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Flexible Learning in EDU 535 Assessment

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0% found this document useful (0 votes)

371 views138 pages

Flexible Learning in EDU 535 Assessment

Uploaded by

vipa.rosario.au

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

EDU 535: Assessment in Learning 2

Module #1&2 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Orientation on Flexible Learning and Course Materials:

Overview SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. demonstrate understanding about flexible learning and School Guidelines and Policies
classroom guidelines through providing insights; and PEN Course Syllabus
2. list the things they will do to attain the objectives set for the
course

A. LESSON PREVIEW/REVIEW

Introduction

to EDU 353 – Assessment in Learning 2!

It is my greatest pleasure to see you all healthy and still trying to continue working on your dreams of
becoming professional educators. Due to the current health crisis we are facing today, things are quite difficult
for everyone, but we should never let this hinder us to learn and achieve our goals, especially, if we still have
the resources and capabilities to do so.

With that, we will start this journey of learning through tackling and doing these following things:
✓ Introduction of Flexible Learning
✓ Overview of the course (including the grading system)
✓ Gathering Student Data
✓ Creating Group Chats
✓ Setting House Rules
✓ Distribute Materials.

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #1&2 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

Flexible learning is an approach wherein the time, place, and pace of the
learning may be determined by the learners. Therefore, the view of this learning
approach is deeply rooted in the needs of the students in which the main aim
is to provide the learners with the most flexibility on learning contents,
schedules, access and learning styles as possible.
Further, the system provides students with face-to-face and home-based
learning.

We will be using this kind of approach in learning due to the current health crisis which we are presently
battling. One way to prevent or lessen the spread of the COVID-19 until it will be gone is to make sure that there
will be less physical contact inside the classroom or anywhere else. Hence, we have the flexible learning which
allows you to learn at school and at home. You will not spend a lot of days inside the school where you can talk
and touch your classmates or objects from school or other places you might go before and after school which
are contaminated with the virus and which you will possibly pass onto your classmates and later on, your family
members. Therefore, this is our way to fight this invisible enemy we have and at the same time to continue and
provide quality learning for you.

1. Make sure to wash your hands properly and regularly with safe water and soap for at least 20
seconds before eating, after using the restroom or even when you touch objects you do not own or
when you accidently touch someone.
2. Use alcohol rub or hand sanitizer, better with concentrations of 80% ethanol or 75% isopropyl
alcohol concentrations.
3. Strictly No Facemask, No Entry.
4. Observe social distancing inside the school or classroom.
5. Clean your desk, using tissue and alcohol, before you use it.
6. Do not sneeze or cough in front of people, cover your mouth or nose with flexed elbow or tissue
when you do so, even if you are wearing a mask.
7. If you feel sick, stay at home.

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EDU 535: Assessment in Learning 2
Module #1&2 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Assessment of Learning 2 is the second of the two courses on assessment under the Professional
Education Component in the new Policies, Guidelines, and Standards set by the Commission on Higher
Education (CHED) for pre-service education programs. This is a three-unit course that is usually taught for 54
hours in one term. In some universities, the course should be delivered in 18 weeks for a semestral schedule.

You are expected to:

1. define and explain the alternative assessment and related concepts;
2. demonstrate an understanding of the different principles in assessing learning using alternative methods of
assessment;
3. design appropriate performance assessment tools for intended student learning outcomes;
4. develop appropriate rubrics to assess students’ performance and outputs; and
5. use rubrics to assess students’ performance and output.

II. Skill-building Activity

Write your insights about the content presented, especially on flexible learning and the classroom
guidelines for the new normal set-up. Limit your insights into two to three paragraphs with at least three to
five sentences per paragraph.

Guide questions for writing your insights:

✓ What do you understand about flexible learning?
✓ What will you do to make flexible learning effective for you?
✓ What are the classroom guidelines for the new normal? State them in your own words.
✓ Aside from the classroom guidelines mentioned, what are the other measures you can do when inside
the school or classroom to prevent the spread of virus or getting infected?

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EDU 535: Assessment in Learning 2
Module #1&2 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

Do the task below.

List the things you will do as a student to achieve successfully the objectives
below (first column). Write at least ten (10) behaviors. One point each.

1. define and explain the alternative assessment

and related concepts;

2. demonstrate an understanding of the different

principles in assessing learning using alternative
methods of assessment;

3. design appropriate performance assessment

tools for intended student learning outcomes;

4. develop appropriate rubrics to assess

students’ performance and outputs; and

5. use rubrics to assess students performance

and output.

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EDU 535: Assessment in Learning 2
Module #1&2 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Why is assessment in learning important?

Assessment is a key component of learning because it helps students to learn. When students are able
to see how they are doing in a class, they are able to determine whether or not they understand the material.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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EDU 535: Assessment in Learning 2
Module #3 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Basic Concepts, Theories, and Principles in Materials:

Assessing Learning Using Alternative Methods SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. explain the alternative assessment and related concepts; and Balagtas, M. et al. (2020).
2. demonstrate understanding of the different principles in Assessment in Learning 2
assessing learning using alternative methods of assessment

A. LESSON PREVIEW/REVIEW

Introduction

Hello everyone! Welcome to our first module for this course.

We are now done with the orientation on flexible learning and introduction of this subject in which you
became familiar with the new set-up and rules for our classes in this school year as well as the lessons that we
will cover and expected projects, activities and other tasks which you will comply all throughout this course. And
now, we will begin our first lesson titled Basic Concepts, Theories, and Principles in Assessing Learning
Using Alternative Methods.

As this is the first lesson, there is no prerequisite lesson that you need to read and understood. However, an
adequate understanding of lessons learned in your Assessment in Learning 1 course may help you understand
and appreciate this lessons better it is suggested that you go back to these lessons if there’s an opportunity.

I know you are all ready and so, let’s get started!

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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 classroom Assessment
for learning is formative in nature, and it is meant to identify gaps in the learning experiences of students, so they

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EDU 535: Assessment in Learning 2
Module #3 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

can be assisted in achieving the curriculum outcomes.

In practice, most teachers use traditional assessment methods to assess and evaluate the learning of
students in the classroom. Traditional assessment refers to the use of traditional assessment strategies or
tools to provide information on student learning. Typically, objective leg. multiple-choice) and subjective (e.g.
essay) paper-and-pencil tests are used to assess students. Traditional assessments are often used as the basis
for evaluating and grading students. They are more commonly used in classrooms because they are easier to
design and quicker to be scored.

In contrast, alternative assessment refers to the use of alternative or non-traditional assessment strategies
or tools to collect information on student learning Examples of alternative forms of assessment are performance-
oriented and product-oriented assessment methods. At the core of alternative assessment is the need to design
and implement assessment tasks or activities that refrain from using traditional paper and pencil tests, which
typically assess cognitive learning outcomes and thus have right or wrong answers The following are features of
alternative assessment.

1. Assessment is based on authentic tasks that demonstrate learners 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 asses themselves and their peers.

While the practice of assessing learning using traditional methods like paper and pencil tests is still common
in many classrooms, there is an emerging trend toward the use of alternative assessment or assessment using
nontraditional methods, which in theory and practice can capture learning targets and learning outcomes in more
authentic ways. In comparison, traditional assessments are viewed as less authentic types of assessment.

While traditional assessment typically uses paper-and-pencil tests, alternative assessment is more
concerned with performance assessment or performance based assessment. Performance assessment refers
to assessing student learning by requiring a 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. The emphasis is on assessing what students
know and what they can do. If the task to be demonstrated closely resembles what is typically performed or
experienced in the real world (high degree of realism), then performance assessment is also more authentic

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 narratives and reflections. The use of a portfolio allows
students to document and demonstrate their accomplishments in the classroom and provide opportunities to the
learners and their teachers to evaluate the progress in a given period of time (Tolentino 2009). A portfolio
assessment also allows the assessment of students learning processes and products/outputs in a
comprehensive and integrative manner.

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EDU 535: Assessment in Learning 2
Module #3 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Other alternative strategies for assessing learning are assessment of non cognitive learning outcomes
through performance rubrics (for psychomotor outcomes) and rating scales and checklists (for affective or
dispositional outcomes). It may provide opportunities for using self-assessment and peer assessment, which
allow for a more comprehensive assessment of student learning and performance in the classroom.

II. Skill-building Activity

Let us check what ideas you have acquired about the basic concepts and principles in assessing learning
using nontraditional or alternative methods.

1. What is alternative assessment of learning?

2. How similar or different is traditional assessment from alternative assessment?

3. Give three models of alternative or nontraditional assessment.

4. Give three criteria for an assessment task or activity to be considered as authentic.

5. Give and explain three principles in assessing learning using alternative methods.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________.

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Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

Based on the lessons on the basic concepts and principles in assessing learning using nontraditional or
alternative methods, select three core principles in assessing learning and explain them in relation to your
experience with a previous or current teacher in one of your courses/subjects.
Example:
Principle Illustration of Practice
1. Assessment should reflect real-life In our practicum course, we were asked to prepare a lesson
or realworld contexts. plan then to execute the plan in front of the students with
my critic teacher around to evaluate my performance. The
actual planning of the lesson and its execution in front of the
class and the critic teacher are authentic ways of assessing
my ability to design and deliver instruction rather than being
assessed through demonstration in front of my classmates
in the classroom.

Principle Illustration of Practice

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EDU 535: Assessment in Learning 2
Module #3 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Why is it necessary to have adequate knowledge on the alternative assessments aside from the typical
paper-pencil test that we know?
As we all know, an objective kind of paper-pencil test cannot guarantee full 100% reliability and validity
of the students’ learning of the lesson. Alternative assessments are there to fill the gap between what students
actually learn using the various tools and the standard result of a paper-pencil test. It is very much helpful to see
other perspective on how students perform, as we note Gardner’s Multiple Intelligences, we can note that one
cannot judge a fish by its ability to climb the tree. And that is why teachers have to consider various tools in
assessing the students’ learning.

2. When do we know that a certain tool is the best one to use in measuring students’ capability?
We are yet to understand that topic better when we touch the next part of the lesson, but for now, in order
to know that a certain tool is helpful to the students, the teacher must identify first the nature of the lesson and
what are the possible ways of assessing the students’ learning. Keep learning because in-depth explanations
will be provided in the next modules.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #4 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Models of Alternative Assessment Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. prepare a plan on how you will conduct assessment based on References:
the principles learned; and Balagtas, M. et al. (2020).
2. evaluate assessment plan matrix you have developed based Assessment in Learning 2
on the checklist provided

A. LESSON PREVIEW/REVIEW

Introduction

In Module 1, we learned about what Alternative Assessment is and is not. You also get to understand the
features and practices used in conducting the said assessment. To recap, the following are the features of
Alternative Assessment:
1. Assessment is based on authentic tasks that demonstrate learners ability to accomplish communication
goals;
[Link] and learners focus on communication, not on right and wrong answers;
[Link] help to set the criteria for successful completion of communication tasks; and
[Link] have opportunities to asses themselves and their peers.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

Three Different Models of Alternative Assessment

(1) Emergent 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 on the assessment of
both the intended and unintended effects of learning outcomes. Hence, assessment is A limited to collecting
information if the intended learning outcomes defined were met or not, but also gives importance to unintended
learning outcomes whether positive or negative. Emergent assessment examines how and what the educational
program and instruction are doing to address the needs of students. The assessor should have no preconceived
notions or biases regarding learning outcomes or instructional goals. With this model, assessment is more
qualitative and the assessor uses multiple methods to record all data accurately and determine their importance
and quality. Hence, categories emerge from the observations of the assessor. In this model, direct and indirect

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EDU 535: Assessment in Learning 2
Module #4 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

evidence of student learning are both collected. Direct evidence refers to tangible and compelling evidence of
what students have and have not learned, whereas indirect evidence refers to proxy signs for learning that are
less tangible and less compelling compared to direct evidence.

(2) Developmental Assessment

Developmental assessment, on the other hand, focuses on determining the extent that students have
developed their competencies from instruction. This model adopts a pre-test and post-test methodology to collect
information if a student has developed or improved after instruction. It involves a comparison of what students
can do at different time points and or different contexts to assess if there is progress. Developmental assessment
is said to be useful for assessing learning outcomes based on students’ development rather than a final product.
Assessors should have adequate knowledge of how a skill or attribute develops 50 appropriate assessment
strategies and tools can be designed.

(3) Authentic Assessment

Authentic assessment is the most popular model for alternative assessment. It is an approach in the
assessment of student learning that refers to the use of 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. Hence, an assessment can be more authentic or less authentic compared to other assessments.
The most authentic assessments are the ones that allow performances that most closely resemble real-world
tasks or applications in real-world settings or environments.
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. An assessment gives equal importance to student
performance or product and the process they engage in to perform or produce a product. While traditional
assessment methods are focused on assessing student products or outputs, nontraditional or alternative
methods like performance assessment and portfolio assessment give value to the product developed by
students, as well as in the process students have undergone to develop the product.

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EDU 535: Assessment in Learning 2
Module #4 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

2. Assessment should focus on higher-order cognitive outcomes. For assessment to be valid and authentic, it
should require students to demonstrate their knowledge. However, the focus should be on providing tasks or
activities that would allow students' demonstration of higher-order cognitive outcomes (e.g., creating, analyzing)
or skills (e.g., creativity, critical thinking). The use of nontraditional or alternative methods of assessment like
performance assessment allows the assessment of both lower-order and higher-order cognitive outcomes in
ways that are more authentic.

3. Assessment can include a measure of noncognitive learning outcomes. Traditional assessment focuses on
knowledge and other cognitive learning outcomes. However, psychomotor and affective outcomes are also
important learning outcomes, and there are learning targets that are noncognitive in nature. Hence, an
assessment should also consider the assessment of these noncognitive outcomes. Nontraditional assessment
tools like rubrics, scales, and checklists allow the measurement of noncognitive learning outcomes that allow a
more complete and assessment of student learning.

4. Assessment should reflect real-life or real-world contexts. Assessment tasks or activities should be authentic.
The assessment should closely, if not fully approximate real-life situations or experiences. Authenticity of
assessment can be thought of as a continuum from least authentic to most authentic, with more authentic tasks
expected to be more meaningful for students. Performance assessment is optimal if the performance task to be
demonstrated is similar or close to what is expected in the real world.

5. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of
strategies and tools designed to assess student learning in a more integrative way. Assessment should be
conducted in multiple periods to assess learning over time. Moreover, the use of both traditional assessment
and alternative assessment strategies and tools should be considered. Nontraditional methods of assessment
(e.g., use of rubrics, scales) allow the possibility of multiple assessors, including the use of self and peer
assessment. This ensures that students are being assessed in a more comprehensive and holistic way.

6. Assessment should lead to student learning. This means that assessment should be like classroom instruction.
This principle is consistent with the concepts of assessment for learning and assessment as learning.
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 classroom. In assessment as learning, assessment tasks, results, and
feedback are used to help students practice self-regulation and make adjustments in order to achieve the
curriculum outcomes.

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EDU 535: Assessment in Learning 2
Module #4 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

Prepare a plan on how you will conduct assessment based on the core principles we 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 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.

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EDU 535: Assessment in Learning 2
Module #4 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

Evaluate the assessment plan matrix that you have developed by using the following checklist:

Criteria Yes No

I understood what each of the principles

means.

I was able to provide an answer (plan or

strategy in assessment) in each of the
principles given.

I was able to make a plan or strategy for

assessment that correctly matches and
addresses each principle.

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Why is it important for our assessment to reflect real-life or real-world contexts?

It is important for our assessment to reflect real-life or real-world contexts to expose the learners to what
is authentic and what is actually true about the learning. If we can remember, the more authentic the assessment,
the better it is. This way as well, the learners engaged to practice and apply and create what they have actually
learned inside the classroom.

2. Do Authentic Assessments vary from one situation to another?

Yes, authentic assessments cater the best possible tool on how to better assess the performance of a
student. Each assessment tool is designed for specific activities and lessons so we agree that one tool fits all.
That is why it is very important to take note of the tools that should best be considered when assessing a certain
activity.

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EDU 535: Assessment in Learning 2
Module #4 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #5 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Learning Targets for Performance and Materials:

Product-Oriented SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. formulate learning targets that can be assessed through Balagtas, M. et al. (2020).
performance and product-oriented assessment Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

Before we proceed to our next lesson, let us have a quick recap on the previous module. Below are
diagrams that show the previous lessons we had:

What are the different principles in assessing learning using alternative methods?
1. Assessment is both process and product oriented.
2. Assessment should focus on higher order cognitive outcomes.
3. Assessment can include 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.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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. The most popular taxonomy of educational objectives is Bloom's Taxonomy of Educational Objectives.
Bloom's Taxonomy consists of three domains: cognitive, affective, and psychomotor. These three domains
correspond to the three types of goals that teachers want to assess: knowledge-based goals (cognitive), skills-
based goals (psychomotor), and affective goals (affective). Hence, there are three taxonomies that can be used

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Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

by teachers depending on the goals. Each taxonomy consists of different levels of expertise with varying degree
of complexity. The succeeding sections describe the taxonomies for the psychomotor and affective domain.

Bloom's Taxonomy of Educational Objectives in the Affective Domain describes five levels of expertise:
receiving, responding, valuing, organization, and characterization by a value or value complex.

Table 2.1. Taxonomy of Educational Objectives in the Affective Domain

Illustrative Verbs Sample
Level Description
Objective
Receiving Awareness or passive asks, chooses, holds, Listens attentively to the
attention to a phenomenon identifies, listens instruction of the
or stimulus teacher
Responding Active attention and answers, complies, Participates actively in
response to a particular participates, the focus-group
phenomenon or stimulus practices, writes discussion
Valuing Attaching value or worth to completes, Demonstrates belief in
a phenomenon or object. demonstrates, the value of the election
Valuing may range from differentiates, process
acceptance to commitment explains, justifies
Organization Organizing values into adheres, defends,
Defends the importance
priorities by comparing, integrates, organizes,
of graduate education in
relating, and synthesizing synthesizes
the career of a teacher
specific values
Internalizing values/ Having a personal acts, displays,
characterization by a value system that is now influences, solves, Displays commitment to
value or value a characteristic of the verifies helping economically
complex learner
disadvantaged students

In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not propose levels
unlike in the cognitive and affective domains. However, other scholars like Elizabeth Simpson (1972) built a
taxonomy for the psychomotor domain from the work of Bloom. In Simpson's Taxonomy Educational Objectives
in the Psychomotor Domain, seven levels of expertise are described: perception, set, guided response,
mechanism, complex overt response, adaptation, and organizing.

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EDU 535: Assessment in Learning 2
Module #5 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample
Objectives
Perception The ability to use sensory cues to adjusts, describes, Detects nonverbal
guide motor activity detects, identifies, cues from the
selects participants

Set The mental, physical, and begins, displays, Shows motivation

emotional sets that predispose a knows, recognizes, to learn a new skill
person's response to different shows, states
situations.
Guided Demonstration of a complex skill copies, performs, Performs the
Response through guided practice like follows, reacts, mathematical
imitation and trial and error. responds operation by
following the steps
demonstrated by
the teacher
Mechanism Learned responses have become assembles, Plays the guitar
habitual and movements can be dismantles, fixes,
performed with some degree of manipulates, plays
confidence and proficiency
Complex Performance of motor acts that assembles, Demonstrates
Overt involve complex movement dismantles, fixes, one's expertise in
Response patterns in a quick, accurate, and manipulates, playing the guitar
highly coordinated manner. organizes (similar with
Characterized by automatic Mechanisms but
performance and performance performed in a more
without hesitation accurate, more
coordinated, and
quicker way)
Adaptation Psychomotor skills are well adapts, alters, Modifies the dance
developed and the person can modifies, rearranges, steps to suit the
modify movement patterns to fit varies abilities of one's
special requirements groupmates
Origination Creating new movement patterns arranges, builds, Creates new steps
to fit a particular situation or combines, creates, for a contemporary
specific problem. Learning designs version of a classic
outcomes emphasize creativity dance hit.
based upon highly developed
skills.

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The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This
includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting
from the simplest to the most complex (see the table below for an in-depth coverage of each category):
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-
nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl,
Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):
o changing the names in the six categories from noun to verb forms
o rearranging them as shown in the chart below
o creating a processes and levels of knowledge matrix

Table 2.3. Taxonomy of Educational Objectives in the Cognitive Domain

Category Examples, key words (verbs), and technologies for learning
(activities)
Remembering: Recall or retrieve Examples: Recite a policy. Quote prices from memory to a customer.
previous learned information. Recite the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote learning based on
repetition, reading
Understanding: Comprehending the Examples: Rewrite the principles of test writing. Explain in one's own
meaning, translation, interpolation, and words the steps for performing a complex task. Translate an equation
interpretation of instructions and into a computer spreadsheet.
problems. State a problem in one's own Key Words: comprehends, converts, defends, distinguishes, estimates,
words. explains, extends, generalizes, gives an example, infers, interprets,
paraphrases, predicts, rewrites, summarizes, translates
Technologies: create an analogy, participating in cooperative learning,
taking notes, storytelling, Internet search
Applying: Use a concept in a new Examples: Use a manual to calculate an employee's vacation time.
situation or unprompted use of an Apply laws of statistics to evaluate the reliability of a written test.
abstraction. Applies what was learned Key Words: applies, changes, computes, constructs, demonstrates,
in the classroom into novel situations in discovers, manipulates, modifies, operates, predicts, prepares,
the work place. produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process, blog, practice
Analyzing: Separates material or Examples: Troubleshoot a piece of equipment by using logical
concepts into component parts so that deduction. Recognize logical fallacies in reasoning. Gathers information

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its organizational structure may be from a department and selects the required tasks for training.
understood. Distinguishes between Key Words: analyzes, breaks down, compares, contrasts, diagrams,
facts and inferences. deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what happened, run a
test
Evaluating: Make judgments about the Examples: Select the most effective solution. Hire the most qualified
value of ideas or materials. candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports
Technologies: survey, blogging
Creating: Builds a structure or pattern Examples: Write a company operations or process manual. Design a
from diverse elements. Put parts machine to perform a specific task. Integrates training from several
together to form a whole, with emphasis sources to solve a problem. Revises and process to improve the
on creating a new meaning or structure. outcome.
Key Words: categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes
Technologies: Create a new model, write an essay, network with others

Bloom's taxonomies of educational objectives for affective and psychomotor domains are able to provide
teachers with a structured guide in formulating more specific learning targets in the classroom. The taxonomies
serve as guide for teachers in both instruction and assessment of student learning in the classroom. The
challenge is for teachers to identify the levels of expertise that they expect the students to achieve and
demonstrate. This will then lead to the identification of the assessment methods required to properly assess
student learning. Higher level of expertise in a given domain requires are assumed to require more sophisticated
assessment methods or strategies.

Learning Targets
As previously learned from Assessment in Learning 1, a learning target is a statement on what students
are supposed to learn and what they can do because of instruction. Learning targets are more specific compared
with 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. Teachers formulate learning
targets from broader standards and learning objectives. The learning targets should be clear, specific, and
meaningful to students. Thus, learning targets are more effectively stated in students' point of view, typically
using the phrase "l can..." For example, "l can differentiate between traditional methods and alternative methods
of assessment.”
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. With specific learning targets formulated, appropriate classroom instruction and assessment can be

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designed.
The most common typology of learning targets are knowledge, reasoning skill, product, and affect (also
known as disposition).

Table 2.3. Description and Sample Learning Targets

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

II. Skill-building Activity

Let us check what ideas you have acquired about learning targets for alternative assessment methods in
the classroom.

1. What is the difference between educational objectives and learning targets? 2. What are the common
typologies of learning targets?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________.

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2. What are the common typologies of learning?

3. Why is it important that learning targets and assessment tasks/activities are matched?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________.

4. What are the three learning target types that are best assessed through alternative assessment methods?
Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________.

III. Check for Understanding

Complete the table by formulating sample learning targets per type.

Types of Learning Targets Sample Learning Targets

Knowledge Targets

Skill Targets

Reasoning Targets

Product Targets

Affective Targets

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C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Can teachers expand the role of assessors to other students?

Across the different nontraditional or alternative methods of assessment, teachers can expand the role
of assessor to other students (peer assessment) and the student themselves (self-assessment). This allows
assessment to become really authentic. There are also other methods or strategies for alternative assessment,
and it is up to the teachers to select the method of assessment and design appropriate tasks and activities to
measure the identified learning targets.

2. Why is it important to assess the affective domain of the learners?

The educational system hopes to mold students become holistic learners who are not limited with their
mental and psychomotor capabilities. Cognitive, psychomotor and affective aspects are given equal importance
in the assessment of students’ learning and holistic development.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS
Answers on Skill-building Activity
(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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Lesson title: Appropriate Alternative Methods of Assessment Materials:

for Learning Targets SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. identify sample learning targets across subject areas; and Balagtas, M. et al. (2020).
2. write an assessment plan using Alternative Methods Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on the previous lesson.

We discussed about 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. The most popular taxonomy
of educational objectives is Bloom's Taxonomy of Educational Objectives. Bloom's Taxonomy consists of three
domains: cognitive, affective, and psychomotor. These three domains correspond to the three types of goals that
teachers want to assess: knowledge-based goals (cognitive), skills-based goals (psychomotor), and affective
goals (affective).

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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 type 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 demonstration of
behavioral or physical task. To able to demonstrate skills or act skillfully, students must be able to possess the
knowledge and reasoning ability related or relevant to the skills to be demonstrated.

On the other hand, Stiggins et al. (2006) described product learn ing 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. Students are expected to create products that have certain core

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attributes that will serve as basis for evaluating its quality.

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. The
development of affect/disposition simultaneously occurs as a student learns concepts and skills in the classroom.

Sample Learning Targets Across Subject Areas

Subject Area Typology of Learning Learning Targets
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.
Affective Enjoy reciting a poem in front of an audience.
Physical Education Skills Dribbles the ball to cross the halfcourt.
Products Create a three-month personal fitness plan.
Affective 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.
Affective Demonstrate interest in attending mathematics class.
Science Skills Use laboratory equipment properly.
Products Prepare a report about the field observation.
Affective 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.
Affective Argue with others in a constructive manner.
Once the learning targets are identified, appropriate alternative methods of assessment can be selected to
measure student learning. In terms of skills, having the required skills to apply one's knowledge and reasoning
skills through the performance of a behavioral or physical task is a step higher than simply knowing or being able
to reason based on knowledge. Hence, skills targets are best. assessed among students through performance-
oriented or performance-based assessment as skills are best gauged through actual task performance.

In terms of products, a student's knowledge, reasoning, and skills are all required before one can create a
meaningful product or output. Obviously, product targets are best assessed through product assessment. Given
the need to also give value to the process of creating a product, performance assessment is also typically used
vis-a-vis product assessment.

For affect or disposition, a student may already hold a particular affect or disposition in relation to a particular
lesson or learning target and such affect may change or not depending on the learning and instructional and

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assessment experiences of the student. Affect or disposition is best assessed through affective assessment or
the use of self-report measures (checklists, inventories, questionnaires, scales) and other alternative strategies
to assess affective outcomes.

II. Skill-building Activity

Now, check the syllabus of this course 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 syllabus. Formulate
specific learning targets (knowledge, reasoning, skills, product, and affective) for the lesson using the table
below.

Instructional Objective/Learning Lesson Content Type of Sample Learning Targets

Outcome Related to the Lesson Learning Targets
Content

Knowledge

Reasoning

Skill

Affective

Product

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III. Check for Understanding

Now select a specific lesson for a subject area and grade level that you think you should be able to teach and
handle when you are already a teacher in a school. Using the DepEd Curriculum Guide for the subject, create
an assessment plan for student learning by formulating learning targets that can be best assessed using
alternative methods of assessment (you may focus on skills, products, affective, or any combination of these
learning targets). Then, propose specific nontraditional assessment tasks or activities to measure the identified
learning targets.
Subject

Specific Lesson

Learning Outcome/s/
Instructional Objectives

Learning Targets

Assessment Task/
Activity (Alternative)

Why use this assessment task/ activity?

How does this assessment task/activity help you

improve your instruction?

How does this assessment task/activity help your

students achieve the intended learning
outcomes?

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C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. When do we know the appropriate alternative methods of assessment to use for our learners?
We will know what the appropriate alternative methods of assessment to use for our learners once we
have fully identified the learning targets.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Alternative Ways in Assessing Learning Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. design appropriate performance assessment tools for References:
intended student learning outcomes Balagtas, M. et al. (2020).
Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on the previous lesson.

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.

To be able to perform successfully the above culminating performance tasks, you should have distinguished
between traditional and performance assessments, understood the processes in setting learning objectives and
student outcomes and in preparing the table of specifications, identified the different types of performance
assessment tasks, and learned the guidelines in designing performance assessment tools.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

What is performance assessment?

Performance assessment is an assessment activity or set of activities that require students to generate
products or performances that provide direct or indirect evidence of their knowledge, skills, and abilities in an
academic content domain. It provides teachers with information about how well a student understands and
applies knowledge and goes beyond the ability to recall information. It is used for assessing learning outcomes
that involve designing or creating projects or products such as research papers, art exhibits, reflective essays,
and portfolios. On the other hand, performance-based tasks include actual performances of making those

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products, such as carrying out laboratory experiments, exhibiting creative and artistic talents, such as dancing,
painting, and playing a musical instrument, and demonstrating writing skills through extemporaneous essay

writing, article review, and reflective papers. Both product-based and performance-based assessments provide
information about how a student understands and applies knowledge and involve hands-on tasks or activities
that students must complete individually or in small groups. Below are examples of product-based and
performance-based assessments:

Types Examples
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
Verbal Products audiotapes, debates, lectures, voice recording, scripts
Performance-Based Assessment
Oral 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, storytelling, poem reading
Athletic Skills playing basketball, baseball, soccer, volleyball, and other
Demonstration/Competition sports

Similar to performance assessment is the concept of authentic assessment. Authentic assessment requires
students to actually demonstrate their skills in applying skills and knowledge they have learned from class. It
involves tasks that resemble what people do in the real setting or context, such as doing an actual research,
making a case study, giving a speech, or performing on a stage.

What are the characteristics of a good performance assessment?

With so many different types of performance assessment tasks or tools that can be used to measure
students' learning outcomes, deciding which one to use can be confusing and challenging. In choosing and
designing the best performance assessment, it is good to evaluate its suitability against the following criteria:

1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
Performance assessment should present or require tasks that are realistic and related to everyday life. As
it involves an authentic task, it should convey its purpose and reflect its relevance to the students, their discipline,
and the outside world as a whole. For example, in an Entrepreneur class wherein one of the learning outcomes
is the ability to develop a business plan, instead of giving final exams to test students' knowledge of concepts,
principles, and processes of developing a business plan, the students will be required to submit a proposed

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business plan for a putting up a new investment. This performance task entails students to identify the market
needs and gaps, plan out the marketing mix (7Ps) and the 4Ms of operations, and forecast the costs and
revenues of the business. This task allows students to have hands on experience in performing a task that is
done in the actual world.

2. It provides opportunities for students to show both what they know and how well they can do what they
know.
Performance assessment should achieve a balanced approach wherein it gives students opportunities to
show their knowledge-and-skill competencies. Since the main goal of teaching and learning is for students'
acquisition and application of knowledge and skills, course assessments should therefore help answer the
questions "Do the students know it?" and "How well can they use what they know?" to determine whether the
students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require
research output at the end of the course, since this performance task will not only inform the teacher whether
the students learned the different parts of a research paper but also whether the students can conceptualize a
good research paper, conduct review of related literature, apply appropriate data gathering procedure and
analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers
to choose performance tasks that can measure both the competencies of "knowing" and "applying" and at most
"creating".

3. It allows students to be involved in the process of evaluating their own and their peers' performance and
output.
Performance assessment should allow students to be involved in the process of evaluating themselves
and their peers. It should give students the opportunity for self-reflection or self-assessment, as well as to be
involved in evaluating their classmates' performance. Self-assessment allows students to make judgment about
their learning process and products of learning, track their progress, and identify the areas where to focus or
improve on. Peer assessment, on the other hand, allows students to give constructive feedback about the
performance of their classmates or groupmates, which the latter can use to revise or improve their work. Both
assessments require that scoring or grading is based on the criteria agreed upon by the teacher and the students.
The use of a rubric can facilitate self-assessment and peer assessment.

4. It assesses more complex skills.

Unlike traditional tests that usually assess a single skill and require simple tasks such as remembering or
recalling of concepts, performance assessment usually taps higher-order cognitive skills to apply knowledge to
solve realistic and meaningful problems. As such, performance assessment allows students to engage in more
challenging activities that require various skills, such as planning and decision-making, problem-solving, critical
thinking, communication, and creative skills, among others. For example, instead of giving final exams to assess
students' learning in a marketing class, the teacher may require the students to conduct a marketing and market
research, come up with a marketing strategy, and/or conduct an actual marketing for a product of their choice.
These performance tasks not only assess students' knowledge of principles and processes in marketing but also
tap their creativity, planning skills, collaborative skills, communication skills, and research skills.

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5. It explains the task, required elements, and scoring criteria to the students before the start of the activity and
the assessment.
At the start of the class, it is important that the requirements of the subject are presented and explained to
the students. These include the required tasks, activities or projects, the expected quality and level performance
or output, the criteria to be included for assessment, and the rubric to be used. Ideally, students should be
involved in the whole assessment process from the very onset, by providing them assessment options, getting
them involved in discussions and decision-making on performance standards and criteria, allowing them
opportunity to give feedback on teacher-made rubrics and to revise them, and training them on how to apply
rubric for self- and peer assessment.

II. Skill-building Activity

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. 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 Oral presentation of experiment
hypotheses experiments plans/protocol, pre-lab exercises, oral
presentation of experiment results
Properly use and handle equipment All topics with Actual laboratory performance
and chemicals experiments
Practice good laboratory skills and All topics with Actual laboratory performance
techniques experiments
Practice teamwork/ collaborative All topics with Peer evaluation through rubric
skills experiments
Apply concepts, theories and ideas End of the course Projects, products
learned in a "real-world" setting

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Use the template below to come up with your performance assessment plan.
Subject:
Overall Desired Learning Outcomes:

Desired Learning Outcomes Course Topic Types of Performance Tasks

III. Check for Understanding

By now, you are equipped to construct a sample performance assessment for the subject. In the
development of the performance assessment, you need the following information:

1. Desired learning outcomes for subject area

2. Level of cognitive/thinking skills appropriate to assess the desired learning outcomes
3. Specific activity or output to assess (i.e., performance task)
4. Appropriate types of performance assessment to use
5. Criteria for evaluating students' performance
6. Type of rubric to use.

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EDU 535: Assessment in Learning 2
Module #7 Student Activity Sheet

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Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What are the criteria set for when assessing a student’s work?
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. It is also important to
provide specific and meaningful feedback and explanation to students on how they have performed the tasks,
clarifying to them what they understand, what they don't understand, and where they can improve.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Designing Performance Assessment Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. identify the guidelines in designing performance assessment; References:
and Balagtas, M. et al. (2020).
2. memorize the characteristics of a good performance Assessment in Learning 2
assessment

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on our previous lesson. Below are some examples of product-based and
performance-based assessments:

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EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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 are the outcomes to be assessed?

2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g., problem-solving, decision-
making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging, challenging,
and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students' performance level?
7. What are specific performance indicators for each criterion?

Furthermore, the choice of teaching and learning activities is also of utmost importance in choosing the
performance assessments to use. There should also be an alignment among the learning outcomes, the teaching
learning activities, and assessment tasks. For example, in a Physical Education-Dance class, the following three-
course components should be explicitly clear and linked, as shown below:

Teaching-Learning Performance
Intended Learning Outcomes
Activities Assessment Tasks

At the end of the course, the students

should be able to:

• Perform dance routines and Lecture, class discussion, Culminating dance class
creatively combine variations with movement exercises, recitals, practical test for
each type of dance,
rhythm, coordination, correct
dance demonstration, actual reflection papers, peer
footwork technique, frame, facial evaluation
and body expression. dancing with teacher and
partners, collaborative
rating
learning

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EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

• Participate in dance socials and Required attendance and Actual dance performance
other community fitness advocacy participation in school and in school or community
projects. community dance programs, reaction/
performances 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 peers' judgment when evaluating the resulting products and
performances. This necessitates using a set of predetermined criteria that are aligned with desired targeted
standards or desired learning outcomes.
The following are the basic steps in planning and implementing performance based or product-based
assessments:
1. Define the purpose of performance or product-based assessment. The teacher may ask the following
questions?
- What concept, skill, or knowledge of the students should be assessed?
- At what level should the students be performing?
- What type of knowledge is being assessed (e.g., remembering to create)?

2. Choose the activity/output that you will assess. The required performance or output should be feasible given
the time constraints, availability of resources, and amount of data/materials needed to make an informed decision
about the quality of a student's performance or product. The performance tasks should be interesting,
challenging, achievable, and with sufficient depth and breadth so that valid evaluation about students' learning
can be made.

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. Performance criteria are important since they
define for the students the types of behavior or attributes of a product that are expected, as well as allow the
teacher and the students to evaluate a performance or product as objectively and as consistent as possible.
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

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EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

simultaneously, thus providing a single score based on overall judgment about the quality of student's work

B. analytic rubric - in analytic rubric, student's work is evaluated by using each criterion separately, thus providing
specific feedback about the student's performance or product along several dimensions

C. general rubric - contains criteria that are general and can be applied across tasks (e.g., the same rubric that
can be used to evaluate oral presentation and research output)

D. task-specific rubric - contains criteria that are unique to a specific task (i.e., a rubric that can only be used
for oral presentation and another rubric applicable only for research output)

5. Assess student's performance/product. In assessing a student's work, it is important to adhere to the criteria
set and use the rubric developed. This is to ensure objective, consistent, and accurate evaluation of student's
performance. It is also important to provide specific and meaningful feedback and explanation to students on
how they have performed the tasks, clarifying to them what they understand, what they don't understand, and
where they can improve.

II. Skill-building Activity

To check if you have understood the lesson, do the test below and write your answer in the box. Let us
review what you have learned about designing performance assessment tasks.

1. What are the types of performance assessments?

2. What are the characteristics of a good performance assessment?

3. What are the general guidelines in designing performance assessments?

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EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

4. What are the basic steps in conducting performance-based or product-based assessments?

III. Check for Understanding

To be able to check whether you have learned the important information about identifying and designing
performance assessments please complete the following graphical representation:

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EDU 535: Assessment in Learning 2
Module #8 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs
Food for Thought!
If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. How is performance assessment being conducted?

Unlike in most traditional tests wherein student responses can be scored using an answer key, performance
assessments require the teacher's and peers' judgment when evaluating the resulting products and
performances. This necessitates using a set of predetermined criteria that are aligned with desired targeted
standards or desired learning outcomes.
→ Define the purpose of performance or product-based assessment. The teacher may ask the following
questions?
→ Choose the activity that you will assess.
→ Define the criteria
→ Create the performance tasks.
→ Assess student’s performance /product.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Affective Assessment, Its Domain and Taxonomy Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. develop an assessment tool to measure affective outcomes References:
of learning; and Balagtas, M. et al. (2020).
2. identify the taxonomy of affective behaviors in student’s Assessment in Learning 2
learning.

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on our previous lesson.

To guide you in designing performance assessments, the following questions may be addressed:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g., problem-solving, decision-
making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging, challenging,
and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students' performance level?
7. What are specific performance indicators for each criterion?

Today, we will proceed to our new lesson which is on the Basic Genre and Elements of Literature. With that,
we will look into the three main genres namely; prose-fiction, poetry and drama in relation to stylistics.

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EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

What is affective assessment? Why assess affective domain?

Think about your answer to the following questions:

How do you feel doing mathematics? What do you like in mathematics?
Your responses may vary. Some may like the subject, or for the majority, the feeling is the opposite. If we deal
with measurement of feelings, attitude, or interest, we are into affective assessment. From the word itself, this
type of assessment deals with the affect dimension of students' learning.

The affective domain (from the Latin affectus, meaning "feelings") includes a host of constructs, such as
attitudes, values, beliefs, opinions, interests, and motivation. They are the noncognitive outcomes of learning
that are not easily seen or explicitly demonstrated.

The type of assessment in this domain is not aimed to determine what the students have learned. Rather,
it looks into how students feel while they are learning, how their learning experiences have influenced their
emotions and future behavior. Teaching is not only imparting content knowledge that requires cognition. It is also
knowing and understanding students as learners and humans. Therefore, it is essential that teachers know the
feeling of pleasure, enjoyment, or even anxiety that learners experience because these feelings will have bearing
on their attitudes, motivation, and beliefs that will eventually be manifested in their future behavior. Further, with
information about the students' affective characteristics, teachers will be able to individualize their approaches
to students and reshape the lesson plan based on the identified needs of students.

Assessment on the affective domain is not only on the part of teachers to know information about students.
It is also useful for student themselves. Self- awareness of feelings, emotions, and attitudes can make students
reflect on how they are in the process of learning. This type of metacognition has proven to enhance learning
and contribute to success in the academic task. Student attainment is a result of the functioning of his or her
whole personality. Cognitive and affective assessment should work in tandem as what empirical studies have
proven.

Unlike cognitive and psychomotor assessment, affective assessment does not determine the grades the
students get. It rather helps teachers determine what steps need to be taken to help students achieve academic
success. Knowledge of what students view, perceive, and feel as they are engaged in learning activities will
guide teachers to improve their teaching strategies and enhance learning. Affective assessment can provide
supplemental information about a learning difficulty or behavior problem that affects learning. For example, if
students feel nervous in just seeing numerical symbols and sign of operations, how will the students be helped
in this kind of anxiety? Fear about mathematics will cause nervousness and possibly lead to poor performance,
if not failure. Teachers have always been focused on the attainment of student content knowledge and more
often, feel frustrated with students' poor achievement. The low performance may be cagsed by affective factors,

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Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

such as attitude, interest, and motivation. According to Stiggins (2005), motivation and desire represent the very
foundation of learning. If the students do not want to learn, there will be no learning.

Further, Popham (2011) contends that affective variables are often more significant than cognitive
variables. In the past, more effort was devoted in the measurement of cognitive learning behavior, but in recent
years, assessment of affective characteristics of learners has been given more importance. Admittedly,
assessment is far more difficult domain to assess and to objectively analyze since affective objectives range
from simple attention to complex and internal qualities of character and thinking of learners. Nevertheless,
teachers need to deal with assessment and measurement of students' abilities in this domain.

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. The
affective domain of learning, Krathwohl et al. (1964) developed taxonomy of affective qualities that can serve as
guide in doing affective assessment. As shown in

1. To receive: In this level of affective behavior, the learner demonstrates awareness in an activity that is
happening such that he/she gives attention to that activity. This level involves willingness to receive the stimulus.
For example, looking at the teacher during lecture is awareness on a learning stimulus, but listening and paying
attention indicate willingness in receiving that stimulus.

2. To respond: In this case, the learner reacts to a given stimulus or information that has been received. If a
learner participates in a class discussion, and not merely listening, then the learner is in this level of behavior.
This behavior may be compliance to a given task, voluntary engagement, or doing an activity with interest.

[Link] value: This is the level where the learner demonstrates commitment to the object, knowledge, or activity.
Here, the learner has internalized a set of specific values such that these values are manifested through overt
behaviors. For example, picking up litters outside the classroom without teacher's presence or saving money for
a book, or putting off lights after class on own volition are "valuing" behaviors.

4. To organize: This is the level where the learner has internalized and integrated his or her feelings, emotions,
beliefs, opinions, etc., resulting to actions where new values and traits emerged. In this level, the learner is able
to discern independently the right from wrong, and he/she is able to make a decision on what is more valuable
based on his or her own judgment.

5. To characterize: In this level of affective trait, the learner demonstrates his or her beliefs and attitudes not only
in a single event or situation but in multiple events, showing consistency of the behavior that establishes an
image or character of the learner. The behavior extends beyond the school setting and becomes part of his or
her lifestyle. For example, if doing an experiment has instilled the value of patience, such trait could be carried
over to the student's nonscience activities.

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EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

To check if you have learned the contents about assessment of affective domain of learning, fill in with
a word, phrase or sentence that is appropriate for each blank in the boxes below.

Levels of Affective Behavior Sample Behavior

III. Check for Understanding

Following are some questions to see how far you have understood what have been earlier discussed.
1. What is affective learning?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.

2. Why do we need to measure affective learning?

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EDU 535: Assessment in Learning 2
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Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

3. What are some affective traits that are relevant to students' learning?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.

4. Why is it more challenging to measure the affective domain of learning?

5. What are the levels of affective domain of learning?

6. What tools can you use to measure the affective dimension of learning? What are the advantages
and limitations of each measuring tool?

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Why do we need to consider the affective side of the students in our assessment?
A good argument shared by Dr. Popham (2006) says: Whereas cognitive assessments measure what
students can do, affective assessments measure what students will do in the future. If we go back to Maslow’s
Hierarchy of Needs, we can notice that self-actualization was put right on top of everything. Emotional,
behavioural, motivational needs, among others, occupy bridge to our basic and security needs.

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EDU 535: Assessment in Learning 2
Module #11 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Affective Variables in Learning and How to Materials:

Measure Affective Learning (Part 1) SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. define the affective variables in learning; and Balagtas, M. et al. (2020).
2. identify the assessment tools used to measure affective Assessment in Learning 2
learning

A. LESSON PREVIEW/REVIEW

Introduction
To start, let us have a brief recap on our previous lesson.

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. The
affective domain of learning, Krathwohl et al. (1964) developed taxonomy of affective qualities that can serve
as guide in doing affective assessment. As shown in

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EDU 535: Assessment in Learning 2
Module #11 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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 thin 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 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. In teaching, this will be concerned with the attitude
toward learning, subject, teachers, classmates, homework, and projects or even attitude with wearing of
uniforms, attendance to flag ceremony, and others. Here, we all desire to foster positive attitudes. On the other
hand, we also want students to have negative attitude on things like cheating, bullying, fighting, drugs,
absenteeism, and smoking.
It is important to note that attitude cannot be taken as solely affective. It also has a cognitive component
where the learner has the content knowledge that defines the worth or value of the object or situation. For
example, knowledge about the effect of smoking on health and knowledge about nicotine ideally should make
students have negative attitude toward smoking. However, this is not always the case. One may have the
knowledge but applying the knowledge is another thing. Cognitive knowledge can just be a contributing factor
to effect a desired affective outcome.
Some empirical research reinforced the importance of assessing attitude. Othuon (2010) found out that
negative attitude toward English is the most affective and psychological factor that results in the students' poor
performance in English. The ability of students to master a second language is not only influenced by the mental
competence or language skills but also by the students' attitudes and perceptions toward the target language
(Abidin et al. 2012).

2. Values and Beliefs. Values are characteristics or traits that a person holds in high importance. These include
principles that one considers to be right, and consequently which guides the person's future actions and
decisions. In a school setting, values that are included in the curriculum are honesty, patience, perseverance„
respect for others, cleanliness and order, care for environment, etc. Beliefs, on the other hand, refer to our
convictions or opinions we hold to be true even without evidence. While beliefs are traditionally associated with
religion, they have been talked about in the field of education. There are such things as beliefs about
mathematics, freedom, gender equality, etc.
Beliefs emanate from multiple sources, from what one hears, sees, reads, and experiences. Values are
developed from beliefs. Beliefs, as well as values, can change over time from learned experiences. As such, it
is important that teachers provide positive learning experiences to students because from these experiences,
they form beliefs that lead to the formation of values that are desired. Further, these beliefs and values determine
attitudes which are correlated with a learner's performance. This sequential relationship reinforces the
importance to assess these affective factors that can aid teachers in developing their instructional plan intended

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curriculum goals and objectives.

3. Interest. Interest is a psychological state that draws a person's attention to an object, idea, or event. In a
classroom setting, it is what students are "into" or the learner's disposition about a topic, such as reading,
science, mathematics, history, etc. It is interest that drives the learner to be attentive to the topic of discussion
or engage in any academic activity. Interest may be personal or situational. If a student reads a book or saves
money to buy books, even if this is not a course requirement, this means that he/her has personal interest in
reading. However, if a student has a liking for mathematics because he/she likes his or her mathematics teacher,
then his or her interest in mathematics is situational. Whether personal or situational, it is important for the
teacher to know how students are receptive on the content that is covered in the lesson. If there is low interest
as revealed from the assessment results, the teacher can think of intervention strategies to address the problem,
like creating learning experiences that are more exciting to engage students in interaction with peers, or with
teachers. Interest is directly linked with enjoyment and joy in doing something.

4. Motivation. Brown (1987) defines motivation as an inner drive, impulse, emotion, or desire that moves one
to a particular action. It arouses and sustains behavior. It can lead to increased effort and energy to pursue a
goal. If a learner is highly motivated, he/her is willing to give his or her time and effort to reach a goal. It brings
a learner to excitement and enjoyment to an academic task and enhances cognitive processing and improves
learning.
Motivation has other intrinsic factors like curiosity, appreciation, valuing for learning, as well as extrinsic
factors like praise, grades for completion, certification, etc. Ausubel (1968) has identified six needs and desires
that are integral parts of motivation: (1) the need for exploration, (2) the need for manipulation, (3) the need for
activity, (4) the need for stimulation, (5) the need for knowledge, and (6) the need for ego enhancement. From
this list, we see the critical role of teachers in creating a learning environment that can provide for these needs
in order for the learners to reach the highest level of motivation. 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 self-confidence is associated with academic success. In particular,
Stankov et al. (2012) have found that students who think they are skilled in Math tend to perform well on Math
and English tests. In the same study, the researchers contend that confidence tests as an assessment tool can
benefit both learning and teaching. For example, the scores from the self-confidence tests on subject contents
provide Students with insights into the topics they are weak in.

What assessment tools are used to measure affective learning?

Measurement of affective traits is more challenging compared to measuring cognitive and psychomotor
dimension of learning. Such measurement may be direct or indirect. The direct assessment of affective learning
outcomes is more attainable at the lower levels in the affective learning taxonomy of Krathwohl et al. (1964).
Teachers, for example, can take attendance to measure pupil's willingness to receive information. Likewise,
teachers may consider the number of times the pupil raised his or her hand to answer or ask questions, or the
number of completed assignments and projects. These are sample evidence at "responding" level. However, in
this age of globalization, where character and morals of citizens are becoming more critical, educators are giving

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EDU 535: Assessment in Learning 2
Module #11 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

more attention to higher levels of affective taxonomy. But then, behaviors at these levels are less amenable to
direct measurement because affective learning outcomes (e.g., attitudes, values, beliefs, etc.) are internal states
that exist in the mind and thoughts of the learners. Because of these, indirect measurements are thought to be
less reliable. Nevertheless, researchers and educationists are in continuing effort to overcome these perceived
difficulties.

The information generated from the use of indirect assessment of affective learning outcomes can come
from different sources—student himself/herself, teachers, or peers. A variety of methods for indirectly assessing
intended affective learning outcome have been espoused. Some of the most common assessments include self-
report inventory, questionnaire, opinionnaire, semantic differential, observation, and interview.

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

where the respondent is asked to answer a question about himself/herself, his or her behavior, emotions,
feelings, or views. It serves many purposes to include diagnosis of students' mental and emotional state.
This is also popular in a pre-test and post-test design when the teacher wants to assess change (e.g., in
attitude, interest, motivation) before and after instructional period. This assessment tool is easy to administer
to get immediate results and information directly from the person who is most knowledgeable about
himself/herself. One limitation of this method is the honesty of the person—his or her tendency not to write
the truth of what he/she feels. Instead, the student may choose a response that can satisfy the teacher,
rather than actually writing the truth. The respondent can also be personally biased because he/she is
responding to a nonfactual or subjective statement from his or her own point of view only. To prevent this
possibility, the one handling the assessment should try to ensure setting the right environment for getting the
most truthful data.

Self-report inventories use a variety of formats. The most common are presented in the following:

a. Likert scale. This measuring tool, invented by Rensis Likert, is a series of questions or items that requires
the respondent to select on a scale a rating reflecting the level of agreement or disagreement on items that are
related to a particular topic, experience, or issue. The responses, both in descriptive and numeric form, range
from one extreme to another, such as "strongly agree" to "strongly disagree", where "5" is the numerical value
of the extreme positive feeling and "1" for the extreme negative. This kind of scaling gives deeper insight into
what the students are thinking and feeling. An example of Likert scale is shown below:

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EDU 535: Assessment in Learning 2
Module #11 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Rating Scale on Views About Mathematics and Mathematics Learning

To what extent do you agree or disagree with the following views about Mathematics?

1. Mathematics is the study of formulas, rules and procedures in solving problems.

Strongly Agree Slightly Disagree Strongly Agree Agree Disagree

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

2. In mathematics, you can discover new things that can be exciting.

Strongly Agree Slightly Disagree Strongly Agree Agree Disagree
(5) (4) (3) (2) (1)

3. To be able to solve mathematics problems, you have to memorize and follow procedures as
taught in class.
Strongly Agree Slightly Disagree Strongly Agree Agree Disagree
(5) (4) (3) (2) (1)

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

Strongly Agree Slightly Disagree Strongly Agree Agree Disagree
(5) (4) (3) (2) (1)

5. Mathematics is logic and reasoning.

Strongly Agree Slightly Disagree Strongly Agree Agree Disagree

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

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EDU 535: Assessment in Learning 2
Module #11 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

In the box below, write a 10-item rating sale about a survey on Environmental Awareness using the
Likert Scale.
1.

10.

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EDU 535: Assessment in Learning 2
Module #11 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

The following are 5 affective variables considered in assessing the affective domain of students. Choose
three out of five and describe why this particular variable is necessary.

Attitude Values and Beliefs Interest Motivation Self-confidence

1.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________.

2.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________.

3.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________.

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Is the Likert Scale the only tool we can use to measure affective learning?
As mentioned in your concept notes, Likert is one tool that we can use but it is not the only one that we
can consider. In your future lessons, you will also learn Semantic Differential and Checklist. These three are
only under the Self – report questionnaires.

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Affective Variables in Learning and How to Materials:

Measure Affective Learning (Part 2) SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. define the affective variables in learning; and Balagtas, M. et al. (2020).
2. identify the assessment tools used to measure affective Assessment in Learning 2
learning

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on our previous lesson.

What are the affective variables in learning?

1. Attitudes.
2. Values and Beliefs.
3. Interest.
4. Motivation.
5. Self-confidence.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

In the previous lesson, you have learned the first Assessment Tool to measure affective learning. Today,
let us continue the rest of the tools we can use in measuring the said domain.

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.

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

5. Statements should be clear and simple sentences using precise and direct language.
6. Considering that responses in the instrument reflect gradation, statements should no longer contain always,
nearly, only, never, and just. These words are ambiguous.
7. Use vocabulary appropriate for the level of understanding of the respondents.
8. Avoid double negative sentences.

Steps in the Construction of the Rating Scale

1. Select the affective trait you want to assess which you find relevant to teaching-learning situation. Make sure
that you or your school is going to benefit from it and use the data to improve the present situation.

Example: You may be interested to know students' interest about specific educational issues like climate change
and environment. This inventory will not only help the science teacher in classroom situation, but the data may
also help teachers to know who can be tapped to participate in Waste Management and Segregation Project the
school is launching.

2. Construct items that are clear, definite, and focused on the trait you want to measure. Consider the different
levels of affective taxonomy in constructing the items. In addition, since what you are assessing is on emotion
or affect, items should include positive and negative positions that will make the respondent think carefully the
answer to the item.

3. Pilot test or field try the inventory and revise the parts that appear to be unclear. This is advised when you
want to measure more encompassing and long term affective learning outcomes. The purpose of field testing
the instrument is to detect unclear questions and statements and procedural difficulties the intended
respondents can experience with the questionnaire. It is preferred that field test be given to comparable set of
students. If the inventory is intended for Grade 6 students, then having another class of Grade 6 to give feedback
to the inventory will best suit the purpose of field testing.

4. Administer the self-report inventory to your target respondents. It is advised that adequate time like on
power test is provided for completion of the inventory.

5. Analyze the results and consider the findings and draw the implication. The most common scale is 1 to 5, with
1 as the extreme negative option, by the less negative, and mid-range ratings indicating a level of neutrality
through 5 being the highest positive or favorable response. For the negative items, the numerical values are
reversed. The use of simple statistics essential. This involves frequency count relative to each option in the
cumulative percentages to see pattern of responses in each item as well

a: the entire scale. Simple computation of mean will be useful in visualizing collective outcome as a class, or
as a grade level or in the entire school. The most common way to treat data using Likert scale is to sum the
values of each selected option and determine the score for each respondent. The score represents a specific
trait—agreed or not agree, satisfied or not satisfied, confident or not confident, etc.

Again, if your intention is for classroom setting only, data analysis does not have to be complex and computation
of a score may not be the focus. The teacher may give more attention to patterns of responses vis-å-vis the

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

content and essence of the affective items. Consequently, the teacher should be able to define the implications
of the results to improve the learning environment.

b. Semantic Differential. This is a widely used scale that employs ratings of concepts with contrasting adjectives
placed at opposite ends of the number scale. For example, the concept of "Problem Solving" can be assessed
using the following semantic differential scale:
Problem Solving
Difficult --------- ------- ------- --------- -------- Easy
1 2 3 4 5

Interesting --------- ------- ------- --------- -------- Boring

1 2 3 4 5

Useful --------- ------- ------- --------- -------- Useless

1 2 3 4 5

Realistic --------- ------- ------- --------- -------- Unrealistic

1 2 3 4 5

Rigid --------- ------- ------- --------- -------- Loose

1 2 3 4 5

In this example, the students are asked to express their attitudes toward problem solving. They need to make a
check mark on the scale indicating the degree of agreement they have with the adjectives listed. Similar to the
Likert scale where there are negative items, the position of the positive and negative adjectives in semantic
differential are reversed to balance the scale and create a less biased measurement. The response could then
be summed, and a mean could be determined in each of the adjective pairs. In this way, the concept "problem
solving" would be scaled on the various pairs of the adjectives.

c. Checklist. A checklist is a form of self-report that asks persons to indicate whether they demonstrate a set of
'qualities or behaviors. In particular, for affective assessment, it is a tool for identifying the presence or absence
of a feeling, attitude, or behavior. The behaviors that are checked will reflect what values and beliefs learners
hold. For example, attitude toward environment may be measured by giving students a checklist that enumerates
different actions related to environment awareness and commitment in one column and space in another column
where students will put a check or a cross, indicating whether those actions are being done or not.

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

An Example of a Self-Report Behavior Checklist

Name Grade Date

Put a check (V) on the options that correspond to your answer to each item.

1. How would you like to be part of environmental program activities?

I do volunteer to be part of the crusade

I give donations

I just let my parents pay their taxes

I am not interested

2. Do you follow any of the television shows about environmental issues and programs?

Yes, always

Not regularly

3. Which of the following waste materials do you segregate at home?

Papers, newspapers

Glass and bottles

Plastics

Food leftovers

I do not segregate

4. Do you read magazines and publication about environmental issues?

Yes, every time

Sometimes

Rarely

No, not my interest

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

5. What is your reaction on the signing of Executive Order 26 on Providing for the Establishment of
Smoke-Free Environments in Public and Enclosed Places?

I support the Executive Order to protect the health of people

I find the Executive Order as anti-poor

It is not my concern

I do not know what it is all about

6. What is your reaction to environmental polluters?

I will report them to the concerned officials

I will call their attention when I see them doing the act.

I will tell others not to imitate them

It is their concern, they are responsible for their own action

7. Are you a member of any environmental organization?

Yes

Planning to do so

Another form of checklist also provides students a list of adjectives for describing something or making
judgment about behavior and actions and asks the respondents to check those that apply to them.

Put a check mark (/) on the blanks that are true to you.

The reading class is: I find English:

_ boring __ fun

_______ exciting ________ tiring
_______ fun ________ easy

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Interview. This is an oral assessment of student learning that is conducted through spoken words and casual
conversation. This assessment tool allows the teacher to collect and explore more in-depth information about
the trait being assessed that cannot be captured by written instrument nor even be observed. The assessment
data are not just answerable by "Yes" or "No" or othér predetermined responses. Through this assessment
technique, the teacher is able to probe responses that other forms of assessment tool cannot. The students can
qualify and expand their previous answers, which can be vague at the earlier part of the conversation. It provides
students opportunity to open other thoughts and ideas, and the teachers can be flexible to adapt questions as
the need arises. It can provide a powerful "moment of sharing" where the learner is able to express face-to-face
his or her feelings and emotions. Prerequisite to achieve all of these is the trust you have to build with the
interviewee by demonstrating care and respect.
Interviews may be structured or unstructured. In the structured interview, there is a planned sequence of
questions, which lead to open-ended discussions between the teacher and the student, either done individually
or by group. One limitation though of the structured interview is that predetermined questions tend to limit
flexibility. Some important information about the learner on constructs you want to pursue may be missed or
ignored because you can be controlled by the list of questions you need to complete. On the other hand, informal
interview will appear to be natural, and it can create a more conversational environment for sharing, wherein the
teacher will be able to elicit more truthful information from students about themselves. In many cases, even when
trust has been established, students may not also be comfortable talking about values and sharing feelings when
he/she is in a one-to-one conversation with the teacher. This is especially true for young adolescents who are
more particular with the image they create with others.
A group interview may work better on older students to elicit most authentic information. Younger children
can be more candid and honest with their answers whether the interview is done individually or in a group.
Nevertheless, in whatever manner, interview is considered an effective tool for affective assessment. Imagine
yourself as a student and you experience a teacher spending time talking to you about how you are doing in his
or her subject, asking you face-to-face on how you are learning, or how you are feeling toward his or her subject.
Questions like "How did you do on the assignment I gave you?" "What questions in the test excite you most?"
and "What task did you find most difficult?" will make a great deal on students' feelings. In other words, interviews
may go beyond cognitive improvement. Spoken words will motivate students to learn.

For interview to be an effective assessment tool, the following are general steps in developing and conducting
an interview:
1. Select the assessment objectives.
2. List the oral questions in sequence based on the objectives. However, the sequence is not absolute;
instead, there should be a room for flexibility. Questions should start with general questions followed by more
specific ones.
3. Make a report sheet or any form to record responses
4. Conduct the interview. Start with statements that will make the learner be at comfort level with the teacher.

Record the responses, both elicited responses and responses that were aided by prompts. Record as well the
questions that were not answered, and additional questions that were given during the probing process. Record
the wait time for the response. It will also be worth noting to record the nonverbal behavior like body movements
during the interview process.

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Questions Teacher’s Notes

How did you feel about your presentation in the class
today?

What did you think of the story that we discussed?

Did the story interest you?

What is the part of the story that caught most of your

attention?

Student Journals. These are effective tools that can be used in assessing and monitoring student thinking and
attitudes. Journal writing gives students guided opportunities to "think aloud" through writing. It is a special form
of documentation that records personal experiences and thoughts. It is a reflection of learners' own perception
about a problem, a situation, or an activity they are tasked with. A student who encountered a difficult problem
and is asked to write about the situation through a journal will reflect more deeply and think critically about the
problem or situation and what actions and decisions were made to hurdle the difficulties. In journal writing,
students are given opportunity to rewind previous experiences that can give them new perspectives in facing
future actions. Further, through journals, students are given the opportunity to open up and express their
thoughts and feelings, which can reveal their thinking both on the cognitive and affective aspect of the problem
task. For example, if the student is asked the question, "When is a person a hero to you?" the student's writing
will reveal not only his or her set of beliefs and values (the affective component), but also his or her knowledge
on the concept of heroism (the content part).

Journal writing opens the door for a 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. The written journal provides information for teachers to give feedback and ask questions
to students that can develop different ways of thinking. While the primary intention of journal writing is to capture
students' feelings and emotions, the discourse can lead to improving the cognitive domain of learning. To attain
this, journals are guided by a set of ideas, questions, or problems.
In choosing journal writing as an assessment tool for affective learning outcomes, here are some guide
questions to consider:

• What is your purpose for the student journal writing (i.e., critical thinking, reflection, self-awareness,
goal review, developing self-confidence, overcoming anxiety)?
• What is the format (i.e., handwritten free form, typed, full sentences)?
• What is the topic? What do you want the students to write about?
• How much do you want your student to write (i.e., number of pages, number of paragraphs, or
number of words)?
• How will the students be given feedback (i.e., individual, with a small group, with the teacher)?
• Who will read the journal (i.e., with teacher only, with other teachers, with selected students)?

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

• How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)?

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

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Checklist for Structured Observations in Science Class

Student/s Observed _______________ Date _ Time____

Grade & Section ______________________ Observer______________

Frequency of Occurrences
Behavior

1. Raises hand during class discussions

2. Tells others that the lesson is fun

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

questions

4. Asks questions about issues connected to the science

concepts presented

5. Goes through the laboratory manual before engaging in the

actual experiments

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Rating Scale for Structured Observations in Science Class

Student/s Observed ________________ Date_________Time______
Grade & Section_____________ Observer ______________

Most of the Almost

Behavior
Not at all Rarely Sometimes time always
1. Raises hand during class
discussions

2. Tells others that the lesson

is fun

3. Gives criticism to
classmates' response to
teacher's questions
4. Asks questions about
issues connected to the
science concepts presented
5. Goes through the
laboratory manual before
engaging in the actual
experiments

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

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

Following are some questions to see how far you have understood what have been earlier discussed.

1. What is affective learning?

2. Why do we need to measure affective learning?

3. What are some affective traits that are relevant to students' learning?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_________________.

III. Check for Understanding

To check if you have understood the lesson, do the task below.

1. Why is it more challenging to measure the affective domain of learning?

2. What are the levels of affective domain of learning?

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EDU 535: Assessment in Learning 2
Module #12 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

3. What tools can you use to measure the affective dimension of learning? What are the advantages and
limitations of each measuring tool?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_________________.

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What challenges will a teacher encounter in measuring the affective domain of learning?
One of the challenges a teacher will encounter in measuring the affective domain of learning is the
authenticity of students’ responses. Some may see 5 as a great choice where in fact, they just have to answer
four or agree when they don’t totally agree to a certain statement. There might be some misinterpretation and
less authentic responses when students/learners do not participate well.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

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EDU 535: Assessment in Learning 2
Module #13 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Portfolio Assessment Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. define what is portfolio assessment; and References:
2. enumerate why portfolio is considered in assessment Balagtas, M. et al. (2020).
Assessment in Learning 2

[Link]
89/91495ed1c57241da2183d8f91e
[Link]

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on our previous lesson.

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.
4. Statements should be clear and simple sentences using precise and direct language.
5. Considering that responses in the instrument reflect gradation, statements should no longer contain always,
nearly, only, never, and just. These words are ambiguous.
6. Use vocabulary appropriate for the level of understanding of the respondents.
7. Avoid double negative sentences.

This document is the property of PHINMA EDUCATION

1
EDU 535: Assessment in Learning 2
Module #13 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

What is portfolio assessment?

Portfolio assessment is an alternative to pen-
and-paper objective test as an approach to
assessing students' learning. It is a purposeful,
ongoing, dynamic, and collaborative process of
gathering multiple indicators of the student’s
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 anyone-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 an considered authentic because of the
following reasons: It tests what is really happening in the classroom.
• It offers multiple indicators of students' progress.
• It gives the students the responsibility of their own learning.
• It offers opportunities for students to document reflections of their learning
• It demonstrates what the students know in ways that encompass their personal learning styles and
multiple intelligences.
• It offers teachers new role in the assessment process.
• It allows teachers to reflect on the effectiveness of their instruction.
• It provides teachers freedom of gaining insights into the students' development or achievement over a
period of time.

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EDU 535: Assessment in Learning 2
Module #13 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

You will be doing a portfolio assessment for your English class, write the specific instructions you will
be telling your students in the box provided.

III. Check for Understanding

Answer comprehensively why portfolio assessment is important in assessing students’ learning. What
are the advantages when you consider portfolio in your class as your students’ output.

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EDU 535: Assessment in Learning 2
Module #13 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What is assessed in portfolio assessment?

In the concept notes, it was mentioned that portfolio assessment allows examination of multiple
evidence of the process and product of learning developed across time. It is a collection of evidences of
students’ learning, and so, portfolio assesses the things that happened inside the classroom, in a progressive
manner.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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EDU 535: Assessment in Learning 2
Module #14 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: How do we do Portfolio Assessment Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. identify the steps in doing portfolio assessment; and References:
2. fill in the necessary information on the graphic organizer Balagtas, M. et al. (2020).
about portfolio assessment Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

What is portfolio assessment?

Portfolio assessment is an alternative to pen-and-paper objective test as an approach to assessing
students' learning. It is a purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators
of the students growth and development in a course or program of study.

Portfolio assessment is also a performance based approach to assessing learning but more authentic
than anyone-time performance task as it allows examination of multiple evidence of the process and product of
learning developed across time.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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.

Portfolios 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.

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EDU 535: Assessment in Learning 2
Module #14 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Steps in Portfolio Development

Set Goals

1. Set Goals
This is the first step in portfolio assessment in which the students set their goals in developing a learning
portfolio: To guide the students in stating their goals, the teachers may articulate first the goals of the course or
subject and his or her expectations to the students. Students could also ask what their parents expect from them.
They could also be given goal-setting planners.
2. Collect
In this stage, the students should start collecting all possible entries in their portfolio. They should be
advised to have a temporary container for all their entries, and this should be placed in the school so that keeping
of entries will be part of the daily activities of the students. A good practice in collecting the portfolio entries is to
have a log of all entries with a few descriptions how they were obtained and why they were kept in the portfolio.
3. Select
This is the stage where the students are asked to select what will finally b used to gauge their success
from all their collections of possible entries in portfolio. The selection usually depends on what the teacher
requires the to do, their parents' choice, and the entries that they personally chose a the best gauge of their
accomplishment in the program. Selections could include evidence that show in- and out-of-class activities
participated in the students in relation to the program.
4. Organize
This is the stage where the students decide on how they will organize the 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

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EDU 535: Assessment in Learning 2
Module #14 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

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

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EDU 535: Assessment in Learning 2
Module #14 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

Share your insights on the following questions:

1. Why would you assess students' learning using their portfolios?

2. What are the benefits of the students when you use their portfolios to assess their learning? What about
their teachers?
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________.

3. What are the challenges that portfolio assessment poses to students as a method of assessing their
learning? What about their teachers?
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________.

4. How different is the use of students' portfolio from the other methods in assessing learning?
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________.

5. What do you need to do when planning for portfolio assessment?

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EDU 535: Assessment in Learning 2
Module #14 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

To check if you have acquired the needed information about portfolio assessment, kindly complete this
graphic organizer based on what you read, viewed, and listened to.

PORTFOLIO
ASSESSMENT

What? What?

Why? When?

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What is assessed in portfolio assessment?

In the concept notes, it was mentioned that portfolio assessment allows examination of multiple evidence
of the process and product of learning developed across time. It is a collection of evidences of students’ learning,
and so, portfolio assesses the things that happened inside the classroom, in a progressive manner.

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5
EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Process in Developing and Using Rubrics for Materials:

Alternative Assessment SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. develop appropriate rubrics to assess students’ performance Balagtas, M. et al. (2020).
and outputs; and Assessment in Learning 2
2. use rubrics to assess students’ performance and output

A. LESSON PREVIEW/REVIEW

Introduction

How do we do portfolio assessment?

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

What is a 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.

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1
EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

2. Dramatic/Creative Performances
Dance recital
Performance in a play or musicals
Poetry reading and interpretation
Playing musical instruments
3. Public Speaking
Debates
Declamation
Panel discussion
Inspirational speech
4. Athletic Skills Demonstration/Competition

Products/Outputs:

1. Visual Products
Paintings
Collages
Posters
Video Presentations

2. Kinesthetic Products
Diorama
Sculpture
Dance Recital
Wood Carvings

3. Written Products
Essays
Poems
Thesis/Term Paper
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 rubric.

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EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

1. General/Generic Rubric
It contains criteria that are general and can be applied across tasks. This is most convenient 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. However, the teacher may not be able to assess accurately the students’
performance for a particular task. For example, the same rubric that can be used to evaluate both oral
presentation and research output.

2. 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. However, developing analytic rubrics is time-consuming for teachers.
For example, a rubric can only be used for oral presentation and another rubric is applicable for research output.

3. 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. One advantage of holistic rubric is that it is quick to develop and use by the teachers.
However, it does not inform students about their specific strengths and weaknesses, and thus, may not be as
sufficient and helpful in guiding them in improving their performance. For example, rubric for problem solving
activities which entails scoring the student's overall ability to solve a particular problem or issue, and rubric for
creative work (e.g., painting), which gives an overall score for the student's creativity and skill.

4. 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. One advantage is it identifies the student's strengths and areas for improvement based
on the criteria identified. Scoring with an analytic rubric however would entail more time than with a holistic rubric.
For example, rubric for research paper that requires scoring a student's work on different parts of the research
paper, or a rubric for chemical laboratory experiment taking into consideration the student's performance in
every stage of the experiment.

The following is an example of a General/Generic Rubric that can be used to assess how a student, peer,
classmate, or groupmate make a review or critique of one's work or performance. This is a generic rubric as this
can be applied to any type of performance tasks or outputs (e.g., research report, dance performance, oral
presentation, etc.).

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EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs

Criterion Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided No/few comments or Comments are Comments are Comments include
meaningful/ suggestions to superficial, relevant and suggestions and
relevant feedback improve the work, not relevant, appropriate; additional resources;
on peer's work, performance, or neutral or non comments include comments praise
output, output, comments encouraging. positive feedback specific strengths of
performance might be interpreted and suggestions. the work/
as insulting, with little performance
understanding of the as well as
assigned task. constructively
address weaknesses
with alternatives that
might be considered.

To differentiate the above with a task-specific rubric, the following example is given below. In this rubric, the
different criteria that are specific to the performance task to be assessed are indicated.

Sample Task-Specific Rubric for Reviewer/Critic of Performance Tasks/Outputs

Criteria Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided
meaningful/
relevant feedback
on:

significance of the No/few comments or Comments are Comments Comments include

study suggestions; with superficial and not are relevant and suggestions and
little understanding. relevant. appropriate. additional resources
regarding the construct/
problem.

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EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

- theoretical basis/ No/few comments or Comments Comments Comments include

conceptual suggestions; with are superficial are relevant and suggestions and
framework of the little understanding. and not relevant. appropriate. additional
study resources regarding the
construct/ problem.
- methods No/few comments or Comments Comments are Comments include
suggestions. are superficial relevant and suggestions and
and do not appropriate. additional
provide resources regarding the
appropriate construct/ problem.
suggestions on
how research
should be
conducted.
- comments in a No/few comments or Comments are Comments Comments praise
positive, suggestions given to neutral or non- include positive specific strengths of the
encouraging, and improve the paper; encouraging; feedback and work/ performance as
constructive comments might be comments are not suggestions. well as constructively
manner interpreted as relevant to the address weaknesses
insulting. study. with alternatives that
might be considered.

Grade

On the other hand, examples of the holistic and analytic rubrics are presented below.

Sample Holistic Rubric for Oral Presentation

Rating/Grade Characteristics
(Exemplary) Is very organized. Has a clear opening statement
that catches audience's interest. Content of report
is comprehensive and demonstrates substance
and depth. Delivery is very clear and
understandable, uses slides/ multimedia
equipment effortlessly to enhance presentation.

(Satisfactory) Is mostly organized. Has opening statement

relevant to topic. Covers important topics. Has
appropriate pace and without distracting
mannerisms. Looks at slides to keep on track.
(Emerging) Has an opening statement relevant to topic but
does not give outline of speech; is somewhat
disorganized. Lacks content and depth in the

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EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

discussion of the topic. Delivery is fast and not

clear; some items not covered well. Relies heavily
on slides and notes and makes little eye contact.
(Unacceptable) Has no opening statement regarding the focus of
the presentation. Does not give adequate
coverage of topic. Is often hard to understand,
with voice that is too soft or too loud and pace that
is too quick or too slow. Just reads slides, slides
too much text.

Sample Analytic Rubric for Oral Presentation

Content Demonstrates Covers topic, uses Lacks content and Does not give
substance and depth, is appropriate sources, depth in the adequate coverage
comprehensive, shows is objective. discussion of the of topic, lacks
mastery of material. topic, lacks resources. sources.
Delivery Has natural delivery, Has appropriate Delivery is fast, some Is often hard to
projects enthusiasm, pace, has no items not covered understand, has
interest, and distracting well, not voice that is too
confidence, report can mannerisms, is understandable. soft or too loud, has
be understood well. easily understood. a pace that is too
quick or too slow,
demonstrates one
or more distracting
mannerisms.
Use of Uses slides effortlessly Looks at slides to Relies heavily on Just reads slides,
media to enhance keep on track, uses slides and notes, slides too much
presentation, has an an appropriate makes little eye text.
effective presentation number of slides. contact, uses slides
without media. with many texts.
Response Demonstrates full Shows ease in Answers questions, Cannot answer
to knowledge of topic, answering questions but not convincingly/ most questions,
Questions explains and elaborates but does not vague or unclear. Demonstrates little
on all questions. elaborate. grasp of
information, has
undeveloped or
unclear answers to
questions.
Grade

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EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

Choose one and create a sample rubric from any of the types of rubric posted in your concept notes.

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EDU 535: Assessment in Learning 2
Module #15 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

Discuss how student performances and outputs can be assessed by a rubric.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________.

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. How to perform a sound rubric?

The development of sound rubrics requires specific skills and experience. To be able to perform
successfully the above culminating performance tasks, you should have background on the different types of
performance assessment tasks, understood the guidelines in designing performance tasks, and recognized the
different components of a good assessment rubric.

This document is the property of PHINMA EDUCATION

8
EDU 535: Assessment in Learning 2
Module #16 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Basic Steps in Developing Rubrics Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. identify the characteristics of a good rubric; and References:
2. determine the steps in developing rubrics Balagtas, M. et al. (2020).
Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

The following are examples of student performances and outputs that can be assessed by a rubric:
Student Performances:
I. 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
Performance in a play or musicals
Poetry reading and interpretation
Playing musical instruments
3. Public Speaking
Debates
Declamation
Panel discussion
Inspirational speech
4. Athletic Skills Demonstration/Competition

Products/Outputs:

1. Visual Products
Paintings
Collages
Posters
Video Presentations
2. Kinesthetic Products
Diorama
Sculpture
Dance Recital
Wood Carvings

This document is the property of PHINMA EDUCATION

1
EDU 535: Assessment in Learning 2
Module #16 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

3. Written Products
Essays
Poems
Thesis/Term Paper
Movie/TV Script
4. Verbal Products
Audiotapes
Voice Recording
Speech Scripts (to inform, to persuade, etc.)

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

What are the characteristics of a good rubric?

A good rubric should have the following qualities:

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. Each benchmark and
point value should also have clearly delineated indicators, differentiating the expected quality of work for
each performance level.

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.

This document is the property of PHINMA EDUCATION

2
EDU 535: Assessment in Learning 2
Module #16 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

What are the basic steps in developing rubrics?

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

Step 1: Determine the learning outcome and the performance task to be evaluated
It is important to be clear about the learning outcome/s and the specific performance task that will be
evaluated. Choose tasks that are essential (i.e., aligned with desired learning outcomes), authentic (i.e., involves
meaningful and real-life application of skills), complex (i.e., contains numerous possibilities for application,
extensions, and connections of knowledge and skills), feasible (i.e., can be done given the time constraints and
availability of resources), and measurable (i.e., it can be observed and measured)

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' (earning
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

Next, you need to identify and list all possible attributes or indicators of a good performance. This can be
based from your own expectations and benchmark exemplars of work that reflect key standards. You may
explore and specify the skills, knowledge, and or behavior that you will be looking for to describe the standard in
one's performance. Be sure to limit the characteristics that are important.

Step 3: Determine the criteria or dimensions

Cluster the list of attributes and or indicators into possible groups or categories and label the categories.
This will form the criteria for assessment. For example, in a dance performance task, all attributes that pertain to
how well the students execute the dance in terms of movement, body position, placement in stage, and dance
style can be grouped under the criterion "Technical Skills". You can also include criteria in terms of the
components of a performance task. For example, for a research report rubric, you can include as criteria the

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3
EDU 535: Assessment in Learning 2
Module #16 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

different parts Of a research, such as introduction, method, data gathering and analysis, conclusion, and
recommendations. Likewise, for a chemistry laboratory report, you can include as dimensions introduction,
materials/equipment, procedure, data, results, and analysis. Keep in mind that only relevant criteria should be
included in the rubric. You also need to determine what type of criteria (i.e., content, process, quality, or impact)
and rubric (i.e., holistic, analytical, general, or task-specific) will be used.

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 letter or number grades). Examples of levels of performance include:
Level 4 Exemplary Distinguished Substantially Outstanding
Developed
Level 3 Accomplished Proficient Mostly Developed Proficient
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable

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
performance each level. The differences between performance points can be presented by
(1) aspects of performance or behavior at different levels
e.g., evaluates the different characteristics of...
(4 points) analyzes the different characteristics of...
(3 points) describes the different characteristics of...
(2 points) lists the different characteristics of... (1 point)

(2) adjectives, adjectival phrases, adverbs and adverbial phrases to present different qualitative differences
between levels e.g., explains to a very great extent the explains to a great extent the ...explains with
moderate accuracy the ... explains with limited accuracy the ...

(3) numeric references to identify quantitative differences between levels

e.g., gjves more than 4. relevant examples of... gives relevant examples of the... gives relevant examples of
the...
gives no (O) relevant examples of the ...
(4) degrees of assistance needed by the student to complete the task
e.g., explains the topic correctly and independently on his own. explains the topic with very little assistance
from the teacher or classmates explains the topic with occasional assistance from the teacher or classmates
needs assistance from the teacher or classmates in explaining the topic most of the time

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 students' work through applicati0n 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

This document is the property of PHINMA EDUCATION

4
EDU 535: Assessment in Learning 2
Module #16 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

and the subject as a whole, of how they will be graded, and eventually of how well 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 requirements, 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.

II. Skill-building Activity

Let us review what you have learned about creating rubrics.

1. What is a rubric?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________.

2. What are the different types of rubrics?

3. What are the characteristics of good rubrics?

4. What are the basic steps in developing rubrics for assessing students' performance and product?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________.

This document is the property of PHINMA EDUCATION

5
EDU 535: Assessment in Learning 2
Module #16 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

To be able to check whether you have learned the important information about creating rubrics, please
complete the following graphical representation:

Rubrics

What are When to What is a How to

the types use? good rubric? create?

This document is the property of PHINMA EDUCATION

6
EDU 535: Assessment in Learning 2
Module #16 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. How to perform a sound rubric?

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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7
EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Quantifying Results from Rubrics and Checklists Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. use quantitative analysis to report the results of alternative References:
methods of assessment; and Balagtas, M. et al. (2020).
2. create a rubric Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

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
students' work through applicati0n 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 well they are meeting these
expectations.

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.

This document is the property of PHINMA EDUCATION

1
EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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. Below are examples of the degree of proficiency with their
corresponding points:

Beginner Moving toward proficiency Proficient Very proficient

1 point 2 points 3 points 4 points

Poor Needs Improvement Good Very Good

1 point 2 points 3 points 4 points

Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

Rare Sporadic Consistent

1 point 2 points 3 points

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

Inadequate Needs Improvement Good Excellent

1 point 2 points 3 points 4 points

Needs improvement Proficient Excellent

1 point 2 points 3 points

Absent Developing Adequate Fully Developed

1 point 2 points 3 points 4 points

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EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Limited Partial Thorough

1 point 2 points 3 points

Emerging Developing Achieving

1 point 2 points 3 points

Not there yet Shows growth Proficient

1 point 2 points 3 points

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 w coefficient of concordance is
used to test the agreement among raters.

If a performance task was demonstrated 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.

Sum of
Five demonstrations
Rater 1 Rater 2 Rater 3 Ratings
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

x̄ ratings = 8.4 ∑D2 = 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 ((x̄ ratings = 8.4). The mean is subtracted to each of the Sum of Ratings
(D). Each difference is squared (D2), then the sum of squares is computed (ED2=33.2). The mean and summation
of squared differences are substituted in the Kendall's u.) formula. In the formula, m is the numbers of raters.

This document is the property of PHINMA EDUCATION

3
EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Kendall's w 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.

Example:
The policeman is helpful in the street.

— Always — Often — Sometimes — Rarely — Never

The current president of the country implemented the policy well.

— Always — Often — Sometimes — Rarely — Never

Smoking cigarettes should be banned in public transportation.

— Always — Often — Sometimes — Rarely — Never

To quantify the scales, a numerical score can be assigned to each of the responses. For example, 4
points can be assigned to strongly agree, 3 points for agree, 2 points for disagree, and 1 point for strongly
disagree. To get the total score for the overall scale, the points for each item can be summated. The total score
is a representation of the overall trait being measured. Usually, high scores in a Likert scale represent favorable
attitude, and low scores represent unfavorable attitudes. Norms are created to make specific cut off points for
the degree of favorability and unfavorability.

Verbal Frequency Scale. This is used to measure how often a habit is done. The items here are measures of
a habit.

Example:

I read a book.
— Always — Often — Sometimes — Rarely — Never

I wash my hands before eating.

— Always — Often — Sometimes — Rarely — Never

Similar to the idea of quantifying a Likert scale, a verbal frequency scale is scored by assigning numerical
values for every response.

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EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

answered, it can be given 5 points, 4 points for often, 3 points for Sometimes, 2 points for rarely, and 1 point for
never. The total score for the habit can also be estimated through a total score by summating the scores of all
the items. The higher score means high frequency of the habit while the low score means lower frequency for
the habit.

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.

1 2 3 4 5 6 7 8 9
Less Valuable More Valuable

Semantic Differential Scale.

This scale is used to describe the object or behavior by making use of two opposite adjectives.

Example:

Rate the teaching of your teacher based on the characteristics provided.

My teacher is:

1. Accommodating Alienating

5 4 3 2 1

2. Patient Harsh

5 4 3 2 1

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EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

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.

Example:
Rate how you like the following food.

1. Pizza

2. Spaghetti

3. Hamburger

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EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

In the box below, create a 10-item Verbal Frequency Scale on how often a person does household
chores

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EDU 535: Assessment in Learning 2
Module #18 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

How do scales justify our assessment?

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Are scales and checklist results reliable?

They are! Though they do not directly give the quantitative value of a study, they provide a more specific
and more descriptive explanation of a student’s answer. At the end of the study, the answer you will get will have
a corresponding elucidation of your scale and checklist work.

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EDU 535: Assessment in Learning 2
Module #19 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Quantifying Results from Portfolios Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. quantify results from portfolio; and References:
2. create a rubric based on the given statements Balagtas, M. et al. (2020).
Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

How do we quantify results from scales and checklists?

Four ways we have discussed are:
1. Likert Scale
2. Verbal Frequency Scale
3. Linear Numeric Scale
4. Graphic Scale

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

How do we quantify results from portfolios?

Assessment data 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 teacher are present.
2. Accuracy of the reflections - An authentic reflection is made for every end in the portfolio. The reflection
provides the insights on the realization of learner about his or her weaknesses and the improvement that needs
to done.
3. Organization of content and proper sequence - The portfolio can classified according to lessons and the entries
show the draft and final 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 the start of the portfolio. Every entry is properly
labeled.

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EDU 535: Assessment in Learning 2
Module #19 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

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

Name of student: Juan dela Cruz

Grade: 3
Subject: Math

Learning Exercise 1 Percent Exercise 2 Percent Exercise 3 Percent

Competency (10 items) Correct (10 items) Correct (10 items) Correct
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
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 the
grouping.
Multiplies two 1 10% 6 60% 9 90%
to three-digit
numbers by
multiples of
10 and 100.

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EDU 535: Assessment in Learning 2
Module #19 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

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 a suggested procedure o how to correct the errors 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.

II. Skill-building Activity

Suppose you are going to conduct a poster making contest. Create a rubric about it on the box
provided below.

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EDU 535: Assessment in Learning 2
Module #19 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

Answer the following questions below.

1. Why do we need to quantify assessment results?

2. Why do we need to couple quantitative assessment results with qualitative?

3. When do you think is the appropriate time to give feedback?

4. Why do we need to record the results of formative assessment?

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Will the results from portfolio assessment justify students’ learning?

This assessment tool has been used for ages and it is recommended by the experts in the field of education
to use this for this has provided a qualitative information on students’ progress in learning.

2. Is it necessary to have criteria set quantifying results from portfolio?

Yes, as criteria serve as the guiding point in considering aspect where students should be assessed. It
will be the backbone and the foundation so that the teacher will be guided on the assessment. Without the criteria
set, it will be a vague and uncertain assessment and might play an unfair game to both parties.

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EDU 535: Assessment in Learning 2
Module #20 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Communicating and Reporting of Assessment Materials:

Data from Alternative Methods SAS
Learning Targets:
At the end of the module, students will be able to: References:
1. provide appropriate feedback based on alternative methods Balagtas, M. et al. (2020).
of assessment; and Assessment in Learning 2
2. give insights about the topic

A. LESSON PREVIEW/REVIEW

Introduction

Guidelines in Giving Qualitative Feedback

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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:
• The part of the answer or response that needs to be corrected
• The specific strategy to be used to perform the task
• The suggested procedure that needs to be undertaken by the learner
• A direction to the learner where to find the answer

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EDU 535: Assessment in Learning 2
Module #20 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

• A challenge to the learner to think about the appropriate response

• A clarification on some misconceptions of the learner
Feedback is given every time students perform a task whether it is a 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.
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. Students in these tasks have the opportunity to rewrite their work and resubmit for another round of
feedback.

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 imp general and specific
feedback.

General Feedback Specific Feedback

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

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EDU 535: Assessment in Learning 2
Module #20 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

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:
The parts are organized according to the guide questions.
• The parts are organized according to guide questions.
• The ideas are well understood by the reader.
• The information included are accurate.
• More than 5 references are used

Feedback NOT based on Criteria Feedback based on Criteria

There are several grammatical errors in Check again the idea conveyed by the
the paper. 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 Look at your classmates when you
ceiling while speaking? 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 feedback 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."

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EDU 535: Assessment in Learning 2
Module #20 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

"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?”

II. Skill-building Activity

The following are incidents about the performance of a learner. Provide the appropriate feedback to each
situation. Write the feedback to be communicated to the child on the lines provided.

1. In a Grade 2 mathematics class, a subtraction task is provided for a two-digit number and a one-digit number.
The task given is 24 - 5 = ?, the child subtracted 4 from 5 and brings down 2 resulting to an answer of 21.

24
- 5
---------------------

What feedback will you provide?

2. In a Grade 4 English class, the students are tasked to write an essay. One pupil did not provide an indention
in the first line of the composition. What feedback will you provide?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________.

3. In a Grade 7 class, recitation was conducted on the topic of characteristics of metals. One student was
asked to give three characteristics of metals. The student stood up and kept quiet for more than three minutes.
The child is taking too much time to provide the answer. What feedback will you provide?
________________________________________________________________________________________
________________________________________________________________________________________

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EDU 535: Assessment in Learning 2
Module #20 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

________________________________________________________________________________________
________________________________________________________.

4. In a Filipino class for Grade 5, the students were tasked to write a letter to a selected classmate. One
student wrote complaints about the behavior of the classmate. The student wrote in the letter bad words that
hurt the classmate What feedback will you provide?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________.

III. Check for Understanding

1. Why do we need to give feedback?

2. Why should feedback be specific?

3. What makes a concrete feedback?

4. Why is it important to sit beside each learner as you explore his or her learning portfolio?
________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________.

5. How do we avoid negative reactions with parents when relaying assessment results?
________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________.

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EDU 535: Assessment in Learning 2
Module #20 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Cite an example in which this portfolio assessment help students improve.

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. Steps have already been mentioned in the concept notes. You may use
it as your guide.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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EDU 535: Assessment in Learning 2
Module #21 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Using Portfolios to Help Learners Improve Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. provide appropriate feedback based on alternative methods References:
of assessment; and Balagtas, M. et al. (2020).
2. identify the different forms of feedback Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

Why is feedback a powerful means to help learners improve?

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

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.

This document is the property of PHINMA EDUCATION

1
EDU 535: Assessment in Learning 2
Module #21 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

1. Schedule a time slot to sit beside each child to show progress in learning. The teacher may focus on
the first work to the present work for one learning target at a time (one objective). The teacher may need about
5 minutes with each learner to show evidences of attainment of each learning target.
2. Let the learners reflect on each entry in the portfolio. This can be guided when the teacher starts to ask
questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another. Ask questions for
the learners to describe and compare their previous work with their present work by pointing at the differences,
things that are present and missing among the entries, and the changes that happened from one entry to
another.
4. Ask the learners to reflect on the other areas that need to be continued and improved for the
succeeding work. Make the learners commit to their future plan of strategy when engaging on the same task.
Help the learners focus on making specific and achievable plans.
5. End the conversation with the learners with an encouragement and a belief that they can improve
and are capable of mastering the task.

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 parents' 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. Express how you care about their that is why you set a meeting with
them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
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. Focus on the performance based
on the criteria. Prepare evidence of the performance and show the parents how rating was done. Describe the
performance based on the rubric.
6. When describing the performance of the child, use words that are understandable to the parents. Avoid too
technical terms. If technical terms cannot be avoided, explain the terms to the parents.
7. Commit to the parents a course of action that you can realistically do but do not guarantee a result. Some
course of action would be to verify an incident further, check documents, and to try to ask the child again.

This document is the property of PHINMA EDUCATION

2
EDU 535: Assessment in Learning 2
Module #21 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

Watch the video of a 10-year-old girl in YouTube. The video is called "kindness speech by 10 year old
girl", and it is found in this link: https;//[Link]/watch?v=DtCxjMdE5dM

The following are the criteria for the speech:

1. Mechanics: The voice is loud and clear.
2. Idea: More than two acts of kindness are provided.
3. Structure: The speech has an introduction, body, and conclusion.
4. Evidence: The arguments presented in the speech are supported with evidence.
5. Persuasion: The delivery of the speech is persuasive to the audience.

Suppose that you are the teacher, provide a feedback on each aspect of the criteria. Write your feedback on
the space provided.

III. Check for Understanding

Use the checklist below to evaluate the quality of the feedback given (previous activity).

Yes No
1 Feedback is provided for each criterion.
2 The feedback is within the scope of the given criteria.
3 The feedback is specific.
4 The feedback describes the performance with evidence.
5 The feedback provides suggestions for improvement.
6 The feedback will

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #21 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs
Food for Thought!
If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Why is it important to organize meetings with parents?

The parents are one of the stakeholders of the school and they are the guardians of the students that we
are teaching. They have the right to be informed of their kids’ progress/performances in school. This way, they
will also know how to assist, encourage, motivate, redirect the paths of their children. Parents are partners for
learning.

2. Do we need to have our feedback to be specific?

Yes. This way, we will have a clear picture of what actually is the detail of the student’s performance.
This will not only help the parents but the teachers most especially that she may communicate correct, concise
and specific information that her clients need.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

This document is the property of PHINMA EDUCATION

4
EDU 535: Assessment in Learning 2
Module #22 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Table of Specifications Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. create a TOS References:
2. explain the importance of creating a TOS Balagtas, M. et al. (2020).
Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

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 parents' 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. Express how you care about their that is why you set a meeting with
them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
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. Focus on the performance
based on the criteria. Prepare evidence of the performance and show the parents how rating was done.
Describe the performance based on the rubric.
6. When describing the performance of the child, use words that are understandable to the parents. Avoid too
technical terms. If technical terms cannot be avoided, explain the terms to the parents.
7. Commit to the parents a course of action that you can realistically do but do not guarantee a result. Some
course of action would be to verify an incident further, check documents, and to try to ask the child again.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

The table of specifications (TOS) is a tool used to ensure that a test or assessment measures the content
and thinking skills that the test intends to measure. Thus, when used appropriately, it can provide response
content and construct (i.e., response process) validity evidence. A TOS may be used for large-scale test
construction, classroom-level assessments by teachers, and psychometric scale development. It is a
foundational tool in designing tests or measures for research and educational purposes.

This document is the property of PHINMA EDUCATION

1
EDU 535: Assessment in Learning 2
Module #22 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

What are the benefits of Table of Specifications?

Constructing a Table of Specifications

Step 1- Determine the coverage of your exam

The first rule in making exams and therefore in making a document called table of specification is to make sure
the coverage of your exam is something that you have satisfactorily taught in class. Select the topics that you
wish to test in the exam. It is possible that you will not be able to cover all these topics as it might create a test
that is too long and will not be realistic for your students in the given time. So select only the most important
topics.

Step 2- Determine your testing objectives for each topic area

In this step, you will need to be familiar with bloom’s taxonomy of thinking skills. Bloom has identified the
hierarchy of learning objectives, from the lower thinking skills of knowledge and comprehension to the higher
thinking skills of evaluation and synthesis. Bloom’s Taxonomy has six categories: (starting from lower level to
highest) - (1) Knowledge, (2) Comprehension, (3) Application, (4) Analysis, (5) Synthesis and (6) Evaluation
So for each content area that you wish to test, you will have to determine how you will test each area.
Will you test simply their recall of knowledge? Or will you be testing their comprehension of the matter? Or
perhaps you will be challenging them to analyze and compare and contrast something. Again, this would depend
on your instructional objectives in the classroom. Did you teach them lower thinking skills or did you challenge
them by making them think critically?

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #22 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Your objectives per topic area should use very specific verbs on how you intend to test the students using the
bloom’s taxonomy. For example, for the 2nd level which is Comprehension, verbs to use for the objectives would
be explain or retell if it is in the context of understanding a story. For the cognitive level of analysis, verbs you
can use for that taxonomy level is analyze, or show the relationships. It is important that your terms of
specification reflect your instructional procedures during the semester. If your coverage on a topic mostly dwelt
on knowledge and comprehension of material, then you cannot test them by going up the hierarchy of bloom’s
taxonomy. Thus it is crucial that you give a balanced set of objectives throughout the semester depending on
the nature of your students.

Step 3- Determine the duration for each content area

The next step in making the table of specifications is to write down how long you spent teaching a particular
topic. This is important because it will determine how many points you should devote for each topic. Logically,
the longer time you spent on teaching a material, then the more questions should be devoted for that area.

Step 4- Determine the Test Types for each objective

Now that you have created your table of specifications for your test by aligning your objectives to bloom’s
taxonomy, it’s time to determine the test types that will accomplish your testing objectives. For example,
knowledge questions can be accomplished easily through multiple choice questions or matching type exams. If
you want to test evaluation or synthesis of a topic, you will want to create exam type questions or perhaps you
will ask the students to create diagrams and explain their diagrams in their analysis. The important thing is that
the test type should reflect your testing objective.

Step 5- Polish your terms of specification

After your initial draft of the table of specifications, it’s time to polish it. Make sure that you have covered in your
terms of specification the important topics that you wish to test. The number of items for your test should be
sufficient for the time allotted for the test. You should seek your academic coordinator and have them comment
on your table of specification. They will be able to give good feedback on how you can improve or modify it.

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #22 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Sample of Table of Specifications

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EDU 535: Assessment in Learning 2
Module #22 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

Go over some on the topics you have discussed on this module. Create a table of specifications using
the table below.

Topic Instructional % of Number Cognitive Behavior or Dimension

Time (hrs) Items of Items
R U App An Eval C

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EDU 535: Assessment in Learning 2
Module #22 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

What should be considered in creating a TOS? Share your answer in the box provided.

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What goes first, exam or TOS?

Although there might be some who practice the other way around, TOS should always be written first.
TOS is a guide in the creation of the exam. If you do the otherwise, you will just defeat the purpose of creating
a TOS.

2. Why do we need to create a TOS?

TOS is a tool used to ensure that a test or assessment measures the content and thinking skills that the
test intends to measure. When it is created properly, it can provide content response content and construct
validity evidence.

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #23 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Summative Test for Assessment of Learning 2 Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. participate in a sample summative test for Assessment in References:
Learning 2 Balagtas, M. et al. (2020).
Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

A Table of Specifications allows the teacher to construct a test which focuses on the key areas and weights
those different areas based on their importance. A Table of Specifications provides the teacher with evidence
that a test has content validity, that it covers what should be covered, among others.
In the previous lesson, the students were able to get to understand what a TOS looks like and how to
actually make one. A sample TOS was provided in the previous module.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

Today’s lesson will show you how to write a Multiple-Choice type of test. While you are answering, you will also
observe how the tests are being conducted.

Part l. Multiple Choice

Directions: Read carefully each item in the test. Every item has a set of four choices from where you could
choose the correct and best answer for the problem given. Circle the letter that represents your best answer.
This test has a Google Form as well. The link to the Google Form of the test is: You may opt to answer the test
in this Google Form so you would know immediately your score. If you stick to answering the test in this paper
format, the key to corrections is part of your Course Facilitator's Guide.

Every item is to be scored from 0 to 3 points. The correct and best answer is given 3_points. A response that is
totally wrong is given 0 point. A response that is partially correct indicating one idea is known/correct will be
given I point. A response that is partially correct but near to the best answer will be given 2 Points. You will be
given additional two (2) points if you could give an acceptable justification for your chosen answer. The score
will be based on the degree of acceptability of your justification.

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EDU 535: Assessment in Learning 2
Module #23 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

1. Which model of alternative assessment focuses on determining the effects of instruction rather than
determining if students have achieved the intended outcomes?
A. Authentic Assessment
B. Developmental Assessment
C. Emergent Assessment
D. Performance Assessment
Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

2. Teacher K is confused about the nature of alternative assessment of learning. A colleague, Teacher M,
explained to Teacher K that alternative assessment refers to the use of nontraditional assessment methods
like portfolio assessment. Is Teacher M correct?
A. Yes, as portfolio assessment is a nontraditional assessment method.
B. No, as portfolio assessment is a traditional assessment method.
C. Yes, as alternative assessment means using portfolio in assessment.
D. No, as alternative assessment and nontraditional assessment are different.
Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

3. When Teacher O discusses to her students the culminating project for her class, she takes time to describe
and elaborate the quality of the project and the criteria that she will use to assess and grade the project.
Teacher O is practicing what criterion for determining if an assessment task is authentic or not?
A. Building around topics or issues of interest to the students
B. Involving interaction between assessor and person assessed
C. Making evaluation criteria and standards known to the student
D. Requiring learners to produce a quality product or performance

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #23 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

4. Teacher N is preparing a rubric for assessing a research proposal. She wants to use the rubric to determine
if the students in her class can demonstrate their knowledge in research and research writing through the
development of a research proposal. Teacher N is doing what type of assessment?
A. Performance assessment as her intention is to determine if students can demonstrate what they know
through the development of a research proposal.
B. Performance assessment as the purpose of the rubric is to determine their research writing skills.
C. Assessment of noncognitive outcomes as research proposal writing is a psychomotor outcome.
D. Assessment of noncognitive outcomes as research proposal writing is an affective outcome.

Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

5. When Teacher L grades her students' group projects, he uses scoring rubrics to assess and grade the
students' projects. In addition, he provides self-report rating scale and peer report rating scale for each member
of a group so students can assess their contribution and their groupmates' contribution in the completion of their
group project. Furthermore, Teacher L interviewed each student and asked them questions related to their
completed group project. Teacher L is practicing which principle of assessment?
A. Assessment requires the use of appropriate measures.
B. Assessment is both process and product oriented.
C. Assessment must be comprehensive and holistic.
D. Assessment should lead to student learning.

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #23 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

6. Teacher Girlie, an English teacher, wants to give an assessment task that measures students' skills. Which
of the following assessment tasks can BEST address her purpose?
A. Essay
B. Interest Inventory
C. Multiple-Choice Test
D. Recital

Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

7. A product-learning target is BEST matched with which of the following sample assessment tasks?
A. Measuring height using a tape measure
B. Explaining the difference between vectors and matrices
C. Demonstrating commitment to completing the group project
D. Writing an essay on the impact of social media in people's social values
Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

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4
EDU 535: Assessment in Learning 2
Module #23 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

8. In his Physical Education class, Teacher Brian designed a task where his students will be grouped into
teams of five players and play half-court basketball for 20 minutes. Which of the following learning targets can
be BEST assessed in the task?
A. Affect
B. Knowledge
C. Products
D. Skills
Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

9. Manages time effectively to balance both academic and extra-curricular tasks and responsibilities. This
learning objective refers to which level within Bloom's Taxonomy of Educational Objectives in the Affective
Domain?
A. Application
B. Guided Response
C. Organization
D. Valuing
Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

10. Which of the following learning target statements refers to affect?

A. Discuss the importance of preparing for an earthquake event.
B. Show commitment in following one's personal fitness plan.
C. Create tables and graphs to describe the population data.
D. Read fluently in acceptable pace.

This document is the property of PHINMA EDUCATION

5
EDU 535: Assessment in Learning 2
Module #23 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Student's Answer

Explanation for the Answer

Score Given to the Answer See Key to Corrections that will be provided by the Course Facilitator

II. Skill-building Activity

List the things to consider when writing an MCQ type of test. What are the steps and guidelines in making
one? Write your answer in the box provided.

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #23 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

How can formulating a table of specifications beneficial in creating a test?

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What is the importance of having a well-constructed MCQ test?

Multiple Choice items can be an effective and efficient way to assess learning outcomes. They have
potential advantages such being less susceptible to guessing that the true or false questions, making them a
more reliable means of assessment.

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EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Key to Corrections Guide of the Summative Test Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. check the 10-item test given in the previous module; and References:
2. replicate how the points in the key to corrections are being Balagtas, M. et al. (2020).
assigned to the choices Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

The previous module was about a sample MCQ test to provide students an example on how to formulate a good
stem, as well as place correct choices for the question. Kindly check this module for a sample key to correction
for you to identify proper ways of assigning points to the choices you have.

[Link] LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

Please refer to the key to corrections below to know how many points is given to each item you have
answered.
Item #1 Which model of alternative assessment focuses on determining the effects of instruction
rather than determining if students have achieved the intended outcomes?
Options Statements Points Rationale
A Authentic Assessment 1 A model of non-traditional assessment.
However, it focuses on allowing students to
perform or create a product that is meaningful
to them as they are based on real-world
contexts.
B Developmental Assessment 1 Another model of non-traditional assessment. It
focuses on determining the extent that students
have developed their competencies from
instruction.
C Emergent Assessment 3 Emergent assessment is a model of non-
traditional assessment which focuses on
determining the effects of instruction on
students. The emphasis is on the assessment
of both intended and unintended effects of

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

instruction more than the attainment of learning

outcomes of goals.
D Performance Assessment 1 A specific method in non-traditional assessment
that is closely associated with authentic
assessment.

Item #2 Teacher K is confused about the nature of alternative assessment of learning. A

colleague, Teacher M, explained to Teacher K that alternative assessment. Is Teacher M
correct?
Options Statements Points Rationale
A Yes, as portfolio assessment 3 The use of portfolio is nontraditional method of
is non-traditional assessment assessing student learning as it goes beyond
method. the use of paper-and-pencil test and provides
opportunities to assess students’ learning
processes and products.
B No, as portfolio assessment is 0 Portfolio assessment is not a traditional method
a traditional method. of assessment as traditional assessment refers
to the use of assessment strategies or tools that
measure students’cognitive outcomes, typically
through objective or subjective paper-and-pencil
tests.
C Yes,as alternative assessment 1 Portfolio assessment is an approach or method
means using potfolio in of alternative assessment, There are other
assessment. alternative or nontaditional methods of
assessment.
D No,as alternative assessment 0 Alternative assessment refers to use of
and nontraditional assessment alternative or non-traditional assessment
are different. strategies or tools to collect information on
student learning.

Item #3 When Teacher O discusses to her students the culminating project for her class, she takes
time to describe and elaborate the quality of the project that she expects from the class and
the criteria that she will use to assess and grade the project.
Options Statements Points Rationale
A Built around topics or issues of 0 This criterion is about ensuring that the
interest to the studens assessment task is close to the real-world
context and relevant to the learners.
B Involves interaction between 1 Dissusing expectations and criteria for
assessor and person assessd. assessment for a poject is one way to establish
interaction between the teacher (assessor) and

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EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

the student (person assessed). However,

interaction between teacher and students should
be continuous and in all stages of the
assessment process.
C Evaluation criteria and 3 Discussing expectations and criteria for
standards are known to the assessment for a project is a clear indication that
student Teacher O wants her students to know the
evaluation criteria and standards with which their
projects will be assessed and graded.
D Require learners to produce a 2 Requiring students to do a culminating project
quality product or performance with clear expectations and criteria for
assessment means that Teacher O wants her
students to produce a quality product or output.

Item #4 Teacher N is preparing a rubric for assessing a research proposal. She wants to use the
rubric to determine if the students in her class can demonstrate their knowledge in
research and research writing through the development of a research proposal. Teacher
N is doing what type of assessment?
Options Statements Points Rationale
A Performance assessment as 3 Teacher N is doing a performance assessment
her intention is to determine if as the focus is on providing opportunity for
students can demonstrate t5rhe students to apply what they have learned
what they know through the through task performance and or product
development of a research creation (i.e., research proposal).
proposal.
B Performance assessment as 1 Teacher N is doing a performance assessment
the purpose of the rubric is to and the rubric will be a useful tool for assessing
determine their research the research proposal assess competencies or
writing skills. outcomes beyond the research writing skills
which could just be one criterion.
C Assessment of cognitive 0 A research proposal is created through
outcomes as research demonstration of research competencies and
proposal writing is a writing skills, not just psychomotor outcomes.
psychomotor outcome.
D Assessment of noncognitive 0 A research proposal is created through
outcomes as research demonstration of research competencies and
proposal writing is an writing skills, not just affective outcomes.
affective outcome.

This document is the property of PHINMA EDUCATION

3
EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Item #5 When teacher L grades her students’ group projects, he uses scoring rubrics to assess
and grade the students’ projects. In addition, he provides report rating scale for each
member of the group so students can assess their contribution and their group-mates’
contribution in the completion of their group project. Furthermore, Teacher L interviewed
each student and asked them question related to their completed group project. Teacher L
is practicing which principle of assessment?
Options Statements Points Rationale
A Assessment requires the use 1 The use of rubrics, scale and interviews is a
of appropriate measure. demonstration that teacher L is practicing the
need to use appropriate measures for the
purpose of valid assessment.

B Assessment is both process 1 Assessing the quality of the projects and the
product-oriented. contribution of each student in the completion of
the project suggests that Teacher L is assessing
both the process and the product of the task.
C Assessment must be 3 Teacher L’s use of multiple measures (rubrics,
comprehensive and holistic. scales, interviews)and use of teacher, self and
peer assessment indicate that Teacher L wants
his assessment to be as comprehensive and
holistic as possible.
D Assessment should lead to 0 Teacher L’s use of multiple tools and multiple
student learning. assessors does not necessarily mean that his
assessment strategy would lead to students
learning.

Item #6 Teacher Gerlie, an English teacher, wants to give and assessment task that measures
students’ skills. Which of the following assessment tasks can BEST address her purpose.
Options Statements Poi Rationale
nts
A Essay 2 Writing an essay is a product learning target.
However, to be able to write an essay,
knowledge, reason, and skills are all required
to be used or demonstrated.
B Interest Inventory o An inventory is a self-report measure andis
best for assessing affective outcomes (e.g.,
interest). While self-reported or perceived skills
can be assessed using self-report ,measures, it
is not applicable to interest inventories.
C Multiple-Choice Test 1 A multiple-choice test is best for assessing
knowledge and reasoning learning targets.
However, certain skills can be assessed using
multiple-choice tests if performance required to

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EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

be able to select the best answer

(e.g.,mathematical operations).
D Recital 3 A recital involves the demonstration of oral
skills which may serve as a culminating activity
to apply one’s learning in the English class.

Item #7 A product learning target is BEST matched with which of the following sample
assessment tasks?
A Measuring height using a tape 1 This assessment task is an example of
measure. assessment for performance learning targets.
Skills are needed of the creation of a product
but there is no product created on this
assessment task.
B Explaining the difference 0 This assessment task is an example of
between vectors and matrices. assessment for knowledge learning targets.
C Demonstrating commitment to 1 This assessment task is an example of
completing the group project. assessment task for affective learning targets.
Commitment in completing a group project is
developed as one engages in creating a
product like a group project.
D Writing an essay on the impact of 1 Writing an essay is a product learning target,
social media on people’s social and to be able to write an essay, knowledge,
values. reasoning, and skills are all required to be used
demonstrated.

Item#8 In his Physical Education class, Teacher Brian designed a task where his students will be
grouped into teams of five players and play half-court basketball for 20 minutes. Which of
the following learning targets can be BEST assessed in the task?
A Affect 1 Various affects can be assessed by practical
task one will need measures like an
observation checklist and rating scale to
assess affect.
B Knowledge 1 Knowledge of basketball(e.g., objectives,
rules) is important so that one can play a
basketball game. Knowledge of basketball
though can be assessed without the need for
the practical task of playing basketball.
C Products 0 Products can be created in certain practical
tasks but not in playing basketball game.
D Skills 3 A practical task of playing basketball game is
the best task in assessing students’
performance skills like dribbling, passing, and
shooting the ball.

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Item#9 This learning objective Manages time effectively to balance both academic and extra-
curricular tasks and responsibilities refers to which level within Bloom’s Taxonomy of
Educational Objectives in the Affective Domain?
A Application 0 This is a level in the educational objectives in
the cognitive domain.
B Guided Response 0 This is a level in the taxonomy of educational
objectives in the psychomotor domain.
C Organization 3 Being able to manage time effectively to
balance academic and extracurricular tasks is
an example of specific values(i.e., valuing time
management and school task) manifested in a
one’s behaviour.
D Valuing 1 Attaching value to time management and/or in
managing academic and extracurricular task
and responsibilities are required for one to be
able to manage time effectively.

Item#10 Which of the following learning target statements refer to affect?

A Discuss the importance of 1 Discussing the importance of preparing for an
preparing of an earthquake earthquake event is a knowledge learning
event. [Link], risk may correspond to the
development or manifestation of specific value
(e.g., readiness against natural disasters).
B Show commitment in following 3 Commitment is an affect and showing
one’s personal fitness plan. commitment in a task or plan is an effective
learning target.
C Create tables and graphs 0 Creating any tangible product or output is an
describe the population data. example of product learning targets as
products are created (e.g., tables, graphs)

This document is the property of PHINMA EDUCATION

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EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

Upon learning formulating the TOS, questionnaire and key to corrections, it’s time to practice what you
have learned. Below is a space provided for you to create a sample questionnaire and a sample key to
correction. Just provide one sample question and its corresponding answer.
Questionnaire

Key to correction

III. Check for Understanding

Why is it important to assign very good choices in our MCQ test? Discuss below.

This document is the property of PHINMA EDUCATION

7
EDU 535: Assessment in Learning 2
Module #24 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Is it necessary to give corresponding points to the choices?

Yes, it is helpful but it is not true all the time. There are questionnaires were there will only be one correct
answer; however, at some points there are distracters that are given minimal points, it is correct, but may not be
the best choice in the given choices. Lesser point is given and is based according to its content and substance
on how it answers favorably to the questions given.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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EDU 535: Assessment in Learning 2
Module #25 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Whole Course Portfolio Rubric Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. demonstrate competencies given in the Assessment and References:
Reporting expected of a beginning teacher; and Balagtas, M. et al. (2020).
2. provide evidence that you are skilled in each competency Assessment in Learning 2

A. LESSON PREVIEW/REVIEW

Introduction

In the previous lesson, you were able to see how the key to correction was deliberately made. This is not only
to provide the best distracters for the learners but also to add validity to the test.

[Link] LESSON

I. Content Notes & Skill Building Activity

Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding. Please answer them as you go along.

A. Given the competencies in Domain 5: Assessment and Reporting expected of a beginning teacher as defined
in the Philippine Professional Standards for Teachers (PPST), what evidence can you provide to prove that you
can demonstrate each competency? Evaluate the quality of the evidence using the rubric below:
4 – the evidence can fully show the attainment of the competency
3 – the evidence can partially show the attainment of the competency
2 - the evidence can show the attainment of the competency to a little extent
1 - the evidence can show the attainment of the competency to a very little extent

Competencies of a Evidence chosen Quality Annotation

beginning teacher in the
PPST
1. Demonstrate the Example: Developed 4 The test I developed
knowledge of the and administered shows that how to
design, selection, Written Test select, design,
organization and use of organize, and
diagnostic formative administer a summative
and summative test based on the K to
assessment strategies 12 curriculum. The test
consistent with can be use as

This document is the property of PHINMA EDUCATION

1
EDU 535: Assessment in Learning 2
Module #25 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

curriculum requirements diagnostic and

formative test as I
examined the results to
find out the strengths
and weaknesses of the
students who took the
test so that proper
intervention could be
offered to address their
learning problems.
[Link]
knowledge of
monitoring and
evaluation of learner
attainment data
[Link]
knowledge of providing
timely, accurate and
constructive feedback
to improve learner
performance
4. Demonstrate
familiarity with a range
of strategies for
communicating learner
needs, progress, and
achievement
5. Demonstrating an
understanding of the
role of assessment data
as feedback in teaching
and learning practices
and programs.

B. Directions: Given the target program outcomes set by the CHED PSG, what evidence can you provide to
prove that you can demonstrate each competency? Evaluate the QUALITY of the evidence using the rubric
below:

4 – the evidence can fully show the attainment of the competency

3 – the evidence can partially show the attainment of the competency
2 - the evidence can show the attainment of the competency to a little extent
1 - the evidence can show the attainment of the competency to a very little extent

This document is the property of PHINMA EDUCATION

2
EDU 535: Assessment in Learning 2
Module #25 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Learning Outcomes Evidence Chosen Quality Annotation

CHED Set in the PSGs in
Teacher Education
Program
[Link] authentic
assessment and
alternative assessment
tools.
2. Interpret assessments
result and use these to
improve teaching and
learning
3. Keep accurate and
updated records of the
learners’ performance use
technology tools where
feasible and appropriate
4. Provide timely feedback
of assessment results to
parents and other
stakeholders.

C. Directions: Given the assessment competencies that every teacher should be skilled in based on the National
Council on Measurement in Education, National Education Association and American Federation of Teachers
(1990), what evidence can you provide to prove that you are skilled in each competency? Evaluate the quality
of the evidence using the rubric below.

4 – the evidence can fully show the attainment of the competency

Assessment Evidence Chosen Quality Annotation

Competencies
Expected of Every
teacher
[Link] assessment
methods appropriate for
instructional decisions
2. Developing
assessments methods
appropriate for

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EDU 535: Assessment in Learning 2
Module #25 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

instructional decisions.
[Link],scoring,
and interpreting the
results of both
externally-produced and
teacher-produced
assessment methods.
[Link] assessment
results when making
decisions about
individual students,
planning teaching,
developing curriculum,
and school
improvement
[Link] valid
students grading
procedures which use
students assessments
[Link]
assessment results to
students, parents, other
lay audiences, and
other educators
[Link] unethical,
illegal, and otherwise
inappropriate
assessment methods
and uses of
assessment information

SELF-ASSESSMENT
TENETS OF A HOLLISTICALLY DEVELOPED LEARNER
(THE WHOLE CHILD APPROACH, ASCD)
Directions: Given are five tenets of the Whole Child Approach by the Association for Supervision and
Curriculum Development (ASCD) and the indicators that the authors have considered to meet these tenets.
Assess to what extent this course has considered each of the indicators given. Answer by using the following
numerical ratings given their corresponding interpretation.
4 – this indicator is true in almost all lessons (at least 7 lessons)
3 – this indicator is true in some lessons (5-6 lessons)
2 - this indicator is true in a few lessons (2-4 lessons)
1 - this indicator is true in just 1 lesson or none at all

This document is the property of PHINMA EDUCATION

4
EDU 535: Assessment in Learning 2
Module #25 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

Tenet Indicators Self-Assessment of

the Course
Experience
Healthy 1. The lessons have presented realistic and doable learning
goals for me to achieve.
2. The lessons have balanced activities that I need to do as
a future teacher and that I enjoy doing.
Safe 3. The lessons have given me assurance that my work will
be valued and necessary in performing my future role as
assessors of students’ learning.
4. The lessons have been designed in a manner that I could
understand them, considering my ability, time, and
resources.
Supported 5. The lessons have given me support in understanding how
to be an effective assessor of students’ learning.
6. The lessons have provided me enough learning materials
to gain the knowledge and skills in assessing students’
learning.
Engaged 7. The lessons have provided me engaging activities to
acquire the necessary knowledge and skills in assessing
learning.
8. The lessons have provided me opportunities to learn
and/or work with my classmates, teachers, students,
parents, or any relevant stakeholder in school, home, or
community where assessment of learning is necessary.
Challenged 9. The lessons have provided me challenging activities that
made me aspire to become competent assessor of students’
learning.
10. The lessons have made me work hard to achieve the
desired learning outcomes set by the course.

This document is the property of PHINMA EDUCATION

5
EDU 535: Assessment in Learning 2
Module #25 Student Activity Sheet

Name:________________________________________________ Class number: _

Section: _______________ Schedule:____________________________ Date: _______________

II. Check for Understanding

(Finish doing the intended activity above.)

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What should be the approach in self-assessment?

Self-assessment is an assessment tool used by students to evaluate the quality of their work.
• Quick Summaries.
• Open-Ended Questions
• Student Interviews
• Daily Learning Journals
• Peer Teaching
• Quick-Draw Showdown
• Self-Grading
• Transform the Test

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

This document is the property of PHINMA EDUCATION

Common questions

A successful performance assessment is characterized by its authenticity, relevance to students’ real-life applications, and alignment with specific learning outcomes. It enables students to showcase their understanding and application through meaningful tasks. Additionally, it provides clear criteria for evaluation, ensuring consistency and objectivity in assessing students’ performances .

Performance and product-based assessments provide deeper insights compared to traditional methods by evaluating not just knowledge retention, but also the application, creativity, and problem-solving skills in real-world tasks. These assessments engage students in active learning processes, offering a broader perspective on their capabilities and readiness to apply what they have learned in authentic situations .

Including affective assessments alongside cognitive ones is important because the affective domain encompasses students' attitudes, motivations, and emotions, which profoundly impact learning and behavior. By assessing both cognitive and affective aspects, educators can gain a holistic understanding of a student’s learning experience and address factors that may hinder academic success. This comprehensive approach enables tailored instructional strategies that support student engagement and achievement .

Alternative assessment methods are beneficial in education because they allow students to demonstrate their learning through real-life tasks. This approach provides a more comprehensive evaluation of student performance by assessing skills, products, and affect rather than focusing solely on cognitive recall. It supports personalized learning and fosters critical thinking and creativity by encouraging students to apply knowledge in practical contexts .

Performance assessment differs from traditional assessment in that it requires students to create products or perform tasks that demonstrate their knowledge and skills. Traditional assessments often focus on recalling information through tests and quizzes, while performance assessments engage students in applying knowledge in practical, real-world contexts. This approach provides deeper insights into students' abilities to use what they have learned and can promote higher-order thinking skills .

The affective domain significantly influences students' learning experiences by affecting their attitudes, motivations, and interests towards learning. Positive affective traits can enhance motivation and engagement, leading to improved learning outcomes. Conversely, negative affective traits can create barriers to learning. Understanding students' affective characteristics allows teachers to tailor instructional approaches and support students in overcoming affective challenges, thus improving overall educational effectiveness .

When designing a performance-based assessment, educators should consider several criteria: authenticity, relevance to real-world scenarios, and alignment with learning targets. They should ensure the tasks are achievable within resource and time constraints, provide clear evaluation rubrics outlining content, process, quality, and impact criteria, and offer opportunities for students to demonstrate their knowledge and application skills .

Understanding alternative assessment is crucial for future teachers as it equips them with the ability to assess a wide range of student skills and learning outcomes effectively. This form of assessment helps teachers recognize students’ strengths and learning needs in diverse contexts, promoting more personalized and effective teaching strategies that can engage students and foster deeper learning .

The taxonomy of affective domain guides educators in assessing students' emotional and attitudinal responses to learning by categorizing behaviors from basic awareness to complex internalizations. This gradation helps teachers tailor instructional strategies to develop students' motivation, attitudes, and value systems, thus enhancing their engagement and overall learning experience .

Self-assessment plays a crucial role in the learning process by encouraging students to reflect on their work and learning strategies, thereby increasing self-awareness and responsibility for their learning. It promotes metacognition, which can enhance motivation and academic self-efficacy, leading to better learning outcomes. Students learn to set goals, monitor their progress, and adjust their efforts based on feedback .

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Flexible Learning in EDU 535 Assessment

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Flexible Learning in EDU 535 Assessment

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EDU 535: Assessment in Learning 2

Module #1&2 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Lesson title: Orientation on Flexible Learning and Course Materials:

to EDU 353 – Assessment in Learning 2!

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

You are expected to:

II. Skill-building Activity

Guide questions for writing your insights:

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

III. Check for Understanding

Do the task below.

1. define and explain the alternative assessment

2. demonstrate an understanding of the different

3. design appropriate performance assessment

4. develop appropriate rubrics to assess

5. use rubrics to assess students performance

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

Food for Thought!

1. Why is assessment in learning important?

THINKING ABOUT LEARNING

1. What part of the lesson seems difficult for you to understand?

Answers on Skill-building Activity

Answer on Check for Understanding Activity

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

Lesson title: Basic Concepts, Theories, and Principles in Materials:

Hello everyone! Welcome to our first module for this course.

WHAT IS AN ALTERNATIVE ASSESSMENT?

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

can be assisted in achieving the curriculum outcomes.

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

II. Skill-building Activity

1. What is alternative assessment of learning?

2. How similar or different is traditional assessment from alternative assessment?

3. Give three models of alternative or nontraditional assessment.

4. Give three criteria for an assessment task or activity to be considered as authentic.

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

III. Check for Understanding

Principle Illustration of Practice

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

Food for Thought!

THINKING ABOUT LEARNING

1. What part of the lesson seems difficult for you to understand?

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

Lesson title: Models of Alternative Assessment Materials:

Three Different Models of Alternative Assessment

(1) Emergent Assessment

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

(2) Developmental Assessment

(3) Authentic Assessment

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

II. Skill-building Activity

Principle Plan in Applying the Principles in Your Classroom

Assessment should focus on

Assessment can include measure

Assessment should reflect real-life

Assessment should lead to

This document is the property of PHINMA EDUCATION

Name:______________________________________________________ Class number: _______

III. Check for Understanding

I understood what each of the principles

Name:________________________________________________ Class number: _

Name:________________________________________________ Class number: _

Name:________________________________________________ Class number: _

Name:________________________________________________ Class number: _

Name:________________________________________________ Class number: _

Name:________________________________________________ Class number: _

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