SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2
_____________________________________________________

WEEK 7

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 COURSE OUTLINE

COURSE CODE : ASSESS 312

TITLE : Assessment of Learning 2
TARGET POPULATION : All THIRD YEAR EDUCATION students
INSTRUCTOR : MS. MAYCEL Z. FLORES, LPT

Overview:

This is a course that focuses on the 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 affective learning. Students will experience how to
develop rubrics and other assessment tools for performance- based assessment.

General Objectives:

A. Demonstrate an understanding of the different principles in assessing using alternative methods of

assessment
B. Create an assessment plan using alternative methods of assessment
C. Identify alternative ways in assessing learning
D. Communicate learners’ progress based on alternative methods of assessment

The following are the topics to be discussed:

Week 7 Performance Assessment

Week 8 How to Conduct Performance Assessment
Week 9 Affective Assessment
Week 10 What Assessment Tools are Used to Measure Affective Learning?
Week 11 Portfolio Assessment

Instruction to the Learners

Each chapter in this module contains the principles, development and utilization of alternative
forms of assessment in measuring authentic learning. The units are characterized by continuity, and
are arranged in such a manner that the present unit is related to the next unit. For this reason, you are
advised to read this module. After each unit, there are exercises to be given. Submission of task given
will be during your scheduled class hour.

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 WEEK 7

What is performance assessment?

Performance assessment is an assessment activity or set of activities that require students to
generate products or performances that provide direct or indirect evidence of their knowledge, skills,
and abilities in an academic content domain. It provides teachers with information about how well a
student understands and applies knowledge and goes beyond the ability to recall information. It is
used for assessing learning outcomes that involve designing or creating projects or products such as
research papers, art exhibits, reflective essays, and portfolios. On the other hand, performance-based
tasks include actual performances of making those products, such as carrying out laboratory
experiments, exhibiting creative and. artistic talents, such as dancing, painting, and playing a musical
instrument, and demonstrating writing skills through extemporaneous essay writing, article review, and
reflective papers. Both product-based and performance-based assessments provide information about
how a student understands and applies knowledge and involve hands-on tasks or activities that
students must complete individually or in small groups. Below are examples of product-based
and performance-based assessments:
Types Examples
A. Product-Based Assessment
Visual Products charts, illustrations, graphs, collages, murals,
maps, timeline flows, diagrams, posters,
advertisements, video presentations, art exhibits
Kinesthetic Products diorama, puzzles, games, sculpture, exhibits,
dance recital
Written Products journals, diaries, logs, reports, abstracts, letters,
thought or position papers, poems, story,
movie/TV scripts, portfolio, essay, article report,
research paper, thesis
Verbal Products audiotapes, debates, lectures, voice recording,
scripts
Oral Presentations/Demonstrations paper presentation, poster presentation, individual
or group report on assigned topic, skills
demonstration such as baking, teaching, problem
solving

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

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

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

requires students to actually demonstrate their skills in applying skills and knowledge they have
learned from class. It involves tasks that resemble what people do in the real setting or context, such
as doing an actual research, making a case study, giving a speech, or performing on a stage.
What are the characteristics of a good performance assessment?
With so many different types of performance assessment tasks or tools that can be used to measure
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students' learning outcomes, deciding which one to use can be confusing and challenging. In choosing
and designing the best performance assessment, it is good to evaluate its suitability against the
following criteria:
1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
Performance assessments should present or require tasks that are realistic and related to
everyday life. As it involves an authentic task, it should convey its purpose and reflect its relevance to
the students, their discipline, and the outside world as a whole. For example, in an Entrepreneur class
wherein one of the learning outcomes is the ability to develop a business plan, instead of giving final
exams to test students' knowledge of concepts, principles, and processes of developing a
business plan, the students will be required to submit a proposed business plan for a putting up a new
investment.
2. It provides opportunities for students to show both what they know and how well they can do what
they know.
Performance assessment should achieve a balanced approach wherein it gives students
opportunities to show their knowledge-and-skill competencies. Since the main goal of teaching and
learning is for students acquisition and application of knowledge and skills, course assessments
should therefore help answer the questions "Do the students know it?" and How well can they use
what they know?" to determine whether the students have actually achieved this goal. For example, in
a Practical Research 2 class, the teacher may require research output at the end of the course, since
this performance task will not only inform the teacher whether the students learned the different parts
of a research paper but also whether the students can conceptualize a good research paper, conduct
review of related literature, apply appropriate data gathering procedure and analysis, and make valid
interpretations and implications of the results.
3. It allows students to be involved in the process of evaluating their own and their peers' performance
and output.
Performance assessment should allow students to be involved in the process of evaluating
themselves and their peers. It should give students the opportunity for self-reflection or
self-assessment, as well as to be involved in evaluating their classmates' performance.
Self-assessment allows students to make judgment about their learning process and products of
learning, track their progress, and identify the areas where to focus or improve on. Peer assessment,
on the other hand, allows students to give constructive feedback about the performance of their
classmates or group mates, which the latter can use to revise or improve their work. Both
assessments require that scoring or grading is based on the criteria agreed upon by the teacher and
the students. The use of a rubric can facilitate self-assessment and peer assessment.
4. It assesses more complex skills.
Unlike traditional tests that usually assess a single skill and require simple tasks such as
remembering or recalling of concepts, performance assessment usually taps higher-order cognitive
skills to apply knowledge to solve realistic and meaningful problems. As such, performance
assessment allows students to engage in more challenging activities that require various skills, such
as planning and decision-making, problem-solving, critical thinking communication, and creative Skills,
among others. For example, instead of giving final exams to assess students' learning in a marketing
class, the teacher may require the students to conduct a marketing and market research, come up with
a marketing strategy, and/or conduct an actual marketing for a product of their choice. These
performance tasks not only assess students' knowledge of principles and processes in marketing but
also tap their creativity, planning skills, collaborative skills, communication skills, and research skills.
5. It explains the task, required elements, and scoring criteria to the students before the start of the
activity and the assessment.
At the start of the class, it is important that the requirements of the subject are presented and
explained to the students. These include the required tasks, activities or projects, the expected quality
and level performance or output, the criteria to be included for assessment, and the rubric to be used.
Ideally, students should be involved in the whole assessment process from the very onset, by
providing them assessment options, getting them involved in discussions and decision-making on
performance standards and criteria, allowing them opportunity to give feedback on teacher-made
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rubrics and to revise them, and training them on how to apply rubric for self- and peer assessment.
What are the general guidelines in designing performance assessment?
To guide you in designing performance assessments, the following
questions may be addressed:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g., problem-solving,
decision-making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes and
skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging,
challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students' performance level?
7. What are specific performance indicators for each criterion?
Furthermore, the choice of teaching and learning activities is also of utmost importance in
choosing the performance assessments to use. There should also be an alignment among the
learning outcomes, the teaching learning activities, and assessment tasks. For example, in a Physical
Education-Dance class, the following three-course components should be explicitly clear and linked,
as shown below:
Intended Learning Teaching-Learning Performance Assessment
Outcomes Activities Task
At the end of the
course, the students
should be able to:
Perform dance routines Lecture, class Culminating dance
and creatively combine discussion, movement class recitals, practical test
variations with rhythm, exercises, for each type of dance,
coordination, correct dance demonstration, reflection papers, peer
footwork technique, actual dancing with evaluation rating
frame, facial and body teacher and partners,
expression.
collaborative learning
Participate in dance Required attendance Actual dance performance in
socials and other and participation in school or community
community fitness school and community programs, reaction/
advocacy projects. dance reflection papers
performances

ACTIVITY #7
Discussion and Exercise Question
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: A. Create an assessment plan for the subjects that you are currently teaching. For each subject,
list down the desired learning outcomes and course topic for each desired learning outcome, and
identify the appropriate performance tasks to assess students’ achievement of the expected outcome.
(55 points)
Example of a Performance Assessment Plan:
Subject: General Chemistry Laboratory

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 Overall Desired Learning Outcomes: At the end of the course, the students are expected to
execute procedural tasks in laboratory experiments and to apply proper waste disposal procedures.
Desired Learning Course Topic Types of Performance
Outcomes Tasks
Design simple All topics with experiments Oral presentation of
experiments to test experiment plans/protocol,
hypotheses pre-lab exercises, oral
presentation of experiment
results
Properly use and handle All topics with experiments Actual laboratory
equipment and chemicals performance
Practice good laboratory All topics with experiments Actual laboratory
skills and techniques performance
Practice All topics with experiments Peer evaluation through
teamwork/collaborative rubric
skills
Apply concepts, theories End of the course Projects, products
and ideas learned in a
“real-world” setting

Use the following template to come up with your performance assessment plan.
Subject: _______________
Overall Desired Learning Outcomes:
________________________________________________________________________
________________________________________________________________________
Desired Learning Course Topic Types of Performance
Outcomes Tasks

End of first week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 1

_____________________________________________________

WEEK 8

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 Week 8
How do you conduct performance assessment?
Unlike in most traditional tests wherein student responses can be scored using an answer key,
performance assessments require the teacher's and peers judgment when evaluating the resulting
products and performances. This necessitates using a set of predetermined criteria that are aligned
with desired targeted standards or desired learning outcomes.
The following are the basic steps in planning and implementing performance
based or product-based assessments:
1. Define the purpose of performance or product-based assessment. The teacher may ask the
following questions?
-What concept, skill, or knowledge of the students should be assessed
-At what level should the students be performing?
-What type of knowledge is being assessed (e.g., remembering to create)?
2. Choose the activity/output that you will assess. The required performance or output should be
feasible given the time constraints, availability of resources, and amount of data/materials needed to
make an informed decision about the quality of a student’s performance or product.
3. Define the criteria. Criteria are guidelines or rules for judging student responses, products, or
performances. Before conducting the assessment, the performance criteria should be predetermined.
The set of criteria should be discussed and agreed upon by the teacher and the students. There are
four types of criteria that can be used for
evaluating student performances:
A. content criteria- to evaluate the degree of a student's knowledge and understanding of facts,
concepts, and principles related to the topic/
B. process criteria - to evaluate the proficiency level of performance of a subject; skill or process;
C. quality criteria to evaluate the quality of a product or performance and
D. impact criteria-to evaluate the overall results or effects of a product or performance.
4. Create the performance rubric. A rubric is an assessment tool that indicates the performance
expectations for any kind of student work. It generally contains three essential features: (1) criteria or
the aspects of performance that will be assessed, (2) performance descriptors or the characteristics
associated with each dimension or criterion, and (3) performance levels that identifies students' level
of mastery within each criterion. There are different types of rubrics:
A. holistic rubric- in holistic rubric, student performance or output is evaluated by applying all criteria
simultaneously, thus providing a single score based on overall judgment about the quality of student's
work
B. analytic rubric- in analytic rubric, student's work is evaluated by using each criterion separately, thus
providing specific feedback about the student's performance or product along several dimensions
C. general rubric contains criteria that are general and can be applied across tasks (e.g., the same
rubric that can be used to evaluate oral presentation and research output)
D. task-specific rubric contains criteria that are unique to a specific task (i.e., a rubric that can only be
used for oral presentation and another rubric applicable only for research output)
5. Assess student's performance/product. In assessing a student's work, it is important to adhere to
the criteria set and use the rubric developed. This is to ensure objective, consistent, and accurate
evaluation of student's performance.
ACTIVITY # 8
Discussion and Exercise Question
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: Identify the important information about the steps in conducting performance or product-based
assessments using a graphical organizer. (30 points)
End of week Eight
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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

_____________________________________________________

WEEK 9

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 WEEK 9
What is affective assessment? Why assess affective domain?
Think about your answer to the following questions:
How do you feel doing mathematics?
What do you like in mathematics?
Your responses may vary. Some may like the subject, or for the majority, the feeling is the
opposite. If we deal with measurement of feelings, attitude, or interest, we are into affective
assessment. From the word itself, this type of assessment deals with the affect dimension of students'
learning. The affective domain (from the Latin affectus, meaning"feelings") includes a host of
constructs, such as attitudes, values, beliefs, opinions, interests, and motivation. They are
the noncognitive outcomes of learning that are not easily seen or explicitly demonstrated. The type of
assessment in this domain is not aimed to determine what the students have learned. Rather, it looks
into how students feel while they are learning, how their learning experiences have influenced their
emotions and future behavior.
Assessment on the affective domain is not only on the part of teachers to know information about
students. It is also useful for student themselves. Self-awareness of feelings, emotions, and attitudes
can make students reflect on how they are in the process of learning. This type of metacognition has
proven to enhance learning and contribute to success in the academic task. Student attainment is a
result of the functioning of his or her whole personality. Cognitive and affective assessment should
work in tandem as what empirical studies have proven.
Unlike cognitive and psychomotor assessment, affective assessment does not determine the
grades the students get. It rather helps teachers determine what steps need to be taken to- help
students achieve academic success. Knowledge of what students view, perceive, and feel as they are
engaged in learning activities will guide teachers to improve their teaching strategies and enhance
learning. Affective assessment can provide' supplemental information about a learning difficulty or
behavior problem that affects learning. For example, students feel nervous in just seeing numerical
symbols and sign of operations, how will the students be helped in this kind of anxiety? Fear about
mathematics will cause nervousness and possibly lead to poor performance, if not failure. Teachers
have always been focused on the attainment of student content knowledge and more often, feel
frustrated with students' poor achievement. The low performance may be caused by affective factors,
such as attitude, interest, and motivation. According to Stiggins (2005), motivation and desire
represent the very foundation of learning. If the students do not want to learn, there will be no learning.
Further, Popham (2011) contends that affective variables are often more significant than cognitive
variables. In the past, more effort was devoted in the measurement of cognitive learning behavior, but
in recent years, assessment of affective characteristics of learners has been given more importance.
Admittedly, assessment is far more difficult domain to assess and to objectively analyze since affective
objectives range from simple attention to complex and internal qualities of character and thinking of
learners. Nevertheless, teachers need to deal with assessment and measurement of students’ abilities
in this domain.

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

What are the affective variables in learning?

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

ACTIVITY # 9
Discussion and Exercise Question

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: What is affective learning and why is it more challenging to measure the affective dimension of
learning?
Criteria Percentage
Content and 15
organization
Grammar 3
Neatness 2
Total 20 points

End of week nine

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

_____________________________________________________

WEEK 10

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 Week 10
What assessment tools are used to measure affective learning?
Measurement of affective traits is more challenging compared to measuring cognitive and
psychomotor dimension of learning. Such measurement may be direct or indirect. The direct
assessment of affective learning outcomes is more attainable at the lower levels in the affective
learning taxonomy of Krathwohl et al. (1964). Teachers, for example, can take attendance to measure
pupil's willingness to receive information. Likewise, teachers may consider the number of times the
pupil raised his or her hand to answer or ask questions, or the number of completed assignments and
projects. These are sample evidence at "responding" level. However, in this age of globalization,
where character and morals of citizens are becoming more critical, educators are giving more attention
to higher levels of affective taxonomy. But then, behaviors at these levels are less amenable to direct
measurement because affective learning outcomes (e.g, attitudes, values, beliefs, etc.) are internal
states that exist in the mind and thoughts of the learners. Because of these, indirect measurements
are thought to be less reliable. Nevertheless, researchers and educationists are in continuing effort to
overcome these perceived difficulties.
The information generated from the use of indirect assessment of affective learning outcomes can
come from different sources-student himself/herself, teachers, or peers. A variety of methods for
indirectly assessing intended affective learning outcome have been espoused. Some of the most
common assessments include self-report inventory, questionnaire, opinionative, semantic differential,
observation, and interview.

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

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

2. In mathematics, you can discover

new things that can be exciting.

3. To be able to solve mathematics

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

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 4. Mathematics is an exact subject
That requires precision and accuracy.

5. Mathematics is logic and reasoning.

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

Strongly Agree Slightly Disagree Strongly

Agree Agree Disagree

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

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

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

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

Steps in the Construction of the Rating Scale

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

Problem Solving

Difficult ____ ____ ____ ____ ____ Easy

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

An Example of a Self-Report Behavior Checklist

Name __________ Grade _________ Date ________

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

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

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

• How did you feel about your

participation in our class today?
___________________________________
• What did you think about the
story
that we discussed?
___________________________________
• Did the story interest you?
• What is the part of the story that ___________________________________
caught most of your attention?
Why did it interest you most?
• What makes you read a book
without being told so by your
___________________________________
teacher?
• How do you like your reading
class? What makes you dislike
___________________________________
it if
ever you feel so?
• What different approach should
your teacher use to help you
and ___________________________________
your classmates better?

___________________________________

3. Student Journals. These are effective tools that can be used in assessing and monitoring student
thinking and attitudes. Journal writing gives students guided opportunities to “think aloud” through
writing. It is a special form of documentation that records personal experiences and thoughts. It is a
reflection of learners' own perception about a problem, a situation, or an activity they are tasked with.
A student who encountered a difficult problem and is asked to write about the situation through a
journal will reflect more deeply and think critically about the problem or situation and what actions and
decisions were made to hurdle the difficulties.

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

1. Raises hand during class

discussions

2. Tells others that the lesson is

fun

3. Gives criticism to classmates'

response to
teacher's questions

4. Asks questions about issues

connected to the science
concepts presented

5. Goes through the laboratory

manual before engaging in the
actual experiments

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

2.Tells others
that the lesson
is fun

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

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

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

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

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: Pick five to seven high school students to sit with you. Using the attached interview guide
questions, invite the students to a conversation for this interview session to enable you to assess their
attitude toward reading. Record what transpired and interpret results. What implications can you draw
from the conversation with these students?

Interview Questions
1. Do you enjoy reading?
2. What do you like about reading?
3. What type of books do you like to read?
4. Do you prefer to read in or outside of school? Does it matter?
5. Are there any books you don’t like to read?
6. What makes reading exciting for you?
7. What makes reading boring?
8. What does your teacher do to make reading and learning enjoyable?
9. How do you rate yourself as a reader?
10. Do you prefer to read books in print or e-books? Why?

End of week ten

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 312: ASSESSMENT OF LEARNING 2

WEEK 11

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 Week 11

Portfolio Assessment

Contents of the Portfolio Plan Indicators of Success

1. Identified Competencies All identified curriculum competencies

Assessed through Learning are appropriate for portfolio
Portfolios assessment

2. Significant Evidence All identified evidence of attainment

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

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

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

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

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

What is portfolio assessment?

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

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

Why portfolio assessment?

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

How do we do portfolio assessment?

In doing portfolio assessment, one should be guided by the content, learning and equity principles.
1. Content principle suggests that portfolios should reflect the subject matter that is important for the
students to learn.
2. Learning principle suggests that portfolios should enable the students to
become active and thoughtful learners.

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3. Equity principle explains that portfolios should allow students to demonstrate their learning styles
and multiple intelligences.

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

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

Figure 5.1 shows the steps in portfolio development.

Set Goals

2. Collect Confer/Exhibit

3. Select Evaluate
(Using Rubrics)

4. Organize Reflect

Figure 5.1. The Portfolio Development Process

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

Lam doing this work because:

________________________________________________________________________________

What I target to accomplish are:

________________________________________________________________________________

3. Select
This is the stage where the students are asked to select what will finally be used to gauge their
success from all their collections of possible entries in a portfolio. The selection usually depends on

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

ACTIVITY # 11
Discussion and Exercise Questions
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: To know if you have acquired the needed information about portfolio assessment, kindly
complete this graphic organizer based on what you read, viewed, and listened to.

What? Portfolio How?

Assessment

Why? When?

End of week eleven

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