Course: ASSESSMENT OF LEARNING 2

Course Overview
This is a course that orients you with principles, development and utilization
of alternative forms of assessment in measuring authentic learning. It emphasizes on
how to assess process and product-oriented learning outcomes as well as effective
learning. You will experience on how to develop rubrics and other assessment tools
for performance and product-based assessment.
Learning Outcomes
Upon completion of the course, you are expected to manifest competence in:
1. demonstrate knowledge of design, selection, organization, and use of
diagnostic and formative assessment strategies consistent with curriculum
requirement;
2. design authentic assessment, evaluation instruments and alternative
assessment tools;
3. design process-oriented performance-based assessment tools for effective
learning;
4. design product-oriented performance-based assessment tools for effective
learning;
5. make assessment tools to measure affective domain for holistic
development of learners;
6. organize components for portfolio assessment for showcasing learners’
growth;
7. demonstrate skills in preparing and reporting grades; and
8. articulate the role of evaluation in ensuring the quality of education
academic institutions provide.

Course Modules
In order to maximize your learning in this course, this course pack is
organized in the following modules.
MODULE 1: Student Learning Outcomes (SLO)
Lesson 1: Principles of Student Learning Outcomes
Lesson 2: Characteristics of Good Learning Outcomes
Lesson 3: Classification of Learning Outcomes
MODULE 2: Authentic Assessment
Lesson 1: Meaning, Characteristics, and Phases
Lesson 2: Traditional Assessment vs. Authentic Assessment
Lesson 3: Authentic Assessment Tools (Observation-based,
Performance Samples, and Performance)
MODULE 3: Process-Oriented Performance-Based Assessment
 Lesson 1: Process-Oriented Learning Competencies
Lesson 2: Task Designing
Lesson 3: Designing Rubrics
MODULE 4: Product-Oriented Performance-Based Assessment
Lesson 1: Product-Oriented Learning Competencies
Lesson 2: Task Designing
Lesson 3: Designing Rubrics
MODULE 5: Assessment in Affective Domain
Lesson 1: The Taxonomy of Affective Domain
Lesson 2: Affective Learning Competencies
Lesson 3: Affective Assessment Tools
MODULE 6: Portfolio Assessment Methods
Lesson 1: Features and Principles of Portfolio Assessment
Lesson 2: Uses of Portfolio
Lesson 3: Types of Portfolio and Its Process
Lesson 4: Portfolio Components
Lesson 5: Assessment and Evaluation of Portfolio
MODULE 7: Grading and Reporting Systems
Lesson 1: Functions and Types of Grading and Reporting Systems
Lesson 2: Development of a Grading and Reporting System
Lesson 3: Assigning Letter Grades and Computing Grades
Lesson 4: Distribution of Grades and Guidelines for Effective Grading
Lesson 5: Conducting Parent-Teacher Conferences

MODULE 8: Educational Evaluation

Lesson 1: Principles of Educational Evaluation
Lesson 2: Evaluation Approaches
Lesson 3: Evaluation Methods & Techniques
Lesson 4: The CIPP Evaluation Model

Each of the 8 modules above described above consists of three to five lessons.
The lessons are designed to be activity-based. In effect, you are expected to be
actively involved in the designing performance-based and product-based authentic
assessment. Moreover, you are expected to craft rubrics of various focus and compute
grades to evaluate learners’ performance.
 Module 2

Authentic Assessment

Module Overview

In this module:
• What is authentic assessment, its characteristics, and phases?
• How traditional assessment and authentic assessment differ from each
other?
• What are the principles of the three modes of authentic assessment –
observation-based, performance samples, and performance?

Teachers are not just facilitators in the class; they are also the most credible
persons to assess the learners. They are tasked to craft assessment activities which are
not one-sided, but will cater all aspects of the learners’ growth in the class. So, a
teacher should assess learners’ knowledge through product-oriented and performance-
oriented assessment activities applied in real-life experiences.
This module provides understanding on authentic assessment and how these
are designed and done in the real-world setting to see how learners apply their learned
theories beyond the classroom setting.
After the completion of this module, you are expected to:
1. adopt authentic assessment in line with the learning outcome of the lesson;
2. compare and contrast gathered assessment activities as traditional and
authentic; and
3. develop authentic assessment tools that will support the three modes of
authentic assessment – observation-based, performance samples, and
performance.
 Lesson 1 Meaning, Characteristics, and Phases of
Authentic Assessment

Objectives:
This lesson aims to present the different concepts on authentic assessment
with an expectation that the students are able to:

• discuss the meaning, characteristics, and phases of authentic assessment;

and
• make an authentic assessment that considers its various principles
designed for a specific lesson.

Introduction:
Welcome to Lesson 1 Module 2.
Nowadays, learning goes with modernity. As time progresses, new batch of
more diverse learners are enrolled in the academe with the aim to holistically develop.
As a result, teachers are challenged to vary, not just their collection of teaching
pedagogies, but for their assessment strategies as well. This requires teachers to be
equipped with the tasks in assessing learners holistically.
In this lesson, you will be able to learn the principles of authentic assessment
to help you design contextual and effective real-world assessment activities for
diverse learners.

Activity:

In a callout below, visualize your how you conduct your performance task
of a chapter for your students through sketching. Then on the oval below, write a
two to three sentences description of why and how you conduct it.
 Analysis:

After completing the sketch and description above, scrutinize your work
by following the questions below as your guide for reflective thinking. Use the
space after each question to discuss your answer.

1. What is/are your basis/bases in designing that type of performance task? Have
you forgotten to consider some aspects? If yes, what are those?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Is that too easy or too difficult for the learners to accomplish? How can you
ensure that it is parallel to the level of skills that the learners need to exert for
the completion of the task?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Are there pre-requisites (may it be the cognitive, the aptitude, etc.) that the
learners must possess before accomplishing the tasks? What will happen if
some of these pre-requisites were not clearly emphasized?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
This lesson gives you principles on how to conduct contextualized assessment
strategies that will cater the holistic development of your learner. This is made
possible through authentic assessment. Authentic assessment is defined by many
educators around the globe. However, this module presents two of those
comprehensive definitions.
According to Jon Mueller (2011), “authentic assessment is a form of
assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skill…”
According to Grant Wiggings (1987), authentic assessment presents
“…engaging and worthy problems or questions of importance, in which students must
use knowledge to fashion performances effectively and creatively. The tasks are either
replicas of or analogous to the kind of problems faced by adult citizens and consumers
or professionals in the field.”
Based on the definitions, you can see that authentic assessment shifts from
teacher-centered activities to student-centered. You, as teacher, design activities ad
evaluates results which provide information needed for monitoring your learners’
progress and evaluating your instructional strategies.
Now that you have understood what authentic assessment is, it is now the right
time to realize its characteristics. The list below presents the characteristics of
authentic assessment (AA).
1. AA starts with clear and definite criteria of performance made known to the
students.
2. AA is criterion-referenced rather than norm-references and so identifies
strengths and weaknesses, not compare ranks in different levels of
performance.
3. AA requires learners to make their own answers to questions and requires
them to use a range of higher order thinking skills (HOTS).
4. AA often emphasizes performance, so students are required to demonstrate
their knowledge, skills, or competencies in appropriate situations.
5. AA encourages both teacher and learners to determine their rate of progress in
cooperatively attaining desired learning outcomes.
6. AA changes the role of students as passive test takers into active and involved
participants in assessment activities that emphasize what they are capable of
doing.
These characteristics will help you to consider the necessary elements in
crafting authentic assessments for your learners’ performance and product outputs.
Aside from considering the effective assessment strategies for learners’
holistic development, authentic assessment also aims to improve the teaching-learning
process. So in this section, you will now learn the important phases of authentic
assessment with an aim to improve further instruction. Use this figure below as your
guide.

PHASE I
PHASE V Identify learner
Evaluate results to
outcome PHASE II
determine Determine criteria
attainment of and acceptable
outcome and evidences of
ensure continuous performance
development

PHASE III
PHASE IV Implement
Implement supporting
assessment experiences and
strategies instructional
activities
 Application:
Craft your performance task made considering the important points discussed.
Include the rationale, which contain how the learners apply the three domains of
learning, mechanics, and the expected output.
CONGRATULATIONS!
You have just finished Lesson 1 of Module 2. In the next lesson, you will
learn about the difference of traditional and authentic assessment and its examples
highlighting its contrasting characteristics. If you are ready, you may now start the
Lesson 2 of Module 2.

Good luck!
 Lesson 2 Traditional Assessment vs. Authentic
Assessment

Objectives:
This lesson aims to compare and contrast traditional assessment and authentic
assessment with an expectation that the students are able to:

• differentiate traditional assessment and authentic assessment; and

• formulate traditional assessment task and authentic assessment task given
an objective of a lesson.

Introduction:
Welcome to Lesson 2 Module 2.
In the previous lesson, authentic assessment was highlighted as a really a good
assessment tool catering the diversity of learners. However, it can’t be denied that
traditional assessments do also has significant roles in the teaching-learning process.
As a teacher, you should remember when to use these types of assessment.
In this lesson, you will be able to learn the difference of traditional assessment
and authentic assessment, and the attributes that will help you know when to use
these.

Activity:

Using your knowledge on authentic assessment, cross out the assessment

activities which you think are authentic assessment activities.

• dramatizing a story • submitting report on observations of

• writing a business letter insects from the field trip
• administering a multiple-choice • answering the fill-in-the-blank
test questions
• reciting Philippine presidents • interviewing a barangay chairman on
in order problems in their community
• writing multiplication tables 7, • keeping and updating a portfolio
8, 9 • drawing parts of a microscope
 Analysis:

After completing the activity above, answer the following questions as your
reflection of your answer.
1. Why do you think that the assessment activities you didn’t tick are not
authentic assessment activities?
_______________________________________________________________
_______________________________________________________________
2. What do you think is the difference of an authentic assessment activity from
those which are not?
_______________________________________________________________
_______________________________________________________________
After answering the questions above, form a group of three and share your
responses with your group. Use the following questions as guide in sharing.

1. What are the commonalities and differences in your response in each item
above?
_______________________________________________________________
_______________________________________________________________
2. What generalizations can you derive from your discussions about assessment
activities that are authentic and not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
Since you have now an idea of the difference between traditional assessment
and authentic assessment, you can now follow these differences through these
guidelines.
Traditional assessment is commonly associated with pre-determined choice
measures of assessment such as multiple-choice, fill-in-the-blanks, true-or-false,
matching type and other tasks. Basically, learners typically recall or select
answers. These are some principles and practices in which in traditional
assessment sprung from:
1. A school’s mission is to develop useful citizens;
2. To be a useful citizen, one must possess a certain body of knowledge and
skills;
3. The school is entrusted to teach this body of knowledge and skills;
4. To determine if the students have acquired these knowledge and skills, the
school must test the students on these knowledge and skills.
Authentic assessment, on the other hand, is grounded on the following principles and
practices:
1. A school’s mission is to develop useful citizens;
2. To be useful citizen, one has to be capable of performing useful tasks in the
real-world;
3. The school’s duty is to help students develop proficiency in performing the
tasks that they will be required to perform after graduation in the work
place;
4. The school must then require students to perform tasks that duplicate or
imitate real-world situations.
After learning the difference of traditional and authentic assessment on the
general lens, you will now learn how to observe different assessment tasks in terms of
their specific attributes.
Table 1 – Basic Differences Between Traditional Assessment and Authentic
Assessment
Traditional
Attributes Authentic Assessment
Assessment
1. Action / options Selecting a response Performing a task
2. Setting Contrived / Imagined Simulation / Real-life
Construction /
3. Method Recall / Recognition
Application
4. Focus Teacher-centered Learner-centered
5. Outcome Indirect evidence Direct Evidence

From these, you can tell that there is no necessity in choosing between
traditional and authentic assessment. Mastery of the lesson is still encouraged as this
serves as groundwork to anchor assessment activities designed for reflective thinking
and concept application; and this is the focus of traditional assessment.

Application:
In your area of expertise, choose two competencies of the same lesson from
the curriculum prescribed by the Department of Education. Then, construct a
traditional assessment of one competency and an authentic assessment on the other
competency. Then, check if your assessment activities adhere to each attribute in the
table above.
CONGRATULATIONS!
You have just finished Lesson 2 of Module 2. In the next lesson, you will
learn the three modes of authentic assessment, and some samples of each tool to
effectively assess learners’ competence of the lesson. If you are ready, you may now
start the Lesson 3 of Module 2. Good luck!
 Lesson 3 Authentic Assessment Tools

Objectives:
This lesson aims to provide different ways to utilize authentic assessment with
its corresponding tools with an expectation that the students are able to:

• discuss the three modes of authentic assessment;

• create sample activities and tools of the three modes of authentic
assessment of a specific lesson.

Introduction:
Welcome to Lesson 3 Module 2.
You have already learned the principles of authentic assessment and its
difference from traditional assessment. Just like traditional assessment, authentic
assessment does have various forms to cater diverse skills of learners. If you want
learners to develop competencies as analyzing, interpreting, synthesizing, and
evaluating information, you must realize those skills in relevant settings. So you have
to be oriented with the various assessment tools to match it with the competences that
the learners must possess at the end of the lesson.
In this lesson, you will be able to learn the different modes of authentic
assessment, and its corresponding tools that you can use in the class.

Activity:

Using the table below, provide an assessment activity that you can design to
achieve the aim of your assessment listed on the first column, and your ways in
evaluating it. Write your answers spaces provided in each column.

Aim of the Assessment Designed Assessment Way of Evaluating the

Activity Assessment Activity
monitor learners’ progress of
the lesson
display learners’ output in
the whole chapter
identify the skill achieved in
the lesson
 Analysis:

After completing the table above, examine your answers by following the
questions below as your guide for reflective thinking. Use the space after each
question to discuss your answer.

1. What did you considered in determining your designed assessment activity?

How do these considerations differ from each other?
_______________________________________________________________
_______________________________________________________________
2. Did your way of evaluation of your designed assessment activities vary? On
what aspect?
_______________________________________________________________
_______________________________________________________________
3. Generalize how you identify a way of evaluation from a given assessment
activity.
_______________________________________________________________
_______________________________________________________________

Abstraction:
Now that you have understood the principles of authentic assessment and how
to design it for a specific learning outcome, you will now learn how to evaluate
authentic assessment activities using different assessment tools. Consider these three
modes of authentic assessment as basis for evaluation.
• Observations are used to monitor learner’s progress. It includes date and
information that you collect from daily work with your learners.
• Performance samples are tangible results that demonstrate learners’
achievements.
• Actual performances are test and measures of the learners at a specific
place and time on a certain learning outcome.
After learning the three modes of authentic assessment, you will now be
oriented on the different principles and assessment tools that you can utilize for each
mode.
I. Observation-based Assessment Tools
You have to ensure that the observation-based assessment systematic and
objective. To do this, Hart (2004) suggested the following guidelines:
1. Observe not only one but all the students.
2. Observations must be as frequent and as regular as possible.
3. Observations must be recorded in writing.
 4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observation records is improved if multiple observations are
combined.
This time, you will learn the types of observation-based assessment tool that
you can use for observational assessment activities.
a. Developmental checklist is an observational tool which requires you to describe
the traits or learning being assessed by your learners. When regularly used, it
gives a moving picture of your learners’ progress towards the desired
competencies. Developmental checklist has two types with an example below.

i. Individual Development Checklist

Name: Year and Section:
Oral Communication
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in Speaks Volunteers to
hesitation complete extemporaneously participate in
sentences speaking
activities
Date: Date: __________ Date: __________ Date:
__________ __________
Written Communication
Stage 1 Stage 2 Stage 3 Stage 4
Writes with Writes with some Writes with correct Submits essays
difficulty improvement grammar and and reports
syntax
Date: Date: __________ Date: __________ Date:
__________ __________

ii. Group Development Record Sheet

Name Prepares lesson Writes Motivates class Participate in
plan before outcomes based and sustains class activities
teaching objectives interest
Arcena, Aila 08/10/18 08/14/18 08/20/18
Mae
Campos, 08/09/18 08/14/18 08/17/18
Lawrence
Dela Cruz, 08/13/18 08/17/18
Joseph
Garcia, Karina 08/10/18 08/15/18
Muring, 08/08/18 08/13/18 08/16/18 08/21/18
Giovanni
Te, Mary Joy 08/14/18 08/17/18
Urduja, Phoebe 08/08/18 08/13/18 08/16/18

b. Interview Sheet is an observational tool which is also called the conference

recording form. It consists of a list of questions that you intend to ask and space
for recording your learners’ answers. Below shows an example of interview sheet.
 Research Proposal Interview Sheet
Student’s Name: ________________________________ Date: ______________
Interviewer’s Name:
__________________________________________________
Course/Subject: _____________________________________________________
Topic: _____________________________________________________________

1. Why did you select this topic?

2. What are the sources of your materials?

3. What is the theoretical basis of your research topic?

4. How do you plan to gather data for your research?

II. Performance Samples Assessment Tools

Performance samples are arranged by the learners to form a portfolio. A
portfolio is a compilation of pieces of evidences of learner’s skills, ideas, interests,
and accomplishments. It can be a simple folder of these pieces of evidence, a fancy
scrapbook of learner’s accomplishments, or even a high-tech laser disk containing
stored descriptions and pictures of the learner’s activities.
The following may be the performance samples included for a portfolio.
• essays • artwork
• video tapes • group reports
• audio tapes • compact disk
• conference note • field reports
• pictures • journals
• graphs/charts • quizzes

In Module 6, you will be presented with a more comprehensive

discussion on portfolio assessment.
III. Performance Assessment Tools
With the implementation of the Outcome-Based Education (OBE) across the
country, greater emphasis is given in assessing student outcomes through real life
which requires learners to work and carry on tasks to perform and do something.
Assessment in which learners carry out activities or produce product in demonstrating
their meta-cognitive knowledge, understanding and skills is called performance-
based assessment.
The main objective of performance tasks of the learners is to capture all the
learning targets which shall be aligned to the teaching and learning objectives,
activities, and assessment. Thus, the focus of performance-based assessment is the
final output that must be developed or completed. Musial (2009) gives you the type of
performance-based assessment tasks that you can utilize in your class.
1. Solving a problem – Complex authentic problems or issues to be solved by
learners enhances their independent thinking to be learners for life, and
help them meet the challenges of the 21st century. Examples of this include
applying mathematical concepts and solving real-world problems.
2. Completing an inquiry – It asks learners to collect and present data in
order to develop understanding on the topic. Examples of this include
research-based activities and investigatory projects.
3. Determining a position – This requires learners to make decisions by
clarifying positions. Examples of this include debate and case analysis.
4. Demonstration task – This task shows how learners use knowledge and
skills to complete well-defined complex tasks. It enhances accuracy of the
learners as well as careful reasoning concerning the rationale of the
process. Examples of this include cooking demonstration and using
microscope.
5. Developing exhibits – It enhances creativity and knowledge of the subject
as learners present visual displays of something accompanied by
explanation of its essence. Classroom applications include exhibit of best
works and paintings.
6. Presentation task – As learners perform in front of the audience, their
performing skills were improved. Examples of this include theatrical plays
and storytelling presentations.
7. Capstone performances – These tasks are conducted at the end of a
program of study which showcases learners’ knowledge and skills in the
context that matches the world of practicing professionals. Examples of
this include internship programs and practice teaching.
From the given performance-based activities above, learners were able to
enhance their holistic growth. Consequently, learners’ achievements through these
activities performed at a specific place and time are actual learner performance that
deserves to be assessed. In assessing these skills, Dave (1975) and Harrow (1972)
provided taxonomy of psychomotor domain to evaluate the degree of achievement of
a certain skill that the learners develop.

• Dave’s Psychomotor Domain

Dave’s Psychomotor Domain is the simplest and easiest domain to
apply and assess. Dave’s five levels of motor skills represent different degrees
of competence in performing a skill. It captures the levels of competence in
the stages of learning from initial exposure to final mastery. The table below
presents the levels of Dave’s Psychomotor Domain.
 Level Definition
Imitate The ability to observe and pattern your behaviour
after someone else. At this level, learners simply
copy someone else or replicate someone’s actions
following observations.
Manipulate The ability to perform certain actions by memory or
following instructions. At this level, learners can
perform a task from written or verbal instructions.
Precision The ability to perform certain actions with some
level of expertise and without help or intervention
from others. At this level, learners are able to
perform a skill with a high degree of precision and
accuracy, and with few errors.
Articulation The ability to adapt and integrate multiple actions to
develop methods to meet varying and novel
requirement. At this level, learners’ skills are so
well developed that you can modify movement to fit
special requirements or meet a problem situation.
Naturalization The ability to perform actions in an automatic,
intuitive, or unconscious way. At this level,
learners’ performance is automatic with little
physical or mental exertion. Learners’ performance
has become second-nature or natural, without
needing to think much of it.

• Harrow’s Psychomotor Domain

One of the most frequently used and the very basic instrument is the checklist.
A performance checklist consists of list of behaviours that make up a certain type of
performance (e.g. using microscope, preparing a letter, solving mathematical
problems, etc.). It is used to determine whether or not an individual behaves in a
certain way when asked to complete a particular activity. You will check a particular
behaviour to signify its attainment. Below presents a sample checklist.

Performance Checklist in Solving a Mathematical Problem

Student’s Name: ________________________________ Date: ______________
Behavior:
_______ 1. identifies the given information
_______ 2. identifies what is being asked
_______ 3. uses variable to replace the unknown
_______ 4. formulate equations
_______ 5. performs algebraic operations
 This is one of the many tools that you can utilize for performance-based
assessment. In Module 3 and Module 4, you will be presented the types of
performance-based assessment (process-based and product-base) and how to design
and evaluate these.

Application:
Consider a lesson in your area of expertise. Design an assessment activity of
each of the mode of authentic assessment (Observation, Sample, and Actual) and
make a tool on how you will assess the learners’ outputs of your assessment activity.

CONGRATULATIONS!
You have just finished Module 2. In the next module, you will learn more on
the how to design and assess process-oriented performance-based assessment. For
now, you may proceed in answering the post test of Module 2.

Good luck!