Authentic Assessment of Student Learning Outcomes

Prof. Ed. 7

AMANCIO L. CANTORIA, JR
Associate Professor V

Dr. Emilio B. Espinosa, Sr. Memorial State College of Agriculture and technology
College of Education
Bachelor in Secondary Education Department

“What you think you can do- is your Assessment,

What you think you cannot do-is your Limitation,
Assess your limitations first, and then limit your assessments.”

Mahendar Singh Jakhar

CHAPTER I

A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO)

Students who are well informed about what behaviors are expected of them in a course/ subject or
learning activity have a definite guide during the learning activity and are therefore perceived to attain
success. Correlatively, teachers who know very well what they wish their students to demonstrate or perform
will be in the best position to align their instructional activities to the desired learning outcomes. In this light,
all assessment and evaluation activities should start with the identification and clarification of the student
learning outcomes (SLO). The identified and clarified student learning outcomes serve as the load stars that
will guide both teacher and students in activities leading to the attainment of the deserved learning outcomes

What is Student Learning Outcome (SLO)?

Every college program should have a set of college-wide expectations from student learning which
have been previously agreed upon by the faculty of the program and which the students who pass the
different courses under the college program are expected to demonstrate. The individual teacher may add to
his/her course more student learning expectations but must adopt the agreed - upon college program
expectations and reflect them on each course syllabus. It is important that these common program-wide
expectations are identified and clarified because they are the basis of the outcomes assessment process.

The student learning outcomes in the teacher education program are the skills, competencies and
values that the students are expected to demonstrate at the end of every course/subject which are in turn,
integrated into the year - end formation of students as they progress towards becoming professional
teachers. Attainment of these learning outcomes should be periodically assessed cooperatively by both
teacher and students. Periodic assessment helps the students determine their strengths and deficiencies
and become active participants in outcomes attainment

What are the sources of Expected Student Learning Outcomes (SLO)?

Expected student learning outcomes may be sourced from any or all of the following:

1. The institution's mission statement is a relevant source of student learning expectations. Public schools
refer to the public school system mission or state school charter as source of learning outcomes. Private
schools are either sectarian or non-sectarian and their mission may be sourced from their respective
religious goals, in the case of sectarian schools, or their founder's philosophy in the case of non-sectarian
schools.

2. Policies on competencies and standards issued by government education agencies such as the
Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA) and
Commission on Higher Education (CHED) are the prescribed sources of student learning outcomes.

3. Expected competencies identified by the different professions, business and industry should be adopted to
ensure that graduates are able to perform as expected in their respective work places and/or professions.

4. The thrusts and development goals of the national government are useful integration in the identified
competencies and expectations from all sectors of education.

5. International trends and developments should also be considered in identifying and determining student
learning outcomes to ensure the graduates' competitiveness in the employment and professional practice
abroad.

6. It will be enriching if the identified competencies and expectations of students integrate the basic general
education competencies such as the following competencies listed by the Montgomery College:
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 Authentic Assessment of Student Learning Outcomes

(a) Oral and written communication which includes the ability to use oral and written language of
communication supported by appropri ate technology and enhanced with effective style of presentation.

(b) Scientific and quantitative reasoning ability which includes competency in the use of quantitative data,
mathematical procedure and scientific methods of inquiry in decision-making

(c) Ability to analyze, synthesize and develop creative solutions which are the components of higher order
thinking skills (HOTS) or competencies.

(d) Technological competency which involves the ability to use computer technology in documentation and
presentations appropriate in different academic and professional settings.

(e) Information literacy involves the ability to efficiently locate and effectively use information from both print
and electronic sources.

Characteristics of Good Learning Outcomes

1. Good student learning outcomes (SLO) are centered on the students, on what the learners are capable of
doing, instead of the teaching technique. The teaching strategy will only be guided by the desired
competencies of the students. For instance, if the SLO is: "the students can explain and illustrate the life
cycle of an insect," to guide the students towards the desired competency the teacher may use any or all
of the following instructional techniques and activities:

(a) video presentation of the life cycle of a butterfly

(b) poster presentation of the different stages in the development of a butterfly

(c) field trip to a botanical garden or nature park to observe the different stages in the life cycle of a butterfly

(d) submission of an essay on the dangers observed that will interrupt or abort the life cycle of the butterfly

(e) submission of a proposed project to protect the life cycle of insects or other useful animals

2. Good learning outcomes are based on the program mission statement agreed upon by the program
faculty in consultation with other stakeholders like alumni and other professionals. It is important that the
student learning outcomes are based on issuances from government regulatory agencies such as
DepEd's K to 12 Law Enhanced Basic Education in the Philippines, the CHED's Policies, Standards and
Guidelines on Teacher Education, thrusts of appropriate professional organizations and advocacies of
employer and industry groups.

3. Good student learning outcomes are very well understood by both students and faculty. They should be in
agreement on the importance of these competencies which they will cooperatively develop. Here are
suggested steps that teacher and students can together take in their cooperative monitoring of the
progress towards the desired learning outcomes or skills and competencies.

Hooking the students to the desired learning outcome

Exploring and experiencing the supporting student activities

Applying the ideas/knowledge required in contrived, simulated or real-life situations

Refining, rehearsing, reviewing the target skills/ competencies

Evaluating the degree of learning outcome performance

Deciding on the action, solution or creative project to apply the learning outcome

4. Good learning outcomes include a spectrum of thinking skills from simple to the higher order of application
of knowledge and skills. Here is an example of a range of learning outcomes from the simple to the
complex under the competency: "ability to understand."

(a) can identify

(b) can explain

(c) can apply

(d) can analyze

(e) can synthesize

(f) can evaluate

(g) can judge

(h) can create

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 Authentic Assessment of Student Learning Outcomes

5. Good learning outcomes are measureable. Student competencies should be expressed as transitive verbs
and/or action words which are demonstrable and observable at various levels. Examples of
observable/measurable competency levels:

(a) For K to 12 Grades 3-10 Reading, Mathematics, Language,

Science.

Numerical Rating Proficiency Level

1 Below basic level

2 Basic level

3 Proficient level

4 Advanced level

(b) For the nursing program, the example used is Patricia Benner's Levels of Competency.

Numerical Rating Level of Competency

1 Novice

2 Advanced Beginner

3 Competent

4 Proficient

5 Expert

(c) From Guba and Lincoln

Students Name: _____________________________________________________________________

Directions: Enter the date when each of the behaviors has been observed.

Course/Subject Student Learning INTRODUCED PRACTISED DEVELOPED

Outcome
Foundation of SLO #1
Education SLO #2
Principles of SLO #1
Teaching SLO #2
SLO #3
Methods of SLO #1
Teaching SLO #2
SLO #3

Exercises

A. Identify the characteristic of a good student learning outcome that each of the following depicts:

The students:

1. can perform the dance “Pandanggo sa Ilaw”

2. can submit a proposed project to hold a poster contest on environmental sanitation
3. can decide on the best solution to a Mathematics problem
4. can participate in a community project as a contribution to society
5. can discuss with the teacher one's difficulty in attaining the desired learning outcome
6. can research on the life and works of Apolinario Mabini and submit a report on one's findings
7. can do a power point presentation on the solar system
8. can demonstrate a simple experiment in class on the law of buoyancy
9. can volunteer to perform the desired competency.
10. can illustrate through posters the characteristics of a good member of the community

B. Write 2 examples of student learning outcomes derived from each of the following sources:

1. Your school's mission

2. The act enhancing the Philippine basic education system (K to 12 law)

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3. National Competency-Based Teacher Standards (NCBTS)

4. General education basic competencies

5. Education for All (EFA)

CHAPTER 2

AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND PRACTICES

Both assessment and evaluation are based on the judgment of an experienced, thoughtful human
being an expert. Machines don’t assess, papers don't assess, tests don't assess. Humans assess. And what
better person is there to assess the progress and development of his or her students than the classrooms
teacher.

Larry Malone1
Lawrence Hall of Science,
University of California,
Berkeley

The terms assessment, evaluation, testing and marks are terms often used in determining the
degree of attainment of student learning outcomes. At times they are used interchangeably, it will be useful
to clarify their meanings to distinguish them from one another.

Assessment refers to the process of gathering data and information about what students know and can do.
Such information may be sourced through observation of students during their learning activities, examining
the results of their learning activities or testing their knowledge and skills. Through assessment, the teacher
can find out what students are learning.

Evaluation involves the task of interpreting, forming conclusions and making judgments about the
information which was gathered in the process of assessment. The data gathered by assessment are neither
useful nor useless but they reflect the learning process. Such information becomes meaningful only when
they are processed and interpreted as to how well the students are attaining their desired competencies.

Testing is an instrument of assessment. A test is an assessment tool that reflects the records of the
students' learning outcomes.

Marks are reports of the results of evaluating information obtained in the assessment process. Marks have
certain components related to the learning activities undertaken by the students.

Examples of such components are:

20 % for class participation

10 % for completed assignments

20 % for quizzes

30 % for submitted reports

20 % for oral presentation of completed project

100% TOTAL

Assessment involves review of evidence of learning such as journal entries, written work, portfolios,
skill demonstrations, performance in learning activities, test results and rubrics ratings which cover a period
time and should reveal the progress of students in competencies. Evaluation on the other hand occurs when
a mark or grade is assigned after a quiz, .a. presentation or a completed task.

In recent years, higher education institutions in the Philippines have joined in the international focus
on the need to include in the teaching - learning process the assessment and documentation of student
learning Outcomes. This focus is in recognition of the importance of information on learning outcomes in the
improvement of the educational experiences that colleges and universities offer.

Why Authentic Assessment?

The common practice of using recall and recognition objective the skills and knowledge they have
mastered." - Richard Stigginsm (1987)

"Authentic assessments are products and/or performances correlated with real life experiences". -
Newton Public Schools

Other names for authentic assessment are performance assessment, alternative assessment, and
direct assessment.

Characteristics of Authentic Assessment (AA)

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 Authentic Assessment of Student Learning Outcomes

1. AA starts with clear and definite criteria of performance made known to the students.

2. AA is criterion - referenced rather than norm – referenced and so it identifies strengths and weaknesses,
but does not compare students nor rank their levels of performance.

3. AA requires students to make their own answers to questions rather than select from given options as in
multiple choice items, and requires them to use a range of higher order thinking skills (HOTS).

4. AA often emphasizes performance and therefore students are required to demonstrate their knowledge,
skills or competencies in appropriate situations. AA does not rely on ability to recall facts or memorize
details, instead students are asked to demonstrate skills and concepts they have learned.

5. AA encourages both teacher and students to determine their rate of progress in cooperatively attaining the
desired student learning outcomes.

6. AA does not encourage rote learning and passive taking of tests; instead, students are required to
demonstrate analytical skills, ability to integrate what they learn, creativity, and ability to work in a group,
skills in oral and written communications. In brief, AA values not only the finished products which are the
learning outcomes, but also the process of leaning,

7. AA changes the role of students as passive test takers into becoming active and involved participants in
assessment activities that emphasize what they are capable of doing instead tests to measure students'
skills or retained facts has come under scrutiny because of the limitation encountered in determining the
students' capability to utilize their knowledge and skills in work and professional practice. At best, these
tests are able to give a "snap shot” of the students' ability to recall facts and information at given time but
fail to provide a "moving picture” of how they will perform in real-world situations which exist in the
workplace.

While multiple choice, true - false or matching tests can be indicators of academic achievement,
teachers and students are often misled by the results of these tests on the kind of academic work and
activities that need to be mastered. It is to be remembered that test items are not real problems; right
answers are not necessarily indicators of critical thinking.

When students complete high school studies or even college degree, they are expected to be able to
live in the outside world armed with skills that comply with certain standards. Often, such skills do not
involve mastery of grammar rules and solutions to mathematical problems. It is good for students to have
mastery of these basic knowledge but if they cannot apply these skills to real- life tasks, then they have not
been prepared for the real world, hence the need for authentic assessment.

What is Authentic Assessment?

Here are some definitions:

"A form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills...." -Jon Mueller (2011)

"...Engaging and worthy problems or questions of importance, in which students must use
knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous
to the kind of problems faced by adult citizens and consumers or professionals in the field." - Grant
Wiggins (1987)

"Performance (authentic) assessments call upon the examinee to demonstrate specific skills and
competencies; that is, to apply of their weaknesses. This results diminished fear of tests and improvement
of self-esteem.

From teacher - centered activities, AA encourages a learner - centered class where the teacher's
major role is to help students accept responsibility for their learning and become self - evaluators. The
teacher designs activities and evaluates results which provide information needed for monitoring students'
progress and evaluating the teacher's instructional strategies.

Phases of Authentic Assessment

The purpose of assessment is to improve student learning. Assessment achieves this purpose by
gathering pieces of evidence of student performance over a period of time. Such evidence may be in the
form of written works, journal entries, oral presentations, research paper results, essays, story writing, and
examination results. "Closing the loop” encourages the use of assessment results for further improvement.

In general, outcome assessment goes through five (5) phases:

1. Identifying the most important knowledge and skills that students should be able to demonstrate as a
result of their learning activities.

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 Authentic Assessment of Student Learning Outcomes

2. Determining the criteria and standards of outcomes performance and the acceptable evidence that may
be presented as proof of outcomes' attainment.

3. Implementation of the supporting activities that will facilitate the attainment of the desired student learning
outcomes.

4. Measuring the extent at which the students are attaining the desired learning outcomes.

5. Interpreting the assessment results and evaluating whether they indicate attainment of the desired
outcomes and utilizing them for continuous improvement.

"Closing the Loop” is demonstrated in a diagram of these phases adopted from Jon Muellers (2011) of
North Central College, Nashville, Illinois. Both assessment and evaluation are based on the judgment of an
experienced, thoughtful human being the classroom teacher.

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Examples of Authentic Assessment Activities

1. Doing science experiments

2. Conducting social science field research

3. Writing stories and reports

4. Reading and interpreting literary pieces

5. Solving mathematical problems that have real-world implications

6. Performing particular skills/competencies

7. Simulation or role playing

8. Exhibiting and displaying completed works

9. Submitting portfolios

10. Submitting original creative projects

How does Authentic Assessment Differ from Traditional Assessment (TA)

Traditional Assessment is commonly associated with pre-determined choice measures of assessment

such us multiple choice tasks, fill-in-the-blanks, true - false, matching type and others. Students typically
recall or select the answers. Essentially, TA springs from the educational philosophy which involves the
following principles and practices:

1. A school's mission is to develop useful citizens,

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 Authentic Assessment of Student Learning Outcomes

2. To be a useful citizen, one must possess a certain body of knowledge and skills;

3. The school is entrusted to teach this body of knowledge and skills;

4. To determine if the students have acquired these knowledge and skills, the school must test the students
on these knowledge and skills.

Authentic Assessment, on the other hand is grounded on the following principles and practices:

1. A school's mission is to develop useful citizens;

2. To be a useful citizen, one has to be capable of performing useful tasks in the real-world;

3. The school's duty is to help students develop proficiency in performing the tasks that they will be required
to perform after graduation in the work place;

4, The school must then require students to perform tasks that duplicate or imitate real-world situations.

The Table below illustrates the basic differences between traditional assessment and authentic assessment.

Attributes Traditional Assessment Authentic Assessment

1. Action/options Selecting a response Performing a task
2. Setting Contrived / imagined Simulation / Real- Life
3. Method Recall / recognition Construction / application
4. Focus Teacher – structured Student - structured
5. Outcome Indirect evidence Direct evidence

Authentic Assessment Complements Traditional Assessment

In conclusion, teachers do not have to select between authentic assessment and traditional
assessment, Mastery of knowledge and skills which is the focus of traditional assessment must be
encouraged among the students to form the foundation on which will be built the activities that will require
students to demonstrate and perform the tasks that they are expected to perform in the real world.

Exercises

A. Determine whether each of the following assessment activities/ strategies is traditional or authentic:

1. dramatizing a story

2. writing business letters for various purposes

3. administering a multiple choice test

4. requiring memorization of historical facts

5. keeping and updating a portfolio

6. drawing the parts of a microscope

7. writing the multiplication tables 7,8,9

8. submitting a report on observations of insects in a field trip

9. interviewing the barangay chairman about the problems of the community and reporting on the findings

10. providing the answers to a filling the blanks assignment

B. Decide whether each of the following is assessment, evaluation, testing or mark.

1. administering true - false items to be answered

2. rating of 73 - 76 which is equivalent to Barely Satisfactory

3. submission of a research report in biology

4. regular entries in a journal in English

5. rubric rating shows that student needs improvement

6. writing of a different ending to a story read

7. multiple-choice items to be answered

8. experiment performed in a laboratory

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9. assessment results show attainment of learning outcome

10. proficient level

CHAPTER 3

AUTHENTIC ASSESSMENT TOOLS

If we want students to develop such competencies as analyzing, interpreting, synthesizing and evaluating
information, we must be able to assess those skills in relevant settings and context. Authentic assessment
makes use of three modes of assessment:

• Observations which include date and information that the teacher collects from daily work with students.

• Performance samples which are tangible results that demonstrate student achievements.

• Tests and measures of student's actual performance at a specific place and time.

I. Observations-Based Assessment Tools

To make observation-based assessment systematic and objective, Diane Hart (1994) suggested the
following guidelines:

1. Observe not only one but all the students.

2. Observation must be as frequent and as regular as possible.

3. Observations must be recorded in writing.

4. Observations should cover both routine and exceptional occurrences.

5. Reliability of observation records is enhanced if multiple observations are gathered and synthesized.

Developmental Checklist is an observation tool which requires the teacher recorder to describe the
traits or learning behaviors being assessed. When used regularly during the school year, developmental
checklists give a moving picture of the student's progress towards the desired competencies.

Example of Individual Developmental Checklist

Name: Year and Section:

Oral Communications
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with hesitation Speaks in complete Speaks Volunteers to participate in
sentences extemporaneously speaking activities

Date: Date: Date: Date:

Written Communications
Stage 1 Stage 2 Stage 3 Stage 4
Writes with difficulty Writes with some Writes with correct Submits essays and
improvement grammar and syntax reports

Date: Date: Date: Date:

Example of Group Developmental Record Sheet

For Student Teachers with major in Biology Sciences

Name Prepares lesson plan Writes outcome Motivates class Students actively
before teaching based and sustains participate in
objectives interests class activities
Angeles, Susan 7/10 7/15 7/18
Cruz, Shirley 7/12 7/17
Manalo, Kirk 7/8 7/12 7/20 7/26
Perez, Regina 7/20 7/25
Valdez, Robert 7/8 7/16
Zerrudo, Claire 7/5 7/10 7/21 7/28
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Example of Observation Checklist

Name ___________________ Topic/Activity______________________

Rating

Attributes 5 4 3 2 1

1.Clarity of presentation

2. Opportunity for class interaction

3. organization

4. Grammar and syntax

5. Provision of summary

TOTAL:

The Interview Sheet is another observation tool which is also called the conference recording form.
Interview sheets consists of a list of questions the teacher intends to ask and space for recording the
student’s answers.

Example of Interview Sheet

Research Proposal Interview Sheet

Student’s Name: _______________________
Date:______________
Interviewer’s Name _________________________________
Course / Subject ___________________________________
Topic ______________________________________________________

1. Why did you select this topic?

2. What are the sources of your materials?
3. What is the theoretical basis of your research topic?
4. How do you plan to gather data for your research?
5. What research instruments do you intend to use?
6. What is your timetable for the completion of your research?
7. How much do you expect to spend for this research?

II. Performance Samples Assessment Tools

A portfolio is a compilation of pieces of evidence individual's skills, ideas, interests, and

accomplishments. It can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook
containing evidence of a student's accomplishments or as high-tech as a laser disk containing stored
descriptions, written works and pictures of the student's activities and accomplishments.

The portfolio serves the following purposes:

(a) The teacher can assess the growth and development of the students at various levels.

(b) Parents are informed of the progress of their children in school.

(c) Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program

What can be included on a portfolio?

- Essays
- Video tapes
- Audio tapes
- Conference note
- Pictures
- Graphs/charts
- Art work
- Group reports

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- Compact disk
- Field reports

Graduating students should be able to prepare employability portfolio such as the following:

Employability Competencies Portfolio

Academic Competencies

1. can understand printed materials

2. can use research and library skills
3. can use technology in preparing oral presentation
4. can use scientific method in solving problems
5. can write and speak effectively in English and Filipino

Personal Management Competencies

1. attends school work daily punctually

2. meets school deadlines
3. knows personal strengths and weaknesses
4. demonstrates self-control
5. can follow oral and written instructions
6. can work without supervision
7. can learn new skills

Team Work Competencies

1. can participate actively in a group

2. knows and respects group's values

3. listens to other group members

4. can express ideas to other group members

5. can be either leader or member of a team

6. can adjust in changing settings and people

III. Performance Assessment Tools

Student achievements at specific place and time are actual student performances that deserve to be
assessed. One of the most frequently used measurements instrument is the checklist. A performance
checklist consists of a list of behaviors that make up a certain type of performance (e.g. using a microscope,
preparing a letter, solving a mathematics performance, etc.) It is used to determine whether or not an
individual behaves in a certain way (usually desired) when asked to complete a particular task. If a particular
behavior is present when an individual is observed, the teacher places a check opposite it on the list.

Example:

Performance Checklist in Solving a Mathematical Problem

Behavior:

_______1. identifies the given information

_______2. identifies what is being asked

_______3. uses variables to replace the unknown

_______4. formulates the equations

_______5. performs algebraic operations

_______6. obtains an answer

_______7. verifies if the answer is correct

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Oral questioning is an appropriate assessment method for actual performance when the objectives
are: (a) to assess the student's stock knowledge and/or (b) to determine the student's ability to communicate
ideas in coherent verbal sentences. While oral questioning is indeed an option for assessment, several
factors need to be considered when using this option. Of particular significance are the student's state of
mind and feelings, anxiety and nervousness in making oral presentations that could mask the student's true
ability

Observations and self-reports need a tally sheet as device when used by the teacher to record the
frequency of student behaviors, activities or remarks. A self-checklist is a list of several characteristics or
activities presented to the subjects of a study.

The students are asked to study the list and then to place a mark opposite the characteristics that they
possess or activities in which they have engaged for a particular length of time.

Observation and self-reports useful supplementary assessment methods when used in conjunction
with oral questioning and performance tests.

Exercises

A. Decide whether each of the following assessment tools is for (a) observation, (b) performance sample or
(c) actual performance.

_______1. Individual developmental checklist

_______2. Group developmental record sheet

_______3. Oral interview sheet

_______4. portfolio

_______5. behavior checklist

_______6. oral questioning

_______7. employability portfolio

_______8. self-report checklist

_______9. Oral presentation checklist

_______10. Written interview sheet

B. Explain each of the following by presenting an example

1. observation-based assessment tool

2. performance sample assessment tools

3. actual performance assessment tool

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What is a Test?

 It is an instrument or systematic procedure which typically consists of a set of questions for

measuring a sample of behavior.
 It is a special form of assessment made under contrived circumstances especially so that it may be
administered.
 It is a systematic form of assessment that answers the question, “How well does the individual
perform- either in comparison with others or in comparison with a domain of performance task.
 An instrument designed to measure any quality, ability, skill or knowledge.

Purposes / Uses of Tests

 Instructional uses of Tests
 Grouping learners for instruction within the class.
 Identifying learners who need corrective and enrichment experiences.
 Measuring class progress for any given period
 Assigning grades/marks
 Guiding activities for specific learners (the slow, average, fast)

 Guidance Uses of Tests

 Assisting learners to set educational and vocational goals.
 Improving teacher, counselor and parents’ understanding of children with problems.
 Preparing information/data to guide conferences with parents about their children
 Determining interests in types of occupations not previously considered or known by the
students
 Predicting success in the future educational or vocational endeavor
 Administrative Uses of Tests
 Determining emphasis to be given to the different learning areas in the curriculum
 Measuring the school progress from year to year
 Determining how well students are attaining worthwhile educational goals
 Determining appropriateness of the school curriculum for the students of different levels of
ability
 Developing adequate basis for pupil promotion or retention.

Classification of Test

I. Standardized Tests- tests that have been carefully constructed by experts in the light of
accepted objectives.
1. Ability Tests- combine verbal and numerical ability, reasoning and computations.
Ex. OLSAT- Otis Lennon Standardized Ability Test.
2. Aptitude Tests- measure potential in a specific field or area; predict the degree to which an
individual will succeed in any given area such art, music, mechanical task or academic
studies.
Ex. DAT- Differential Aptitude Test

II. Teacher- Made- Tests- constructed by classroom teacher which measure and appraise student
progress in terms of specific classroom/instruction objectives.
1. Objective Type- answers are in the form of single word or phrase or symbol.
a. Limited Response Type- requires the student to answer from a given number of
alternatives or choices.
i. Multiple Choice Test- consists of a stem each of which presents three to five
alternatives or options in which only one is correct or definitely better than the
others. The correct option choice or alternative in each item is merely called
answer and the rest of the alternatives are called distracters or decoys or foils.
ii. True- False or Alternative Response- consists of declarative statements that
one has to respond or mark true or false, right or wrong, correct or incorrect, yes

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or no, fact or opinion, agree or disagree and the like. It is a test made up of
items which allow dichotomous response.
iii. Matching Type- consist of two parallel columns with each word, number, or
symbol in one column being matched to a word sentence, or phrase in the
other column. The items in column I or A for which a match is sought are could
premises, and the items in II or B from which the selection is made is called
responses.
b. Free Response Type or Supply Test- Requires the student to supply or give the
correct answer.
i. Short Answer- uses a direct question that can be answered by a word, phrase,
number or symbol.
ii. Completion Test- consists of incomplete statement that can also be answered
by a word, phrase, number, or symbol.

2. Essay Type- Essay questions provide freedom of response that is needed to adequately
assess students’ ability to formulate, organize, integrate and evaluate ideas and information
or apply knowledge and skills.
a. Restricted Essay- limits both the content and the response. Content is usually
restricted by the scope of the topic to be discussed.
b. Extended Essay- allows the students to select any factual information that they think is
pertinent to organize their answers in accordance with their best judgment and to
integrate and evaluate ideas which they think appropriate.

Other Classification of Tests

 Psychological Tests- aim to measure students’ intangible aspects of behavior, i.e. intelligence,
attitudes, interests and aptitude.
 Educational Tests- aim to measure the results/ effects of instruction.
 Survey Tests- measure the general level of student’s achievement over a broad range of learning
outcomes and tend to emphasize norm-referenced interpretation.
 Master Tests- measure the degree of mastery of a limited set of specific learning outcomes and
typically use criterion referenced interpretations.
 Verbal Tests- one in which words are very necessary and the examinee should be equipped with
vocabulary in attaching meaning to or responding to tests items.
 Non-Verbal Tests- one in which words are not that important, student responds to test items in the
form of drawings, pictures or designs.
 Standardized Tests- constructed by a professional item writer, cover a large domain of learning
tasks with just few items measuring each specific task. Typically, items are of average difficulty and
omits very easy and very difficult items, emphasize discrimination among individuals in terms of
relative level of learning.
 Teacher- Made- Test- constructed by a classroom teacher, give focus on a limited domain of
learning tasks with relatively large numbers of items measuring each specific task. Matches item
difficulty to learning tasks, without alternating item difficulty or omitting easy or difficult items,
emphasize description of what learning tasks students can and cannot do/perform.
 Individual Test- administered on a one- to- one basis using careful oral questioning.
 Group Test- administered to group of individuals, questions are typically answered using paper and
pencil technique.
 Objective Tests- one in which equally competent examinees will get the same scores, e.g.
multiple-choice test.
 Subjective Tests- one in which the scores can be influenced by the opinion/ judgment of the rater,
e.g. essay test.
 Power Tests- designed to measure level of performance under sufficient time condition, consists of
items arranged in order of increasing difficulty.
 Speed Tests- designed to measure the number of items approximately of the same level of
difficulty.

Assessment of Affective and Other Non- Cognitive Learning Outcomes

Affective and Other Non- Cognitive Learning Outcomes requiring Assessment Procedure Beyond Paper-and
–Pencil Test

Affective /Non-cognitive Learning Sample Behavior

Outcome

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Social Attitudes Concern for the welfare of others, sensitivity to social issues,
desire to work toward social improvement
Scientific Attitude Open-mindedness, risk taking and responsibility,
resourcefulness, persistence, humility, curiosity
Academic self-concept Expressed as self-perception as a learner in particular
subjects (e.g. math, science, history, etc.)
Interests Expressed feelings toward various educational, mechanical,
aesthetic, social, recreational, vocational activities.
Appreciations Feelings of satisfaction and enjoyment expressed toward
nature, music, art, literature, vocational activities.
Adjustments Relationship to peers, reaction to praise and criticism,
emotional, social stability, acceptability.

Affective Assessment Procedures/Tools

 Observational Techniques- used in assessing affective and other non-cognitive learning outcomes
and aspects of development of students.
 Anecdotal Records- method of recording factual description of students’ behavior.

Effective Use of Anecdotal Records

1. Determine in advance what to observe, but be alert for unusual behavior.
2. Analyze observational records for possible sources of bias.
3. Observe and record enough of the situation to make the behavior meaningful.
4. Make a record of the incident right after observation, as much as possible.
5. Limit each anecdote to a brief description of a single incident.
6. Keep the factual description of the incident and your interpretation of it, separate.
7. Record both positive and negative behavioral incidents.
8. Collect a number of anecdotes on a student before drawing inferences concerning typical
behavior.
9. Obtain practice in writing anecdotal records.

 Peer appraisal- is especially useful in assessing personality characteristics, social relation

skills, and other forms of typical behavior. Peer- appraisal methods include the guess-who
technique and the sociometric technique.

Guess-Who- Technique- method used to obtain peer judgment or peer ratings requiring
students to name their classmates who best fit each of a series of behavior description, the
number of nominations students receive on each characteristics indicates their reputation in
the peer group.

Sociometric Technique- also calls for nominations, but students indicate their choice of
companions for some group situation or activity, the number of choices students receives
serves as an indication of their total social acceptance.

 Self- Report- Techniques- used to obtain information that is inaccessible by other means,
including reports on the students’ attitudes, interests, and personal feelings.

 Attitude Scales- used to determine what a student believes, perceives, or feels. Attitudes
can be measured toward self, others, and a variety of other activities, institutions, or
situations.

Types of Attitude Scales

I. Rating Scale- measures attitudes towards others or asks an individual to rate another individual
on a number of behavioral dimensions on a continuum from good to bad or excellent to poor; or on
a number of items by selecting the most appropriate response category along 3 or 5 point scale
(e.g., 5- excellent, 4- above average, 3- average, 2- below average, 1- poor).

II. Semantic Differential Scale- asks an individual to give a quantitative rating to the subject of the
attitude scale on a number of bipolar adjectives such as good-bad, friendly-unfriendly etc.

III. Likert Scale- an assessment instrument which asks an individual to respond to a series of
statements by indicating whether she/he strongly agrees (SA), Agrees (A), is undecided (U),
disagrees (D), or strongly disagrees (SD) with each statement. Each response is associated with a
point value, and an individual’s score is determined by summing up the point values for each
positive statements: SA-5, A- 4, U- 3, D- 2, SD- 1. For negative statements, the point values would
be reversed, that is, SA- 1, A- 2, and so on.

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 Personality Assessments- refer to procedures of assessing emotional adjustment, interpersonal

relations, motivation, interests, feelings and attitudes toward self, others, and a variety of other
activities, institutions, and situations.

 Interests are references for particular activities.

Example of statement on questionnaire: I would rather cook than write a letter.

 Values concern preferences for “life goals” and “ways of life”, in contrast to interests, which
concern preferences for particular activities.
Example. I consider it more important to have people respect me than to admire me.

 Attitude concerns feelings about particular social objects- physical objects, types of people,
particular persons, social institutions, government policies, and others.
Example. I enjoy solving math problem.

a. Nonprojective Tests

 Personality Inventories
 Personality inventories present lists of questions or statements describing behaviors
characteristic of certain personality traits, and the individuals asked to indicate (yes, no,
undecided) whether the statement describe him or her.
 It may be specific and measure only one trait, such as introversion, extroversion, or may be
general and measure a number of traits.

 Creativity Tests
 Tests of creativity is really tests designed to measure those personality characteristics
that are related to creative behavior.
 One such trait id referred to as divergent thinking. Unlike convergent thinkers who tend
to look for the right answer, divergent thinkers tend to seek alternatives.

 Interests Inventories
 An interest inventory asks an individual to indicate personal like, such as kinds of activities
he or she likes to engage in.

b. Projective Tests

 Projective tests were developed in an attempt to eliminate some of the major problems
inherent in the use of self-report measures, such as the tendency of some respondents to
give “socially acceptable” responses.
 The purposes of such tests are usually not obvious to respondents; the individual is typically
asked to respond to ambiguous items.
 The most commonly used projective technique is the method of association. This technique
asks the respondent to react to a stimulus such as a picture, inkblot, or word.
 Checklist- an assessment instrument that calls for a simple yes-no judgment. It is basically
a method of recording whether a characteristic is present or absent or whether an action
was or was not taken, i.e. checklist of student’s daily activities.

STAGES IN THE DEVELOPMENT AND VALIDATION OF AN ASSESSMENT INSTRUMENT

Phase II Phase III

Phase I Test Administration Stage/
Test Construction/
Planning Stage Try out Stage Phase IV
Item Writing Stage 1.First Trial Run- using 50 to 100
students. Evaluating Stage
1.Specify the 2. Scoring
1.Writing of test items 3. First Item Analysis –
objectives/ skills 1.Administration of
based on the table of determine difficulty and
and content
specifications. discrimination indices. the final form of the
2. Prepare the Table 4. First Option Analysis test.
2. Consultation with
of Specifications. 5. Revision of the test items-
experts- subject based on the results of test 2. Establish test
3. Decide on the item validity.
teacher/ test expert item analysis
format- short 6. second Trial Run/ field Testing
for validation 3. estimate test
answer form/ 7. Scoring
reliability.
(content) and editing. 8. Second Item Analysis
multiple choice.
9. Second Option Analysis
15Writing the final formCollege
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 Authentic Assessment of Student Learning Outcomes

Note: Items with difficulty index within .26 to .75 and with discrimination index from .20 and above are to be
retained. Items with difficulty index within .25 to .75 but with discrimination index of .19 and below or with
discrimination index of .20 and above but with difficulty index not within .26 to .75 should be revised. Items
with difficulty index not within .26 to .75 and with discrimination index of .19 and below should be
rejected/discarded.

General Suggestions for Writing Assessment Tasks and Test Items

1. Use assessment specifications as a guide to item/task writing.
2. Construct more items/tasks than needed.
3. Write the item/task ahead of the testing date.
4. Write the item/task at an appropriate reading level and difficulty.
5. Write the item/task in a way that it does not provide help in answering other test items or tasks.
6. Write the item/task so that the task to be performed is clearly defined and it calls forth the
performance described in the intended learning outcomes.
7. Write the item/task whose answer is one that would be agreed upon by the experts.
8. Whenever a test is revised, recheck its relevance.

Specific Suggestions

A. Supply Type of Test

1. Word the item/s so that the required answer is both brief and specific.
2. Do not take statements directly from textbooks.
3. A direct question is generally more desirable than an incomplete statement.
4. If the item is to be expressed in numerical units, indicate the type of answer wanted.
5. Blanks for answers should be equal in length and as much as possible in column to the right of
the question.
6. When completion items are to be used, do not include too many blanks.

B. Selective Type of Tests

1. Alternative- Response
a. Avoid broad, trivial statements and use of negative words especially double negatives.
b. Avoid long and complex sentences.
c. Avoid multiple facts or including two ideas in one statement, unless cause- effect
relationship is being measured.
d. If opinion is used, attribute it to some source unless the ability to identify opinion is being
specifically measured.
e. Use proportional number of true statements should be approximately equal in length.

2. Matching Type
a. Use only homogeneous material in a single matching exercise.
b. Include an unequal number of responses and premises and instruct the pupil that responses
maybe used once, more than once, or not at all.
c. Keep the list of items to be matched brief, and place the shorter responses at the right.
d. Arrange the list of responses in logical order.
e. Indicate the directions the basis for matching the responses and premises.
f. Place all the items for one matching exercise on the same page.
g. Limit a matching exercise to not more than 10 to 15 items.

3. Multiple Choice
a. The stem of the item should be meaningful by itself and should present a definite problem.
b. The item stem should include as much of the item as possible and should be free of
irrelevant material.
c. Use a negatively stated stem only when significant learning outcomes require it and
stress/highlight the negative words for emphasis.
d. All the alternatives should be grammatically consistent with the stem of the item.
e. An item should only contain one correct or clearly best answer.
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f. Items used to measure understanding should contain some novelty, but not too much.
g. All distracters should be plausible/attractive.
h. Verbal associations between the stem and the correct answer should be avoided.
i. The relative length of the alternatives/options should not provide a clue to the answer.
j. The alternatives should be arranged logically.
k. The correct answer should appear in each of the alternative positions and approximately
equal number of times but in random order.
l. Use of special alternatives such as “none of the above” or “all of the above” should be done
sparingly.
m. Always have the stem and alternatives on the same page.
n. Do not use multiple choice items when other types are more appropriate.

4. Essay Type of Test

a. Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily
measured by objective items.
b. Construct a questions that will call forth the skills specified in the learning standards.
c. Phrase each question so that the student’s task is clearly defined or indicated.
d. Avoid the use of optional questions.
e. Indicate the approximate time limit or the number of points for each question.
f. Prepare an outline of the expected answer in advance or scoring rubric.

CHAPTER 4

PROCESS-ORIENTED, PERFORMANCE-BASED ASSESSMENT

Too often, we tend to assess students' learning through their outputs or products or through some
kind of traditional testing, However, it is important to assess not only these competencies but also the
processes which the students underwent in order to arrive at these products or outputs. It is possible to
explain why the students outputs are as they are through an assessment of the processes which they did in
order to arrive at the final product. This Chapter is concerned with process-oriented, performance-based
assessment. Assessment is not an end in itself but a vehicle for educational improvement. Its effective
practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive
to help them achieve.

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

integrated, and revealed in performance over time. Learning is a complex process. It entails not only what
students know but what they can do with what they know; it involves not only knowledge and abilities but
values, attitudes, and habits of mind that affect both academic success and performance beyond the
classroom. 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.

1. Process-Oriented Learning Competencies

Information about outcomes is of high importance; where students "end up” matters greatly. But to
improve outcomes, we need to know about student experience along the way about the curricula, teaching,
and kind of student effort that lead to particular outcomes. Assessment can help us understand which
students learn best under what conditions; with such knowledge comes the capacity to improve the whole of
their learning. Process-oriented performance-based assessment is concerned with the actual task
performance rather than the output or product of the activity.

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 clusters of skills abilities
needed for a particular task. The objectives generally focus on those behaviors which exemplify a "best
practice” for the particular 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 to:

1. recite the poem from memory without referring to notes;

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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 ambiance of the poem through appropriate rising and falling intonation;

5. pronounce the words clearly and with proper diction.

Notice that the objective starts with a general statement of what is expected of the student from the
task (recite a poem by Edgar Allan Poe) and then breaks down the general objective into easily observable
behaviors when reciting a poem. The specific objectives identified constitute the learning competencies for
this particular task. As in the statement of objectives using Bloom's taxonomy, the specific objectives also
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 equilateral triangle given three non-collinear points;
 Draw and color a leaf with green crayon.

2. Task Designing

Learning tasks need to be carefully 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 etc.
 Identifying an activity that would entail more or less the same sets of competencies. If an activity
would result in too many possible competencies, then the teacher would have difficulty assessing
the student's competency on the task.
 Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an
essay are often boring and cumbersome 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 they can
find living near the pond or creek. Also, bring them to the school playground to find as many living organisms
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.

Science laboratory classes are particularly suitable for a process-oriented performance-based

assessment technique.

3. Scoring Rubrics

Rubric is scoring scale used to assess student performance along a task-specific set of criteria. Authentic
assessments typically are criterion-referenced measures, that is, a student's aptitude on 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. To measure student performance against a pre-
determined set of criteria, a rubric, or scoring scale, is typically created which contains the essential criteria
for the task and appropriate levels of performance for each criterion. For example, the following rubric
(scoring scale) covers the recitation portion of a task in English.

Recitation Rubrics

Criteria 1 2 3
Number of Appropriate hand
Gestures X1 1-4 5-9 10-12

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Lots of inappropriate Few inappropriate No apparent

Appropriate Facial expression X1 Facial expression Facial expression inappropriate
Facial expression

Voice Inflection X2 Monotone voice used Can vary voice Can easily vary
inflection with voice inflection
difficulty
Incorporate proper ambiance X3 Recitation contains Recitation has Recitation fully
through feelings in the voice very little feelings some feelings captures ambiance
through feelings in
the voice.

As in the given 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 illustrated rubric
(number of hand gestures, appropriate facial features, voice inflection and ambiance). Actually, as is
common in rubrics, a short hand is used for each criterion to make it fit easily into the table. The full criteria
are statements of performance such as "include a sufficient number of hand gestures" and "recitation
captures the ambiance through appropriate feelings and tone in the voice".

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 given rubric, there are three levels of performance for
each criterion. For example, the recitation can contain lots of inappropriate, few inappropriate or no
inappropriate hand gestures.

Finally, the illustrated rubric contains a mechanism for assigning a score to each project.
(Assessments and their accompanying rubrics can be used for purposes other than evaluation and, thus, do
not have to have points or grades attached to them.) In the second- to-left column a weight is assigned each
criterion. Students can receive 1, 2 or 3 points for “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.

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. In the given example,
"lots of inappropriate facial expressions, "monotone voice used” are descriptors. 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. Similarly, the descriptors help the teacher more precisely and consistently
distinguish between student work.

Why Include Levels of Performance?

1. Clearer expectations

It is very useful for the students and the teacher if the criteria are identified and communicated prior
to completion of the task. Students know what is expected of them and teachers know what to look for in
student performance. Similarly, students better understand what good or bad) performance on a task looks
like if levels of performance are identified, particularly if descriptors for each level are included.

2. 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.

3. Better feedback

Furthermore, identifying specific levels of student performance allows the teacher to provide more detailed
feedback to students. The teacher and the students can more clearly recognize areas that need
improvement.

Analytic Versus Holistic Rubrics

For a particular task you assign students, do you want to be able to assess how well the students
perform on each criterion, or do you want to get a more global picture of the students' performance on the

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entire task? The answer to that question is likely to determine the type of rubric you choose to create or use:
Analytic or holistic.

Analytic rubric

Most rubrics, like the Recitation rubric mentioned, are analytic rubrics. An analytic rubric articulates
levels of performance for each criterion so the teacher can assess student performance on each criterion.
Using the Recitation rubric, a teacher could assess whether a student has done a poor, good or excellent job
of "creating ambiance" and distinguish that from how well the student did on "voice inflection”.

Holistic rubric

In contrast, a 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 as a whole.
For example, the analytic research rubric above can be turned into a holistic rubric:

3 - Excellent Speaker
 included 10-12 changes in hand gestures .no apparent inappropriate facial expressions
 utilized proper voice inflection
 can create proper ambiance for the poem
2 - Good Speaker
 included 5-9 changes in hand gestures few inappropriate facial expressions
 had some inappropriate voice inflection changes
 almost creating proper ambiance
1 - Poor Speaker
 included 1-4 changes in hand gestures
 lots of inappropriate facial expressions
 used monotone voice
 did not create 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. It becomes more and more
difficult to assign a level of performance in a holistic rubric as the number of criteria increases. As student
performance increasingly varies across criteria it becomes more difficult to assign an appropriate holistic
category to the performance. Additionally, an analytic rubric better handles weighting of criteria.

When to choose a holistic rubric

So, when may you use a holistic rubric? Holistic rubric tends 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, check-plus, or no-check) to quickly review student
work. But holistic rubrics can also be employed for more substantial assignments. On some tasks it is not
easy to evaluate performance on one criterion independently of performance on a different criterion. For
example, many writing rubrics are holistic because it is not always easy to disentangle clarity from
organization or content from presentation. So, some educators believe a holistic or global assessment of
student performance better captures student ability on certain tasks. (Alternatively, if two criteria are nearly
inseparable, the combination of the two can be treated as a single criterion in an analytic rubric.)

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

There is no specific number of levels a rubric should or should not possess. It will vary depending on
the task and your needs. A rubric can have as few as two levels of performance (e.g., a checklist) or as
many as you decide is appropriate. Also, it is not true that there must be an even number or an odd number
of levels. Again, that will depend on the situation.

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Generally, it is better to start with a smaller number of levels of performance for a criterion and then
expand if necessary. Making distinctions in student performance across two or three broad categories is
difficult enough. As the number of levels increases and those judgments become finer and finer, the
likelihood of error increases.

Thus, start small. For example, in an oral presentation rubric, amount of eye contact might be an
important criterion. Performance on that criterion could be judged along three levels of performance:

Makes eye contact with audience Never Sometimes Always

Although these three levels may not capture all the variations in student performance on the
criterion, it may be sufficient discrimination for your purposes. Or, at the least, it is a place to start. Upon
applying the three levels of performance, you might discover that you can effectively group your students'
performance in these three categories. Furthermore, you might discover that the labels of "never",
"sometimes" and "always" sufficiently communicate to your students the degree to which they can improve
on making eye contact.

On the other hand, after applying the rubric you might discover that you cannot effectively
discriminate student performances with just three levels of performance. Perhaps, in your view, many
students fall in between never and sometimes, or between sometimes and always, and neither label
accurately captures their performance. So, at this point, you may decide to expand the number of levels of
performance to include never, rarely, sometimes, usually and always.

Makes eye contact Never Rarely Sometimes Usually Always

There is no "right" answer as to how many levels of performance there should be for a criterion in an
analytic rubric; that will depend on the nature of the task assigned, the criteria being evaluated, the students
involved and your purposes and preferences. For example, another teacher might decide to leave off the
"always" level in the above rubric because "usually” is as much as normally can be expected or even wanted
in some instances. Thus, the "makes eye contact” portion of the rubric for that teacher might be:

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 to shrink

Exercises
A. For each of the following tasks, identify at least three (3) process-oriented learning competencies:

1. Constructing a graphic organizer to illustrate child growth and development

2. Constructing three-dimensional models of solids from cardboards;

3. Writing an essay about the EDSA III People Power Revolution

4. Performing a skit on the importance of a national language

5. Role playing to illustrate the concept of Filipino family values

B. Choose any five activities below and construct your own scoring rubrics.

1. Use evidence to solve a mystery.

2. Devise a game.

3. Participate in a debate.

4. Infer the main idea of a written piece.

5. Draw a picture that illustrates what's described in a story or article. Explain what you have drawn, using
details from the story or article.

6. Write a research paper.

7. Apply a scoring rubric to a real or simulated piece of student work

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8. Write an outline of a text or oral report.

9. Propose and justify a way to resolve a problem.

10. Design a museum exhibit.

11. Develop a classification scheme for something and explain and justify the categories.

12. Justify one point of view on an issue and then justify the opposing view.

13. Given background information, predict what will happen if

14. Evaluate the quality of a writer's arguments.

15. Combine information from several sources to draw a conclusion about something.

Chapter 5

Product-Oriented Performance-Based Assessment

PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT - 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. - It is concern on
the product alone and not on the process

There’s been a lot of confusion regarding the construction of the Performance – Oriented
Assessment and the Product Based Assessment. Confusion starts with the lack of
understanding with regards to the definition and application of these two authentic
assessments.

When we say Performance Oriented Assessment, we refer to the type of assessment that mainly
focuses on the ability of the students/learners to arrive or produce or demonstrate their own
learning.
So, this means that if the learning task is to “write a poem” or “write a book review” or
solve a mathematical problem or come up with a basic building plan, the teacher will focus
on how the learner produced or conducted the learning task.

The teacher will assess the student/learner based on the skill acquired, so in the case of
writing a poem, the criterion would be “displayed skillful ability to compose an original poem”
and “displayed ability to rhyme the words“.
In these assessment, you are focusing on the skills of the learner in coming up with a
Poem.

While in the Product-Oriented Assessment, you are focusing on the  product your learner
was able to come up with. In this case, ” Writing a Poem” , so your criterion would be ”
organization of the poem” , ” poem contain 3 stanza” , ” correct grammar ” , ” appropriate
use of words and rhymes “, “contains 150 words”.
As you  might have observed, we are focusing on the poem itself and not on the learner.
This is what product oriented assessment is all about.

Now, the way to assess this is through a RUBRIC.

And lastly, a single learning task can be assessed with both product – oriented and
Process – oriented . I suggest you use the learning task you are using for your Process
Oriented Assessment for you Product – Oriented Assessment, in this case, you will be
able to construct your own assessment easily and better appreciate Both type of
Assessments. Same learning tasks can also be used for your Affective Assessment.
(The goal here is to enable Education students to be able to deeply understand the concept of
Performance Assessment in support with the Paradigm Shift of Education and in line with the
NCBTS to create a Globally Competent Filipino Teachers for the 21st Century. The presentations
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 Authentic Assessment of Student Learning Outcomes

in the slideshare page is only to serve as a MODEL in constructing your own Assessment Plan. 
Please do not copy it for your Field Study. )

The role of assessment in teaching happens to be a hot issue in education today. This has led to an
increasing interest in “performance-based education”.

1. Product-oriented Learning Competencies

Student performance can be defined as a targeted tasks that lead to a product or overall learning outcome.
Products can include a wide range of students works that target specific skills. Some examples include
communication skills such as those demonstrated in reading writing, speaking, and listening, or psychomotor
skills requiring physical abilities to perform a given task. Target task can also include behavior expectations
targeting complex tasks that students are expected to achieve. 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
learning outcome. Thus, rubrics can provide valuable information about the degree to which a student has
achieved a defined learning outcome based on specific criteria that defined the framework of evaluation.

The learning competencies associated with products or outputs are linked with an assessment of the level of
‘expertise’ manifested by the product. Thus, product-oriented learning competencies target at least three
level; novice or beginner’s level, skilled level, and expert level. Such levels correspond to bloom’s taxonomy
in the cognitive domain in that they represent progressively higher levels of complexity in the thinking
processes.

There are other ways to state product-oriented learning competencies. For instance, we can defined learning
competencies for products or outputs in the following way.

 Level 1; Does the finished product or project illustrate the minimum expected parts or functions

2. ask Designing

3. Scoring Rubrics

Chapter 6

Assessment in the affective Domain

1. The Taxonomy in the Affective Domain

2. Affective Learning Competencies

3. Development of Assessment Tools

Chapter 7

Portfolio Assessment Methods

1. Features and principles of Portfolio assessment

2. Purposes of Portfolio assessment

3. Essential Elements of the Portfolio

4. Stages in Implementing Portfolio

5. Types of Portfolios

6. Assessing and evaluating the portfolios

7. Student-Teacher Conferences

Chapter 8

Grading and Reporting

1. Functions of Grading and Reporting Systems

2. Types of Grading and Reporting Systems

3. Development of a Grading and Reporting System

4. assigning Letter Grades and Computing Grades

5. Norm or Criterion-Referenced Grading

6. Distribution of Grades and Guidelines for Effective Grading

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 Authentic Assessment of Student Learning Outcomes

7. Conducting parent-Teaccher Conferences

Chapter 9

The Use of statistics in Outcomes Assessment

I. General concepts on Statistics and learning Inquiry

II. Conceptualization, Operationalization and Measurement

III. Indexes, Scales, Typologies

24 College of Education- BSED Fil 3b