SELF-LEARNING MODULE PACKAGE

EDN 108 – Assessment in Learning 2

Instructor: Dr. Joel T. Aclao

Module 1

High-Quality Assessment in Retrospect

Module Overview
Assessment quality determines the usefulness of assessment results for improving instruction and learning. This
module introduces the foundational components of high-quality classroom assessment and explains why
alignment among these components is essential.

Learning Outcomes
At the end of this module, you should be able to:
1. Explain the five components of high-quality assessment;
2. Analyze classroom assessment practices using these components;
3. Apply the components to simple classroom scenarios.

Key Concept

High-quality assessment ensures that assessment results are useful, fair, and accurate for improving teaching and
learning. Effective classroom assessment provides meaningful evidence of learners’ progress and supports
informed instructional decisions. When assessment is properly designed, teachers can identify learners’ strengths
and weaknesses, provide feedback, and adjust instruction to improve learning outcomes.

Assessment scholars explain that quality assessment is guided by several interrelated components that must be
aligned to produce valid and reliable results (McMillan, 2018; Brookhart, 2013). Modern assessment practice
also emphasizes that classroom assessment should support learning, not only measure it, and therefore should be
integrated with instruction (Heritage, 2018; Pellegrino, 2020).

One widely accepted framework explains that high-quality assessment includes five essential components:
• Purpose
• Targets
• Methods
• Sampling
• Accuracy
(Stiggins, 2005; McMillan, 2018)

When these components are properly aligned, assessment becomes meaningful, fair, and useful for improving
teaching and learning.

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The Five Components of High-Quality Assessment

1. Purpose

Assessment purpose explains why the assessment is conducted. The purpose determines the type of assessment
to be used and how the results will be interpreted. In modern classroom assessment, the purpose of assessment
is not only to measure learning but also to support learning and improve teaching.
According to McMillan (2018), assessment should always begin with a clear purpose because the purpose
determines the assessment method, scoring procedure, and use of results. Heritage (2018) also explains that
assessment must be integrated with instruction so that it can guide both teaching and learning.

Traditionally, classroom assessment is classified into three types:

• Diagnostic assessment
• Formative assessment
• Summative assessment

However, contemporary assessment literature also classifies assessment into three important approaches:
• Assessment for Learning
• Assessment as Learning
• Assessment of Learning
(Earl, 2013; OECD, 2019)

These three approaches help teachers understand how assessment supports learning.

Assessment for Learning

Assessment for learning is conducted during instruction to monitor progress and provide feedback. The goal is
to improve learning while it is happening.
According to Earl (2013), assessment for learning helps teachers adjust instruction based on students’ needs.
Heritage (2018) states that formative assessment is a form of assessment for learning because it provides
information that guides teaching.

Examples
• quizzes
• observation
• class discussion
• practice exercises
• performance tasks

Classroom Example
During a reading lesson, the teacher asks pupils to read aloud.
Teacher notices that some pupils cannot pronounce words.
Teacher decision
Give additional practice.
This is assessment for learning because the result is used to improve instruction.

Assessment as Learning

Assessment as learning happens when students reflect on their own learning and monitor their progress. In this
approach, learners become active participants in assessment.
Earl (2013) explains that assessment as learning develops self-regulation because students learn to evaluate
their own work. Brookhart (2013) also states that self-assessment helps learners understand learning goals and
improve performance.

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Examples
• self-assessment
• peer assessment
• learning journal
• reflection
• checklist

Classroom Example

After writing a paragraph, pupils check their work using a rubric.

Students ask:
Did I follow the format?
Did I use correct grammar?
Students improve their work.
This is assessment as learning because students evaluate themselves.

Assessment of Learning

Assessment of learning is conducted after instruction to measure achievement. It is usually used for grading,
reporting, and promotion.

McMillan (2018) explains that summative assessment is a form of assessment of learning because it measures
what students have learned at the end of instruction.
Examples
• unit test
• quarterly exam
• final exam
• graded project
• portfolio for grading

Classroom Example
After finishing the lesson on multiplication, the teacher gives a written test.
Purpose
To measure learning.
Result
Most pupils passed.
Teacher records the grade.
This is assessment of learning.

Relationship with Diagnostic, Formative, and Summative Assessment

Traditional Term Modern Term
Diagnostic Assessment for Learning
Formative Assessment for Learning / Assessment as Learning
Summative Assessment of Learning

Modern assessment practice encourages teachers to use all three approaches to support meaningful learning
(OECD, 2019).

Importance in High-Quality Assessment

High-quality assessment requires that the purpose is clear. Teachers must know whether the assessment is used
to:
• identify readiness
• guide learning
• help students reflect
• measure achievement

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When purpose is clear, teachers can select the correct target, method, sampling, and scoring procedure
(McMillan, 2018).

Classroom Scenario
Teacher teaches fractions.
Before lesson
Pre-test → diagnostic → for learning
During lesson
Practice activity → formative → for learning
Students check answers
Self-check → as learning
After lesson
Unit test → summative → of learning
This shows that high-quality assessment uses different purposes.

Check Your Understanding

Directions: Answer briefly.

1. Why is it important to align assessment methods with assessment targets?

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2. Give one example of an assessment purpose used in the classroom.

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_________________________________

References

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd
ed.). Corwin.
Heritage, M. (2018). Formative assessment in practice: A process of inquiry and action. Harvard Education
Press.
McMillan, J. H. (2018). Classroom assessment: Principles and practice for effective standards-based
instruction (7th ed.). Pearson.
OECD. (2019). Classroom assessment practices. OECD Publishing.
Pellegrino, J. W. (2020). Assessment as a tool for learning and teaching. National Academy of Education.
Stiggins, R. J. (2005). From formative assessment to assessment for learning. Phi Delta Kappan.

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Module 2

What Is Authentic Assessment?

Module Overview

Authentic assessment focuses on evaluating learners’ ability to apply knowledge and skills in meaningful, real-
life contexts. Rather than emphasizing simple recall of information, authentic assessment requires learners to
demonstrate understanding through performance, production, investigation, or problem-solving tasks that
resemble situations encountered outside the classroom. This type of assessment reflects the belief that learning is
most meaningful when students can use what they know in realistic situations (Wiggins, 1998; Gulikers,
Bastiaens, & Kirschner, 2004).

Modern assessment theory emphasizes that authentic assessment supports deeper learning because it encourages
learners to analyze, create, and apply knowledge rather than simply remember facts (McMillan, 2018; Darling-
Hammond, 2017). In outcomes-based education, authentic assessment is important because it measures whether
learners can demonstrate the intended competencies in real-world contexts.

Authentic assessment also aligns with the principles of assessment for learning because it provides rich
evidence of student understanding and helps teachers make better instructional decisions (Heritage, 2018;
OECD, 2019).

Learning Outcomes

At the end of this module, you should be able to:

1. Define authentic assessment;
2. Identify the characteristics of authentic assessment;
3. Distinguish authentic assessment from related assessment concepts;
4. Give classroom examples of authentic assessment;
5. Explain the importance of authentic assessment in teaching and learning.

Key Concepts

Authentic assessment is an approach to assessment in which learners perform tasks that demonstrate how
knowledge and skills are used in real-life situations. Instead of choosing answers from a list, students construct
responses, create products, perform skills, or solve problems. Authentic assessment measures not only what
students know, but also what they can do with what they know (Wiggins, 1998).

According to Gulikers, Bastiaens, and Kirschner (2004), authentic assessment should resemble real-life situations
in which learners apply knowledge, skills, and attitudes. McMillan (2018) explains that authentic assessment
promotes higher-order thinking because learners must analyze, evaluate, and create rather than memorize.

Darling-Hammond (2017) states that authentic assessment is essential for developing 21st-century skills such as
problem solving, collaboration, and critical thinking.

Authentic assessment differs from traditional assessment because it requires learners to demonstrate meaningful
understanding rather than simply recall information.

Classroom Example
Traditional assessment
Answer multiple-choice questions about letter writing.
Authentic assessment
Write a real letter to the barangay captain requesting help for school needs.
In this task, learners demonstrate writing skills in a realistic situation.

Characteristics of Authentic Assessment

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Authentic assessment has several important characteristics that distinguish it from traditional paper-and-pencil
tests:

1. Performance-Based
Authentic assessment requires learners to perform a task, create a product, or demonstrate a skill.
According to Mueller (2018), performance tasks allow teachers to observe how learners apply knowledge in
realistic situations.
Example
Instead of answering questions about cooking, pupils prepare a simple recipe.
Instead of identifying parts of a plant, pupils grow a plant and observe it.

2. Contextualized
Authentic assessment is connected to real-life situations that learners may encounter outside the classroom.
Tasks should be meaningful and relevant to the learners’ experiences.
Gulikers et al. (2004) explain that authenticity increases when assessment tasks resemble real-world problems.
Example
Mathematics
Instead of solving abstract problems, pupils compute the cost of items in a store.
Science
Instead of memorizing steps, pupils conduct an actual experiment.
English
Instead of identifying parts of speech, pupils write a story.

3. Learner-Centered
Authentic assessment allows learners to actively participate in the learning and assessment process. Students
may plan, create, evaluate, and reflect on their own work.
Brookhart (2013) states that learner-centered assessment helps students understand learning goals and improve
performance.
Example
Students use a rubric to check their own project.
Students give feedback to classmates.
Students revise their work after feedback.
This supports assessment as learning.

4. Process-Oriented
Authentic assessment values both the learning process and the final output. Teachers observe how students
work, not only what they produce.
McMillan (2018) explains that observing the process gives more accurate information about learning.
Example
In writing
Teacher checks:
• planning
• drafting
• revising
• final output
In science
Teacher checks:
• procedure
• observation
• conclusion
This gives better evidence of learning.

5. Uses Clear Criteria and Rubrics

Authentic assessment requires clear criteria so that students know what is expected. Rubrics help ensure
fairness and consistency in scoring.
Brookhart (2013) explains that rubrics make assessment more accurate because performance levels are clearly
described.

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Example
Criteria
• accuracy
• creativity
• effort
• presentation
Rubric helps both teacher and student.

Classroom Example
Science
Pupils keep an experiment logbook.
Teacher checks
• procedure
• observation
• explanation
• conclusion
This is authentic assessment because it measures real performance.

Related Terms in Authentic Assessment

Authentic assessment is related to several other assessment approaches. These terms are often used together but
have different meanings.

1. Performance Assessment
Performance assessment requires students to demonstrate skills through observable actions.
According to McMillan (2018), performance assessment measures the ability to apply knowledge.
Example
• oral presentation
• experiment
• role play
• demonstration
Example
Students explain how to solve a problem on the board.

2. Alternative Assessment
Alternative assessment refers to assessment methods other than traditional paper-and-pencil tests.
Mueller (2018) explains that alternative assessment includes projects, portfolios, and performance tasks.
Example
• project
• journal
• portfolio
• presentation
Alternative assessment often includes authentic assessment.

3. Portfolio Assessment
Portfolio assessment is a collection of student work over time. It shows progress and development.
According to Darling-Hammond (2017), portfolios provide rich evidence of learning because they show
growth.
Example
Portfolio may include
• drawings
• essays
• reflections
• worksheets
• projects
Example
A pupil’s writing portfolio from the whole quarter.

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4. Project-Based Assessment
Project-based assessment requires students to complete a long task that integrates different skills.
Frey and Fisher (2019) explain that projects help learners apply knowledge in complex situations.
Example
Make a poster about environmental protection.
Create a budget plan.
Build a simple model.
Projects develop higher-order thinking.

Classroom Example
A portfolio containing pupils’ drawings, written outputs, and reflections across the quarter demonstrates
learning progress and serves as an authentic assessment tool.
This type of assessment shows growth, effort, and understanding, not only test scores.

Importance of Authentic Assessment

Authentic assessment is important because it:
• measures real learning
• develops skills
• promotes higher-order thinking
• encourages creativity
• supports meaningful learning
• prepares learners for real life
Darling-Hammond (2017) states that authentic assessment is necessary for developing competencies needed in
modern education.
OECD (2019) also explains that classroom assessment should focus on application of knowledge, not only
recall.

Conclusion

Authentic assessment is an approach that requires learners to demonstrate knowledge and skills in meaningful
and realistic situations. It is performance-based, contextualized, learner-centered, process-oriented, and guided
by clear criteria. Authentic assessment includes performance tasks, portfolios, projects, and other alternative
assessment methods. When used properly, it provides accurate information about learning and helps teachers
improve instruction.

Learning Activities

Direction: Classify each assessment as Authentic (A) or Traditional (T). Write your answer on the blank
provided.
1. Writing a letter to the barangay captain – _____
2. 20-item multiple-choice quiz – _____
3. Creating a science experiment logbook – _____
4. True-or-False test – _____
5. Performing and explaining a solution to a real-life math word problem – _____
6. Completing a worksheet on vocabulary definitions – _____
7. Preparing a short oral presentation about a family tradition – _____
8. Answering a 10-item fill-in-the-blanks test – _____
9. Creating a simple portfolio of written and illustrated class outputs – _____
10. Drawing and labeling parts of a plant based on actual observation – _____

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Activity 2: Characteristics Check
List three characteristics of authentic assessment and explain each in one sentence.

Self-Reflection
Why do you think authentic assessment is appropriate for elementary learners? Answer in 2–3 sentences,
considering how children learn and demonstrate understanding.

References:

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Darling-Hammond, L. (2017). Performance assessment for 21st century learning. Harvard Education Press.
Frey, N., & Fisher, D. (2019). Developing assessment-capable learners. ASCD.
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic
assessment. Educational Technology Research and Development, 52(3), 67–86.
Heritage, M. (2018). Formative assessment in practice. Harvard Education Press.
McMillan, J. H. (2018). Classroom assessment: Principles and practice for effective standards-based
instruction (7th ed.). Pearson.
Mueller, J. (2018). Authentic assessment toolbox. North Central College.
OECD. (2019). Classroom assessment practices. OECD Publishing.
Wiggins, G. (1998). Educative assessment. Jossey-Bass.

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Module 3

Why Use Authentic Assessment?

Module Overview

Authentic assessment is used to support meaningful learning by allowing learners to demonstrate understanding
through real-world performance. Instead of focusing only on memorization of facts, authentic assessment
evaluates how learners apply knowledge, solve problems, and create meaningful outputs. This module explains
the theoretical foundations of authentic assessment, its core principles, and the reasons why it is recommended in
modern classroom instruction.

Educational research shows that learners understand concepts better when they actively use knowledge in realistic
situations. Authentic assessment provides opportunities for learners to perform tasks similar to those encountered
outside the classroom, making learning more relevant and effective (Wiggins, 1998; Gulikers, Bastiaens, &
Kirschner, 2004). Modern assessment practice also emphasizes that assessment should support learning, not only
measure it, and should therefore be integrated with teaching and learning activities (McMillan, 2018; Heritage,
2018).

Authentic assessment is widely recommended in outcomes-based education, competency-based education, and

constructivist learning environments because it measures what learners can actually do with what they know
(Darling-Hammond, 2017; Pellegrino, 2020).

Learning Outcomes

At the end of this module, you should be able to:

1. Explain the principles of authentic assessment;
2. Compare traditional and authentic assessment approaches;
3. Justify the use of authentic assessment in classroom instruction;
4. Give classroom examples of authentic assessment;
5. Explain the theoretical foundation of authentic assessment.

Key Concepts

Authentic assessment is grounded in constructivist learning theory, which states that learning is an active
process in which learners construct knowledge through experience, interaction, and reflection. In constructivist
classrooms, students learn best when they are engaged in meaningful tasks rather than passively receiving
information.

Brown, Collins, and Duguid (1989) explain that learning becomes more effective when knowledge is taught in
realistic situations. This idea, known as situated learning, suggests that students understand concepts better when
they use them in real-life contexts. Authentic assessment follows this principle by requiring learners to perform
tasks that resemble real-world activities.

Wiggins (1998) also states that assessment should be authentic so that learners demonstrate understanding through
performance, not only through selecting correct answers. McMillan (2018) explains that authentic assessment
provides better evidence of learning because it measures application, reasoning, and problem-solving.

Darling-Hammond (2017) emphasizes that modern education requires learners to develop critical thinking,
collaboration, and creativity, and these skills cannot be measured by traditional tests alone. Therefore, authentic
assessment is necessary to evaluate higher-order learning.

Classroom Example
Traditional assessment - Answer questions about community rules.
Authentic assessment - Create a poster showing classroom responsibilities.

In the authentic task, learners apply knowledge in a meaningful situation.

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Core Principles of Authentic Assessment

Authentic assessment is based on several important principles that guide teachers in designing meaningful
assessment tasks.

1. Learning is Best Demonstrated Through Performance

Authentic assessment requires learners to show what they can do, not only what they know. Performance tasks
allow teachers to observe how learners apply knowledge and skills.
According to Mueller (2018), performance-based assessment provides direct evidence of learning because
students must produce, create, or perform something.

Examples: Traditional - Answer questions about cooking.

Authentic - Prepare a simple recipe.

Traditional - Define experiment.

Authentic - Conduct an experiment.

Performance tasks show real understanding.

2. Assessment Should Reflect Real-Life Application

Authentic assessment connects classroom learning to real-life situations. When tasks are meaningful, learners
become more motivated and understand the importance of what they learn.
Gulikers et al. (2004) explain that authenticity increases when assessment tasks resemble situations found
outside the classroom.

Example: Mathematics: Traditional - Solve numbers on worksheet.

Authentic - Compute the total cost of items in a store.

Science: Traditional - List parts of plant.

Authentic - Grow a plant and record observations.
English: Traditional - Define adjective.
Authentic - Write a descriptive paragraph.

Real-life tasks make learning meaningful.

3. Learners Are Active Participants

Authentic assessment treats learners as active participants in the learning process. Students plan, create,
evaluate, and improve their work.
Heritage (2018) explains that when learners participate in assessment, they develop responsibility for their own
learning. Brookhart (2013) states that self-assessment and peer assessment help learners understand learning
goals.

Examples: Students use rubric to check their work.

Students revise project after feedback.
Students reflect in learning journal.

This supports assessment as learning.

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4. Assessment Should Support Learning

Authentic assessment is not only for grading. It should provide feedback that helps learners improve.
McMillan (2018) explains that assessment should guide instruction and help students learn better. Pellegrino
(2020) states that effective assessment connects teaching, learning, and evaluation.
Example
Teacher gives feedback during activity.
Teacher reteaches difficult topic.
Teacher gives additional practice.
Assessment becomes part of learning.

5. Authentic Assessment Develops Higher-Order Thinking

Authentic tasks require learners to analyze, evaluate, and create, not only remember. These skills are needed in
real life.
Darling-Hammond (2017) explains that modern education should focus on problem solving and critical
thinking. Authentic assessment allows teachers to measure these skills.

Examples: Traditional - Choose correct answer.

Authentic - Explain why the answer is correct.

Traditional - Define ecosystem.

Authentic - Create ecosystem model.

Authentic assessment develops deeper understanding.

Comparison: Traditional vs Authentic Assessment

Traditional Assessment Authentic Assessment
Focus on recall Focus on application
Paper-and-pencil test Performance task
One correct answer Multiple possible answers
Teacher-centered Learner-centered
Short responses Extended tasks
Measures knowledge Measures understanding

According to Wiggins (1998), traditional tests measure what students remember, while authentic assessment
measures what students can do.

Why Teachers Should Use Authentic Assessment

Authentic assessment is important because it:

• measures real learning
• develops skills
• promotes higher-order thinking
• increases motivation
• connects learning to real life
• supports outcomes-based education
• improves teaching decisions

OECD (2019) explains that modern classrooms should use assessment that measures application, not only
memorization.

Conclusion
Authentic assessment is based on constructivist learning theory and emphasizes performance, real-life
application, active participation, and meaningful feedback. It is more effective than traditional assessment in
measuring higher-order thinking and real understanding. Teachers should use authentic assessment to support
meaningful learning and to prepare learners for real-life situations.

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Activity-Based Comparison
Activity 1: Compare and Contrast (Text-Based)
Complete the comparison below.
Traditional Assessment
•
•
•
Authentic Assessment
•
•
•
Both
•
•

Activity 2: Short Justification

In 3–5 sentences, explain why authentic assessment promotes deeper learning than traditional testing. Support
your answer using ideas from the module.

Self-Reflection
Which assessment approach would you prefer as a learner—traditional or authentic assessment? Explain your
answer in 2–3 sentences based on your learning experiences.

References
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational
Researcher, 18(1), 32–42.
Darling-Hammond, L. (2017). Performance assessment for 21st century learning. Harvard Education Press.
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A framework for authentic assessment.
Educational Technology Research and Development, 52(3), 67–86.
Heritage, M. (2018). Formative assessment in practice. Harvard Education Press.
McMillan, J. H. (2018). Classroom assessment: Principles and practice for effective standards-based
instruction. Pearson.
Mueller, J. (2018). Authentic assessment toolbox. North Central College.
OECD. (2019). Classroom assessment practices. OECD Publishing.
Pellegrino, J. W. (2020). Assessment as a tool for learning and teaching. National Academy of Education.
Wiggins, G. (1998). Educative assessment. Jossey-Bass.

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Module 4

Developing Authentic Classroom Assessments

Module Overview

Designing authentic classroom assessments requires careful alignment between learning competencies, real-
world tasks, and clear criteria for evaluation. Authentic assessment is not created by simply changing a test into
a project; it requires systematic planning to ensure that the task measures the intended learning outcomes.
Teachers must consider the learning target, the type of performance required, the context of the task, and the
criteria for scoring.

Authentic assessment is grounded in the principle that students demonstrate understanding best when they apply
knowledge in meaningful situations. Therefore, assessment tasks should resemble real-life activities and should
allow learners to construct responses, create products, or perform skills (Wiggins, 1998; Gulikers, Bastiaens, &
Kirschner, 2004). When assessment is properly aligned with learning competencies, it produces more accurate
information about student learning and supports better instructional decisions (McMillan, 2018).

Developing authentic assessment is especially important in elementary education because young learners
understand concepts better when they are engaged in concrete, meaningful, and hands-on activities. Authentic
tasks allow pupils to show what they know through doing, creating, explaining, and solving problems rather than
simply answering test questions (Darling-Hammond, 2017).

This module explains the elements of authentic assessment and the systematic process of designing authentic
classroom assessment tasks.

Learning Outcomes

At the end of this module, you should be able to:

1. Identify the essential elements of an authentic assessment task;
2. Describe the steps involved in developing authentic classroom assessments;
3. Design a simple authentic assessment aligned with a learning competency;
4. Explain why alignment between competency, task, and rubric is important;
5. Give classroom examples of authentic assessment for elementary learners.

Key Concepts

An authentic assessment task requires learners to demonstrate learning through meaningful performance that
reflects how knowledge and skills are used in real-life situations. Unlike traditional tests that focus mainly on
recall, authentic assessment requires application, reasoning, and problem-solving.
According to Wiggins (1998), authentic assessment asks students to perform tasks that are worthwhile, realistic,
and intellectually challenging. McMillan (2018) explains that effective assessment must be aligned with the
learning competency so that the task measures what students are expected to learn. Gulikers et al. (2004) also
state that authentic assessment should resemble real-world performance to ensure that learning is meaningful.

Authentic assessment tasks should:

• be aligned with learning competencies
• require application of knowledge
• allow multiple acceptable responses
• use clear criteria or rubrics
• be appropriate to learners’ level
•
When these conditions are present, assessment becomes more valid and useful (Nitko & Brookhart, 2014).

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Examples:

Traditional assessment - Define fraction.

Authentic assessment - Divide food equally among classmates and explain the answer.

The second task shows real understanding because the learner applies the concept.

Elements of an Authentic Assessment Task

Authentic assessment tasks have several essential elements that must be present to ensure quality assessment.

1. Real-World Context

Authentic tasks should be connected to real-life situations. Learners should see the purpose of the task and
understand how the skill can be used outside the classroom.
According to Gulikers et al. (2004), authenticity increases when the task resembles situations found in real life.
Example
Mathematics
Compute the total cost of items in a store.
Science
Observe plant growth at home.
English
Write a letter to a friend.
Real-world context makes learning meaningful.

2. Performance or Product

Authentic assessment requires learners to perform a task or create a product. The output should show
understanding, not only memorization.
Mueller (2018) explains that performance tasks allow teachers to see how learners apply knowledge.
Examples of performance or product
• model
• poster
• oral report
• experiment
• story
• project
• portfolio

Example
Instead of answering questions about plants, pupils grow a plant and record observations.
This shows real learning.

3. Alignment with Learning Competency

Authentic assessment must match the learning competency. The task should measure exactly what the
competency requires.
McMillan (2018) states that misalignment leads to inaccurate assessment because the teacher measures the wrong
skill.
Example
Competency
Solve word problems.
Correct assessment
Solve real-life problem.
Wrong assessment
Define word problem.
Alignment ensures valid assessment.

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4. Clear Criteria or Rubric

Authentic assessment requires clear criteria so that learners know what is expected. Rubrics help teachers score
fairly and consistently.
Brookhart (2013) explains that rubrics improve accuracy because performance levels are clearly described.
Example rubric criteria
• accuracy
• creativity
• effort
• presentation
Example
Writing task scored using rubric.
Rubrics make assessment fair.

5. Appropriate for Learners’ Level

Authentic tasks must match the age and ability of the learners. Elementary pupils need simple, concrete, and
meaningful activities.
Darling-Hammond (2017) explains that tasks should be developmentally appropriate.
Example
Grade 1
Draw and label parts of the body.
Grade 6
Explain functions of body parts.
Task must fit the learner.

Authentic Assessment Development Process

Developing authentic assessment should follow a systematic process to ensure that the task is valid, fair, and
meaningful.
McMillan (2018) and Wiggins (1998) suggest the following steps.

Step 1. Identify the Learning Competency

The teacher must know what the learners should learn.
Example
Competency
Observe plant growth.
Without clear competency, assessment becomes unclear.

Step 2. Design a Real-World Task

Create a task that shows how the competency is used in real life.
Example
Observe a plant for one week.
Record changes.
Draw the plant.
Explain observations.
This task reflects real learning.

Step 3. Decide the Product or Performance

Determine what learners will produce.
Examples
• drawing
• report
• model
• demonstration
• journal
Example

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Science
Plant observation journal.

Step 4. Develop Criteria or Rubric

Prepare criteria before the task.
Example rubric
• completeness
• accuracy
• effort
• explanation
Rubrics guide both teacher and learner.
Brookhart (2013) states that clear criteria improve performance.

Step 5. Give Clear Instructions

Learners must understand what to do.
Instructions should include
• what to do
• how to do
• when to submit
• how it will be graded
Clear instructions improve accuracy (Nitko & Brookhart, 2014).

Step 6. Implement the Task

Learners perform the task.
Teacher observes.
Teacher gives feedback.
This supports assessment for learning.

Step 7. Evaluate Using Rubric

Teacher scores using criteria.
Results are used to
• give feedback
• improve learning
• plan next lesson
Pellegrino (2020) explains that assessment results should guide instruction.

Classroom Example
Science competency
Observe changes in plants.
Task
Grow mongo seeds.
Record daily changes.
Draw and explain.
Rubric
• observation
• drawing
• explanation
• effort
This is authentic assessment because it measures real performance.

Importance of Developing Authentic Assessment

Authentic assessment is important because it
• measures real understanding
• develops skills
• promotes higher-order thinking
• supports meaningful learning
• improves teaching decisions

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 • aligns with outcomes-based education
OECD (2019) explains that modern assessment should measure application, not only recall.

Conclusion
Developing authentic classroom assessment requires alignment between competency, task, and criteria. Authentic
tasks should have real-world context, require performance, use clear rubrics, and follow a systematic process.
When properly designed, authentic assessment provides accurate evidence of learning and helps teachers improve
instruction.

Learning Activities

Activity 1: Task Identification

Given the learning competency below, suggest an appropriate authentic assessment task.

Learning Competency: Demonstrates understanding of basic fractions.

Authentic Assessment Task: ___________________________________________

Activity 2: Mini-Design Task

Complete the table below.
Element Description
Subject Area

Learning Competency

Authentic Task

Criteria for Assessment

Self-Reflection
What challenges might teachers face when implementing authentic assessment in elementary classrooms?
Answer in 2–3 sentences.

References:

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Darling-Hammond, L. (2017). Performance assessment for 21st century learning. Harvard Education Press.
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A framework for authentic assessment.
Educational Technology Research and Development, 52(3), 67–86.
McMillan, J. H. (2018). Classroom assessment: Principles and practice for effective standards-based
instruction. Pearson.
Mueller, J. (2018). Authentic assessment toolbox. North Central College.
Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students. Pearson.
OECD. (2019). Classroom assessment practices. OECD Publishing.
Pellegrino, J. W. (2020). Assessment as a tool for learning and teaching. National Academy of Education.
Wiggins, G. (1998). Educative assessment. Jossey-Bass.

18
Module 5

Nature and Purpose of Performance Assessment

I. Overview
Performance assessment is a type of authentic assessment in which learners demonstrate their
knowledge and skills through meaningful tasks instead of selecting answers from a test. It focuses on
the application of learning in real situations and measures higher-order thinking skills such as
analyzing, creating, and evaluating.

According to Suskie (2018), performance assessment requires students to produce evidence of

learning through observable actions, such as performing a task, creating a product, or solving a real-
life problem. This type of assessment is consistent with outcomes-based education because it measures
competencies rather than memorization.

Murchan and Shiel (2017) explain that performance assessment promotes deeper understanding
because learners are asked to apply what they know, not just recall facts.

II. Discussion

Performance assessment is different from traditional assessment.

Performance Assessment vs Traditional Assessment

Assessment can be classified into traditional assessment and performance assessment. Both are used in
teaching, but they measure learning in different ways. Traditional assessment usually measures what
students know, while performance assessment measures what students can do with what they know.

According to Suskie (2018), traditional tests are useful for measuring knowledge quickly, but they do
not always show whether students can apply their learning. Performance assessment, on the other
hand, allows students to demonstrate understanding through meaningful tasks. Murchan and Shiel
(2017) explain that performance assessment is more consistent with outcomes-based education
because it measures skills, understanding, and real-life application.

Comparison of Traditional and Performance Assessment:

Traditional Assessment Performance Assessment

Multiple choice Project
True/False Demonstration
Fill in the blank Experiment
Short answer Portfolio

Traditional assessment usually focuses on recall, while performance assessment focuses on

application.

1. Multiple Choice vs Project

Multiple-choice tests measure recognition of the correct answer, but they do not show how well
students can apply knowledge.

19
Example (Traditional)
Science
Choose the correct answer.
What is evaporation?

Example (Performance)
Science
Create a model showing the water cycle and explain evaporation.
In the second example, the student must demonstrate understanding, not just choose an answer.
According to Suskie (2018), performance tasks allow teachers to observe deeper learning.

2. True/False vs Demonstration
True/False tests check if students know facts, but demonstration shows if they can perform a skill.
Example (Traditional)
Math
True or False: 25% = 1/4

Example (Performance)
Math
Demonstrate how to compute 25% discount in a store problem.
The demonstration shows real understanding.
Murchan and Shiel (2017) state that performance assessment measures real competence.

3. Fill in the Blank vs Experiment

Fill in the blank measures memory, while experiment measures understanding and skills.
Example (Traditional)
Science
Plants need ______ to grow.
Example (Performance)
Science
Plant seeds and observe growth for one week.
The experiment shows actual learning.
According to Laveault and Allal (2016), authentic tasks help students connect learning to real life.

4. Short Answer vs Portfolio

Short answers give limited information, but portfolio shows progress over time.
Example (Traditional)
English
Define adjective.
Example (Performance)
English
Create a portfolio of descriptive sentences using adjectives.
Portfolio shows:
• improvement
• effort
• creativity
• understanding
Ferretti (2018) explains that performance assessment helps develop higher-order thinking skills.

20
Why Performance Assessment is Important

Performance assessment is important because it:

• measures real learning
• develops skills
• encourages creativity
• promotes critical thinking
• supports authentic learning
Traditional assessment is still useful, but it should not be the only method.
According to Suskie (2018), teachers should use different assessment methods to get accurate
information about student learning.

Performance assessment has the following characteristics:

• authentic
• process-oriented
• product-oriented
• criterion-referenced
• higher-order thinking

According to Suskie (2018), performance assessment is effective because it measures real

understanding and allows students to demonstrate skills in meaningful contexts.

Classroom Example
Science Class
Traditional
Write the parts of the plant.
Performance
Plant a seed, observe growth, and present findings.
Mathematics Class
Traditional
Solve 10 problems.
Performance
Design a budget plan using percentages.
English Class
Traditional
Define figurative language.
Performance
Write a short story using figurative expressions.
These examples show that performance assessment requires students to apply knowledge, not just
remember information (Murchan & Shiel, 2017).

III. Activity
Identify whether the following are traditional or performance assessment.

IV. Assessment
Quiz
Reflection Journal

References
Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). Jossey-Bass.
Murchan, D., & Shiel, G. (2017). Understanding and applying assessment in education. SAGE.

21
Module 6

Developing Performance Tasks Using GRASPS

I. Overview
Performance tasks must be carefully designed to ensure that they measure the intended learning
outcomes. One effective framework in designing performance assessment is GRASPS. This framework
helps teachers create authentic tasks that reflect real-life situations.

Laveault and Allal (2016) state that assessment should allow learners to apply knowledge in meaningful
situations. GRASPS ensures that the task has a clear goal, role, audience, situation, product, and
standard.

II. Discussion

GRASPS Framework in Designing Performance Tasks

GRASPS is a framework used in designing authentic performance tasks to ensure that assessment is
meaningful, realistic, and aligned with learning outcomes. It was popularized in outcomes-based and
authentic assessment approaches to help teachers create tasks that require students to apply knowledge
in real-life situations.

According to Laveault and Allal (2016), authentic assessment tasks should reflect real-world
performance so that learners demonstrate understanding through application. Using GRASPS helps
teachers design tasks that are clear, purposeful, and measurable. Suskie (2018) also explains that
performance tasks must have clear goals, criteria, and expected outputs to ensure valid and reliable
assessment.

GRASPS stands for:

Letter Meaning
G Goal
R Role
A Audience
S Situation
P Product / Performance
S Standards

Each part of GRASPS is discussed below.

G – Goal

The goal tells what the student is expected to learn or accomplish. It must be aligned with the learning
objective or competency. The goal should clearly state the knowledge, skill, or attitude that will be
demonstrated.
According to Suskie (2018), assessment should always be aligned with the intended learning outcome.
If the objective is to apply knowledge, the assessment must also require application.

Classroom Example
Science
Goal: Explain the water cycle.
Mathematics
Goal: Apply percentage in solving real-life problems.

22
English
Goal: Use descriptive words in writing.
Poor Goal
Understand the lesson.
Good Goal
Create a model showing the water cycle.
The goal must be specific and measurable.

R – Role
The role describes who the student will pretend to be while performing the task. Giving a role makes
the activity realistic and meaningful. It also helps students understand the purpose of the task.
Murchan and Shiel (2017) explain that authentic assessment should place students in real-life roles so
that they can apply knowledge in realistic situations.

Classroom Example
Science
Role: You are a weather reporter.
Mathematics
Role: You are a store cashier.
English
Role: You are a news reporter.
Example
Role: You are a scientist explaining the water cycle.
Giving a role increases student motivation and engagement.

A – Audience
The audience tells who will receive the output. The audience can be classmates, teacher, parents, or
community. Having an audience makes the task more realistic.
According to Laveault and Allal (2016), authentic tasks should involve communication with an
audience to simulate real-life performance.

Classroom Example
Science
Audience: Classmates
Math
Audience: Customers
English
Audience: Readers
Example
Audience: Your classmates will listen to your explanation.
Audience makes students perform more seriously.

S – Situation
The situation describes the context or problem where the task will happen. It should be realistic and
meaningful. The situation helps students understand why they are doing the task.
Ferretti (2018) states that learning becomes deeper when students solve real-life problems.
Classroom Example
Science
Situation: You are invited to present in a science fair.
Math
Situation: A store is giving discount sale.
English
Situation: You are writing for a school newspaper.
23
Example
Situation: The school will have a science exhibit and you must prepare a model.
Situation makes the task authentic.

P – Product / Performance
The product tells what the student will produce or perform. It must show the learning outcome clearly.
The product can be written, oral, visual, or performance-based.
According to Suskie (2018), performance assessment requires students to create something that shows
understanding.
Classroom Example
Science
Product: Model of water cycle
Math
Product: Budget plan
English
Product: Story
Other examples
• poster
• report
• presentation
• experiment
• role play
• portfolio
The product must match the goal.

S – Standards
Standards tell how the work will be graded. This includes criteria and rubric. Standards must be clear
before the task starts.
According to Murchan and Shiel (2017), students perform better when they know the criteria for
success. Rubrics help make assessment fair and consistent.
Standards may include:
• accuracy
• creativity
• completeness
• organization
• presentation

Classroom Example
Criteria
Criteria Description
Accuracy Correct information
Creativity Original idea
Clarity Easy to understand
Effort Complete work

Example
Standards: Accuracy, creativity, explanation, neatness.
Standards make scoring fair.

Complete GRASPS Example

Science Task

24
Goal – Explain water cycle
Role – Scientist
Audience – Classmates
Situation – Science exhibit
Product – Model
Standards – Accuracy, creativity, explanation
Math Task
Goal – Apply percentage
Role – Store manager
Audience – Customers
Situation – Discount sale
Product – Price computation
Standards – Correct answer, explanation, neatness
English Task
Goal – Use descriptive words
Role – Writer
Audience – Readers
Situation – Story writing contest
Product – Short story
Standards – Grammar, creativity, clarity

GRASPS helps ensure that performance tasks are authentic and aligned with learning outcomes
(Laveault & Allal, 2016; Suskie, 2018).

Classroom Example
Science
Goal – Explain water cycle
Role – Meteorologist
Audience – Class
Situation – Weather report
Product – Poster presentation
Standards – Accuracy, clarity, creativity
Mathematics
Goal – Apply percentage
Role – Store manager
Audience – Customers
Situation – Sale discount
Product – Price computation
Standards – Correctness, explanation
English
Goal – Use descriptive words
Role – Writer
Audience – Readers
Situation – Story writing
Product – Short story
Standards – Grammar, creativity
These examples show that GRASPS connects learning to real life (Laveault & Allal, 2016).

Using SOLO Taxonomy in Designing Performance Assessment

Teachers should design performance tasks that develop higher-order thinking skills. One useful
framework for designing assessment tasks is the SOLO Taxonomy, developed by Biggs and Collis
25
(1982). SOLO stands for Structure of Observed Learning Outcomes, and it describes levels of
understanding that learners demonstrate when performing a task.

According to Biggs and Collis (1982), learning progresses from simple understanding to complex
understanding. Therefore, assessment tasks should not only measure recall but should also measure how
well students can connect ideas, apply knowledge, and create new understanding. In performance-based
assessment, tasks should reach higher levels of thinking because these levels show meaningful learning.
McMillan (2018) explains that assessment should match the cognitive demand of the learning
outcome. If the objective requires analysis, the assessment should also require analysis. Similarly,
Brookhart (2013) states that authentic assessment should allow students to demonstrate deep
understanding, not only memorized information.

SOLO taxonomy has five levels of understanding.

Level Meaning Example
Pre-structural No understanding Cannot answer
Uni-structural One idea List parts
Multi-structural Several ideas Describe parts
Relational Connected ideas Explain relationship
Extended Abstract New ideas / transfer Create model

Teachers should design performance tasks that reach relational or extended abstract level because
these levels show real understanding (Wiggins & McTighe, 2005).

1. Pre-structural Level
At the pre-structural level, the learner has little or no understanding of the topic. The student may give
an incorrect answer or no answer at all. This level shows that the learner still needs guidance.
Example
Science
Question: What is evaporation?
Answer: I do not know.
Math
Question: What is 50%?
Answer: 10.
English
Question: Who is the main character?
Answer: I forgot.
At this level, the teacher should provide remediation.
Nitko and Brookhart (2014) explain that assessment results should be used to identify learners who
need additional support.

2. Uni-structural Level
At the uni-structural level, the learner understands only one part of the lesson. The student can identify
or recall one idea but cannot explain further.
Example
Science
List one part of the water cycle.
Math
Write the formula for area.
English
Identify the main character.
Classroom Example

26
Teacher asks:
Name one stage of the water cycle.
Student answers:
Evaporation.
The student knows one idea but does not explain.
According to McMillan (2018), this level measures basic knowledge but does not show deep
understanding.

3. Multi-structural Level
At the multi-structural level, the learner knows several ideas but cannot connect them. The student can
describe or list many things, but the ideas are not related.
Example
Science
Describe evaporation, condensation, and precipitation.
Math
Solve several percentage problems.
English
Describe the characters in the story.
Classroom Example
Teacher asks:
Describe the water cycle.
Student answers:
Evaporation, condensation, precipitation.
The student lists the parts but does not explain the relationship.
Biggs and Tang (2011) explain that multi-structural learning shows knowledge of many facts but not
deep understanding.
Many traditional tests measure only this level.

4. Relational Level
At the relational level, the learner connects ideas and explains relationships. This level shows real
understanding because the student can explain how ideas are related.
Example
Science
Explain how evaporation leads to rain.
Math
Explain how percentages are used in discounts.
English
Explain how the characters affect the story.
Classroom Example
Teacher asks:
Explain the water cycle.
Student answers:
Water evaporates because of heat, forms clouds, and falls as rain.
The student connects ideas.
Brookhart (2013) states that performance assessment should require students to explain, analyze, and
connect ideas.
Relational tasks show meaningful learning.

5. Extended Abstract Level

At the extended abstract level, the learner applies knowledge to new situations, creates new ideas, or
solves real-life problems. This is the highest level of understanding.
Example

27
Science
Create a model of the water cycle.
Math
Design a budget using percentages.
English
Write a speech about environment.
Classroom Example
Science
Task
Design a working model showing the water cycle.
Math
Task
Plan a school event budget using percentages.
English
Task
Write a story using figurative language.
Students must apply knowledge in new situations.
Wiggins and McTighe (2005) explain that authentic assessment should require transfer of learning, not
only recall.
Ferretti (2018) states that good performance tasks should reach relational or extended abstract level
because these levels develop critical thinking.

Why Teachers Should Use SOLO Taxonomy

Using SOLO taxonomy helps teachers:
• design better performance tasks
• measure level of understanding
• develop higher-order thinking
• align assessment with outcomes
• avoid memorization-only tests
According to Suskie (2018), good assessment should match the intended learning outcome. If the
objective requires analysis or creation, the assessment must also require analysis or creation.
Murchan and Shiel (2017) also emphasize that authentic assessment should allow students to
demonstrate real understanding through performance tasks.

Classroom Scenario
Objective
Students understand food chain.
Uni
List animals.
Multi
Describe food chain.
Relational
Explain how animals depend on each other.
Extended
Create food chain model.
Best assessment → Extended
Teacher decision
Use performance task instead of test.
This shows that SOLO taxonomy helps teachers design authentic and meaningful assessment.

Conclusion
SOLO taxonomy is useful in designing performance assessment because it shows the level of
understanding demonstrated by learners. Teachers should design tasks that go beyond simple recall
28
and encourage students to connect ideas and create new knowledge. Performance tasks that reach
relational and extended abstract levels promote deeper learning and better achievement.

Activity
Create a GRASPS task for your subject.

Assessment
GRASPS Output
Peer Review

References
Ferretti, F. (2018). Formative assessment for mathematics teaching and learning. FrancoAngeli.
Laveault, D., & Allal, L. (2016). Assessment for learning: Meeting the challenge of implementation.
Springer.
Murchan, D., & Shiel, G. (2017). Understanding and applying assessment in education. SAGE
Publications.
Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). Jossey-Bass.
Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. Academic
Press.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Ferretti, F. (2018). Formative assessment for mathematics teaching and learning. FrancoAngeli.
McMillan, J. H. (2018). Classroom assessment: Principles and practice for effective standards-based
instruction. Pearson.
Murchan, D., & Shiel, G. (2017). Understanding and applying assessment in education. SAGE
Publications.
Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students. Pearson.
Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). Jossey-Bass.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.

29
Module 7

Scoring Rubrics (Analytic and Holistic)

I. Overview

Rubrics are scoring guides used to evaluate performance tasks. They describe the criteria for
assessment and the levels of performance. Rubrics help teachers score fairly and help students
understand expectations.

Suskie (2018) explains that rubrics improve reliability and make assessment more objective. Murchan
and Shiel (2017) state that rubrics support authentic assessment because they focus on observable
performance.

II. Discussion
Parts of a rubric
• Criteria
• Levels
• Descriptors
• Score

Parts of a Rubric (Table Illustration)

Part Meaning Example
Criteria What will be evaluated Accuracy, Creativity, Presentation
Levels Degree of performance 4, 3, 2, 1
Descriptors Description of each level Excellent, Very Good, Satisfactory, Beginning
Score Points given for performance 4 points, 3 points, etc.

Analytic rubric
• separate score per criterion
• detailed feedback
Holistic rubric
• one overall score
• faster scoring
Rubrics must be clear, fair, and aligned with outcomes (Suskie, 2018).

Classroom Example
Performance task - Make a science model.

Criteria 4 – Excellent 3 – Very Good 2 – Satisfactory 1 – Beginning

Accuracy Shows complete and Shows correct Shows partial Shows basic
correct understanding with understanding of the understanding but
understanding of the minor details needing concept. needs further
concept. improvement. improvement.
Creativity Demonstrates highly Shows creative ideas Shows some Shows simple ideas
original and creative and effort. creativity in the with limited
ideas. work. creativity.
Presentation Presentation is very Presentation is clear Presentation is Presentation shows
clear, organized, and and organized. understandable but basic organization
easy to understand. needs better and needs
organization. improvement.

30
Notes for Performance-Based Assessment
• Uses positive language
• Avoids negative terms like wrong / poor / many errors
• Encourages improvement
• Suitable for authentic assessment and performance tasks
• Recommended by assessment experts (Suskie, 2018; Murchan & Shiel, 2017)

Holistic Rubric
Score Descriptor Description
4 Excellent Demonstrates outstanding understanding and performance; work is clear,
complete, and shows high level of skill and effort.
3 Very Good Demonstrates good understanding and performance; work is clear and shows
appropriate skill with minor areas for improvement.
2 Satisfactory Demonstrates acceptable understanding and performance; work shows basic
skill but needs further development.
1 Beginning Demonstrates initial understanding and performance; work shows effort but
needs more improvement and guidance.

Rubrics help students know how they will be graded (Murchan & Shiel, 2017).

Activity
Create analytic and holistic rubric.

Assessment
Rubric Output
Rubric Critique

References
Suskie, L. (2018). Assessing student learning.
Murchan, D., & Shiel, G. (2017). Assessment in education.

31
Module 8

Interpreting Performance Assessment Data

I. Overview
Assessment results should be used to improve teaching and learning. Teachers must analyze scores and
use the results to guide instruction. Assessment for learning allows teachers to identify strengths and
weaknesses of students.
Laveault and Allal (2016) explain that assessment data should guide teaching decisions. Rahmi (2020)
states that assessment helps improve instruction when teachers use the results properly.

II. Discussion

Interpreting Performance Assessment Data

Assessment results should not only be used to give grades but also to improve teaching and learning.
In authentic and performance-based assessment, teachers must analyze the results carefully to
understand the strengths and weaknesses of learners. According to Laveault and Allal (2016),
assessment should be used as a tool for learning, not only as a tool for measurement. When teachers
interpret assessment data correctly, they can make better instructional decisions.

There are several ways to interpret performance assessment results.

1. Mean Score
The mean score is the average score of the class. It helps the teacher see the overall performance of the
learners.
Mean is computed by adding all scores and dividing by the number of students.
Example:
Student Score
A 4
B 3
C 3
D 2
E 4

Mean = (4 + 3 + 3 + 2 + 4) ÷ 5 = 3.2

Interpretation:
The class performed at the Very Good level.
Classroom Example
A teacher gives a performance task in Science.
Most students got score 3.
The teacher concludes that students understand the lesson but need more practice.
According to Suskie (2018), using averages helps teachers see patterns in student learning.

Aside from computing the mean score, teachers may also use range and interval to interpret class
performance. Range and interval help the teacher determine the level of performance of the class
based on a scoring scale. This method is useful when using rubrics, rating scales, or performance
scores.
According to Suskie (2018), teachers should organize scores into meaningful categories so that results
can be interpreted clearly and used to guide instruction. One way to do this is by computing the range
and dividing it into intervals that represent performance levels.

32
Step 1. Identify the Highest and Lowest Score
First, determine the highest possible score and the lowest possible score in the rubric or rating scale.
Example rubric scale
Score Meaning
4 Excellent
3 Very Good
2 Satisfactory
1 Beginning
Highest score = 4
Lowest score = 1

Step 2. Compute the Range

Range is the difference between the highest and lowest score.
Formula
Range = Highest score − Lowest score
Example
Range = 4 − 1 = 3
The range shows the spread of the scores.

Step 3. Decide the Number of Levels

Next, decide how many interpretation levels you want.
Example
4 levels
• Excellent
• Very Good
• Satisfactory
• Beginning
Number of levels = 4

Step 4. Compute the Interval

Interval tells how wide each level will be.
Formula
Interval = Range ÷ Number of levels
Example
Interval = 3 ÷ 4 = 0.75
Each level will have width of 0.75.

Step 5. Create the Interpretation Table

Start from the lowest score and add the interval.
Score Range Interpretation
1.00 – 1.75 Beginning
1.76 – 2.50 Satisfactory
2.51 – 3.25 Very Good
3.26 – 4.00 Excellent
This table will be used to interpret the mean score.

Step 6. Interpret the Mean Score

Example
Mean score = 3.2
Look at the table
3.2 falls under

33
2.51 – 3.25
Interpretation:
The class performed at the Very Good level.

Classroom Example
A teacher gives a performance task in Science using a rubric with scores from 1 to 4.
Scores of students

Student Score
A 4
B 3
C 3
D 2
E 4

Mean
(4 + 3 + 3 + 2 + 4) ÷ 5 = 3.2
Using the interval table
Score Range Meaning
1.00 – 1.75 Beginning
1.76 – 2.50 Satisfactory
2.51 – 3.25 Very Good
3.26 – 4.00 Excellent

3.20 = Very Good

Interpretation
The class understands the lesson but still needs more practice.
Teacher decision
• give feedback
• provide enrichment
• review difficult parts
According to Suskie (2018), organizing scores using ranges and intervals helps teachers see patterns in
student performance and make better instructional decisions.

Why Range and Interval Are Important

Using range and interval helps teachers:
• interpret scores correctly
• avoid guessing
• make fair decisions
• plan next lesson
• identify students who need help
Murchan and Shiel (2017) explain that clear interpretation of scores is necessary so that assessment
results can be used to improve teaching and learning.

Summary
Steps in getting range and interval
1. Identify highest score
2. Identify lowest score
3. Compute range
4. Decide number of levels
5. Compute interval
34
 6. Make interpretation table
7. Compare mean score with table
This method makes performance assessment more accurate and meaningful.

2. Percentage
Percentage shows how many students passed or reached the expected level.
Formula:
Percentage = (Number of students who passed ÷ Total students) × 100
Example
20 students
15 passed
Percentage = 15 ÷ 20 × 100 = 75%
Interpretation
75% of students achieved the learning outcome.
Classroom Example
In Mathematics, the teacher gives a performance task.
Only 50% passed.
Teacher decision:
• reteach lesson
• give more practice
• change strategy

Murchan and Shiel (2017) state that teachers should use assessment results to decide the next teaching
step.

3. Rubric Level
In performance assessment, teachers often use rubrics. Each level shows how well the student
performed.
Example rubric
Level Meaning
4 Excellent
3 Very Good
2 Satisfactory
1 Beginning

Teacher checks how many students are in each level.

Example
Level Students
4 5
3 10
2 4
1 1

Interpretation
Most students are at level 3 → lesson understood but needs improvement.
Classroom Example
English class
Students present speech.
Teacher uses rubric.
Many students got level 2.

35
Teacher decision:
• practice speaking again
• give feedback
• show sample presentation
According to Suskie (2018), rubrics make it easier to interpret performance results.

4. Mastery Level
Mastery level tells if students reached the expected level of learning.
Example mastery scale
Score Meaning
90–100 Mastered
75–89 Nearly mastered
50–74 Developing
below 50 Beginning

Teacher checks how many students reached mastery.

Classroom Example
30 students
20 mastered
10 not mastered
Teacher decision
• remediation for 10 students
• enrichment for 20 students
Laveault and Allal (2016) explain that mastery data helps teachers plan instruction.

Using Assessment Results

Teachers should use assessment results to improve teaching.

Give Feedback
Feedback tells students what they did well and what to improve.
Example
Good
Your model is accurate. Add more explanation.
Not good
Wrong.
According to Suskie (2018), feedback should be clear and helpful.

Provide Remediation
Remediation means helping students who did not understand the lesson.
Example
Students failed in fractions.
Teacher:
• reteach
• give extra practice
• use different method
Supahar (2018) states that assessment should guide improvement of learning.

Adjust Teaching
If many students did not understand, the teacher should change the strategy.
Example

36
Students confused in science experiment.
Teacher decision:
• use demonstration
• use video
• use group work
Assessment helps teachers improve instruction (Murchan & Shiel, 2017).

Plan Next Lesson

Assessment helps the teacher decide what to teach next.
Example
Most students mastered lesson.
Teacher:
• move to next topic
• give enrichment activity
If many failed
• review first
• reteach
Rahmi (2020) explains that assessment data should guide future teaching.

Summary
Assessment data should be used to:
• know student performance
• give feedback
• help weak learners
• improve teaching
• plan next lesson
Performance assessment is useful only if teachers use the results to support learning.

Supahar (2018) states that authentic assessment improves learning when results are used to guide
instruction.
Classroom Example
Teacher gives performance task.
Scores
Student Score
A 4
B 3
C 2
D 1

Interpretation
Many students got 2 → reteach lesson
Use of data
• reteach
• enrichment
• group work
• feedback
Assessment must help learning, not only grading (Rahmi, 2020).

Activity
Interpret sample rubric scores.

37
Assessment
Data Interpretation Report
Reflection Paper

References
Laveault, D., & Allal, L. (2016). Assessment for learning: Meeting the challenge of implementation.
Springer.
Murchan, D., & Shiel, G. (2017). Understanding and applying assessment in education. SAGE
Publications.
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