Group 1: Techniques for assessing cognitive level
Example 1 – Observation : using a standard assessment rubric
Student’s name: ……………………...
Class: …………..
Day: ………………………
Lesson: Thales’s Theorem in a triangle (grade 8)
No. Criteria Level 1: Level 2: Level 3: Level 4: Level 5:
Unsatisfa Passing Proficient Advanced Excellent
ctory
1 Identify the correct
triangle and the pair
of parallel lines to be
analyzed.
2 Correctly set up the
proportions and
accurately calculate
the ratio of two line
segments.
3 Accurately solve for
the unknown values
(calculate the
solution).
4 Demonstrate how to
apply the Converse of
Thales' Theorem to
prove that two lines are
parallel
Example 2 –Memory matrix
A memory matrix to check Grade 8 students’ understanding after learning the
topics “Three Criteria for Triangle Similarity” and “Similarity Criteria for Right
Triangles”:
Full name: .................................................................
Class: .......................................................................
Fill in the blanks in the table below:
Condition (Case) Conclusion:
Two triangles are similar
by:
…=…=… the SSS criterion
… = … and the …………. criterion
angle D = angle E
… = … = 90
degree and the …………. criterion
angle C = angle F
… = …. and
… = ……
the …………. criterion
… = … and
…=… the Hypotenuse–Leg (HL)
criterion
Group 2: Techniques for assessing application competency
Example 3 – Problem identification (Statistics, Middle school – Grade 7)
Topic: Types of problems
● Technique: Identify problem type
● Task: Match each situation with correct type:
1. “Find the average score of a class”
2. “Find probability of getting heads when tossing a coin”
3. “Find percentage of students passing exam”
● Options:
a) Mean calculation
b) Probability problem
c) Percentage problem
Correct answers:
1–a, 2–b, 3–c
Purpose:
Assess ability to recognize statistical problem types.
Example 4 – Solution profile (Algebra/Calculus, High school – Grade 11)
Topic: Optimization (derivatives)
● Technique: Solution profile
● Task:
“A rectangle has perimeter 40m. Find dimensions for maximum area.”
● Student describes steps:
1. Let width = x => length = 20 – x
2. Area: f(x) = x(20 - x)
3. Take derivative
4. Solve f’(x) = 0
5. Conclude dimensions
Purpose:
Evaluate problem-solving process, not just final answer.
Group 3: Self-assessment & feedback techniques
Example 5 – Checklist by topic (Geometry, Middle school – Grade 8)
Topic: Quadrilaterals
Criteria Yes No
I know what a quadrilateral is
I can identify types (parallelogram, rectangle, square,
trapezoid)
I know basic properties of each type
I can solve simple problems using these properties
Example 6 – Confidence survey (Statistics/Probability, High school – Grade 12)
Topic: Probability
Statement Low Medium High
I understand basic probability concepts
I can calculate probability of simple events
I can apply probability formulas correctly
I feel confident solving probability problems