Republic of the Philippines

Region IV-A CALABARZON

Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

ED 6
ASSESSMENT OF STUDENT LEARNING 2

SUBMITTED BY:
BSE FILIPINO III

SUBMITTED TO:
MA’AM MARICEL BERDAN
 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

TABLE OF CONTENT
I. LESSON 1: TYPES OF ASSESSMENT

1. What Is Diagnostic Assessment?

2. What Is The Difference Between Formative And Summative Assessment
3. Norm Reference Vs Criterion Reference Assessment
4. Traditional Assessment Vs Authentic Assessment
5. De-Contextualized And Contextualized Assessment
6. Marks Of Quality Assessment
7. Current Trends In Assessment
8. Quiz
9. Answer Key

II. LESSON 2: AUTHENTIC ASSESSMENTS

1. Characteristics of 21st Century Assessment
2. Authentic Asessment: Process-Orinted Or Product-Oriented
3. GRASPS
4. Guidlines For Performance Assessment
5. Quiz
6. Answer Key

III. LEESON 3 DEVELOPING THE SCORING RUBRIC

1. Meaning of Scoring Rubrics
2. Why include level of performance?
3. Analytic rubric
4. Holistic Rubric
5. Desired Characteristics of criteria for classroom rubrics.
6. Steps in constructing Rubrics
7. General Rubrics VS. Task-specific rubric
8. The Importance of Rubrics
9. Difference of Rubric, Checklist and Rating scale
10. Quiz
 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

11. Answer Key

IV. LESSON 4: PORTFOLIO

1. What Is A Portfolio Assessment?
2. What Portfolio Includes?
3. What Classess Of Evidence Of Learning Can Be Put In Student' Portfolio?
4. What Are The Types Of Portfolio?
5. What Are The Elements Of A Portfolio?
6. What Are The Stages In Implementing Portfolio Assessment Effectively?
7. How To Use Portfolio Effectively?
8. Quiz
9. Answer Key

V. LESSON 5: E- PORTFOLIO
1. What Is An Eportfolio?
2. The Difference of E-Portfolio And Ordinary Portfolio
3. Types Of E-Portfolios
4. Effective Use Of An E-Portfolios
5. Quiz
6. Answer Key

VI. LESSON 6: ASSESSMENT TOOLS IN THE AFFECTIVE DOMAIN

1. Assessment Tools
2. Constructing The Likert Scale Instrument
3. Development of Assessment Tools
4. Common Examples Of Rating Scales
5. Quiz
6. Answer Key

VII. LESSON 7: FORMATIVE ASSESSMENT

1. Why Do Formative Assessments?
2. Types Of Assessment Strategies
3. Formative Assessment Technique
4. Formative Assessment Classroom Techniques
5. Quiz
6. Answer Key
 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

LESSON 1:
TYPES OF
ASSESSMENTS
REPORTERS
 Allain Christoper D. Valente
 Jenie Vieve C. Mijares
 Abel N. Olegario
 Honey Joy C. Rañeses
 Robert M. Avila
 Queenielyn L. Camo
 Lemuel N. Macatangay

LEARNING OUTCOME

 Distinguish among the types of assessment

 Cite ways to do traditional and authentic assessment
 Discuss marks of quality assessment and the current trends in
assessment

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

DIAGNOSTIC ASSESSMENT, FORMATIVE

ASSESSMENT, SUMMATIVE ASSESSMENT

WHAT IS DIAGNOSTIC ASSESSMENT?

Imagine being a teacher in a new classroom. You begin teaching a lesson only to
be met with stares of confusion from your students. When you ask the students if they
understand what you are teaching, they reply that they have no idea what you're talking
about. Now imagine teaching that same class after conducting a pretest to determine what
the students already know about the topic. Which scenario sounds preferable? Which
would result in a better experience for both the teacher and the students?
Diagnostic assessment is a form of pre-assessment that allows a teacher to
determine students' individual strengths, weaknesses, knowledge, and skills prior to
instruction. It is primarily used to diagnose student difficulties and to guide lesson and
curriculum planning.

BENEFITS OF DIAGNOSTIC ASSESSMENT

As you may have surmised, diagnostic assessment benefits both the instructor and
the students. First, it allows teachers to plan meaningful and efficient instruction. When a
teacher knows exactly what students know or don't know about a topic, she can focus
lessons on the topics students still need to learn about rather than what they already
know. This cuts down on student frustration and boredom.
Second, it provides information to individualize instruction. It may show a teacher
that a small group of students needs additional instruction on a particular portion of a unit
or course of study. He can then provide remediation for those students so that they can
fully engage with new content. Similarly, if a teacher discovers that a group of students
has already mastered a large portion of a unit of study, he can design activities that allow
that group to go beyond the standard curriculum for that topic through independent or
small group study.
Finally, it creates a baseline for assessing future learning. It shows both the
teacher and the students what is known before instruction has occurred. Thus, it sets a
baseline on a topic. As the students move through instruction, they can see what they are
or aren't learning, and the teacher can provide remediation or enrichment as needed.

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

EXAMPLES OF DIAGNOSTIC ASSESSMENTS

Diagnostic assessments can come in many different forms. A couple of common
uses of this tool include unit pretests and diagnostic assessments prior to individual
instruction.

One of the simplest and most powerful classroom-level uses of diagnostic assessment is
the unit pretest, which occurs prior to instruction on a particular unit of study to gather
information about what students know about the topic. When giving a unit pretest, be
sure to focus on the core concepts and skills that you expect students to know and be able
to demonstrate at the end of the unit. Many textbooks and curriculum sets have pretests
you can use or adapt.

WHAT IS THE DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE

ASSESSMENT?

Formative assessment
The goal of formative assessment is to monitor student learning to provide
ongoing feedback that can be used by instructors to improve their teaching and by
students to improve their learning. More specifically, formative assessments:
● help students identify their strengths and weaknesses and target areas that need
work
● help faculty recognize where students are struggling and address problems
immediately

Formative assessments are generally low stakes, which means that they have low or no
point value. Examples of formative assessments include asking students to:
● draw a concept map in class to represent their understanding of a topic
● submit one or two sentences identifying the main point of a lecture
● turn in a research proposal for early feedback

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

Summative assessment
The goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point
value. Examples of summative assessments include:
● a midterm exam
● a final project
● a paper
● a senior recital
Information from summative assessments can be used formatively when students or
faculty use it to guide their efforts and activities in subsequent courses.

NORM REFERENCE VS CRITERION REFERENCE

ASSESSMENT
Norm-Referenced and Criterion-Referenced testing are two of many different
types of testing methods that are employed to assess skills of a person. These tests are
used to measure performance, but they are relative to different criteria. The scores are
also reported in different formats as well as interpreted differently.

NORM REFERENCED TEST

A norm-referenced test is a type of assessment used in education that allows
teachers to compare a student’s results to someone else in their peer group. Often used in
conjunction with a criterion-referenced test, which assesses student progress compared to
some predetermined standard, a norm-referenced test allows an educator to see how a
student measures up against someone in a similar cohort.
A norm-referenced test refers to a method of evaluation that produces results
allowing an educator to see if a student or group of students have performed better or
worse than a controlled, reference group. Norm-referenced tests, sometimes called NRTs,
utilize multiple-choice format and some open-ended questions to obtain results.

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

Scholastic Assessment Tests (SATs) and Graduate Record Examinations (GREs) may be
considered examples of norm-referenced tests.

CRITERION REFERENCED TEST

Criterion referenced assessment (CRA) is the process of evaluating (and grading)

the learning of students against a set of pre-specified qualities or criteria, without
reference to the achievement of others (Brown, 1998; Harvey, 2004). The pre-specified
qualities or criteria are what students have to do during assessment in order to
demonstrate that they have achieved the learning outcomes.

DIFFERENCE OF NORM REFERENCED AND CRITERION REFERENCED

TEST

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

NORM REFERENCED TEST CRITERION REFERENCED TEST

We compare student's performance with the We compare a student's performance against a

performance on the other students, the norm criterion of success which is a predetermined
group, not the predetermined standards standard.

This is done to differentiate high and low This test is commonly used to measure the level
achievers. of understanding of a test taker before and after
an instruction is given.

On norm referenced tests, an individual student's On a criterion referenced test, a student's score is
percentile rank percentile rank is calculated not affected by the performance of their peers.
according to performance of their peers.

TRADITIONAL ASSESSMENT VS AUTHENTIC

ASSESSMENT
Assessment attaches much importance to any sort of teaching learning process.
The usual and common assessment we do is known as traditional assessment. Today we
should use authentic assessment keeping pace with the growing necessities of the world.

WHAT WE MEAN BY AUTHENTIC ASSESSMENT?

It’s a form of assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills’ as is defined

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

by Jon Mueller. It can be characterized by open-ended tasks that require students to

construct extended responses, to perform an act, or to produce a product in a real-world
context—or a context that mimics the real world. Project works, portfolios, writing an
article for newsletter or newspaper, performing a dance or drama, designing a digital
artifact, creating a poster for science fair, debates, and oral presentations can be the
examples of authentic assessment. It involves students in the actual challenges, standards,
and habits needed for success in the academic disciplines or in the workplace” said
Wiggins (1989).
Authentic assessment tasks make the students motivated as they get opportunity
to perceive the relevance of the tasks to the real world. They find it as a meaningful
learning.
In our academic life, mostly we do traditional assessment. It refers to the forced-
choice measures of multiple-choice tests, fill-in-the-blanks, true-false, matching and the
like that have been and remain so common in education. Students typically select an
answer or recall information to complete the assessment. These tests may be standardized
or teacher-created. They may be administered locally or education board-wise, or
globally. As a nation’s mission is to develop productive citizens educational institutions
must then test students to see if they acquire the expected knowledge and skills. Teachers
first determine the tasks that students will perform to demonstrate their mastery, and then
a curriculum is developed that will enable students to perform those tasks well, which
would include the acquisition of essential knowledge and skills.
A comparison of authentic assessment and conventional assessment reveals that
different purposes are served, as evidenced by the nature of the assessment and item
response format. We can teach students how to do mathematics, learn history and
science, not just know them. Then, to assess what our students have learned, we can ask
students to perform tasks that "replicate the challenges" faced by those using
mathematics, doing history or conducting scientific investigation. Traditional assessment
follows selecting a response from learners whereas authentic assessment engages learners
to perform a task on the basis of the item they are informed. Traditional assessment is
contrived but authentic is in real-life. Traditional assessment says recalling or
recognition, it is teacher structured and indirect evidence is put but authentic one is
construction or application, it is student structured and direct evidence is set.
Authentic assessments have several advantages over conventional or traditional
tests. They are likely to be more valid than conventional tests, particularly for learning
outcomes that require higher-order thinking skills. Because they involve real-world tasks,
they are also likely to be more interesting for students, and thus more motivating. And

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

finally, they can provide more specific and usable information about what students have
succeeded in learning as well as what they have not learned.
In traditional assessment 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.
Even when students cannot choose their own topics or formats, there are usually multiple
acceptable routes towards constructing a product or performance. Obviously, assessments
more carefully controlled by the teachers offer advantages and disadvantages. Similarly,
more student-structured tasks have strengths and weaknesses that must be considered
when choosing and designing an assessment.
The amount of new information is increasing at an exponential rate due to the
advancement of digital technology. Hence, rote learning and regurgitation of facts or
procedures are no longer suitable in contemporary educational contexts. Rather, students
are expected to be able to find, organize, interpret, analyses, evaluate, synthesize, and
apply new information or knowledge to solve non-routine problems.
Authentic tasks replicate real-world challenges and standards of performance that
experts or professionals typically face in the field. It 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. Hence authentic assessment can serve as a powerful tool
for assessing students’ 21st-century competencies in the context of global educational
reforms.
So, before I dismiss our class I will give the summary of what we discuss a while
ago. You can take note, or capture it to be use for reviewing purposes.
Traditional assessments are “tests” taken with paper and pencil that are usually
true/false, matching, or multiple choice. These assessments are easy to grade, but only
test isolated application, facts, or memorized data at lower-level thinking skills.

PURPOSE OF TRADITIONAL ASSESSMENT

Traditional assessments are most frequently used to evaluate students, rank them,
and assign a final grade. Traditional assessments generally involve the use tests, quizzes,
and homework as the means for evaluation.
Authentic assessment is where students thoughtfully apply their acquired skills to
a new situation or environment. Assessments are authentic if they are realistic, require
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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

judgement and innovation and assess students' ability to effectively use their knowledge
or skills to complete a task.

ADVANTAGES OF AUTHENTIC ASSESSMENT

Authentic assessment helps students see themselves as active participants, who
are working on a task of relevance, rather than passive recipients of obscure facts. It helps
teachers by encouraging them to reflect on the relevance of what they teach and provides
results that are useful for improving instruction.

DE-CONTEXTUALIZED AND CONTEXTUALIZED

ASSESSMENT

CONTEXTUALIZE ASSESSMENT.
In contextualize assessment; focus is on the student’s construction of functioning
knowledge. It is the students’ performance in their application of the knowledge and
skills in the real work context of the discipline area. Contextualize assessment makes use
of performance-based tasks which are authentic in nature. They reflect "real life" ie,
( outside of the classroom ) tasks and require students to utilize higher order thinking
skills ( Crotty, 1994; Leon & Elias, 1998) to fulfil on demand duties and tasks.
A student may have mastered the rules of subject-verb agreement, gets a perfect
score in a multiple choice test on subject verb agreement but when he/she delivers a
speech in real life, fails to observe subject-verb agreement rules.

Explanation:
My students just keep in mind in Contextualize assessment it is focuses on the
students construction of functioning the knowledge also in Contextualize assessment it is
focuses on the students’ performance in application of knowledge in the real work

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

context of the discipline area. In addition, it describes assessment practices which

measure skills and knowledge in dealing with specific situations or perform specific task
which the students have identified as important and meanings to them. Application of the
skills and knowledge must be in the context of the real world as possible. And lastly in
Contextualize assessment it is very important of a course’s content and concepts that can
improve student motivation, learning, and persistence, it has been shown that instruction
with contextualized assessment can activate learners’ prior knowledge and promote more
effective problem solving.
DECONTEXTUALIZED ASSESSMENT
On the other hand, decontextualized assessment includes written exams which are
suitable for assessing declarative knowledge, and do not necessarily have a direct
connection to a real life context (Biggs, 2022). It focuses on declarative knowledge
and/or procedural knowledge in artificial situations detached from the real work context.
Both contextualize and decontextualized learning and assessment have their role
in evaluating learning outcomes. In practice, Biggs and Tang claim (2011)
decontextualized assessment has been overemphasized compared to the place declarative
knowledge has in the curriculum. Both declarative knowledge and real life application of
that knowledge must be assessed appropriately. A common mistake is to assess only the
lead-in declarative knowledge, not the functional knowledge that emerges from it (Biggs
and Tang, 2011)

Explanation:
My students we all know that teachers nowadays use any kind of assessment to
evaluate students learning outcome. And we have two assessment a
contextualized and decontextualized assessment, this two assessment have a
specific role for students to enhance their skills, knowledge and
performance .Based on my understanding contextualized assessment means how
students construct and apply their learning’s skills. And by decontextualized
assessment they use information stored in their memory or they use declarative
knowledge. In other say decontextualized assessment focus on students ideas or opinion
that we may share on their certain topic
For me as your teacher I prefer to use Decontextualized Assessment for
you class as my student learning difficulties. Because on this assessment my student
have a freedom to share what they think or what is on their mind .Also my student easily

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

know how to do, how to describe those event that happen on a specific question that
teacher given to them.
The specific example of decontextualized assessment that I would like to use for
my student is holistic rubrics. Because on holistic rubrics there is no correct answer to ask
a task, and its focus on overall quality, proficiency or understanding of a
specific content And by holistic rubric student emphasis on effectiveness of paper
than ability of writer. It may be easier to students to understand.

MARKS OF QUALITY ASSESSMENT

Marks are awarded for individual assessment items, grades are awarded for
courses. A mark is the level of achievement against specified criteria for an assessment
item
Example: (A mark of 30/40 for an assessment).

Marks are awarded for individual assessment items, grades are awarded for
courses. A mark is the level of achievement against specified criteria for an assessment
item
Example: (A mark of 30/40 for an assessment).

WHAT IS QUALITY ASSESSMENT?

Quality assessment is the data collection and analysis through which the degree of
conformity to predetermined standards and criteria are exemplified. If the quality,
through this process is found to be unsatisfactory, attempts are made to discover the
reason for this.

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

1. Quality Assessment are in accordance with contemporary view of learning and

motivation
This means that the learners discover and construct meaning: set, plan and work to
realize their goals; associate and link new information with existing knowledge in
meaningful ways; think critically and creatively; develop self-monitoring skills have
positive expectation for learning and confidence in their skills; are enthusiastically and
internally motivated to learn; apply what they learn to real-world situation; and
communicate effectively

2. Assessment of High Quality is Valid

Assessment is valid if it measures what it is supposed to measure, i.e., how well the
learning outcomes have been attained. A teacher must be true to his/her intended
learning outcome/s. This idea of alignment of intended learning outcomes teaching-
learning activities and assessment is what John Biggs (200) called constructive alignment
the essence of outcomes-based education.
3. Assessment of High Quality is Reliable
Assessment is reliable when the test produces consistent scores. If you give a test-
retest in Math and find out that those who got high scores in the first take and also got
high scores in the second take also got low in the re-test of the same test. Then the
assessment is reliable. If the opposite happens such that those who scored high in the first
take got low on the re-test and those who scored low in the first take got high scores in
the re-take, then the assessment is not reliable
4. Assessment of High Quality is Fair
It is fair if it assesses what is supposed to be assessed as stated in the learning
outcomes which is expected to have been taught. This is the principle of constructive
alignment in action. Obviously, assessing learners on something they have been taught is
unfair.

CURRENT TRENDS IN ASSESSMENT

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

Did you know that in pursuit for quality education assessment is vital and
necessary because it’s not only a pure evaluation but gives feedback for the teaching and
learning fast, especially in testing its growth development and improvement?
One of the current trends in assessment is a shift from traditional based to a more
modern way assessing our learners.

As we are shifting to a more technologically based learning its make our life and learning
easier
Here are current trends in assessment cited by Santrock (2009)
1. Using at least some performance based assessment – this mean that the use of
objective test such as alternative response, multiple choices and matching type
is no longer adequate
2. Examining higher level cognitive skills and emphasizing integrated rather
than isolated skills - these higher level cognitive skills include problem
solving, critical thinking, decision making, drawing of inference, strategic
thinking, that is thy enough to make use of objective test that assess simple
recall
3. Using multiple assessment methods – to assess student a current trend is to
use multiple method from multiple choice test to essay, an interview, a project
a portfolio to self-evaluation. Again it is emphasized that we have not to do
away with objectives test that measure simple recall. This test that require
simple recall complement authentic assessment tools
4. Having high performance standard including world class standard for
interpreting assessment result – let us set standards high. Researcher say ones
level of performance is lower than ones level of aspiration it is therefore
sound to challenge the students to meet high performance standard
5. Involving in all aspect of assessment – it works if the student are involved
from the settings of expected targets to be demonstrate after instruction to
checking on their process and to finally determine the extent to which they
realize expected targets.
6. Making standard and criteria public rather than private secretive – (santrock
2009) says the evaluative criteria (such as rubrics) are presented and explained
at the beginning. Models of excellence, aligned to the criteria are shown to
provide a clear picture of desire performance. This may eliminate student’s
fear on unwelcoming attitude toward assessment

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

7. Making standard and criteria public rather than private secretive – (santrock
2009) says the evaluative criteria (such as rubrics) are presented and explained
at the beginning. Models of excellence, aligned to the criteria are shown to
provide a clear picture of desire performance. This may eliminate student’s
fear on unwelcoming attitude toward assessment

QUIZ
I. TRUE OR FALSE TEST
Direction: Identify weather the statement is True or False. Put True if the statement is
True and False if not.

__________ 1. Traditional Assessment is the usual and common assessment we do.

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

__________ 2. Authentic assessments are most frequently used to evaluate students, rank
them, and assign a final grade.
__________ 3. Authentic assessment tasks make the students motivated as they get
opportunity to perceive the relevance of the tasks to the real world.
__________ 4. Traditional assessment helps students see themselves as active
participants, who are working on a task of relevance, rather than passive recipients of
obscure facts.
__________ 5. Authentic Assessment refers to the forced-choice measures of multiple-
choice tests, fill-in-the-blanks, true-false, matching and the like that have been and
remain so common in education.
__________ 6. Marks are awarded for individual assessment items, grades are awarded
for courses.
__________ 7. If those who scored high in the first take got low on the re-test and those
who scored low in the first take got high scores in the re-take, then the assessment is
reliable.
__________ 8. Assessment is not valid if it measures what it is supposed to measure.
__________ 9. Quality assessment is the data collection and analysis through which the
degree of conformity to predetermined standards and criteria are exemplified.
__________ 10. The assessment is fair if it assesses what is supposed to be assessed as
stated in the learning outcomes which is expected to have been taught.

II. MULTIPLE CHOICES TEST

Direction: Choose the correct letter of the correct answer and write it on the blank
provided at the right side of the test paper.

__________ 1. This question will only work if the students are involved from the settings
of expected targets to be demonstrated after instruction to checking on their process and
to finally determine the extent to which they realize expected targets.

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Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

A. Involving in all aspects of assessment

B. Using at least some performance-based assessment

__________ 2.This means that the use of objective tests such as alternative response,
multiple choices, and matching type is no longer adequate.
A. Using at least some performance-based assessment
B. Having high-performance standards including world-class standards for
interpreting assessment result

__________ 3. Researchers say one level of performance is lower than one's level of
aspiration it is therefore sound to challenge the students to meet the high-performance
standard.
A. Having high-performance standards including world-class standards for
interpreting assessment result
B. Using computer as a part of the assessment

__________ 4. These higher-level cognitive skills include problem-solving, critical

thinking, decision making, drawing of inference, strategic thinking, which is thy enough
to make use of an objective test that assess simple recall
A. Examining higher-level cognitive skills and emphasizing integrated rather than
isolated skills
B. Using computer as a part of the assessment
__________ 5. This model of excellence, aligned to the criteria is shown to provide a
clear picture of desire performance. This may eliminate student’s fear on unwelcoming
attitude toward the assessment
A. Making standards and criteria public rather than private secretive
B. Examining higher-level cognitive skills and emphasizing integrated rather than
isolated skills

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 Republic of the Philippines
Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

__________ 6. This is a type of assessment that used to compare students ability into
their peers group.
A. Criterion referenced test
B. Norm referenced test
__________ 7. This is done to differentiate high and low achievers.
A. Criterion Referenced Test
B. Norm Referenced Test
__________ 8. In this test a student's score is not affected by the performance of their
peers.
A. Norm Referenced Test
B. Criterion Referenced Test
__________ 9. This is example of Norm Referenced Test.
A. Scholastic Assessment Tests
B. Summative Assessment
__________ 10. In a Criterion Referenced test we compare student's performance against
to what?
A. Peer Group
B. Pre-Determined Standards

III. IDENTIFICATION TEST

Directions: Identify what is being asked in the following sentences

__________ 1. This assessment focuses on declarative knowledge and/or procedural

knowledge in artificial situations detached from the real work context.
__________ 2. Focus is on the student’s construction of functioning knowledge. It is the
students’ performance in their application of the knowledge and skills in the real work
context of the discipline area.

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Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

__________ 3. On this assessment students have a freedom to share what they think or
what is on their mind.
__________ 4. This assessment reflect "real life" ie, ( outside of the classroom ) tasks and
require students to utilize higher order thinking skills ( Crotty, 1994; Leon & Elias, 1998)
to fulfil on demand duties and tasks.
__________ 5. Biggs and Tang claim (2011) on this assessment has been
overemphasized compared to the place declarative knowledge has in the curriculum. Both
declarative knowledge and real life application of that knowledge must be assessed
appropriately.
__________ 6. It is a form of pre-assessment that allows a teacher to determine students'
individual strengths, weaknesses, knowledge, and skills prior to instruction.
__________ 7. The goal of this assessment is to monitor student learning to provide
ongoing feedback that can be used by instructors to improve their teaching and by
students to improve their learning.
__________ 8. The goal of this assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark.
__________ 9. This assessments can come in many different forms. A couple of common
uses of this tool include unit pretests and diagnostic assessments prior to individual
instruction.
__________ 10. This assessments are often high stakes, which means that they have a
high point value.

ANSWER KEY
I. TRUE OR FALSE TEST
1. True 6. True
2. False 7. False
3. True 8. False

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UNIVERSITY OF RIZAL SYSTEM
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College of Education

4. False 9. True
5. False 10. True

II. MULTIPLE CHOICES TEST

1. A 6. B
2. A 7. B
3. A 8. A
4. A 9. A
5. A 10. B

III. INDENTIFICATION TEST

1. Decontextualized assessment. 6. Diagnostic Assessment
2. Contextualize assessment. 7. Formative Assessment
3. Decontextualized Assessment 8. Summative Assessment
4. Contextualize assessment. 9. Diagnostic Assessment
5. Decontextualized Assessment 10. Summative Assessment

LESSON 2:
AUTHENTIC ASSESSMENTS

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Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

REPORTERS
 Lucerio, Rosemher T.
 Atendido, Angelica S.
 Gallardo, Lyka Marie
 Montaner, Hannah Mae
 Sabanao, Janeth
 Saragoza, Charls Dave

LEARNING OUTCOME

 Discuss the nature and the characteristics of authentic

assessment
 Give example of product and process authentic assessments
 Design and develop performance tasks using (GRASPS )model
 Formulate authentic assessment tasks based on the given
learning outcomes

CHARACTERISTICS OF 21st CENTURY ASSESSMENT

The characteristics of 21st century assessments are essential guide for preparation of authentic
assessment activities. It is necessary to refer to these characteristics to ensure that the learners are
being assessed towards the skills and demand of the 21st century.

RESPONSIVE
Visible performance-based work (as a result of assessment) generates data that inform
curriculum and instruction.

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

FLEXIBLE
Assessment needs to be adaptable to students' settings. Rather than identical approach that
works in traditional assessment, 21st century approaches are more versatile.

INTEGRATED
Assessments are to be incorporated into the day-to-day practice rather than as add-ons at the
end of instruction or during a single specified week of the school calendar.
INFORMATIVE
The assessment results give information on whether or not the desired and targeted 21st
century skills which are clearly stated and explicitly taught are realized.

MULTIPLE METHODS
An assessment continuum that includes a spectrum of assessment strategies is the norm.

COMMUNICATED
Communication of assessment data is clear and transparent for all stakeholders.

TECHNICALLY SOUND
For fairness, adjustments and accommodations are made in the assessment process to meet
students’ needs.

SYSTEMATIC
21st century assessment is part of a comprehensive and well-aligned assessment system that
is balance and inclusive of all students, constituents, and stakeholders and designed to
improvement at all.

AUTHENTIC ASESSMENT: PROCESS-ORINTED or PRODUCT-ORIENTED

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

Authentic Assessment is performance assessment. The performance can be process-oriented or

product-oriented. Authentic assessment demands genuine proof of transfer of learning in real life
situation. The other term for authentic assessments is alternative assessment, direct assessment
and non-traditional assessment.

Process-oriented Assessment
Learning outcomes in the form of procedural knowledge require demonstration of the process or
proceed.

Example:
1. Recite a poem with feeling using appropriate voice quality, facial expressions and hand
gestures. (English, Grade 7)
2. Nagsasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay
3. Defends written research report

Product-oriented Assessment
Students’ performance may lead to a concrete product. These students’ products are the concern
of product-oriented authentic assessment

Examples:
1. Creates a designs by using two or more kind of lines, colours and shapes by repeating or
contrasting them to show rhythm (Art, Grade 2)
2. Creates original tie-dyed textile design by following the traditional steps in tie-dyeing using
one or two colours (Art 4)
3. Formulate multiple choice test items aligned to the learning outcomes (Assessment Learning
1)

GRASPS

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

When performance tasks, be guided by the acronym GRASPS shared by Wiggins and Mctighe
(2004).

What does GRASPS mean?

G - oal
R - ole
A - udience
S - ituation
P - roduct
S - tandards and Criteria Indicators
How do you come with a performance task guided by GRASPS?

GOAL - Provided a Statement of the task.

ROLE - Define the role of the students in the task.
AUDIENCE - Identify the target audience within the context of the scenario.
SITUATION - Explain the situation. What's the Context? What is the challenge?
PRODUCT - Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA- Identify the specific standards for success.

Here is an Example for a Science class.

Goal- In still health- consciousness among the young by particularly paying attention to their
eating habits.
Role - You are officers of Health Club and one of your objectives as a club is to promote health
consciousness among the students.
Audience - Your brochure is intended for all high school students in your school.
Situation - Most high School students are fond of junk foods, soft drinks. A big number of
students are obese and underweight.

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Rodriguez Campus
College of Education

Product - Come up with a brochure on health eating habits.

Brochure should:
1) Focus on healthy eating habits.
2) Include graphics and
3) use simple, non- technical English Language.

Standards and Criteria - You will be graded along the Following Criteria:
1. Accuracy of content - 10 pts.
2. Organization of information - 10 pts.
3. Clarity of content - 10 pts.
4. Appropriateness of graphics/pictures - 10 pts.
5. Grammatical Accuracy - 10 pts.

GUIDLINES FOR PERFORMANCE ASSESSMENT

Airasian & Russell (2008) cited four issues that must be considered in the use of performance
assessment, namely:
1) Establishing a clear purpose;
2) Identifying observable criteria;
3) Providing an appropriate setting; and
4) Judging or scoring the performance.
Establishing a clear purpose - What is the purpose of the performance assessment - to assign a
grade, to evaluate student's progress, to generate products to be included in a learning portfolio,
or to provide students sample of work for college admission?
Identifying observable criteria - These criteria of good performance are made clear to students at
the beginning of the teaching-learning process to help them focus on their learning. These

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College of Education

observable criteria also help the teacher or any assessing for that matter makes his/her
observations more systematic and focused.
Providing an appropriate setting - Will you observe the target behaviour in a natural setting like
observing a student teacher teach as he/she teaches in a real classroom or observe her an
announced and prepared demonstration teaching with her classmates acting as students?
Assessment experts' advice is "As a rule of thumb, it is a good idea to observe the student on
more than one occasion, because a simple performance might not fairly represent student
knowledge or skill." (Santrock, 2009)
Judging or scoring the performance -To judge or score the product or the process/behaviour
demonstrated, a scoring rubric is a must, to ensure objectivity of scoring. You will learn how to
make a scoring rubric in the next chapter.

QUIZ
Question and Answer
1. Which is one of the characteristics of 21st century assessment that pertains to be adaptable to
students' settings and approaches are more versatile?
A. Communicated
B. Flexible
C. Responsive

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

2. It's a characteristic of 21st century assessment wherein the assessment data is clear and
transparent for all stakeholder.
A. Communicated
B. Technically Sound
C. GRASPS

3. It known for "Performance Assessment"

A. Traditional assessment
B. Authentic assessment
C. Summative assessment

4. It’s a learning outcome in the form of procedural knowledge.

A. Performance assessment
B. Authentic assessment
C. Process-oriented assessment

5. It's a learning outcome that student's performance may lead to a concrete product.
A. Product-oriented assessment
B. Authentic assessment
C. Process-oriented assessment

6. What are the components of summative assessment that contribute the most?
A. Written report
B. Quarterly assessment
C. Performance task

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

7. Which part of GRASPS defines and states the job of the students in a particular task?
A. Audience
B. Role
C. Situation

8. This is the ACRONYM that serves as a guided when constructing performance task.
A. GRAPPA
B. GRASPS
C. GRASS

9. What does the letter "G" stand for in GRASPS?

A. Great
B. Goal
C. Gratified

10. Recite poem, dancing cultural dance, acting in role play, these activities fall under
assessment of?
A. Process-oriented assessment
B. Product-oriented assessment
C. Both A and B

11. One of the terminologies of characteristic of 21st century assessment where adjustment,
fairness and accommodation are made in the assessment process just to meet student's needs.
A. Informative
B. Equality

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College of Education

C. Technically sound

12. This guideline will help the teacher to be more focused and systematic in his/her observation
when assessing students and students will know and clear to them for what they should focus on
their learning.
A. Systematic
B. Multiple methods
C. Identifying observable criteria

13. What example activity falls under product-oriented assessment?

A. Demonstrate appropriate first aid for common injuries or conditions.
B. Execute those skills that involved in dance.
C. Make a lesson plan.

14. What does the letter "P" stand for in GRASPS?

A. Performance
B. Purpose
C. Product

15. It is establishing the goal of the task; state the problem and provide statement of the task in
GRASPS.
A. Standards
B. Product
C. Goal

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College of Education

ANSWER KEY
1. B
2. A
3. B
4. C
5. A

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College of Education

6. C
7. B
8. B
9. B
10.A

11.C
12.C
13.C
14.C
15.C

LESSON 3:
DEVELOPING THE SCORING
RUBRIC
REPORTERS
 Adovas, Kriza
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Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

 Andrada, Jean
 Dacillo, Cristina
 Enano, Nellen Grace
 Pautan, Analyn
 Torres, Hazel Akiko

LEARNING OUTCOME

 Explain what scoring rubrics is

 Cite the parts of scoring rubrics
 Distinguish between holistic and analytic rubrics and between
general and task- specific rubric,
 Cite the importance of a scoring rubrics
 Construct a holistic and an analytic rubric based on a given
learning outcome/competency and
 Distinguish among scoring rubric, checklist and rating scale

Meaning of Scoring Rubrics

Brookhart (2013) “A scoring rubrics is a coherent set of criteria for students work that
includes descriptions of levels of performance quality on the criteria”.
McMillan (2007) defines scoring rubric as a “scoring guide that uses criteria to
differentiate between levels of student proficiency”.
Popham (2011) describes scoring rubrics as the “scoring procedures for judging students

In short, scoring rubrics is a scoring guide used to assess performance (process or

product) against the set of criteria.

Parts of Scoring rubrics

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College of Education

● Task description ( description title of the task)

What are written output, product, performance based task of the students that are
expected to be produced.
● Criteria / components
The knowledges, skills ang behavior to be demonstrated.
● Scale/scoring
The levels that are used to describe the levels of mastery of the students.
● Descriptions of the performance quality-
The performance descriptor of the component at each level of mastery.

Why include level of performance?

1.Clearer expectations
it is very useful for the students and the teacher if the criteria are identified and
communicated prior to completion of the task. Students know what is expected of them
and teachers know what to look for in student performance. Similarly, students better
understand what good (or bad) performance on a task looks like if levels of performance
are identified, particularly if descriptors for each level are included.
2.More consistent and objective assessment
In addition to better communicating teacher expectations, levels of performance permit
the teacher to more consistently and objectively distinguish between good and bad
performance, or between superior, mediocre and poor performance, when evaluating
student work.
3. Better feedback
Furthermore, identifying specific levels of student performance allows the teacher to
provide more detailed feedback to students. The teacher and the students can more clearly
recognize areas that need improvement.
Analytic rubric
Most rubrics, like the recitation rubric mentioned, are analytic rubrics. An analytic rubric
articulates levels of performance for each criterion so the teacher can assess student
performance on each criterion. Using the recitation rubric, a teacher could assess whether
a student has done a poor, good or excellent job of " creating ambiance" and distinguish
that from how well the student did on " voice infection."
Holistic Rubric

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College of Education

~ A holistic rubric does not list seperate levels of performance for each criterion instead a
holistic rubric assigns a level of performance by assessing performance across multiple
criteria as a whole.
~ Holistic Rubrics provide a single score based on an overall impression of a students
performance on a task. It is used to score student work as a whole yielding one holistic
scored.
When to choose an analytic rubric
Analytic rubrics are more common because teachers typically want to assess each
criterion separately, particularly for assignments that involve a larger number of criteria.
Jt becomes more and more difficult to assign a level of performance in a holistic rubric as
the number of criteria increases. As student performance increasingly varies across
criteria it becomes more difficult to assign an appropriate holistic category to the
performance. Additionally, an analytic rubric better handles weighting of criteria.
When to use/choose Holistic Rubrics?
~ Holistic rubrics tend to be used when a quick or gross judegment needs to be made.
Parts of Holistic Rubric:
A Holistic Rubric is composed of;
▪Title
▪Description
▪Scale and Scoring
▪Performance Descriptors
Advantages of Holistic Rubrics
~ Provides emphasis on what the learner is able to demonstrate ( positive ), rather than on
deficits (negative).
~ Takes less time to create than traditional analytic rubrics.
Disadvantage of Holistic Rubrics
~ Does not provide specific feedback for improvement to students.

Desired Characteristics of criteria for classroom rubrics.

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College of Education

1. Appropriate- Each criterion represent an aspect of a standard curricular goal Or

instructional goal or objective that students are intended to learn.
2. Definable- Each criterion has cleared agreed upon meaning that both student and
teacher understand.
3. Observable- Each criterion describe the quality performance that can be perceived
( seen or heard visually) by someone other than the person performing.
4. Distinct from one another- Each criterion identifies a separate aspects of learning
outcomes of the performance is intended to asses.
5. Complete- All the criteria together describe the whole learning outcomes the
performance is intended to asses.
6. Able to support description along the continuum of quality- Each criterion can be
describe over a range of performance level.

Steps in constructing Rubrics

1. Determining learning outcomes. Are you assessing process or products?
2. Decide on the structure of the rubric. Is it holistic or Analytical?
3. Identify levels of performance or aspects of the product that reflect the learning
outcomes.
4. Weigh the dimension in proportion to their importance
5. Determine the range of points to be allocated to each level of performance.

GENERAL RUBRICS VS. TASK-SPECIFIC RUBRIC

General Rubrics- are particularly useful for fundamental skills such as writing,
mathematics, problem solving and general traits like creativity.
Task-specific rubrics- a reliable assessment of performance on a specific task such as
"gives as answer" or "specifies a conclusion."

The Importance of Rubrics

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College of Education

1. Rubrics help teachers teach- When teachers develop the rubrics they get very much
clarified with the criteria by which learning will be assessed and so will become more
focused on what to teach and against what criteria student success will be measured.
2. Rubrics help students learn- The criteria and performance-level descriptions in
rubrics help understand what performance and criterion of performance are expected of
them.
3. Rubrics help coordinate instruction and assessment, Brookhart (2013) explains:
most rubrics should be designed for repeated use, over time, on several tasks.
Checklist
A checklist is a list of specific characteristics with a place for marking whether that
characteristic is present or absent.
Rating scale
A rating scale is a list of characteristics with a place for marking the degree to which each
characteristic i displayed.

QUIZ
1. A _____ is scoring guide usually presented in a graphic format, typically as a grid, it
defines what is expected in a learning situation.
a. General Rubrics
b. Rubrics
c. Specific-task rubrics

2. It is a type or rubrics that reliable assessment of performance on specific task such as

"gives as answer" or "specifies a conclusion."
A. Specific-task rubrics
B. Holistic rubrics
C. Analytical Rubrics

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

3. In the importance of rubrics, Brookhart (2013) explains that most rubrics should be
designed for repeated use, over time, on several tasks.
A. Rubrics help students learn.
B. Rubrics help teachers teach.
C. Rubrics help coordinate instruction and assessment,

4. In this step it is important to know what is your objective in making rubrics. Is it

process or product?

A. Step 1
B. Step 2
C. Step 3

5. In this step after you know the objectives you will be chosen what kind of rubrics you
will do is it analytic or analytic?

A. Step 1
B. Step 2
C. Step 3

6. Characteristic of rubric where the rubrics is understandable by students and teachers?

A. Approriate
B. Definable
C. Observable

7. A____ is a list of specific characteristics with a place for marking whether that
characteristic is present or absent.

A. Rating scale
B. Checklist
C. Rubric

8. A_____is a list of characteristics with a place for marking the degree to which each
characteristic i displayed.
A. Rubric
B. Rating scale
C. Checklist

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

9. _______It does not list seperate levels of performance for each criterion instead a
holistic rubric assigns a level of performance by assessing performance across multiple
criteria as a whole.
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric

10. It is more common used by teachers typically want to assess each criterion
separately, particularly for assignments that involve a larger number of criteria.
A. Holistic rubric
B. Scoring rubric
C. Analytic rubric

11. A person who define scoring rubric as scoring procedures for judging students
responses to performance tests.
A. McMillan
B. Brookhart
C. Popham

12. A person who defines a scoring rubric as a coherent set of criteria for students work
that includes descriptions of levels of performance quality on the criteria.
A. Popham
B. McMillan
C. Brookhart

13. A person who defines scoring rubric as scoring guide that uses criteria to
differentiate between levels of student proficiency.
A. Brookhart
B. Popham
C. McMillan

14. These are the broad description of the characteristics that define each level of scale
and scoring.

A. Scale and Scoring

B. Performance Descriptors
C. Title

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College of Education

15. A rubric that provide a single score based on an overall impression of a students
performance on a task.

A. Analytic Rubric
B. Holistic Rubric
C. Single-Scoring Rubric

ANSWER KEY
1. B
2. A
3. C
4. A
5. A

6. B
7. B
8. B

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College of Education

9. A
10.C

11.C
12.C
13.C
14.B
15.B

LESSON 4:
PORTFOLIO

REPORTERS
 Trinidad,Joylyn O.
 Alimboyong,Gemma S.
 Floquencio,Ma.Estefanie D.
 Floquencio,Ma. Estella D.
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Region IV-A CALABARZON
Division of Rizal
UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

 Estrera,Rachel Ann
 Estrella,Reinalyn

LEARNING OUTCOME

 Explain what portfolio assessment is

 State the Elements of a Portfolio
 Distinguish among the types of Portfolio
 Understand the Stages in Implementing Portfolio Assessment
and
 Discuss the use of Portfolio effectively

A. WHAT IS A PORTFOLIO ASSESSMENT?

★ It is came from the Italian word "portare"(carry)and "foglio"(sheet of paper).

CCarrier-Folder
Sheet of Paper-Student's work inside the Portfolio.
★ Portfolio enencourage students to take responsibility for their own learning.
★ Portfolio is a systematic and organized collection of student'swork.
★ It demonstrates the student's skills and accomplishments.
★ It is much more than a compilation of student's paper placed in a folder(Paulson,et
al,1991) because it must include student participation in selecting contents,criteria
for selection,criteria for judging merit and evidence of self reflection.

★ Portfolios come in many forms, from notebooks filled with documents, notes, and
graphics to online digital archives and student-created websites, and they may be
used at the elementary, middle, and high school levels. Portfolios can be a
physical collection of student work that includes materials such as written

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College of Education

assignments, journal entries, completed tests, artwork, lab reports, physical

projects (such as dioramas or models), and other material evidence of learning
progress and academic accomplishment, including awards, honors, certifications,
recommendations, written evaluations by teachers or peers, and self-reflections
written by students.
★ Portfolios may also be digital archives, presentations, blogs, or websites that
feature the same materials as physical portfolios, but that may also include
content such as student-created videos, multimedia presentations, spreadsheets,
websites, photographs, or other digital artifacts of learning.
★ It is not a mere collection of Collection or compilation of student's work because
it is a purposeful collection of student's work that exhibits student's
efforts,progress and acachievement.

B. WHAT PORTFOLIO INCLUDES?

★ Writng Samples
★ Journal Entries
★ Videotapes
★ Art
★ Teachers Comments
★ Posters
★ Interviews
★ Poetry
★ Test Result

C. WHAT CLASSESS OF EVIDENCE OF LEARNING CAN BE PUT IN

STUDENT' PORTFOLIO?
1. Artifacts are documents of products that are produced as a result of academic
classroom work.
Ex. Student papers and Homework
2. Reproductions are documentations of a student's work outside the classroom.
Ex. Special Projects like Capstone
3. Attestations are the teacher's or other responsible persons' documentation to attest to
the students progress.
Ex. Evaluative notes of a teacher about student's oral defense of a research paper placed
inside the portfolio.

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College of Education

4. Productions are the documents that the student's himself or herself prepares.
It includes:
★ GOAL STATEMENT (What does the student want to do with his/her portfolio?)
★ REFLECTIONS ( What are the student's reflections about his/her work)
★ CAPTIONS (Labels, description and explanation of students for each piece of
work contained in his/her Portfolio.)

D. WHAT ARE THE TYPES OF PORTFOLIO?

1. ASSESSMENT PORTFOLIO-It document what the student has learned based on the
intended learning outcomes.It informs both the classroom teacher and the student the
extent to which the intended learning outcomes have been attained.
2. DEVELOPMENTAL PORTFOLIO-Developmental or Growth Portfolio consists of
the student's work over an extended time frame.It provide concrete evidence on how
much a student has changed or developed overtime.
3. BEST WORK PORTFOLIO-Bestwork also known as Showcase or Display
Portfolio. It presents the student's most outstanding work and document student's proof of
best efforts with respect to learning outcomes.It may be maintained from year to
year,with new pieces added each year,in order to document growth over time.

E. WHAT ARE THE ELEMENTS OF A PORTFOLIO?

A comprehensive portfolio includes the following good elements.
1. The Cover Letter. This element tells about the author of the portfolio and what
the portfolio shows about the author’s progress as a learner. It summarizes the
evidence of the student’s learning and progress.
2. Table of Contents. Shown in this element are the detailed contents in the
portfolio.
3. Entries. Entries in the student portfolio can either be core or optional. Core
entries are items the student have to include, while optional are entries of student
choice. The core elements provide a common base from which to make decisions on
assessment. The optional items permit each student to represent his or her uniqueness.
4. Dates. Specific dates have to be included for all entries to facilitate evidence of
growth overtime.

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College of Education

5. Drafts. Drafts of oral, aural, and written products and revised versions have to be
included in the portfolio.
6. Reflections. It can appear in the different stages in the learning process. Through
reflections students can express their feelings regarding their progress and or
themselves as learners.
Questions that student have to consider in making reflections for each item in the
portfolio follows.
★ What did I learn from it?
★ What did I do well?
★ Why 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 or difficulties enencountered

F. WHAT ARE THE STAGES IN IMPLEMENTING PORTFOLIO

ASSESSMENT EFFECTIVELY?

Stage 1: Identifying learning outcomes to assess through Portfolio.

★ Establish the learning outcomes.Giving clear guidelines about what the students
are expected to demonstrate at the end of the lesson,chapter or units.

Stage 2:Introducing the Idea of Portfolio Assessment to your Class

★ Explain what portfolio assessment is to students. Give them examples.

Stage 3: Specification of Portfolio Content

★ Specify what and how much have to be included in the Portfolio.

Stage 4:Giving Clear and Detailed Guidelines for Portfolio Presentation

★ The teacher must set clear guidelines and detailed information on how the
Portfolio will be presented.Teacher should explain how Portfolio will be graded
and when it needs to be ready.

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College of Education

 Clear and Attractive Presentation

 Dated Drafts
 Attached Reflections
 Comment Cards

Stage 5:Informing key School Officials, Parents and other Stakeholders

★ Notify your Department Head, Dean or Principals.It serve as a precaution in case
students or parents complain to the new assessment procedure.

Stage 6: Development of Portfolio

★ In this stage both teacher and students need support and encouragement in the
process of Portfolio Development.

G. HOW TO USE PORTFOLIO EFFECTIVELY?

★ Portfolios are useful as a support to the new instructional approaches that

emphasize the student's role in constructing understanding and the teacher's role
in promoting understanding.For example, in writing instruction, portfolios can
function to illustrate the range of assignments, goals, and audiences for which a
student produced written material.
★ Portfolios can be a record of the activities undertaken over time in the
development of written products.
★ They can also be used to support cooperative teaming by offering an opportunity
for students to share and comment on each other's work.For example, a videotape
of students speaking French in the classroom can be used to evoke a critical
evaluation of each other's conversational skills at various points during the school
year.
★ The primary purpose of portfolios for most teachers is to engage students, support
good curricular and instruction, and improve student teaming, some portfolio
programs are designed to serve other purposes as well. For example, portfolIo.

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

QUIZ
True or False
Direction: Choose the letter of the correct answer. Click "True" if the statement is correct
and click "False" if it is not.

1. Foglio is the Italian word which means "Sheets of Papers".

a. True
b. False
2. Portfolio is a purposeful collection of student work that exhibits the student's
efforts,progress and achievements in one or more areas.
a. True
b. False
3. Table of Contents tells about the author/owner of the Portfolio and the detailed
contents in the portfolio.
a. True 
b. False

4. Reflection is an Element of Portfolio where students can express their feelings

regarding their progress and or themselves as learners.
a. True
b. False
5. Artifacts are documents that are produced as a result of academic classroom work.

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College of Education

a. True
b. False
6. Reproductions is a type of portfolio that informs the teacher and the student the extent
to which intended learning outcomes have been attained.
a. True 
b. False

7.Developmental Porfolio also known as growth portfolio consists of the student's

progress in meeting learning targets. It provide concrete evidence on how much a student
has developed over time.
a. True
b. False
8. The Second stage is Implementing Portfolio Assessment is "Specification of
Portfolio".
a. True 
b. False

9. Development of the Portfolio is the last Stage of Implementing Portfolio.

a. True
b. False
10. The first step of Implementing Portfolio is "Identifying learning outcomes to assess
through Portfolio" which establish the learning outcomes of the students.
a. True
b. False

11. Portfolio is Systematic and Organized collection of student's work.

a. True
b. False
12. Production is an element of portfolio that facilitate proof og growth overtime.
a. True
b. False

13. Portfolio is a reliable way to assess student's proficiency.

a. True
b. False
14. Portfolio is powerless to transform the learning environment in the classroom.
a. True
b. False

15. Portfolio is a mere collection of student's work that reflect students progress and
development.

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College of Education

a. True
b. False

ANSWER KEY
1.True
2. True
3. False
4. True
5. True

6. False
7. True
8. False
9. True
10. True

11. True
12. False
13. True
14. False
15. False

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College of Education

LESSON 5:
E- PORTFOLIO
REPORTERS
 Jason, Diana
 Lope, Ginamae
 Garbo, Emmalyn
 Seguenza, Rubelyn
 Magante, Mica
 Pacujan, Ainamae
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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

LEARNING OUTCOME

 Will discuss the implications of the E-portfolio.

 Determine what is the difference E-portfolio to ordinary
portfolio.
 The importance of the E - Portfolio will be demonstrated.

GAMES/MOTIVATION

QUESTIONS FOR THE GAME:

20 9 3 5 5 14 12 3 15 18 portfolio is a collection of work (evidence) in an electronic
format that showcases learning over time. It is a collection of digital files (artifacts) that
are shared electronically for the purpose of reflection, comment and evaluation.
TICEENLCOR = ELECTRONIC

1 18 9 15 4 25 14 18 portfolio is a physical collection of student work that includes

written assignments, journal entries, completed tests, artwork, lab reports, physical
projects (such as dioramas or models), and other material evidence of learning progress
and academic accomplishment, such as awards, honors, certification recommendations,
written evaluations by teachers or peers, and student self-reflections.
ARIODYNR = ORDINARY

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College of Education

4 13 3 3 1 5 9 1 e-portfolio is a digital collection created by a student of their course

related work, like essays, posters, photographs, videos, and artwork; academic e-
Portfolios can also capture other aspects of a student’s life, such as volunteer
experiences, employment history, extracurricular activities, and more.
DMCCAEIA = ACADEMIC

First, let us know what is the meaning of e-portfolio and ordinary portfolio.

WHAT IS AN EPORTFOLIO?
An e-Portfolio is a collection of work (evidence) in an electronic format that showcases
learning over time. It is a collection of digital files (artifacts) that are shared
electronically for the purpose of reflection, comment and evaluation. It’s quite simply a
website that enables users to collate digital evidence of their learning. E Portfolios
contain a wide range of digital files, including but not limited to, text or PDF documents,
videos, sound files, images and links to other websites or online resources. And there are
also several types of E portfolios. Let’s talk about that later.
While ordinary portfolio, is a physical collection of student work that includes written
assignments, journal entries, completed tests, artwork, lab reports, physical projects
(such as dioramas or models), and other material evidence of learning progress and
academic accomplishment, such as awards, honors, certification recommendations,
written evaluations by teachers or peers, and student self-reflections.

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College of Education

An e portfolio differs to a traditional or ordinary portfolio nowadays quite significantly,

as electronic portfolios are able to incur more than a traditional portfolio, such as the use
of digital media like video clips, animation, sound clips, photo’s, hyperlinks and more.
A more defined reference of this is as follows:
- One primary difference between traditional and electronic portfolios is that electronic
portfolios use technologies such as CDs, DVDs, and the Web.
- This allows students to collect and organize portfolio artifacts in many media types
(audio, video, graphics, and text).
- Students also use hypertext links to organize the material and connect evidence to
appropriate outcomes, goals or standards”

4 FACTORS ON THE DIFFERENCE OF E-PORTFOLIO AND ORDINARY

PORTFOLIO
1. COST
Online portfolios can be free, whereas traditional portfolios generally will cost you
money in supplies and paper. That being said, there is no substitute for the traditional
touch, feel, and physical presence of a traditional portfolio.
However, in today’s fast-moving, technologically-centred world, the possibility of a free,
or very low-cost monthly online portfolio on the internet is a path many creatives are
taking. Not to mention the environmental benefits of going digital.
2. AVAILABILITY
One key advantage of an online digital portfolio is that you can access it anywhere,
anytime. On the flip side, a traditional portfolio may be a great spectacle to look at, but it
isn’t as portable as that of an online portfolio, whereby anyone, anywhere, can log on
and access it right away.
The layout of a digital portfolio is also easier for potential clients to scroll through your
work, as opposed to having to physically search for desired information. As

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College of Education

aforementioned, in today’s fast-paced world, theless clients and your audience have to
do to access your work, the better off you will be as a creative and a business owner.
3. VARIATION
Having an online portfolio allows you to showcase your versatility and depth in your
desired skill set. It allows you to upload photos, videos, illustrations,sketches, and
anything else you would need to attract clients. Traditional portfolios, though nothing
can beat physical presence, does not allow you to upload whatever you want, whenever.
Furthermore, if you have one traditional portfolio full of your varying styles of work, it
will look messy and unorganized, whereas a digital portfolio allows you to separate
different projects in one place, which ultimately looks much neater and streamlined.
4. SEAMLESS INTEGRATION
Going back to modern technology, social media and other social platforms are a key
driver in attracting potential clientele. A paper portfolio does not allow for social media
sharing and seamless integration to a broader audience.
An online portfolio, on the other hand, allows users to expand their reach online, and in
just a few clicks, possibly land a client from the other side of the world. Taking it one
step further, creatives with a digital portfolio can also develop an app that they can
integrate with their online portfolio, business, and e-commerce store.
With all of these factors taken into consideration, it could be beneficial to have both an
electronic and traditional portfolio. If you draw, sketch, illustrate, or even if you are a
photographer, it could be an idea to have these imagesstored in a physical portfolio,
which you then capture and place online for a wider audience.
When you attend an event or gathering of fellow creatives, integrate traditional with
physical so that people can see your work in both formats.

TYPES OF E-PORTFOLIOS
Showcase/Professional E-Portfolios — These e-Portfolios are primarily a way to
demonstrate (showcase) the highlights of a student’s academic career. Great examples of
showcase e-Portfolios on Clemson’s campus come from Health Sciences, Architecture.
LEARNING E-PORTFOLIOS — These portfolios are typically created by a student as
part of a course as a way to demonstrate learning and the learning process. These

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College of Education

portfolios are often shared with other students to elicitpeer feedback. Learning portfolios
support the idea of formative feedback as an essential part of the learning process.
ASSESSMENT/GENERAL EDUCATION E-PORTFOLIOS — At Clemson the use
of portfolios played a substantive role in the assessment of our general education
competencies. Using both formative and summative assessments feedback was provided
to colleges, departments and instructors on the quality of evidence students used in their
portfolios to demonstrate our general education competencies.

ACADEMIC E-PORTFOLIO VS. ACADEMIC (ORDINARY) PORTFOLIO

An academic e-Portfolio is a digital collection created by a student of their course-related
work, like essays, posters, photographs, videos, and artwork; academic e-Portfolios can
also capture other aspects of a student’s life, such as volunteer experiences, employment
history, extracurricular activities, and more. In other words, e-Portfolio’s document and
make visible student learning. But a good ePortfolio should be more than just a
collection of products.
Academic ordinary portfolios are collections of student work representing a selection of
performance. Portfolios in classrooms today are derived from the visual and performing
arts tradition in which they serve to showcase artists' accomplishments and personally
favored works.
A portfolio may be a folder containing a student's best pieces and the student's evaluation
of the strengths and weaknesses of the pieces. It may also contain one or more works-in-
progress that illustrate the creation of a product, such as an essay, evolving through
various stages of conception, drafting, and revision.
1. It is a living resume that easily showcases your work and is quickly modifiable for
multiple audiences.
2. It allows you to curate your work, highlighting the BEST of you.
3. It demonstrates your skills and experience beyond the paper resume, including the soft
skills employers look for.
4. It gives you an edge when seeking employment or applying for graduate school by
building a professional online presence.
5. It is a way to organize and share your best work.

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6. It increases rates of information transferability between courses, and between lived

experiences and course experiences.
7. It encourages reflection on process, not just finished products. Documenting the work
and process, builds deep critical thinking skills.

EFFECTIVE USE OF AN E-PORTFOLIOS

• The analysis of students' views on the use of e-portfolios demonstrated positive results;
students mainly aimed to learn by creating the portfolio, to improve creativity and
problem-solving skills, to enhance critical thinking and increase the reliability of the
assessment. The study of factors affecting student motivation and attitude towards e-
portfolios found that perceived usefulness and relevance are the two cognitive and
contextual factors that most influence motivation while autonomy encourages students to
put effort in portfolios. Students who lacked motivation had a negative portfolio score.
• It helps the student to nurture themselves especially those people who loves pattern and
illustration. Which we considered as Meta Cognitive Which is an awareness of one's
thought processes and an understanding of the patterns.
• The student also noticed an increasing development in terms of their Meta Cognitive
skills, stronger motivation, and self-esteem compared to the one who doesn't use e
portfolio
What is the purpose of your ePortfolio and how do you expect to use it when you
graduate?
• An ePortfolio provides an opportunity for graduates to do precisely that. It functions as
a record of a student's learning, evidencing what they have achieved over the course of
their academic career and enabling them to use it well beyond their degree as they enter
the professional world or pursue further studies.

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College of Education

QUIZ
I. TRUE OR FALSE

1. E-portfolio is an electronic platform that collect data forms of education evidence.

2. An ordinary portfolio is physical compilation of academic work and other forms of
education evidence.
3. A professional portfolio plays as substantive role in the assessment of our general
education competencies.
4. E-portfolio can be free especially these days.
5. The advantage of digital portfolio is can access anytime anywhere it was flexible
platform.

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College of Education

II. MULTIPLE CHOICE

1. An ______________ is a collection of work in an electronic format that showcases

learning over time.
A. Document
B. E - Portfolio
C. Data
2. _____________ is a physical collection of student's works that include written
assignment, journal entries, artwork and etc.
A. Files
B. Biography
C. Ordinary Portfolio
3. These portfolios are typically created by the students as part of a course as a way to
demonstrate leaning and learning process.
A. Learning E-Porfolios
B. Showcase/Professional E-Porfolios
C. Assessment/General Education E-Porfolios
4. That being said, there is no substitute for the traditional touch, feel, and physical
presence of a traditional portfolio
A. Cost
B. Variation
C. Availability
5. Be it with fellow creatives, small to medium sized companies, or other individuals,
collaborating allows exposure, ultimately increasing your potential clientele.
A. Seamless Integration
B. Collaboration is key
C. Variation

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III. IDENTIFICATION:

2 POINTS ------ What is e-portfolio?

3 POINTS ------ Give at least 3 benefits of an e-portfolio

ANSWER KEY
TRUE/FALSE

1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. TRUE

MULTIPLE-CHOICE

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College of Education

1.B
2. C
3. A
4. A
5. B

IDENTIFICATION:

ANSWERS MAY VARY

LESSON 6:
ASSESSMENT TOOLS IN THE
AFFECTIVE DOMAIN
REPORTERS
 Cristobal, Anna Marie
 Decena, Joshua Q.
 Decorena, Jocel G.
 Lomuntad, Mark Joseph

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 Mati-ong, Erianne Pearl E.

 Serrano, Phoebe B.

LEARNING OUTCOME

 Explain the methods of and tools for assessment of learning in

the affective domain
 Develop assessment tools for affective learning

Assessment Tools in the Affective Domain

The assessment tools in the affective domain are those that are used to assess attitudes,
interests, motivations, and self-efficacy. We consider a few of the standard assessment
tools in the affective domain.

1. Self-Report. This is the most common measurement tool in the affective domain.

It essentially requires an individual to provide an account of his attitude or
feelings toward a concept or idea or people. Self-reports are also sometimes called
"written reflections". In using this measurement tool, the teacher requires the
student to write his/her thoughts on a subject matter, like, "Why I like or dislike
Mathematics". The teacher ensures that the students write something which would
demonstrate the various levels of the taxonomy (from receiving up to
characterization)

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College of Education

2. Rating Scale. This is a set of categories designed to elicit information about a

quantitative attribute in social science. Common examples are the Likert scale and
1-10 rating scales for which a person selects the number which is considered to
reflect the perceived quality of a product. The basic feature of any rating scale is
that it consists of a number of categories. These are usually assigned integers.
According to Nitko (2001), rating scales can be used for teaching purposes and
assessment.
1. rating scales help students understand the learning target/outcomes and to
focus students' attention on performance.
2. completed rating scale gives specified feedback to students as far as their
strengths and weaknesses with respect to the targets to which they are
measured
3. students not only learn the standards but also may internalize the set of
standards
4. ratings help to show each students' growth and progress

Example: Rating Scale (Attitude towards Mathematics)

Directions: Put the score on the column for each of the statement as it applies to you. Use
1 to 5, 1 being the lowest and 5 the highest possible score.

Indicators Score
1. I am happy during Math class
2. I get tired doing board work and drills
3. I enjoy solving word problems

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College of Education

The most common type of rating scales is numerical rating scales and a descriptive
graphic rating scale. The numerical rating scale translate the judgment of quality or
degree into numbers. To increase the objectivity and consistency of results from
numerical rating scales, a short verbal description of the quality level of each number
may be provided.

Example: 

Directions: Indicate the degree to which the student contributes to team activity by

encircling the appropriate number. The numbers represent the following values: 4 -
constantly appropriate and effective; 3 - generally appropriate and effective; 2 - needs
improvement, may do other unrelated tasks; and 1 - unsatisfactory, disruptive and do
other tasks not related to the activity.

 To what extent does the student participate in team meetings and discussions?  1 
2  3  4
Descriptive Graphic Rating Scales. A better format for the rating is this descriptive
graphic rating scale that replaces the ambiguous single word with short behavioral
descriptions of the various points along the scale. Describing the points of the scale by
behavior descriptions leads to increased consistency of ratings across raters and students.

Example:

Directions: Make your ratings on each of the following by placing X anywhere along the
horizontal line under each item. In the space for comments(s), include anything that helps
clarify your rating.

1. To what extent does the student participate in team meetings and discussions?

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College of Education

Common Rating Scale Errors

The table below contains the common rating scale errors that teachers and students must
be familiar with in order to avoid committing such kind of errors during the assessment.

3. Semantic Differential Scales - tries to assess an individual's reaction to specific

words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting
adjectives at each end. An example is shown below:

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College of Education

4. Likert Scale - is a simple and widely used self-report method in assessing affect. It
requires that individuals tick on a box to report whether they "strongly agree", "agree",
"undecided", "disagree", or "strongly disagree", in response to a large number of items
concerning attitude object or stimulus. An example is shown below:

Constructing the Likert Scale Instrument

1. Write a series of statements expressing positive and negative opinions toward

attitude objects.
2. Select the best statements (at least 10), with a balance of positive and negative
opinions and edit as necessary.
3. List the statements combining the positive and negative and put the letters of the
five-point scale to the left of each statement for easy marking
4. Add the directions, indicating how to mark the answer and include a key at the top

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College of Education

of the page if letters are used for each statement.

5. Some prefer to drop the undecided category so that respondents will be forced to
indicate agreement or disagreement
5. Checklists - are the most common and perhaps the easiest instrument to construct in
the affective domain. A checklist consists of simple items that the student or teacher
marks as "absent" or "present". Here are steps in constructing a checklist:

 Enumerate all the attributes and characteristics you wish to observe

relative to the concept being measured. For instance, if the concept
is "interpersonal relation", then you might want to identify those
indicators or attributes which constitute evidence of good
interpersonal relation
 Arrange these attributes as a shopping list of characteristics
 Ask the students to mark those attributes or characteristics which
are present and to leave blank those which are not.
 Example of a checklist is shown below:
Checklists for Teachers

By: Sandra F. Rief (1997)

Getting students' attention

c   Ask an interesting, speculative question, show a picture, tell a little story, or read a
related poem to generate discussion and interest in the upcoming lesson

c   Try "'playfulness," silliness, a bit of theatrics (props and storytelling) to get attention
and peak interest.

c   Use storytelling. Students of all ages love to hear stories, especially personal stories. It
is very effective in getting attention.

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c   Add a bit of mystery. Bring in an object relevant to the upcoming lesson in a box, bag,
or pillowcase. This is a wonderful way to generate predictions and can lead to excellent
discussions or writing activities.

c   Signal students auditorily: ring a bell, use a beeper or timer, play a bar of music on the
piano or guitar, etc.

c   Vary your tone of voice: loud, soft, whispering. Try making a louder command
"Listen! Freeze! Ready!" followed by a few seconds of silence before proceeding in a
normal voice to give directions.

c   Use visual signals: flash the lights or raise your hand which signals the students to
raise their hands and close their mouths until everyone is silent.

c   Frame the visual material you want students to be focused on with your hands or with
a colored box around it.

c   If using an overhead, place an object (e.g., little toy car or plastic figure) to be
projected on the screen to get attention.

c   Clearly signal: "Everybody…Ready…"

c   Color is very effective in getting attention. Make use of colored dry-erase pens on
white boards, colored overhead pens for transparencies and overhead projectors, and
colored paper to highlight keywords, phrases, steps to computation problems, spelling
patterns, etc.

c   Model excitement and enthusiasm about the upcoming lesson.

c   Use eye contact. Students should be facing you when you are speaking, especially
while instructions are being given. If students are seated in clusters, have those students
not directly facing you turn their chairs and bodies around to face you when signaled to
do so.

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College of Education

Development of Assessment Tools in the affective domain

Self report
 It is the most common measurement tool in the affective domain. It essentially
requires an individual to provide an account of his/her attitude or feelings toward a
concept or idea or people. Self report are also sometimes called written reactions.
Checklist
 The easiest instrument in the affective domain to construct is the checklist . A
checklist consists of simple items that the student or teacher marks as “absent” or
“present”.
Here are the step in the construction of a checklist :
 Enumerate all the attributed and characteristics you wish to observe relative to
the concept being measured . For instance , if the concept is “Interpersonal
relation”, then you might want to identify those indicators or attributes which
constitute an evidence of good interpersonal relation.
 Arrange these attributes as “Shopping list of characteristics”.
 Ask the student to mark those attributes or characteristics which are present and
to leave blank those which are not.
Rating scale
 Is a set of categories designed to elicit information about a quantitative attribute in
social science. It is a tool used for assessing the performance of task , skill levels,
procedures, processes, qualities , quantities or end products.
 It incorporates quality to the elements in the process or product which can be
numeric or descriptive. Unlike checklist , rating scales allow for attaching quality
to elements in the process or product.

The following are common examples of rating scales:

Semantic Differential Scales
 Tries to assess an individual’s reaction to specific words, ideas or concepts in
terms of ratings on bipolar scales defined with contrasting adjectives at each
end.
The scale actually measures two things : directionality of a reaction
(e.g good versus bad) and also intensity (slight through extreme).
Good _ _ _ _ _ _ _ Bad
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College of Education

3 2 1 0 1 2 3

Thurstone Scale
 Louis Leon Thurstone is considered the “The father of attitude measurement”. He
address the issue on how favorable an individual is with regard to a given issue.
He developed an attitude continuum to determine the position of favorability on
the issue.
Example (From Thurstone , 1931)
Directions : Put a check mark on the blank if you agree with the item.
1. Black should be considered the lowest class human beings. (Scale value =0.9)
2. Black and whites must be kept apart in all social affairs where they might be
taken as equals.(scale value = 3.2)
3. I am not interested in how blacks rate socially. (scale value = 5.4)
4. A refusal to accept blacks is not based on any fact of nature, but on a prejudice,
which should be overcome. (scale value = 7.9)
5. I believe that blacks deserve the same social privileges as whites. (scale value =
10.3)

Likert Scale
 In 1932, Rensis likert developed the method of summated ratings (or Likert
Scale), which is still wide used.
 Requires that individual tick on a box to report whether they “strongly agree” ,
“agree” , are “undecided” , “disagree” , or “strongly disagree”, in response to a
large number of items concerning on attitude object or items to include.

Example :

Likert scales are derived as follows :

i) You pick individual items to include . You choose individual items that you know
correlate highly with the total score across items.
ii) You choose how to separate each item. For example , you construct labels for each
scale value (e.g 1 to 7) to represent the interpretation to be assigned to the number.

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College of Education

iii) You ask your audience to mark each item.

iv) You derived a target’s score by adding the values that target identified on each item.

Guttman Scale

 In 1944, Louis Guttman suggested that the attitude should be measured by

multidimensional scales, as opposed to un dimensional scales such as those
developed by thurstone and likert. Guttman pointed out that there should be a
mulitdimentional view of the attitude construct.
 He developed the Scalogram Analysis , Cumulative Scaling, or as usually called ,
Guttman scaling

QUIZ
I. IDENTIFICATION
Kindly enumerate the following and write your of answer in the space
provided in any order. 1-3 Methods of assessing in the affective domain of
students and 4-5 Different way to do students self report.
1.
2.
3.
4.
5.
II. ENUMERATION
1. It helps the teachers to get a self criticism wherein the students given a
chance to view their insights.
2. Is assessment tools that checks set out specific criteria, which
educators and students may use to gauge skill development or
progress.

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3. Allow teachers to indicate the degree or frequency rate of the

behaviors, skills and strategies displayed by the learner.
4. Is a type of rating scale that weighs respondents’ perceptions of or
attitudes towards a specific subject matter through an array of
questions.
5. It should be arrange just like a shopping wherein we have to put the
important things first on the list.
III. TRUE OR FALSE
1. Checklist is consists of simple items that the student or teacher marks
as “absent” or “present”. ?
2. Rating scale is a tool used for assessing the performance task , skill
levels, procedures, processes, qualities , quantities or end products. ?
3. Rensislikert is “The father of attitude measurement”. ?
4. Thurstone Scale has a number of agree/disagree statements with
numerical values attached?
5. Likert Scale a scale with YES/NO answers?

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ANSWER KEY
I. IDENTIFICATION

1. Teacher observation
2. Students Self-report
3. Peer ratings
4. Survey and Questioner
5. Interview

II. ENUMERATION

1. REPORT
2. CHECKLIST
3. RATING SCALE
4. SEMANTIC SCALE
5. CHECKLIST

III. TRUE or FALSE

1. TRUE

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2. TRUE
3. FALSE
4. FALSE
5. FALSE

LESSON 7:
FORMATIVE ASSESSMENT

REPORTERS
 Bigcas, Lea Mae R.
 Montano, Esmeralda
 Narag, Joana R.
 Salvador, Regilyn Rain L

LEARNING OUTCOME

 To identify the goal and purpose of Formative Assessment in

Teaching profession.
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College of Education

 To identify the purpose of formative assessment to enhance the

ability of students
 To help the teacher and students know their strength and
weaknesses, and on how to know the Formative Assessment
Classroom Techniques.

Why do Formative Assessments?

The goal of formative assessment is to monitor student learning to provide

ongoing feedback that can be used by instructors to improve their teaching and
bystudents to improve their learning. More specifically, formative assessments:

● help students identify their strengths and weaknesses and target areas that
need work.
● help faculty recognize where students are struggling and address problems
immediately

⮚ Formative assessment refers to a wide variety of methods that teachers use to conduct
in-process evaluations of student comprehension, learning needs, and academic
progress during a lesson, unit, or course. Formative assessments help teachers
identify concepts that students are struggling to understand, skills they are having
difficulty acquiring, or learning standards they have not yet achieved so that
adjustments can be made to lessons, instructional techniques, and academic support.

⮚ The general goal of formative assessment is to collect detailed information that can
be used to improve instruction and student learning while it’s happening. What
makes an assessment “formative” is not the design of a test, technique, or self-
evaluation, per se, but the way it is used—i.e., to inform in-process teaching and
learning modifications.

⮚ Formative assessments are commonly contrasted with summative assessments,

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College of Education

which are used to evaluate student learning progress and achievement at the
conclusion of a specific instructional period—usually at the end of a project, unit,
course, semester, program, or school year. In other words, formative

⮚ assessments are for learning, while summative assessments are of learning. Or as

assessment expert Paul Black put it, “When the cook tastes the soup, that’s
formative assessment. When the customer tastes the soup, that’s summative
assessment.” It should be noted, however, that the distinction between formative and
summative is often fuzzy in practice, and educators may hold divergent
interpretations of and opinions on the subject.

⮚ Many educators and experts believe that formative assessment is an integral part
of effective teaching. In contrast with most summative assessments, which are
deliberately set apart from instruction, formative assessments are integrated into
the teaching and learning process. For example, a formative-assessment technique
could be as simple as a teacher asking students to raise their hands if they feel they
have understood a newly introduced concept, or it could be as sophisticated as
having students complete a self-assessment of their own writing(typically using a
rubric outlining the criteria) that the teacher then reviews and comments on. While
formative assessments help teachers identify learning needs and problems, in many
cases the assessments also help students develop stronger understanding of their own
academic strengths and weaknesses. When students know what they do well and
what they need to work harder on, it can help them take greater responsibility over
their own learning and academic progress.

⮚ While the same assessment technique or process could, in theory, be used for either
formative or summative purposes, many summative assessments are unsuitable for
formative purposes because they do not provide useful feedback. For example,
standardized-test scores may not be available to teachers for months after their
students take the test (so the results cannot be used to modify lessons or teaching
and better prepare students), or the assessments may not be specific or fine-grained
enough to give teachers and students the detailed information they need to
improve.

⮚ Many educators and experts believe that formative assessment is an integral part of
effective teaching. In contrast with most summative assessments, which are
deliberately set apart from instruction, formative assessments are integrated into the
teaching and learning process. For example, a formative-assessment technique could
be as simple as a teacher asking students to raise their hands if they feel they have
understood a newly introduced concept, or it could be as sophisticated as having
students complete a self-assessment of their own writing(typically using a rubric
outlining the criteria) that the teacher then reviews and comments on. While

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UNIVERSITY OF RIZAL SYSTEM
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College of Education

formative assessments help teachers identify learning needs and problems, in many
cases the assessments also help students develop stronger understanding of their own
academic strengths and weaknesses. When students know what they do well and
what they need to work harder on, it can help them take greater responsibility over
their own learning and academic progress.

⮚ While the same assessment technique or process could, in theory, be used for either
formative or summative purposes, many summative assessments are unsuitable for
formative purposes because they do not provide useful feedback. For example,
standardized-test scores may not be available to teachers for months after their
students take the test (so the results cannot be used to modify lessons or teaching
and better prepare students), or the assessments may not be specific or fine-grained
enough to give teachers and students the detailed information they need to
improve.

Types of Assessment Strategies

I have chosen a variety of quick ways for you to check for understanding and gather
"evidence" of learning in your classroom.

Summaries and Reflections

■ Students stop and reflect, make sense of what they have heard or read, derive
personal meaning from their learning experiences, and/or increase their
metacognitive skills. These require that students use content-specific
language.

Lists, Charts, and Graphic Organizers

■ Students will organize information, make connections, and note relationships
through the use of various graphic organizers.

Visual Representations of Information

Collaborative Activities
■ Students have the opportunity to move and/or communicate with others as they
develop and demonstrate their understanding of concepts.

Educators may also use formative assessment to: Refocus students on the
learning process and its intrinsic value, rather than on grades or extrinsic
rewards.

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Encourage students to build on their strengths rather than fixate or

dwell on their deficits. (For a related discussion, see growth mindset.)
Help students become more aware of their learning needs, strengths, and
interests so they can take greater responsibility over their own educational growth.
For example, students may learn how to self-assess their own progress and self-
regulate their behaviors.

FORMATIVE ASSESSMENT TECHNIQUE

s Several short assessment techniques listed below can be used well for formative
assessment (that is, to check how your students understand the topics you just taught).
However, they can also be used as short measurements that will have some weight
attached and be part of the course grade. Of course you will have to modify them a bit to
facilitate grading. One approach is random grading. For example: ask the entire class to
complete a short assignment and then randomly collect and grade some attempts. This
practice forces all students in the class participate in the activity. Advertise your
intentions beforehand in the syllabus. A matrix derived fromthe class roster will help
ensure fair collections. Grading is more work for you, but the payoff is more students
involved in classroom work.

Debates
Exemplify different ways of thinking about a problem and solving it. And debates
demonstrate higher order thinking and problem-solving skills. Without moving seats
around, divide the class into several sections (possibly as many sections as there are
ways of approaching the problem). Ask the large groups to think from the different
perspectives and come up with arguments to defend that way of thinking. Give students 5
minutes to discuss in pairs or proximity-seating small groups. Then
call the class to regroup and ask the different parts to volunteer with examples of their
way of thinking. If you use this to debate technique to explore pros and cons, consider
also a third group who must not take sides, but come up with reasons for an agnostic
approach.

Role-playing
Works well in history, literature, or biochemistry classes. Divide the class into as
many sections as you need to have for role-playing. Ask them to prepare their arguments
or plan their behavior representing the role they play (different characters of a play,
different groups in history, different enzymes that could react and form new ones).
Establish the context, and ask students to discuss briefly, in pairs or small groups, how
their role would react. Then ask for representative descriptions from each section. Draw

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College of Education

attention to consequences of possibly unanticipated behaviors.

Mini-Cases
Can be used as a start-up for a lecture or placed in between topics to change the
tempo of longer lectures and help students better understand through a specific
example. Ask students to pair-up or form small groups by turning around to colleagues
seated in proximity. One group presents the case to the entire class then pairs or small
groups work for several minutes to develop responses by directly applying the lecture
content to the case example.
Think-pair-share
Is another useful change-up in a long lecture. After 15-20 minutes of lecturing, ask
a question. Ask students to write down responses to the question, and then turn to the
next neighbor and discuss their responses. Spend no more than 5 minutes. Then ask
several pairs to share their responses and, before moving on, conclude the exercise with
a correct response.

Minute Papers
Are a Powerful way to assess the degree to which students understand topics and
concepts covered in a class period. Call for one 20 minutes into the lecture, or at the end
of the class. The task should not be allowed to take more than 5 minutes of class time. If
it is used in the middle of the lecture, then some questions might be: “Briefly explain the
main concept discussed in this part of the lecture,
” “Give an example of this concept or principle.”
“How could this concept apply to [a possible next topic in the same lecture]?”
“How does this idea relate to your experience with…?
” When used at the end of the class period, the one-minute paper questions might be:
“What are the most important things you learned in today’s lecture?”
“What is the question on today’s topic that remains in your mind after this lecture?”

Collect the responses. This is also a good way to take attendance if you request
names. Requiring names might limit the honesty of students’ responses, however.
Collected responses can be the basis of the first five minutes of the next class: you may
need to revise a concept, give some examples, or clarify some topics. You may also wish
to feature astute questions or share otherwise excellent examples.

Formative Quizzes

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Are Quizzes that are not graded. Use them to evaluate students’ understanding of
a topic. Use questions similar to the ones they will see on exams. Present the
question with a PowerPoint slide or overhead. Responses could be a low-tech raising
of hands, but clickers are designed for this type of activity, and all Rensselaer
students have one.

Formative Assessment Classroom Techniques

Reasons for the use of Formative Assessment Classroom Techniques (FACTs) There
are many reasons to use Formative Assessment Classroom Techniques (FACTs) in the
classroom. FACTs have been shown to:
1. Activate thinking and engage learning.
2. Make students ideas explicit to themselves and as well as the teacher. 3. Encourages
participation of all learners by increasing comfort in making one’s ideas public,
particularly quieter students who often may not contribute to lessons. 4. Present a
stimulus for discussion and scientific argumentation.
5. Determine if students can apply scientific ideas to new situations. 6. Give and
use feedback (student to student, student to teacher and teacher to student).

Reflection before using FACTs

There is no one best FACT or collection of FACTs for teaching and learning, so
consideration is necessary when deciding on the FACTs you intend to use in your
classroom. Every teacher knows that class dynamics varies from group to group and it
is through trial and error that the best fit for each group will be found. It is also of
benefit to ask the following questions before you use the FACT you have chosen: (1)
Does this FACT achieve what I want to achieve? (2) Does it suit the subject I want to
teach?

There are a multitude of formative assessment methods that can be used everyday
in the classroom simply and effectively to help you gain an understanding of your
students’ progress and abilities. This guide documents a selection of formative
assessment methods. These FACTs have been chosen as the author believes they are of
benefit to the student in taking ownership of their learning and also all of these FACTs
can be adapted as you become more familiar with them.

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QUIZ
True or False
Directions: Write the TRUE if the statement is correct and FALSE if it is not, write your
answer in the blank provided before the number.

_____1. The goal of formative assessment is to monitor student learning to provide

ongoing feedback that can be used by instructors to improve their teaching and by

students to improve their learning.

_____2. Formative assessment refers to a wide variety of methods that teachers use to
conduct in-process evaluations of student comprehension, learning needs, and
academic progress during a lesson, unit, or course.

_____3. Formative assessment did not help students identify their strengths and
weaknesses and target areas that need work.

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UNIVERSITY OF RIZAL SYSTEM
Rodriguez Campus
College of Education

_____4. Formative Assessment help faculty recognize where students are struggling and
address problems immediately.

_____5. Many educators and experts believe that formative assessment is an integral
part of effective teaching.

Identification

Directions: Write the correct answer formative assessment techniques that pertaining
in each number. (The techniques that only our group discussed)

1. It exemplify different ways of thinking about a problem and solving it.

2. It can be used as a start-up for a lecture or placed in between topics to change the
tempo of longer lectures and help students better understand through a specific
example.
3. ____________ is the changing of one's behaviour to assume a role, either
unconsciously to fill a social role, or consciously to act out an adopted role.
4. ____________ quizzes that are not graded. Use them to evaluate students’
understanding of a topic. Use questions similar to the ones they will see on exams.
5. _____________ are a powerful way to assess the degree to which students
understand topics and concepts covered in a class period. Call for one 20 minutes into
the lecture, or at the end of the class.

Reflection

Directions: Answer the question that equivalent of 5 points.

As a pre-service teacher, for you, what is the best formative assessment technique?

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ANSWER KEY
I. TRUE OR FALSE
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. TRUE

II. IDENTIFICATION
1. Debates
2. Mini-Cases
3. Role- Playing

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4. Formative Quizzes
5. Minute Papers

III. REFLECTION
(The score is based on their answer. It may vary.)

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