1

MODULE
INTRODUCTION- Overview of the lesson
 LEARNING OUTCOMES- Lesson objectives for you to ponder on

MOTIVATION- Fuels you to go on

PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered

ASSESSMENT – To test your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to be effective and
efficient professional in your respective fields. You can explore more of the concepts by reading the
references and the supplementary readings.

I encourage you to get in touch with me in case you may encounter problems while studying your modules.
Keep a constant and open communication. Use your real names in your FB accounts or messenger so I can
recognize you based on the list of officially enrolled students in the course. I would be very glad to assist
you in your journey. Furthermore, I would also suggest that you build a workgroup among your classmates.

Participate actively in our discussion board or online discussion if possible and submit your
outputs/requirements on time. You may submit them online through email and messenger. You can also
submit hard copies. Place them in short size bond paper inside a short plastic envelop with your names and
submit them in designated pick up areas.

I hope that you will find this course interesting and fun. I hope to know more of your experiences, insights,
challenges and difficulties in learning as we go along this course. I am very positive that we will successfully
meet the objectives of the course.
May you continue to find inspiration to become a great professional. Keep safe and God bless!

Course Outline in ASSESSSMENT AND EVALUATION IN MATHEMATICS

Course
Number
Course Title ASSESSMENT AND EVALUATION IN MATHEMATICS
Course
Description The course deals with traditional and authentic assessment methods for evaluating
mathematics learning. It covers the purposes of instruction and assessment, the
relationship of assessment to content and performance standards, and discussion on the
issues and trends in the assessment specifically in mathematics teaching.
No. of Units 3 units
Pre-requisites Advanced Statistics
Course 1. Exhibit knowledge and skills in designing formative and summative assessment on
Intended mathematics concepts and problem solving.
Learning 2. Display proficiency in integrating assessment practices in Mathematics with other
Outcomes subject area or disciplines.
3. Demonstrate understanding of meaningful assessment by aligning assessment with
learning competencies and learning experiences.
4. Demonstrate competence and skills in implementing different assessment
techniques to facilitate student success in learning Mathematics using learner
attainment data;
5. Show appreciation in using authentic and alternative assessment methods in
Mathematics learning.
Content I. Outcomes-Based Assessment
Coverage 1.1 Assessment and Evaluation of Learning in Mathematics
1.2 DepEd Policies on Assessment especially on Mathematics K-12
II. Performance Standards, Competencies, and Learning Targets in Mathematics
3.1. Performance Standards, Competencies, and Objectives
3.2. Articulation of Performance Standards into Competencies
3.3. Articulation of Competencies into Learning Targets

III. Authentic Assessment Methods in Mathematics Education

4.1 Designing Authentic Assessment ▪
 Project-based Learning
 GRASPS Framework
 Three modes of Authentic Assessment (Observation, Performance Tasks, Actual
Performance)
IV. Summative Tests (Performance-based)
5.1. Writing of Project-based in a GRASPS Framework
5.2. Presentation of Real-life Problems in GRASP
V. Evaluation Tools Used in Authentic Assessment
6.1. Individual or Group Checklist in Problem-Solving in Mathematics
6.2. Interview Sheet
6.3. Assessment Tools
VI. Other formative Assessment
7.1. Process-oriented Assessment Interview Sheet
7.2. Analytical Scoring Rubric vs. Holistic Rubric
7.3. Construction of Holistic and Analytical Scoring Rubric
 VII. Exhibit of the Students Written Works on Authentic Assessment and Tools
X. Development of Varied Paper and Pencil Tests in Mathematics
10.1. Process-oriented Assessment Interview Sheet

VIII. Test Items in Mathematics assessment

11.1. Multiple Choice
i. Traditional Multiple Choice
ii. Modified Multiple Choice
11.2. True or False Items
i. Traditional True or False
ii. Modified True or False
11.3. Supply Type or Constructed Response Type
11.4. Supply Type of Test: Essay
i. Restricted Essay
ii. Non-restricted Essay
IX. Construction of Test Draft
12.1 TOS and test draft construction
X. Interpreting Formative and Summative Results
13.1. Validation Rate for Instructional Decision in Formative Assessment
E.g. Q 1 : 50 - 50 (50% of the class got 50% of the items
Decision: Proceed to the next lesson
Q2: 60-40 (60% of the class got 60% of the items
Decision: Proceed to the next Lesson
XI. Interpreting Formative and Summative Results (cont.)
13.2 Students’ Performance in Summative Examination into:
 Beginner (79 and below)
 Developing (80 to 84)
 Approaching Proficiency (85-89)
 Proficient (90-94)
 Outstanding (95 -100)
XII. Grade Computations
14.1. Grade Computations following the DepEd policy
XIII. Culminating Activity

References  DepEd Order No. 8, s. 2015.

 Rico, A. A. (2011). Assessment of Students' Learning: A Practical Approach. Bacolod
City: Anvil Publishing.
 DepEd Order #21, s. 2019.
 Mathematics Curriculum Guide.
 A Guide to Effective Instruction in Math, Vol. 4. (n.d.). Ministry of Education,
Ontario Canada.
 Deubel, P. 2021. Math projects: About project-based learning. Computing
Technology for Math Excellence. Retrieved January 25, 2021, from
https://www.ct4me.net/math_projects.htm
 Resilient Educator. (n.d.). Retrieved from https://resilienteducator.com/classroom-
resources/authentic-assessment-methods-for-mathematics/
 Wiggins, G., & McTighe, J. (2004). Understanding by Design Professional
Development Workbook. Alexandria, VA: Association for Supervision and
Curriculum Development.
 https://steemit.com/steemiteducation/@heartmich/education-three-modes-of-
authentic-assessment-a0314f51f7143
 Gardner, B. M., & Alford, K. L. (2020, January 3). Using Interview to Assess and
 Mentor Students. Retrieved from Faculty Focus: HYPERLINK
"https://www.facultyfocus.com/" https://www.facultyfocus.com/
 Laosinguan, L. (n.d.). Process-oriented assessment. Academia.
 Lauzon, N. (2014, September 10). Checklist and Achievement Charts. Retrieved
from LD@School: https://www.ldatschool.ca/
 Tapper, J. (2012). Solving for Why: Understanding, Assessing, and Teaching
Students Who Struggles with Math. Retrieved from www.mathsolutions.com

Course 1. Active class participation (online discussion board, FB Closed group account)
Requirements 2. Logbook/ Journal (Reflection, Observation and/or Activities on each Lesson)
3. Different Assessment Tools
4. Two (2) Long Examinations
5. Quarter Exam with Table of Specifications
Prepared by: ALFIE V. SILVA, MED
Reviewed and Approved by:

Subject Area Coordinator: HERNANE C. CABAHAGA, LPT, MAEd

Dean, COE : MARY GRACE M. OFQUERIA, Ph. D.

GAD Director : JACKIELEE A. ANACLETO, LPT, MEd

CIMD, Chairperson : MA. JANET S. GEROSO, Ph.D.

QA Director : DONNA FE V. TOLEDO, Ed. D.

VP- Academic Affairs : JOCELYN D. BANTIGUE, Ph. D.

MODULE
1
LESSON

OUTCOMES-BASED
1 ASSESSMENT
3
HOURS
This module will discuss the concepts, process and significance of assessment and evaluation of learning in
mathematics. Together with these are the policies of the Department of Education in the assessment of
learning specifically in the area of mathematics. You will also identify and describe the skills and attitudes
that are to be achieved in the K to 12 Mathematics learning outcomes.

At the end of the week, the pre-service teachers should be able to:
 Discuss the significance of assessment and evaluation of learning in Mathematics
 Discuss the DepEd policies on assessment of learning in Mathematics
 Describe the skills and attitudes to be achieved in K to 12 Mathematics learning outcomes.

Study the picture below and answer the questions that follow.

1. What does the picture imply?

2. Do you think there is fairness
in the given exam?
3. Does the picture depicts our
current educational system?
Why or why not?

One guiding principle of assessment of learning is fairness. According to Albert Einstein, “Everybody is a
genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is
stupid.”
 ASSESSMENT AND EVALUATION

The evolving views in the use of educational assessment are most probably the results of the rising
demand of an outcome-based evaluation. Teachers must objectively see that their students concretely
manifest the expected outcomes of instruction (instructional objectives in the cognitive, affective, and
psychomotor domains). These teachers can discover that the noble qualities of the students, such as
multiple skills and knowledge, and understanding of learning, can be developed and manifested through
the integrated approach of instruction and assessment. They should consider the traditional use of
examination and summative tests is not the sole assessment approach if they are to consider the context
of outcome-based evaluation.
It has been the common view among educators that the terms test, non-test, measurement,
assessment and evaluation relate with one another. Most probably this ascribed relationship makes some
teachers think that these terms are synonymous. For example, one teacher may say, “I am giving an
evaluation to my students.” To clarify this statement, teachers do not give evaluation to students, they do
the process of evaluating students’ learning, based on test results. Perhaps, in the teacher’s mind, he is in
the process of administering a test.

Test, Non-test, Testing, Measurement, Assessment and Evaluation, what’s the difference?

1. Test
According to Posner (1995), test is a set of questions with an accepted set of presumably correct
answers, designed to gather information about some individual characteristics, like scholastic achievement.

Test is a device used to indirectly measure the intangible aspects of students’ life. This device is also
use to gather information about student’s learning progress. This compels students to give their responses.
After which, students responses are verified for their correctness; the correct ones are quantified to obtain
student’s score. The scores gathered through the use of this device must be analysed and evaluated. The
analysed results can provide sufficient information about the quantity and the quality of student’s learning.
For example, the teacher gives a ten-item test to group of students. The students forced themselves to give
their response to every item in the test because they know that their performance will be rated. If in this
test, one student obtained 8/10, then this quantity portrays his performance in the test. From this quantity,
the quality of student’s performance can be determined. The quality of this performance may vary from very
high, to very low. The phrase “high performance” describes the quality of student’s knowledge of the subject
matter taught in the classroom.

2. Non-Test
Non-Tests are devices that do not force students to give their responses. These are usually based on
teacher’s direct observations as students perform the assigned tasks. For example, while students do the
assigned tasks, the teacher can use one non-test instrument to rate the quality of student’s learning. In
short, it is the teacher who does the assessment as he observes students act out the values and skills that
are essential in the performance of a learning activity. However, there is a need to objectivize the
quantification of these observations. To make observation objective, the teacher should develop valid and
reliable non-test instruments like observation checklists, rating scales, semantic differentials, anecdotal
records, etc.
The results of the non-test instruments supplement the information that test results provide. If non-
test results are used to supplement the information gathered through the use of tests, then the teacher can
 have a comprehensive view about the quality of the student’ learning progress. By doing so, all decisions he
makes are always defensible.

3. Testing
Testing is a process of administering a test to an individual or group of students. This process
involves steps such as test preparation, test administration, and collection of test papers. There are sound
principles that can guide a teacher in test preparation and administration. In terms of preparation the
teachers can ensure that the test he prepares is highly valid and reliable. Valid test portray the content and
behaviour that the teacher wanted to measure. Although test’s validity and reliability are requirements to
ensure that the teacher has a good test, time pressure usually makes the teacher design less valid and
unreliable tests.

4. Measurement
Measurement is a process of quantifying test results. This process begins when the teacher
compares students’ responses with the presumably correct responses in the scoring key. If a student’s
response matches with that in the key, then his answer is correct; if not, then his answer is wrong. The
number of correct responses that the student obtains on the test is considered as his raw score.
A raw score in the test has no meaning. For example, if the number of correct responses the child
got in the test is 9, then his score is 9. There is no meaning that to be attached to this raw score. There is also
no qualitative value that can be attached to the quantity “9”. To give meaning, we further measure by
obtaining the ratio of the score to the total number of items. The ratio, “9/20,” is more meaningful than the
raw score “9” alone. The teacher can infer about the quality f the student’s performance by determining the
ratio to the number of items in the test.
The quantity obtained in measurement is further analysed to determine whether the individual’s
performance meet the preset criteria (criterion-referenced) or how the individual performance compares
with the performance of the other members of the class (norm-referenced). The quantity of students’
performance in the test can be the basis of teacher’s evaluation. This evaluation is based on the results of
the measurement.

5. Assessment

Lucas and Corpuz (cited in Rico, 2011) define assessment as a process of gathering
information about students’ learning and then analyzing and interpreting them for the purpose of
making decisions. They further assert that assessment may involve among others, activities such as
administering different kinds of written tests, observation of behavior or performance, examination
of work samples, use of checklist and interviews.
The test alone cannot measure the total development of an individual makes it imperative
that the term measurement be changed into the term assessment. This educational modification
considers that classroom evaluation should be made comprehensive. Assessment is a process of
quantifying the results of tests and non-tests to portray the amount and quality of students’
learning and development. The term assessment focuses on determining the amount of learning in
three domains: cognitive, affective and psychomotor.
The term assessment also considers the use of alternative assessment methods like
portfolio assessment where students present a compilation of their best works or the evidence
which proves whether they master the process required to accomplish the tasks, or proofs that
they really are worthy to pass the subject they take.
According to Cohen, et.al (cited in Rico, 2011), there are nine types of assessment. These
are:
1. Norm-referenced assessment. It gives us information on what a student can do in comparison with
other students in class. This type of assessment helps the teacher to put students in ranked order of
 achievement. While it enables the teacher to compare students with other students, the danger perhaps
is the negative labelling of the students in the classroom.
2. Criterion-referenced assessment. It uses specific preset criteria from which student’s performance is
compared without referring to other students’ performance. It requires the student to fulfil a given set
of criteria, or pre-defined and absolute standard or outcome.
3. Domain-referenced assessment. It determines learning in a particular field or area of the subject matter
(e.g. parts of the speech in English) and the three domains of learning. In this assessment, considerable
significance is accorded to the careful and detailed specification of the content, or the domain, which
will be assessed.
4. Diagnostic assessment. It identifies weaknesses, strengths, and problems of students’ learning. It can be
the teacher’s basis of planning what to do next in the teaching and learning process.
5. Formative assessment. It pinpoints whether students have achieved the objective of the lesson taught.
This assessment shapes the contents and processes of future teaching and learning plans. This provides
feedback about the effectiveness of teaching as manifested by students’ learning. Formative assessment
is not conducted purposely for giving grades.
6. Summative assessment. it is considered as the terminal assessment of learning. It comes at the end of
the unit, program, term, or school year. The main purpose of this assessment is to give rating or grade to
students based on their performance or achievement. This provides data on what the students have
achieved in a given period of time.
7. Ipsative assessment. It refers to the process of self-assessment. One of the principles of evaluation
states that “evaluation should provide for self-assessment.” in the classroom, students can assess
whether they have learned or not. By providing them a chance to evaluate themselves, they are given
the opportunity to look back into their achievement in comparison with others’ achievements or in
comparison with the preset criteria or standards.
8. Authentic assessment. it determines whether what students can actually do in real-life situations rather
than using some easy-to-score responses to questions. For the lessons of life, there is no better teacher
than the experience that life provides.
9. Performance assessment. it is undertaken to determine whether students can demonstrate learning
through performance in real or simulated situations. This type of assessment is perhaps more applicable
to determine students’ skills in communication and other psychomotor skills

Classroom teachers should take not that the more assessment serves one purpose, the less it
can serve another. For example, the more teacher moves toward grade-related assessment
(summative assessment), the more he departs from diagnostic, formative and other forms of
assessment. This means that the teacher should use varied firms of assessment.

6. Evaluation

According to Lardizabal, et.al., (cited in Rico, 2011), evaluation is a process of determining the
changes in the child as a result of teaching and his experiences. It is a systematic attempt at ascertaining
the amount of progress made in the child’s education directed toward the realization of the objectives in
education. It is an act of judging the child’s acquisition of all forms of learning outcomes based not only on
definitive data of the subject matter achievement in the learning of facts, skills, and abilities but also of
descriptive, qualitative data about his personality changes such as school attitudes, interests, ideals, ways
of thinking, work habits and personal and social adaptability. This concept of evaluation requires the use of
all assessment tools to evaluate the total development of the child in cognitive, affective and psychomotor
domains of learning.
Evaluation is a process of attaching quality or value judgment to the quantity obtained through the
process of assessment. This quality is judged against the preset standard or on a comparison of one’s
performance with that of the other people’s performance. This process makes the result of assessment
more meaningful to the stakeholders.
 Evaluation that is based on results of assessment is more comprehensive than evaluation based on
measurement. Therefore, teachers should aspire that their evaluation be based on the proper utilization of
both test and non-test in the process of assessing student learning. With these assurances in mind, the
teachers can report students’ achievement to the stakeholders of the school with utmost confidence.

What are the roles of Assessment and Evaluation in the Teaching and Learning Process?

Assessment and Evaluation, as integral parts of the teaching and learning process, should not only
document what students know and can do, but also those that affect their learning and motivation. These
idea represents a change in the way the assessment is viewed; away from the concept that assessment is
an isolated outcome done only after instruction is finished, and toward the concept of integrating
assessment and evaluation with instruction. Along these ideas, teachers must consider that assessment
should be done before, during, and after instruction (pre-instruction, during instruction, and post-
instruction assessments.)
Most of the pre-instructional assessment is done through informal teacher observation. The result
of this assessment provides information about lacking competencies such as knowledge and skills. Then,
the teacher makes a decision to start with the content of the material that are not too difficult for the
students. If students do well in the activities, then the teacher decides to move on to the next level of
learning.
During instruction, the teacher monitors students’ learning and sets his teaching at a level that
challenges students’ metacognitive thinking or higher-order thinking. Assessment at this stage detects
which students would require more attention. In this assessment, the teacher observes whether students
are moving toward the achievement of instructional objectives; any deviation made can be redirected
toward its proper course.
Assessment after instruction monitors whether the students have mastered the basic contents,
knowledge and skills required for the learning activity. This assessment is done to make decisions whether
to proceed to the next lesson or reteach the lesson taught. This assessment also gives us information
whether to give passing or failing grade to the students.
Teachers evaluate because they want to make decision before, during, and after instruction. When
teachers decide not to make decisions because of insufficient information, right there and then, he is
making a decision. All classroom decisions should be supported by empirical evidences. These pieces of
evidences are obtained through valid and reliable evaluation.

Why do we evaluate? We evaluate because (1) we want to determine students’ entry behavior; (2)
we want to determine whether objectives are obtained or not; (3) we want to determine students’
strengths and weaknesses; (4) we want to rate students’ performance with the purpose of giving grades;
and (5) we want to improve the teaching and learning process. Evaluation can be used for the following
purposes: placement, diagnostic, formative, or summative as shown in the following figure:
Figure 1.1 The Role of Educational Evaluation

Aside from the mentioned roles, evaluation is also used for the following:
1. To determine the effectiveness of teacher’s methods, strategies and instructional materials in improving
students learning.
2. It is also used to give meaning to students’ efforts in their quest for quality learning. Evaluation develops the
effort-making capacity of the students. It has been observed that students exert more effort to study their
lessons when there is an examination coming.
3. Evaluation is used to justify the request and utilization of supplies, materials and equipment for school’s
operation. The result of the evaluation can be the basis of making decisions as to what instructional
materials should be purchased or requested that can enhance the school function o improve student
services .
4. Evaluation is used to plan for and improve the next educational activities. Through survey tests, the school
can check its performance against the standard or policy set by the higher educational authorities.
5. Evaluation is used to give recognitions and awards to best-performing individuals in the school. Through
evaluation, the school can discover extremely bright and talented students.
6. Evaluation is used to promote quality assurance within and outside of the school. Extremely bright students
discovered through evaluation may be sent to curricular and co-curricular competitions to promote the
name of the school as well as to motivate students to uphold educational quality within and outside of the
school.

DEPED POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION

PROGRAM (BEP)
Through the Department Order No. 8, series of 2015, the Department of Education implemented
the policy guidelines on classroom assessment for the K to 12 basic education Program for public
elementary and secondary school nationwide. These guidelines will serve as the basis as to how teachers
will evaluate the learning of the students.

I. Theoretical Background
 The heart of this assessment framework is the recognition and deliberate consideration of the
learners’ zone of proximal development by Vygotsky. Appropriate assessment is committed to ensure
learners’ success in moving from the guided to independent display of knowledge, understanding and
skills, and to enable them to transfer this successfully in future situations. From this point of view,
assessment facilitates the development of learners’ higher order thinking and 21 st-century skills.

II. What is Classroom Assessment?

Assessment is a process that is used to keep track of learners’ progress in relation to learning standards
and in the development of 21st century skills; to promote self-reflection and personal accountability among
students about their own learning; and to provide bases for the profiling of the students’ performance on
the learning competencies and standards of the curriculum.

Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting

quantitative and qualitative information about what learners know and can do.

There are two types of assessment namely formative and summative.

1. Formative assessment may be seen as assessment for learning so teachers can make adjustments in their
instruction. It is also assessment as learning wherein students reflect their own progress. Formative
assessment is characteristically informal and is intended to help students identify strengths and weaknesses
in order to learn from the assessment experience.

Formative assessment may be given at any time during the teaching and learning process. It is also a way to
check the effectiveness of instruction. The results of formative assessment will help teachers make good
instructional decisions so that their lessons are better suited to learners’ abilities. It is important for teachers
to record summative assessment by documenting and tracking learners’ progress using systematic ways that
can easily provide insights to student’s learning.
2. Summative assessment, on the other hand may be seen as assessment of learning which occurs at the end
of a particular unit. This form of assessment usually occurs toward the end of a period of learning in order to
describe the standard reached by the learner.
Summative assessment measures whether learners have met the content and performance standards.
Teachers must use methods to measure student learning that have been deliberately designed to assess how
well students have learned and are able to apply their learning in different contexts. The result of summative
assessments are recorded and used to report on the learners’ achievement. Primarily, the results of
summative assessments are reported to learners and their parents/guardians.

III. What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform well in relation to the learning
standards. Learning standards comprise content standards, performance standards and learning
competencies that are outlined in the curriculum.

A. Content standards identify and set the essential knowledge and understanding that should be learned. They
covered a specified scope of sequential topics within each learning strand, domain, theme, or component.
Content standards should answer the question, “what should learners should know?”
B. Performance standards describe the abilities and skills that learners are expected to demonstrate in relation
to the content standards and integration of 21st-century skills. Performance standards should answer the
following questions:
1. “What can learners do with what they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different situations?”
4. “How do learners apply their learning and understanding in real-life contexts?”
 5. “what tools and measure should learners use to demonstrate what they know?”
C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.
D. Concept Development
The learning standards in the curriculum reflect progressions of concept development. The Cognitive Process
Dimensions adapted from Anderson and Krathwohl (2001) may be a good way to operationalize these
progressions. It provides a scheme for classifying educational goals, objectives and standards. It also defines
a broad range of cognitive processes from basic to complex, as follows: Remembering, Understanding,
Applying, Analyzing, Evaluating, and Creating. Each dimension is described in Table 1.1.

Cognitive Process Descriptors

Dimensions

Remembering The learner can recall information and retrieve relevant knowledge from
long-term memory: identify, retrieve, recognize, duplicate, list, memorize,
repeat, reproduce

Understanding The learner can construct meaning from oral, written, and graphic
messages: interpret, exemplify, classify, summarize, infer, compare, explain,
paraphrase, discuss

Applying The learner can use information to undertake a procedure in familiar

situations or in a new way: execute, implement, demonstrate, interpret,
solve, use, illustrate, convert, discover

Analyzing The learning can distinguish between parts and determine how they relate
to one another, and to the overall structure and purpose: differentiate,
distinguish, compare, contrast, organize, outline, attribute, deconstruct

Evaluating The learner can make judgments and justify decisions: coordinate, measure,
detect, defend, judge, argue, debate, critique, appraise, evaluate

Creating The learner can put elements together to form functional whole, create a
new product or point of view: generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble, design, devise

Table 1.1. Adapted Cognitive Process Dimensions

IV. How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and measures appropriate to and
congruent with learning competencies defined in the k to 12 curriculum. Some of these processes and
measures may be used for both formative and summative assessment, which have different goals. Learners
may be assessed individually or collaboratively.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently what has been learned
or mastered through a range of activities such as check-up quizzes, written exercises, performance, models
and even electronic presentations.
Collaborative formative assessment (peer assessment) allows students to support each other’s learning.
Discussions, role playing, games, and other group activities may also be used as performance-based
formative assessment wherein learners support and extend each other’s learning.

Summative assessment
This form of assessment measures the different ways learners use and apply all relevant knowledge, understanding
and skills. It must be spaced properly over the quarter. It is usually conducted after a unit of work and/or at the end
of an entire quarter to determine how well learners can demonstrate content knowledge and competencies
articulated in the learning standards. Learners synthesize their knowledge, understanding, and skills during
summative assessments. The results of these assessments are used as bases for computing grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly assessment. Collaboratively, learners may
participate in group activities in which they cooperate to produce evidence of their learning. The process of creating
a learning project is given more weight or importance than the product itself.

Components of Summative Assessment

Summative assessments are classified into three components, namely, Written Work (WW), Performance Tasks (PT),
and Quarterly Assessment (QA). These three will be the bases for grading. The nature of the learning area defines
the way these three components are assessed.

A. The Written Work component ensures that students are able to express skills and concepts in written form.
Written Work, which may include long quizzes, and unit or long tests, help strengthen test-taking skills among
the learners. It is strongly recommended that items in long quizzes/tests be distributed across the Cognitive
Process Dimensions so that all are adequately covered. Through these, learners are able to practice and prepare
for quarterly assessment and other standardized assessments. Other written work may include essays, written
reports, and other written output.

B. The Performance Task component allows learners to show what they know and are able to do in diverse ways.
They may create or innovate products or do performance-based tasks. Performance-based tasks may include
skills demonstration, group presentations, oral work, multimedia presentations, and research projects. It is
important to note that written output may also be considered as performance tasks.

Here are some of the summative tools that can be used in Mathematics

Written Work:
1. Unit/Chapter Test
2. Written Output
a. Data recording and analyses
b. Geometric and Statistical analyses
c. Graphs, charts or maps
d. Problem sets
e. Surveys
Performance Task:
1. Products
a. diagrams
b. mathematical investigatory projects
c. models/making models of geometric figures
d. number representations
2. Performance-based tasks
a. constructing graphs from survey conducted
b. multimedia presentation
c. outdoor math
 d. probability experiments
e. problem-posing
f. reasoning and proof through recitation
g. using manipulative to show math concepts/solve problem
h. using measuring tools/devices

C. Quarterly Assessment measures student learning at the end of the quarter. These may be in the form of
objective tests, performance-based assessment, or a combination thereof. Table 1.2 shows the
components of summative assessment

COMPONENTS Purpose When Given

Written Work 1. Assess learners’ understanding of concepts and At end of the topic or unit
(WW) application of skills in written form
2. Prepare learners for quarterly assessments
1. Involve students in the learning process individually
or in collaboration with teammates over a period of
time
2. Give students opportunities to demonstrate and
integrate their knowledge, understanding, and skills At end of a lesson
about topics or lessons learned in a specific real-life focusing on a topic/skill lesson
Performance
situation by performing and/or producing evidence
Tasks (PT)
of their learning Several times during the
3. Give students the freedom to express their learning quarter
in appropriate and diverse ways
Encourage student inquiry, integration of
knowledge, understanding, and skills in various
contexts beyond the assessment period
Quarterly
Synthesize all the learning skills, concepts, and
Assessment Once, at end of the quarter
values learned in an entire quarter
(QA)
Table 1.2. Components of the Summative Tests

V. What is the grading system?

The K to 12 Basic Education Program uses a standards- and competency-based grading system. These are
found in the curriculum guides. All grades will be based on the weighted raw score of the learners’
summative assessments. The minimum grade needed to pass a specific learning area is 60, which is
transmuted to 75 in the report card. The lowest mark that can appear on the report card is 60 for Quarterly
Grades and Final Grades.

For these guidelines, the Department will use a floor grade considered as the lowest possible grade that
will appear in a learner’s report card.

Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and Quarterly Assessment
every quarter. These three are given specific percentage weights that vary according to the nature of the
learning area.

VI. How is learner progress recorded and computed?

In a grading period, there is one Quarterly Assessment but there should be instances for students to produce
Written Work and to demonstrate what they know and can do through Performance Tasks. There is no required
 number of Written Work and Performance Tasks, but these must be spread out over the quarter and used to
assess learners’ skills after each unit has been taught.

For mathematics, the following weights of the components are followed:

COMPONENTS WEIGHT
WRITTEN WORS (WW) 40%
PERFROMANCE TASK 40%
QUARTERLY EXAM 20%
Table 1.3. Components and corresponding weights in computing grades in Mathematics

Grades from all student work are added up. This results in the total score for each component, namely
Written Work, Performance Tasks, and Quarterly Assessment. Raw scores from each component have to be
converted to a Percentage Score. This is to ensure that values are parallel to each other. The sum for each
component is converted to the Percentage Score. To compute the Percentage Score (PS), divide the raw score by the
highest possible score then multiply the quotient by 100%. Percentage Scores are then converted to Weighted
Scores to show the importance of each component in promoting learning in the different subjects. The sum of the
Weighted Scores in each component is the Initial Grade. This Initial Grade will be transmuted using the given
transmutation table (see Table 1.4) to get the Quarterly Grade (QG). The Quarterly Grade for each learning area is
written in the report card of the student.

Transmutation Table

Initial Grade Transmuted Grade Initial Grade Transmuted Grade

100 100
98.40 - 99.99 99 66.40 – 67.99 79
98.60 - 98.39 98 64.80 – 66.39 78
95.20 - 96.79 97 63.20 – 64.79 77
93.60 – 95.19 96 61.60 – 63.19 76
92.00 – 93.59 95 60.00 – 61.59 75
90.40 – 91.99 94 56.00 – 59.99 74
88.80 – 90.39 93 52.00 – 55.99 73
87.20 – 88.79 92 48.00 – 51.99 72
85.60 – 87.19 91 44.00 – 47.99 71
84.00 – 85.59 90 40.00 – 43.99 70
82.40 – 83.99 89 36.00 – 39.00 69
80.80 – 82.39 88 32.00 – 35.99 68
79.20 – 80.79 87 28.00 – 31.99 67
77.60 – 79.19 86 24.00 – 27.99 66
76.00 – 77.59 85 20.00 – 23.99 65
74.40 – 75.99 84 16.00 – 19.99 64
72.80 – 74.39 83 12.00 – 15.99 63
71.20 – 72.79 82 8.00 – 11.99 62
69.60 – 71.19 82 4.00 – 7.99 61
68.00 – 69.59 80 0.00-3.99 60
Table 1.4. Transmutation Table

The final grade is then interpreted through the descriptors in Table 1.5
 DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 75 Passed

A. Using the Cognitive Processes Dimension by Anderson and Krathwohl, create one learning objective in
Mathematics 7-10 for each of the dimension.
B. Using the DepEd Policy guidelines in the Computation of Grades, compute for the final grades with
descriptors, for the following students.

Student WW PT QE
(120) (100) (40)
A 110 88 38
B 79 90 32
C 96 78 35
D 54 42 30
E 88 96 38

In your own words, answer the following questions in no less than 5 sentences. You will be rated based on
the rubrics below.
1. In not less than 5 sentences, differentiate Assessment from Evaluation.(5 points)
2. How important is Assessment and evaluation in the teaching and learning process? (5 points)
3. In the traditional view, assessment is given at the end of the lesson. But the recent concepts shows that
assessment and evaluation can be done before, during and after the instruction. How important is the
assessment done before and during instruction in teaching especially in teaching mathematics? (5 points)
4. What features of the Policy guidelines of DepEd do you like the most? Why? (5 points)
5. Do you think that the policy guidelines of DepEd covers the holistic aspect of the learners? Why or why not?
(5 points)
6. Do you agree with the weight given to each component in Mathematics? If you are to change the
percentage, what would it be and why?(5 points)

Rating Interpretation
5 The answer is correct, logical and complete, that is, covers all important points.
4 The answer is correct, logical but missed some important points
3 The answer is somehow correct and logical and missed some important points
2 Few parts of the answer are correct but missed several points.
1 The answer is incorrect and illogical.

References:
DepEd Order No. 8, s. 2015.
Rico, A. A. (2011). Assessment of Students' Learning: A Practical Approach. Bacolod City: Anvil Publishing.

LESSON

2 Performance Standards, Competencies,

and Learning Targets in Mathematics
6
HOURS

This module discusses the Performance standards articulated in the K to 12 Mathematics Curriculum and
transforming these into competencies and into learning targets or objectives.

At the end of the week, the pre-service teachers are expected to:
 articulate performance standards into competencies
 articulate competencies into learning targets

Stephen Covey, an American author and educator, wrote a book

entitled “7 Habits of Highly Effective People”. One of the 7 habits that
he mentioned was “Begin with the end in mind.” What do you think
this quote means?
In every educational endeavor, we always begin our task with articulating what we expect our students to attain
after our lesson. These statements drive our lesson including the activities that should be undertaken in order to
achieve goal.

K TO 12 MATHEMATICS CURRICULUM
What are Learning Standards?
Learning standards are concise, written descriptions of what students are expected to know and be able to
do at a specific stage of their education. Learning standards describe educational objectives—i.e., what
students should have learned by the end of a course, grade level, or grade span—but they do not describe
any particular teaching practice, curriculum, or assessment method
LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts
and principles of mathematics as applied - using appropriate technology - in problem solving, critical
thinking, communicating, reasoning, making connections, representations, and decisions in real life.
Key Stage- this refers to stages in the K to 12 Program reflecting distinct developmental milestones.
Assessment of learning is critical at the end of each stage. These are Key Stage 1 (Kindergarten to Grade 3);
Key Stage 2 (Grade 4 to grade 6); Key Stage 3 (Grade 7 to Grade 10) and Key Stage 4 (Grades 11 and 12)
Key Stage Standard- This shows the degree or quality of proficiency that the learner is able to demonstrate
in each key stage after learning a particular learning area in relation to the core learning area standard.
KEY STAGE STANDARD

Key Stage STANDARD

At the end of Grade 3, the learner demonstrates understanding and appreciation of
key concepts and skills involving numbers and number sense (whole numbers up to
10,000 and the four fundamental operations including money, ordinal numbers up to
100th, basic concepts of fractions); measurement (time, length, mass, capacity, area
of square and rectangle); geometry (2-dimensional and 3-dimensional objects, lines,
K-3
symmetry, and tessellation); patterns and algebra (continuous and repeating patterns
and number sentences); statistics and probability (data collection and representation
in tables, pictographs and bar graphs and outcomes)as applied using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
4-6 At the end of Grade 6, the learner demonstrates understanding and appreciation of
key concepts and skills involving numbers and number sense (whole numbers,
number theory, fractions, decimals, ratio and proportion, percent, and
integers);measurement (time, speed, perimeter, circumference and area of plane
figures, volume and surface area of solid/space figures, temperature and meter
reading); geometry (parallel and perpendicular lines, angles, triangles, quadrilaterals,
polygons, circles, and solid figures); patterns and algebra (continuous and repeating
patterns, number sentences, sequences, and simple equations); statistics and
probability (bar graphs, line graphs and pie graphs, simple experiment, and
experimental probability) as applied -using appropriate technology - in critical
 thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
At the end of grade 10, the learner demonstrates understanding and appreciation of
key concepts and skills involving numbers and number sense (sets and real numbers);
measurement (conversion of units); patterns and algebra (linear equations and
inequalities in one and two variables, linear functions, systems of linear equations,
and inequalities in two variables, exponents and radicals, quadratic equations,
7-10 inequalities, functions, polynomials, and polynomial equations and functions);
geometry (polygons, axiomatic structure of geometry, triangle congruence, inequality
and similarity, and basic trigonometry);statistics and probability (measures of central
tendency, variability and position; combinatorics and probability) as applied - using
appropriate technology - in critical thinking, problem solving, communicating,
reasoning, making connections, representations, and decisions in real life.
GRADE LEVEL STANDARDS

Grade Level Standards

The learner demonstrates understanding of key concepts and principles of numbers
and number sense (sets and real number system); measurement (conversion of units
of measurement);patterns and algebra (algebraic expressions and properties of real
numbers as applied in linear equations and inequalities in one variable); geometry
GRADE 7
(sides and angles of polygons); and statistics and probability (data collection and
presentation, and measures of central tendency and variability) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns
and algebra (factors of polynomials, rational algebraic expressions, linear equations
and inequalities in two variables, systems of linear equations and inequalities in two
GRADE 8 variables); geometry (axiomatic structure of geometry, triangle congruence,
inequalities in a triangle, and parallel and perpendicular lines); and statistics and
probability (probability of simple events) as applied - using appropriate technology - in
critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns
and algebra (quadratic equations and inequalities, quadratic functions, rational
GRADE 9 algebraic equations, variations, and radicals) and geometry (parallelograms and
triangle similarities and basic concepts of trigonometry) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns
and algebra (sequences, series, polynomials, polynomial equations, and polynomial
GRADE 10 functions); geometry (circles and coordinate geometry); and statistics and probability
(combinatorics and probability, and measures of position) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real life.
The learning standards of the Department of Education is divided into 2, namely Content Standards and
Performance Standards.
1. Content Standard
 Describes the specific content should be taught and learned.
 Articulate core knowledge and skills that student should master
 Guides teachers in identifying instructions on the knowledge and skills that students should
learn.
  Answers the question: What should students know (knowledge) and do (skills)?
 Shares the most important and enduring ideas, issues, principles, skills, and habits of mind.
 Expresses the desired results
2. Performance Standards
 Defines the level of work that demonstrates achievement of standard.
 Provides clear expectations for instruction, assessment and student at work.
 Helps teachers assessed the extent to which the students have acquired the knowledge and
applied the skills learned.
 Answers the question: How well must students do their work?
 Presents product or performance as evidence of learning or attainment of content standard
 Adds value to what students learned
 Demonstrates conceptual understanding of content and skills acquisition
 Represents real-life, authentic task
 Encompasses the standard
The following shows the content and performance standards for Grade 7 on the Content Numbers
and Number Sense.

LEARNING COMPETENCIES
Competency- this refers to a specific skill performed with varying degrees of independence. It has different
degrees of difficulty and performance levels. it also refers to the ability to perform activities according to
the standards expected by drawing from one’s knowledge, skills and attitudes.
Learning Targets or Objectives
Learning objectives are the specific abilities necessary to accomplish the learning competency. The learning
objectives should be SMART (Specific, Measurable, Attainable, Realistic and Time-Bound)
1. Specific
To solve quadratic equations --- not specific
To solve quadratic equations by factoring --- specific
2. Measurable
At the end of the lesson, at least 80% of the class should be able to perform the learning
competencies with at least 75% proficiency:
50 students x 80% = 40 students
10 items x 75% = 7.5 items
3. Measurable
At the end of the lesson, at least 100% of the class should be able to perform the learning
competencies with at least 75% proficiency: --- not attainable
At the end of the lesson, at least 75% of the class should be able to perform the learning
competencies with at least 100% proficiency:-- attainable
4. Realistic
 a. To add and subtract integers
b. To multiply polynomial expressions
c. To graph linear equations

5. Time-Bound
At the end of the lesson, at least 80% of the class should be able to perform the learning
competencies with at least 75% proficiency:

Taxonomy of Objectives

With educational taxonomy, learning is classified into three domains namely: (1) cognitive, (2) affective
and (3) psychomotor or behavioural.

REVISED BLOOM’S TAXONOMY

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and
assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for
Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of
“educational objectives” (in Bloom’s original title) and points to a more dynamic conception of
classification.
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their
categories and subcategories (rather than the nouns of the original taxonomy). These “action words”
describe the cognitive processes by which thinkers encounter and work with knowledge.
A statement of a learning objective contains a verb (an action) and an object (usually a noun).
 The verb generally refers to [actions associated with] the intended cognitive process.
 The object generally describes the knowledge students are expected to acquire or construct. (Anderson and
Krathwohl, 2001, pp. 4–5)
 There are six levels of cognitive learning according to the revised version of Bloom’s Taxonomy. Each
level is conceptually different. The six levels are remembering, understanding, applying, analyzing,
evaluating, and creating.

Definition Verbs Examples

1. Remembering- Exhibit Cite, define, describe , duplicate, 1. Define sequence
memory of previously identify , label, list, match, 2. Identify the measure of
learned material by memorize, name, outline, recall, central tendency.
recalling facts, terms, basic repeat, reproduce, retrieve, 3. List primary and
concepts, and answers. show, state, tabulate, and tell secondary colors

“Can the student recall or

remember the
information?”

2. Understanding- abstract, arrange, articulate, 1. Classify polynomials

Demonstrate associate, categorize, clarify, according to number of
understanding of facts and classify, compare, compute, terms.
ideas by organizing, conclude, contrast, defend, 2. Differentiate arithmetic
comparing, translating, diagram, differentiate, discuss, and geometric sequence.
interpreting, giving distinguish, estimate, exemplify, 3. Interpret the meaning of
descriptions, and stating explain, extend, extrapolate, the quartile in a data set.
main ideas. generalize, give examples of,
illustrate, infer, interpolate,
interpret, match, outline,
“Can the student explain
paraphrase, predict, rearrange,
ideas or concepts?”
reorder, rephrase, represent,
restate, summarize, transform,
and translate.
3. Applying- Solve problems apply, calculate, carry out, 1. Solve the quadratic
to new situations by classify, complete, compute, equations using the
applying acquired demonstrate, dramatize, employ, quadratic formula.
knowledge, facts, examine, execute, experiment, 2. Calculate the square root
techniques and rules in a generalize, illustrate, implement, of a number using
different way. infer, interpret, manipulate, Newton’s Method.
modify, operate, organize, 3. Apply the fundamental
“Can the student use the outline, predict, solve, transfer, principle of counting in
information in a new way? translate, and use.
finding the number of
occurrences of an
outcome in an
experiment.
4. Analysing- Examine and analyze, arrange, break down, 1. Arrange rational numbers
break information into categorize, classify, compare, in the number line.
parts by identifying connect, contrast, deconstruct, 2. Identify if the two
motives or causes. Make detect, diagram, differentiate, triangles are congruent.
inferences and find discriminate, distinguish, divide, 3. Differentiate high and
evidence to support explain, identify, integrate, low culture.
generalizations. inventory, order, organize, relate,
separate, and structure.
“Can the student distinguish
between different parts?
 5. Evaluating- Present and appraise, apprise, argue, assess, 1. Determine the statistical
defend opinions by making compare, conclude, consider, tool to be used in a
judgments about contrast, convince, criticize, specific problem.
information, validity of critique, decide, determine, 2. Select the graphical
ideas, or quality of work discriminate, evaluate, grade, representation to be used
based on a set of criteria. judge, justify, measure, rank, in a given set of data.
rate, recommend, review, score, 3. Prove that two triangles
“Can the student justify a select, standardize, support, test, are congruent.
stand or decision?” and validate.
6. Creating- Compile arrange, assemble, build, collect, 1. Create a house plan
information together in a combine, compile, compose, utilizing the idea of
different way by combining constitute, construct, create, special products.
elements in a new pattern design, develop, devise, 2. Formulates statistical
or proposing alternative formulate, generate, mini-research.
solutions. hypothesize, integrate, invent, 3. Develop a mathematical
make, manage, modify, organize, investigation.
“Can the student create perform, plan, prepare, produce,
new product or point of propose, rearrange, reconstruct,
view?” reorganize, revise, rewrite,
specify, synthesize, and write.

Create specific learning objectives given the content, performance and learning competencies with at least
2 domains. Then classify the level of learning according to the Revised Bloom’s Taxonomy.

Select a quarter of learning competencies from the Curriculum guide of any grade level (Grade 7-10). If a
quarter has more than 10 competencies, choose only 10. Then create learning targets or objective from
these competencies with at least 2 domains. Then classify the level of learning according to the Revised
Bloom’s Taxonomy. (5 points per competency).

References
DepEd Order #21, s. 2019.

Mathematics Curriculum Guide (2016).

LESSON

3 Authentic Assessment Methods in

Mathematics Education
6
HOURS

This module discusses the different authentic assessment methods in Mathematics Education such as
Project-based Learning, GRASPS Framework and other modes of assessment such as Observation,
Performance Tasks and Actual Performance.

At the end of the week, the pre-service teachers are expected to:
1. identify various authentic assessment methods in Mathematics education
2. select appropriate authentic assessment method that can be utilized in Mathematics teaching and
learning
3. design authentic assessment method that integrates other discipline (Sciences, Social Studies, etc.)
in Mathematics project

Some people claim that Mathematics cannot be applied in the real-scenario. Prove them wrong. Cite at least 10
scenarios where mathematical concepts can be applied or seen in the real world.
 Mathematics makes our life orderly and prevents chaos. Certain qualities that are nurtured by
mathematics are power of reasoning, creativity, abstract or spatial thinking, critical thinking, problem-
solving ability and even effective communication skills.
Mathematics is the cradle of all creations, without which the world cannot move an inch. Be it a
cook or a farmer, a carpenter or a mechanic, a shopkeeper or a doctor, an engineer or a scientist, a
musician or a magician, everyone needs mathematics in their day-to-day life. Even insects use mathematics
in their everyday life for existence.
And since Math is literally everywhere and the concept of math can be applied in the real world, it
is only fitting that the assessment methods that we will used are also those that would allow our students
to apply mathematical concepts in the real-life scenario. Because unless our students would learn how to
put concepts into applications, learning math will just remain useless.

The foundation of authentic assessment revolves around evaluating a student’s ability to apply
what they have learned in mathematics to a “real world” context.

Rather than rote learning and passive test-taking, authentic assessment math tests focus on a
student’s analytical skills and the ability to integrate what they have learned along with creativity with
written and oral skills. Also evaluated are the results of collaborative efforts of group projects. It is not just
learning the process of computation that is important to know, but also how to take the finished product
and apply it to another situation.

This need for an improved test to accurately assess a student’s growth has been developed. It is
called the authentic assessment math test. Multiple choice tests do not often accurately reflect
the individual student’s understanding of the material. It reflects whether a student is successful at
memorization. Instead of tests that focus on recalling specific facts, the authentic assessment math test
has students demonstrate the various skills and concepts they have learned and explain when it would be
appropriate to use those facts and problem-solving skills in their own lives.

Six ways to use authentic assessment math in the classroom

1. Performance assessment
Students can demonstrate what they have learned and how to solve problems through a collaborative
effort in solving a complex problem together. Not only do they learn how to work in a team, but also how
to brainstorm and utilize their separate grains of knowledge to benefit the whole.

2. Short investigations
Typically, a short investigation starts with a basic math problem (or can be adapted to any other school
subject) in which the student can demonstrate how he or she has mastered the basic concepts and skills.
As the teacher, ask the students to interpret, calculate, explain, describe or predict whatever it is they are
analyzing. These are generally 60- to-90 minute tasks for an individual (or group projects) on which to work
independently, writing answers to questions and then interviewed separately.
 3. Open-response questions

A teacher can assess the student’s real-world understanding and how the analytical processes relate by, in
a quiz setting, requesting open responses, like
 a brief written or oral answer
 a mathematical solution
 a drawing
 a diagram, chart or graph

These open-ended questions can be approximately 15-minute assessments and can be converted into a
larger-scale project.
4. Portfolios

As students learn concepts throughout the school year, they can be documented and will reveal progress
and improvements as well as allow for self-assessment, edits and revisions. They can be recorded in a
number of ways, including:
 journal writing
 review by peers
 artwork and diagrams
 group reports
 student notes and outlines
 rough drafts to finished work

5. Self-assessment

After the teacher has clearly explained and provided the expectations prior to the project and then, once
the projects are complete, ask the students to evaluate their own projects and participation. Responding to
the following questions will help students learn to assess themselves and their work objectively:

 What was the most difficult part of this project for you?
 What do you think you should do next?
 If you could do this task again, would you do anything differently? If yes, what?
 What did you learn from this project?

6. Multiple-choice questions
Usually, multiple-choice questions do not reflect an authentic assessment math context. There are
multiple-choice questions being developed that reveal an understanding of the mathematical ideas
required as well as integrating more than one concept. These questions are designed to take about 2 or 3
minutes each.

SOME AUTHENTIC ASSESSMENT IN MATHEMATICS

1. PROJECT-BASED LEARNING
Project Based Learning, or PBL, is an instructional approach built upon learning activities and real
tasks that have brought challenges for students to solve. These activities generally reflect the types of
learning and work people do in the everyday world outside the classroom. PBL is generally done by groups
of students working together toward a common goal PBL teaches students not just content, but also
important skills in ways students have to be able to function like adults in our society. These skills include
communication and presentation skills, organization and time management skills, research and inquiry
skills, self-assessment and reflection skills, group participation and leadership skills, and critical thinking.
Performance is assessed on an individual basis, and takes into account the quality of the product produced,
the depth of content understanding demonstrated, and the contributions made to the ongoing process of
project realization. PBL allows students to reflect upon their own ideas and opinions, and make decisions
that affect project outcomes and the learning process in general. The final product results in high quality,
authentic products and presentations.

Why use it?

Puts students in a position to use the knowledge that they get.
Effective in helping students understand, apply, and retain information.
Can give students an opportunity to work with professional experts who enrich and support the teachers
knowledge and how it connects to the real world
Can be more effective than traditional instruction, and increase academic achievement.
Benefits include building skills such as critical thinking, communication and collaboration.
Students who work on projects show increased motivation and engagement in their studies.

Project-Based Learning in Math

Among the greatest benefits of project-based learning (PBL) are gains in students' critical-thinking
skills and development of their interpersonal and intrapersonal skills. PBL is also an ideal way to help
learners gain speaking and presentation skills. PBL in mathematics, particularly when completed in teams,
helps learners "model with mathematics" as they "apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace," "use tools strategically," and "construct viable
arguments and critique the reasoning of others,".

Key Questions
Projects should result from students' attempts to answer essential questions. They can take many forms:
products, presentations, performances. They might fit any of three structures: interpersonal, information
sharing, or problem-solving. When selecting an existing project, or creating one of your own, consider the
following. In terms of math projects:
 Is the project devoted only to mathematics (or a single subject area), or is there a link to other
curricular areas?
 Is the project tied to standards for the curricular areas addressed, such as those from the National
Council of Teachers of Mathematics, the Common Core Standards, or the National Education
Technology Standards?
 Does the project come with classroom instructional materials (e.g., teacher resources, student
activities, rubrics and assessment tools)?
 Can all students in your class participate? Projects should not be reserved for your talented and
gifted students, as all students should be able to benefit.
 What is the total time for project completion?
 Is the project collaborative in nature? A collaborative project, particularly involving students outside
your own school setting, will take more time and monitoring to help students learn how to be a
part of a team and communicate appropriately with others.
 How will students benefit both academically and personally from their involvement in the project?
Consider that when students interact with other students and experts across the country or
internationally, they get a broader feel for diversity. Their participation in an actual real world
activity might encourage them to do their best work, and see the relevance of mathematics in their
daily lives. If students have input into project selection, and like the topic, they will tend to become
more involved and excited about their learning.
 Is there a cost involved to participate?

Project Ideas
Volker Ulm (2011) had several ideas for potential math projects. Selection, of course, depends on the skills
of your learners for meaningful project-based learning:

 all about circles

 pyramids
 Pythagoras
 Parabolas
 surveying activities in the field
 the Earth from a mathematical viewpoint
 the surface area of the school building
 outstanding mathematicians
 mathematics and the arts
 fractals: beauty and chaos in mathematics
 What is the optimum packaging?
 How do we optimize school bus traffic?
 What entrance fees will generate the highest profit for a community outdoor swimming pool?
Project Assessment
Assessment plays a key role in PBL. If the nature of your project is collaborative, Ashley Deal (2009)
noted that three areas can be assessed. "Instructors can evaluate the process students use in approaching
a given problem and finding solutions; they can assess the final product or end result of the project; or
they can evaluate the individual student’s learning outcomes". However, a single approach to assessment
of group work poses a problem, as "a satisfactory final product does not necessarily indicate that students
approached the problem according to the preferred process. Similarly, even using the correct process to
arrive at a satisfactory final product does not indicate that individual students grasped relevant concepts"
(p. 4). So, more than one level of assessment is recommended.

 Process: "Evaluating a group’s process can help instructors assess procedural and contextual
learning. Procedural learning refers to students’ understanding of how to execute some task, while
contextual learning describes students’ ability to discern what contexts require the application of
given tools or concepts"
 Product: "Assessing the product or outcomes from student work can provide an opportunity to
gather information about advancements in student’s metacognitive learning. For example,
instructors can ask for reflection on the overall experience and process when students are
presenting the final product"
 Learning Outcomes: Learning outcomes (e.g., declarative and conceptual knowledge) might be
assessed via traditional forms such as short answer and essay questions

2. GRASPS FRAMEWORK

In their 2005 book, Understanding by Design, education scholars, Grant Wiggins and Jay McTighe,
advocate for a different approach to assessment that delineates between performance tasks assessments
and more traditional forms of assessment. More traditional forms of assessment, or “academic prompts”
as Wiggins and McTighe call them:
 Require students to think critically,
 Involve analysis, synthesis, and evaluation,
 Are scored with rubrics, and
 Usually only occur in academic environments.
While performance task assessments:
 Attempt to simulate problems and situations that arise in a multitude of work environments not
limited to academic environments;
  Allow students to personalize the required product (a project, performance, etc.) to their own
interests and/or learning objectives; and
 Usually require the student to address an audience other than the instructor.

This model is called the GRASPS Model. When constructing performance task, it helps to use the
acronym GRASPS.

G- Real World GOAL

R- Real World ROLE
A- Real World AUDIENCE
S- Real World SITUATION
P- Real World PRODUCT or PERFORMANCE
S- Real World STANDARD

GOAL:
 Provide a statement of the task
 Establish the goal, problem, challenge or obstacle in the task
ROLE:
 Define the role of the students in the task.
 State the job of the students in the task.
AUDIENCE:
 Identify the target audience within the context of the scenario.
 Example audiences might include a client or committee.

SITUATION:
 Set the context of the scenario.
 Explain the situation.
PROCUCT:
 Clarify what the students will create and why they will create it.
STANDARDS AND CRITERIA (INDICATORS)
 Provide students with clear picture of success.
 Identify specific standards for success.
 Issue rubrics to the students or develop them with the students.

Constructing a Performance Task Scenario Using the GRASPS

Consider the following set of stem statements as you construct a scenario for a performance task.
Goal:
 Your task is _____________________________________________________
 Your goal is _____________________________________________________
 The problem or challenge is ________________________________________
 The obstacle to overcome is ________________________________________
 Role:
 You are ________________________________________________________
 You have been asked to ___________________________________________
 Your job is ______________________________________________________
Audience:
 Your clients are _________________________________________________
 Your target audience is ___________________________________________
 You need to convince ____________________________________________
Situation:
 The context you find yourself in is __________________________________
 The challenge involves dealing with _________________________________
Product, Performance, and Purpose:
 You will create a ______________________ in order to _________________
 You need to develop ___________________ so that ____________________
Standards and Criteria for Success
 Your performance needs to ________________________________________
 Your work will be judged by ________________________________________
 Your product must meet the following standard ________________________
 A successful result will _____________________________________________

THREE MODES OF AUTHENTIC ASSESSMENT

1. Observation-this includes the date and information that the teacher collects from daily work. The teacher
will conduct an observation to the students. He/she will observe the performance and the attitude of the
student during and after the class. After the observation, the teacher can be able to identify the
weakness and the strength of the students. The role of the teacher is to assess the students and to help
the students improve themselves into a better one.

Observation-Based Assessment Tools

 Developmental Checklist- is an observation tool which requires the teacher recorder to describe
the traits or learning behaviors being assessed.
 Interview Sheet- another observation tool which is also called conference recording room.

Observation-Based Assessment Tools Guidelines

1. Observe not only one but all students.
2. Observation must be as frequent and as regular as possible.
3. Observation 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.

Primary and junior students demonstrate their mathematical knowledge and understanding through
what they do, say, and show. Observation, therefore, is the most efficient and effective way for teachers to
assess students’ mathematical abilities and is an integral part of all assessment strategies. Teachers must
be attentive observers of their students as they seek evidence of how well students are learning concepts
and skills.
Observation is more than just looking. It involves:
  watching the way students approach learning tasks;
 listening to students’ ideas and trying to understand their reasoning;
 discussing problems so that students reveal their way of thinking;
 asking questions that probe students’ thinking;
 examining the products that students create

THE FOCUS OF OBSERVATIONS

The understanding of concepts in mathematics is critical to students’ present and future success in
mathematics. It is important, therefore, that teachers focus their observation on behaviours and
demonstrations that indicate the extent to which students understand fundamental concepts. Having a
clear focus when observing students helps teachers watch and listen for evidence of learning, and guides
them in providing feedback to students on their learning and on areas for improvement.

QUESTIONS GUIDING OBSERVATION OF STUDENTS’ KNOWLEDGE AND UNDERSTANDING OF CONCEPTS

How well does the student:
 demonstrate knowledge of mathematical content (e.g., facts, terms, procedural skills, use of tools)?
 demonstrate understanding of mathematical concepts?
 give examples of a concept?
 show and explain relationships between and among concepts?

Related to students’ understanding of important concepts are their competencies in three other
categories: thinking and solving problems, communicating mathematically, and applying mathematical
procedures.

QUESTIONS GUIDING OBSERVATION OF STUDENTS’ THINKING AND PROBLEM-SOLVING SKILLS

How well does the student:
 understand the problem (e.g., retell it in his or her own words)?
 make a plan for solving the problem (e.g., select an appropriate problem solving strategy)?
 carry out a plan for solving the problem (e.g., test ideas, revise strategies, form conclusions)?
 look back at the solution (e.g., evaluate reasonableness, explain and justify a solution, reflect on the
solution)?
 use critical/creative thinking processes (e.g., problem solving, inquiry)?

QUESTIONS GUIDING OBSERVATION OF STUDENTS’ MATHEMATICAL COMMUNICATION

How well does the student:
 express mathematical ideas and thinking?
 present ideas in oral, visual, and written forms (e.g., using concrete materials, diagrams, numbers,
symbols)?
 communicate mathematical ideas for different audiences (e.g., peers, teachers)?
 communicate for different purposes (e.g., to explain a mathematical idea, to present a solution to a
problem, to justify a solution)?
 use appropriate mathematical language and symbols?

QUESTIONS GUIDING OBSERVATION OF STUDENTS’ APPLICATION OF MATHEMATICAL PROCEDURES

How well does the student:
 apply knowledge and skills in familiar contexts?
 transfer knowledge and skills to new contexts?
 make connections within and between various contexts (e.g., connections between concepts,
connections between mathematics and other subjects, connections between mathematics and
the real world)?
2. Performance sample- tangible results that demonstrate student achievement. In this mode the teacher
will assess the students’ performance or the product. The teacher will let the students pass a portfolio
after the semester or year. In this condition, the teacher can determine if the student's performance is
developing.

Performance Samples Assessment Tools

 Portfolio- a compilation of pieces of evidence of an individual's skills, ideas, interest, and
accomplishment.
Purpose of portfolio:
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 supervisor are able to evaluate the strengths and weakness of the academic
program.

EXAMPLES OF PERFORMANCE TASKS FOR JUNIOR STUDENTS

1. Mr. and Mrs. Kamul took their 3 children to a concert. Adult tickets cost $9.00. A child’s ticket was
half the price of an adult ticket. How much did the Kamul family pay to attend the concert?
2. Hot dog buns come in packages of 8 and 12. Imagine that you are in charge of ordering 40 hot dog
buns for a class lunch. What package combinations could you buy? What combinations would give
the least amount of extra buns?
3. Jeremy wants to frame 4 posters of the same size. Each poster measures 60 cm by 80 cm. The
frame costs $8 per metre. How much will it cost to frame the posters?
4. Mohamed says he does not care whether he gets 3⁄4 or 7⁄8 of a chocolate bar, because a piece of
chocolate is missing either way. Explain how you could help Mohamed better understand fractions.
5. Corinne and Salma are playing a game with a number cube that has 1 to 6 on it. Corinne rolls the
number cube 10 times. Every time there is an even number, Corinne earns a point. Next, Salma rolls
the number cube 10 times. Every time there is an odd number, Salma earns a point. Is the game
fair? Why or why not?
6. What happens to the area of a rectangle if
7. In what ways are a rectangular prism and a hexagonal prism the same? How are they different?

3. Actual Performance- tests and measures students' performance at a specific place and time. The
teacher can assess the students by conducting actual performance such as singing, dancing and acting.
By that the teacher can determine the behavior of the students during the performance.

Actual Performance Assessment Tools

 Performance Checklist
It consist of a list of behavior that make up a certain type of performance.
It is used to determine whether or not an individual behaves in a certain way (usually desired) when asked
to complete a particular task.
 Oral Questioning- an appropriate assessment method fir actual performance when the objectives
are:
a. To assess the students stock knowledge.
b. To determine the students ability to communicate ideas in coherent verbal sentences.
 Self-checklist- a list of several characteristics or activities presented to the subjects of a study.
 Observation and self-reports- used a tally sheet as device when used by the teacher to record the
frequency of student behavior, activities or remarks.
 A. Identify 2 specific lesson/objectives in Math in which the following authentic assessments can be
used. Explain why the chosen assessments can be used.
1. Project-Based Learning
2. GRASPS
3. Observation
4. Performance Sample
5. Actual Performance
B. Using appropriate assessment method, prepare an assessment tool in the lesson “Circles”.

Design a project-based using the GRASPS framework. You can choose any topic in Mathematics 7-10.
Your output will be rated according to the following rubric.

Criteria 5 4 3 2 1
Originality and The The The The The
creativity assessment assessment assessment assessment assessment
tool developed tool developed tool develop is tool is tool is not
is original and is somehow somehow somehow original.
showed high original and original with original but
creativity. showed some creativity with little
creativity. creativity
Correctness Correctness of All the parts of Some of the Many parts of Most of the
the the GRASPS are parts of the the GRASPS are parts of the
components correct. GRASPS incorrect GRASPS are
incorrect.
Authenticity The Most of the Some Few situations The situations
assessment situations in situations in in the in the
tool uses real- the assessment the assessment assessment assessment
life situations tool uses real- tool uses real- tool uses real- tool are
life situations life situations life situations unrealistic.
Mathematical Explanation Explanation Explanation Explanation Explanation
Concepts shows shows shows some shows limited shows no
complete substantial understanding understanding understanding
understanding understanding of the of the of the
of the of the mathematical mathematical mathematical
mathematical mathematical concepts concepts concepts
concepts concepts

References
A Guide to Effective Instruction in Math, Vol. 4. (n.d.). Ministry of Education, Ontario Canada.

Deubel, P. 2021. Math projects: About project-based learning. Computing Technology for Math Excellence.
Retrieved January 25, 2021, from https://www.ct4me.net/math_projects.htm
Resilient Educator. (n.d.). Retrieved from https://resilienteducator.com/classroom-resources/authentic-
assessment-methods-for-mathematics/
Wiggins, G., & McTighe, J. (2004). Understanding by Design Professional Development Workbook.
Alexandria, VA: Association for Supervision and Curriculum Development.
https://steemit.com/steemiteducation/@heartmich/education-three-modes-of-authentic-assessment-
a0314f51f7143

LESSON

4 Evaluation Tools in Authentic

Assessment
6
HOURS

In the previous lesson, you have learned the different authentic assessment tools which can be
used in the classroom. This lesson discusses the different evaluation tools that we can used to evaluate
those authentic assessment tools such as interview sheet, Checklist, rubrics and process-oriented
assessment.

At the end of the week, the pre service teachers are expected to:
 discuss how individual or group checklist is utilized in problem-solving in Mathematics
 describe how interview sheet can be utilized in enhancing Mathematics learning
 construct assessment tools appropriate in assessing students’ learning in Mathematics
 discuss process-oriented assessment is utilized Mathematics teaching and learning
 differentiate analytical scoring rubric and holistic rubric
 construct holistic and analytical scoring rubric

In the movie, Harry Potter and the Order of

Phoenix, a new professor from the Ministry of Magic,
Professor Dolores Umbridge entered Hogwarts to
 teach “Defense Against the Dark Arts”. Instead of using actual spells in class like the way it was taught
before, Professor Umbridge opted to use textbooks alone without using actual spells. Read the following
conversation:
Professor Umbridge : Your previous instruction in this subject has been disturbingly uneven. But you will
be pleased to know that from now on, you will be following a carefully structured
ministry approved course of defense of magic.
Hermione : Is there something in here about using defensive spells?
Professor Umbridge :Using spells? Why would I need to use spells in my classroom?
Ron : We’re not gonna use magic?
Professor Umbridge :You will be learning about defensive spells in a secure, risk-free way.
Harry : What’s the use of that? When we’ll be attacked out there it won’t be risk free.
Professor Umbridge : It is the view of the ministry that the theoretical knowledge would be sufficient to
get you through your examination which is what school is all about.
What is the implication of Professor Umbridge’s statement with the present educational system?

Through times, the process of assessing the students has changed. Gone are the days when
students are rated based on a piece of paper alone. The modern view of assessment urges the teachers to
do a holistic assessment, making use of different authentic assessment methods to better capture the
learning of the students. For this lesson, you will be learning how to evaluate the different authentic
assessment making it more comprehensive and systematic.

EVALUATION TOOLS USED IN AUTHENTIC ASSESSMENT

1. Checklists
Checklists are assessment tools that set out specific criteria, which educators and students may use
to gauge skill development or progress. Checklists may be used with students from JK to Grade 12 and for
every subject. Checklists set out skills, attitudes, strategies, and behaviours for evaluation and offer ways
to systematically organize information about a student or group of students.
Generally speaking, checklists consist of a set of statements that correspond to specific criteria; the
answer to each statement is either “Yes” or “No”, or “Done” or “Not Done”. A student, a group of students
or an entire class may use checklists; they may be “single use” or designed for multiples usage.
The Purpose of Checklists

 To provide tools for systematically recording observations;

  To provide students with tools that they can use for self-evaluation;
 To provide examples of criteria for students at the beginning of a project or learning activity;
 To document the development of the skills, strategies, attitudes, and behaviours that are necessary
for effective learning; and
 To identify students’ learning needs by summarizing learning to date.
To create checklists, teachers must:

 Take the current learning outcomes and

standards for the curriculum and
current units of study into account;
 Ensure that descriptors and indicators
are clear, specific, and easy to observe;
 Encourage students to help create
appropriate indicators. For example,
what are the indicators for a persuasive
text?
 Ensure that checklists, marking
schemes, and achievement charts are
dated, in order to document progress
during a specific period of time;
 Ensure that checklists provide space for
anecdotal comments because
interpretation is often appropriate;
 Use generic models so that the students
become accustomed to them and so
that criteria and indicators can be
added quickly, based on the activity
being assessed.
 Encourage students to create and use their own checklists, so that they can assess themselves and
set learning goals for themselves.
2. Interview

Student Interview is a structured dialogue, a flexible questioning approach, and a conversation

with a purpose. A Student Interview is, perhaps, the most effective way for educators to understand a
student’s thinking. A Student Interview is based on the belief that, through conversation and a student’s
demonstration of his thinking, we can begin to solve for why.
Though standardized tests can be helpful in understanding children’s thinking and proficiency, a
Student Interview will almost always reveal much deeper insights on a student’s understanding.
Student Interviews often reveal that the challenge a student is actually facing is conceptual, not
cognitive. Special educators conducting Student Interviews have found that it’s more likely, for example,
that a student struggles because she misunderstands place value than because she has a memory deficit.
 Despite having the most contact with students, classroom teachers are not the most frequent users
of Student Interviews. There are a number of reasons for this; the most common is that Student Interviews
require a substantial amount of time: usually an hour to prepare, forty-five minutes to an hour to conduct,
and an hour or more to analyze. Classroom teachers can find that the time required to prepare, conduct,
and analyze a Student Interview is overwhelming. However, student interviews can be especially helpful in
developing teachers’ own understanding of how students think about math concepts. Teachers should be
encouraged to conduct them whenever possible. A Student Interview may be one of the best professional
development experiences a teacher can have at a personal level. Teachers report many positive benefits
from the process of conducting and analyzing a Student Interview; these include greater insight into the
process of preparing materials for an individual learner, refinement of questioning strategies, a greater
propensity to listen to the student without preconceptions, appreciation for the variety of ways learners
understand the same concept, and a clearer notion of how particular concepts develop in students’
thinking.
It is also believed that interviews supports the following learning experiences. (Gardner & Alford,
2020)
1. Performing: Brief interviews can provide students an opportunity to demonstrate proficiency.
They may be especially appropriate in courses like music, physical education, science, language,
nursing, etc. where mastery of specific skills is an integral requirement of the course. Brief
discussion regarding the student’s performance may follow, as appropriate.
2. Reporting: As a supplement to other traditional assessment methods, interviews can quickly
identify what students have done, as well as what they know. In some courses, it may be
appropriate to conduct longer small group interviews (perhaps for team project reports) which
requires a smaller time commitment than individual interviews. Reporting interviews have worked
well for us in several courses, including a software engineering capstone course where student
groups were required to demonstrate and explain their software as well as in a general education
humanities course where individual students shared what they experienced while completing a
self-selected personal development project.
3. Mentoring: Interviews provide an opportunity for professors to compliment, assist, correct,
address problems and opportunities, and demonstrate interest. All interviews may include a
mentoring component, but they can be conducted exclusively for that purpose. Unlike testing and
reporting interviews which often are scheduled for all students, mentoring interviews can be set
up more selectively with a subset of students—those who’ve improved a lot, those who need to
improve a lot, or those who’ve done something exceptional.

OTHER ASSESSMENT TOOLS

Checklists, Rating Scales and Rubrics
Checklists, rating scales and rubrics are tools that state specific criteria and allow teachers and
students to gather information and to make judgments about what students know and can do in relation
to the outcomes. They offer systematic ways of collecting data about specific behaviours, knowledge and
skills.

The quality of information acquired through the use of checklists, rating scales and rubrics is highly
dependent on the quality of the descriptors chosen for assessment. Their benefit is also dependent on
students’ direct involvement in the assessment and understanding of the feedback provided.

The purpose of checklists, rating scales and rubrics is to:

  provide tools for systematic recording of observations
 provide tools for self-assessment
 provide samples of criteria for students prior to collecting and evaluating data on their work
 record the development of specific skills, strategies, attitudes and behaviours necessary for
demonstrating learning
 clarify students' instructional needs by presenting a record of current accomplishments.

Tips for Developing Checklists, Rating Scales and Rubrics

 Use checklists, rating scales and rubrics in relation to outcomes and standards.
 Use simple formats that can be understood by students and that will communicate information
about student learning to parents.
 Ensure that the characteristics and descriptors listed are clear, specific and observable.
 Encourage students to assist with constructing appropriate criteria. For example, what are the
descriptors that demonstrate levels of performance in problem solving?
 Ensure that checklists, rating scales and rubrics are dated to track progress over time.
 Leave space to record anecdotal notes or comments.
 Use generic templates that become familiar to students and to which various descriptors can be
added quickly, depending on the outcome(s) being assessed.
 Provide guidance to students to use and create their own checklists, rating scales and rubrics for
self-assessment purposes and as guidelines for goal setting.

Checklists usually offer a yes/no format in relation to student demonstration of specific criteria. This is
similar to a light switch; the light is either on or off. They may be used to record observations of an
individual, a group or a whole class.

Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies
displayed by the learner. To continue the light switch analogy, a rating scale is like a dimmer switch that
provides for a range of performance levels. Rating scales state the criteria and provide three or four
response selections to describe the quality or frequency of student work.

Teachers can use rating scales to record observations and students can use them as self-assessment tools.
Teaching students to use descriptive words, such as always, usually, sometimes and never helps them
pinpoint specific strengths and needs. Rating scales also give students information for setting goals and
improving performance. In a rating scale, the descriptive word is more important than the related number.
The more precise and descriptive the words for each scale point, the more reliable the tool.

Effective rating scales use descriptors with clearly understood measures, such as frequency. Scales that rely
on subjective descriptors of quality, such as fair, good or excellent, are less effective because the single
adjective does not contain enough information on what criteria are indicated at each of these points on
the scale.
Rubrics use a set of criteria to evaluate a student's performance. They consist of a fixed measurement
scale and detailed description of the characteristics for each level of performance. These descriptions focus
on the quality of the product or performance and not the quantity; e.g., not number of paragraphs,
examples to support an idea, spelling errors. Rubrics are commonly used to evaluate student performance
with the intention of including the result in a grade for reporting purposes. Rubrics can increase the
consistency and reliability of scoring.

Rubrics use a set of specific criteria to evaluate student performance. They may be used to assess
individuals or groups and, as with rating scales, may be compared over time.
Developing Rubrics and Scoring Criteria

Rubrics are increasingly recognized as a way to both effectively assess student learning and communicate
expectations directly, clearly and concisely to students. The inclusion of rubrics in a teaching resource
provides opportunities to consider what demonstrations of learning look like, and to describe stages in the
development and growth of knowledge, understandings and skills. To be most effective, rubrics should
allow students to see the progression of mastery in the development of understandings and skills.

Rubrics should be constructed with input from students whenever possible. A good start is to define what
quality work looks like based on the learning outcomes. Exemplars of achievement need to be used to
demonstrate to students what an excellent or acceptable performance is. This provides a collection of
quality work for students to use as reference points. Once the standard is established, it is easy to define
what exemplary levels and less-than-satisfactory levels of performance look like. The best rubrics have
three to five descriptive levels to allow for discrimination in the evaluation of the product or task. Rubrics
may be used for summative purposes to gauge marks by assigning a score to each of the various levels.

When developing a rubric, consider the following:

 What are the specific outcomes in the task?
 Do the students have some experience with this or a similar task?
 What does an excellent performance look like? What are the qualities that distinguish an excellent
response from other levels?
 What do other responses along the performance quality continuum look like?
 Is each description qualitatively different from the others? Are there an equal number of
descriptors at each level of quality? Are the differences clear and understandable to students and
others?

Begin by developing criteria to describe the Acceptable level. Then use Bloom's taxonomy to identify
differentiating criteria as you move up the scale. The criteria should not go beyond the original
performance task, but reflect higher order thinking skills that students could demonstrate within the
parameters of the initial task.

When developing the scoring criteria and quality levels of a rubric, consider the following guidelines.

 Level 4 is the Standard of excellence level. Descriptions should indicate that all aspects of work
exceed grade level expectations and show exemplary performance or understanding. This is a
"Wow!"
 Level 3 is the Approaching standard of excellence level. Descriptions should indicate some aspects
of work that exceed grade level expectations and demonstrate solid performance or understanding.
This is a "Yes!"
 Level 2 is the Meets acceptable standard. This level should indicate minimal competencies
acceptable to meet grade level expectations. Performance and understanding are emerging or
developing but there are some errors and mastery is not thorough. This is a "On the right track, but
…".
 Level 1 Does not yet meet acceptable standard. This level indicates what is not adequate for grade
level expectations and indicates that the student has serious errors, omissions or misconceptions.
This is a "No, but …". The teacher needs to make decisions about appropriate intervention to help
the student improve.
Creating Rubrics with Students

Learning increases when students are actively involved in the assessment process. Students do
better when they know the goal, see models and know how their performance compares to learning
outcomes.

Learning outcomes are clarified when students assist in describing the criteria used to evaluate
performance. Use brainstorming and discussion to help students analyze what each level looks like. Use
student-friendly language and encourage students to identify descriptors that are meaningful to them.

Although rubrics are often used as assessment of learning tools, they can also be used as
assessment for learning tools. Students can benefit from using rubrics as they become more competent at
judging the quality of their work and examining their own progress.

After a rubric has been created, students can use it to guide their learning. Criteria described in a
rubric serve to focus student reflection on their work and facilitate the setting of learning goals for a
particular performance assessment. Through self-assessment or peer-assessment, students can use a
rubric to assess work completed to date and use it to guide their planning for the "next steps" in learning.

Types of Rubric

 Analytic Rubric
An analytic rubric is often designed in column format with multiple performance criteria listed in
the first column and the quality indicator levels, which vary on a continuum, listed in the first row
across remaining columns. Each quality level might contain one point value or a range of points
that can be assigned. Each criteria might also be accompanied by a comment space for additional
feedback on the element. Cells within the rubric might be blank or contain elaborations of each
performance criteria for the specific quality level.

Photo taken from https://www.google.com/search?q=holistic+rubric+for+math+problem+solving

  Holistic Rubric
When using a holistic rubric, a
single score (e.g., from 1-4 points
on a scale, or 1-6 points on a scale) is
assigned based on the overall
quality of work in consideration of
all criteria. The evaluator matches
the student's work to a single
description of it. For example,
ratings might be above average,
sufficient, developing, needs
improvement with elaborations on
criteria for selecting each.

Photo taken from https://www.google.com/search?

q=holistic+rubric+for+math+problem+solving

Process-oriented Assessment
Process oriented assessment is a type of performance based assessment that focuses on the
process of how and what the student undergo in his other given task. It measures how the student really
understand and learn about their certain topic by applying it by doing an activity or task. In measuring it,
the teacher should have a criteria or a scoring rubric for judging a student.

Process-oriented Performance-based Assessment is concerned with the actual task performance rather
than the output or product of an activity. It evaluates the actual task or performance. It does not
emphasize on the output or product of the activity. This assessment aims to know what processes a person
undergoes when given a task.

LEARNING COMPETENCIES
The learning objectives in the process-oriented performance based assessment are stated in direct
observable behaviors of the students.

TASK DESIGNING
Learning tasks need to &e 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
 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
students’ competency on the task.
 find a task that would &e interesting and enjoyable for the students.
 1. Design a checklist for a group activity in graphing linear inequalities.
2. You asked your students to create a game applying the concepts of probability. Create an analytical
rubric evaluating their work with scale of 1-5.
3. You gave each of your student individual real-life problems applying the concept of variation.
Create a holistic rubric to evaluate them with 4 as the highest and 0 as the lowest.

In not less than 5 sentences, discuss the following:

1. How is checklist utilized in Mathematics especially in problem solving?

2. How can student interview enhance learning in Mathematics?
3. Give at least 3 topics or competency in Mathematics 7-10 in which process oriented assessments can be
used.
4. Differentiate holistic and analytical rubric.

You will be rated based on the following rubric:

Rating Interpretation
5 The answer is correct, logical and complete, that is, covers all important points.
4 The answer is correct, logical but missed some important points
3 The answer is somehow correct and logical and missed some important points
2 Few parts of the answer are correct but missed several points.
1 The answer is incorrect and illogical.

References
Gardner, B. M., & Alford, K. L. (2020, January 3). Using Interview to Assess and Mentor Students. Retrieved from
Faculty Focus: https://www.facultyfocus.com/

Laosinguan, L. (n.d.). Process-oriented assessment. Academia.

Lauzon, N. (2014, September 10). Checklist and Achivement Charts. Retrieved from LD@School:
https://www.ldatschool.ca/

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