Assessment in Learning 2

Foreword

The Philippine Professional Standards for Teachers (PPST) mandates teachers to

continually develop themselves in terms of their knowledge and skills in
assessment. Assessment is one critical element of decision making among teachers.
It is in the results of our assessment of our learners, be it summative or formative,
that we draw decisions for the improvement of learning, our teaching
methodologies, and even in school management decisions. However, because the
times are changing, 21st Century have called for “true assessment” where real
learning is measured and is anchored on the principles of progressive education. It
is in this premise that various forms of authentic assessment caused a paradigm
shift on our understanding of successful learning. As pre-service teachers, it is
important that you begin acquiring knowledge and skills on authentic assessment
to make you ready in the actual workplace.
This module in Assessment in Learning 2 is a continuation of Assessment in
Learning 1. It is primarily designed to help pre-service teachers gain skills in the
development and utilization of alternative forms of assessment and update you on
the grading system used in the Enhanced Basic Education Curriculum or better
known as the K-12 Curriculum. This module is specially designed in accordance
with the University guidelines in module writing.
The authors of this module expect that you will not only step on the first level of
the Bloom’s taxonomy but will be able to fully utilize the concepts and theories
contained in this learning material in creating authentic forms of assessment. This
module contains activities that will bridge your schema or prior knowledge to the
present lesson and challenging activities that will test your understanding of the
lesson. Built on the philosophy of constructivism, outcomes-based education
(OBE), and research-oriented environment, it is hoped that you develop the attitude
of autonomous learning but at the same time realizing the value of guided
instruction.
Let this module be your partner in achieving the competencies you are expected to
possess once you enter the real world of teaching. When that happens, keep in mind
that the profession you have entered is a service for the young Filipinos who holds
the future of our nation.
Padayon!

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 Assessment in Learning 2

Table of Contents

Unit/Topic

Title Page
Foreword
Table of Contents

Unit 1: Authentic Assessment in the Classroom

Topic 1: Authentic Assessment Defined
Topic 2: Attributes of Authentic Assessment
Topic 3: Authentic Assessment and 21st Century Learning Skills
Unit 2: Process-Oriented Performance-Based Assessment
Topic 1: Process-Oriented Performance-based Assessment Defined
Topic 2: Process-Oriented Learning Competencies and Task
Designing
Topic 3: Scoring Rubrics
Unit 3: Product-Oriented Performance-Based Assessment
Topic 1: Product-Oriented Learning Competencies
Topic 2: Task Designing in Product-Oriented Performance-Based
Assessment
Topic 3: Scoring Systems for Product-Oriented Performance-Based
Assessment
Unit 4: Portfolio Assessment
Topic 1: Portfolio Assessment Defined
Topic 2: Essential Elements, Principles, and Types of Portfolio
Topic 3: Developing and Evaluating a Portfolio
Unit 5: Affective Assessment
Topic 1: Basic Concepts in Affective Assessment
Topic 2: Affective Assessment Tools
Unit 6: Grading and Reporting
Topic 1: Basic Concepts in Grading and Reporting
Topic 2: The K to 12 Grading System
Topic 3: Planning and Implementing Parent-Teacher Conference

Authors’ Background

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 Assessment in Learning 2

Unit 1: Authentic Assessment in the Classroom

Introduction
The Philippine Professional Standards for Teachers (PPST) provides that teachers
in the basic education in the country must master the process of designing,
selecting, organizing and using diagnostic, formative and summative assessment
strategies consistent with curriculum requirements (Department of Education -
Teacher Education Council, 2017). This made assessment of learning and reporting
of learners’ performance critical domains in evaluating teachers’ performance. In
fact, the way teachers assess learners’ performance have drastically changed since
the transition to K-12 Curriculum- from written tests driven grades to performance-
based assessment. The PPST reminds teachers to incorporate authenticity in all
forms of assessment strategies they use in the classroom. In this module, as pre-
service teachers, you will be oriented with the definition and implementation of
authentic assessment. This will provide you a strong foundation for the next units.
Understanding the very essence of authentic assessment will provide you a
framework towards the development of real-world assessment strategies.

Learning Outcomes
At the end of this unit, you are expected to:
1. Define authentic assessment
2. Compare and contrast authentic assessment from traditional assessment
3. Apply the attributes of authentic assessment in the selection and
development of assessment tools
4. Make connections between the 21st century learning skills to authentic
assessment

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 Assessment in Learning 2

Topic 1. Authentic Assessment Defined

Learning Objectives
At the end of the lesson, you are expected to:
1. Define authentic assessment; and,
2. Differentiate authentic and traditional assessment.

Presentation of Content
What is Authentic Assessment?

In the 21st century education, a commonly

advocated best practice for classroom assessment
is to make assessment authentic. Authentic is
mostly used to mean mirroring of real-world tasks
or expectations. However, there is no consensus
in the actual definition of the term or the
characteristics of an authentic classroom
assessment. Freya et.al (2012) did a conceptual
analysis of authentic assessment as it is used in
educational research and training to describe an
approach to classroom assessment.

They cited different definitional phrases from publications and the categories
into which they were ultimately placed are illustrative. For instance, these
definitional elements:

“… results in a product or presentation that has meaning or value

beyond success in school.” (Wiggins, 2006, p. 51).

“…emphasize(s) connections between assessment, learning and real-

world issues.” (Green, 1998, p. 11).

“Performance is assessed in a context more like that encountered in

real life…” (Dez, Moon & Meyer, 1992, p.38-39).

Further comparisons with traditional tests will help to clarify what

"authenticity" means when considering assessment design and use:
Authentic assessments necessitate students to be active performers
using acquired knowledge. Traditional tests lean towards revealing
only whether the student can recognize or recall what was learned
and usually not used in context.

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 Assessment in Learning 2

Authentic assessments offer the student with a plethora of tasks that

reflects the challenges found in the best instructional activities like:
conducting research; writing, revising and discussing papers;
providing an engaging oral analysis of a recent political event;
collaborating with others on a debate, etc. Meanwhile, conventional
tests are typically limited to paper-and-pencil, objective tests.

Authentic assessments can identify whether the student can craft

refined, detailed and reasonable responses, performances or
products. Conventional tests typically only ask the student to select
or write correct responses--irrespective of reasons.

Authentic assessment achieves validity and reliability by

emphasizing and standardizing the appropriate criteria for scoring
such (varied) products; traditional testing standardizes objective
"items" and, hence, the (one) right answer for each.

Authentic tasks involve "ill-structured" challenges and roles that

help students rehearse for the complex ambiguities of the "game" of
adult and professional life. Traditional tests are more like drills,
assessing static and too-often arbitrarily discrete or simplistic
elements of those activities (Wiggins, 1990).

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 Assessment in Learning 2

Feedback

I. BINARY TEST: Identify the following assessment tools as authentic

or traditional assessment. Circle A if its authentic and B if otherwise.

Authentic Traditional
Assessment Assessment Assessment Tools

A B 1. aptitude tests
A B 2. portfolios
A B 3. standardized tests
A B 4. demonstrations
A B 5. intelligence tests
A B 6. projects
A B 7. role plays
A B 8. hands-on experiments
A B 9. computer simulations
A B 10. multiple choice tests
A B 11. stage plays
A B 12. multi-media presentations
A B 13. achievement tests
A B 14. recitals
A B 15. True or False

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 Assessment in Learning 2

Topic 2. Attributes of Authentic Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Identify the attributes of authentic assessment; and,
2. Evaluate the authenticity of an assessment strategy.

Presentation of Content
The Contrast between Traditional Assessment and Authentic Assessment

Authentic assessment is commonly distinguished from traditional assessment in

terms of its defining attributes. The illustration below presents a bipolar continuum.
Along the continuums of attributes listed below, traditional assessment fall more
towards the left end of each continuum and authentic assessment fall more towards
the right end.

TRADITIONAL AUTHENTIC

Selecting a Response Performing a Task

Contrived Real life
Recall/Recognition Construction/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence

Five Attributes of Authentic Assessment

To better understand, the attributes of authentic assessment are elaborated on each

in the following context. These elaborations came from Mueller (2018).

A. Selecting a Response to Performing a Task: On traditional assessments,

students are typically given several choices (e.g., a,b,c or d; true or false;
which of these match with those) and asked to select the right answer. In
contrast, authentic assessments ask students to demonstrate understanding
by performing a more complex task usually representative of more
meaningful application.

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 Assessment in Learning 2

B. Contrived to Real-life: It is not very often in life outside of school that we

are asked to select from four alternatives to indicate our proficiency at
something. Tests offer these contrived means of assessment to increase the
number of times you can be asked to demonstrate proficiency in a short
period of time.

C. Recall/Recognition of Knowledge to Construction/Application of

Knowledge: Well-designed traditional assessments (i.e., tests and quizzes)
can effectively determine whether or not students have acquired a body of
knowledge. Furthermore, we are often asked to recall or recognize facts and
ideas and propositions in life, so tests are somewhat authentic in that sense.
However, the demonstration of recall and recognition on tests is typically
much less revealing about what we really know and can do than when we
are asked to construct a product or performance out of facts, ideas and
propositions.

D. Teacher-structured to Student-structured: When completing a traditional

assessment, what a student can and will demonstrate has been carefully
structured by the person who developed the test. A student's attention will
understandably be focused on and limited to what is on the test. In contrast,
authentic assessments allow more student choice and construction in
determining what is presented as evidence of proficiency.

E. Indirect Evidence to Direct Evidence: Even if a multiple-choice question

asks a student to analyze or apply facts to a new situation rather than just
recall the facts, and the student selects the correct answer, what do you now
know about that student? Did that student get lucky and pick the right
answer? We really do not know. At best, we can make some inferences
about what that student might know and might be able to do with that
knowledge. The evidence is very indirect, particularly for claims of
meaningful application in complex, real-world situations. Authentic
assessments, on the other hand, offer more direct evidence of application
and construction of knowledge.

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 Assessment in Learning 2

Feedback

INEWVATE! In this activity, your creative juices will be extracted. Applying your
knowledge on different methods of traditional assessment you have learned in your
Assessment of Learning 1, think of an authentic assessment task that you can use
to supplement a traditional assessment task. This is an attempt to shift the quality
of the task to the right of the continuum.

Subject/Topic Traditional Assessment Authentic Assessment

Tasks Tasks
Parts of a Flower Label the Parts of a
Flower

Bloom’s Taxonomy of Identify the level of

Cognitive Domain cognitive domain of the
given objectives

Mga Rebolusyon sa Makapagbigay ng

Panahon ng mga Kastila epekto ng rebolusyon sa
katayuan ng bansa

Mga Katutubong Sayaw Natutukoy ang sayaw at

sa Pilipinas ang etnikong grupong
may ari ng sayaw

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 Assessment in Learning 2

Topic 3. Authentic Assessment and 21st Century Learning Skills

Learning Objectives
At the end of the lesson, you are expected to:
1. Distinguish the four learning skills in the 21st century; and,
2. Relate authentic assessment to 21st century skills.

Presentation of Content

Defining 21st Century Learning Skills

The term "21st-century skills" is normally used to mean to certain core

competencies such as collaboration, digital literacy, critical thinking, and problem-
solving that advocates the need for schools to teach students thrive in today's world.
Various personalities define 21st century skills differently. This is what they got to
say:

“Twenty-first-century learning means that students master content

while producing, synthesizing, and evaluating information from a
wide variety of subjects and sources with an understanding of and
respect for diverse cultures. Students demonstrate the three Rs, but
also the three Cs: creativity, communication, and collaboration.
They demonstrate digital literacy as well as civic responsibility.
Virtual tools and open-source software create borderless learning
territories for students of all ages, anytime and anywhere.”

-Barnett Berry, Founder and CEO, Center for Teaching Quality

“Twenty-first-century learning embodies an approach to teaching

that marries content to skill. Without skills, students are left to
memorize facts, recall details for worksheets, and relegate their
educational experience to passivity. Without content, students may
engage in problem-solving or team-working experiences that fall
into triviality, into relevance without rigor. Instead, the 21st-
century learning paradigm offers an opportunity to synergize the
margins of the content vs. skills debate and bring it into a
framework that dispels these dichotomies. Twenty-first-century
learning means hearkening to cornerstones of the past to help us
navigate our future.”

- Sarah Brown Wessling, 2010 National Teacher of the Year

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 Assessment in Learning 2

The Four C’s of 21st Century Learning Skills

Learning skills (the four C’s) teaches students about the mental processes required
to adapt and improve upon a modern work environment. Many educators know
about these skills because they’re universal needs for any career. They also vary in
terms of importance, depending on an individual’s career aspirations.

Critical
Thinking Creativity
-Finding -Thinking outside
solutions to the box
problems

Collaboration Communication
-Working with -Talking to
others others

A. Critical thinking is the practice of solving problems. In addition to working

through problems, solving puzzles, and similar activities. This is important
in the 21st Century because it’s harder than ever to verify accurate
information because of massive influx of information mainly because of the
Internet. Critical thinking empowers students to discover the truth in
assertions, especially when it comes to separating fact from opinion.

B. Creativity is equally important as a means of adaptation. This skill

empowers students to see concepts in a different light, which leads to
innovation. In any field, innovation is key to the adaptability and overall
success of a company. Learning creativity as a skill requires someone to
understand that “the way things have always been done” may have been
best years ago — but someday, that has to change.

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 Assessment in Learning 2

C. Collaboration means getting students to work together, achieve

compromises, and get the best possible results from solving a problem.
Collaboration is important because whether students realize it or not, they’ll
probably work with other people for the rest of their lives. Practicing
collaboration and teamwork helps students understand how to address a
problem, pitch solutions, and decide the best course of action.

D. Communication is the practice of conveying ideas quickly and clearly.

With communication locked down, students can streamline their ideas and
make a positive impression on those around them. even in situations where
vocal tone is available, students need to learn how to communicate
effectively. That includes minimizing tangents, speaking directly to an idea,
and checking other participants to make sure they’re engaged.

The Relationship of Authentic Assessment to 21st Century Learning Skills

Pellegrino & Hilton (2012) argued that 21st century learning skills have started a
paradigm shift on assessment in today’s education. They support the use of “richer,
performance- and curriculum-based” assessments instead of “standardized, on-
demand, end-of-year tests that are easily scored and quantified for accountability
purposes”
The development and assessment of 21st century competencies should be based on
the three principles. They are
(1) establishing standards clearly in line with the expectations;
(2) developing high-staked assessments based on the standards by using
extended writing and/or performance assessments; and,
(3) using the assessments to communicate what is expected, to hold relevant
stakeholders accountable and to publish data to inform decisions for
selection, placement, evaluation, diagnosis, or improvement.

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 Assessment in Learning 2

Feedback
Given the following statements referring to students’ qualities or simply defining
phrases, identify which of the four 21st century learning skills is being referred to.
Check the box that corresponds to your answer. Some items can refer to more
than one learning skill.
CRITICAL CREATIVITY COLLABORATION COMMUNICATION
THINKING
1. Students ask questions.
2. Students determine
whether they should keep
expanding on an idea or wrap
up their point.
3. Teaches students to
question claims and seek
truth.
4. To encourage students to
think differently than
convention demands.

5. This skill prepares students

for a life of independence and
purposeful thought.

6. Encourage students to look

at themselves through that
second lens.

7. Student creates an
interesting or innovative
solution to a problem

8. Teaches students how to

efficiently convey ideas.

9. This is helpful for students

to learn that other people
don’t always have the same
ideas that they do
10. Teaches students to think
in a way that’s unique to
them.

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 Assessment in Learning 2

Summary
 Authentic assessment is an effective measure of intellectual
achievement or ability because it requires students to demonstrate their
deep understanding, higher-order thinking, and complex problem
solving through the performance of exemplary tasks.
 Authentic assessments necessitate students to be active performers
using acquired knowledge. Traditional tests lean towards revealing
only whether the student can recognize or recall what was learned.
 There are five attributes of authentic assessment
o Selecting a Response to Performing a Task
o Contrived to Real-life
o Recall/Recognition of Knowledge to Construction/Application
of Knowledge
o Teacher-structured to Student-structured
o Indirect Evidence to Direct Evidence
 "21st-century skills" is normally used to mean to certain core
competencies such as collaboration, digital literacy, critical thinking,
and problem-solving.
 There are four learning skills in the 21st Century
o Critical Thinking
o Creativity
o Collaboration
o Communication
 21st century learning skills have started a paradigm shift on assessment
advocating the use of “richer, performance- and curriculum-based”
assessment strategies- the very essence of authentic assessment.

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 Assessment in Learning 2

References
Asri, A. N. (2019). Designing a 21st Century Assessment in EFL Learning Context.
KnE Social Sciences, 335-348
Authentic assessment. (n.d.). Oxford Research Encyclopedia of Education.
https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.
0001/acrefore-9780190264093-e-22
Department of Education - Teacher Education Council. (2017, August 11).
Retrieved July 25, 2020, from https://www.deped.gov.ph/.
Dez, M., Moon, J., & Meyer, C. (1992). What do we want students to know? ... and
other important questions. Educational Leadership, 49(8), 38-42.
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom
assessment. Practical Assessment, Research, and Evaluation, 17(1), 2.
Green, J. (1998). Authentic assessment: Constructing the way forward for all
students. Education Canada, 38(3), 8-12.
Pellegrino, J. W., & Hilton, M. L. (2012). Committee on defining deeper learning
and 21st century skills. Center for Education.
Stauffer, Bri. “What Are the 4 C's of 21st Century Skills?” Digital Curriculum for
CTE & Elective Teachers, www.aeseducation.com/blog/four-cs-21st-
century-skills.
Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom
assessment for student learning: Doing it right, using it well. Assessment
Training Institute.
What is authentic assessment? (Authentic assessment toolbox). (n.d.). Jon Mueller.
https://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
Wiggins, G. (2006). Healthier testing made easy: Tests don't just measure
absorption of facts. They teach what we value. Edutopia, 49-51.
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment.
Phi Delta Kappan, 70(9), 703‒713.

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 Assessment in Learning 2

Unit 2: Process-Oriented Performance-Based

Assessment
Introduction
As discussed in unit 1, one of the characteristics that make assessment of high
quality is being authentic. Performance-based assessment provides tasks that are
relevant in real-life situations. This unit introduces process-oriented performance-
based assessment. In this unit, you will learn the nature of process-oriented
performance-based assessment, design learning tasks and create scoring rubrics
appropriate for this type of assessment.

Learning Outcomes
At the end of this unit, you are expected to:
1. Explain the nature of process-oriented performance-based assessment;
2. Create scoring rubrics in evaluating outputs of process-oriented
performance-based assessment; and
3. Develop assessment tasks of process-oriented performance-based
assessment

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 Assessment in Learning 2

Topic 1. Process-Oriented Performance-based Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate performance assessment from traditional assessment; and
2. Differentiate process-oriented from product-oriented performance-
based assessment.
Presentation of Content
In giving authentic assessment, one type of assessment that requires the students to
demonstrate skills and knowledge that are relevant in real-life situations is
performance assessment. Performance assessment is a direct and systematic
observation of the actual performances of the students based from a pre-determined
performance criterion (Zimmaro, 2003). It is an alternative form of assessment that
asks learners to perform a task applying the knowledge they have gained from a
unit or units of study. These assessments are typically open-ended, complex and
authentic (Lund and Kirk, 2019). It gives teachers new methods in assessing student
achievement (ibid). Hence, instead of giving students to select a response, this type
of assessment requires students’ active participation through demonstration of their
skills and knowledge.
The use of their higher order thinking skills in creating a process or a product is
required in method of evaluation (Chun, 2010). Learning tasks are beyond rote
memorization; thus, letting the students apply, analyze and create. The National
Capital Language Resource Center (NCLRC, 2011) listed criteria that make a
performance task authentic.
 Be built around topics or issues of interest to the students;
 Replicate real-world communication contexts and situations;
 Involve multi-stage tasks and real problems that require creative use of
language rather than simple repetition;
 Require learners to produce a quality product or performance;
 Evaluation criteria and standards are known to the students;
 Involve interaction between assessor (instructor, peers, self) and person
assessed; and
 Allow for self-evaluation and self-correction as students proceed.

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 Assessment in Learning 2

Characteristics of Performance-Based Assessment (Lund & Kirk, 2019)

Require the presentation of worthwhile or meaningful tasks

designed to be representative of performance in the field

Emphasize higher-level thinking and more complex learning

Articulate criteria in advance so that students know how they will

be evaluated
Embed assessments so firmly in the curriculum that they are
practically indistinguishable from instruction

Expect students to present their work publicly when possible

Involve examination of process as well as the products of learning

Developmental
checklists

Components of
Performance-
based
Assessment
(Gabuyo, 2012)
Summary
Portfolios
reports

These three components are equally important. They constitute the components of
dynamic, authentic performance-based assessment system.
Performance-based assessment assesses either the process in achieving the learning
outcomes or the product of the learning outcomes or even both depending on the
learning objectives. It involves doing rather than just knowing about a certain task.
When using performance-based assessment, the teacher will either use process-
oriented performance-based assessment or product-oriented performance-based
assessment. The teacher should know when to use these two types of performance-
based assessment.

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 Assessment in Learning 2

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

performance rather than the output or product of the activity. It assesses and
observes the procedures and experiences of the students in achieving the learning
outcomes. It requires a step-by-step interaction between the student and the teacher.
Thus, it is expected that during the process, the student can commit mistakes and
the teacher corrects the errors of the learners. With the use of this type of
assessment, the students will help them achieve best output.
In other words, use the process when:
1. There is no product;
2. The process is orderly and directly observable;
3. Correct procedures/steps are crucial to later success;
4. Analysis of procedural steps can help in improving the product; and
5. Learning is at the early stage.

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 Assessment in Learning 2

Feedback
Directions: Using the H-chart, compare and contrast the following concepts:

Performance-based Traditional
________________________ ________________________
_____________________ ______________________
_____________________ ______________________
_____________________ Similarities ______________________
_____________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________

Process-Oriented Product-Oriented
________________________ ________________________
_____________________ ______________________
_____________________ ______________________
_____________________ Similarities ______________________
_____________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
_____________________ ___________________ _____________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________

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 Assessment in Learning 2

Topic 2. Process-Oriented Learning Competencies and Task

Designing

Learning Objectives
At the end of the lesson, you are expected to:
1. Develop a process-oriented performance-based task based on given
competencies; and
2. Design a process-oriented performance-based task according to field of
specialization.

Presentation of Content
A. Process-Oriented Learning Competencies
Competencies are defined as groups of knowledge, skills, and attitudes needed to
achieve a certain task. These competencies should be transferable, observable, and
accessible to students.
Learning competencies in process-oriented performance-based assessment:
a. are expressed in direct observable behaviors of the students; and
b. focus on the behaviors that demonstrate “best practice” for the specific
task or activity.
Examples of Process-oriented performance-based assessment:
Subject English
Topic Paragraph Development
Task Write a paragraph about the career you are considering. Explain
Description why you are choosing that career path, and how you plan to
accomplish your goals.
Competencies  Uses correct vocabulary, spelling, grammar, and punctuation
 Composes clear, direct, concise, complete messages
 Chooses the most effective and meaningful form to express
ideas and information. Uses bullet points, tables, or other tools
to organize and present detailed or complex information
 Adapts the content, tone, style, and form to suit the needs of
the reader, the subject, and the purpose of the communication
 Organizes information so that facts or ideas build upon one
another to lead the reader to a specific conclusion
 Tailors written communications to effectively reach the
intended audience

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 Assessment in Learning 2

Subject Mathematics
Topic Reading and Writing Money in Symbols and in Words
through 100
Task Description Get a pair. One will act as a buyer of scrap materials while
the other one will act as a seller of scrap materials. The
buyer will weigh the scrap materials and compute how
much she should pay the seller. Write the value in
symbols and in words.
Competencies Write whole numbers in symbols and in words
Write money with value through 100
Tell the value of a set of bills or a set of coins

Subject Science
Topic Interdependence
Task Description Explain and illustrate the roles of and relationships among
producers, consumers, and decomposers in the process of
energy transfer in a food web.
Competencies  Create a diagram (i.e., food web) that illustrates the flow
of energy among producers, consumers, and
decomposers within an ecosystem
 Explain complex interrelationships among the various
types of organisms in a food web.

B. Task Designing
Performance task requires the students to construct a response, usually complex in
nature. Performance tasks usually emulate actual workplace activities or real-life
skill applications and require higher order processing skills. Performance tasks may
be individual or group-oriented. Each performance task contained in the bank is
designed to elicit a response on the part of the student that serves as evidence of
attainment of the benchmark. It is important to remember that the types of tasks we
suggest have been dictated by the benchmarks
When designing assessment tasks, teachers should always remember that the
purpose of the tasks is to provide opportunities for students to demonstrate what
they have achieved or learned. Hence, it is essential to determine the learning
competencies to be exhibited by the students. Then, the learning competencies will
be the basis of the teachers in designing tasks.
When choosing the best assessment tasks, it is necessary to be guided by the
following criteria outlined by Boud (1998).

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 Assessment in Learning 2

The task is authentic and set in a realistic context (i.e., oriented

towards the world external to the course itself)

They are worthwhile learning activities in their own right.

The assessments permit a holistic rather than a fragmented

approach

The tasks are not repetitive for either student or assessor - they
should work as a productive use of time for all those involved.

The assessment prompts student self-assessment.

The tasks are sufficiently flexible for students to tailor them to

their own needs and interests

The assessment is not likely to be interpreted by students in a

way fundamentally different to that of the designer

The task does not make assumptions about the subject matter or the
learner which are differentially perceived by different groups of students,
and which are irrelevant to the task

Example:
Topic: Lesson Planning
Outcome: Students will be able to develop lessons reflective of different learning
styles and Gardner’s Theory of Multiple Intelligences
Task:
 Divide students into 8 groups.
 Assign each group one of the 8 intelligences.
 Have groups design a classroom activity that teaches a concept related to a
unit on the solar system using the intelligence assigned.
 They can select the specific content and grade/year level of the students they
are preparing the lesson for.
 They should start by writing an outcome for the lesson.
(Adapted)
These tasks will let you observe the experiences of the students in creating a lesson
plan. Along the process, you will be able to guide the students on how they identify
learning objectives, design appropriate activities and create authentic assessments.

24
 Assessment in Learning 2

Feedback
Directions: Think of a lesson related to your field of specialization. Identify the
learning outcome/s for the lesson. Then, design assessment task/s that match/es
with the learning outcome.
Your output will be evaluated using this rubric:
Scoring Rubric
Criteria Inadequate Needs Meets Exceeds
(1) improvement expectations expectations
(2) (3) (4)
Completeness No response Some items Provides Provides
are missing complete complete
information information
with minimal with
errors accuracy
No Only few Most of the Answers are
Appropriateness relevance to answers are answers are specific and
the task appropriate relevant relevant to
the task

Course

Lesson/Topic

Learning
Outcomes

Task Design

25
 Assessment in Learning 2

Topic 3. Scoring Rubrics

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate analytic from holistic rubrics;
2. Cite the importance of using rubric in evaluating students’ performances;
and
3. Design a scoring rubric to be used in process-oriented performance-based
assessment.
Presentation of Content
Authentic assessments are mostly subjective in nature. Hence, these assessments
are always guided by rubrics in evaluating students’ performances or outputs to
avoid inconsistency of results. A rubric contains a coherent set of criteria for
students’ outputs and performances that includes descriptions of levels of
performance quality on the criteria (Navarro et al., 2019).
What makes a good rubric?

It should be a guide listing specific criteria for grading or

scoring academic papers, projects or tests

The rubric criteria must match the outcome and include higher
order thinking skills

Objective criteria is important – it specifies HOW something is

performed and is laid out on a continuum from “exemplary” to
“not evidenced”

A rubric should communicate expectations to students and

serve as feedback on how to improve

Rubrics are a natural way of providing in-depth feedback on real life performances
or projects assigned to students. Using rubrics, the students are aided with guidance
as they develop their PBA projects. Teachers create rubrics as they create the
specifics of the assignment so that expectations and criteria for the
assignment/performance are very clear. Hence, the use of rubrics can improve and

26
 Assessment in Learning 2

monitor student performance. Moreover, along with the rubric is an exemplar of a

project or paper that met or exceeded expectations according to the rubric. This is
also called an anchor paper or artifact.
Rubrics have two major parts according to Brookhart (2013):
a. Coherent sets of criteria – describes the key elements of a student work
b. Descriptions of levels of performance – provide indicators for each level of
performance. It describes how excellent or poor the output is
Mertler (2000) summarized the steps in designing a scoring rubric. The steps are
illustrated in the figure below.
Step-by-Step Procedure
Step 1: Re-examine the learning objectives to be addressed by the task.
Step 2: Identify specific observable attributes that you want to see (as well
as those you don’t want to see) your students demonstrate in their
product, process, or performance.
Step 3: Brainstorm characteristics that describe each attribute.

For holistic rubrics . . . For analytic rubrics . . .

Step 4a: Write thorough Step 4b: Write thorough

narrative descriptions for narrative descriptions for
excellent work and poor work excellent work and poor work
incorporating each attribute for each individual attribute.
into the description.

Step 5a: Complete the rubric Step 5b: Complete the rubric
by describing other levels on by describing other levels on
the continuum that ranges the continuum that ranges
from excellent to poor work from excellent to poor work
for the collective attributes. for each attribute.

Step 6: Collect samples of student work and exemplify each level.

Step 7: Revise the rubric, as necessary.

27
 Assessment in Learning 2

Two Types of Rubrics

Holistic Analytic
It asks the teacher to It gives detailed information
score the overall process on the performance of each
or product as a whole component of a task

All criteria are assessed Each criterion is evaluated

simultaneously;quick separately; time consuming
scoring to score

It is used when the It is utilized when the

teacher wants a quick teacher wants to identify the
judgment of the strengths and weaknesses of
performance of the the students' work in each
students criterion

It can be used for It can be used for formative

summative assessment assessment

28
 Assessment in Learning 2

Examples of Analytic Rubric

Retrieved from http://www.dr-hatfield.com/science_rules/Rubric%20for%20Lesson%20Plan.pdf

29
 Assessment in Learning 2

Rubric for Science Demonstration

Does Not Progressing Meets Exceeds

Meet 2 pts 3 pts 4 pts
1 pts

Organization Did not bring Have all Have all All materials
all materials materials materials present and easily
to complete present, but present and accessible.
lab not organized mostly Demonstration
demonstratio in a way that organized so runs smoothly.
n. the the
demonstration demonstration
can run can run
smoothly. smoothly.
Minor problems
that do not
hinder the
overall
effectiveness of
the
demonstration.

Presentation Does not Eye Contact Eye Contact Good eye contact
Skills make eye and Voice and Voice and voice
contact or Projection Projection projection
project voice limited. maintained maintained
so that people Limited through the throughout the
can hear it. explanation of majority of the entire
Does not demonstration presentation. presentation.
explain topic to Minor lapses in Detailed
demonstratio audience. explanation of explanation of
n topic to demonstration demonstration
audience. topic to topic to audience.
audience.
Overall
effectiveness
not affected.

Science Demonstratio Demonstration Demonstration Demonstration is

Content n is unrelated has little is relevant to relevant to
to anything relevance to material material discussed
discussed in classroom discussed in in class. Student
class. Student discussions class, but shows a complete
shows no and material. student does not understanding of
knowledge of student shows show an topic.
topic. limited complete
understanding understanding
of topic. of topic.

30
 Assessment in Learning 2

Cont. Does Not Progressing Meets Exceeds

Meet 2 pts 3 pts 4 pts
1 pts

Professionalis Does not take Careless Very few Respectable at all

m/ Safety demonstratio during moments of a times. Shows
n seriously. demonstration. careless extensive practice
Very careless. Shows lack of attitude. and preparation.
Lax attitude practice and Majority of the No safety issues
toward preparation. time conducts during
assignment. Shows very themselves in a demonstration.
Shows no little respectable
signs of knowledge of manner. Shows
practice or safety practice and
preparation. procedures. preparation.
Shows no Minor problems
regard for with safety
safety. during
demonstrations.

Interest/ Demonstratio Demonstration Demonstration Demonstration

Excitement n was not was only was quite was very
interesting slightly interesting and interesting and
and lacked interesting and excited most captured the
excitement. was exciting to viewers. excitement of all
only a few those viewing the
viewers. presentation.

Napakahusay Mahusay Di-Gaanong Nangangailangan

Mahusay ng Tulong
Bilis Binasa ang Binasa ang Binasa ang Binasa ang
kwento bago kwento kwento kwento nang
matapos ang nang ayon nang lampas lampas ng isang
takdang sa takdang ng ilang minute sa
panahon panahon segundo sa takdang panahon
takdang
panahon
Kawastuhan Lahat ng 1-3 salita 4-6 salita 7 o higit pang
salita ay ang di- ang di- salita ang di-
binasa ng nabasa ng nabasa nang nabasa nang
wasto wasto wasto wasto
Pag-unawa Lahat ng 1 tanong 2-3 tanong 4 o higit pang
tanong ay ang di ang di tanong ang di
nasagot nang nasagot nasagot nasagot nang
wasto nang wasto nang wasto wasto

31
 Assessment in Learning 2

Example of Holistic Rubrics

Score Description
5 Demonstrates complete understanding on lesson plan
development. All requirements of task are included in response.
4 Demonstrates considerable understanding on lesson plan
development. All requirements of task are included.
3 Demonstrates partial understanding on lesson plan
development. Most requirements of task are included.
2 Demonstrates little understanding on lesson plan development.
Many requirements are missing.
1 Demonstrates no understanding on lesson plan development.

(Gabuyo, 2012)
Score Description
4 Makes accurate estimations. Uses appropriate mathematical
operations with no mistakes. Draws logical conclusions supported
by graph. Sound explanations of thinking.
3 Makes good estimations. Uses appropriate mathematical operations
with few mistakes. Draws logical conclusions supported by graph.
Good explanations of thinking.
2 Attempts estimations, although many inaccurate. Uses inappropriate
mathematical operations, but with no mistakes. Draws conclusions
not supported by graph. Offers little explanation.
1 Makes inaccurate estimations. Uses inappropriate mathematical
operations. Draws no conclusions related to graph. Offers no
explanations of thinking.
0 No response/task not attempted.

(Mertler, 2000)
Other resources of rubrics:
Rubistar http://rubistar.4teachers.org/index.php
iRubric https://www.rcampus.com/indexrubric.cfm?
Teacher Planet http://www.teacherplanet.com/rubrics-for-
teachers?ref=rubrics4teachers
University of Wisconsin-Stout https://www.uwstout.edu/academics/online-
distance-education/online-professional-development/educational-resources-
rubrics/creating-and-using-rubrics-assessment
Quick Rubric https://www.quickrubric.com/r#/create-a-rubric

32
 Assessment in Learning 2

Feedback
Test 1: Complete the table below by citing the differences of holistic and analytic
rubrics.
Holistic Rubric Analytic Rubric
Definition

Advantages

Disadvantages

Test 2: Briefly answer the given question, “How does a rubric become helpful for
the students and teachers in the teaching and learning process?” Be guided on
the rubric given.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

33
 Assessment in Learning 2

Criteria Inadequate Needs Meets Exceeds

(1) Improvement Expectations Expectations
(2) (3) (4)
Content No response Provides Provides Provides
superficial sufficient content substantial and
content with limited specific content
explanations with detailed,
concrete and
adequate
explanations
Organization No transition Ideas are unclear, Ideas are Ideas are focused
was used unfocused and somehow clear and unified.
disorganized. and appropriate. Excellent
Few transitions Transitions were transitions were
were used present but some used.
were incorrectly
used.
Grammar and Many spelling, A number of Few spelling, No spelling,
Mechanics punctuation spelling, punctuation and punctuation and
and punctuation and grammatical grammatical
grammatical grammatical errors error
errors that errors
interferes the
meaning

34
 Assessment in Learning 2

Summary
 Performance-based assessment is a direct and systematic observation of the
actual performances of the students.
 Performance-based assessment is an authentic assessment that requires
demonstration of real life skills of the students.
 Process-oriented performance-based assessment is concerned with the
actual task performance rather than the output or product of the activity.
 Competencies are defined as groups of knowledge, skills, and attitudes
needed to achieve a certain task.
 Process-oriented competencies are expressed in direct observable behaviors
of the students
 A rubric is an evaluation tool that contains a coherent set of criteria for
students’ outputs and performances that includes descriptions of levels of
performance quality on the criteria
 Holistic rubric gives an overall impression on the student’s work while
analytic rubric provides specific and detailed information about student
performance.

References
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment
and grading. Ascd.
Boud, D. (1998, November). Assessment and learning–unlearning bad habits of
assessment. In Conference on Effective Assessment at University,
University of Queensland, Australia. Retrieved from
http://damianeducationresearchlinks.wikispaces.com/file/view/unlearnin
gassessment_Boud.pdf
Gabuyo, Y.A. (2012) Assessment of Learning 1. Manila, Philippines: Rex Book
Store
Mertler, C. A. (2000). Designing scoring rubrics for your classroom. Practical
assessment, research, and evaluation, 7(1), 25.
Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning
Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City,
Philippines.
National Capital Language Resource Center (NCLRC). (n.d.). The Essentials of
Language Teaching. Retrieved August 10, 2020
from http://nclrc.org/essentials/assessing/alternative.htm.

35
 Assessment in Learning 2

Unit 3: Product-Oriented Performance-Based

Assessment

Introduction
In the previous unit (in process-oriented performance-based assessment), you
learned that aside from the emphasis on the process, performance-based assessment
can also be an assessment of the product. Sometimes, learning competencies along
several disciplines puts more weight to the final output or product required to prove
that the competencies have been met by the learner. For example, a Math teacher
who clings to a behaviorist teaching philosophy may consider an answer even if the
solution used by the learner is different from what the teacher taught (however the
solution should still be appropriate and verified). Additionally, a literature teacher
cannot standardize the way learners compose their poems and essays. This suggests
that the process in coming up with a literature piece do not matter so much that it
becomes negligible. These scenarios depict Product-Oriented Performance-Based
Assessment. In this chapter, this type of performance-based assessment will be
introduced to you. You will be learning how to suit your assessment strategies to
product-oriented learning competencies. As a future teacher, this skill is very
necessary to truly realize the visions of authentic assessment.

Learning Outcomes
At the end of this unit, you are expected to:
1. Design product- oriented tasks based on identified learning competencies;
and,
2. Develop scoring rubrics to assess the designed product- oriented task.

36
 Assessment in Learning 2

Topic 1. Product-Oriented Learning Competencies

Learning Objectives
At the end of the lesson, you are expected to:
1. Distinguish product-oriented assessment from process-oriented
assessment; and,
2. Construct product-oriented learning competencies.

Presentation of Content
Product-oriented performance-based assessment in a nutshell

Understanding the difference between product-oriented assessment and process-

oriented assessment can be confusing. You have known that for the latter, it mainly
focuses on the ability of learners to arrive, produce, or demonstrate their own
learning. In contrast, product-oriented assessment seeks to assess performance
through a finalized product that should meet specific requirements. In here, the
teacher may or may not choose to engage in the process that will bring about the
final product, because that is not what is being considered. A product refers to
something produced by students providing concrete examples of the application of
knowledge. Examples can include brochures, reports, web pages and audio or video
clips. These are generally done outside of the classroom and based on specific
assignments. Take note that both performance-based assessment will eventually
result in a product, but only in product-based that the teacher doesn’t get to actually
work one on one with the student.

Gronlund (1998) recommends to teachers that they use product-oriented

assessment if:
1. Different procedures result in an equally good product;
2. Procedures are not available for observation;
3. The procedures have been mastered already; and,
4. Products have qualities that can be identified and judged.

To reinforce your understanding, suppose that the learning task is to “write a haiku”
or “write a lyric poem”. The teacher who is interested in the process will assess the
learner based on the skill acquired, so in the case of writing a poem, the criterion
would be “displayed skillful ability to compose an original poem” and “displayed
ability to rhyme the words “. While in the product-oriented assessment, the teacher
will focus on the product his/her learner was able to come up with. In writing a
poem, a teacher should be interested in assessing these criteria: organization of the
poem; poem contain 3 stanzas; correct grammar; or contains 150 words.

37
 Assessment in Learning 2

As you can infer from the illustration above, we are focusing on the poem itself and
not on the learner. This is what product-oriented assessment is all about.

Product-Oriented Learning Competencies

Many times, when teachers write their instructional objectives that they can not
draw a clear line separating the process and the product. This tells us that
performance-based learning competencies are inherently eccentric. However,
teachers can include behavior expectations targeting complex tasks that students
are expected to achieve. Products can include a wide range of student works which
are targets specific.

There are ways to state product-oriented assessment competencies

according to Navarro & Santos (2013):

38
 Assessment in Learning 2

To put into context the three levels of product-oriented assessment competencies,

study the following examples:
Desired Product Beginner Skilled Expert
Color the
different
Sketch a map
Label the provinces
showing basic
A physical map provinces and the differently and
inter- and intra-
of Region 2 provincial identify the cities
regional
capitals. in the provinces
boundaries.
aside from the
capitals.
Connect a battery
Connect a battery and two switches
Connect a battery
and separate to three loads,
Parallel Circuit to two loads in
switches to two two are in series
parallel
loads in parallel connected to a
single switch.
PowerPoint Use animations
Use readable Use icons and
presentation on and transitions in
fonts and color in pictures in a
the effects of preparing a
a PowerPoint PowerPoint
black sand PowerPoint
presentation presentation.
Mining presentation

Take note that the complexity of the competencies increases from beginner to
expert. As a pre-service teacher, it is not necessary to include all these competencies
in your lesson plan. Just make sure that the competencies are appropriate to the
abilities of your students.
DepEd Order No. 73, s.2012 attached examples of assessment strategies that
teachers can use for performance bases assessment. An example is presented in the
box.

Physical Education- Grade 7

Content Standard: The learner demonstrates understanding of the

concept and principles of physical fitness as essential in achieving
active lifestyle.

Performance standard: The learner designs a personalized exercise

program and sustain the desired level of fitness.

Learning Competency: The learners will be able to create a

personalized exercise program.

39
 Assessment in Learning 2

Feedback
In your field of specialization, think of three desired products and write product-
oriented learning competencies in the beginner, skilled, and expert levels. You
can be guided by the curriculum guide developed by the Department of
Education. Access the curriculum guide at https://www.deped.gov.ph/k-to-
12/about/k-to-12-basic-education-curriculum/
Learning Competencies
Desired Product
Beginner Skilled Expert
A.

B.

C.

40
 Assessment in Learning 2

Topic 2. Task Designing in Product-Oriented Performance-

Based Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Identify appropriate tasks for product-oriented performance-based
assessment; and
2. Design tasks for product-oriented performance-based assessment.

Presentation of Content
Developing Performance Tests for Learners: A Retrospect
You might have learned already the different steps in designing performance-based
assessment in the previous sections. However, there is no harm to look back at them
but looking through a different form. Kubiszyn & Borich (2007) presented four
steps in developing performance tests. This applies to both product- and
performance-oriented assessment.

Step 1: Deciding What to Test

- In this stage, the teacher creates a list of objectives that
specifies the knowledge, skills, habits of mind, and
indicators of the outcomes. This should sound familiar to
you because we have done this already in the previous
section when you learned how to construct product-
oriented learning competencies.

Step 2: Designing the Assessment Context

- In this stage, the teacher creates a task, simulation, or
situation that will allow learners to demonstrate the
knowledge, skills, and attitudes that they have acquired.
The tasks should center on issues, concepts, or
problems that are important to your context area. In
other words, they should be the same issues, concepts,
and problems that people in the field face every day.
This is the focus of this part of the module!

Step 3: Specifying the scoring Rubrics

- Your goal when scoring performance test is to do justice
to the time spent developing them and the effort
expended by students taking them. You can accomplish
this by developing carefully constructed scoring system
called Rubrics. This step will be discussed in details
in the next unit.

41
 Assessment in Learning 2

Step 4: Specifying Testing constraints

- As much as we want to make the tasks realistic, isn’t it
that in the real world, professionals are confronted with
many challenges? In this stage teachers will impose
conditions during the performance test. These conditions
may include time, equipment, scoring criteria, and prior
knowledge of the task.

Considerations in Task Designing

When choosing what tasks will you let your students accomplish, start up by
asking these questions suggested by Wiggins (1992) to yourself.
a. What does the “doing of mathematics, history, science, art, and so
forth” look and feel like to professional who make their living working
in those fields in the real world?
b. What are the projects and tasks performed by those professionals that
can be adapted to school instruction?
c. What are the roles that those professional acquire that learners can re-
create in the classroom?
Consider this example by Wiggins (1992) in social studies:
You and several travel agent colleagues have been assigned the responsibility
of designing a trip to China for 12-14-year-olds. Prepare an extensive
brochure for a month-long cultural exchange trip. Include itinerary, modes of
transportation, costs, suggested budget, clothing, health considerations,
areas of cultural sensitivity, language considerations, and other information
necessary for a family to decide if they want their child to participate.

Can you see how the answers to the questions of Wiggins are answered in his
example? If yes, reserve your thoughts for the application part of this unit. Moving
on, while there is no single formula or recipe that guarantees a valid product-
oriented performance test, these criteria can help teachers in refining the tasks they
chose.
Even if the task is complex, the expected final product your students will do
should be clear. Make sure that they are able to visualize the competencies
you want them to demonstrate.
Design a task with a narrow domain but can measure a wide range of
behavior.
Allow learners to exhibit varying procedure in accomplishing the product.
In this way you can derive multitude of generalizations about your learners’
problem-solving ability.

42
 Assessment in Learning 2

Accomplishing the product should require considerable mental effort and

place high demands on the persistence and determination of the individual
learner.
Meanwhile, Navarro & Santos (2013) presented four criteria in task designing in
product-oriented assessment. The design of the task depends on what the teacher
desires to observe as outputs of the student. One can look at these four elements:

within the range

project is produced in of ability of the
order to attain a students
learning objective
interesting
enough so that
lead the students into students are
exploring the various encouraged to
possible ways of pursue the task
presenting the final to completion.
outcome.

In summary, when designing a product-oriented assessment task, you should take

note of the context of the task if it is applicable to the real world. That is the very
essence of authentic assessment after all. Additionally, you should also put in mind
the nature of your learners, complexity, and validity of the task.

43
 Assessment in Learning 2

Feedback

In your field of specialization, choose a topic and write two product-oriented

learning competencies and think of tasks your students will have to accomplish to
achieve the competencies. Detail the tasks in the space provided.
Field of Specialization:
Grade Level:
Topic:
Learning Competencies: A.
B.

Expected Product: _________________________________________________

Real world problem:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Task Design (How will your students carry out the task and what are the
specifications and inclusions of the product? --- write in a similar way as Mr.
Wiggins.):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

44
 Assessment in Learning 2

Topic 3. Scoring Systems for Product-Oriented Performance-

Based Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate checklist, rating scale, and rubrics; and,
2. Construct scoring systems for product-oriented performance-based
assessment.

Presentation of Content
Why Rubrics?
Many teachers become reluctant in using performance-based assessment because
of several reasons. Performance tasks are known to be time consuming in terms of
scoring. Traditional tests are easier to score and that pushes teachers to choose
traditional testing over performance-based tests. In addition, performance tasks are
prone to subjective scoring which can turn an authentic performance test an
inaccurate one. Your goal when scoring performance test is to do justice to the time
spent developing them and the effort expended by students taking them. You can
accomplish this by developing carefully constructed scoring system called Rubrics.
Categories of Scoring Systems
Kubiszyn & Borich (2007) identified three categories of scoring
system to use when scoring a product-oriented test or performance-task in
general. These are checklists, rating scales, and rubrics.

•Contain lists of traits or characteristics that can be scored as present as either

present or absent.
Checklist •Checklists are scored on a yes/no, present or absent, or o or 1 point basis.

•Typically used for those aspects of a complex performance that do not lend
themselves to yes/no type judgments.
•This requires that the test developer first identify the most salient characteristics
Rating or primary traits when observing the product. Then, for each trait, the developer
Scales assigns numbers (usually 1-5) that represent degrees of performance.

•Use a set of criteria to evaluate a student's performance. They consist of a fixed

Rubrics measurement scale and detailed description of the characteristics for each level of
performance.

45
 Assessment in Learning 2

In the previous unit, you were introduced to scoring rubrics already. This time you
will learn about checklist and rating scales. These scoring systems are relatively
easy to design. In fact, this is also easier to use and can make scoring of product
tasks faster and less subjective. However, one flaw of checklists and rating scales
is the decreased diagnostic information you can get compared to rubrics.
Making a Checklist
Observation checklists permit teachers to monitor and check how students perform
relative to explicit outcomes. Observation checklists, written in a yes/no format can
be used to assist in observing student performance relative to specific criteria. These
tools can also contain spaces for short comments, which will provide additional
information not captured in the checklist.
Before you use an observation checklist, ensure students understand what
information or qualities will be gathered and how it will be used. The table below
shows an integrated procedure in making a checklist from McMillan (2001) and
Alberta Education (2008). An example of a checklist is presented in the next page.
Guidelines for Using Checklists

1. Determine specific outcomes to observe and assess.

2. Decide what to look for. Write down criteria or evidence that indicates
the student is demonstrating the outcome.
3. Enumerate all attributes and characteristics you wish to observe relative
to the concept being assessed.
4. Arrange these attributes as a “shopping” list of characteristics
5. Ensure students know and understand what the criteria are.
6. Target your observation by selecting four to five students per class and
one or two specific outcomes to observe.
7. Share observations with students, both individually and in a group.
Make the observations specific and describe how this demonstrates or
promotes thinking and learning. For example; "Eric, you contributed
several ideas to your group's Top Ten list. You really helped your group
finish their task within the time limit."
8. Use the information gathered from observation to enhance or modify
future instruction.

Making a Rating Scale

Unlike checklists, rating scales can allow teachers to specify the degree or
frequency of the behaviors displayed by the learner or the attributes of the product.
Rating scales, in analogy, is a dimmer which you can adjust the intensity of the
light but a checklist is basic light switch that just turns on and off light. Rating
scales state the criteria and provide three or four response selections to describe the
quality or frequency of student work.

46
 Assessment in Learning 2

In addition, rating scales provides opportunities for students to set goals and
improve performance. 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.

Checklist example in Physics

Topic: Parallel Circuit
Task: Connect a battery and two switches to three loads, two are in series
connected to a single switch.
ITEMS YES NO REMARKS

1. The circuit contains

- One battery

- Three loads

- Two switches

2. The loads are working

3. The switches work independently

4. The circuit is connected in parallel

5. The wires are cut and connected

neatly.

47
 Assessment in Learning 2

Rating scale for themes and term papers that emphasizes interpretation and
organization
Quality and Accuracy of Ideas
1 2 3 4 5
Very limited Some Extensive
investigation; investigation investigation;
little or no and good detail
material attention to and
related to the the facts are representation
facts apparent of the facts
Logical development of Ideas
1 2 3 4 5
Very little Some logical Good logical
orderly development development;
development of ideas, but ideas logically
of ideas; logical order connected
presentation needs to be and built upon
is confusing improved. another.
and hard to
follow.
Organization of Ideas
1 2 3 4 5
No apparent Organization Good
organization. is mixed; organization
Lack of some of the and
paragraphing ideas not paragraphing;
and adequately clear
transitions. separated transitions
from other between ideas
with
appropriate
transitions
Words and Phrasing
1 2 3 4 5
Wording Some word Appropriate
trite; choices are use words and
extensive awkward phrasing work
use of clichés to sharpen
ideas

48
 Assessment in Learning 2

Rubrics for Product-oriented Tasks

Rubrics have been introduced to you already in the previous unit. Note that there
are two types of rubrics; analytic and holistic. When making a rubric, educators
emphasized the importance of clear and comprehensible quality levels. Alberta
Education (2008) proposes that teachers follow 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 an "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.

When designing scoring rubrics for product-oriented tasks, focus on the

characteristics or qualities of the final product that your students are expected to
deliver as bases for your criteria. Take note again, that product-oriented tasks assess
the products or outputs and not the learner or how the final product was
accomplished by the learner.
This is an example of a holistic rubric in evaluating an essay.
Grade Score Criteria
A (90-100) The “A” argument essay is exceptional in every way. The
essay is well organized and all claims are supported. It begins
with a solid introduction that contains a clear thesis, is
followed by body paragraphs that contain clear topic
sentences with clear and detailed support, and ends with an
effective conclusion. Content is thorough and lacking in no
area. There are no (or few) errors in tone, format, mechanics,
grammar, and content.

B (80- 89) The “B” essay is above adequate in most areas. In the areas
where it is not above adequate, it is still entirely acceptable.
The majority of the essay is clear, focused, and well detailed,
but there may be a few areas requiring further development.

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 Assessment in Learning 2

While it may contain a few errors with tone, mechanics,

grammar, and/or content, these errors are not egregious
enough to detract from the overall point being made.

C (70- 79) The “C” essay is adequate in most areas, but exceptional in
none. The thesis is clear although probably lacking in both
control and command. Organization may be a slight problem
but can be fixed. The paragraphs provide support but are
generally underdeveloped. There may be multiple errors in
tone, format, mechanics, grammar, and content, but these
errors do not, for the most part, detract from the overall
writing.

D (60- 69) The “D” essay is lacking in a majority of areas. It is generally

unorganized and unfocused. The thesis is neither clear nor
controls the entire essay. Most of the essay is
underdeveloped. There are frequent errors in tone, format,
mechanics, grammar, and/or content that distract from the
content being provided. Its only saving grace is that, despite
all of the errors, there appears to be a legitimate effort put
forth by the writer.

F (0- 59) The “F” essay generally needs little explanation. There are
significant problems throughout. The thesis is often lacking,
and the argument, if there is one, wanders and is
unorganized. The essay shows no understanding of basic
essay structure, and there are significant errors in tone,
format, mechanics, grammar, and/or content. The effort on the
part of the writer is questionable, at best.

Total

Analytic Rubric Example

(Taken from Enclosure No.4, DepEd Order No. 73, s. 2012)
Performance Task: Preparation of useful solutions (e.g. natural fruit juice drink,
pesticide, health drink/supplement etc.)

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Assessment in Learning 2

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 Assessment in Learning 2

Feedback
In your field of specialization guided by the curriculum guide, complete the table
below. The table is the same assessment matrix template in DepEd Order No. 73,
s. 2012.
Access the curriculum guide at
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
If you want to see examples, access the DepEd Order at
https://www.cfopso.org.ph/pdf/11thconferencepresentation/day2/do_no73_s_201
2_guidelines_of_learning_outcomes_under_K12_BEC.pdf

Grade Level: _____________________________________________________

Subject: _________________________________________________________
Topic: ___________________________________________________________
Content Standard:
__________________________________________________________________
__________________________________________________________________
Performance Standard:
__________________________________________________________________
__________________________________________________________________
Levels of Assessment: What will I How will I How will I
assess? assess? score?
Product/Performance *Choose among
(30%) the four scoring
systems

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 Assessment in Learning 2

Now that you have chosen the scoring system appropriate for the task, create the
scoring system. Write it on the box in the next page.
Your scoring system will be evaluated using this checklist:
Score Criteria
Yes Maybe No
5 2 1 The scoring system is appropriate for the product
5 2 1 The qualities/attributes/criteria chosen are
appropriate for the product
5 2 1 There is enough number of
qualities/attributes/criteria to assess the learning
competency demonstrated in the product
5 2 1 The quality levels are clear and comprehensible
Total Score:

Title:
______________________________________________________________________
______________________________________________________________________

53
 Assessment in Learning 2

Summary
Product-oriented assessment seeks to assess performance through a
finalized product that should meet specific requirements.
Product refers to something produced by students providing concrete
examples of the application of knowledge.
There are three levels of product-oriented assessment competencies:
Beginner, Skilled, and Expert.
When designing a product-oriented assessment task, you should take note
of the context of the task if it is applicable to the real world. The nature of
your learners, complexity, and validity of the task should also be
considered.
There are generally three types of scoring systems: Checklist, Rating Scales,
and Rubrics.
Checklist contain lists of traits or characteristics that can be scored as
present as either present or absent.
Rating Scales require that the test developer first identify the most salient
characteristics or primary traits when observing the product. Then, for each
trait, the developer assigns numbers (usually 1-5) that represent degrees of
performance.
Rubrics can be holistic and analytic. When making a rubric, educators
emphasized the importance of clear and comprehensible quality levels.

54
 Assessment in Learning 2

References
Department of Education - Teacher Education Council. (2017, August 11).
Retrieved July 25, 2020, from https://www.deped.gov.ph/.
DepEd Order No. 73, s. 2012. Retrieved from
https://www.cfopso.org.ph/pdf/11thconferencepresentation/day2/do_no73_s
_2012_guidelines_of_learning_outcomes_under_K12_BEC.pdf
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom
assessment. Practical Assessment, Research, and Evaluation, 17(1), 2.
Gronlund, N. E. (1998). Assessment of student achievement. Allyn & Bacon
Publishing, Longwood Division, 160 Gould Street, Needham Heights, MA
02194-2310; tele.
Kubiszyn, T., & Borich, G. (2007). Educational Testing and Measurement, 8th edn,
Hoboken.
McMillan, J. H. (2000). Fundamental assessment principles for teachers and school
administrators. Practical Assessment, Research, and Evaluation, 7(1), 8.
McMillan, J. H. (2001). Secondary teachers' classroom assessment and grading
practices. Educational Measurement: Issues and Practice, 20(1), 20-32.
Navarro, R., Santos, R.,Chapter5: Product-Oriented, Performance-based
Assessment, Authentic Assessment of Learning Outcomes, Assessment
Learning 2, Second Edition,44-48.
Observation checklists (Assessment). (2008, October
1). https://www.learnalberta.ca/content/mewa/html/assessment/observation.
html
Oneocean Infomations. (n.d.). OneOcean -- Coastal Resource & Fisheries
Management of the
Philippines. https://oneocean.org/flash/philippine_biodiversity.html
Performance/Product based assessment. (2009, November 30). Scientia
Analytica. https://saicebrian.wordpress.com/2009/01/26/writing-a-
performanceproduct-based-assessment/
What is authentic assessment? (Authentic assessment toolbox). (n.d.). Jon Mueller.
https://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
Wiggins, G. (1992). Creating tests worth taking. Educational leadership, 49(8), 26-
33.

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 Assessment in Learning 2

Unit 4: Portfolio Assessment

Introduction
When you apply for work in the future, handing your application letter and resume
to the boss will not be enough to get employed. Showing evidences of what you
can do matters a lot – like presenting crafted lesson plans, developed instructional
materials, published researches, board rating, transcript of records, and other
evidences to prove your capability. When you get employed, compiling evidences
of what you have done is also crucial - to show your efficiency.
Gathering evidences is likewise important in assessment of students’ learning
termed as Portfolio Assessment. As a future teacher, you should not delimit your
methods of assessing students’ learning through test scores only. Monitoring
students’ progress through portfolio should also be given emphasis. In this unit, you
will learn the purpose, principles, types, development, and evaluation of portfolios.

Learning Outcomes
At the end of this unit, you are expected to:
1. Define portfolio assessment and determine its uses, advantages, and
disadvantages
2. Determine essential elements or entries to be included in a portfolio
3. Classify the different portfolios according to types
4. Design and develop portfolios for authentic assessment of learning
outcomes
5. Assess a developed portfolio based on a identified criteria

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 Assessment in Learning 2

Topic 1. Portfolio Assessment Defined

Learning Objectives
At the end of the lesson, you are expected to:
1. Define portfolio
2. Compare traditional assessment and portfolio assessment
3. Determine the uses, advantages, and disadvantages of portfolio

Presentation of Content
Definition of portfolio

A portfolio is a purposeful collection of student work that exhibits the student’s

efforts, progress and achievements in one or more areas. The collection must
include student participation in selecting contents, the criteria for selection, the
criteria for judging merit and evidence of student self-reflection.
Paulson, Paulson, Meyer 1991

Portfolio is a form of alternative assessment intended to accumulate evidence to

measure the growth over time of a student’s or teacher’s performance.
Wolf, 1991

A portfolio is more than just a container full of stuff. It is a systematic and

organized collection of evidence used by the teacher and student to monitor
growth of the student’s knowledge, skills, and attitudes in a specific subject
area.
Vavrus, 1990

A portfolio is a record of learning that focuses on the student’s work and

her/his reflection on that work. Material is collected through a collaborative
effort between the student and staff members and is indicative of progress
toward the essential outcomes.
National Education Association, 1993

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 Assessment in Learning 2

Based on the presented definitions of portfolio from different authors and

organization, the following are concluded:
Portfolio is a systematic compilation of student work meant to show
growth over time.
Portfolio is an ‘expanded student record’.
Portfolio is a ‘reasonable’ and authentic means of assessing students’
growth and development.
Portfolio is a way to display skills and accomplishments through artifacts
and other forms of evidence.
Portfolio shows updates on students’ skills and accomplishments.
The entries in the portfolio can demonstrate learning and growth in all
learning competencies.
Portfolio is a form of assessment that students do together with their
teachers.
Portfolio involves student self-assessment.
The criteria for selecting and assessing the portfolio contents must be clear
to the teacher and the students at the outset of the process.
Portfolio is assessed using an agreed upon rubric.
Portfolio is continuous and ongoing, providing both formative and
summative opportunities for monitoring students’ progress toward
achieving essential outcomes.

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 Assessment in Learning 2

Comparison of Portfolio and Traditional Forms of Assessment (Ferenz, 2001)

Uses of Portfolios
1. Portfolio can provide both formative and summative opportunities for
monitoring progress toward reaching identified outcomes.
2. Portfolio can communicate concrete information about what is expected of
students in terms of the content and quality of performance in specific
curriculum areas.
3. Portfolio allows students to document the aspects of learning that do not
show up well in traditional assessments.
4. Portfolios are useful to showcase periodic or end of the year
accomplishments of students such as in poetry, reflections on growth,
samples of best works, among others.
5. Portfolios may also be used to facilitate communication between teachers
and parents regarding their child’s achievement and progress in a certain
period of time.
6. The administrators may use portfolios for national competency testing to
grant high school credit, to evaluate educational programs.
7. Portfolios may be assembled for combination of purposes such as
instructional enhancement and progress documentation. A teacher reviews
students’ portfolios periodically and make notes for revising instruction
for next year’s used.

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 Assessment in Learning 2

Other Uses of Portfolio (P)

P promotes students self- P supports student-led parent

assessment and control of learners. conferences.

P selects students into special P certifies student competence.

programs.

P grants alternative credit. P demonstrates certain skills and

abilities.

P builds students’ self-confidence. P evaluates curriculum and

instruction.

.
P gives a profile of learner abilities P develops awareness of own
in terms of breadth and growth. learning by the students.

P caters to individuals in a P develops social skills.

heterogeneous class.

P develops independent and active P improves motivation for learning

learners. and achievement.

P provides opportunity for student- P assesses variety of skills not

teacher dialogue. testable in traditional testing.

Advantages of Portfolio Assessment

1. It serves as a cross-section lens, providing a basis for future analysis and

planning.
2. It serves as a concrete vehicle for communication, providing on-going
communication or exchanges of information among those involved in
assessment.
3. It promotes a shift of ownership; students take an active role in examining
what they have done and what they want to accomplish.
4. It offers the possibility of assessing the more complex and important
aspect of a learning area or subject matter.
5. It covers a broad scope of knowledge and information from many different
people involved in the assessment of student’s learning and achievement.

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 Assessment in Learning 2

Disadvantages of Portfolio Assessment

1. It may be seen as less reliable or fair more than quantitative evaluations

such as test scores.
2. Having to develop one’s individualized criteria can be difficult or
unfamiliar at first.
3. It can be very time consuming for teachers to organize and evaluate the
content of portfolios especially if portfolios have to be done in addition to
traditional testing and grading.
4. If goals and criteria are not clear, the portfolio can be just a miscellaneous
collection of artifacts that do not show patterns of growth and
achievement.
5. Like other forms of qualitative data, data from portfolio assessments can
be difficult to analyze or aggregate to show change.

BENEFITS of Portfolio
Strengthens the relationship between assessment and instruction
Focuses on individual student growth

DRAWBACKS of Portfolio
Time consuming
Difficult to compare students to one another
Rubrics may be difficult to develop

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 Assessment in Learning 2

Feedback
Promote the use of portfolio! Since you already learned the definition, uses,
advantages, and disadvantages of portfolio assessment, you try to promote the use
of portfolio as an assessment method among Filipino teachers through poster
making. Posters must be original and hand-drawn using any medium (water color,
oil pastel, acrylic, crayons, etc.). Write a brief explanation (10 to 15 sentences) of
your output.
Your poster will be evaluated using the following rubric:
Criteria 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Creativity Poster is Poster is creative Poster is The poster 40
exceptionally and a good amount creative and does not
creative. A lot of thought was put some reflect any
of thought and into. thought was degree of
effort was used. put into. creativity.
Originality Exceptional use Good use of new Average use No use of new 40
of new ideas ideas and of new ideas ideas and
and originality originality to and originality to
to create a create a poster. originality create a
poster. to create a poster.
poster.
Craftsmanship The poster is The poster is The poster The poster is 20
exceptionally attractive in terms is distractingly
attractive in of neatness. Good acceptably messy.
terms of construction and attractive
neatness. Well- not very messy. though it is
constructed and a bit messy.
not messy.

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 Assessment in Learning 2

Paste your poster here!

Explanation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

63
 Assessment in Learning 2

Topic 2. Essential Elements, Principles, and Types of Portfolio

Learning Objectives
At the end of the lesson, you are expected to:
1. Determine essential elements of a portfolio
2. Enumerate meaningful entries of a portfolio given a topic/subject
3. Discuss the three principles of a portfolio
4. Classify the different portfolios according to types

Presentation of Content

Essential Elements of a Portfolio

1. Cover letter “About the author” and “What my portfolio shows about my
progress as a learner” (written at the end, but put at the beginning).
2. Table of Contents with numbered pages
3. Entries – both core (items students have to include) and optional (items of
student’s choice). The core elements be required for each student and will
provide a common base from which to make decisions on assessment. The
optional items will allow the folder to represent the uniqueness of each
student.
4. Dates on all entries, to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised versions.
6. Reflection. Reflections can appear at different stages in the learning
process (for formative and/or summative purposes) and at the lower levels
can be written in the mother tongue or by students who find it difficult to
express themselves in English.
Students can choose to reflect upon some or all of the following:
What did I learn from it?
What did I do well?
Why (based on the agreed teacher-student assessment criteria) did
I choose this item?
What do I want to improve in the item?
How do I feel about my performance?
What were the problem areas?

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 Assessment in Learning 2

In identifying core elements as entries of a portfolio, remember to select the

most essential and meaningful entries. Revisit the syllabus and identify
artifacts or evidences of learning that could best measure the specified
competencies in the syllabus.

Example:
For The Life and Works of Jose Rizal, students could create a portfolio over the
course of the semester which includes:
A timeline of Jose Rizal’s life
A Venn Diagram comparing the education of Rizal in Ateneo and UST
A student composed letter from Jose Rizal to his wife from his second tour
of Europe
A newspaper article or TV news report (video) reporting Jose Rizal’s trial
A poem in the style of Jose Rizal that conveys love for family, country,
education and piety

Portfolio Principles
There are three underlying principles of portfolio assessment: content, learning,
and equity principles.
1. Content principle suggests that portfolios should reflect the subject matter
that is important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to
become active and thoughtful learners.
3. Equity principle explains that portfolios should allow students to
demonstrate their learning styles and multiple intelligences.
Types of Portfolio
There are three basic types of portfolios to consider for classroom use. These are
working portfolio, showcase portfolio, and progress portfolio.
1. Working Portfolio
The first type of portfolio is working portfolio also known as “teacher-
student portfolio.” As the name implies that it is a project “in the work,” it
contains the work in progress as well as the finished samples of work use to
reflect on process by the students and teachers. It documents the stages of
learning and provides a progressive record of student growth. This is an
interactive teacher-student portfolio that aids in communication between
teacher and student.

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 Assessment in Learning 2

The working portfolio may be used to diagnose student needs. In this way
both student and teacher have evidence of student strengths and weaknesses
in achieving learning objectives, this information is extremely useful in
designing future instruction.
2. Showcase Portfolio
The second type of portfolio is also known as “best works portfolio or
display portfolio.” In this kind of portfolio it focuses on the student’s best
and most creative work, it exhibits the best performance of the student. Best
works portfolio may document student efforts with respect to curriculum
objectives. It may also include evidence of student activities beyond school
for example a story written at home.
It is just like an artist’s portfolio where a variety of work is selected to reflect
breadth of talent, painters exhibit their best paintings. Thus, in this portfolio
the student selects what he or she thinks is their representative work. This
folder is most often seen at open houses and parent visitations (Columba &
Dolgos, 1995).
The most rewarding use of student portfolios is the display of the students’
best work, the work that makes them proud. In this case, it encourages self-
assessment and builds self-esteem to students. The pride and sense of
accomplishment that students feel make the effort well worthwhile and
contribute to a culture for learning in the classroom.
3. Progress Portfolio
The third type is progress portfolio and it is also known as “Teacher
Alternative Assessment Portfolio.” It contains examples of students’ work
with the same type done over a period of time and they are utilized to assess
their progress. All the works of the students in this type of portfolio are
scored, rated, ranked, or evaluated.
Teachers can keep individual student portfolios that are solely for the
teacher’s use as an assessment tool. This is a focused type of portfolio and
is a model of the holistic approach to assessment (Columba & Dolgos,
1995).
Assessment portfolios are used to document student learning on specific
curriculum outcomes and used to demonstrate the extent of mastery in any
curricular area.

66
 Assessment in Learning 2

Feedback
Choose a subject/course in your own field of specialization (for example, BSEd
Math – Trigonometry, Calculus, Algebra; BSEd English – Structure of English,
Grammar, Literature; BSEd Social Studies – Geography, Economics, World
History, BSEd Science – Genetics, Biology, Astronomy). Look at the syllabus
utilized by your teacher in teaching this major subject. Enumerate 10 meaningful
entries/artifacts to be included in a student’s portfolio. Then, determine the best
type of portfolio (working, showcase, progress) to be used and justify your choice.
Also, state how you applied the three principles (content, learning, equity) of
portfolio in choosing the artifacts/entries.

Field of specialization: _______________________________________________

Chosen subject/course: _______________________________________________

Artifacts/Entries:
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
6. ____________________________________________________________
7. ____________________________________________________________
8. ____________________________________________________________
9. ____________________________________________________________
10. ____________________________________________________________

Type of portfolio to be used: __________________________________________

Justification:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
How did you apply the three (3) principles of portfolio in determining artifacts/
entries?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

67
 Assessment in Learning 2

Topic 3. Developing and Evaluating a Portfolio

Learning Objectives
At the end of the lesson, you are expected to:
1. Discuss the stages in developing a portfolio
2. Determine the guidelines in assessing a portfolio

Presentation of Content

Portfolio Process
8 Exhibit Portfolio

7 Confer with the Student

6 Evaluate Evidence

5 Reflect on Evidence

4 Organize Evidence

3 Select Evidence

2 Collect Evidence

1 Set Goals

Stages of Implementation
Stage 1: Identifying teaching goals to assess through portfolio
It is very important at this stage to be very clear about what the teacher
hopes to achieve in teaching. These goals will guide the selection and assessment
of students’ work for the portfolio.
Stage 2: Introducing the idea of portfolio assessment to your class
Portfolio assessment is a new thing for many students who are used to
traditional testing. For this reason, it is important for the teacher to introduce the
concept to the class.

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 Assessment in Learning 2

Stage 3: Specification of Portfolio Content

Specify what and how much have to be included in the portfolio – both core
and options (it is important to include options as these enable self-expression and
independence). Specify for each entry how it will be assessed.
Stage 4: Giving clear and detailed guidelines for portfolio presentation
There is a tendency for students to present as many evidence of learning as
they can when left on their own. The teacher must therefore set clear guidelines and
detailed information on how the portfolios will be presented.
Stage 5: Informing key school officials, parents and other stakeholders
Do not attempt to use the portfolio assessment method without notifying
your department head, dean or principal. This will serve as a precaution in case
students will later complain about your new assessment procedure.
Stage 6: Preparing the portfolio
Stage 7: Assessing the portfolios and giving feedback
Stage 8: Holding students-teacher conference
Stage 9: Follow up

Evaluating a Portfolio
Portfolio assessment provides the teacher and students an opportunity to
observe students in broader context: taking risks, developing creative
solutions, and learning to make judgments about their performance.
Detailed rating criteria may be evolved to evaluate the finished portfolio
presented by students. In general, however, they should include the
following:
a. Thoughtfulness (including evidence of students’ monitoring of their own
comprehension, metacognitive reflection, and productive habits of mind)
b. Growth and development in relationship to key curriculum expectancies
and indicators
c. Understanding and application of key processes
d. Completeness, correctness, and appropriateness of products and processes
presented in the portfolio
e. Diversity of entries

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 Assessment in Learning 2

In evolving the evaluation criteria, teachers and students must work

together and agree on the criteria to be applied to the portfolio.
The criteria to be used may be formative or summative.
Guidelines for Assessing Portfolios (Gabuyo, 2012)
1. Include enough documents (items) on which to base judgment.
2. Structure the contents to provide scorable information.
3. Develop judging criteria and a scoring scheme for raters to use in assessing
the portfolios.
4. Use observation instruments such as checklist and rating scales when
possible to facilitate scoring.
5. Use trained evaluators or assessors.

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 Assessment in Learning 2

Sample rubric in assessing a portfolio

Source: https://www.starkstate.edu/wp-content/uploads/2016/02/REVISED-
MASTER-RUBRIC.pdf

71
Assessment in Learning 2

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 Assessment in Learning 2

Feedback
Construct a sequence graphic organizer to summarize the stages of portfolio
development. A graphic organizer is used to organize information and ideas in a
way that is easy to comprehend and internalize. Integrate text and visuals to
show relationships and connections of the stages of portfolio development.
The following rubrics will be used in evaluating your output.
Criteria 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Organization Extremely well Organized. Somewhat Poorly organized. 40
organized. organized
Structure structure A clear sense of
Order and allows reader to allows reader direction is not
structure of move through to move evident.
information is content without through some
compelling and confusion. of the content Flow is frequently
flows without interrupted.
smoothly. Flows confusion.
smoothly.
Flow is
sometimes
interrupted.
Content Thorough and Complete Shows some Shows incomplete 40
insightful understanding understanding understanding of
understanding of content. of content. material.
of content.
Creativity Enthusiastically Use of Shows some Shows minimal 20
uses materials materials and use of effort for
and ideas for ideas for materials and enhancement of
enhancement enhancement ideas. materials and
ideas.
Total
Source: http://www.suprockart.com/TYPO2008GRAPHICORGANIZERRUBRIC.htm

73
 Assessment in Learning 2

Paste your graphic organizer here!

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 Assessment in Learning 2

Summary
 Portfolio is a systematic compilation of student work meant to show
growth over time.
 Portfolio is a way to display skills and accomplishments through artifacts
and other forms of evidence.
 Portfolio strengthens the relationship between assessment and instruction
and focuses on individual student growth
 Portfolio is time consuming, difficult to compare students to one another,
and rubrics may be difficult to develop.
 In identifying entries for portfolio, select the most essential and
meaningful entries.
 Three principles of portfolio: content, learning, equity
 Three types of portfolio: working, showcase, progress
 Portfolio process: set goals, collect evidence, select evidence, organize
evidence, reflect on evidence, evaluate evidence, confer with the student,
exhibit portfolio
 The criteria for selecting and assessing the portfolio contents must be clear
to the teacher and the students at the outset of the process.
 Portfolio is assessed using an agreed upon rubric.

References
Adriano, C.T. (2003). Making a perfect fit: objectives and test items. University
of the Philippines, Diliman, Quezon City.

Buendicho, F. C. (2010). Assessment of student learning. Manila, Philippines:

Rex Bookstore.

Gabuyo, Y. A. (2012). Assessment of student learning 1: textbook and reviewer.

Manila, Philippines: Manila, Rex Bookstore.

Garcia, C. (ND). Measuring and evaluating learning outcomes: a textbook in

assessment of learning 1 and 2. Mandaluyong City, Philippines: Books Atbp
Publishing Corporation.

Renwick, M. (2017). Digital portfolios in the classroom: showcasing and

assessing student work. Alexandria, Virginia: ASCD

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 Assessment in Learning 2

Unit 5: Affective Assessment

Introduction
Schools should care about students’ attitudes toward learning and they should
nurture students’ self-esteem. Affective variables influence student behavior.
Values shape daily conduct. Attitudes toward learning effect progress and
achievement. Motivation contributes to students’ academic success. Most
importantly, student status on affective variables informs and guides instruction.
Then, it is a must for would-be teachers like you to learn affective assessment. This
will guide you in dealing with students diverse in terms of intelligence and
emotional quotient. It is essential for teachers to know how students learn and what
interest them. In this unit, you will be learning different affective assessment tools
which will help you to determine students’ attitude, values, academic self-concept,
locus of control, self-efficacy, interest, academic aspiration, and anxiety.

Learning Outcomes
At the end of this unit, you are expected to:
1. Define affective assessment and related concepts
2. Select appropriately developed, high quality affective assessment tools
3. Use target- and learner-appropriate affective assessment methods and tools
4. Interpret affective assessment data/ results for monitoring and evaluating
learner achievement to improve learner performance and inform
instruction

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Topic 1. Basic Concepts in Affective Assessment

Learning Objectives
At the end of the lesson, you are expected to:
1. Determine the levels of learning and behavior verbs used in affective
domain
2. Define affective assessment
3. Discuss the different affective and disposition targets such as attitude,
values, academic self-concept, locus of control, self-efficacy, interest,
academic aspiration, and anxiety
4. Use the different concepts of affective assessment in dealing with
situations/problems in school

Presentation of Content
In Bloom’s taxonomy published, three domains were identified: cognitive,
affective and psychomotor domains.
The affective domain is part of a system that was published in 1965 for
identifying, understanding, and addressing how people learn.
Domains of Learning (Bloom)

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It emphasizes a feeling It emphasizes measurements of

tone, an emotion or degree reasoning and the mental
of acceptance or rejection. faculties of the student.

Levels of Learning in Affective Domain

Behavioral Verbs in Affective Domain

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Definition of Affective Assessment

This is the process of gathering information about the outcomes of education that
involve disposition or personal feelings such as attitudes, sense of academic self-
confidence or interest in something that motivationally predisposes a person to act
or not to act.
It also involves individual’s choice whether he/she likes to finish a task or how
s/he would like to do it.
What does it measure?

Affective/Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)

1. Attitude
It is learned predisposition to respond in a consistent favorable or unfavorable
manner with respect to a given object.

2. School-related Values
Values are beliefs about what should be desired, what is important or
cherished, and what standards of conduct are acceptable.
Values influence or guide behavior, interest, attitudes and satisfactions.
Values are enduring. They tend to remain stable over fairly long periods of
time.
Values are learned and tend to be of high intensity and tend to focus on ideas.
The following are values related to academic success:
Belief in the value of education as a foundation for a productive life
Belief in the benefits of strong effort in school
A strong sense of the need for the ethical behavior at testing time (no
cheating)
The belief that a healthy lifestyle (for ex. No drugs) underpins academic
success
Feeling about the key aspects of their schooling , that predispose students
to behave in academically productive ways

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3. Academic Self-concept
It is a learned vision that results largely from evaluation of self by others
over time. It is the sum of all evaluative judgements one makes about
one’s possibility of success and/or productivity in an academic context.

4. Locus of Control
It is the student’s attributions or belief about the reasons for academic
success or failure.
Internal- the attributions come from within.
“I succeeded because I tried hard.”
External- the attributions come from external contributions or factor.
“I was lucky to receive a grade of 99 .”
“I performed well because I had a good teacher.”

5. Self-efficacy
Its target is a task, a (school) subject, an instructional objective and the
like. The direction is best captured by “I can” versus “I can’t”. A “can’t
do” attitude lies at the heart of a concept known as learned helplessness.
The symptoms include a lack of persistence in the face of failure, negative
affect and negative expectations about the future.

6. Interest
A disposition organized through experience which impels an individual to
seek out particular objects, activities, understandings, skills or goals for
attention or acquisition.

7. Academic Aspirations
The desire to learn more, the intent to seek out and participate in
additional education experiences.

8. Anxiety
It is the experience of (emotional) tension that results from real or
imagined threats to one’s security.

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Feedback
Write a reaction paper on the given picture below.

Guide questions:
Do you agree on this education practice of Japan? Why?
Should this be implemented in the Philippines? Why or why not?
What are the advantages and disadvantages if we implement this practice?
Note: Use the affective assessment concepts in answering. Limit your answer to
500-600 words.
The rubrics given below will be used in evaluating your response.
Features 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Quality of Piece was Piece was Piece had Piece had no style 70
Writing written in an written in an little style or or voice
extraordinary interesting style voice
style and and voice Gives no new
voice. Gives some information and
Somewhat new very poorly
Very informative and information organized
informative organized but poorly
and well organized
organized
Grammar, Virtually no Few spelling A number of So many spelling, 30
Usage, and spelling, and punctuation spelling, punctuation and
Mechanics punctuation or errors, minor punctuation or grammatical errors
grammatical grammatical grammatical that it interferes
errors errors errors with the meaning

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 Assessment in Learning 2

Topic 2. Affective Assessment Tools

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate the different tools, techniques, and formats used in affective
assessment
2. Select appropriately developed, high quality affective assessment tools
3. Use target- and learner-appropriate affective assessment methods and tools
4. Construct an affective assessment tool

Presentation of Content
Tools and Techniques used in Affective Assessment

1. Interest Inventory- measures learners area of interest

2. Personality inventory- measures learner’s traits such as self-concept,

social adjustment, problem solving styles, and other traits.

3. Observation Techniques

3.1.Casual Information Observations- unstructured, unplanned or an

observation without using any instrument

3.2.Observation Guides- structured or with the use of a planned instrument to

record observations

3.3.Clinical Observations- a prolonged process in diagnosing clients in a

controlled clinical setting, which involves the use of sophisticated
techniques and instruments

3.4.Anecdotal Records- a narrative record of observations of a particular

learner behavior during a given situation or event free from interpretations
and conclusions

3.5.Scales- consists of list of characteristics or behaviors to be observed and

an evaluative scale to indicate the degree to which they occur

3.6.Checklist- a set of traits that an observer has to mark if demonstrated by a

particular learner

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4. Self-Reporting Techniques

4.1.Autobiography- enables the learners to describe his/her own life and

experiences

4.2.Self-Expression Essay- seeks to assess the learner’s response to a

particular question or concern usually in a short essay form

4.3.Self-Description- requires the learner to paint a picture of

himself/herself in words

4.4.Self-Awareness Exercises- designed to help learners become more

aware of their feelings, emotions, and values

4.5.Questionnaire- provides an opportunity to easily collect a great deal of

information that may be useful in further understanding the learner
client in identifying problems as well as opinions, attitudes, and values

4.6.Structured Interview- enables the counselor to obtain specific

information and to in-depth behavior or responses

5. Group Assessment Techniques

5.1 Sociometric Technique- provides information on social relationships

such as degrees of acceptance, roles and interactions within groups

5.2 Guess Who Technique- best used with relatively well-established

groups in which members are well acquainted with each other

5.3 Communigram- assesses the frequency of verbal participation of a

learner in a particular group within a given period

5.4 Social Distance Scales- measures the distance of a learner between

other persons and himself/herself that is usually identified through the
reaction to given statements that compare attitudes of acceptance of
rejection of other people

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Formats of Affective Assessment Tools

1. Closed- Item or Forced-choice Instruments- answers are selected from

the given choices

1.1 Checklist- measures students’ preferences, hobbies, attitudes, feelings,

beliefs, interests, etc. by marking a set of possible responses.

1.2 Scales- these measure the extent or degree of one’s response

Types of Scale

1.2.1 Rating Scale- measures the degree or extent of one’s attitudes,

feelings, and perception about ideas, objects and people by
marking a point along 3- or 5- point scale.

1.2.2 Semantic Differential Scale- measures the degree of one’s

attitudes, feelings, and perception about ideas, objects, and
people by marking a point along 5- or 7- or 11- point scale of
contrasting adjectives at each end.

1.2.3 Likert Scale- measures the degree of one’s agreement or

disagreement on positive or negative statements about objects
and people.

1.3 Alternative-Response – measures students’ preferences, hobbies,

attitudes, feelings, beliefs, interests, etc. by choosing between two
possible responses

1.4 Ranking- measures students’ preferences or priorities by ranking a set

of attitudes or objects.

2. Open-Ended Instruments- there are no choices for the answers

2.1.Sentence Completion- measures students’ preferences over a variety of

attitudes and allows students to answer by completing an unfinished
statement which may vary in length

2.2.Survey- measures the values held by an individual by writing one or

many responses to a given question

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2.3.Essay- allows the students to reveal and clarify their preferences,

hobbies, attitudes, feelings, beliefs, interests and the like by writing
their reaction or opinion on a given question

Suggestions in Writing Affective Assessment Items

1. Avoid statements that refer to the past rather than to the present
2. Avoid statements that are factual or capable of being interpreted as factual
3. Avoid statements that may be interpreted in more than one way
4. Avoid statements that are irrelevant to the psychological object under
consideration
5. Avoid statements that are likely to be endorsed by almost everyone or by
almost no one
6. Select statements that are believed to cover the entire range of affective
scale of interests
7. Keep the language of the statements simple, clear and direct
8. Statements should be short, rarely exceeding 20 words
9. Each statement should contain only one complete thought
10. Statements containing universals such as all, always, none, and never
often introduce ambiguity and should be avoided
11. Words such as only, just, merely, and others of similar nature should be
used with care and moderation in writing statements
12. Whenever possible, statements should be in the form of simple sentences
rather than in the form of compound or complex sentences
13. Avoid the use of words that may not be understood by those who are to be
given the completed scale
14. Avoid the use of double negatives

Examples of Affective Assessment Tools

Attitude Scale

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Checklist

Semantic Differential

Likert Scale

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Word Association

Unfinished Sentence

Unfinished Story

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Feedback
Choose one (1) affective assessment tool discussed in this unit. Then, construct
your own tool following the suggestions in writing affective assessment items. If
possible, affective assessment tool to be crafted should be related on your field of
specialization. Your output will be evaluated using the following rubric.
Criteria 4 3 2 1 %
(Expert) (Accomplished) (Capable) (Beginner)
Clarity of The items in the The items in the Sometimes the Many parts of 30
the items affective affective reader has to ask the affective
assessment tool assessment tool questions to assessment
are are figure out the tool are
understandable understandable; meaning; there ambiguous
in every way; obvious efforts is still room for and may be
nothing is are made to misinterpretation easily
confusing or prevent in some places misinterpreted;
unexplained; misinterpretation the reader has
there is no room or to ask many
for misunderstanding questions to
misinterpretation figure out the
meaning
Content The items in the The items in the The items in the The items in 30
affective affective affective the affective
assessment tool assessment tool assessment tool assessment
were written in were written in had little style or tool had no
an extraordinary an interesting voice. style or voice.
style and voice. style and voice.
Poorly Very poorly
Well organized Organized organized organized
Originality The tool shows a The tool shows Uses other Uses other 30
large amount of some original people’s ideas. people’s ideas.
original thought. thought. Tool There is little No evidence
Ideas are shows new ideas. evidence of of original
creative and original thinking.
inventive. thinking.
Grammar, Virtually no Few spelling and A number of So many 10
Usage, spelling, punctuation spelling, spelling,
and punctuation or errors, minor punctuation or punctuation
Mechanics grammatical grammatical grammatical and
errors errors errors grammatical
errors that it
interferes with
the meaning
Total

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Paste your output here!

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 Assessment in Learning 2

Summary
 Affective assessments are systematic measurements of students’ attitudes,
interests, motivation, perception, belief, behavior, opinion and values.
 Results from affective assessments can promote learning by guiding
instruction.
 Affective/disposition targets: attitude, values, academic self-concept, locus
of control, self-efficacy, interest, academic aspiration, and anxiety
 Tools and techniques used in affective assessment: interest inventory,
personality inventory, observation techniques, self-reporting techniques,
and group assessment techniques
 Formats of affective assessment tools: closed- item or forced-choice
instruments and open-ended instruments

References
Adriano, C.T. (2003). Making a perfect fit: objectives and test items. University
of the Philippines, Diliman, Quezon City.

Buendicho, F. C. (2010). Assessment of student learning. Manila, Philippines:

Rex Bookstore.

De Guzman-Santos, R. (2007). Assessment of learning 1. Quezon City: Lorimar

Publishing, Inc.

Gabuyo, Y. A. (2012). Assessment of student learning 1: textbook and reviewer.

Manila, Philippines: Manila, Rex Bookstore.

Garcia, C. (ND). Measuring and evaluating learning outcomes: a textbook in

assessment of learning 1 and 2. Mandaluyong City,Philippines: Books Atbp
Publishing Corporation.

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 Assessment in Learning 2

Unit 6: Grading and Reporting

Introduction
Grading and reporting are fundamental elements in the teaching-learning process.
Assignment of grades represents the teacher's assessment of the learners'
performance on the tests and on the desired learning outcomes as a whole. As such,
it is important that the bases and criteria for grading (i.e., scoring) and reporting test
results are clearly established and articulated from the very start of the course.
Besides, grades are symbolic representations that summarize the quality of learner's
work and level of achievement. Teachers should ensure that grading and reporting
of learners' test results are meaningful, fair, and accurate.
To learn how to assign grades and report learners' test performance in a meaningful
and effective manner, it is important that you review your prior knowledge and
experiences, as well as the standards or policies used by your institution in grading
and reporting learners’ performance in the test and the course as a whole. You may
also see topics to validate your prior knowledge and to enhance further your
knowledge and skills.
Grading and reporting the progress of the students are two of the most difficult tasks
of teachers because there so many factors and decisions to be considered. In this
unit, you shall learn the different functions of grading and reporting system,
purposes of grades, types of grading and reporting system, types of grading system,
guidelines in grading students, K to 12 grading system and guidelines in conducting
a parent-teacher conference.

Learning Outcomes
At the end of this unit, you are expected to:
1. identify the different functions of grading and reporting;
2. discuss the different purposes of grades;
3. differentiate the different types of grading and reporting system;
4. differentiate the different types of grading system;
5. apply the different guidelines for effective and fair grading.
6. compute the grades of students correctly and fairly using the K to 12
grading policy;
7. transmute initial grades of the student;
8. compute the students’ general average;
9. determine the descriptor of a numerical grade; and
10. distinguish between desirable and undesirable practices in conducting a
parent-teacher conference.

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Topic 1. Basic Concepts in Grading and Reporting

Learning Objectives
At the end of the lesson, you are expected to:
1. identify the different functions of grading and reporting;
2. discuss the different purposes of grades;
3. differentiate the different types of grading and reporting system;
4. differentiate the different types of grading system; and
5. apply the different guidelines for effective and fair grading.

Presentation of Content
Grades are symbols that represent a value judgement concerning the relative quality
of a student’s achievement during specified period of instruction. It could be in:
1. Percent such as 75%, 89%, 95%, etc.
2. Letters such as A, B, C, D, or F
3. Numbers such as 1, 2, 3, 4, or 5
4. Descriptive Expressions such as Outstanding (O), Very Satisfactory (VS),
Satisfactory (S), Moderately Satisfactory (MS), Needs Improvement (NI),
etc.
Functions of Grading and Reporting Systems
Grading and reporting systems have some very important functions in the
educative process. Some of these important functions are:
1. Enhancing students’ learning through: clarifying instructional objectives
for them, showing students’ strengths and weaknesses, providing
information on personal-social development, enhancing students’
motivation and indicating where teaching might be modified. These can be
achieved through day-to-day tests and feedback and integrated periodic
tests.
2. Reports to Parents /Guardians. Grading and reporting systems also
inform parents of students on the progress of their children. Likewise,
grades and reports communicate objectives to parents, so they can help
promote learning and likewise, communicate how well objectives were met,
so parents can plan better.
3. Administrative and Guidance Uses. It helps to decide promotion,
graduation, honors, athletic eligibility, reporting achievement to other

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schools or to employers, providing input for realistic educational,

vocational, and personal counseling.

Purposes of Grades
Grades could be for:
1. Certification that gives assurance that a student has mastered a specific
content or achieved a certain level of accomplishment.

2. Selection that provides basis in identifying or grouping students for

certain educational paths or programs.

3. Direction that provides information for diagnosis and planning

4. Motivation that emphasizes specific material or skills to be learned and

helping students to understand and improve their performance.

Types of Grading and Reporting Systems

1. Traditional letter-grade system

In the traditional letter grade system, students' performances are
summarized by means of letters. Thus, A stands for excellent, C stands tor
average, D stands for needing improvement and an F as a failure. The
traditional letter grade system is easy to understand but it is of limited value
when used as the sole report because they end up being a combination of
achievement, effort, work habits, behavior. As such, they become difficult
to interpret and they do not indicate patterns of strengths and weaknesses.

2. Pass-fail
The pass or fail system utilizes a dichotomous grade system. Either a student
has complied and reached certain standards, in which case he passes or he
failed to do so and he gets a failing mark. This is popular in some courses
in college (but not very much practice in basic education). In fact, the pass-
fail system should be kept to a minimum because it does not provide much
information, students tend to work to the minimum (just to pass), and in
mastery learning courses, no grades are reflected until "mastery" threshold
is reached.

3. Checklists of objectives
In this system, the objectives of the course are enumerated. After each
objective, the students' level of achievement is indicated: Outstanding, Very
Good, Good, Fair or Poor. This is a very detailed reporting system and tends
to be more informative for the parents and pupils at the same time. It is,

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however, also very time consuming to prepare. There is also the potential
problem of keeping the list manageable and understandable.

4. Letters to parents/guardians
Letters to parents and guardians are useful supplement to grades. However,
they have limited value as sole report because they are very time consuming
to prepare, the accounts of weaknesses are often misinterpreted by parents
and guardians, and they are not characterized as systematic nor cumulative.

5. Portfolios
As already explained, a portfolio is a set of purposefully selected work, with
commentary by student and teacher. Portfolios are useful for showing
students' strengths and weaknesses, illustrating range of students' work,
showing progress over time or stages of a project, teaching students about
objectives/standards they are to meet.

6. Parent-teacher conferences
This requires that parents of pupils come for a conference with the teacher
to discuss the pupils' progress. Portfolios, when available, are useful basis
for discussion. Such conferences are useful for a two-way flow of
information and getting more information and cooperation from the parents.
They are, however, of limited value as a report because most parents do not
come for such conferences.

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Types of Grading System

The following are the most common types of grading system:
1. Norm- Referenced Grading System
In using norm-referenced grading system, a student performance is
evaluated relative to the performance of other students within the group.
The performance of a student will depend on to the performance of other
students in the class. This grading system is also known as “grading on the
curve.” The teacher will be the one to set how many percent of the students
in the class assigned each grade if it is not stated in the grading policy of the
institution, otherwise, follow what is stated in the grading policy. Percentile
rank and stanines are some examples of norm-referenced grading.

Advantages

1. It is very easy to use.

2. It works well for the courses with retention policies and it limits only
few students to advance to the next level of the course.
3. It is useful if the focus is the individual achievement of the students.
4. It is appropriate to a large group of students, that is, more than 40.
5. It does not encourage cooperation among the students.
6. The teacher easily identifies learning criteria-the percentage of students
who received highest grade or lowest grade.

Disadvantages

1. The performance of a student is not only determined by his

achievement, but also the achievement of the other students.
2. It promotes competition among the students rather than cooperation.
3. It cannot be used when the class size is smaller than 40.
4. Not all students can pass the given subject or course.

2. Criterion-Referenced Grading System

In this type of grading system, the student performance is evaluated against
a certain criteria or standard. The student must get a grade higher than or
equal to a given standard to pass a certain test. For example, the students
must spell 90% of 50 words correctly to pass the spelling test. The criteria
or standard is absolute in this grading system and it is also possible that all

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students may receive the highest possible grade or all of them may pass the
said test, subject, or course. It is also possible that all students may receive
a failing grade if they will not reach the standard set by the teacher.

Advantages

1. The performance of the students will not be affected by the performance

of the whole class.
2. It promotes cooperation among the students.
3. All students may pass the subject or course when they meet the standard
set by.

Disadvantages

1. It is difficult to set a reasonable standard if it is not stated in the grading

policies of the institution.
2. All students may not pass the subject or course when they do not meet
the standard set by the teacher or the institution.

3. Point or Percentage Grading System

In this type of grading system, the teacher identifies the points or
percentages for various tests and class activities depending on the
importance. The total points will be the grade assigned to the student.
4. Contract Grading System
In this type of grading, the student agrees to work for a particular grade
according to agreed –upon standards.

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Guidelines in Grading Students

1. Explain your grading system to the students early in the course and
remind them of the grading policies regularly.
2. Base grades on a predetermined and reasonable set of standards.
3. Base your grades on as much objective evidence as possible.
4. Base grades on the student’s degree of process.
5. Base grades on the student’s attitude as well as achievement, especially
at the elementary and high school level.
6. Base grades on the student’s relative standing compared to classmates.
7. Base grades on a variety of sources.
8. As a rule, do not change grades.
9. Become familiar with grading policy of your school and with your
colleagues’ standards.
10. When failing a student, closely follow school procedures.
11. Record grades on report cards and cumulative records.
12. Guard against bias in grading.
13. Keep students informed of their standing in the class.

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Feedback
Give three main reasons why you need to assign or give grades to your students’
test results. Justify your answer. Your response to this question will be evaluated
using the rubric below. (12 points)
Criteria 1 Point 2 Points 3 Points
Knowledge / Demonstrates no Demonstrates fair Demonstrates
Understanding of or limited understanding of extensive
Concept understanding of the topic / concept knowledge and
the topic/concept strong
understanding
of the topic /
concept
Argument or Makes an Makes an Makes an
Conclusion inaccurate accurate but accurate and
argument or incomplete complete
conclusion argument or argument or
conclusion conclusion
Support Provides Provides Provides
inappropriate and appropriate but appropriate and
insufficient insufficient sufficient
example or examples or evidence or
evidence to support evidence to examples to
the argument or support argument support argument
conclusion or conclusion or conclusion
Explanation / Does not provide Provides good Provides
Reasoning explanation / explanation or excellent
justification to justification that explanation or
argument or links the reasoning that
conclusion argument / links examples to
conclusion and argument or
examples conclusion

Write your answer here!

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Topic 2. The K to 12 Grading System

Learning Objectives
At the end of the lesson, you are expected to:
1. compute the grades of students correctly and fairly using the K to 12
grading policy;
2. transmute initial grades;
3. compute the students’ general average; and
4. determine the descriptor of a numerical grade.

Presentation of Content
What is the new grading system of the Philippine K-12 Program?
On April 1, 2015, the Department of Education, through DepEd Order 8, 2015,
announced the implementation of a new grading system for all grade levels in
public schools from elementary to Senior High School. Although private schools
are not required to implement the same guidelines, they are encouraged to follow
them and are permitted to modify them in accordance to their institution’s
Philosophy, Vision, and Mission. The grading system is described as a standard and
competency-based grading system, where 60 is the minimum grade needed to pass
a specific learning area, 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.
Grades will be based on the weighted raw score of the learners' summative
assessments based on three components: Written Work, Performance Task, and
Quarterly Assessment.
Steps Examples
Get total score for W𝑊1 + W𝑊2 + W𝑊3 + … = W𝑊𝑇 (e.g., 145 out of 160)
each component P𝑇1 + P𝑇2 + P𝑇3 + … = P𝑇𝑇 (e.g., 100 out of 120)
QA = 40 out of 50
Convert to % WW = 145/160 = 90.63
PT = 100/120 = 83.33
QA = 40/50 = 80.00
Convert % to (See assigned weights for each component in the next tables)
Weighted Score WS for WW English = 90.63 × 0.30 = 27.19
(WS)* WS for PT English = 83.33 × 0.50
WS for English QA = 80.00 × 0.20 = 16
Add weighted scores Initial Grade for English = 27.19 + 41.67 + 16.00 =
for the Initial Grade 84.86
Transmute Initial (Use Transmutation Table from DepEd Order 8, s. 2015)
Grade to Quarter For 84.86, transmuted grade is 90, which is the QG
Grade (QG)

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Transmutation Table from DepEd Order 8, s. 2015

Following is the range of the Initial Grades and their equivalent Transmuted
Grades that will be reflected in the report card.
INITIAL TRANSMUTED INITIAL TRANSMUTED
GRADE GRADE GRADE GRADE
100 100
98.40 – 99.99 99 66.40 – 67.99 79
96.80 – 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 – 39.99 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 81 4.00 – 7.99 61
68.00 – 69.59 80 0 – 3.99 60

Weights for Three (3) Components for Grade 1-10 and Senior High School
Component Grades 1 -10
Lang AP ESP Science Math MAPEH EPP/TLE
Written Work 30% 40% 20%
Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment

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Weights for the Three (3) Components for Senior High School
Senior High School
Component Core Academic Track Tech-Voc and
Subjects Livelihood/Sports/Arts&
Design Track
All Immersion/ All Immersion/
other Research/ Other Research/
subjects Business Subjects Exhibit/
Simulation/ Performance
Exhibit/
Performance
Written 25% 25% 35% 20%
Work
Performance 50% 45% 40% 60%
Tasks
Quarterly 25% 30% 25% 20%
Assessment

For MAPEH, individual grades are given to each area (i.e., Music, Art, PE, and
Health). The quarterly grade for MAPEH is the average grade across the four
areas, as follows:
𝑸𝑮 𝒇𝒐𝒓 𝑴𝒖𝒔𝒊𝒄+𝑸𝑮 𝒇𝒐𝒓 𝑨𝒓𝒕𝒔+𝑸𝑮 𝒇𝒐𝒓 𝑷𝑬+𝑸𝑮 𝒇𝒐𝒓 𝑯𝒆𝒂𝒍𝒕𝒉
QG for MAPEH = 𝟒

The Final Grade for each subject is then computed by getting the average
of the four quarterly grades, as seen below:
1𝑄𝐺+2𝑄𝐺+3𝑄𝐺+4𝑄𝐺
Final Grade for each Learning Area =
4

The General Grade, on the other hand, is computed by getting the average
of the Final Grades for all subject areas. Each subject area has equal weight:
𝑆𝑢𝑚 𝑜𝑓 𝐹𝑖𝑛𝑎𝑙 𝐺𝑟𝑎𝑑𝑒𝑠 𝑜𝑓 𝐴𝑙𝑙 𝐿𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝐴𝑟𝑒𝑎𝑠
General Average = 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐿𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝐴𝑟𝑒𝑎𝑠 𝑖𝑛 𝑎 𝐺𝑟𝑎𝑑𝑒 𝐿𝑒𝑣𝑒;

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All grades reflected in the report card are reported as whole number. See an
example of a report card:
Subject Area Quarter Final Grade
1 2 3 4
Filipino 86 88 85 90 87
English 83 82 83 85 83
Mathematics 87 92 93 95 92
Science 82 84 88 86 85
Araling Panlipunin 90 92 92 93 92
Edukasyon sa Pagpapakatao 80 83 85 88 84
Edukasyong Pantahanan at 86 82 85 83 84
Pangkabuhayan
MAPEH 90 92 93 94 92
General Average 87

* Averaging Method is used in the computation of the final grade. It is the

average of the four quarters ratings.
Learners’ grades are then communicated to parents and guardians every quarter
during the parent-teacher conference by showing and discussing with them the
report card. The grading scale and the descriptors are as follows:
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 Failed

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Feedback
Activity: Grade Computation
Show sample computation of a grade in a subject of your choice. For BEEd, choose from
Grades 1-6 and for BSEd choose from Grades 7-10 or Grades 11-12. Show the percentage
contributions of written work, performance-based tasks and quarterly assessment. Then
give the descriptor.
Subject: ___________________________ Grade: ________________________
Steps:
1. Get the total score for each component.
Learner’s Raw Score Highest Possible Score
Written Work 1
2
3
4
5
TOTAL
Learner’s Raw Score Highest Possible Score
Performance Task 1
2
3
4
TOTAL
Quarterly Assessment Learner’s Raw Score Highest Possible Score

2. Obtain the Percentage Score (PS) PS of Written Work -------------

for each of the component by PS of Performance Task--------
dividing the total raw score by PS of Quarterly Exam ----------
the highest possible score
then multiply the quotient by 100%.

3. Convert Percentage Scores to WS of Written Work -----------

Weighted Scores (WS) by WS of Performance Task------
multiplying the PS by the WS of Quarterly Exam---------
weight of the component.

4. Add the Weighted Scores Initial Grade ---------------------

of each component. This
will you the initial Grade.

5. Transmute the Initial Grade Quarterly Grade ----------------

Using the Transmutation Table
This will be Quarterly Grade.

6. Give the Descriptor of the Descriptor ------------------------

Computed Quarterly Grade
Grade of the subject.

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Topic 3. Planning and Implementing Parent-Teacher

Conference

Learning Objective
At the end of the lesson, you are expected to distinguish between desirable and
undesirable practices in conducting a parent-teacher conference.

Presentation of Content
Parent-teacher conferences become productive when they are carefully planned and
the teacher is skilled in handling such conferences. Skills in conducting parent-
teacher conferences can be developed.
Guidelines for a Good Conference
1. Make plans for the conference.
 Review your goals.
 Organize the information to present.
 Make a list of points to cover and questions to ask.
 If bring portfolios, select and review carefully.

2. Begin the conference in a positive manner.

3. Present student’s strong points first.

 Be helpful to have example of work to show strengths and needs.
 Compare early vs. later work to show improvement.

4. Encourage parents to participate and share information.

 Be willing to listen.
 Be willing to answer questions.

5. Plan actions cooperatively.

 What steps can each take?
 Summarize at the end.

6. End the conference with positive comment.

 Thank the parents for coming and say something positive about the
students.

7. Use good human relation skills during the conference.

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Feedback
Use the table below to identify 5 Do’s and 5 Don’ts in conducting a parent-
teacher conference.
DO’S DON’TS
 
 
 
 
 

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Summary
 Grades are symbols that represent a value judgement concerning the relative
quality of a student’s achievement during specified period of instruction.

 There are three functions of grading and reporting systems

1. Enhancing students’ learning
2. Reports to parents/guardians
3. Administrative and guidance uses

 There are four purposes of grades

1. Certification
2. Selection
3. Direction
4. Motivation

 There are six types of grading and reporting system

1. Traditional letter –grade
2. Pass-fail
3. Checklist of objectives
4. Letters to parents/guardians
5. Portfolios
6. Parent-teacher conference

 There are four types of grading system

1. Criterion-referenced grading system
2. Norm-referenced grading system
3. Point or percentage grading system
4. Contract grading system

 In the K to 12 grading policy, the grades will be based on the weighted raw
score of the learners’ summative assessments based on three components:
Written Work, Performance Task, and Quarterly Assessment.

 Parent- teacher conferences become productive when they are carefully

planned and the teacher is skilled in handling such conferences.

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References

Buendicho, F.C. (2010). Assessment of student learning. Manila, Philippines: Rex

Bookstore.

De Guzman-Santos, R. (2007). Assessment of learning 2. Quezon City: Lorimar

Publishing, Inc.

Gabuyo, Y.A. (2013). Assessment of student learning 2: textbook and reviewer.

Manila, Philippines: Manila, Rex Bookstore.

Garcia, C. (ND). Measuring and evaluating learning outcomes: a textbook in

assessment of learning 1 and 2. Mandaluyong City, Philippines: Books Atbp
Publishing Corporation.

http://www1.udel.edu/educ/gottfredson/451/unit11-chap15.htm

DepEd Order 8, s. 2015 – Policy Guidelines on Classroom Assessment for the K

to 12 Basic Education Program (BEC)

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Authors’ Background

Bryan M. Nozaleda
Dr. Bryan Nozaleda is an Instructor (2015-present) in the College of Human
Kinetics, Cagayan State University, Tuguegarao City. He obtained his Bachelor
of Secondary Education major in Physical Science in Cagayan State University
and Master of Science in Teaching major in Chemistry and Doctor of
Philosophy in Education Major in Science Education in the same university. He
handles professional education, research, and science courses. At present, he is
designated as college research coordinator. He is actively involved in research
activities of the university. In fact, he leads a team of researchers of the
CSU-Carig SALIKHA Research Grant. He was able to publish his research articles with
topics on higher education research culture, distance education, and educational
evaluation in international refereed journals.

Laizel A. Dangatan
Dr. Laizel A. Dangatan is an Instructor at Cagayan State University (CSU) Piat
Campus. She has been teaching for six (6) years (2014-present) and handles
Professional Education subjects and English subjects. She finished her
bachelor's degree taking up Bachelor of Secondary Education major in English
at CSUP in 2014. In 2016, she completed Master of Science in Teaching major
in English at St. Paul University Philippines. This year, she has just obtained
Doctor of Philosophy in Rhetoric and Linguistics at the same university.

CSU-Piat

Jay-cen T. Amanonce
Dr. Jay-cen T. Amanonce is an Instructor (2014-present) in the College of
Teacher Education, Cagayan State University, Tuguegarao City. He obtained
his Bachelor of Secondary Education major in Mathematics in Cagayan State
University and Master of Science in Teaching major in Mathematics and Doctor
of Philosophy in Mathematics Education in St. Paul University Philippines. He
handles professional education, research, statistics, and mathematics courses.
He published his researches titled “Mathematics college readiness of grade 12
students: Basis for instructional enhancement” and “Licensure examination
CSU-Andrews performance and academic achievement of teacher education graduates” in
international refereed journals.

Catalina G. Carag
Prof. Catalina Carag is an Associate Professor in the College of Teacher
Education, Cagayan State University (June 2010 – present). She also taught in
Isabela State University (September 1990 – June 2010). She obtained Bachelor
of Secondary Education major in Mathematics and a master’s degree major in
Mathematics in Isabela State University. She also earned units in Doctor of
Mathematics Education in St. Paul University Philippines. She handles
CSU-Andrews professional education and mathematics courses.

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