Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BPE COURSE NO. Professional Education 8

SPECIALIZATION English COURSE TITLE Assessment in Learning 2
Filipino
Social Studies
YEAR LEVEL 3 TIME FRAME 3 Hrs. WK NO. 5 IM NO. 2

I. UNIT 2: PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

II. LESSON TITLES: Lesson 1: Process-Oriented Learning Competencies

Lesson 2: Task Designing
Lesson 3: Scoring Rubrics

III. LESSON OVERVIEW

Lessons are not purely cognitive in nature, the same with assessment. The psychomotor and
affective domains should also be addressed as we try to educate the whole being of our students.

Therefore, tests should not be purely on paper and pencil. There should also be practical tests
or process-oriented performance-based assessments.

Thus, teachers and would-be teachers should be able to make appropriate connections among
learning outcomes, tasks, and tests/assessments. And as educators focus on alternative modes to
measure the other or all domains, the tools to come up with objective scoring – the rubrics should also
be well done.

IV. DESIRED LEARNING OUTCOMES

Given national and international educational scenario, the students should be able to:
1. determine appropriate process-oriented learning competencies;
2. design tasks highlighting the competencies; and
3. make rubrics that measure competencies.

V. LESSON CONTENT

PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

Assessment is most effective when it reflects an understanding of learning as multidimensional,

integrated, and revealed in performance over time. Assessment should reflect these understandings by
employing a diverse array of methods, including those that call for actual performance, using them over
time so as to reveal change, growth, and increasing degrees of integration. Such an approach aims for
a more complete and accurate picture of learning.

Process-Oriented Learning Competencies

Process-oriented performance-based assessment is concerned with the actual task performance

rather than the output or product of the activity.
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

Learning Competencies

Competencies are defined as groups or clusters of skills and abilities needed for a
particular task. The objectives generally focus on those behaviors which exemplify a ‘best
practice’ for the task. Such behaviors range from a ‘beginner’ or novice level up to the level of an
expert. An example of learning competencies for a process-oriented performance-based
assessment is given below:

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 an ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.

The specific objectives identified constitute the learning competencies for this task. Using
Bloom’s taxonomy, the specific objectives range from simple observable processes to more
complex observable processes. e.g. creating an ambiance of the poem through appropriate rising
and falling intonation. A competency is said to be more complex when it consists of two or more
skills.

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 crayon.

Task Designing
Learning tasks need to be particularly planned. In particular, the teacher must ensure that the
particular learning process to be observed contributes to the overall understanding of the subject or
course. Some generally accepted standards for designing a task include:
• Identifying an activity that would highlight the competencies to be evaluated, e.g. reciting a poem,
writing an essay, manipulating the microscope.
• Identifying an activity that would entail more or less the same sets of competencies.
• Finding a task that would be interesting and enjoyable for the students.

Example: The topic is on understanding biological diversity.

Possible Task Design: Bring the students to a pond or creek. Ask them to find all living organisms
as they can find living near the pond or creek. Also, bring them to the school playground to find as many
living organisms as they can. Observe how the students will develop a system for finding such organisms,
classifying the organisms, and concluding the differences in biological diversity of the two sites.

Scoring Rubrics

A rubric is a scoring scale used to assess student performance along with a task-specific set of
criteria. Authentic assessments typically are criterion-referenced measures, that is, a student’s aptitude
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

for a task is determined by matching the student’s performance against a set of criteria to determine the
degree to which the student’s performance meets the criteria for the task. e.g. the following rubric covers
the recitation portion of a task in English.

Based on the example, a rubric is comprised of two components: criteria and levels of
performance. Each rubric has at least two criteria and at least two levels of performance. The criteria,
characteristics of good performance on a task, are listed in the left-hand column in the rubric above. The
full criteria are statements of performance (see columns 1-3).

For each criterion, the evaluator applying the rubric can determine to what degree the student has
met the criterion, i.e. the level of performance. In the above rubric, there are three levels of performance
for each criterion.

Finally, the rubric contains a mechanism for assigning a score to each project. In the second-to-
left column, a weight is assigned to each criterion. Students can receive 1, 2, or 3 points for the “number
of sources”. But appropriate ambiance, more important in this teacher’s mind, is weighted three times
(x3) as heavily. So, students can receive 3, 6, or 9 points (i.e. 1, 2, or 3 times 3) for the level of
appropriateness in this task.

Recitation Rubric

Level of Performance
CRITERIA
weight 1 2 3
Number of
appropriate hand X1 1-4 5-9 10-12
gestures
Appropriate Lots of Few inappropriate No apparent
facial inappropriate facial expressions inappropriate facial
expression X1 facial expressions expression
Voice Monotone voice Can vary voice Can easily vary
Inflection X2 used inflection with voice inflection
difficulty
Incorporate proper Recitation Recitation has Recitation fully
ambiance through contains very little some feelings captures ambiance
feelings in the voice X3 feelings through feelings in
the voice

Descriptors

The above 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. A descriptor tells students more precisely what performance looks like at each
level and how their work may be distinguished from the work of others for each criterion

Why Include Levels of Performance?

Clearer Expectations. It is very useful for the students and the teacher if the criteria are
identified and communicated prior to the completion of the task. Students know what is expected
of them and teachers know what to look for in student performance.

A more consistent and objective assessment. In addition to better-communicating

teacher expectations, levels of performance permit the teacher to more consistently and
objectively distinguish between good and bad performance, or between superior mediocre and
poor performance, when evaluating student work.

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only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

Better Feedback. The teacher and the students can more clearly recognize areas that
need improvement.

Analytic Versus Holistic Rubrics

To be able to assess the students as they perform on each criterion, determine the type
of rubric you choose to create or use – analytic or holistic.

Analytic rubric articulates levels of performance for each criterion so the teacher can
assess student performance on each criterion.

Holistic rubric does not list separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing performance across multiple criteria.
For example:

3 – Excellent Speaker
• included 10-12 changes in hand gestures
• no apparent inappropriate facial expressions
• utilizes proper voice inflection
• can create the proper ambiance for the poem

2 – Good Speaker
• included 5-9 changes in hand gestures
• few inappropriate facial expressions
• have some inappropriate voice inflection changes
• almost creating proper ambiance

1 – Poor Speaker
• included 1-4 changes in hand gestures
• lots of inappropriate facial expressions
• uses a monotone voice
• cannot create the proper ambiance

When to choose an analytic rubric

Analytic rubrics are more common because teachers typically want to assess each
criterion separately, particularly for assignments that involve a larger number of criteria. An
analytic rubric better handles the weighting of criteria

When to choose a holistic rubric

Holistic rubrics tend to be used when a quick or gross judgment needs to be made. If the
assessment is a minor one, such as a brief homework assignment, it may be sufficient to apply a
holistic judgment (e.g. check-plus, or no-check) to quickly review student work.

How Many Levels of Performance Should I Include in my Rubric?

Generally, it is better to start with a smaller number of levels of performance for a criterion
and then expand, if necessary. As the number of levels increases, and those judgments become
finer and finer, the likelihood of error increases.

Example: Oral presentation rubric

Criteria: the amount of eye contact

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only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

Option 1: three levels of performance

makes eye contact with the audience never sometimes always

Option 2: five levels of performance

makes eye contact never rarely sometimes usually always

Option 3: Leave off the “always” level

makes eye contact never rarely sometimes usually

We recommend that fewer levels of performance be included initially because such is:
• easier and quicker to administer
• easier to explain to students (and others)
• easier to expand than larger rubrics are to shrink.

However, there is no specific number of levels a rubric should or should not possess.

VI. LEARNING ACTIVITIES

Group Activity: Conduct interviews (could be online) with teachers, one each from elementary, and
secondary levels.
1) Ask them on the ‘What is’, the ‘Why use’ of rubrics and the ‘difference between analytic and holistic
rubrics’
2) Give a short comment about whether you agree or disagree with their answers, and why.
3) Gather samples of rubrics (analytic and holistic), one from each school level, and attach them
(better if photo to reduce size) to your interview output using the given format.

VII. EVALUATION

Online Quiz

Portfolio/Project Entry. Another output will be required of the students (Module 5, on Portfolio
Assessment), with its content to include all activities in AL2)

VIII. REFERENCES

Teaching Guide in Assessment of Student Learning 2

Other references indicated in the Course Outline

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only and not for commercial distribution.”
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