteria is determined before the students begin the test.

4. Contextualized and Decontextualized Assessment

 Contextualized Assessment – A contextualized assessment is one
in which the literacy or numeracy content is meaningful to your
students because it is connected to the setting in which you are
instructing.
 Decontextualized Assessment – Written tests and term papers that
are suitable for measuring declarative information but do not
necessarily have a direct connection to a real-life setting are
examples of decontextualized assessment. It emphasizes declarative
and/or procedural knowledge in contrived scenarios that are removed
from the real-world work environment.

7.1 Contextualized as Measure of Functioning Knowledge

The focus of contextualized assessment is on students’ construction of
functional knowledge and their success in applying information in the real-
world setting of the academic area. Learning objectives are reflected in
assessment tasks. It employs authentically designed performance-based
tasks.

7.2 Decontextualized as Assessment of Artificial Situation

Declarative and/or procedural knowledge in simulated conditions removed
from the real-world workplace. Decontextualized assessment has been
overstated in practice compared to declarative knowledge’s importance in the
curriculum.

5. Analytic and Holistic Assessment

  Analytic Assessment – An analytical assessment evaluates a
variety of aspects of a student’s writing performance, including
mechanics, grammar, style, organization, and voice. On the other
hand, a holistic assessment is one that takes into account all of the
criteria at the same time.
 Holistic Assessment – The process of gathering information and
providing feedback from a variety of sources in order to assist and
steer learning is known as holistic evaluation. It focuses on improving
the assessment system’s quality and balance in order to help
students make better decisions and learn more effectively.

8.1 Analytic as Specific Approach

A way of assessing and monitoring students’ reading progress that
acknowledges, respects, and values the students’ talents.

8.2 Holistic as Global Approach

A holistic as Global Approach is a method of measuring a student’s learning
outcome in a comprehensive manner. The achievement of a student’s learning
result is ensured through effective teaching that matches the students’
personal capacities.

Nature of Performance-Based Assessment (PBA)

1. Meaning and Characteristics
 Performance-Based Assessment – Testing that asks students to develop
responses based on their knowledge and skills is known as performance-based
assessment.
 Performance-based evaluation - entails listening to, observing, and conversing
with students while they complete these tasks. It is a constant process that
assists teachers in determining a student’s reasoning and thinking abilities.
Teachers might adapt their teaching approaches in response to student
achievement.
9.1 PBA as Defined by Authorities – Performance-based learning is
employed at every level of education, from elementary school to high
school and beyond. Performance-based learning can be used alongside
traditional education in a balanced context.
9.2 Features of PBA
1. Clear Targets
 Provide detailed descriptions of the precise achievement goals that will
be evaluated.
 One or more of the four achievement expectations should be
measured.
 Ascertain that assessors are aware of and comprehend what they are
evaluating.

2. Focused Purpose
 Clarify how the assessment results will be used.
 Determine who will benefit from the assessment as a source of data:
instructors, curriculum developers, and policymakers.

3. Proper Method
 Use a method of evaluation that is appropriate for the assessment’s
goals (such as essays, direct communication, selected response or
extended investigations).

4. Sound Sampling
 Can provide random group of all the possible questions.
 Produce high-quality results with the least amount of time and effort.
 Make confident assumptions about how the respondent would have
performed if they had been given all possible exercises.
 5. Accurate assessment free of bias and distortion
 Sources of inference and mistake that may have influenced the
concept and implementation of the assessment.
 Anticipate sources of bias that may cause results to be ambiguous.

2. Types of Performance Task

10.1. Solving a Problem – Problem solving is the process of
characterizing a problem, determining the source of the problem,
identifying, prioritizing, and selecting potential alternatives for a
solution, and putting that solution into action.

10.2. Completing an Inquiry – Creating questions, making observations,

performing research to see what information has already been
recorded, creating experimental methodologies, devising data
collection equipment, and collecting, analyzing, and interpreting
data are all part of the inquiry learning process.

10.3. Determining Position – We send out a message about what we

want learners to do whether we are standing, seated, or squatting in
front of, to the side of, or behind them. Our decision will be based
on the goal of the current action. There are moments when we want
to be the center of attention for all of our students, other times when
we want to address groups, pairs, or individuals in the class, and
still other times when we want to be completely unobtrusive. As a
result, we will take various stances.
 Standing, sitting or crouching
 Interaction patterns
 Common problems with positioning
 Conclusion
10.4. Demonstrations – Creating or changing a course or program
assignment based on the relevant learning outcomes, as well as
 constructing a rubric to determine how successfully students learn,
is all that is required to design a demonstration of student learning.

10.5. Developing Exhibits – A high-stakes presentation of mastery held

at the end of the school year or during graduation is known as an
exhibition. Despite the notion that exhibitions are summative
examinations, the process of planning one requires continuous
review, feedback, and revision.
10.6. Presentation Tasks – A task presentation is a classroom activity in
which the teacher tells students of “what they must do and how they
must do it.”

10.7. Capstone Performances - The capstone experience consists of a

series of activities aimed at “capturing, encapsulating, synthesizing,
and displaying learning.”

3. Strengths and Limitations

One of its strengths, we believe, is its high level of ecological validity. That is
exactly why we are taking action. One of its limitations is that it only provides
insight into that activity. The activities must be innovative but not totally new, as
previously stated. It must be really important to the client. It can’t be completely
unique and surprising. Obviously, the exercise will provide you with some data
that you can utilize in other situations. If someone takes the Complex Task
Performance Assessment, you might learn something about how they handle
their finances, but it isn’t what it was designed to reveal.
11.1. Advantages
Advantages Of Performance Assessment
 Recognize that children can express what they know and can do in
many different ways.
 Evaluate progress as well as performance.
 Evaluate the “whole child.”
  Involve children in the process of assessing their own growth.
11.2. Disadvantages
Disadvantages of Performance Assessment
 Can be very time consuming.
 Can possibly be costly.
 Relies heavily on student initiative and drive.
 Relies heavily on specific skill sets of students.
 Results can be subjective.

Designing Meaningful Performance-Based Assessment

1. Designing the Purpose of Assessment
Assessment design is a key part of unit design because it ensures that students’
progress toward their learning goals is revealed through formal and informal
assessment. The what, when, and how of assessment are all factors in
assessment design.

12.1. Learning Targets Used in Performance Assessment

The four categories of learning objectives are knowledge, reasoning,
skills, and products. They describe the mental processes that
students should learn in a certain subject. Students employ logic to
solve issues, draw conclusions, and make and defend decisions.

12.2. Process and Product-Oriented Performance-Based Assessment

 Process Assessment – A group of thorough examination of
processes against a set of criteria in order to establish their ability to
meet quality, cost, and schedule targets.
 Product-Oriented Performance-Based Assessment – A product-
oriented assessment is one in which the assessor looks at and rates
the finished product rather than the actual process of making it.

12.3. Authentic as Direct Realistic Performance-Based Activity

 Through authentic evaluation, students apply their newly acquired
skills to a new situation or context. Assessments are authentic if they
are realistic, require judgment and creativity, and assess students’
ability to use their knowledge and abilities to successfully complete a
task.

2. Identifying Performance Tasks

13.1. Suggestions for Constructing Performance Tasks
 Concentrate on learning goals that necessitate advanced cognitive abilities
and student performance.
 Choose or create assignments that represent both the knowledge and the
abilities that are critical to achieving essential learning goals.

3. Developing Scoring Schemes

14.1. Rubric as an Assessment Tool – is a type of evaluation that clearly
outlines achievement requirements for all parts of student work, including
written, oral, and visual work.
14.2. Types of Rubrics
 Analytic Rubrics – In the leftmost column, the criteria for a student
product are specified, and levels of performance are presented
across the top row, typically using numbers and/or descriptive
descriptors.
 Developmental Rubrics – conveys your expectation that all
students will attain the best level possible as they progress through
the curriculum.
 Holistic Rubrics – This allows you to evaluate students’ general
performance on an activity or test using a single scale with specified
achievement levels.
 Checklists – Teachers and Students can utilize tools to acquire
data and make judgment about what pupils know and can do in
relation to the outcomes.
 14.3. Rubric Development
A rubric is a scoring instrument that includes a list of criteria for
student work as well as quality ratings for each criterion.
Rubrics ensure that grading is consistent and equitable. -Rubrics
help students and faculty understand what is expected of them.
Rubrics can aid in the identification of areas for improvement.

Affective Learning Competencies

1. Importance of Affective Targets
The affective domain describes how humans react emotionally and their ability to
feel another living creature’s pain or joy. The majority of affective goals are
concerned with developing awareness and growth in attitudes, emotions, and
feelings.
When teachers are aware of their students’ emotional characteristics, they can
provide better targeted education and more successful learning experiences.
Students who can concentrate on both emotional and cognitive development are
more likely to succeed.

2. Affective Traits and Learning Targets

Affective Traits:
 Attitudes.
 Interests, opinions, preferences and motivations.
 Academic self-concept, locus of control and self-esteem.
 Emotional development.
 Social relationships and classroom environment.
 Altruism and moral development.
 Receiving.
 Responding.
 Valuing
 Organization
 Characterization

Learning Targets
Learning targets are defined goals expressed in student-friendly language that
describe what students will learn and be able to achieve by the end of a class,
unit, project, or even a course.
16.1. Attitude Targets – Attitudes towards subjects, teachers, other
students, homework, and other objects or people in a learning
environment all influence one another.

16.2. Value Targets – Safe living, world peace, independence, happiness,

public acceptance, and wisdom are all conditions and aspects of
oneself and the world one wishes to live in.

16.3. Motivation Targets – This implies that expectations, opinions about

their chances of achievement, and the importance of the outcome
all influence students’ motivation.

16.4. Academic Self-Concept Targets - People have a sense of self-

esteem, self-affirmation, and self-worth in each of these areas (self-
esteem).

16.5 Social Relationship Targets - Students will exhibit their ability to

communicate with others and compromise by discussing their
thoughts in a small group discussion. Students will demonstrate
their ability to negotiate with others and negotiate in good faith by
sharing their ideas in a small group discussion. Participating ideas
Supporting and accepting others’ ideas, taking turns criticizing
constructively.
 16.6. Classroom Environment Targets - Every classroom has a distinct
ambiance that can be felt at any moment. Others have a warm and
inviting atmosphere, while others have a calm and productive one.
As a result of the school environment, some students are happy
and pleased, while others are serious and stressed. Students react
differently depending on the teaching and learning environment,
with some expressing a warm and supportive setting and others
expressing a cold and hostile one.

3. Affective Domain of the Taxonomy of Educational Objectives – The affective

domain was initially published in 1965 as part of an approach for recognizing,
assessing, and addressing how people learn. Bloom’s Taxonomy’s classification
of educational objectives includes the cognitive domain, affective domain, and
psychomotor domain.
17.1. Receiving – It is the ability to detect or be sensitive to the presence
of specific ideas, materials, or occurrences, as well as the ability to
tolerate them.
17.2. Responding – Actively participate in the learning process, including
responding to a variety of different appearances. Response
conformance, reaction readiness, and response satisfaction are
examples of learning outcomes (motivation).
17.3. Valuing – It’s defined as the ability to assess the worth or value of
something, such as specific goods, phenomena, acts, or
knowledge, and to clearly explain that assessment, ranging from
basic acceptance to more complicated commitment. When a
student understands a set of values, his or her value views are
often expressed in clear and observable behaviors.
17.4. Organization – Assessing and categorizing values, resolving
disputes between them, and developing a distinctive value system
with a main focus on comparisons and relevant and integrated
values are all part of it.
 17.5. Characterization – It is defined as the establishment of a universal,
consistent, and predictable value system that directs learner
behavior. It’s also the most significant feature of students. The
educational objectives include personal, social, and behavioral
patterns that learners adapt to.

Development of Affective Assessment Tools

One of the prerequisites of the 21 st century teaching-learning concept is assessment of
the affective domain.

4. Methods of Assessing Targets

Different methodologies will be utilized depending on the learning outcome(s) to
be measured. Students use straightforward approaches to show that they have
achieved a learning result or goal. An indirect approach is used when students
(or others) report on how well they met a goal or achieved a desired result.
Different methodologies will be utilized depending on the learning outcome(s) to
be measured. Students use straightforward approaches to show that they have
achieved a learning result or goal. An indirect approach is used when students
(or others) report on how well they met a goal or achieved a desired result.
Types of Learning Targets:
 Knowledge Mastery
 Reasoning
 Skills
 Product/ Performance
 Disposition

18.1. Teacher Observation – Observing, learning, and reflecting in

another teacher’s class is referred to as observing, learning, and
reflecting in another teacher’s class. Teacher observation is the
systematic or casual observation of teaching in a classroom or other
learning environment.
 a. Self-Report – Teachers frequently utilize a tally sheet to keep
track of the occurrence of student behaviors, activities, or
remarks.

5. Utilizing the Different Methods or Combination of Methods in Assessing

Affect
Each of the three methods (observation, self-report, and peer ratings) has its own
set of advantages and disadvantages. When determining the approach or
methods to use, keep the following aspects in mind:

19.1. Type of Affect

 Observation: The easiest way to get a general reaction to
something or someone is to observe them. A self-report, on the
other hand, will provide more information if attitude components are
to be diagnosed. Peer rating can be used to support observation if
the goal is socially-oriented affect.
19.2. Grouped or Individual Responses
If you need grouped responses and tendencies, the selected
response self-report approach is ideal because it guarantees
anonymity and is simple to score.
19.3. Use of Information
If the purpose of the emotional evaluation is to use the results as a
grading tool, a variety of methods are required, as well as
awareness of the likelihood of fake results from self-report and peer
judgment.

6. Affective Assessment Tools

Attitudes, beliefs, and feelings are all included in the affective domain of conduct.
One’s worth is made up of a collection of attitudes, beliefs, and feelings. A variety
of assessment tools can be employed to determine the effect.
20.1. Checklists - The checklist's criteria are centered on the desired
outcome or goal. Checklists help students organize the tasks that
have been assigned to them into logically sequenced phases that
will lead to the successful completion of the project. Criterion
checklists can be used by teachers to focus on certain behaviors,
cognitive abilities, social skills, writing skills, speaking skills,
athletic skills, or any other outcomes that will be tested and
monitored in formative assessments. Checklists can be useful in
both individual and group situations.
20.2. Rating Scale - According to Nitko (2001), rating scales can be
used for teaching purposes and assessment.
Rating scales help students understand the learning
target/outcomes and to focus students’ attention to performance.
Completed rating scale gives specific feedback to students as far
as their strengths and weaknesses with respect to the targets to
which they are measured.
20.3. Likert Scale - The use of a Likert scale, which provides a list of
clearly favorable and unfavorable attitude statements, is another
easy and extensively used self-report method for assessing affect.
Each of the statements is followed with a question for the pupils to
react to.
20.4. Semantic Differential Scale - Variations of semantic differential
are another prominent method for assessing affective qualities.
These scales employ adjective pairs as anchors for opposite-in-
direction and intense sentiments or beliefs. Students would put a
check mark next to each pair of adjectives that reflect the qualities'
good and negative features.
Example: Traits/attitude toward Mathematics subject.
20.5. Sentence Completion – The benefit of employing the completion
sentence pattern is that it captures anything each pupil thinks of at
the time. However, there are certain drawbacks to this. One is
 students faking their responses in the hopes that the teacher will
notice their penmanship and, as a result, students will tend to give
answers that the teacher will like. Another option is scoring, which
takes longer and is more subjective than the other objective
methods.

Nature of Portfolio Assessment

Portfolio evaluation is a term with many various meanings, and it’s a method that can
be utilized for a variety of purposes. A portfolio is a collection of student work that can
be used to show a student’s efforts, growth, and achievements across the curriculum.

1. Purposes – Portfolios can help students take more ownership and responsibility
for their education. Students in certain institutions use portfolios to review and
evaluate their own work and academic success, often while deciding what to
include in their portfolios.
21.1. Why Use Portfolio? – Portfolio evaluation can be used by students
to reflect on their actual performance, reveal their weak and strong
domains, follow their progress throughout the learning process, and
motivate them to take care of their own learning.
21.2. Characteristics – A central part of portfolio evaluation is the
incorporation of data or evidence at numerous periods in time,
rather than merely as “before and after” measures. Rather than
merely showcasing the best work, the portfolio should include
samples of various levels of mastery. The user has selected at least
some of the items.

2. Types
22.1. Showcase – A showcase portfolio is a collection of items that
demonstrate a person’s level of expertise at a given time. The Law
Faculty’s Honors Program collaborates with Awards. They are
 given to students when they have given a particularly impressive
performance.
22.2. Documentation – The purpose of a documentation portfolio is to
highlight the growth and progress of student learning over time. It
frequently encompasses a variety of artifacts, ranging from
pondered ideas to early drafts to final outputs.
22.3. Process – A process portfolio is a compilation of student work that
serves as a record of a student’s progress from amateur to
mastery.
22.4. Product – A product portfolio is a compilation of all of a company’s
products and services. A thorough examination of this portfolio can
reveal the origins of the company’s sales and profits, as well as its
growth potential. The portfolio can be considered both a collection
of product lines and a collection of individual goods.
22.5. Standard-Based – All candidates for teacher education create an
electronic portfolio that documents their progress and performance
in each of the ten basic INTASC principles for starting teachers.
INTASC Standards in brief
1. Content
2. Learning
3. Diversity
4. Instruction
5. Learning Environment
6. Communication
7. Planning
8. Assessment
9. Reflection
10. Community
3. Elements
23.1. Parts and Designs
Parts:
  Portfolio Title Page
 Personal Profile
 Contents Checklist
 Unit Assessment Plan
 Unit Progress and Signoff Records
 Achievement Records
Designs:
 Present Your Work as a Case Study
 Carefully Curate Your Portfolio
 Showcase real-world work
 Less design exercises. More in-depth case studies.
 Talk about results
 Make your portfolio easy to navigate
 Do your research, and write sincerely
 Let your passion show
Grading and Reporting System
1. K to 12 Grading of Learning Outcome
According to the K–12 curriculum, the assessment process should include a
variety of traditional and authentic assessment tools and methodologies to
provide a valid, reliable, and realistic assessment of learning. Values, motivation,
attitude, behavioral inclinations, and interpersonal interactions are among the
cognitive and non-cognitive skills examined. Rather than just amassing
knowledge, it places a greater emphasis on evaluating understanding and skill
development. Traditional and authentic evaluations are not mutually exclusive;
rather, they complement one another.
2. The Effects of Grading on Students
This method has been shown to increase students’ desire to improve their
grades. Some academics believe that giving students more control over the
marking process will help them become more self-disciplined and motivated
students.
3. Building a Grading and Reporting System
The goal of a grading system is to provide instruction to students so that they can
take charge of their education, as well as to provide information to all those who
support these students, such as teachers, special educators, parents, and
others. The purpose of a reporting system is to inform students’ families, post-
secondary institutions, and employers about their achievements. Above all, these
systems must convey clear information regarding a student’s talents as well as
the areas in which they require extra instruction or practice.
26.1. Basis of Good Reporting – A grading and reporting system must
be precise, consistent, meaningful, and learning-friendly. Accurate: Grades
are assigned solely on the basis of achievement; factors such as
attendance, behavior, attitude, punctuality, and compliance are not
considered when determining a grade.
4. Major Purposes of Grading and Reporting
The goal of a grading system is to give children feedback so that they may take
charge of their learning, as well as to give information to all those who support
these pupils, such as instructors, special educators, parents, and others.
The following are the major purposes of grading and reporting:
 To communicate the achievement status of students to parents and
others
 To provide information that students can use for self-evaluation
 To select, identify or group students for certain educational paths or
programs
 To provide evidence of students’ lack of effort or inappropriate
responsibility
Below are possible sources of Grading and Reporting System
 Major Exams or Composition
 Class observation
 Class quizzes
 Oral Presentations
 Reports or projects
 Homework completion
 Homework quality
 Students’ Portfolios
  Exhibits of students’ work
 Laboratory projects
 Students’ notebook or journal
 Class participation
 Work habits and neatness
 Effort
 Attendance
 Punctuality of assignments
 Class behavior or attitude
 Progress made

5. Grading and Reporting Methods

The framework is used by a school to guide teachers in evaluating and grading
student work. The school’s mechanism for arranging assignment scores in
gradebooks (either online or on paper) and generating final grades for report
cards and transcripts is known as the reporting system.

6. Developing Effective Reporting System

The most important consideration when choosing the tools for a reporting system
is what goal or purposes it will serve. What we need to accomplish and why we
need to communicate this information
Three characteristics of communication must be examined when determining the
aim or purpose.
Critical Aspects in Determining Communication Purposes:
 What information or messages do we want to communicate?
 Who is the primary audience for that message?
 How would we like that information or message to be used?

7. Tools for Comprehensive Reporting System

The most popular reporting solutions among parents often combine classic and
more advanced reporting capabilities.
Tools that might be included in comprehensive reporting system:
 Report Cards
  Notes: Attached to Report Cards
 Standardized Assessment Report
 Phone Calls to Parents
 Weekly/Monthly Progress Report
 School Open-Houses
 Newsletter to Parents
 Personal Letter to Parents
 Evaluated Projects or Assignments
 Portfolios or Exhibits of Students’ Work
 Homework Assignments
 Homework Hotlines
 School Web Pages
 Parent-Teacher Conferences
 Student-Teacher Conferences
 Student- Led Conference

8. Guidelines for Better Practice

The following assertions serve as a guide on how to properly use grading and
reporting systems in order to improve the practice of grading and reporting
systems:
 Begin with a clear purpose statement.
 It provides precise and easy-to-understand learning explanations.
 To improve teaching and learning, use grading and reporting.

9. Planning and Implementing Parent-Teacher Conference

Parents’ Parent-Teacher Conference To-Do List:
 Plan ahead – Determine what you need to know.
 Make a list of questions – Review them and prioritize them.
 Identify goals – Find out what the teacher expects from your child and
why.
  Listen to the teacher – Focus on responses and be ready to follow up.
 Seek at-home strategies – Request tips on how to improve learning at
home.
 Plan regular updates – Set a schedule for regular feedback on your child’s
progress.
 Get answers – Review your original list of questions before you leave.

Statistics and Computer: Tools for Analyzing Assessment Data

6. Statistics
The statistical techniques used in conducting a study include planning, designing,
collecting data, analyzing, making pertinent interpretations, and publishing the
research findings.

7. Descriptive and Inferential Statistics

 Descriptive Statistics – Descriptive statistics, such as the mean, standard
deviation, and frequency of a variable, are used to describe or summarize the
characteristics of a sample or data set. Inferential statistics can help us
understand the overall characteristics of a data sample’s constituents.
 Inferential Statistics – The most common inferential statistics approaches
include hypothesis testing, confidence intervals, and regression analysis.
Surprisingly, these inferential methods can produce summary numbers that
are exactly the same as descriptive statistics like the mean and standard
deviation.

8. Statistical Tools for: Grouped and Individual Data

35.1. Measures of Central Tendency – A measure of central tendency (also
known as a central location measure) is a summary statistic that
attempts to summarize an entire set of data with a single value that
indicates the distribution’s middle or center.
35.2. Measures of Variability – The standard deviation, variance, and range
of scores are three popular measures of variability. The basic spread of
 scores is referred to as range, whereas the normal degree of spread
within the scores is referred to as variance and standard deviation.
35.3. Standard Scores – The standard score (also known as the z-score) is
a very useful statistic since it allows us to (a) calculate the probability of
a given score occurring within our normal distribution and (b) compare
two scores from different normal distributions.
35.4. Indicators of Relationship – These are statistical metrics that
demonstrate the existence of a link between two or more variables or
sets of data.

9. Computer: Aid in statistical computing and data presentation

Data collection and analysis tools are a collection of graphs, maps, and diagrams
used to collect, analyze, and show data for a wide range of applications and
industries. A variety of systems and procedures have been developed for use in
nearly every industry, from manufacturing and quality assurance to research
groups and data collection businesses.

MODULE 6
1. B 15. C
2. D
16. C
3. B
17. C
4. A
18. D
5. A
19. B
6. A
20. D
7. B
21. B
8. C
22. C
9. B
23. C
10. B
24. B
11. D
25. D
12. B
13. D 26. B
14. D 27. D
28. A 40. C
29. D 41. C
30. A 42. D
31. C 43. D
32. A 44. B
33. A 45. D
34. A 46. B
35. A 47. A
36. A 48. C
37. D 49. B
38. A 50. A
39. B

MODULE 7
1. A 15. A
2. C 16. A
3. A 17. A
4. A 18. B
5. B 19. A
6. B 20. A
7. 1,4,3,2 21. B
8. C 22. B
9. B 23. C
10. A 24. D
11. A 25. A
12. C 26. D
13. B 27. A
14. B 28. D
29. D 43. B
30. C 44. C
31. C 45. A
32. A 46. C
33. C 47. B
34. A 48. A
35. C 49. B
36. A 50. D
37. C 51. A
38. A 52. C
39. A 53. D
40. B 54. B
41. A 55. A
42. C

MODULE 8

MODULE 9
1. E 12. B
2. B 13. A
3. A 14. B
4. C 15. D
5. B 16. C
6. B 17. A
7. D 18. A
8. D 19. D
9. E 20. B
10. A 21. B
22. A
11. D
23. D 37. A
24. A 38. B
25. B 39. B
26. A 40. A
27. A 41. A
28. B 42. D
29. A 43. A
30. E 44. A
31. D 45. B
32. A 46. A
33. D 47. B
34. B 48. A
35. C 49. B
36. A 50. E

MODULE 10
1. B 15. A
2. A 16. A
3. A 17. A
4. B 18. A
5. B 19. A
6. A 20. A
7. A 21. A
8.B 22. B
9. A 23. B
10. A 24. C
11. A 25. B
12. A 26. D
13. B 27. C
14. A 28. D
29. A
30. C
31. C
32. B
33. A
34. D
35. A
36. C
37. D
38. A
39. B
40. C
41. C
42. B
43. C
44. D
45. A
46. A
47. D
48. B
49. Small Group
Instruction.
50. Project-Based
Learning
 MODULE 11 - Practice 2
No. Answers 45 B
46 C
1 A
47 B
2 B
48 C
3 C
49 D
4 B
50 C
5 A
51 C
6 A
52 A
7 C
53 A
8 C
54 D
9 B
55 C
10 A
56 B
11 A
57 D
12 D
58 C
13 A
59 A
14 C
60 B
15 A
61 C
16 B
62 B
17 B
63 D
18 D
64 A
19 C
65 A
20 B
66 A
21 A
67 C
22 D
68 C
23 A
69 D
24 B
70 D
25 C
71 B
26 D
72 C
27 C
73 B
28 A
74 B
29 C
75 D
30 B
76 A
31 D
77 C
32 D
78 D
33 C
79 D
34 A
80 A
35 A
81 B
36 B
82 B
37 C
83 D
38 B
84 D
39 A
85 C
40 D
86 A
41 C
87 C
42 C
88 D
43 A
89 A
44 D
90 B
 91 C
92 D
93 B
94 A
95 B
96 D
97 C
98 B
99 D
100 D
MODULE 11 - Practice 3

MODULE 13
MODULE 17