PROFED 7 REVIEWER

MODULE 1

IMPORTANCE OF AFFECTIVE TARGETS

According to William James Popham (2003), the

reasons why it is important to assess affect are:

1. Educators should be interested in assessing affective

variables because these variables are excellent
predictors of students’ future behavior.

2. Teachers should assess affect to remind themselves

that there’s more to being a successful teacher than
helping students obtain high scores on achievement
tests; affect can help teachers teach more.

3. Information regarding students’ effectively on a day-to-

day basis.

IMPORTANCE OF AFFECTIVE TARGETS:

1. Students are more proficient in problem-solving if they

enjoy what they do.
6 LEARNING TARGETS
2. A more positive environment fosters good student
engagement and learning than in a classroom with
Attitude Targets
negative climate (Fraser,1994)
Value Targets
3. Motivation and involvement of students in learning Motivation Targets
activities are affected by students’ attitude toward Academic Self-Concept Targets
learning, respect for other and concern for other. Social Relationships Targets
Classroom Environment Targets
WHY MOST TEACHERS DO NOT UTILIZE ANY KIND
OF FORMAL AFFECTIVE ASSESSMENT? 1. ATTITUDE TARGETS
Positive Affective Traits and Skills are Essential for: McMillan (1980) defines attitudes as internal states
that influence what students are likely to do.
1. Effective learning
2. Being an involved and productive member of our
society
3. Preparing for occupational and vocational
satisfaction and productivity (e: work habits,
willingness to learn, interpersonal skills)
4. Maximizing the motivation to learn at present and
in the future.
5. Preventing students from dropping out of school

AFFECTIVE TRAITS AND LEARNING TARGETS Three Components of Attitudes:

Affective refers to variety of traits and 1. Affective Component: consists of the emotion
dispositions that are different from knowledge, or feeling associated with an object or a person.
reasoning and skills. Technically, this term means 2. Cognitive Component: is an evaluative belief
the emotions or feelings that one has toward (such as thinking something as valuable, useful,
someone or something. (Hohn, 1995) worthless, etc.)
3. Behavioral Component: is actually responding
in a positive way.
 2. VALUE TARGETS
• End states of Existence: refer to a condition and
aspects of oneself and the kind of world that a
person wants such as safe life, world peace,
freedom, happiness, social acceptance and
wisdom.
• Mode of Conduct: are manifested in what a
person believe is appropriate and needed in
everyday existence such as being honest, cheerful,
ambitious, loving, responsible and helpful.

6. CLASSROOM ENVIRONMENT TARGET

• In every classroom there is a unique climate that
is felt at every point in time. Some manifest a
3. MOTIVATION TARGETS comfortable atmosphere; others have relaxed and
• Expectancy X Value Framework: implies that productive ambiance. As a result, there are classes
motivation is determined by students’ expectation, that are happy and content while others are serious
their belief about whether they are likely to be and tensed due to the effect of the classroom
successful and the relevance of the outcome. climate. It follows that students behave differently
• Expectations: refer to self-efficacy of the as directed also by the classroom climate, some
students show warm and supportive class while others
• Values are self-perception of the importance of register as cold and rejecting.
the performance

2 Kinds of Motivation:
1. Intrinsic Motivation: when student do In summary, these characteristics collectively
something or engage themselves in activities shape the social and academic atmosphere of a
because they find the activities interesting, classroom. Positive attributes like Affiliation,
enjoyable or challenging. Involvement, Cohesiveness, Communication, and
2. Extrinsic Motivation: is doing something Warmth foster a supportive, engaging, and
because it leads rewards or punishment. collaborative environment conducive to learning.
Conversely, challenges such as Favoritism,
4. ACADEMIC SELF-CONCEPT TARGETS Friction, and excessive Formality can hinder
• Self-concept and self-esteem are cohesion and inclusivity, impacting students'
multidimensional comfort and engagement.
• Each person has a self-description in each area,
that form one’s self-concept and self-image
• Moreover, individuals have a sense of self-
regards, self-affirmation and self-worth in each area
(self-esteem)

5. SOCIAL RELATIONSHIP TARGETS

• A complete set of interaction skills, including
identification of and appropriate response to social
indication, defines social relationship.
Striking a balance among these factors is essential. • Key Words: appreciates, cherish, treasure,
Classrooms where students feel respected, demonstrates, initiates, invites, joins, justifies,
engaged, and connected to one another not only proposes, respect, shares
enhance academic focus but also build a strong,
positive community where students can thrive both 4. ORGANIZATION
socially and intellectually. • Organizes values into priorities by contrasting
different values, resolving conflicts between
AFFECTIVE DOMAIN OF THE TAXONOMY them, and creating a unique value system. The
OF EDUCATIONAL OBJECTIVES emphasis is on comparing, relating, and
synthesizing values.
• The affective domain is one of three domains in • Examples: Recognizes the need for balance
Bloom's Taxonomy, with the other two being the between freedom and responsible behavior.
cognitive and psychomotor (Bloom, et al., 1956). Explains the role of systematic planning in solving
problems. Accepts professional ethical standards.
• The affective domain (Krathwohl, Bloom, Masia, Creates a life plan in harmony with abilities,
1973) includes the manner in which we deal with interests, and beliefs. Prioritizes time effectively to
things emotionally, such as feelings, values, meet the needs of the organization, family, and
appreciation, enthusiasms, motivations, and self.
attitudes. The five major categories are listed from • Key Words: compares, relates, synthesizes
the simplest behavior to the most complex.
5. INTERNALIZES VALUES
1. RECEIVING PHENOMENA • Has a value system that controls their behavior.
• Awareness, willingness to hear, selected The behavior is pervasive, consistent, predictable,
attention. and most important characteristic of the learner.
• Examples: Listen to others with respect. Listen Instructional objectives are concerned with the
for and remember the name of newly introduced student's general patterns of adjustment (personal,
people. social, emotional).
• Key Words: acknowledge, asks, attentive, • Examples: Shows self-reliance when working
courteous, dutiful, follows, gives, listens, independently. Cooperates in group activities
understands (displays teamwork). Uses an objective approach in
problem solving. Displays a professional
2. RESPONDS TO PHENOMENA commitment to ethical practice on a daily basis.
• Active participation on the part of the learners. Revises judgments and changes behavior in light of
Attend and react to a particular phenomenon. new evidence. Values people for what they are, not
Learning outcomes may emphasize compliance in how they look.
responding, willingness to respond, or satisfaction • Key Words: acts, discriminates, displays,
in responding (motivation). influences, modifies, performs, qualifies, questions,
• Examples: Participates in class discussions. revises, serves, solves, verifies
Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully understand METHODS OF ASSESSING AFFECTIVE
them. Know the safety rules and practice them. TARGETS
• Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, THREE CONSIDERATIONS IN ASSESSING
performs, presents, tells AFFECT

3. VALUING 1. To obtain a valid indication of student’s

• The worth or value a person attaches to a emotion or feeling, it is necessary to
particular object, phenomenon, or behavior. This conduct several assessments over a period
ranges from simple acceptance to the more of time.
complex state of commitment. Valuing is based 2. Use varied approaches in measuring the
on the internalization of a set of specified values, same affective trait as possible.
while clues to these values are expressed in the 3. Decide what type of data or results are
learner's overt behavior and are often identifiable. needed. Consideration of what the purpose
• Examples: Demonstrates belief in the democratic of assessment is will influence the method
process. Is sensitive towards individual and cultural that must be used
differences (value diversity).
 THREE METHODS OF ASSESSING
AFFECTIVE TRAITS AND DISPOSITIONS

1. TEACHER OBSERVATION
• The first thing to do is to determine how specific
behaviors relate to the target.
• It starts with a vivid definition of the trait. Then
followed by list of student behaviors and actions
that correspond to positive and negative
dimensions of the traits.
• The positive behaviors are “Approach
Behaviors”
• The negative behaviors are “Avoidance
Behaviors”

2. STUDENT SELF-REPORT

1. Student Interview
 The teacher may have direct involvement with
the student.
The teacher can clarify questions, probe where
appropriate for clarification of responses, and note
non-verbal behavior.

2. Surveys And Questionnaires

a. Constructed-Response Format: It is a straight
forward approach by responding to simple
statement or questions.
TWO TYPES OF OBSERVATIONS b. Selected-Response Format: It assures
anonymity when considering the traits that are
1. UNSTRUCTURED OBSERVATIONS personal such as values and self-concept.
Advantages:
used for making summative judgements.
normally open-ended and everything observed is
just simply recorded.
It is more realistic.
Disadvantages:
not practical to record much behavior on a regular
basis.
hard to find time especially when the teacher is
pre-occupied with other learning activities.

2. STRUCTURED OBSERVATIONS
 more time is needed since checklist or rating
forms are to be made.
 The form is generated from a list of positive and
negative behaviors to make it easy and convenient
in recording.
3. PEER RATING
 It is the least common method among the three
methods.
 Learners do not always take this activity
seriously.
 It is seen as relatively inefficient in terms of
nature of conducting scoring, and interpreting peer
ratings.
The two methods of conducting peer ratings 2. RATING SCALES
are:
 It helps students understand the learning target/
a. guess-used together who approach outcomes.
b. socio-metric approach  It gives specific feedback to students.
 It helps to show each other students’ growth
UTILITIZING THE DIFFERENT METHODS and progress.
OR COMBINATION OF METHODS IN
ASSESSING AFFECT 2 TYPES OF RATING SCALES

 TYPE OF AFFECT THAT NEEDS TO BE Numerical Rating Scales

ASSESSED: - It translates the judgements of quality or
• A general reaction to something or someone can degree into numbers. A short verbal
best be gathered through observation. However, if description of the quality level of each
attitude components are to be diagnosed, a self- number may be provided.
report will give a better information.
Descriptive Graphic Rating Scales
 IF THE INFORMATION NEEDED IS FROM - It replaces ambiguous single word with
GROUPED OR INDIVIDUAL short behavioral description of the various
RESPONSES: points along the scale.
• If grouped response and tendencies are needed,
selected response self-report method is suited COMMON RATING SCALE ERRORS
because it assures anonymity and is easily
scored. • Leniency Error
Occurs when a teacher tends to make almost all
 THE USE OF INFORMATION: ratings toward the high end of the scale,
• If the intention of the affective assessment is to avoiding the low end of the scale.
utilize the results as supporting input to grading,
then multiple approaches is necessary and be • Severity Error
mindful of the possibility of having fake results A teacher tends to make almost all ratings toward
from self-report and even from peer judgment. the low end of the scale.

AFFECTIVE ASSESSMENT TOOLS • Central Tendency Error

Occurs when a teacher hesitates to use extremes
There are various assessment tools that can be and uses only the middle part of the scale.
used to measure affect.
• Halo Effect
1. CHECKLISTS Occurs when a teacher lets his/her general
It is one of the effective formative assessment impression of the student affect how he/she
strategies to monitor specific skills, behaviors, rates the student on specific dimension.
or dispositions of individual or group of students.
• Personal Bias
 Checklists contain criteria. Occurs when a teacher has a general tendency
In planning for criteria that will be used in checklist, to use inappropriate or irrelevant stereotypes.
the criteria must be aligned with the outcomes that
need to be observed and measured. • Logical Error
Occurs when a teacher gives similar ratings to
WHY USE CHECKLIST? two or more dimension that the teacher believes
to be related where in fact they are not related at
Make a quick and easy way to observe and all.
record.
Provide information to teachers. • Rater Drift
Provide formative assessment of students’ Occurs when the raters, whose ratings originally
learning. agreed, begin to redefine the rubrics for
themselves.
 3. LIKERT SCALE that from a larger set of evidence or artifact, a
• A list of clearly favorable and unfavorable portable subset of these artifacts is collected and
attitude statements is provided. displayed to another because they tell a specific
• It uses the five-point scale. story (Musial, 2009).
• The scoring is based on assigning weights from
1 to 5 to each position of scale. Moreover, Borich and Kubiszyn (2003) defined
portfolio as a planned collection of one’s
achievement that documents what a student has
accomplished and the steps taken to get there. The
collection represents a collaborative effort among
teacher and learner. to decide on portfolio purpose,
content, and evaluation criteria.

This has become a turning point of using portfolio

as an alternative assessment tool other than
traditional testing. Presented on the next page
are the differences in Assessment Outcomes
between portfolios and standard testing practices.

Differences in Assessment Outcomes between

Portfolios and Standardized Testing Practices

4. SEMANTIC DIFFERENTIAL SCALE

• It uses adjective pairs.
• It makes it easier to assure anonymity.
• It is also a good point to have open-ended items
such as “comments” or “suggestions.”

5. SENTENCE COMPLETION
• It captures whatever comes to mind from each
student.
• However, there are disadvantages too for
this.

MODULE 2

Lesson 1: Nature of Portfolio Assessment

Portfolios contain relevant items from
1. Purposes many different sources such as composition of
Portfolio is a systematic process and students in the form of essay, reports, stories;
purposeful collection of student work to presentation such as observations research
document the student learning progress, efforts, and investigation, and projects; narrative and anecdotal
achievement towards the attainment of learning records; rating scales, rubrics, self- reflection and
outcomes. It is a systematic process that follows a checklists; visual arts such as photo folio, drawings,
well-organized collection of products of student paintings; performances as product, group work;
work. There are guidelines which are given to be and processes such as show-your work problems,
satisfied by the students for the purpose of stages of writing poem or a song.
continuous evaluation and reflection on their work. As utilized in the classroom setting, portfolios
Moreover, portfolio has a clear reason why students' have the same basic purpose and principle to
work must be presented and serves its purpose as collect pieces of students' performances or
well. products that show accomplishment or
improvement overtime. These may be used
It is a purposeful, organized, collection of evidence depending on the purposes and foci of assessment
that demonstrates a person's knowledge, skills, to be measured. Thus, teachers should be guided
abilities, or disposition. The term portfolio implies
with the specific purposes in the process of Basically, one big contribution of portfolio is
collection. to give the students the chance to reflect and
revisit on their performances overtime. Life in
Why Use Portfolio? school is an on-going process submitting paper
works, productions, and performances. Each day,
Portfolios can be used for many purposes. The students experience variety of school tasks which
utilization of portfolio should be identified before the measure the different learners' cognitive, affective,
collection of the work. Johnson and Johnson (2002) and psychomotor domains. Thus, collecting the
gave a comprehensive discussion on the uses of students' works retain all these experiences tor
portfolio, viz: subsequent reflection and analysis.

1. Portfolios give students the opportunity Characteristics

to direct their own learning. Students can: Learning outcomes define what to include and how
a. Document their efforts, achievements, to utilize portfolio. There should clear reason of
development, and growth in knowledge. what to include and how portfolio is to be
skills, expressions, and attitudes. utilized. Purposes and targets be a must be
b. Use a variety of learning styles, constructively aligned to the teaching and learning
modalities, and intelligences. activities and assessment as well. Below illustrates
c. Assess their own learning and decide an example of portfolio that reflects student
which items best represent their achievement in a particular subject area.
achievement and growth.
d. Set their future learning goals Math Portfolio: Points of Focus
With these, portfolios make the students as part of
the assessment process by requiring them to reflect
and analyze their own work.

2. Portfolios can be used to determine students'

level of achievement. Portfolios allow students to
present a holistic view of their academic
achievements, skills, and outcomes. Portfolios
allow students to present their work over a period of
time and show their progress in achieving learning
outcomes.

3. Portfolios can be used to understand how

students think, reason, organize, investigate,
and communicate. Portfolios can provide insight
into students' reasoning and intellectual
There should be a systematic and organized
competencies by documenting students'
collection of the students' work. Gathering of
progression of thought and work in achieving their
pieces of work should make a sample of the
learning goals.
student works and not as exhaustive collection.
In basic education, portfolio is being collected at the
4. Portfolios can be used to communicate
end of the quarter for teacher's assessment and
student efforts, progress toward accomplishing
evaluation.
learning goals, and accomplishments. Portfolios
Portfolios typically identify students'
allow students to present their work as a whole in
strengths. These provide students with
relation to standards and criteria to peers, teachers,
opportunity to show what they can do. Students
parents, college admission officers, and so forth.
are encouraged to submit examples of their best
work. A student's deficiencies are addressed in
5. Portfolios can be used to evaluate and
terms of new goals for the students rather than
improve curriculum and instruction. Portfolios
inadequacies in current performance. These also
provide a broad view on the effectiveness of the
encourage students to become reflective learners
curriculum and instruction thereby allowing
and to develop skills in evaluating the strengths and
teachers to improve and enhance their instructional
weaknesses of their work.
methods and curriculum materials.
Portfolio assessment actively involves students
in evaluation process. Student-reflection and self-
evaluation develop students' awareness in their show the skills and knowledge that the student
own progress and performance in the classroom. used in an effort to complete the project. By asking
With this, there should be pre-established students to provide evidence of their work along the
guidelines for what to be included appropriate way, teachers can see both strengths and
criteria for evaluating students' product. weaknesses in the thinking language process and
Lastly, portfolio assessment facilitates the skills students used (Musial, 2009).
communication of student's achievement to others.
This provides an opportunity to have a dialogue 4. Product Portfolio. The product portfolio is
from their teacher and with Classmates and similar to the process portfolio except that its focus
develop as well the social skills of the students. The is on the end product rather than on the
students can also utilize portfolio to show others process in which the product was developed. In
what has been achieved. It is encouraged to this type of portfolio, there is a little or no
conduct portfolio conferences between the students information about the steps that was used in
and teachers. With this, portfolio can provide crafting the product. On the other hand, this type of
teachers and students with opportunities to portfolio contains the final product as well as
collaborate and reflect on student progress. detailed explanations of each part of the final
product.
Types of Portfolios
5. Standard-Based Portfolio. This collects
1. Showcase Portfolio. evidence that links student achievement to
This shows the best of the students' best work. particular learning standards. It focuses on
This type of portfolio is based on the students' specific standards that are predetermined by the
personal criteria rather than the criteria of their teacher and discussed to the students at the start
teacher. Students select their best work and reflect of the school year. Students will gather evidence of
thoughtfully on its quality. This also shows the accomplishments for each of the standards and
uniqueness of students' work that individual profiles present these output clusters that relate to the
emerge. Stiggins (2007) described this portfolio as standards given.
celebration portfolios and contends that this type
of portfolio is especially appropriate for early ages.
Mcmillan (2007) Science pointed out that this Elements of Portfolio
portfolio encourages self-reflection and self-
evaluation, but makes scoring more difficult and 1. Cover Sheet. This creatively includes the nature
time consuming because of the unique structure of the student's (or group's) work and could be in a
and content of each portfolio. form of a letter. It also reflects the progress of the
learners as it summarizes the evidence of student's
2. Documentation Portfolio. learning and progress. The table below shows a
This portfolio displays changes and sample portfolio cover sheet.
accomplishments related to academic
performance over time. The assembled work 2. Table of contents. This includes the title of
sample is to provide evidence about the student each work sample and its page number.
growth which also provides meaningful
opportunities for self-evaluation of the students. As 3.Work samples. These are entries which are to
a scrapbook of information, this may include be included in the portfolio which can be
observations, checklist and rating scales and categorized as core (samples which are needed to
selections by both the Mather teachers and include) and optional (students’ preference on
students. Interactive assessment between the what to include). The core are the basic elements
teacher and students provides an opportunity to required for each student and serves as basis for
communicate the strengths and needed decision in assessing the student's work. On the
improvements which also clarifies the other hand, the optional entries allow the folder to
accomplishment of students through student and represent creativity and uniqueness of each
teacher conference. student. In the introduction of the work samples, it
is a must to include the rationale, explaining what
3. Process Portfolio. This shows the steps work samples are included, why each one is
and/or the results of a completed project or task significant, and how they all fit together in a holistic
as the primary goal of this portfolio. This is very view of the student's (or group's work).
useful because the final product does not always
4. Dates of all sample works to facilitate serve?” sharpen the focus of identifying the
evidence of growth overtime. purpose and focus of portfolio. With these, you can
clearly identify why you want your students to
5. Drafts of the written products, or even the create a portfolio.
seminal attempts in writing the write ups for the
portfolio and the revised version based on the I.1 Identify the Physical Structure
corrected versions.
Once the purpose and targets have been
6. Self-assessment. This is written by the student clarified, we need to think of the physical structure
or the group members which could be in terms of of the portfolio. Some practical questions affect the
self- reflection and analysis or a form of insights. successful use of portfolio in your classroom:
Teacher may include questions which can facilitate
the assessment of the students. • What it will look like?
• Where will the students place the outputs?
7. Future goals. This is based on the student's (or • What type of container is appropriate?
group's) current achievements, interests, and • Do they need file folders? clear book?
progress. plastic bins?
• How are the materials to be organized –
8. Other's comments and assessments. This categorically, numerically, alphabetically, by subject
may come from the teacher, cooperative 8 learning area or in other ways?
groups, and other interested parties such as the • Where can students store the portfolios for
parents. easy access?

LESSON 2: Designing and Evaluating Portfolio

Assessment in the Classroom 1.3 Determine the Appropriate Organization
and Sources of Content
Portfolio development requires learners to collect
and integrate examples of their work and allows the The content of portfolio consists of entries (student
teacher to assess their learners as well. This products and activity records) which provides
assessment tool provides opportunities for both the assessment information about the content and
learners and teachers to better understand the processes identified in the dimensions to be
educational process in a wider perspective. assessed. These naturally are artifacts which are
derived from the different learning activities. The
After knowing the nature of portfolio range of samples is extensive and must be
assessment, its purposes, types and components, determined to some extent by the subject matter
we need to clarify the steps for designing and and the instruction as presented in the table on the
evaluating portfolio as an assessment tool. The next page.
foregoing discussion illustrates the general
procedure that you may use in crafting and
1.4 Determine Student Reflection Guidelines
implementing portfolio assessment in your
classroom which reveals great learning outcomes
on students Before implementing your portfolio assessment
plan, establish guidelines to help students self-
reflect along the way. With this, students will
I. Steps for Developing Portfolio
develop greater ownership of the process and will
Assessment have experience in working collaboratively with you
Designing a portfolio assessment requires some as their teacher.
advance and careful planning. It begins with a
clear idea about the purpose of the assessment.
1.5 Identify and Evaluate Scoring Criteria
The following steps provide a general direction for
developing portfolio assessment.
After determining the student reflection guidelines,
the next step is to establish the scoring criteria
I.1 Identify Overall Purpose and Focus
you will use in evaluating student performance.
The design and use of portfolio begin with a
By working on the student criteria, students will
clear description of your purpose and focus.
develop greater ownership of the process and will
The questions, “Why do I want a portfolio?” and
“What learning targets and curriculum goals will it
have experience in working cooperatively and Evaluating a portfolio involves making judgments
collaboratively with you as a teacher. about students’ outputs. The teacher can use
However, as the facilitator of learning, you are numerical scores to summarize judgment or
responsible to ensure the reliability and high qualitative system. Scoring needs to be reliable
quality of scoring criteria. The students should and should not be affected by inconsistencies
be informed also on how you will evaluate their not related to the qualities being judged.
portfolios. This can be done by sharing the scoring
criteria with your students so that they can ask As a rule of thumb, it is important to remember
questions, give their suggestions and insights. The that the purpose of portfolio is to assess the
table below shows example of Math portfolio under students’ outcomes of the instructional goals. The
the content of Problem Solving. samples of entries are indicators whether students
have achieved the goals of instruction which are
In evaluating scoring criteria, the rubrics available evaluated based on the portfolio’s entire content,
must be consistent with the purpose of the structure and individual entries.
portfolio and with the overall curriculum framework.
Reliability must be considered as well, to give In most of the classroom situations, the teacher
the same results for the same students when is both the observer and the rater. If there are some
applied by different teachers. important instructional decisions to be made,
additional raters must be considered in order to
1.6 Communicate the Results of Portfolio make scoring more fair.
Evaluation
2. Student-Teacher Conference
As mentioned in the steps in developing
The final step in implementing portfolio assessment
portfolio assessment, the final step is to conduct
is to conduct a conference with each student to
conference with each student to review the
review its contents, the students’ reflections and
contents, reflections and evaluation. It should be
assessment of the individual output. Give your
scheduled throughout the year which provides
students guidelines for these conferences so that
important link between the students and teachers.
they can prepare some questions ahead of time
Your students can be responsible for conducting
and allow the students to give their views and
the conference and this will serve as a motivating
insights during the conference. As a result, this
force for the learners to produce excellent portfolio
serves as an avenue to determine the strengths
in the future.
and limitations of portfolio for plan of action
formulation.
Students need to compare their reflections
with your evaluations and make plans for
II. Portfolio Evaluation subsequent work. Although weaknesses and
areas for improvement need to be covered,
1. Student Evaluation
emphasize students’ progress and achievement as
One advantage of portfolio assessment is
well.
allowing the students to revisit, reflect and
evaluate their own work. This allows them to
One way or another, this also provides an
practice critiquing and conceptualizing the quality of
excellent means of communicating with
their work based on the criteria performance. This
parents. The work outputs and reflections of the
also provides an opportunity for students to
students can be a sort of window into what is
become better achievers as they learn to reflect
happening within the classroom as parents see the
on their strengths and weaknesses.
different aspects of their children’s experiences in
the school. As a tripartite communication between
Teacher as a model should be the first person to
the parents, teachers and students, portfolio
demonstrate the skills in evaluating and critiquing
assessment provides framework for meaningful
portfolio. Once the students understand the
three-way discussion of the progress, achievement
process and the principle of evaluating, they can
and limitations.
start to engage with their own reflection and
establish a comfortable, confident and reliable
After the portfolios are complete, it is a good
analysis and critique of their own work.
idea to have an exhibition of portfolios and/or
student-led parent-teacher conferences, in which
2.Teacher Evaluation
students present their portfolios to their parents.
MODULE 3 Types of grading Systems
GRADING AND REPORTING SYSTEM: ITS NATURE
Norm-referenced Grading System
AND TYPES
In using norm-referenced grading system, a
student performance is evaluated relative to the
Grading is one of many activities of a classroom
performance of other students within the group. The
teacher to professionally judge the achievements of the
performance of the student will depend on the
students. This involves the collection and evaluation of
performance of other students in the class. This
proofs regarding the performance or achievement of the
grading system is also known as “grading on the curve.”
learners within a specific period of time.
The teacher will be the one to set how many percent of
the students in the class assigned each grade if it is not
Through this process, different types of descriptive
stated in the grading policy of the institution, otherwise,
information and ways of measuring the performance of
follow what is stated in the grading policy. Percentile
the students that summarize their accomplishments are
rank and stanines are some examples of norm-
converted to grades or mark.
reference grading.
Grading and reporting the progress of the students
are two of the most difficult tasks of the teacher because Advantages
there are so many factors and decisions to be 1. It is very easy to use.
considered. In this chapter, we shall consider the 2. It works well for the courses with retention
different methods of grading, the different purposes of policies and it limits only few students to
grading, symbols used in reporting grades, and advance to the next level of the course.
guidelines for effective and fair grading. 3. It is useful if the focus is the individual
achievement of the students.
Grading is the process of judging the quality of the 4. It is appropriate to a large group of students,
performance of the student. The reasons why teachers that is, more than 40.
find grading demanding are: 5. It does not encourage cooperation among
(1) they have insufficient, formal instruction in grading; the students.
(2) they have to make judgement based on incomplete 6. The teacher easily identifies learning
evidence; criteria-the percentage of students who
(3) they have conflicting classroom roles; and received highest grade or lowest grade.
(4) there is no single universally accepted grading
system.
Disadvantages
Grade is a symbol used to represent the 1. The performance of a students is not only
achievement or progress of a student. determined by his achievement, but also the
achievement of the other students.
Purpose of grading and Reporting Systems 2. It promotes competition among students
rather than cooperation.
Grading and reporting systems serve many 3. It cannot be used when the class size is
purposes, but no single method serves all the purpose smaller than 40.
well. They are used to: communicate the achievement of 4. Not all students can pass the given subject
the students; Provide students information to improve or course.
their self-evaluation; provide incentives for the students
to learn; select or group students for a certain Criterion-referenced Grading System
educational path or progress; evaluate the effectiveness In this type of grading system, the student
of the program; inform the teacher about what students
performance is evaluated against a certain criterion or
have and have not learned; and motivate and encourage
standard. The student must get a grade higher than or
good work by students (Erickson and Strommer,1991).
equal to a given standard to pass a certain test. For
Different schools have different grading and reporting example, the student must spell 90% of 50 words
systems. They are designed to serve many purposes in correctly to pass the spelling test. The criteria or
educational system. Linn (2009) provided the following standard is absolute in this grading system and it is also
purposes of grading and reporting systems. possible that all students may receive the highest
possible grade or all of them may pass the said test,
1. Instructional Uses subject, or course. It is also possible that all students
2. Reports to Parents/Guardians may receive a failing grade if they will not reach the
3. Administrative and Guidance Uses standard set by the teacher.
 K to 12 learning curriculums. Furthermore, it gives
greater importance on assessing understanding and
skills development rather than on mere
accumulation of content.
Advantages According to DepEd Order No. 31, s2012, K to
1. The performance of the students will not be affected 12 curriculum assessment will be standardized in
by the performance of the whole class. four levels and will be weighted accordingly:
2. It promotes cooperation among the students.
3. All students may pass the subject or course when they
meet the standard set by the teacher.

Disadvantages
1. It is difficult to set a reasonable standard if it is
not stated in the grading policies of the institution.
2. All students may not pass the subject or course
when they do not meet the standard set by the teacher
or the institution.

Assessment in learning during instruction and after

instruction may be achieved in a number of ways. One of
the challenges in grading is that of summarizing the
variety of collected in formation from the different type of At the end the quarter, the student’s performance will be
assessment and come up with standardized numerical based on the proficiency level. Proficiency level is
grade or descriptive letter rating or brief report. computed from the sum of all the performances of the
learners in various level of assessments.
The guiding premises in developing grading and Each level are described as follows:
reporting system are provided below:
1. Communication – The primary goal of reporting and
grading.
2. Grading and Reporting – The integral parts of
instructional process.
3. Good reporting is based on good evidence.
4. Changes in grading and reporting are best
accomplished through the development of a
comprehensive report system.

To have a meaningful output and to help the students to

attain the learning objectives, the premises in developing
ang implementing the grading and reporting system must
be taken consideration.

1. K to 12 Grading of Learning Outcomes

The K to 12 curriculums has a specific
requirements and designs in delivery modes of
learning. It is a self – centered and carefully
considers its learning environment system. Both
cognitive and non – cognitive skills are part of the
assessment which includes values, motivation,
attitude, behavior, traits and interpersonal relations. Comparisons of Levels of Proficiency
Formative assessment (assessment FOR
learning) is given importance to ensure learning.
Process of self – assessment (assessment AS
learning) is where learners are encouraged to take
part.
Summative forms of assessment (assessment OF
learning) are also part of the curriculum assessment
under the K to 12.
Traditional and authentic assessments
complement each other though they are not mutually
exclusive and wide variety of those are prescribes in
 Percentage Grades – the ultimate multi – category
grading method; can range from 0 – 100; and generally
popular among high school teachers than elementary
teachers.

Standard – Based Grading

Guskey and Bailey (2001) Four Steps in Developing
Standard – Based Grading:
1. Identify the major learning goals or standards that
students will be expected to achieve at each grade level
or in each course of study.
2. Establish performance indicators for the learning
2. The Effects of Grading on Students goals.
3. Determine graduated level of quality (benchmarks) for
An early investigation was done by Page (1958) that assessing each goal or standard.
focus on how grades and the comments of teachers 4. Develop reporting tools that communicate teachers’
written on students’ paper might affect students’ judgement of students’ learning progress and
achievement. Page evaluated the effects of the culminating achievement in relation to the learning goals
comments by considering the scores of the students and standards.
on the very next test or assessment given in the
class. The results gave him conclusion that grades Pass/Fail Grading – the simplest alternative grading
can have a beneficial effect on student learning when method available to educators reduces the number of
accompanied by specific or individualized comments grade categories to just two: Pass or Fail.
from teachers (Stewart & White, 1976). By Lessening the emphasis on grades, many educators
believes that students would be encouraged to take
3. Building a Grading and Reporting System more challenging subjects.

3.1 The basis of good reporting is good evidence Advantages and Disadvantages of Different
Evaluation experts stress the use of good evidence must Grading Methods
be ready at hand (Airasian, 1994; Linn & Ground 2000;
Stiggins, 2001). In its absence even the most detailed
and hi – tech grading system will be useless and cannot
serve the basic communication function.

Three qualities that contributes in the goodness of

evidence:
1. Validity - the appropriateness and adequacy of
interpretations made from that information
2. Reliability – the consistency of assessment result.
3. Quantity – the more source of evidence on student’s
learning, the better the information can be reported

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 incentives for students to learn
- To evaluate the effectiveness of instructional
programs.
- To provide evidence of students’ lack of effort or
inappropriate responsibility.

3.3 Grading and Reporting Methods

Letter Grades – the most common and best known of all

grading methods; composed of five – level grading scale;
letter grade descriptors.
 16. Student – Led Conference

6. Guidelines for Better Practice

Statements as Guide on Utilizing Effective Grading and

Reporting System:

1. Begin with a clear statement of purpose.

2. Provide accurate and understandable descriptions of
learning.
3. Use grading and reporting to enhance teaching and
learning.

Do’s and Don’ts of Effective Grading

4. Developing Effective Reporting System

Knowing that the most critical issue in selecting tools

included in reporting system is to know the purpose or
purposes to serve we must need to know three (3)
aspects of communication to be considered:

1.What information or messages do we want to

communicate?
2. Who is the primary audience for that message?
3. How would we like the information or message to be
used?

5. Tools for Comprehensive Reporting System

Tools that might be included in comprehensive reporting

system:

1. Report Cards 7. Planning and Implementing Parent –

2. Notes: Attached to Report Cards Teacher Conference
3. Standardized Assessment Report
4. Phone Calls to Parents Parent – teacher conferences may be initiated by either
5. Weekly/Monthly Progress Report parents or teacher, based on purpose. It can be done
6. School Open – Houses through face to face or via phone conferences and calls.
7. Newsletter to Parents It is the way to communicate with parents about the
8. Personal Letter to Parents student progress.
9. Evaluated Projects or Assignments
10. Portfolios Two types of parent-teacher conferences:
11. Homework Assignments 1. Group Conferences – These are conducted at
12. Homework Hotlines the beginning of the year to communicate school and
13. School Web Pages class policies, content, evaluation procedures, and
14. Parent – Teacher Conferences procedures to get in touch with the teachers.
15. Student – Teacher Conferences
2. Individual Conferences – This includes student  A process of quantifying the degree to which
individual performances, achievement, progress or someone/something possesses a given traits,
difficulties, quality, characteristics, or feature.

Checklist for conducting Parent – Teacher Conferences  Assigning of numbers to a performance,

product, skill, or behavior of a student, based on
a pre-determined procedure or set of criteria.

 Assigning of numbers to the results of a test or

other type of assessment

 Awarding points for a particular aspect of an

essay or performance

Recommendations for Effective Parent – Teacher ASSESSMENT

Conferences
 It is derived from the Latin assidere which
means "to sit beside"

Assessment can be defined both as a product and a

process.

Assessment as a Product

 It refers to the instrument (e.g. set of questions

or tasks) that is designed to elicit a
predetermined behavior, unique performance, or
a product from a student

Assessment as a Process

 Collection, interpretation, and use of

qualitative and quantitative information to
assist teachers in their educational decision-
making
 Hence, assessment is a pre-requisite to
evaluation. It provides the information which
enables evaluation to take place.

EVALUATION

 A process of making judgments about the

quality of a performance product, skill, or
behavior of a student.
 Includes using some basis to judge worth or
value
 It involves judgment about the desirability or
changes in the students.

MODULE 4

TEST

 An instrument designed to measure any

characteristic, quality, ability. knowledge or skill.
 It comprised of items in the area it is designed
to measure.

MEASUREMENT Assessment FOR Learning

 1. Placement - done prior to or BEFORE  It is also a powerful factor that could pave the
instruction way for educational reforms.
 Its purpose is to assess the needs of the
learners to have basis in planning for a Assessment AS Learning
relevant instruction  As students assess their own work and/or with
 The results of this assessment place students their peers with the use of scoring rubrics, they
in specific learning groups to facilitate learn on their own.
 Students set their targets, actively monitor, and
teaching and learning
evaluate their own learning in relation to their set
target.
2. Formative - done DURING instruction  Students become self-directed and independent
learners.
 Meant to ensure that learning takes place
 Provides the teacher with information regarding MODE OF ASSESSMENT
how well the learning objectives of a given
learning activity are being met.
 Teachers monitor student learning to get on-going
feedback to improve their TEACHING & for
students to improve their LEARNING
 With this, students are helped to IDENTIFY
STRENGTHS & WEAKNESSES & target areas
that need work.
 The results of this assessment are communicated
clearly and promptly to the STUDENTS for them to
know their strengths and weaknesses and the
progress of their learning.

3. Diagnostic- done BEFORE instruction

 This is a form of PRE-ASSESSMENT that PORTFOLIO ASSESSMENT

allows a teacher to determine individual
 Portfolio comes from portare (carry) and foglio
student's prior knowledge including
(sheet of paper).
misconception before instruction.
 Used to diagnose what students already know  it is a systematic and organized COLLECTION
and don't know yet in order to guide instruction. of the student’s work that demonstrates the
 This is also used to determine students' student’s skills and accomplishments.
recurring or persistent difficulties
 It searches for the underlying causes of  it is a PURPOSEFUL COLLECTION of work
student's learning problems that do not that tells the story of the student’s progress and
respond to first aid treatment achievement in a relation to a purpose (Belgard,
 It helps formulate a plan for detailed REMEDIAL 2008)
INSTRUCTION.
It should contain the following:
Assessment OF Learning 1. Student participation in selecting contents

1. Summative Assessment - Done AFTER instruction. 2. Criteria for selection

 It is used to evaluate student learning at the 3. Criteria for judging merit

END of a defined instructional period.
4. Evidence of self-reflection
 Its results reveal whether or not instructions
have successfully achieved the curriculum CLASSES OF EVIDENCE OF LEARNING PLACED IN
outcomes. PORTFOLIOS
 The results of summative assessments are the
BASES for GRADES & REPORT to parents.
 The results of which are communicated to the ARTIFACTS
students, parents, and other stakeholders for
- Documents or products that are produced as a
decision making.
result of academic classroom work.
REPRODUCTIONS SCORING RUBRIC

- Documentations of a student's work OUTSIDE  It is as scoring guide used to

the classroom access performance (process or
ATTESTATIONS product) against a set of criteria that
includes description of levels of
- The teacher or other responsible persons' performance quality on the criteria.
documentations to attest to the student's
progress defence  The objective tests can be scored by simply
counting the correct answers, but the essay
PRODUCTIONS test, student's products and
- Documents that the student himself/herself performances cannot be scored the way
prepares objective tests are scored. They can be scored
reliably only with use of scoring rubric.

TYPES OF PORTFOLIO
PARTS OF A SCORING RUBRIC
1. ASSESSMENT OR EVALUATION PORTFOLIO
1. Coherent sets of criteria.
- Intended to document what a student has 2. Description of the levels of performance for these
learned based on the intended learning criteria.
outcomes
- The result of an assessment portfolio informs
both the classroom teacher and student the
extent to which the intended learning
outcomes have been attained.
- Meant to diagnose student's learning

2. WORKING, GROWTH, OR DEVELOPMENT

PORTFOLIO

- Consists of student's work over an extended

time frame to reveal the student's progress in
meeting learning targets.
- Provide concrete evidence on how much a TYPES OF RUBRICS
student has changed or developed over time.
- Example: To see how much a Kindergarten pupil HOLISTIC RUBRIC
has improved in his skill inwriting his/her name,
one needs to compare his written name from the
beginning of the school year with that of the
middle and end of the school year.
- It can serve as a holding tank for work that may
be selected later for a more permanent
assessment or display portfolio.

3. DISPLAY, SHOWCASE OR BESTWORK

PORTFOLIO

- Presents the MOST OUTSTANDING work.

- Documents student's proof of BEST efforts
with respect to learning outcomes.
- More selective than growth portfolios
- Very useful for parent-teacher conferences,
student's future teachers, admission in EXAMPLE:
college and even in FUTURE JOB
APPLICATION to supplement other information.
- Lead students to celebrate learning because
they present the BEST PRODUCT or the BEST
PERFORMANCE of the student.
 Guidlines for constructing alternate response test:

Rule #1. Do not give a hint (inadvertently) in the

body of the question.
Rule #2. Avoid using the words "always", "never",
"often", and other words that tend to be either
ANALYTIC RUBRIC always true or always false.
Rule #3. Avoid long sentences as these tend to be
"true". Keep sentences short.
Rule #4. Avoid trick statements with some minor
misleading word or spelling anomaly, misplaced
phrases, etc. A wise student who does not know
the subject matter may detect this strategy and thus
get the answer correctly.
Rule #5. Avoid quoting verbatim from reference
materials or textbooks.
Rule #6. Avoid specific determiners or give-away
qualifiers.

Principles of high-quality classroom assessment Rule #7. Avoid a grossly disproportionate number
of either true or false statements or even patterns in
PRINCIPLE 1: CLEAR AND APPROPRIATE the occurrence of true and false statements.
LEARNING TARGETS
Rule #8. Avoid double negatives as such
- learning targets should be clearly stated,
statements tend to be confusing.
specific, and centers on what is truly
important.

PRINCIPLE 2: APPROPRIATE METHODS B. Multiple Choice

ASSESSMENT METHOD
- offers the students with more than two (2) options per
Types of paper and-pencil test item to choose from. Each item in a multiple choice test
1. Selected-Response Type consists of two parts (a) the stem and (b) the options. In
the set of options, there is a "correct" or "best" option
A. True-False Test or Alternate Response while all the others are considered "distracters".

-consists of declarative statement that one has to mark

true or false, right or wrong, correct or incorrect, yes or
no, fact or opinion, and the like.

Three Forms:

1.Simple consists of only two choices Guidlines for constructing MULTIPLE CHOICE
TESTS:
2. Complex consists of more than two choices
Rule #1. Do not use unfamiliar words, terms, and
3. Compound two choices plus a conditional completion phrases.
response
Rule #2. Do not use modifiers that are vague and whose
meanings can differ from one. person to the next such - A classroom essay test consists of a small number of
as: much, often, usually, etc. questions to which the student is expected to
demonstrate his/her ability to:
Rule #3. Avoid complex or awkward word arrangements.
a. Recall factual knowledge;
Rule #4. Distracters should be equally plausible and
attractive. b. Organize this knowledge; and

Rule #5. All choices should be grammatically consistent c. Present the knowledge is a logical, integrated answer
with the stem. to the question.

Rule #6. Avoid stems that reveal the answer to another

item.
Rule #7. Avoid alternatives that are synonymous with Classifications of Essay Test:
others or those that include or overlap others.
1. Restricted Essay - has a definite answer
Rule #8. Use "None of the above" and "All of the above"
SPARINGLY but best not to use them at all. 2. Extended Essay - is open-ended; no single specific
answer.
C. Matching Type
Example of Restricted Essay Item:
- consists of two parallel columns: Column A, the column
of premises from which a match is sought; Column B, Which is an example of a RESTRICTED ESSAY ?
the column of responses from which the selection is
made. A. Why did Rizal disagree with Bonifacio with regard
to armed revolution against Spain?
Guidlines for constructing MATCHING TYPE B. What does the professionalization of teaching imply?
TESTS: C. Explain the nature-nurture issue on human
development.
Rule #1. Match homogenous items not heterogenous D. What is the best teaching method? Justify your
items. answer.

Rule #2. The stem (longer in construction than the Example of Extended Essay Item:
options) must be in the first column while the options
(usually shorter) must be in the second column. Which is an example of an EXTENDED ESSAY?

Rule #3. The options must be more in number than the A. On which did Rizal not agree with Andres Bonifacio?
stems. B. If Rizal would be alive up to today, which
comments would he give on our present Philippine
Rule #4. Arrange the options alphabetically or politics?
chronologically. C. What did Rizal accomplish while in exile in Dapitan?
D. What was Rizal's last poem?
2. Constructed-Response Type or Supply Type
Guidline for constructing essay TESTS:
A. Completion Type of Test
- it consists of an incomplete statement. Rule #1. Specify how the students should respond.

Guideline for constructing completion TESTS: Rule #2. Decide on your essay grading system prior to
getting the essay of your students and inform them the
Rule #1. Avoid over mutilated sentences. criteria to be used for grading them.

Rule #2. Avoid open-ended item. There should be only Rule #3. Put a time limit.
one acceptable answer.
Rule #4. Evaluate answers to essay questions without
Rule #3. The blank should be at the end or near the end knowing the identity of the writer.
of the sentence.
Rule #5. Whenever possible, have two or more persons
Rule #4. The length of the blanks must not suggest the grade each answer.
answer. So better to make the blanks uniform in size.
PRINCIPLE 3: BALANCED
3. Essay
- A balanced assessment sets target in all sets in KINDERGARTEN
domains of learning (cognitive, affective, and - Has Learning Domains
psychomotor) or domains of intelligence. * Values Development
* Socio- Emotional Development
- A balanced assessment makes use of both * Mathematics
traditional and alternative assessment. * Understanding Physical and Natural Development
* Language and Literacy and Communication
* Physical, Health and Motor Development

GRADES 1-6
- Core Learning Areas (subject)
* Math, Science, English, Filipino, AP, EPP/TLE,
MAPEH, MT, ESP
* MTB-MLE from grades 1-3
MODULE 5 GRADES 7-8 ( New HS YEars 1-2 )
a. Core Learning Areas and Exploratory TLE
MEASURES OF RELATIONSHIP b. TLE courses in Grade 7 and 8 are Exploratory
c. Four (4) Exploratory courses in Grade 7
- These describe the degree of relationship or d. Another 4 Exploratory courses in Grade 8
correlation between the two variables.
Example: (academic achievement and GRADES 9-10 (New HS YEars 3-4)
motivation) Core Learning Areas plus ELECTIVE Technology and
- The relationships between the results of two Livelihood Education.
administration's of test would determine the
reliability of the instrument. BEGINNING GRADE 9
- The greater is the degree of relationship, the - The student may now choose a FOCUS AREA
more reliable is the test. from the Exploratory courses.
- The learning of this focus area continues up to
Types of correlation Grade 10.
- This enables a student to obtain a NATIONAL
 POSITIVE CORRELATION - DIRECT CERTIFICATE LEVEL 1 from TESDA should
RELATION; as one variable increases, the he/she pass the assessment from TESDA.
other variable also increases. - The focus area or specialization that the student
 NEGATIVE CORRELATION - INDIRECT takes in Grades 9 and 10 will be to his/her
RELATION; as one variable increases, the other advantage if he/she will pursue the tech-voc
variable decreases or as one variable decreases career path in Grades 11 and 12. This will easily
the other variable increases. earn for him/her an NC2.
 NO CORRELATION - NO RELATIONSHIP
GRADES 11-12
Core Subjects ( Languages, Literature, Mathematics,
Philosophy, Natural Science, Social Sciences.

CAREER TRACKS
1. Academic Track
2. Technical-Vocational Track
3. Sports Track
Why name the k to 12 curriculum? 4. Arts and Designs Track

Because the curriculum has KINDERGARTEN and 12 ACADEMIC TRACK HAS THE FF. STRANDS
GRADE LEVELS and in contrast to the 10 grade levels 1. General Academic
without cumpulsory kindergarten that are currently in 2. ABM- Accountancy, Business and Management
place with the 2002 BEC. 3. STEM- Science, Technology and Engineering
and Mathematics
2002 BEC 4. HUMSS- Humanities and Social Sciences
6 years ELEMENTARY + 4 years HIGH SCHOOL = 10
years TECHNICAL-VOCATIONAL TRACK
1. Home Economics
K-12 2. Agri-Fishery
Mandatory Kindergarten + 6 years ELEMENTARY 4 3. Industrial Arts
years JUNIOR HIGH ( GRADES 7-10 ) + 2 years 4. Information and Communications Technology or
SENIOR HIGH ( GRADES 11-12) = K-12. ICT
SPORTS TRACK 13. MOTHER TONGUE BASED- Language of
This track has nine subjects, which include: instruction from K to Grade 3 is mother tongue.

1. Safety and First aid

2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports, and Recreation Activity COMPONENTS OF SUMMATIVE ASSESSMENT
6. Psychosocial Aspect of Sports and Exercise
7. Fitness Testing and Exercise Programming 1. WRITTEN WORK (WW)
8. Practicum - ensures that students are able to express skills and
9. Apprenticeship concepts in written form
- done several times during the quarter

ARTS AND DESIGN TRACK 2. PERFORMANCE TASKS (PT)

The Arts and Design Track covers a wide range of art - allow learners to show what they know and are able to
forms; Theater, Music, Dance, Creative Writing, Visual do in diverse ways.
Arts, and Media Arts. Prior to enrollment, there is - include skills in demonstration, group presentation, oral
art/creative talent assessment and guidance to gauge a work, multimedia presentations and research projects.
students art inclination and aptitude. The track has six - it is important to note that written output may also be
general or common subjects that focus on acquiring considered as performance tasks
competencies required for further specialization in the - done several times during the quarter.
different artistic areas.
3. QUARTERLY ASSESSMENT (QA)
Example of Subjects: - measures student learning at the end of the quarter
1. Creative Industries I: Arts and Design Appreciation - done once, at the end of the quarter
and Production
2. Creative industries II: Performing Arts WHAT IS THE GRADING SYSTEM?

TEACHING APPROACHES OF SUBJECTS IN THE K KINDERGARTEN

TO 12 - Checklist, Anecdotal records, and Portfolios are
used instead of numerical grades which are
1. LEARNER-CENTERED- Learners-primary based on the Kindergarten Curriculum Guide.
consideration.
2. INCLUSIVE- No exclusivity, teacher taught GRADE 1-12
everybody. - learners are graded on three (3) components: WW, PT,
3. DEVELOPMENTALLY APPROPRIATE- Within and QA
their developmental stage and learning activities - these components are given specific weights
fit the developmental stage of children. - the minimum grade to pass a specific learning area
4. RELEVANT AND RESPONSIVE- is 60 which transmuted to 75 in the Report Card
• Relevant - answer their questions and - the lowest mark that can appear on the Report Card
concerns, no to mile-wide-inch-deep is 60 for Quarterly Grades and Final Grades.
understanding.
• Responsive - making teaching meaningful to
students' daily experiences.
5. RESEARCH-BASED- Interesting, updated,
convincing, and persuasive.
6. CULTURED SENSITIVE- Mindful of the diversity
of learners because all learners are unique.
7. CONTEXTUALIZED AND GLOBAL- Make
teaching more meaningful by putting the lesson
in a context. This context may be local, national
and global.
8. CONSTRUCTIVIST- Building upon prior
knowledge; learners constructed new lesson
meanings.
9. INQUIRY-BASED- Student-centered generated
questions- core of the learning process.
10. INTEGRATIVE- Lesson was multidisciplinary.
11. INTERDISCIPLINARY- Separate subject
brought together.
12. TRANSDISCIPLINARY- Real life.
 4. Add the Weighted Scores of each component. The
result will be the initial Grade.

5. Transmute the initial Grade using the Transmutation

Table.

How is learner progress recorded and computed?

How are grades computed at the end of the
year?
1. Get the total score for each component.
FOR KINDERGARTEN

- There are NO NUMERICAL GRADES in

Kindergarten
- Descriptions of the learners’ progress in the
various learning areas are presented using
CHECKLIST, ANECDOTAL RECORDS, and
the students PORTFOLIOS.

2. Divide the total raw score by the highest possible

score then multiply the quotient by 100%

3. Convert Percentage Scores to Weighted Scores.

Multiply the Percentage Score by the Weight of each
component.
 VALIDITY

Factors Influencing the Validity of an Assessment

Instrument

1. Unclear Directions- directions that do not clearly

indicate to the students how to respond to the task and
how to record the responses tend to reduce validity.

2. Reading Vocabulary and sentence structure too

difficult- Vocabulary and sentences structure that are
too complicated for the student result in the assessment
of reading comprehension thus altering the meaning of
assessment result.

3. Ambiguity- Ambiguous statements in assessments

tasks contribute to misinterpretations and confusion.
Ambiguity sometimes confuses the better students more
than it does the poor students.

4. Inadequate time limits time limits that do not provide

students with enough time to consider the tasks and
provide thoughtful responses can reduce the validity of
interpretations of results.

5. Overemphasis of easy- to assess aspects of domain

at the expense of important, but hard to assess aspects
(construct under the presentation). It is easy to develop
test question that asses factual recall and generally
harder to develop ones that tap conceptual
understanding or higher-order thinking processes such
as the evaluation of competing positions or arguments.
Hence, it is important to guard against under
representation of task getting the important, but more
difficult to assess aspects of achievement.

6. Test items inappropriate for the outcomes being

measured - Attempting to measure understanding,
thinking skills, and other complex types of achievement
with test forms that are appropriate for only measuring
factual knowledge will invalidate the results.

7. Poorly constructed test items - test items that

unintentionally provide clues to the answer tend to
measure the students' alertness in detecting clues as
well as mastery of skills or knowledge the test is
intended to measure.

8. Test too short - if a test is too short to provide a

representative sample of the performance, we are
interested in its validity will suffer accordingly.
K-12
9. Improper arrangement of items - test items are
typically arranged in order of difficulty, with the easiest Salient features of k-12
items first. Placing difficult items first in the test may
cause students to spend too much time on these and 1.Mapeh-Music, Arts, Pe and Health .it is introduced as a
prevent them from reaching items they could easily subject with each subject given seperated time allotment
answer. Improper arrangement may also influence starting grade 1.
validity by having a detrimental effect on student
motivation. 2. Math, Science and other subjects are taught with
spiral progression approach
10. Identifiable pattern of answer - Placing correct
answers in some systematic pattern (e.g., T, T, F, F, or 3.TLE as a subject is based on training regulations of
B, B. B. C, C, C, D, D, D) enables students to guess the TESDA to enable a students to obtains NC 1 in Grade
answers to some items more easily, and this lowers 10 to be ready for work.
validity. 4.Senior high school offers five career paths in addition
to core academic subjects.These core academic
RELIABILITY subjects make the Grade 12 graduate also college
ready.
Improving test reliability
- Academic Track
- Art and design track
- Sport track
- Technical vocational livelihood (TVL)
- Entrepreneurship

5.The K-12 is focused on the development of 21st

century skills, namely:
A) Learning and innovations skills
 B) Life and career skills
C) Information ,Media and Technology skills
D) Effective communications skills

CORE VALUES

Maka-Diyos, Makatao, Makakalikasan. Makabansa

How are the core values of the Filipino child reflected in

the report card?
- A non-numerical rating scale will be used to
report on learner’s behavior demonstrating

The core Values

How is attendance reported?

 Learners attendance shall be recorded by

teachers daily.
 The attendance is reflected in the report card at
the end of each quarter
 Incurred absences of more than 20% of the
prescribed number off class or laboratory
periods during the school year will results in a
failing grade
 When absences cannot be avoided, the
school must give the learner alternative
methods and materials that correspond to the
topics/competencies that were or will be missed.