What is Assessment?

-Is generally defined as the process of gathering quantitative and qualitative

data for the purpose of making decisions.
What are the three common types of Assessment?
TRADITIONAL ASSESSMENT
Refers to the use of traditional assessment strategies or tools to provide
information on student learning.
Objective: Multiple Choice
Subjective: Essay
Paper and Pencil Test
ALTERNATIVE ASSESSMENT
-refers to the use of alternative or non traditional assessment strategies or
tools to collect information on student learning.
Refrain from using traditional paper-and-pencil tests, which typically assess
cognitive learning outcomes and thus
Have right and wrong answers.
The following are features of alternative assessment. ( Silvestre-Tipay
2009).
1. Assessment is based on authentic tasks that demonstrate learners ability to
accomplish communication goals;
2. Instructor and learners focus on communication, not on right and wrong
answers; (Alternative assessment is less focused on grades and more focused
on student process and thinking, allowing instructors to more clearly into the
minds of their students and their learning.)
3. Learners help to set the criteria for the successful completion of
communication tasks, and;
4. Learners have opportunities to access themselves and their peers.
AUTHENTIC ASSESSMENT
Authentic assessment is a method that attempts to measure how well
students can apply their knowledge in different scenarios. To achieve this,
the teacher must create tasks and assignments that
mimic a real-world environment.
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 an opportunity for the students to
apply what they have learned through task performance and or product creation.
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.

Other alternative strategies for assessing learning are assessment of non-

traditional cognitive learning outcomes through performance rubrics (FOR
PSYCHOMOTOR OUTCOMES)
Rating scales and checklists (FOR AFFECTIVE OR DISPOTIONAL
OUTCOMES).
What are the purpose of higher-quality assessment?
-is to evaluate and analyze the effectiveness of the teaching and learning
process.
- It aims to identify strengths and weaknesses in instructional practices,
curriculum, and student achievement, with the ultimate goal of improving
education quality.
Why use Authentic Assessment ?
HOLISTIC RUBRIC ( ACCENT ) - consists of a single scale with all criteria to
be included in the evaluation being considered together (e.g., clarity,
organization, and mechanics). With a holistic rubric the rater assigns a single
score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of
the student work.
ANALYTIC RUBRIC ( COMPOSITION WRITING ) - one that explicitly breaks
down an assignment into its constitutive skills and provides students with
guidelines for what each performance level looks like for each skill.
DIFFERENT MODELS OF ALTERNATIVE ASSESSMENT
EMERGENT ASSESSMENT
- the assessment focuses on determining the “effects” of instruction on
students. The emphasis is on the assessment of both the intended and
unintended effects or learning outcomes. It is more on gathering qualitative data
through direct and indirect observation.
DEVELOPMENT ASSESSMENT
- Focuses on determining the extent to the students have developed their
competencies from instruction.
AUTHENTIC ASSESSMENT
- 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-context.
LESSON 2 - Learning Targets For Performance And Product-Oriented
Assessment

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:
Cognitive: Knowledge Based Goals
Psychomotor: Skills-Based Goals
Affective; Affective Goals
* Bloom’s Taxonomy of Educational Objectives in the Affective Domain describe
five levels of expertise:
Receiving, Responding, Valuing, Organization, and Characterization by a value
or value of complex.

Taxonomy of Educational Objectives in the Affective Domain

LEVEL

RECEIVING - Awareness or passive attention to a phenomenon or stimulus

RESPONDING - Active attention and response to a particular phenomenon or

stimulus

VALUING - Attaching value or worth to a phenomenon or object. Valuing may

range from acceptance to commitment

ORGANIZATION - Organizing values into priorities by comparing, relating and

synthesizing specific values

INTERNALIZING VALUES/CHARACTERIZATION BY A VALUE OR VALUE

COMPLEX - Having a personal value system that is now a characteristics of the
learner

In Simpson’s Taxonomy Educational Objectives in the Psychomotor

Domain, seven levels of expertise are described:

LEVEL

 Perception - The ability to use sensory cues to guide motor activity

 Set - The mental, physical, and emotional sets that predispose a
person’s response to different situations.
 Guided Response - Demonstration of a complex skill through guided
practice like imitation and trial and error.
 Mechanism - Learned responses have become habitual and
movements can be performed with some degree of confidence and
proficiency
  Complex Overt Response - Performance of motor acts that involve
complex movement patterns in a quick, accurate, and highly
coordinated manner. Characterized by automatic performance and
performance without hesitation.
 Adaptation - Psychomotor skills are well developed and the person
can modify movement patterns to fit special requirements
 Origination - Creating new movement patterns to fit a particular
situation or specific problem. Learning outcomes emphasize creativity
based upon highly developed skills.

Learning Target

* Learning target is a statement on what students are supposed to learn

and what they can do because of instruction.
* Learning targets should be congruent with the standards prescribed by a
program or level and aligned with the instructional or learning objectives
of a course.
* Learning Targets should be clear, specific and meaningful to students

Description and Sample Learning Targets

TYPE OF LEARNING TARGETS

* KNOWLEDGE TARGETS - Refers to factual, conceptual, and procedural

information that students must learn in a subject or content area.

* REASONING TARGETS - Knowledge-based thought processes that

students must learn. It involves application of knowledge in problem-solving,
decision-making, and other tasks that require mental skills.

* SKILLS TARGET - Use of knowledge and/or reasoning to perform or

demonstrate physical skills.

* PRODUCT TARGETS - Use of knowledge, reasoning, and skills in creating a

concrete or tangible product.

* AFFECTIVE TARGETS - Refers to affective characteristics that students can

develop and demonstrate because of instructions.

What are the appropriate alternative methods of assessment for learning

targets?

Three types of learning targets can best assessed using alternative

assessments are (Skills, Products, and Affect)

Skills type of Learning targets as ones use of know and reasoning to act
skillfully.
Product Learning Targets describe as the use of knowledge, reasoning, and
skills to create a concrete product.

Affect or disposition was defined by Stiffins et al. (2006) as students attitudes

about school learning.

Present a simple matrix of the different types of learning targets best

assessed through alternative assessment methods.

* Learning targets guide the selection of appropriate assessment methods.

*Assessing skills involves evaluating the application of knowledge and reasoning
through behavioral or physical tasks.

* Product assessment is suitable for evaluating knowledge, reasoning, and skills

collectively, with a focus on meaningful outputs.
* Affective assessment, using self-report measures and alternative strategies, is
effective for evaluating a student's disposition or emotional response to a lesson.

LESSON 3 - PERFORMANCE ASSESSMENT

PERFORMANCE ASSESSMENT - An assessment activity or set of activities that

require students to generate products or performances.
 * Product-Based Assessment and Performance-Based Assessment

Product- based assessment is used for assessing learning outcomes that

involve designing or creating projects or products.
Examples:
Research Papers
Art Exhibits
Reflective Essays
Portfolios

visual products - charts, illustrations, graphs, collages, murals, maps, timeline

flows, posters, art exhibits

written products - journals, diaries, logs, reports, letters, poems, essay,

research paper, and etc.

Kinesthetic products - diorama, puzzles, games, sculpture, exhibits, dance

recital

verbal products - audiotapes, debates, lectures, voice recording, scripts.

Performance-based assessments - Performance-based tasks include actual

performances of making those products.
Examples:
Laboratory experiments
Exhibiting creative and artisitic talents
Playing musical instruments

oral presentations - paper presentation, individual or group report, skills

demonstration.

public speaking - debates, mock trial, simulations, interviews, panel discussion,

storytelling, poem reading

creative performances - dance, recital, dramatic enactment, prose or poetry

interpretation, role playing, playing musical instruments

athletic skills demonstration - playing basketball, baseball, soccer, volleyball,

and other sports.

characteristics of a good performance assessment

1. It is authentic, that is, it includes performance tasks that are meaningful

and realistic.
2. It provides opportunities for students to show both what they know and
how well they can do what they know.
3. It allows students to be involved in the process of evaluating their own
and their peers’ performance and output.
4. It assesses more complex skills.
5. It explains the task, required elements, and scoring criteria to the
students before the start of the activity and the assessment.

general guidelines in designing performance assessment

Intended Learning Outcomes - Participate in dance socials and other

community fitness advocacy projects.

teaching-learning activities - Required attendance and participation in

school and community dance performances.

performance assessment tasks - Actual dance performance in school or

community programs, reaction/reflection papers.

How do you conduct performance assessment?

1. Define the purpose of performance or product -based assessment.

2. Choose the activity/output that you will assess.
3. Define the criteria.
Content Criteria
Process Criteria
Quality Criteria
Impact Criteria
4. Create the performance rubric.
Holistic Rubric
Analytic Rubric
General Rubric
Task-Specific Rubric

LESSON 4 - AFFECTIVE ASSESSMENT

AFFECTIVE DOMAIN - Affective domain (from the Latin affectus, meaning

“feelings” includes a host of constructs, such as attitudes, values, beliefs,
opinions, interests, and motivation.

AFFECTIVE ASSESSMENT - Affective assessment it deals with measurement

of feelings, attitude, and interest.

WHY ASSESS AFFECTIVE DOMAIN?

Assessing the affective domain it helps to understand and gauge individuals'

emotional and attitudinal aspects, providing insights into overall well-being and
learning experiences.

TAXONOMY OF AFFECTIVE DOMAIN ( developed by Krathwohl et.al. (1964)

TO RECEIVE - The learner demonstrates awareness in an activity that is
happening.

TO RESPOND - The learner reacts to a given stimulus or information that has

been received.

TO VALUE - The learner demonstrates commitment to the object, knowledge,

or activity.

TO ORGANIZE - The learner has internalized and integrated his or her

feelings, emotions, beliefs, opinions, etc., resulting to actions where new
values and traits emerged.

TO CHARACTERIZED - 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.

AFFECTIVE VARIABLES IN LEARNING

Attitudes - This refers to a person’s reaction whether negative or positive,

favorable or unfavorable toward an object, activity, person, or environment.
Values and Beliefs - Beliefs refer to our convictions or opinions we hold to be
true even without evidence.
Values and beliefs can change over time from learned experiences.

Interest - It is the psychological state that draws a person’s attention to an

object, idea, or event.

Motivation - Brown (1987) defines motivation as an inner drive, impulse,

emotion, or desire that moves one to a particular action.

Self-Confidence - This refers to how a person feels about his or her abilities
to accomplish a task or reach a goal. Stankov et al. (2012)

What assessment tools are used to measure affective learning ?

Self -report Questionnaire - 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.
Interview - This is an oral assessment of student learning that is conducted
through spoken words and casual conservation.
Student Journals - effective tool that can be used in assessing and monitoring
student thinking and attitudes. Journal writing gives students guided to “think
aloud” through writing. It is a special form of documentation that records
personal experiences and thoughts.
Observation - an assessment tool that involves looking for the presence or
absence of behaviors of learners in a natural setting. Observation allows the
teacher to assess student behavior in an actual teaching and learning
process unlike other forms of assessment that require separate with the student
to answer the measuring instrument.

LESSON 5 - PORTFOLIO ASSESSMENT

A portfolio assessment is an alternative to pen and paper object test as an

approach to assessing student’s learning.

WHY ASSESS PORTFOLIO ASSESSMENT ?

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 in the students’

development or achievement over a period of time.
HOW DO WE DO PORTFOLIO ASSESSMENT?
In creating portfolio assessment, learners’ must be guided by the content
principle, learning principle and equity principle.

Content Principle - suggests that portfolios should reflect the subject matter that
is important for the students to learn.
Learning Principle - suggests that portfolios enable the students to become
active and thoughtful learners.
Equity Principle - explains that portfolios should allow students to demonstrate
their learning styles and multiple intelligences.

3 types of portfolio
The working portfolio - is a collection of a student's day-to-day works that
reflect his or her learning.

The show portfolio - is a collection of a student's best works.

The documentary portfolio - is a combination of a working portfolio and show

portfolio.

THE PORTFOLIO DEVELOPMENT PROCESS

 SET GOALS - To guide the students in stating their goals, the teacher
may articulate first the goals of the course or subject and his or her expectations
to the students.
 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 placed in the school so that keeping
of entries will be part of the daily activities of the students.

 SELECT -This is the stage where the students are asked to select what
will finally be used to gauge their success from all their collection of
possible entries in a portfolio.
 ORGANIZE - this is the stage where the students decide on how they will
organize their entries.
 REFLECT - An important trait of a portfolio is the presence of students'
reflections of their experience.
 EVALUATE - this is the stage where the students, their peers and
teachers, or even the parents are involved in rating the achievement of the
student based on their evidence of learning.
 CONFER - this is the stage when the teachers confer with the students or
parents to discuss the students performance and progress of learning.
 EXHIBIT - this is the time to celebrate success in the form of an exhibit of
students' portfolio.