Assessment in Learning 2 (Prof Ed 8)

Republic of the Philipapines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

San Isidro Campus, San Isidro, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
Prof. Ed. 8
Assessment in Learning 2
Joanna Marie O Tagalag

BSEd - ENGLISH
Prof. Ed 8- Assessment of Learning 2 | Pastora S. De Guzman, Ed.D & Kenneth S. Samonte, Ed.D 1|
Unit 1 REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT
OBJECTIVES
At the end of the unit, I am able to:
1. construct and classify the cognition of bloom’s taxonomy;
2. write learning targets following the bloom’s taxonomy;
3. discuss the appropriateness of the assessment methods; and
4. apply the importance of ethics assessment.
Definition of ASSESSMENT
• is an ongoing process that involves series of steps; collecting, analyzing and interpreting
data.
• carried out to see what children and students know, understand and are able to do.
• a way of supporting learning. It helps teachers, learners, parents and others to understand
the depth and breadth of learning undertaken so that progress and next steps can be
discussed and planned.
What is being assessed?

- Knowledge and understanding
- Skills
- Attributes and capabilities
When does assessment happen?

• Assessment takes place as part of ongoing learning and teaching, periodically and at key
transitions.
The 12 Principles of High-Quality Assessment of Learning for Teachers
1. CLARITY OF LEARNING TARGETS

• Assessment should be clearly stated and specified and centered on what is truly
important.
• Assessment can be made precise, accurate and dependable only if what are to be
achieved are clearly stated and feasible.
Prof. Ed 8- Assessment of Learning 2 | Pastora S. De Guzman, Ed.D & Kenneth S. Samonte, Ed.D 2 |
• In order to have a good Learning targets, it needs to be stated in behavioral terms

that denote something which can be observed through the behavior of the students.
2. APPROPRIATE ASSESSMENT METHODS
• Assessment should utilize assessment methods suitable for a particular learning

target.
• If learning targets are clearly stated, assessment can be precise and accurate.
• Once learning targets are clearly set, you can easily determine the appropriate
assessment method.
• Assessment methods can be categorized according to the nature and characteristics
of each method.
3. BALANCE
• Assessment methods should be able to assess all domains of learning and
hierarchy of objectives.
• Knowledge
is defined as remembering of previously learned material. This may involve the recall of a
wide range of material, from specific facts to complete
theories, but all that is required is the bringing to mind of the appropriate
information. Knowledge represents the lowest level of learning outcomes in the
cognitive domain.
Verbs: arrange, define, duplicate, label, list, memorize, name, order, recognize,
relate, recall, repeat, reproduce state.
• Comprehension
is defined as the ability to grasp the meaning of material. This may be shown by translating
material from one form to another (words to numbers), by interpreting material (explaining
or summarizing), and by estimating future trends (predicting consequences or effects).
These learning outcomes go one step beyond the simple remembering of material, and
represent the lowest level of understanding.
Verbs: classify, describe, discuss, explain, express, identify, indicate, locate,

recognize, report, restate, review, select, translate.
• Application
refers to the ability to use learned material in new and concrete situations. This may include
the application of such things as rules, methods, concepts, principles, laws, and theories.
Learning outcomes in this area require a higher level of understanding than those under
comprehension.
Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate,

practice, schedule, sketch, solve, use, write.
• Analysis
refers to the ability to break down material into its component parts so that its
organizational structure may be understood. This may include the identification of the parts,
analysis of the relationships between parts, and recognition of the organizational principles
involved. Learning outcomes here represent a higher intellectual level than comprehension
and application becasue they require an understanding of both the content and the
structural form of the
material.
Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize,

differentiate, discriminate, distinguish, examine, experiment, question, test.
• Synthesis
refers to the ability to put parts together to form a new whole. This may involve the
production of a unique communication (theme or speech), a plan of operations (research
proposal), or a set of abstract relations (scheme for classifying information). Learning
outcomes in this area stress creative behaviors, with major emphasis on the formulation of
new patterns or structures.
Verbs: arrange, assemble, collect, compose, construct, create, design, develop,

formulate, manage, organize, plan, prepare, propose, set up, write.
• Evaluation
is concerned with the ability to judge the value of material (statement, novel, poem,
research report) for a given purpose. The judgements are to be based on definite criteria.
These may be internal criteria (organization) or external criteria (relevance to the purpose)
and the student may determine the criteria or be given them. Learning outcomes in this
area are highest in the cognitive hierarchy because they contain elements of all the other
categories, plus conscious value judgements based on clearly defined criteria.
Domains of Learning
• The cognitive domain involves the
development of our mental skills and the
acquisition of knowledge.
• The affective domain involves our
feelings, emotions and attitudes.
• The psychomotor domain is comprised of
utilizing motor skills and coordinating them
4. VALIDITY
• appropriateness, correctness, meaningfulness and usefulness of the specific conclusions
that a teacher reaches regarding the teaching-learning situation.
• Assessment should be valid.
• A valid test is one that measures what it is supposed to measure.
Types of Validity
• Content validity – content and format of the instrument.

• Face validity – outward appearance of the test, the lowest form of test validity
• Criterion-related validity – the test is judge against a specific criterion
• Construct validity – the test is loaded on a “construct” or factor
“Tests can be made more valid by making them more subjective (open items)”
5. RELIABILITY
• Assessment should show consistent and stable results.
• Reliability is the extent to which an experiment, test, or any measuring procedure yields
the same result on repeated trials.
• Something reliable is something that works well and that you can trust.
• A reliable test is a consistent measure of what it is supposed to measure.
Questions:
1. Can we trust the results of the test?
2. Would we get the same results if the tests were taken again and scored by a different
person?
“Tests can be made more reliable by making them more objective (controlled items)”
6. FAIRNESS
• Assessment should give equal opportunities for every student. There should be no
discrimination of any kind (racial, age, gender, etc.)
Ensure that Your Assessment Practices Are Fair and Unbiased

• Don't rush. ...
• Plan Your Assessments carefully. ...
• Aim for Assignments and Questions That Are Crystal clear. ...
• Guard Against Unintended bias. ...
• Ask a Variety of People with Diverse Perspectives to Review Assessment tools. ...
• Try Out Large-Scale Assessment tools.
7. AUTHENTICITY
• Assessment should touch real life situations and should emphasize practicability.
• Assessments are authentic if they are realistic, require judgement and innovation
and assess students' ability to effectively use their knowledge or skills to complete a task.
8. PRACTICALITY & EFFICIENCY

• Assessment should save time, money, etc. It should be resourceful.
Questions:
1. Will the test take longer to design than apply?
2. Will the test be easy to mark?
• Teachers should be familiar with the test, - does not require too much time –
implementable.
• Tests can be made more practical by making it more objective (more controlled items).
RELIABILITY, VALIDITY & PRACTICALITY

The problem:
• The more reliable a test is, the less valid.
• The more valid a test is, the less reliable.
• The more practical a test is, (generally) the less valid.
The solution: As in everything, we need a balance (in both exams and exam items)
9. CONTINUITY
• Because assessment is an integral part of the teaching-learning process, it should be
continuous.
10. ETHICS IN ASSESSMENT

• Assessment should not be used to derogate the students. One example of this is the right
to confidentiality.
11. CLEAR COMMUNICATION

• Assessment's results should be communicated to the learners and the people involved.
Communication should also be established between the teacher and the learners by way
of pre- and post-test reviews.
12. POSITIVITY OF CONSEQUENCE

• Assessment should have a positive effect. It should motivate students to learn and do
more and should give way to improve the teacher's instruction.
• Learning assessments provide students with effective feedback and potentially improve
their motivation and/or self-esteem.
• assessments of learning gives students the tools to assess themselves and understand
how to improve.
Unit II PROCESS/ PRODUCT ORIENTED PERFORMANCE – BASED

ASSESSMENT
OBJECTIVES
1. identify process – process/product-oriented learning competencies in different learning
task.
2. define the term competencies and rubric
3. differentiate analytic rubric from holistic rubrics, general from specific task-oriented
rubrics;
4. enumerate the generally accepted standards for
5. designing a task; and
6. construct scoring rubrics in learning activities.
PERFORMANCE BASED ASSESSMENT

• Traditional instruction may not be enough for our 21st century students to be fully
engaged,
take ownership of their work, and activate their higher-order thinking skills.
• Active learning, through performance-based learning and assessment, is something that
any teacher can implement in their own classroom with just a little planning, preparation,
and progress monitoring.
PERFORMANCE BASED LEARNING

• a system of learning and assessment
• an on-going process
As Hibbard et al. (1996) mentioned, “Performance-based learning and assessment achieve
a balanced approach by extending traditional fact-and-skill instruction”.
1. PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

• is concerned with the actual task performance rather than the output or product of an
activity.
• aims to know what processes a person undergoes when given a task.
1.1 Learning Competencies

• The learning objectives in process-oriented performance-based assessment are
stated in directly observable behaviors of the students.
• Competencies are defined as groups or cluster of skills and abilities needed for a
particular task.
TASK: Recite a Poem by Edgar Allan Poe, “The Raven”.
OBJECTIVES: The activity aims to enable the students to recite a poem entitled
“The Raven” by Edgar Allan Poe.

Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem
4. Create the ambience of the poem through appropriate rising and falling
intonation;
5. Pronounce the words clearly and with proper diction.
The following competencies are simple competencies:

• Speak with a well-modulated voice;
• Draw a straight line from one point to another point;
• Color a leaf with a green crayon.
The following competencies are more complex competencies:

• Recite a poem with feeling using appropriate voice quality, facial expressions
and hand gestures;
• Construct an equilateral triangle given three non-collinear points;
• Draw and color a leaf with a green color.
2. TASK DESIGNING
Learning tasks need to be carefully planned.
• identifying an activity that would highlight the competencies to be evaluated.
• identifying an activity that would entail more or less the same sets of competencies.
• Find a task that would be interesting and enjoyable for the students.
3. SCORING RUBRICS
• RUBRIC is a scoring scale used to assess student performance a long a task-specific
set of criteria.
RECITATION RUBRICS
DESCRIPTORS
• The rubric includes another common, but not a necessary, component of rubrics –
descriptors. Descriptors spell out what is expected of students at each level of
performance for each criterion.
WHY INCLUDES LEVELS OF PERFORMANCE?

• Clearer expectations
• More consistent and objective assessment
• Better feedback
Analytic and Holistic rubrics

• Analytic rubrics describe work on each criterion separately.
• Holistic rubrics describe the work by applying all the criteria at the same time and
enabling an overall judgment about the quality of the work.
Example of Holistic Rubric: Assessing a Research Report
Example of Analytic Rubric
1. PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT
• Student performances can be defined as targeted tasks that lead to a product or

overall learning outcomes. Product can include a wide range of student works that
target specific skills.
• Product oriented assessment is a kind of assessment where in the assessor views

and scores the final product made and not on the actual performance of making that
product.
• PSYCHOMOTOR SKILLS (requiring physical abilities to perform a given task).

• Using rubrics is one way that teachers can evaluate or assess student performance
or proficiency in any given task as it relates to a final product or leaning outcomes.
• Product oriented learning competencies target at least three (3) levels: novice or
beginner’s level, skilled level, and expert level.
Level 1: Does the finished product or project illustrate the minimum expected parts or
functions? (Beginner)
Level 2: Does the finished product or project contain additional parts and functions on
top of the minimum requirements which tend to enhance the final output? (Skilled level)
Level 3. Expert level: Does the finish product contain the basic minimum parts and
functioning have additional features on top of the minimum, and is aesthetically pleasing?
2. TASK DESIGNING
The task should have these following criteria.
a. Complexity- The level of complexity of the project needs to be within the range of
ability of the students.
b. Appeal- the project or the activity must be appealing to the students.
c. Creativity- The project needs to encourage students to exercise creativity and divergent
thinking.
d. Goal- based- Finally, the teacher must bear in mind that the project is produced in order
to attain a learning objective.
3. SCORING RUBRICS
• Scoring rubrics are descriptive scoring schemes that are developed by teachers or
other evaluators to guide the analysis of the products or processes of students’
efforts (Brookhart, 1999).
• When are scoring rubrics an appropriate evaluation technique?
Grading essay is just one example of performances that may be evaluated
using scoring rubrics.
General vs Task Specific

• General rubrics use criteria and descriptions of performance that generalize across,
or can be used with, different tasks.
• Task-specific rubrics. They are rubrics that are specific to the performance task
with which they are used.
• Task-specific rubrics contain the answers to a problem, or explain the reasoning
students are supposed to use, or list facts and concepts students are supposed to
mention.
Why are rubrics important?

• Rubrics are important because they clarify for students the qualities their work
should have.
Unit III
PORTFOLIO ASSESSMENT METHODS
OBJECTIVES
1. define portfolio assessment;
2. enumerate the key elements of a portfolio and purposes of portfolio assessment;
3. discuss the merits of portfolio assessment over traditional testing;
4. construct a rating scale or rubrics for evaluating students, portfolio;
5. enumerate and discuss the various types of portfolios; and
6. state the importance of student teacher conference.
WHAT IS A PORTFOLIO?
• Place to collect student performances over time
• Consciously selected examples of work that is selected to show growth
• Could be a collection of many different student performances OR can be single
performance by different students.
• A portfolio assessment is a collection of student works that are associated with standards
you are required to learn.
What Goes Into a Portfolio

• include classwork, artistic pieces, photographs, and a variety of other media.
• student self-assess their work and may set goals to improve.
• reflection helps reinforce the concept for the student.
FEATURES AND PRINCIPLES OF PORTFOLIO

1. A portfolio is a form of assessment that students do together with their teachers.
2. A portfolio represents a selection of what the students believe are best included from
among the possible collection of things related to the concept being studied.
3. A portfolio provides samples of the students work which show growth over time.
4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher
and the students.
PURPOSES OF PORTFOLIO ASSESSMENT

1. Portfolio assessment matches assessment of teaching.
2. Portfolio assessment has a clear goal.
3. Portfolio assessment gives a profile of a learner abilities in term of depth, breadth, and
growth.
4. Portfolio assessment is a tool for assessing a variety of skills
5. Portfolio assessment develops awareness of own learning students.
6. Portfolio assessment caters to individuals in a heterogeneous class.
7. Portfolio assessment develops social skills. Students interact with other students in the
development of their own portfolios.
8. Portfolio assessment develops independent and active learners.
9. Portfolio assessment can improve motivation for learning and thus achievement.
10. Portfolio assessment provides opportunity for student-teacher dialogue.
ESSENTIAL ELEMENTS OF THE PORTFOLIO
• Cover Letter
• Table of Contents with numbered pages
• Entries
• Dates on all entries
• Drafts of aural/oral and written products and revised versions
• Reflections
STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT

Stage 1: Identify teaching goals to Assess through portfolio
Stage 2: Introducing the Idea of Portfolio Assessment
to your class.
Stage 3: Specification of Portfolio Content
Stage 4: Giving clear and detailed guidelines for portfolio
presentation.
Stage 5: Informing key school officials, parent and other
stakeholders
Stage 6: Development of Portfolio
TYPES OF PORTFOLIO
• Documentation Portfolio: This type is also known as the "working" portfolio.
• Process Portfolio: This approach documents all facets or phases of the learning process.
• Showcase Portfolio: This type of portfolio is best used for summative evaluation of
students' mastery of key curriculum outcomes.
ASSESSING AND EVALUATING THE PORTFOLIOS

• According to Paulson ,Paulson and Meyer Portfolios offer a way of assessing student
learning that is different form the traditional methods.
Portfolio include the following:

• Thoughtfulness
• Growth and development
• Understanding and application of key processes
• Completeness correctness and appropriateness
• Diversity of entries
 Sample of goals, sample classroom activity and the portfolio evidence.
ASSESSMENT TOOLS:
• Self/peer assessment with rating scales
• Checklist with criteria (such as: clear presentation, relevant vocabulary, correct
spelling/pronunciation), depending on the task
• Teacher/peer observation
• Learning log
• Answer key
• Guided reflection on the task
STUDENT-TEACHER CONFERENCES
• The main philosophy embedded in portfolio assessment is “Shared and active
assessment”. The teacher should have short individual meetings with each students, in
which progress is discuss and goals are set for a future meeting.
• The teacher and the student keep careful documentation of the meeting noting significant
agreements and finding each individual session. The formative evaluation process of the
portfolio assessment is facilitated. Indeed the use of portfolio assessment takes time but
in the end it gains.
• Finally, student-teacher conference can also be used for summative evaluation purposes
when the students present his final portfolio product and where final grades are
determined together with the teacher. This conference can be prepared in pairs, where
students practice presenting their portfolio
Unit IV
GRADING AND REPORTING
OBJECTIVES
1. enumerate and discuss the functions and types of grading and reporting system;
2. develop the most appropriate and valid reporting system;
3. assign letter grades to every assessment of learning activities;
4. compute grades properly in relation to students learning acquisition and performance;
5. define Norm or Criterion – Referenced Grading;
6. state the effective distribution of grades and guidelines of effective grading; and
7. enumerate and discuss the guidelines for a good conference.
GRADING AND REPORTING

Aim
 To provide results
 In brief,
 understandable form
 for varied users.
 The purpose of a grading system is to give feedback to students so they can take charge of
their learning and to provide information to all who support these students—teachers,
special educators, parents, and others.
1. What should I count—just achievement, or effort too?

2. How do I interpret a student’s score? Do I compare it to:
 other students’ scores (norm-referenced),
 a standard of what they can do (criterion-referenced),
 or some estimate of what they are able to do (learning potential, or self referenced)?
3. What should my distribution of grades be, and how do I determine it?

4. How do I display student progress, or strengths and weaknesses, to students and their
parents?
Where do we get the answers?

• Your school may have some policies or guidelines
• Apply what you learn in this chapter
• Consult your teaching colleagues, and then apply your good judgment
• Learn from first-hand experience
Functions of Grading and Reporting Systems
1. Improve students’ learning
2. Reports to parents/guardians
3. Administrative and guidance uses

TYPES OF GRADING AND REPORTING SYSTEMS
1. Traditional letter-grade system
• student’s performance is summarized by means of letter. Thus, A stands for excellent,
B – good, C stands for average, D stands for needing improvement and an E as a failure.
2. Pass-fail
• utilizes a dichotomous grade system. Either a students has complied and reached
certain standards, in which case he passes or he failed to do so and he gets a failing
mark.
3. Checklists of objectives
• the objectives of the course are enumerated. After each objective, the students’ level of
achievement is indicated: Outstanding, Very Good, Good, Fair or Poor
4. Letters to parents/guardians
• Letters to parents/guardians are useful supplement to grades. However, they have
limited value as sole report.
5. Portfolios
• Portfolio is a set of purposefully selected work, with commentary by student and
teacher. It is useful for showing students’ work, showing progress over time or stages
of a project, teaching students about objectives/standards they are meet.
6. Parent-teacher conferences
• mainly used in elementary schools. This requires that parents of pupils come for a
conference with the teacher to discuss the pupils’ progress.
ASSIGNING LETTER GRADES AND COMPUTING GRADES
• Grades assigned to students must include only achievement.
• It is very important to avoid the temptation to include effort for less able students
because it is difficult to assess effort or potential and it is difficult to distinguish ability
from achievement.
• Grades reflected on report cards are numbers or numerical quantities arrived at after
several data on the students’ performance are combined.
NORM OR CRITERION REFERENCED GRADING
• Grades may reflect relative performance i.e. score compared other students( where you
rank ). It is more commonly called a norm-referenced grading system. In such a system:
A. grade (like a class rank) depends on what group you are in, not just your own
performance.
B. typical grade may be shifted up or down, depending on group’s ability.
C. widely used because much classroom testing is norm-referenced.
• Grades may also reflect absolute performance i.e. score compared to specified
performance standards ( what you can do). This is commonly called a criterion- referenced
grading. In such a system:
a. grade does NOT depend on what group you are, but only on your own
performance compared to a set of performance standard.

B. grading is complex task, because grades must:
clearly define the domain
clearly define and justify the performance standards.
be based on criterion-reference assessment
GUIDELINES FOR EFFECTIVE GRADING
• Describe grading procedures to students at beginning of instruction.
• Clarify that course grade will be based on achievement only.
• Explain how other factors (efforts, work habits) will be reported.
• Relate grading procedures to intended learning outcomes
• Obtain valid evidences (tests, etc.) for assigning grades
• Try to prevent cheating.
• Return and review all test results as soon as possible.
• Properly weight the various types of achievements included in grade.
• Do not lower an achievement grade for tardiness, weak, effort or misbehavior.
• Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher
grade.
CONDUCTING PARENT-TEACHER CONFERENCES
GUIDELINES FOR A GOOD CONFERENCE
• Make plans
• Start positive—and maintain a positive focus
• Encourage parents to participate and share information
• Plan actions cooperatively
• End with positive comment.
• Use good human relations skills.
Grading System (K+12)
• Containing in DepEd Order no. 31, s. 2013
• students attainment of standards in terms of content and performance.
• K+12 grading system is a none numeric equivalent value.
Assessing the ratings of Learning Outcomes
• Is a holistic process, with emphasis on the formative or developmental purpose of
quality assuring student learning.
• It is also standards-based as it seeks to ensure that teachers will teach to the standards
and students will aim to meet or even to exceed the standards.

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Republic of the Philipapines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Joanna Marie O Tagalag

Unit 1 REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT

What is being assessed?

When does assessment happen?

The 12 Principles of High-Quality Assessment of Learning for Teachers

1. CLARITY OF LEARNING TARGETS

• In order to have a good Learning targets, it needs to be stated in behavioral terms

2. APPROPRIATE ASSESSMENT METHODS

• Assessment should utilize assessment methods suitable for a particular learning

Verbs: classify, describe, discuss, explain, express, identify, indicate, locate,

Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate,

Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize,

Verbs: arrange, assemble, collect, compose, construct, create, design, develop,

• Content validity – content and format of the instrument.

Ensure that Your Assessment Practices Are Fair and Unbiased

8. PRACTICALITY & EFFICIENCY

RELIABILITY, VALIDITY & PRACTICALITY

10. ETHICS IN ASSESSMENT

11. CLEAR COMMUNICATION

12. POSITIVITY OF CONSEQUENCE

Unit II PROCESS/ PRODUCT ORIENTED PERFORMANCE – BASED

PERFORMANCE BASED ASSESSMENT

PERFORMANCE BASED LEARNING

1. PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

1.1 Learning Competencies

“The Raven” by Edgar Allan Poe.

The following competencies are simple competencies:

The following competencies are more complex competencies:

WHY INCLUDES LEVELS OF PERFORMANCE?

Analytic and Holistic rubrics

Example of Holistic Rubric: Assessing a Research Report

Example of Analytic Rubric

1. PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT

• Student performances can be defined as targeted tasks that lead to a product or

• Product oriented assessment is a kind of assessment where in the assessor views

• PSYCHOMOTOR SKILLS (requiring physical abilities to perform a given task).

General vs Task Specific

Why are rubrics important?

What Goes Into a Portfolio

FEATURES AND PRINCIPLES OF PORTFOLIO

PURPOSES OF PORTFOLIO ASSESSMENT

STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT

ASSESSING AND EVALUATING THE PORTFOLIOS

Portfolio include the following:

GRADING AND REPORTING

 for varied users.

1. What should I count—just achievement, or effort too?

 a standard of what they can do (criterion-referenced),

3. What should my distribution of grades be, and how do I determine it?

Where do we get the answers?

3. Administrative and guidance uses

performance compared to a set of performance standard.

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