Refers to tools that identify

misconceptions, struggles, and

learning gaps along the way and
assess how to close those gaps. It
includes effective tools for helping
to shape learning and even
bolster student’s abilities to take
ownership of their learning when
they understand that the goal is
to improve learning.
Ex. Draw a concept map in class to
represent their understanding of a
topic
2.Summative Assessment
It is often high stakes, which means
that they have a high point value.
Information from summative
assessments can be used
formatively when students or faculty
use it to guide their efforts and
activities subsequently.
Ex. Exams(prelim etc.)
final project
3. Diagnostic Assessment
•It establishes a baseline to
which future learning is
compared. Through these
assessments, teachers gain
insight into where students
begin their prior knowledge, and
their interests.
Commonly used tools:
1.Paper and Pencil Test-Objective
assessment
Multiple choice items, completion type
and matching items-are easy to construct
and scored.
Written assessment of the various tools,
test choosing right and wrong answer,
short answer, matching, and cause and
effect is the only tool that assesses the
ability of poor thinking, the ability to
remember (knowledge).
There are two forms of the written test
questions namely :
1.Choose an answer
a. Multiple choice-is a form of assessment
in which respondents are asked to select
only appropriate answers from the choices
offered as a list.
b. Two options (true - false, yes - no)-it
contains statements that the student marks
as being either true/false, yes/ no. In order
to qualify as true, all parts of the statement
must be true, in general study skills and
best practices apply to studying for true\
false, yes/no.
c. Matching type- this are
questions that measure the
student’s ability to connect words,
complete sentences, or pair words
with their definition. The Matching
test format consists of two
columns, including one with a
definition or phrase, and another
with a word, number, or symbol.
2.Supplying answers
a. completion type – it may be
defined as a series of sentences in
which certain important words or
phrases have been omitted and blanks
submitted for the pupil to fill in. A
sentence may contain two or more
blanks.
b. Short answer- are open-ended
questions that require students to create an
answer. They are commonly used in
examinations to assess the basic knowledge
and understanding of a topic before more in-
depth assessment questions are asked on
the topic.

Essay test- it call for explanations or

illustrations of principles, take more time to
check but are good means of assessing the
kind of learning or changes in behavior that
has taken place.
2. Analyzing work products –
product assessment
Involves a meticulous examination of
work results as:
Collections, accomplished records of
data, projects submitted, assignment,
scrapbooks with clippings,
photographs and written for a
particular topic.
3.Oral Assessment
•Participation in class
discussions
•Interviews
•Oral reports
4. Formal and Informal
observations about students’
attitude and behaviour
•Remarks
•Checklist
•Case studies
•Comments
•Attitude scales
•Scrapbook
•Interview
•Inquiries
•questionnaire
5. Performance-based
assessment
•Proficiency in performing some
classroom related activities like
conducting investigations, gather
data through survey and
interviews.
6.Portfolio Assessment
A method of collecting and assessing a variety of
student work
•Work Portfolio
Consist of the students outstanding works
•Scrapbook
Includes tests, checklist, observations and rating
scales chosen both students and teacher
•Evaluation Portfolio
A collection of work that can indicate learning
such as examination booklets, written reports and
about journals
Scoring Rubrics
Is an efficient tool that allows you to objectively
measure student performance on an
assessment activity. Rubrics may vary in
complexity but generally do the following:
•Focus on measuring very specific stated
learning outcomes
• Used a range to rate performance
• Are based on specific performance
characteristics arranged in levels indicating the
degree to which a standard has been met.
When should a Scoring Rubric be used?
Rubrics can be used to classify and measure almost any
product, activity or behaviour such as essays, projects, oral
presentations, skills and evaluation, performances or group
activities.

How do I use my Rubric?

1. Use to define performance on a single assessment tool
such as a test or project, with each characteristic
representing either a learning outcome or part of a
learning outcome
2. Use to define program assessment, with each
characteristic representing a broad outcome measured by
a different assessment tool.
3. Use a scoring rubric to evaluate an assignment that is
given in class for a grade.
TYPES OF RUBRICS
1.Checklist
The least complex form of scoring system, are simple list indicating
the presence, not the quality, of the elements. Therefore, checklist
is not frequently used in higher education for program level
assessment.
Mark
/ Accurately interprets evidence, statements, graphics, questions, etc.

x Identifies the salient arguments(reasons and claims)

/ Offer analyzes and evaluates major alternative points of view
Manage power point presentation technological smoothly
/

/ Cited references adequately

x Stayed within allotted time
2.Basic Rating Skills
Are checklist of criteria that evaluate the
quality of elements and include a scoring
system. The main drawback with rating
scales is that the meaning of the numeric
ratings can be vague. Without descriptors
for the ratings, the raters must make a
judgment based on their perception of the
meanings of the terms. For the same
presentation, one rater might think a
student rated ”good” and another rater
might feel the same student was
“marginal”.
 Sample of Basic rating skills
EXCELLEN GOOD FAIR MARGINA INADEQUATE
T 4 3 L 1
5 2

Accurately interprets evidence,

statements, graphics,
questions, etc.

Identifies the salient

arguments(reasons and claims)

Offer analyzes and evaluates

major alternative points of
view

Managed power point

presentation technology
smoothly

Cited references adequately

Stayed within allotted time

3. Holistic Rating Scales
Use a short narrative of characteristics to award
a single scored based on an overall impression of
a student’s performance on task. A drawback to
using holistic rating scales is that thy do not
provide specific areas of strengths and
weaknesses and therefore are less useful to help
you focus your improvements efforts.
Sample of Holistic Rating Scales
 Score Criteria
4 (80%-100%) Research paper demonstrates complete understanding and execution of the assigned
objectives. Thesis statement/argument is clearly stated, complex and original, and the
writing does not spend excessive time on any one point in the body of the paper. Writing
is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose.

3(70%-79%) Research paper demonstrates considerable understanding and execution of the assigned
objectives. Thesis statement/argument is stated, verges on the complex and original, and
the writing shows accuracy and balance in developing body points, but may exhibit
occasional weaknesses and lapses in correctness. Writing also has some errors and
ambiguities, yet does read clearly and coherently.
2(60%-69%) Research paper demonstrates limited understanding and execution of the assigned
objectives. Thesis statement/argument is faintly stated and/or expected and not
confident, and the writing is inconsistent in terms of balance in developing body points,
and exhibits weaknesses and lapses in correctness. Writing also has many errors and
ambiguities, and may read confusingly and incoherently.
1(50-59%) Research paper demonstrates limited understanding and execution of the assigned
objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at all,
and the writing is unbalanced in developing body points, weak, and incomplete. Writing
also has numerous errors and ambiguities, and reads confusingly and incoherently.
4. Analytic Rating Scales
Are rubrics that include
explicit performance
expectations for each
possible rating, for each
criterion. Analytic Rating
Scales are especially
appropriate for complex
learning task with multiple
criteria
Sample of Analytic Scoring
Rubrics
Assessment is a critical step in the learning
process. It determines weather or not the course’s
learning objectives have been met. A learning
objective is what students should know or be able
to do by the time a lesson is completed. It
designed so that students understand their
progress towards course goals.
Assessment can range from simply asking
questions during a lesson to class presentations
after a unit of study. Assessment is not only a way
we can measure student performance, but I is also
a way for teachers to plan instruction and reflect
on their own methods of teaching. Assessment is a
way for students and teachers to evaluate their
learning.
 I.Learning Activities

1. Compare and contrast Traditional Assessment and

Authentic Assessment through Venn diagram.
2.Describe the different assessment/tools used in
Araling Panlipunan.
3.What is the used of Rubrics? Give example of
scoring Rubrics
4.What is the importance/significance of assessment
and evaluation?