NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates of the Mary Immaculate

Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

COURSE HAND-OUTS FOR SECOND SEMESTER 2021-2022

Course : ProfEd 10 Descriptive Title: Assessment in Learning 2

Program/Year : BEEd 3 and BSEd 3 Time Allotment: 4 weeks (Weeks 1 to 4)
Course Instructors : RASHMIA S. BARAGUIR, LPT
ANTONIO C. LLANURA, Ed. D
Course Description : This is a three-unit 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 for
performance- and product-based assessment through learning opportunities that will allow them to (a) meet
the program outcomes and standards of a beginning teacher; (b) develop the 21 st century skills of
collaboration, communication, critical thinking and problem solving, and creative thinking; and (c) be
healthy, safe, engaged, supported, and challenged.

Course Desired Learning Outcomes:

The pre-service teachers trained to be professional beginning teachers should be able to show knowledge,
skills, and desirable attitudes and values in developing and using high quality written tests in gathering,
analyzing, interpreting, communicating, and reporting assessment data to improve teaching and learning.

Chapter 1: INTRODUCTION TO ASSESSMENT LEARNING 2

Topic Desired Learning Outcome
Basic Concepts, Theories, and - Define and explain the alternative assessment and related concepts.
Principles in Assessing Learning - Demonstrate an understanding of the different principles in assessing learning using
Using Non Traditional Methods alternative methods.
Learning Targets for Performance - Formulate learning targets that can be assessed through performance and product-
and Product-Oriented Assessment oriented assessment.
- Create an assessment plan using alternative methods of assessment.
Chapter 2: Alternative Ways in Assessing Learning
Performance Assessment - Identify and design appropriate performance assessment tools for intended student
learning outcomes.
Affective Assessment - Develop an assessment tool to measure affective outcomes of learning.
Portfolio Assessment - Develop a plan in assessing students’ learning using portfolio assessment.
Process in Developing and Using - Develop sound and appropriate rubrics to assess students’ performance and outputs.
Rubrics for Non Traditional - Skillfully use rubrics to assess students’ performance and output.
Assessment
Chapter 3: Analysis and Reporting of Data from Nontraditional Methods
Organization and Analysis of - Use quantitative analysis to report the results of alternative methods of assessment.
Assessment Data from - Present and summarize results of alternative methods of assessment to make them
Nontraditional Methods useful for learners.
- Create a set of criteria, factors, and characteristics to be assessed using alternative
methods.
Communicating and Reporting of - Provide appropriate feedback based on alternative methods of assessment.
Assessment Data from Alternative - Tell learner’s progress based on alternative methods of assessment.
Methods - Report to parents the results of nontraditional methods of assessment.
Post-Evaluation - Demonstrate attainment of the desired learning outcomes set for the course.

Introduction
• Statistics is the branch of science that deals with the collection, presentation, analysis, and interpretation of quantitative data.
• There are two branches of statistics; descriptive statistics and inferential statistics. Descriptive Statistics deals with
collecting, describing, and analyzing a set of data without drawing conclusions (or inferences) about a large group.
Inferential statistics, on the other hand, is concerned with the analysis of a subset of data leading to predictions or inferences
about the entire set of data without dealing with each individual in the population. It means that, inferences can be derived
from the population, using only a sample or a part of the population.
• In describing the group performance of the student in a certain test, the measures of central tendency and measure of
variability are used. Measures of central tendency are used to determine the average performance of the group of scores,
while measures of variability indicate the spread of scores in a group. These two concepts are very important helpful in
understanding the performance of a group.
• Measure of central tendency provides a very convenient way of describing a set of scores with a single number that used to
describes the performance of a group. It is also defined as a single value that uses the “center” of a datum. It is through as a
typical value in distribution.

Mean refers to the arithmetic average.

Properties:

Assessment in Learning 2 (ProfEd 10) 1|P a g e

  Used when data are in interval or in ratio level of measurement
 Used when the frequency distribution is regular, symmetrical, or normal measures stability
 Measures stability
 Easily affected by extreme scores
 May not be an actual score in the distribution
 Very easy compute
 The sum of each score’s distance from the mean is zero
 Used to compute other measures such as standard deviation, coefficient of variation, skewness, and z -score

Median refers to the centermost score when the scores in the distribution are arranged according to magnitude (from highest score to
lowest score or from lowest score to highest score)

Properties:
 Used when data are in ordinal level of measurement
 Used when the frequency distribution is irregular or skewed
 Used when the middlemost score is desired
 Used when there are extreme scores
 Not effected by the extreme scores because it is a positional measures
 May not be an actual observation in the data set

Mode refers to the score/s that occurs most frequently in the score distribution

Properties:
 Used when the data are in the nominal level of measurement
 Used when quick answer is needed
 Used when the score distribution is normal

Types of Mode
1. Unimodal is a score distribution that consist of one mode.
2. Bimodal is score distribution that consist of two modes.
3. Trimodal is a score distribution that consist of three modes.
Modal – a score distribution that consist of more than two modes.
Properties:
 Can be used for quantitative as well as qualitative data
 May not unique
 Not affected by extreme values
 May not exist at times

Measures of Variation is a single value that is used to describe the spread of the scores in a distribution. The term variation is also
known as variability or dispersion. There are several ways of describing the variation of scores; absolute measures of variation and
relative measures of variation.

Range (R) is the difference between the highest score and the lowest score.
Interpretation: if the range is large, the scores are more dispersed. On the other hand, if the range is small, the scores are less dispersed
or less scattered or homogeneous.

Properties:
 Used when the score distribution is normal
 Used when the data are in interval or in ratio level of measurement
 Used when quick answer is needed
 Rough estimation of variation or dispersion
 Easily affected by extreme scores
 Quick and easy to understand
 Only two scores are needed to compute the value of range
 Very easy to compute
Inter-quartile range (IQR) refers to the distance between the third quartile and the first quartile.
Interpretation: The larger the value IQR, the more dispersed the scores are from the median value; or the smaller the value of IQR,
the more clustered the scores are from the median.

Properties:
 Used when data are in ordinal level of measurement
 Used when the frequency distribution is irregular or skewed
 Reduces the influence of the extreme scores
 Considers only the middle 50% of the scores in the distribution
 Not easy to calculate as compared to the range
 The point of dispersion of the scores is the median value

Quartile deviation (QD) refers to the average deviation of the third quartile and the first quartile from the value of the median
Interpretation: the larger the value of QD, the more dispersed the scores are from the median value; or the smaller the value of QD,
the more clustered the scores are from the median value.
Assessment in Learning 2 (ProfEd 10) 2|P a g e
Properties:
 Used when the data are ordinal level of measurement
 Used when the score distribution is irregular or skewed
 Reduces the influence of the extreme scores
 Considers only the middle 50% of the scores in the distribution
 Not easy to calculate as compared to the range
 The point of dispersion of the scores is the median value

Standard deviation (S) refers to the average distance that deviates from the mean value.
Interpretation:
1. If the value of standard deviation is large, on the average, the scores in distribution will far from the mean. Therefore, the
scores are spread out around mean value. This Distribution is also known as heterogeneous.
2. If the value of standard deviation is small, on the average, the score in the distribution will be close to the mean. Hence, the
scores are less dispersed or the scores in the distribution are homogeneous.
Properties:
 Used when data interval or in the ratio level of measurement
 Used when the frequency distribution is regular, symmetrical, or normal
 The most important measure of variation, particularly in research
 Show variation of the individual scores about the mean

• There are five types of absolute measures of variation which are very important in analyzing the variation of scores of the
students in certain assessment procedures. These are the range, inter-quartile range and quartile deviation, and variance and
standard deviation.
1. Range (R) is the difference between the highest score and the lowest score in a distribution. Range is the simplest and the crudest
measure of variation – simplest because only the highest score and the lowest score are needed to be considered; crudest because only
the extreme scores are needed to utilized, without considering the other scores.

Range for ungrouped data

R=HS – LS where, R – range value, HS – highest score, LS – lowest score

Range for grouped data

R=HSUB−LS LB where, R – range value, HS – upper boundary of the highest score, LS – lower boundary of the lowest score

2. Inter-quartile range is the difference between the third quartile and the first quartile.
IQR=Q 3 – Q 1

Quartile deviation indicates the distance we need to go above and below the median to approximately include 50% of the scores. It is
based on the range of 50% of the range of the entire set.
Q3−Q1
The formula in computing the value of the quartile deviation is QD= , where QD is quartile deviation value Q1, is the
N
value of the first quartile, and Q 3 is the value of the third quartile.

3. Standard deviation is the most important measure of the variation or dispersion. It is the average distance of all the scores that
deviates from the mean value. It shows variation about the mean. It is also known as the square root of the variance.
Variance is one of the most important measures of variation. It show variation about the mean.

4. Coefficient of variation show variation relative to the mean. It is used to compare two or more groups of distribution of scores.
Usually expressed in percent, the smaller the value of the coefficient of the variation, the more homogeneous the score are. On the
other hand, the higher the value of coefficient of variation, the more dispersed the scores are in that particular distribution.

5. Measure of skewness describes the degree of departure of the scores from the symmetry. The skewness of a score distribution only
tells about the performance of the students, but not reasons about their performance.

Lesson 1: Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods
PREPARE
To be able to successfully describe what alternative assessment for learning is, you need to develop a matrix of the
difference between the traditional and alternative assessment of learning and document the experiences of teachers who
apply the principles in assessing learning using alternative methods. To be able to do these, you need to read the following information
about the basic concepts and principles in assessing learning using nontraditional methods. You are expected to read this information
before the discussion, analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom. If the information
provided in this worktext is not enough, you can look up more information that you can access on the Internet.

What is an alternative assessment?

Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the purpose of
making decisions, whereas assessment of learning can be defined as the systematic and purpose-oriented collection, analysis, and
interpretation of evidence of student learning in order to make informed decisions relevant to the learners. In contrast, assessment for
learning refers to the use of assessment to identify the needs of students in order to modify instruction or the learning activities in the

Assessment in Learning 2 (ProfEd 10) 3|P a g e

classroom. Assessment for learning is formative in nature, and it is meant to identify gaps in the learning experiences of students, so they
can be assisted in achieving the curriculum outcomes.
Traditional assessment refers to the use of traditional assessment strategies or tools to provide information on student
learning. Typically, objective (e.g. multiple-choice) and subjective (e.g. essay) paper-and-pencil tests are used to assess students.
Alternative assessment refers to the use of alternative or nontraditional assessment strategies or tools to collect
information on student learning. Examples of alternative forms of assessment are performance-oriented and product-oriented
assessment methods.

The following features of alternative assessment (Silvestre-Tipay 2009, p.58)

1. Assessment is based on authentic tasks that demonstrate learner’s ability to accomplish communication goals;
2. Instructor and learners focus on communication, not on right and wrong answers;
3. Learners help to set the criteria for successful completion of communication tasks; and
4. Learners have opportunities to assess themselves and their peers.

Performance assessment refers to assessing student learning by requiring student to perform a task or develop a
product as a demonstration of one’s learning. The focus of the assessment is on providing opportunity for the students to apply what they
have learned through task performance and or product creation.
Another alternative method of assessing learning is through portfolio assessment, which pertains to students’
construction and use of portfolios in a purposeful and systematic manner in order to document their progress in the attainment of
learning targets. A portfolio is a collection of learning and performance artifacts by a student and is typically accompanied by personal
narrative and reflections.
Other alternative strategies for assessing learning are assessment of nontraditional learning outcomes through
performance rubrics (for psychomotor outcomes) and rating scales and checklists (for affective or dispositional outcomes). The use
of rubrics and scales may also provide opportunities for using self-assessment and peer assessment, which allow for a more
comprehensive assessment of student learning and performance in the classroom.

What are the different models of alternative assessment?

The three most common models of nontraditional assessment are: (1) Emergent Assessment, (2) Developmental
Assessment, and (3) Authentic Assessment.
Emergent assessment is based on Michael Scriven’s goal free evaluation model (1967). In this model, the assessment
focuses on determining the “effects” of instruction on students. The emphasis is on the assessment of both the intended and unintended
effects of learning outcomes.
Developmental assessment, on the hand, focuses on determining the extent that students have developed their
competences from instruction. This model adopts a pre-test and post-test methodology to collect information if a student has developed
or improved after instruction.
Authentic assessment is the most popular model for alternative assessment. It is an approach in the assessment
strategies or tools that allow learners to perform or create a product that is meaningful to the learners as they are based on real-world
contexts. The authenticity of assessment tasks is best described in terms of degree and not in terms of the presence or absence of
authenticity.

The following can be used as criteria in determining if an assessment task or activity is authentic or not (Silvestre-
Tipay, 2009):
The assessment task or activity can…
1. be built around topics or issues of interest to the students;
2. replicate real-world communication contexts and situations;
3. involve multistage tasks and real problems that require creative use of language rather than simple repetition;
4. require learners to produce a quality product or performance;
5. introduce the students to the evaluation criteria and standards;
6. involve interaction between assessor (instructor, peers, self) and person assessed; and
7. allow for self-evaluation and self-correction as they proceed.

What are the different principles in assessing learning using alternative methods?
There are many principles in the assessment of learning using alternative assessment or nontraditional methods. Based
on the different readings and references on these principles, the following may be considered as core principles:
1. Assessment is both process and product-oriented.
2. Assessment should focus on higher-order cognitive outcomes.
3. Assessment can include a measure of noncognitive learning outcomes.
4. Assessment should reflect real-life or real-world contexts.
5. Assessment must be comprehensive and holistic.
6. Assessment should lead to student learning.
TRASFER
Prepare a plan on how you will conduct assessment based on the core principles you learned. Refer to the K to 12 Curriculum
to identify the competencies targeted by instruction and how you intend to assess your future students following the principles
in assessing learning using alternative methods. Use the matrix provided to write your ideas on how you should design and conduct
assessment of student learning based on the core principles.
Principle Plan in Applying the Principles in your Classroom Assessment
Assessment is both process and product oriented.

Assessment in Learning 2 (ProfEd 10) 4|P a g e

 Assessment should focus on higher-order
cognitive outcomes.

Assessment can include measure of noncognitive

learning outcomes

Assessment should reflect real-life or real-world

contexts.

Assessment must be comprehensive and holistic.

Assessment should lead to student learning.

EVALUATE
Part 1. Evaluate the assessment plan matrix that you have developed by using the following checklist:
Yes No Item Criteria
1 I understood what each of the principles means.
2 I was able to provide an answer (plan or strategy in assessment) in each of the principles given.
3 I was able to make a plan or strategy for assessment that correctly matches and addresses each
principle.
4 I was able to answer the matrix by applying what I have learned about the basic concepts in
alternative assessment.
5 I was able to answer the matrix by applying what I have learned about the principles in
assessment of learning using nontraditional methods.

Lesson 2: Learning Targets for Performance and Product-Oriented Assessment

PREPARE
To be able to successfully prepare an assessment plan using alternative methods based on learning targets, you need to read the
following information about learning targets for performance and product-oriented assessment. You are expected to read this
before discussion, analysis, and evaluation when you meet your teacher face-to-face.

What are the learning targets appropriate for alternative assessment?

Bloom’s Taxonomy of Educational Objectives

Educational objectives are specific statements of student performance at the end of an instructional unit. Educational
objectives are sometimes referred to as behavioral objectives and are typically stated with the use of verbs. Bloom’s Taxonomy consists
of three domains: cognitive, affective, and psychomotor. These three domains corresponds to the three types of goals that teachers want
to assess: knowledge-based goals (cognitive), skills-based goals (psychomotor), and affective goals (affective).

N.b: For further illustrations on the taxonomy of objectives in the Affective and Psychomotor domains, you may refer on your ProfEd 7
(Assessment in Learning 1) module.

Learning Targets
A learning target is a statement on what students are supposed to learn and what they can don because of instruction.
Learning targets are more specific compared with the educational goals, standards, and objectives and lend themselves to more specific
instructional and assessment activities. Learning targets should be congruent with the standards prescribed by a program or level and
aligned with the instructional or learning objectives of a subject or course.
The purpose of learning targets is to effectively inform students of what they should be able to do or demonstrate as
evidence of their learning. Therefore, learning targets should specify both the content and criteria of learning.
The most common typology of learning targets are knowledge, reasoning, skill, product, and affect (also known as
disposition).

Table 1. Description and Sample Learning Targets

Type of Learning Targets Description Sample
Knowledge targets Refers to factual, conceptual, and procedural I can discuss the research design that I used
information that students must learn in a subject for my thesis.
or content area.
Reasoning targets Knowledge-based thought processes that I can justify my choice of Analysis of
students must learn. It involves application of Variance (ANOVA) as my statistical
knowledge in problem-solving, decision- analysis for my thesis research.
making, and other tasks that require mental
skills.
Skills targets Use of knowledge and or reasoning to perform I can perform Analysis of Variance
or demonstrate physical skills. (ANOVA) on research data using the
software SPSS.
Product targets Use of knowledge, reasoning, and skills in I can write the results and discussion section
creating a concrete or tangible product. of a thesis manuscript.
Affective targets Refers to affective characteristics that students I can appreciate the role of a thesis adviser
can develop and demonstrate because of in the completion of a thesis research.
instruction.

Assessment in Learning 2 (ProfEd 10) 5|P a g e

What are the appropriate alternative methods of assessment for learning targets?
While all five types of learning targets (knowledge, reasoning, skill, product, and affect) can be assessed by the use of
alternative methods of assessment, three types of learning targets can be best assessed using alternative assessments. These are skills,
products, and affect.
Stiggins et. al (2006) defined skills types of learning targets as one’s use of knowledge and reasoning to act
skillfully. In other words, skills refer to learning targets that require the development and demonstrate of behavioral or physical task.
On the other hand, Stiggins et. al (2006) described product learning targets as the use of knowledge, reasoning, and
skills to create a concrete product. Thus, products refer to learning targets that require the development of a tangible and high-quality
product or output.
Meanwhile, affect or disposition was defined by Stiggins et. al (2006) as students’ attitudes about school and
learning. In practice, we look at affect/disposition to encompass a broad range of noncognitive attributes beyond attitude that may affect
learning and performance, including motivation, interest, and other affective states.

Table 2 provides further examples of learning targets for skills, products, and affect across different subject areas:

Table 2. Sample Learning Targets Across Subject Areas

Subject Area Typology of Learning Targets Learning Targets
English Skills Participate in conversation with others.
Products Write an argumentative essay where arguments are justified by
providing factual or empirical data as support.
Affect Enjoy reciting a poem in front of an audience.
Physical Education Skills Dribbles the ball to cross the half-court.
Products Create a three-month personal fitness plan.
Affect Show determination to complete the physical task.
Mathematics Skills Measure angles using a protractor.
Products Given the data, construct a histogram with normal curve using SPSS.
Affect Demonstrate interest in attending mathematics class.
Science Skills Use laboratory equipment properly.
Products Prepare a report about the field observation.
Affect Consider the safety of others in the conduct of an experiment.
Social Studies Skills Participate in civic discussions on current social issues.
Products Create a timeline for the 2017 Marawi Siege.
Affect Argue with others in a constructive manner.

 Skills targets are best assessed among students through performance-oriented or performance-based assessment as skills are
best gauged through actual task performance.
 Product targets are best assessed through product assessment.
 Affect or disposition is best assessed through affective assessment or the use of self-report measures (checklists, inventories,
questionnaires, and scales) and other alternative strategies to assess affective outcomes.

Table 3. Matching Learning Targets with Alternative Assessment Methods

Learning Targets Performance-Oriented Product-Oriented Portfolio Self-Report Scale
Skills /// /// /// /
Products /// /// /// /
Affect/Disposition / / /// ///

Activity: Now, check the curriculum guide of different subject areas and select any single lesson that interests you. If applicable, select a
lesson that should be completed in a day or a week based on the schedule indicated in the curriculum guide. Formulate specific learning
targets (knowledge, reasoning, skills, product, and affective) for the lesson using the Table 3. Add additional rows whenever applicable
(e.g., more than one type of learning targets is identified, more than one learning target is identified). Use the additional sheets if
necessary.

Example:
Title of Lesson: Performing descriptive statistics using SPSS
Instructional Objective/Learning Lesson Content Type of Learning Sample Learning Targets
Outcome Related to the Lesson Targets
Content
At the end of the lesson, students A. Review of Descriptive I can …
should be able to demonstrate the use Statistics
of the software SPSS in performing Knowledge define the different measures of central
descriptive statistics tendency and variability

Reasoning choose the descriptive statistics needed to

address specific question

B. Steps in Performing Skills show how to obtain mean, median, and

Descriptive and Frequency mode in SPSS
Analysis in SPSS

C. Interpreting SPSS
Outputs from Descriptive Knowledge explain the meaning of the values displayed
and Frequency Analysis in the SPSS table for descriptive statistics

show interest in analyzing data using SPSS

Assessment in Learning 2 (ProfEd 10) 6|P a g e
 Affect

End of the 4 – Week Lesson 

NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates of the Mary Immaculate
Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

COURSE HAND-OUTS FOR SECOND SEMESTER 2021-2022

Course : ProfEd 10 Descriptive Title: Assessment in Learning 2

Program/Year : BEEd 3 and BSEd 3 Time Allotment: 2 weeks (Weeks 3 and 4)
Course Instructors : RASHMIA S. BARAGUIR, LPT
ANTONIO C. LLANURA, Ed. D

Chapter 2: Alternative Ways in Assessing Learning

Lesson 3: Performance Assessment

PREPARE
To be able to learn or enhance your skills on how to develop good and effective performance assessment tools, review your
prior knowledge on the differences between traditional and alternative assessment and how and when to choose a particular
assessment method most appropriate to the identified learning objectives and desired learning outcomes of your course.

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.
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
B. performance-Based Assessment
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/Competition Playing basketball, baseball, soccer, volleyball, 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?

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.
2. It provides opportunities for students to show both what they know and how well they can do what they know.
3. It allows students to be involved in the process of evaluating their own and their peers’ performance and output.
4. It assesses more complex skills.
5. It explains the task, required elements, and scoring criteria to the students before the start of the activity and the assessment.

What are the general guidelines in designing performance assessment?

The learning outcomes at the end of the course serve as the bases in designing the performance assessment tasks. With
the learning outcomes identified, the evidence of student learning that are most relevant for each learning outcome and the standard or
criteria that will be used to evaluate those evidence are then identified. To guide you in designing performance assessments, the
following questions may be addressed:
1. What re 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?

Assessment in Learning 2 (ProfEd 10) 7|P a g e

 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 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 Outcomes Teaching-Learning Activities Performance Assessment Tasks
At the end of the course, the students should
be able to:
Perform dance routines and creatively Lecture, class discussion, movement Culminating dance class recitals, practical
combine variations with rhythm, exercises, dance demonstration, actual test for each type of dance, reflection
coordination, correct footwork technique, dancing with teacher and partners, papers, peer evaluation rating
frame, facial and body expression. collaborative learning
Participate in dance socials and other Required attendance and participation in Actual dance performance in school or
community fitness advocacy projects. school and community dance performances community programs, reaction/reflection
papers

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 peer’s 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/subject;
B. process criteria – to evaluate the proficiency level of performance of a 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 students’ work.
B. Analytic rubric – in analytic rubric, students’ work is evaluated by using each criterion separately, thus providing
specific feedback about students’ 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

APPLY
By now, you should be ready to design effective performance assessments to assess your student learning outcomes. Let us
apply what you have learned by creating an assessment plan for the subjects that you are currently teaching (or preferred
subject). 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. It is important that you have an assessment plan
for each subject that you teach.

Example of a Performance Assessment Plan:

Subject: General Chemistry Laboratory 1

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 Outcomes Course Topic Types of Performance tasks
Design simple experiments to test All topics with experiments Oral presentation of experiment
hypotheses plans/protocol, pre-lab exercises, oral
presentation of experiment results
Properly use and handle equipment and All topics with experiments Actual laboratory performance
chemicals

Assessment in Learning 2 (ProfEd 10) 8|P a g e

 Practice good laboratory skills and All topics with experiments Actual laboratory performance
techniques
Practice teamwork/ collaborative skills All topics with experiments Peer evaluation through rubric
Apply concepts, theories and ideas learned End of the course Projects, products
in a “real-world” setting

Use the template above to come up with your performance assessment plan. Do this on a long bond paper. 

End of the 2 – Week Lesson 

Prepared by:

RASHMIA S. BARAGUIR, LPT

ProfEd 10 Instructress

NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates of the Mary Immaculate
Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

COURSE HAND-OUTS FOR SECOND SEMESTER 2021-2022

Course : ProfEd 10 Descriptive Title: Assessment in Learning 2

Program/Year : BEEd 3 and BSEd 3 Time Allotment: 2 weeks (Weeks 5 and 6)
Course Instructors : RASHMIA S. BARAGUIR, LPT
ANTONIO C. LLANURA, Ed. D

Lesson 4: Affective Assessment

PREPARE
To be able to develop your assessment tool to measure the affective dimension of students’ learning, you need to read and
understand the information in the following paragraphs that discuss important aspects about affective assessment, which will
eventually guide you to accomplish the ultimate objective of this lesson, that is, to develop an assessment tool to measure affective
outcome of students’ learning.

What is affective assessment? Why assess affective domain?

Think about your answer to the following questions:

How do you feel doing mathematics?

Assessment in Learning 2 (ProfEd 10) 9|P a g e
 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 or 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.

What is the taxonomy of affective domain in learning?

In the assessment of cognitive domain, you have used the Revised Bloom’s Taxonomy of 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.
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.
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.
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.
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.
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.

What are the affective variables in learning?

As mentioned earlier, 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, favorable or unfavorable toward an
object, activity, person, or environment.
2. Values and Beliefs. Values are characteristics or traits that a persn holds in high importance. These include principles that one
considers to be right, and consequently which guides the person’s future actions and decisions.
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.
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.
4. Motivation. Brown (19870 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.
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, (6) the need for ego enhancement. From the list, we see 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. Consequently,
assessment in this aspect of affective domain is of importance.
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 that 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 ti perform well on Math and English tests.

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).
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, semantic differential,
observation, and interview.
1. Self-Report Questionnaire. 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.
Self-report inventories use a variety of formats. The most common are presented in the following:

Assessment in Learning 2 (ProfEd 10) 10 | P a g e

 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. (Look for an example of Rating scale on google.)

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, 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.
2. Construct items that are clear, definite, and focused on the trait you want to measure.
3. Pilot test or field try the inventory and revise the parts that appear to be unclear.
4. Administer the self-report inventory to your target respondents.
5. Analyze the results and consider the findings and draw the implication.

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. (Look for an example of Semantic Differential scale)
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. (Look for an example of Checklist)
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.

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 is 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.
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.

Journal writing opens the door for one-to-one dialogue between the teacher and student. It creates an environment of
partnership where teachers and students resolve issues and conflicts of ideas and understanding in confidential manner.

In choosing journal writing as an assessment tool for affective learning outcomes, here are some guide questions to
consider:
1. What is your purpose for the student journal (i.e., critical thinking, reflection, self-awareness, goal review, developing,
self-confidence, and overcoming anxiety)?
2. What is the format (i.e., handwritten free form, typed, full sentences)?
3. What is the topic? What do you want the students to write about?
4. How much do you want your student to write (i.e., number of pages, number of paragraphs, or number of words)?
5. How will the students be given feedback (i.e., individual, with a small group, with the teacher)?
6. Who will read the journal (i.e., with teacher only, with other teachers, with selected students)?
7. How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)?
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. ( Look for an example of
Observation checklist)

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.
3. Consult with a colleague or expert about the behavior listed as doable for observation or not.
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.
7. Review data. Reflect on outcomes.
8. Decide future steps based on the observation results.
Assessment in Learning 2 (ProfEd 10) 11 | P a g e
 9. Adjust planning and apply interventions.
10. Monitor progress.

End of the 2 – Week Lesson 

Prepared by:

RASHMIA S. BARAGUIR, LPT

ProfEd 10 Instructress

NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates of the Mary Immaculate
Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

COURSE HAND-OUTS FOR SECOND SEMESTER 2021-2022

Course : ProfEd 10 Descriptive Title: Assessment in Learning 2

Program/Year : BEEd 3 and BSEd 3 Time Allotment: 4 weeks (Weeks 7 to 10)
Course Instructors : RASHMIA S. BARAGUIR, LPT
ANTONIO C. LLANURA, Ed. D

Lesson 5: Portfolio Assessment

What is Portfolio Assessment?

Portfolio assessment is an alternative to pen-and-paper objective test as an approach to assessing student’s 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 evidence 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 student’s 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.
3. Equity principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences.

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

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

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.
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.
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.
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.
5. Reflect – an important trait of a portfolio is the presence of students’ reflections of their experiences. Making reflective
journals, log entries, and labeling an evidence in a portfolio are just some of the different ways to show knowledge,
understanding, attitudes, values, writing skills, and creativity.
Assessment in Learning 2 (ProfEd 10) 12 | P a g e
 6. Evaluate – this is the stage where the students, their peers and teachers, or even 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.
7. Confer – this is the stage when the teachers confer with 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.

Chapter 3: Analysis and Reporting of Assessment Data using the Alternative Methods

Lesson 6: Process in Developing and Using Rubrics for Alternative Assessment

What is Rubric?
A rubric is an assessment tool that specifies the performance expectations for any kind of student work, particularly
those that are not traditional in nature, such as portfolio, outputs or projects, performances, collaborative work and research. Generally, it
contains three essential features: (1) criteria or the aspects of performance that will be assessed, (2) descriptors or the characteristics
associated with each criterion, and (3) performance levels that identify students’ level of mastery within each criterion.
The following are examples of student performances and outputs that can be assessed by a rubric:

Student Performances:
1. Oral Presentations/Demonstrations
 Research paper/poster presentation
 Individual or group report
 Skills demonstration, such as baking and teaching
 Extemporaneous speech
2. Dramatic/Creative Performances
 Dance recital  Poetry reading and interpretation
 Performance in a play or musicals  Playing musical instruments
3. Public Speaking
 Debates  Panel discussion
 Declamation  Inspirational speech
4. Athletic Skills Demonstration/Competition

Products/Outputs
1. Visual Products
 Paintings  Posters
 Collages  Video presentations
2. Kinesthetic Products
 Diorama  Dance recital
 Sculpture  Wood carvings
3. Written Products
 Essays  Thesis/term paper
 Poems  Movie/TV script
4. Verbal Products
 Audiotapes
 Voice recording
 Speech scripts (to inform, to persuade, etc)

What are the different types of rubric?

Rubrics are usually classified according to two different aspects of their composition: (1) whether the rubric considers
each of the criteria one at a time or all criteria together, and (2) whether the rubric is applicable to all similar tasks or can only
be used for a particular task. The following are the types of rubrics:
Type of Rubric Description
General/Generic It contains criteria that are general and can be applied across tasks. This is most convenient
Rubric for teachers who do not have the time and skills in developing different types of rubric as
they can reuse the same rubrics for several tasks or assignments.
Task-specific Rubric It contains criteria that are unique to a specific performance task to be assessed. This kind of
rubric is best for instruction and formative assessment since it will provide the students
feedback on what aspects of their performance or work need to be improved.
Holistic Rubric A student’s performance or output is evaluated by applying all criteria simultaneously, thus
providing a single score based on an overall judgment about the quality of student’s work. It
does not provide a score on each individual criterion.
Analytic Rubric A student’s work is evaluated by using each criterion separately, thus providing specific
feedback about a student’s performance or product along several dimensions, this is most
applicable for assessing a complex performance or product.

Nota bene: Look for an example of different types of rubrics on the internet. 

What are the Characteristics of a good rubric?

A good rubric should have the following qualities:

Assessment in Learning 2 (ProfEd 10) 13 | P a g e

 1. Explicit. A good rubric should contain criteria and performance indicators that are clear, concrete, and observable as well as
relevant and applicable to the performance task to be assessed.
2. Aligned. A good rubric should contain criteria that are aligned with the expected quality of performance for a particular task or
assignment, as well as with the intended level of learning outcomes in the subject.
3. Authentic. A good rubric should include criteria and performance indicators or descriptors that are meaningful and require
application of real-life skills.
4. Valid. A good rubric should be able to measure what it intends to measure.
5. Diagnostic. A good rubric should be able to communicate to the students what are expected of them in the course, allow them
to reflect on their performance, and provide them opportunities to improve on areas that they did not do well.

What are the basic steps in developing rubrics?

There are five basic steps in developing rubrics for assessing student’s performance and product.

Step 1. Determine the learning outcome and the performance task to be evaluated.
To guide you in identifying the performance task/s that you want to be evaluated, ask yourself the following questions:
1. What learning outcome/s are to be evaluated?
2. Which student performance/s or output/s in the subject are relevant measures of such students’ learning outcomes?
3. Are all of these tasks equally important?
4. Which is the best representation of the expected learning outcomes?

Step 2. Identify the quality attributes or indicators of the performance task.

Step 3. Determine the criteria or dimensions.

Cluster the list of attributes and or indicators into possible groups or categories and label the categories.

Step 4. Determine the benchmarks and point values.

A number of descriptors can be used to denote the levels of performance (with or without accompanying symbols for
letters or number grades)

Step 5. Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate or exemplify each performance level are
clear and delineated. These performance descriptors should describe the relative differences between performances at each
level. The differences between performance points can be presented by:
(1) aspects of performance or behavior at different levels
(2) adjectives, adjectival phrases, adverbs and adverbial phrases to present different qualitative differences between levels
(3) numeric references to identify quantitative differences
(4) degrees of assistance needed by the student to complete the task

How can you make rubric useful to your students?

Rubric is an important component in the teaching-learning process. It does not only help teachers in assessing
student’s work through application of consistent standards and in identifying the gaps in their learning, but it also makes
students aware of what are expected of them in relation to the assessment tasks in particular and the subject as a whole, of how
they will be graded, and eventually of how they are meeting these expectations.
Thus, to make the rubric more relevant and useful to the students, it is important for teachers to:
1. prepare the rubric and make it available to students before they begin with the assigned tasks to inform them the requirement,
criteria, and expectations so as to guide them in carrying out their tasks;
2. develop rubric with performance descriptors that are clear and easily understood by students;
3. present the rubric to students and allow them to give their feedback and suggestions to improve or refine it;
4. if possible, involve students in the creation of rubric to enhance their motivation, engagement, and self-regulation; and
5. orient the students on how to effectively use the rubric, especially those that are used for self-assessment and peer-assessment.

Activity. Since you know already the steps in designing a rubric, you can now develop one rubric for each performance task
that you intend to assess (make sure you have a sample of performance task to be assessed, it may be downloaded from internet
or ask for a copy to a teacher).
Use the following template when you make a rubric for assessing a specific performance or output.

Rubric for Assessing ______________________________

Type of Rubric ___________________________________
Subject _________________________________________

Criteria Exempl Accomplis Develop Beginni

ary* hed* ing* ng*
(4) (3) (2) (1)

Assessment in Learning 2 (ProfEd 10) 14 | P a g e

 *can be changed

End of the 4 – Week Lesson 

Prepared by:

RASHMIA S. BARAGUIR, LPT

ProfEd 10 Instructress

NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates of the Mary Immaculate
Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

COURSE HAND-OUTS FOR SECOND SEMESTER 2021-2022

Course : ProfEd 10 Descriptive Title: Assessment in Learning 2

Program/Year : BEEd 3 and BSEd 3 Time Allotment: (Weeks 11 to 16)
Course Instructors : RASHMIA S. BARAGUIR, LPT
ANTONIO C. LLANURA, Ed. D

Lesson 7: Organization and Analysis of Assessment Data from Alternative Methods

PREPARE

Assessment in Learning 2 (ProfEd 10) 15 | P a g e

 In order to analyze, present, and select the results of alternative forms of assessment, you need to know how to use and
interpret results of descriptive and inferential statistics. You are expected to read these types of Statistics before you can report
the findings from scales, checklists, and rubrics.

How do we quantify results from rubrics?

In the creation of rubrics, there are scales that represent the degree of performance. This degree of performance can
range from high to low degree of proficiency.
The points depend on the quality of the behavior shown by the learner’s performance. The reliability of the assigned
points can be determined when the scoring of two or more observers to the same behavior is consistent. Such procedure entails
the use of multiple raters or judges to rate the performance. The consistency of the ratings can be obtained using a coefficient of
concordance. The Kendall’s ω coefficient of concordance is used to test the agreement among raters.
If a performance task was demonstrate by five students and there are three raters. The rubric used a scale of 1 to 4
where 4 is the highest and 1 is the lowest.
Five Rater Rater Rater Sum of D D
2
demonstrati 1 2 3 Ratings
ons
A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36
X ratings=8.4 2
Σ D =33.2

The scores given by the three raters are first computed by summating the ratings for each demonstration. The mean is
obtained from the sum of ratings ( X ratings=8.4 ). The mean is subtracted to each of the Sum of Ratings ( D ). Each
difference is squared ( D 2), then the sum of squares is computed ( Σ D 2=33.2). The mean and summation of squared
differences are substituted in the Kendall’s ω formula. In the formula, m is the numbers of raters.
2
12 Σ D
ω= 2 2
m (N )(N −1)
12(33.2)
ω= 2
3 ( 5 ) (5¿¿ 2−1)¿
ω=0.38
Kendall’s ω coefficient of 0.38 is an estimation of the agreement of the three raters in the five demonstrations. There is
a moderate concordance among the three raters because the coefficient is far from 1.00.

How do we quantify results from scales and checklists?

Scales could be a measure of noncognitive dimensions of students’ behavior. When the items in the scale are answered
by students, the response format quantifies the behavior measured by the scale. The types of response format vary depending on
the nature of the behavior measured.
Likert Scale. The Likert scale is used to measure students’ favorability and unfavorability toward a certain object. The
favorability will depend on the degree of agreement or disagreement to a standpoint. (search for an example of Likert Scale)
Verbal Frequency Scale. This is used to measure how often a habit is done. The items here are measures of a habit.
(search for an example of Verbal Frequency Scale)
Linear Numeric Scale. This is used when a large array of ratings is provided among the participants within a
continuum. The extreme points of the scale are provided with a descriptor. (search for an example of Linear Numeric scale)
Semantic Differential Scale. This scale is used to describe the object or behavior by aking use of twi opposite
adjectives.
Graphic Scale. This scale uses illustrations to represent the degree of presence or absence of the characteristics
measured. This is usually used for respondents, such as young children, who have limited vocabulary.

How do we quantify results from portfolio?

Assessment date generated from portfolios can both be qualitative or quantitative. When assessing portfolios using
quantitative approach, scales and rubrics can be used. The scales and other measures need to specify the criteria required in
assessing the portfolio. Qualitative assessment requires criteria and narrative feedback provided to the learner.

The following criteria can be used when assessing portfolios:

1. Completeness of the entries – all the parts of the portfolio listed by the teacher are present.
2. Accuracy of the reflections – an authentic reflection is made for every entry in the portfolio. The reflection provides the insights
on the realization of the learner about his or her weaknesses and the improvement that needs to be done.
3. Organization of content and proper sequence – the portfolio can be classified according to lessons and the entries show the draft
and final work with proper label. There are markers or tabs provided so that the teacher can easily browse through the contents.
There is a table of contents found at the start of the portfolio. Every entry is properly labeled.

How do we summarize results?

When results of assessment are summarized, the teacher needs to think about two things:
1. The kind of scores that will be presented – the teacher may require to have the raw score, percentage, or transmuted grade. The
average and summation of scores may be required depending on the grading system.
2. The tabular or graphical presentation of the scores – scores can be presented in a tabular or graphical manner. Below is an
example of a tabular presentation of learner’s scores in a formative assessment.
Record of Formative Assessment in Mathematics

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 Name of Student: JUAN DELA CRUZ
Grade: 3
Subject: Mathematics
Learning Exerci Perce Exercis Percen Exercis Percent
Competency se 1 nt e2 t e3 Correct
(10 Corre (10 Corre (10
items) ct items) ct items)
Multiplies 2 20% 4 40% 7 70%
two-digit by
one-digit
numbers
Multiplies 3 30% 3 30% 8 80%
one-to-two-
digit numbers
by 1000.
Multiplies 2 20% 5 50% 8 80%
three one-digit
numbers using
the associative
property of
multiplication.
Multiplies 3 30% 6 60% 9 90%
two-to-three-
digit numbers
by one-digit
numbers
without or
with
regrouping.
Multiplies 1 10% 6 60% 9 90%
two-to-three-
digit numbers
by multiples of
10 and 100

Guidelines in Giving Qualitative Feedback

1. The contents of the feedback are based and within the confines of the criteria.
2. The feedback should inform the students on what to do to become better in their performance or behavior. The recommendation
can be:
o A suggested procedure
o The kind of thinking required to get the answer
o Where to locate the answer
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo and resubmit the task.
5. Detail the feedback if the learner needs more information.
6. The feedback can be short if the learner knows what to do.
7. Feedback can come in the form of verbal cues and gestures so that the learner is not disrupted while performing.

Lesson 8: Communicating and Reporting of Assessment Data from Alternative Methods

Why is feedback a powerful means to help learners improve?

Feedback is a powerful means of helping the learners improve their academic performance. Feedback is a specific
means that allows the learners to determine which part of their performance needs improvement. Feedback provides specific
information to learners on what they need to do to revise or redo their task in a better way. The content of feedback can be:
o The part of the answer or response that needs to be corrected
o The specific strategy to be used to perform the task
o The suggested procedure that needs to be undertaken by the learner
o A direction to the learner where to find the answer
o A challenge to the learner to think about the appropriate response
o A clarification on some misconceptions of the learner

Feedback is given every time students perform a task whether it is paper-and-pencil test or performance task.
Feedback is provided either during or after the performance.
1. Feedback during performance. Feedback during performance can be verbal or nonverbal. Verbal feedback can be written in a
big signage (like a poster or a handy white board) visible to the learner. This is possible to do when a performance cannot be
stopped like when one is currently dancing or singing. The teacher can also provide feedback in segments of the performance
where the learner can pause like when performing drama or doing some presentations. The feedback during performance is
useful to immediately correct the performance to avoid further mistakes.

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 2. Feedback after performance. Feedback can also be given after the performance of the task. This is appropriate when learners
are provided another opportunity to revise and show again the performance. This is applicable for writing essays and
compositions where students submit the completed work before a full feedback is provided.

To make feedback a powerful means to help learners improve, the following can be considered:
1. Feedback needs to be specific and concrete. The following are illustrations of general and specific feedback.
General Feedback Specific Feedback
The essay is good. You started the paragraph in your essay with a topic
Note: Saying that the essay is good does not provide sentence and supporting sentences were provided after.
idea to the learner which part was good. The learner This helped strengthen the point you want to make.
might think that the essay is good in all aspects. Note: This feedback is specific in saying why the
feedback is good based on the structure of the
sentences in the paragraph.
The painting needs improvement. I can’t see any Perhaps you may want to use other colors in your
object! painting so that we can distinguish the objects.
Note: This is a broad feedback because it does not say Note: This feedback is specific in giving a
what specific part needs to be improved. recommendation on what can be done about the
painting.

2. Feedback needs to be based on the agreed criteria. The criteria serve as a guide to provide feedback on the work. For example,
the criteria in writing a technical paper are as follows:
o The parts are organized according to the guide questions.
o The ideas are well understood by the reader.
o The information included are accurate.
o More than 5 references are used.
Feedback NOT based on Criteria Feedback based on Criteria
There are several grammatical errors in the paper. Check again the idea conveyed by the author in the
journal because there are discrepancies on page 3
(pertaining to the criteria on accuracy of information)
The heading needs to be in bold font. Add one more reference to support further your claim
on the benefits of using organic fertilizers on page 5
(pertaining to the criteria on references)

3. Feedback should provide recommendations or suggestions on how to improve performance.

Bad Feedback Good Feedback
I cannot hear your voice. Make your voice louder.
Why are you looking at the ceiling while speaking? Look at your classmates when you speak in front.

What are the different forms of feedback?

There are three areas to focus when giving feedback. These areas are feedback on the product or performance, on the
procedure or process performed, and on the strategy in improving the work.
1. Focus on the product or performance. This kind of feedback describes how well the performance was done. Examples of such
feedbacks are:
“All the parts of the paper are complete.” “You have used up-to-date references in your paper.”
“Include a definition of the term based on the main author.”
“Rephrase the findings stated by the author on page 25.”

2. Focus on the procedure. This kind of feedback focuses on the step-by-step process that needs to be done by the learner.

“Follow the guidelines stated in the workbook in conducting the experiment to get accurate results.”
“Try a different procedure in solving the problem.”
“Use more adjectives to describe the main character in your story.”

3. Focus on the strategy to improve the work. Strategies refer to the different cognitive and metacognitive actions that the learner
needs to think about in order to arrive at a better work or performance.

“Given the criteria on delivering a speech, which parts did you achieve well and provide evidence.”
“Use a different method to check if your answers are correct.”
“Compare your work with the model, which parts are different? How can you improve these parts further?”

How to use portfolios to help learners improve?

One of the important roles of the teacher is to communicate the progress of the learners based on the learning targets.
Progress of the learner is better communicated if there is a good documentation of their formative assessment. The works that
learners have produced can be collected and compiled in a portfolio. This is a visual representation on what the learners have
achieved from their initial work to their improved work. For example, their essay in an English class is collected from the first
draft to the revised draft. This progress is communicated when the teacher creates an opportunity to sit beside each learner to
show progress in learning as evidenced in the portfolio. The following are some tips in making portfolios a powerful vehicle in
communicating learning progress and areas needing improvement.
1. Schedule a time slot to sit beside each child to show progress in learning.
2. Let the learners reflect on each entry in the portfolio.
3. Let the learners report their observation on the transition of one work to another.
4. Ask the learners to reflect on the other areas that need to be continued and improved for the succeeding work.
5. End the conversation with the learners with an encouragement and a belief that they can improve and are improve and are
capable of mastering the task.
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 How to organize meeting with parents?
Assessment results are also communicated to parents. The parents are partners in the child’s learning and information
about the academic standing of their child should be communicated with them. They are needed to provide further support in
their learning.
Assessment results are communicated through the process of parent and teacher conferences. The school usually sets
schedule and guidelines for teachers to confer with parents. These guidelines are communicated during the parent’s orientation
at the beginning of the school year. The following are guidelines that can be followed in conducting parent and teacher
conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to happen.
2. Greet the parents in a positive tone.
3. Let the parents talk.
4. When responding to parents’ concerns, you may want to restate or clarify their ideas, report relevant incidents, or ask further
questions.
5. When reporting assessment results, avoid judging on the ability of the child.
6. When describing the performance of the child, use words that are understandable to the parents.
7. Commit to the parents a course of action that you can realistically do but do not guarantee a result.

End of the Prof Ed 10 Lessons 

Congratulations!

Prepared by:

RASHMIA S. BARAGUIR, LPT

ProfEd 10 Instructress

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