Basic Concepts and Principles

of Alternative Assessment
ASSESSMENT IN LEARNING 2
 Basic Concepts, Theories, and Principles
in using Alternative Assessment
• Have you ever experienced making a portfolio
and/or a project as a requirement in school?
• Have you ever done exhibits and culmination
activities as basis of determining your learning
in a certain concept?
• Assessment is generally defined as the
process of gathering quantitative
and/or qualitative data for the
purpose of making decisions.
 What is the fine line between assessment
of learning and assessment for learning?
• Assessment of learning can be defined as the systematic
and purpose-oriented collection, analysis, and interpretation
of evidence of student learning in order to make informed
decisions relevant to the learners.
• Assessment for learning refers to the use of assessment to
identify the needs of students in order to modify instruction.
Traditional vs. Alternative Assessment
 What is Alternative Assessment?
• Alternative assessments, also referred to as performance tests
or authentic assessments, are used to determine what students can
and cannot do, in contrast to what they do or do not know. In
other words, an alternative assessment measures applied
proficiency more than it measures knowledge. Typical examples
of alternative assessments include portfolios, project work, and
other activities requiring some type of rubric.
 The essence of this assessment method focuses on
the idea that students are given the opportunity to
do one or more of the following:
• Demonstrate their ability
• Perform a meaningful task
• Receive feedback by a qualified person in terms of
relevant and defensible criteria
 “Alternative assessments are used to
determine what students can and
cannot do, in contrast to what they do
or do not know.”
Characteristics of Alternative Assessment
Advantages and Disadvantages of using
Alternative Assessment
 Principles in Assessing Learning using
Alternative Assessment
1. Assessment is both process- and
product-oriented.
2. Assessment should focus on higher-order
cognitive outcomes.
 Principles in Assessing Learning using
Alternative Assessment
3. Assessment can include a measure of
non-cognitive learning outcomes.
4. Assessment should reflect real-life or
real-world contexts.
 Principles in Assessing Learning using
Alternative Assessment
5. Assessment must be comprehensive and
holistic.
6. Assessment should lead to student
learning.
Thank you for Listening!!!
MODELS OF ALTERNATIVE
ASSESSMENT
ED 209 – ASSESSMENT IN LEARNING 2
• Oftentimes, when teachers assess
learning, they tend to think of certain
strategies that would resonate well
with them. However, it is always a
standard to be creative on the way
how learning is being assessed to
make sure that assessment tools
measures what it intends to measure
while taking into consideration student
diversity. Teachers could always
design an assessment that exposes
students to a different academic
experience.
 MODELS OF ALTERNATIVE ASSESSMENT

• There are three models of alternative assessment.

1. Authentic Assessment
2. Developmental Assessment
3. Emergent Assessment
 AUTHENTIC ASSESSMENT:
ASSESSING BY DOING
• What is Authentic Assessment?
• Authentic assessment is based on students’ abilities
to perform meaningful tasks they may have to do in
the “real world.” In other words, this form of
assessment determines students’ learning in a
manner that goes beyond multiple choice tests and
quizzes.
 WHY CONSIDER USING AUTHENTIC
ASSESSMENT?
Authentic Assessment Traditional Assessment
Asks students about what they learned out of
Requires students to contextualize and apply what context and tends to encourage rote
they have learned. memorization ("what do we need to know for the
test?")
Forces students to work within the ambiguities and Encourages students to think about issues in "right"
grey areas present in the real world. versus" wrong terms.
Challenges students with a full array of tasks,
challenges, and priority-setting that is required in Tends to focus on single answers to problems.
solving problems in the real world.
Look at students' abilities to plan, craft, and revise
Rarely provides students opportunities to plan,
thorough and justifiable arguments, performances,
evaluate, adjust, and revise responses.
and products.
Often include ambiguous problems and roles that Frequently focus on discrete, static (and often
allow students to practice dealing with the arbitrary) elements of the skills necessary to work
ambiguities of the real world. on ambiguous challenges.
Wiggins, Grant (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation. 2(2).
 HOW CAN I DEVELOP AUTHENTIC ASSESSMENT?
Here are some suggestions for developing an authentic
assessment:
• Identify at least one task students need to be able to do to
be successful in employment and/or continuing education.
• Work with your fellow teachers to determine how students
might be able to demonstrate their ability to do the task(s).
• Identify criteria to evaluate the task(s).
• Evaluate students’ abilities to complete the criteria of the
task(s).
 WHAT ARE SOME AUTHENTIC
ASSESSMENT METHODOLOGIES?
• Biology lab practical
• Portfolio
• Music jury
• Mock trial
• Acting in a play
 DEVELOPMENTAL ASSESSMENT:
ASSESSING BY PROGRESS
• What is Developmental Assessment?
• Authentic assessment looks at students’ progress in
developing skills, abilities, values, etc., rather than
evaluating students’ final products
 WHY CONSIDER USING DEVELOPMENTAL ASSESSMENT?
• Not every type of learning is best assessed by looking at the quality of a final
product. In fact, sometimes there is no expectation that students should, or
even could, fully develop in the assessed area by the end of a course or
program. An example of this is Maslow’s Hierarchy of Needs. Theoretically, very
few people ever fully develop to the final “self-actualized” stage. A few
advantages of this assessment model are:
• Developmental assessment is useful for outcomes based on students’
development rather than their abilities to create a final product.
• This assessment is based on relevant principles of development in your
discipline.
• This type of assessment emphasizes emerging knowledge and skills, rather than
recognizing only students’ final products.
• Developmental assessment gives you the ability to focus on strengths and
unique aspects of your program.
 HOW CAN I CREATE
DEVELOPMENTAL ASSESSMENTS?
• Developmental assessments require some sort of pre- post-
design. If you would like to know how much a student has
developed their knowledge, skills, abilities, and/or values,
you need to measure that information at the beginning of a
learning experience, then again at the end.
• Example: One could administer a test at the beginning of a
class, then ask the same students to take the same test at
the end of a class. By comparing students’ performances on
the pre- and post-tests, an instructor could determine
students’ levels of development.
 WHAT ARE SOME DEVELOPMENTAL
ASSESSMENT METHODOLOGIES?
• Methodologies tend to rely on observational and
work sampling techniques that continually focus on
performance, processes, and products over
selected periods of time and in a variety of contexts.
• Example: An instructor may compare two work
samples using a developmental rubric to determine
students’ levels of development.
 EMERGENT ASSESSMENT:
ASSESSING BY DISCOVERY
• What is Emergent Assessment?
• Emergent assessment is a model based on Michael Scriven’s
(1967) goal free evaluation model. With emergent
assessment, assessment is structured using “effects” rather
than learning outcomes. This model honors the idea that
you may bias your assessment by specifically defining what
you are looking for (i.e. when you focus exclusively on a
learning outcome, you may be ‘putting on blinders’
regarding the other things that may be happening with
student learning). This assessment model tends to be more
qualitative in nature.
WHY CONSIDER USING EMERGENT ASSESSMENT?
• Emergent Assessment addresses concerns about inquiry
shared by many disciplines, particularly those disciplines that
tend to use more qualitative methodologies. A few
examples of these concerns are:
1. There may be differences between explicitly stated
learning outcomes and their associated implicit learning.
• Prevents overlooking unintended outcomes (both good and
bad).
• Focus is on what program actually does, rather than what it
intends to do.
2. Does defining learning outcomes in “testable” ways
alter the learning outcomes (and not always in
desirable ways)?
• With this type of assessment, the assessment process
and learning outcomes are equally subject to
evaluation as student learning.
3. Are we sacrificing the roles of assessment for the
goals of assessment? In other words, are we
sacrificing the process for the outcomes (i.e.,
assigning grades or writing an assessment report)?
• This assessment method more directly takes student’s
needs into consideration than a more traditional
assessment model.
• How Can I Develop Emergent Assessment?
• Profile the actual effects of instruction or educational program against
demonstrated needs of students who complete a course or program.

• What are Some Emergent Assessment Methodologies?

• Methodologies may include anything that includes a global, comprehensive
look at student work, behavior, performance, attitudes, and values to
determine what affect the academic program is having.
• Examples:
• Writing Samples
• Especially those requiring reflection
• Interviews or focus groups with students
• Brainstorming sessions with students
• Ecological observation of students engaged in work in a classroom
Thank you!
Learning Targets for
Performance and
Product-Oriented Assessment
KENT E. ESCOBIN
Instructor
 Questions to Ponder

• What are learning targets?

• What is the difference between
competencies, learning objectives, and
learning targets?
• Competencies are often more general than
learning objectives.
• Competencies are bundles of essential
knowledge, skills and abilities (KSAs)
required to achieve an acceptable level of
performance.
• Learning objectives are specific statements
that clearly describes what a participant will
be able to do after an instruction.
•Learning Targets are concrete goals
written in a student-friendly language that
clearly describe what students will learn
and be able to do by the end of a class,
unit, or course.
 Questions to Ponder
• Why are learning targets important?
• Is it important that students can explain
what they need to KNOW, LEARN, DO,
and SHOW to be successful?
• What are the appropriate assessment
method for these learning targets?
 Why are Learning Targets Important?

•Framework for Teaching

•Direction
•Clarity
•Assessment
•There are 5 types of Learning Targets
namely Knowledge, Reasoning, Skills,
Product, and Disposition or Affective.
 Type of
Learning Description Sample
Targets
Refers to factual, conceptual, and
Knowledge procedural information that I can discuss what a
Targets students must learn in a subject or research design is.
content area.
Knowledge-based thought
processes that students must
I can justify the different
Reasoning learn. It involves the application of
statistical tools used in
Targets knowledge in problem-solving,
research data analysis.
decision making and other task
that require mental skills.
Use of knowledge or reasoning to I can perform data
Skills Targets
perform or demonstrate a skill. analysis using SPSS.
 I can write the
Use of knowledge,
results and
Product reasoning and skills in
discussion section
Targets creating a concrete or
of a thesis
tangible product.
manuscript.
Refers to affective I can appreciate
characteristics that the role of having a
Affective
students can develop and thesis adviser in
Targets
demonstrate because of the completion of a
instruction. thesis manuscript.
 Common
Type of Content
Example of a Assessment
Learning Description Standard
Learning Target Method Used
Target Keywords
(General)
Recognizes and
describes patterns
explain,
refers to the facts of human
understand,
and concepts we behaviour.
describe,
want students to Understands long-
identify, tell, Traditional
know term physiological
name, list, Assessment
Knowledge includes mastery of benefits of regular
define, label, (paper-and-
facts and participation in
match, choose, pencil test)
information, physical activity.
recall,
typically through Knows that energy
recognize,
recall can be transformed
select, know
between various
forms.
 Students use Analyses fitness
what they know assessments to set
to reason and personal fitness
Evaluate,
solve problem goals, strategizes
judge,
includes problem ways to reach Traditional
discriminate,
Reasonin solving, critical goals, evaluates Assessment
modify,
g thinking, activities (paper-and-
organize,
synthesis, Examines pencil test)
formulate,
comparing, data/results and
hypothesize
higher order proposes
thinking skills, meaningful
and judgment interpretation
 observe, focus Measures length
attention, in metric and US
Students use
listen, perform, units
their knowledge
do, question, Reads aloud with
and reasoning to
conduct, work, fluency and Alternative
act skillfully
read, speak, expression Assessment
involves
assemble, Dribbles to keep (Performance
Skills something that a
operate, use, the ball away from tasks,
student must
demonstrate, an opponent demonstration
demonstrate in a
measure, Participates in s, etc.)
way other than
investigate, civic discussion
answering
model, collect, with the aim of
questions
dramatize, solving current
explore problems
 Students use their
knowledge, Constructs bar
reasoning, and graphs
skills to create a design, Develops a
concrete product
produce, personal health- Alternative
includes a sample
create, related fitness Assessment
of student work
develop, make, plan (projects,
Product (i.e. paper, report,
write, draw, Constructs creating
artwork, or other
represent, physical models of activities,
project) that
demonstrates the display, model, familiar objects portfolios, etc.)
ability knowledge, construct Creates a scripted
understanding, scene based on
reasoning, and improvised work
skills
 Students’
attitudes Assess the
about degree of
Alternative
school and Reflect, your
Assessment
learning relate (one’s learning of
Disposition (Reflection notes,
includes self), assess the concept
/ Affective self-assessment
attitudes, (self- using the
checklists, journal
values, assessment) self-
writing)
interests, assessment
feelings, checklist
and beliefs
 Appropriate Alternative Assessment
Methods for Learning Targets

• As mentioned, skills, products and affective are assessed

through alternative assessment methods are commonly
measured by alternative assessment methods.
• To assess skills and products, performance-based and
product-based assessment methods can be used.
• Examples of these methods include:
• Group projects enabling a number of students to work together
on a complex problem that requires planning, research, internal
discussion, and group presentation.
• Essays assessing students' understanding of a subject through a
written description, analysis, explanation, or summary.
• Experiments testing how well students understand scientific
concepts and can carry out scientific processes.
• Demonstrations giving students opportunities to show their
mastery of subject-area content and procedures.
• Portfolios allowing students to provide a broad portrait of their
performance through files that contain collections of students'
work, assembled over time.
• Scoring rubrics are utilized to measure product and performance.
• To assess affects or dispositions, some feasible methods
can be utilized like:
• Teacher observations
• Student’s self-reports
• Peer ratings
• Journals
• Reflection Notes
 Target-Method Match Table
Learning Selected Written Performance/ Personal
Target Response Response Communicati
Product
Assessment

Knowledg Good Strong Partial Strong

e Can assess Can assess Can assess elements Can assess
isolated elements of of knowledge and elements of
elements of knowledge and relationships among knowledge and
knowledge and relationships them in certain relationships
some among them contexts among them
relationships
among them
 Learning Selected Written Performance/Produc Personal
Target Response Response t Communication
Assessment

Reasoning Good Strong Partial* Strong

Can assess many Can assess all Can assess reasoning Can assess all
but not all reasoning targets targets in the context reasoning targets
reasoning targets of certain tasks in
certain contexts

Skill Poor Poor Strong Partial

Cannot assess Cannot assess Can observe and Strong match for
skill level; can skill level; can assess skills as some oral
only assess only assess they are being communication
prerequisite prerequisite performed proficiencies; not
knowledge and knowledge and a good match
reasoning reasoning otherwise
 Learning Selected Written Response Performance/Product Personal
Target Response Assessment Communication
Product Poor Poor* Strong Poor
Cannot assess Cannot assess Can directly assess Cannot assess the
the quality of a the quality of a the attributes of quality of a
product; can only product; can only quality of products product; can only
assess assess assess
prerequisite prerequisite prerequisite
knowledge and knowledge and knowledge and
reasoning reasoning reasoning
Affective Poor Poor Partial Strong
Cannot assess Cannot assess Can assess some of Can directly
the quality the quality the elements the of assess the
affective learning affective learning quality of affective attributes of quality
targets targets; can only learning targets of affective
assess learning targets
prerequisite
knowledge and
reasoning
•Thank you!
Performance Assessment
KENT E. ESCOBIN, M.A.Ed.
• Traditional assessment methods are commonly used
in assessing learning. Though, these are time-tested
methods, these could not be the most appropriate
assessment method all the time. In some cases, a
teacher will be asked to assess students’
performance. So, how and when do you assess
students’ learning outcomes using various
performance assessment tools?
•What is Performance
Assessment?
• Performance assessment is an assessment
activity or set of activities that require
students to generate products or
performances that provide direct or
indirect evidence of their knowledge, skills,
and abilities in an academic content
domain.
• Both product-based and performance-based
assessments provide information about how
a student understands and applies
knowledge and involve hands-on tasks or
activities that students must complete
individually or in small groups.
Product-Based Assessment
Types Examples
Visual Products Charts, illustrations, graphs, collages, murals, maps,
timeline, flows, diagrams, posters, advertisements,
video presentations,

Kinesthetic Products Diorama, puzzles, games, sculpture, exhibits, dance

recital

Written Products Journals, diaries, logs, reports, essays, portfolios,

letters, poems, thesis

Verbal Products Playing difAudiotapes, debates, scripts, voice

recordings, lecturesferent sports
 Performance-Based Assessment
Types Examples
Oral Presentations/Demonstrations Paper presentation, reporting, teaching, skills
demonstration

Dramatic/Creative Performances Dance, dramatic enactment, poetry

interpretation, role playing

Public Speaking Debates, simulations, interviews, panel

discussions, story-telling, poem reading

Athletic Skills
Demonstration/Competition Playing different sports
• Similar to performance assessment is the concept
of authentic assessment. Authentic assessment
requires students to actually demonstrate their
skills in applying skills and knowledge they have
learned from class. It involves tasks that
resemble what people do in the real setting or
context, such doing an actual research, making a
case study, giving a speech, or performing on
stage.
Characteristics of a Good Performance
Assessment

• It is authentic, that is, it includes performance

tasks that are meaningful and realistic.
• Performance assessment should present or
require tasks that are realistic and related to
everyday life. As it involve an authentic task, it
should convey its purpose and reflect its
relevance to the students, their discipline, and
the outside world as a whole.
• It provides opportunities for students to show
both what they know and how well they can do
what they need to know.
• Performance assessment should achieve a balance
approach wherein it gives students opportunities
to show their knowledge and skill competencies.
• It allows students to be involved in the process of evaluating their own and
their peers’ performance and output.
• Performance assessment should allow students to be involved in the process
of evaluating themselves and their peers. It should give students the
opportunity for self-reflection or self-assessment, as well as to be involved in
evaluating their classmate’s performance. Self-assessment allows students to
make judgment about their learning process and products of learning, track
their progress, and identify the areas where to focus or improve on. Peer
assessment, on the other hand, allows students to give constructive feedback
about the performance of their classmates or group mates, which the latter
can use to revise or improve their work.
• It assesses more complex skills.
• Unlike traditional tests that usually assess a single
skill and require simple tasks such as
remembering or recalling of concepts,
performance assessment usually taps higher-order
cognitive skills to apply knowledge to solve
realistic and meaningful problems.
• It explains the task, required elements, and scoring
criteria to the students before the start of the activity
and the assessment.
• At the start of the class, it is important that the
requirements of the subject are presented and explained
to the students. These include the required tasks,
activities or projects, the expected quality and level of
performance or output, the criteria to be included for
the assessment, and the rubric to be used.
 General Guidelines in Designing
Performance Assessment
• What are the outcomes to be assessed?
• What are the capabilities/skill implicit or explicit in the expected outcomes
(e.g. problem solving, decision making, communication skills)?
• What are the appropriate performance assessment tasks or tools to measure
the outcomes and skills?
• Are the specific performance tasks aligned with the outcomes and skills are
interesting, challenging and measurable?
• Are the performance tasks authentic and representative of real-world
scenarios?
• What criteria should be included to rate student’s performance level?
• What are the specific performance indicators for each criterion?
 Intended Learning Teaching-Learning Performance Assessment
Outcomes Activities Tasks
At the end of the course,
the students should be
able to:
 Perform dance routines Lecture, class discussion, Culminating dance, class
and creatively combine movement exercises, recitals, practical tests for
variations with rhythm, dance demonstration, each type of dance,
coordination, correct actual dancing with reflection papers, peer
footwork technique, teacher and partners, evaluation rating
frame, facial and body collaborative learning
expression.
 Participate in dance Required attendance and Actual dance performance
socials and other participation in school and in school or community
community fitness community dance programs,
advocacy projects. performances reaction/reflection papers
How do you conduct performance
assessment?

• Define the purpose of performance of product-based

assessment. The teacher may ask the following
questions:
• What concept, skill, or knowledge of the students
should be assessed?
• At what level should the students be performing?
• What type of knowledge is being assessed (e.g.
remembering to creating)?
• Choose the activity/output that you will assess.
• The required performance or output should be
feasible given the time constraints, availability of
resources, and amount of data/materials needed
to make an informed decision about the quality
of a student’s performance or product.
• Define the criteria.
• Criteria are guidelines or rules for judging student responses, products,
or performances.
• Content criteria – to evaluate the degree of a student’s knowledge and
understanding of facts, concepts, and principles related to the
topic/subject;
• Process criteria – to evaluate the proficiency level or performance of a
skill or process;
• Quality criteria – to evaluate the quality of a product or performance;
and
• Impact criteria – to evaluate the overall results or effects of a product
or performance.
• Create the performance rubric.
• A rubric is an assessment tool that indicates the
performance expectations for any kind of student work.
It generally contains three essential features: (1)
criteria or the aspects of performance that will be
assessed, (2) performance descriptors or the
characteristics associated with each dimension or
criterion, and (3) performance levels that identifies
students’ level of mastery within each criterion.
a) Holistic Rubric – in holistic rubric, student performance or output is
evaluated by applying all criteria simultaneously, thus providing a
singles score based on overall judgment about the quality of
student’s work.
b) Analytic Rubric – in analytic rubric, student’s work is evaluated by
using each criterion separately, thus providing specific feedback
about the student’s performance or product along several
dimensions.
c) General Rubric – contains criteria that are general and can be applied
across tasks (e.g. the same rubric can be used to evaluate oral
presentation and research output).
d) Task-specific Rubric – contains criteria that are unique to a specific
task (e.g. one rubric can only be used for oral presentation and
another rubric applicable only for research output).
• Assess student’s performance/product.
• In assessing a student’s work, it is important to
adhere to the criteria set and use the rubric
developed. This is to ensure objective,
consistent, and accurate evaluation of student’s
performance.
Affective Assessment
KENT E. ESCOBIN, MAED
WVSU-HCC
•The heart of education is
the education of the
heart.
~The Dalai Lama~
•How do you feel doing Mathematics?

•What do you like in Mathematics?

•What is Affective Assessment?

•Why assess affective domain?

 Affective Learning

• The affective domain (from the latin affectus, meaning

“feelings”) includes a host of constructs such a attitudes,
values, beliefs, opinions, interests and motivation. They are
the non-cognitive outcomes of learning that are not easily
seen or explicitly demonstrated.
• The type of assessment in this domain is not aimed to
determine what the students have learned. Rather, it looks
into how students feel while they are learning, how their
learning experiences have influenced their emotions and
future behaviour.
• Self-awareness of feelings,
emotions, and attitudes can
make students reflect on how
they are in the process of
learning. This type of
metacognition has proven to
enhance learning and
contribute to success in the
academic tasks.
What is the taxonomy of affective domain
in learning?

•In the affective domain of learning,

Krathwohl et al. (1964) developed a
taxonomy of affective qualities that can
serve as guide in doing affective
assessment.
•To receive: In this level of affective
behaviour, the learner demonstrates an
awareness in an activity that is happening
such that he/she gives attention to that
activity. This level involves willingness to
receive the stimulus.
• To respond: In this case, the learner reacts to a
given stimulus or information that has been
received. If a learner participates in a class
discussion, and not merely listening, then the
learner is in this level of behaviour. This behaviour
may be compliance to a given task, voluntary
engagement, or doing an activity with interest.
• To value: This is the level where the learner
demonstrates commitment to the object, knowledge or
activity. Here, the learner has internalized a set of
specific values such that these values are manifested
through overt behaviours. For example, picking up
litters outside the classroom without teacher’s presence
or saving money for a book, or putting off lights after
class on own volition are “valuing” behaviours.
• To organize: This is the level where the learner
has internalized and integrated his or her feelings,
emotions, beliefs, opinions, etc., resulting to
actions where new values and traits emerged. In
this level, the learner is able to discern
independently the right from wrong, and he/she is
able to make a decision on what is more valuable
based on his or her own judgment.
• To characterize: in this level of affective trait, the
learner demonstrates his or her beliefs and
attitudes not only in a single event or situation but
in multiple events, showing consistency of the
behaviour that establishes an image or character
of the learner. The behaviour extends beyond the
school setting and becomes part of his or her
lifestyle.
THE AFFECTIVE VARIABLES IN
LEARNING
• Attitudes
• This is the most talked about affective factor in a student’s
learning. We always talk about attitude toward something.
• This means we are referring to a person’s reaction whether
negative or positive, favourable or unfavourable toward an
object, activity, person, or environment.
• In teaching, this will be concerned with the attitude toward
learning, subject, teachers, classmates, homework, and
projects or even attitude with wearing of uniforms,
attendance, and others.
 Values and Beliefs
• Values are characteristics or traits that a person holds in high importance.
These include principles that one considers to be right, and consequently
which guides the person’s future actions and decisions. In a school setting,
values that are included in the curriculum are honesty, patience,
perseverance, respect for others, cleanliness and orderliness, care for
environment, etc.
• Beliefs, on the other hand, refer to our convictions or opinions we hold to
be true even without evidence. While beliefs are traditionally associated
with religion, they have been talked about in the field of education.
• Beliefs emanate from multiple sources, from what one hears, sees, reads,
and experiences. Values are developed from beliefs, and both can change
over time from learned experiences.
Interest

• Interest is a psychological state that draws a

person’s attention to an object, idea, or event.
In a classroom setting, it is what the students
are “into” or the learner’s disposition about a
topic, such as reading, science, mathematics,
history, etc. it is interest that drives the learner
to be attentive to the topic of discussion or
engage in any academic activity.
Motivation

• Brown (1987) defines motivation as an inner

drive, impulse, emotion, or desire that moves
one to a particular action. It arouses and sustains
behaviour.it can lead to an increased effort and
energy to pursue a goal. If a learner is highly
motivated, he/she is willing to give his or her
time and effort to reach a goal. More so,
Motivation can either be intrinsic or extrinsic.
Self-confidence

•This refers to how a person feels about his

or her abilities to accomplish a task or a
goal. Empirical studies show that self-
confidence is associated with academic
success.
What assessment tools are used to measure
affective learning?

•Measurement of affective traits is more

challenging compared to measuring
cognitive and psychomotor dimension of
learning.
Self-report Questionnaires

• As the name implies, self-report or self-inventory

is a type of assessment where the respondent is
asked to answer a question about
himself/herself, his/her behaviour, emotions,
feelings, or views.it serves many purposes to
include diagnosis of student’s mental and
emotional state.
 A. Likert Scale

• This measuring tool, invented by Rensis Likert, is a series of

questions or items that requires the respondent to select on
a scale a rating reflecting the level of agreement or
disagreement on items that are related to a particular topic,
experience, or issue. The responses, both in descriptive and
numeric form, range from one extreme to another, such as
“strongly agree” to “strongly disagree”, where 5 is the
numerical value of the extreme positive feeling and 1 for
the extreme negative.
To what extent do you agree or disagree with the following views
about Mathematics? Check the appropriate box,
Strongly Agree Slightly Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)

1. Mathematics is the study of

formulas, rules, and procedures.

2. In Mathematics, you can

discover new things that can be
exciting.
3. Mathematics is as exact subject
that requires precision and
accuracy.
4. Mathematics is logic and
reasoning.
 Writing Statements for Rating Scale for
Self-Report
• Statements should refer to the present conditions
rather than past or future situations.
• The statement should be relevant to the
psychological construct being measured.
• Avoid factual statement since the nature of what is
assessed are affective traits.
• Statements should elicit a response that lends itself
to one interpretation.
• Statements should be clear and simple sentences using
precise and direct language.
• Considering that responses in the instrument reflect
gradation, statements should no longer contain always,
nearly, only, never, and just. These words are ambiguous.
• Use vocabulary appropriate for the level of understanding
of the respondents.
• Avoid double negative sentences.
Steps in Construction of the Rating Scale
• Select the affective trait you want to assess which you find
relevant to teaching-learning situation.
• Construct items that are clear, definite, and focused on the
trait you want to measure.
• Pilot test the inventory and revise the parts that appear to
be unclear.
• Administer the self-report inventory to your target
respondents.
• Analyse the results.
B. Semantic Differential

• This is a widely used scale that employs ratings of

concepts with contrasting adjectives placed at
opposite ends of the number scale. For example,
the concept of “Problem Solving” can be assessed
using the following semantic differential scale.
 Problem Solving
Difficult ___ ___ ___ ___ ___ Easy
1 2 3 4 5
Interesting ___ ___ ___ ___ ___ Boring
1 2 3 4 5
Useful ___ ___ ___ ___ ___ Useless
1 2 3 4 5

Realistic ___ ___ ___ ___ ___ Unrealistic

1 2 3 4 5
 Checklist
• A checklist is a form of self-report that asks persons to indicate
whether they demonstrate a set of qualities or behaviours. In
particular, for affective assessment, it is a tool for identifying the
presence or absence of a feeling, attitude, or behaviour. The
behaviours that are checked will reflect what values and beliefs
learners hold.
• For example, attitude toward environment may be measured by
giving students a checklist that enumerates different actions
related to environment awareness and commitment in one column
and space in another column where students will put a check or a
cross, indicating whether those actions are being done or not.
An Example of a Self-Report Behaviour
Checklist
 Interview

• This is an oral assessment of student learning that is

conducted through spoken words and casual conversation.
This assessment tool allows the teacher to collect and
explore more in-depth information about the trait being
assessed that cannot be captured by written instrument nor
even be observed.
• The assessment data are not just answerable by YES or NO or
other predetermined responses.
• Interviews may be structured or unstructured.
For interview to be an effective assessment tool, the
following are general steps in developing and
conducting an interview:

• Select the assessment objectives.

• List the oral questions in sequence based on the
objectives. However, the sequence is not absolute,
instead, there should be a room for flexibility.
Questions should start from general questions followed
by more specific ones.
• Make a report sheet or any form to record responses.
• Conduct the interview. Start with statements that will make
the learner be at comfortable level with the teacher.
• Record the responses, both elicited responses and responses
that were aided by prompts. Record as well the questions
that were not answered, and additional questions that were
given during the probing process. Record the wait time for
the responses. It will also be worth noting to record the
nonverbal behaviour like body movements during the
interview process.
Student Journals

• These are effective tools that can be used in

assessing and monitoring student thinking and
attitudes. Journal writing gives students guided
opportunities to “think aloud” through writing.it
is a special form of documentation that records
personal experiences and thoughts.
 Observation

• It is an assessment tool that involves looking out for the

presence or absence of behaviours of learners in a natural
setting. Observation allows the teacher to assess student
behaviour in the actual teaching and learning process
unlike other forms of assessment that requires separate
time with the student to answer the measuring instrument.
This method is a rich source of clues that can be both
obtrusive and unobtrusive measures of attitude, beliefs,
disposition, character, etc.
Thank you!
Portfolio Assessment
KENT E. ESCOBIN
INSTRUCTOR
 What is Portfolio Assessment?
oPortfolio Assessment is an alternative to pen-and-paper
objective test as an approach to assessing student’s learning. It
is a purposeful, on-going, dynamic and collaborative process of
gathering multiple indicators of the student’s growth and
development in a course or program of study.
oIt is also a performance-based approach to assessing learning
but more authentic than any one-time performance task as it
allows examination of multiple evidence of the process and
product of learning developed across time.
Why Portfolio Assessment?

• Burke (1999) recognizes portfolio as another type of

assessment and considered authentic because of the
following reasons:
 It tests what is really happening in the classroom.
 It offers multiple indicators of student’s progress.
 It gives the students the responsibility of their own learning.
 It offers opportunities for students to document reflections of
their learning.
 It demonstrates what the students know in ways that
encompass their personal learning styles and multiple
intelligences.
 It offers teachers new role in the assessment process.
 It allows teachers to reflect on the effectiveness of their
instruction.
How do we do portfolio assessment?

• Content Principle suggests that portfolios should reflect

the subject matter that is important for the students to
learn.
• Learning Principle suggests that portfolios should enable
the students to become active and thoughtful learners.
• Equity Principle explains that portfolios should allow
students to demonstrate their learning styles and
multiple intelligences.
Types of Portfolio

• Working Portfolio is a collection of a

student’s day to day works that reflect his or
her learning.
• Show Portfolio is a collection of student’s
best works.
• Documentary Portfolio is a combination of a
working and show portfolio.
The Portfolio Development Process
1. Set Goals

Exhibit 2. Collect

Confer 3. Select

Evaluate
Organize
Using Rubric

Reflect
 Steps Description
1. Set Goals - This is the first step in portfolio assessment
- To guide the students in stating their goals, teachers may articulate
first the goals of the course or subject
2. Collect - Students start collecting entries in the portfolio
- A temporary container can be utilized by students to keep their entries
3. Select - Students are asked to finally select what they will include in their final
portfolio (output)
4. Organize - Students decide on how they will organize their entries
5. Reflect - An important trait of a portfolio is the presence of student’s reflections
of their experiences.
5. Reflect - An important trait of a portfolio is the presence of student’s reflections
of their experiences.
6. Evaluate - Students, their peers and teachers or even the parents are involved in
rating the achievement of the students based on their evidence of
learning, reflections of their experiences and the organizations of the
portfolio.
7. Confer - Teachers confer with the students or parents to discuss the student’s
learning progress
- Also the time to congratulate students for their accomplishment or help
them identify areas for their improvement
8. Exhibit - Time to celebrate success in the form of exhibit of student’s portfolios
- This includes the awarding of best learning portfolio
FIN
 Process in Developing and Using
Rubrics for Alternative Assessment
What is a Rubric?
• A rubric is an assessment tool that specifies the
performance expectations for any kind of student
work, particularly those that are not traditional in
nature, such as portfolio, outputs or projects,
performances, collaborative work, and research.
• Generally, it contains three essential features: (1)
criteria or the aspects of performance that will be
assessed, (2) descriptors or the characteristics
associated with each criterion, and (3) performance
levels that identify students’ level of mastery within
What are the different types of rubric?

Rubrics are usually classified according to two

different aspects of their composition:
(1)be use whether the rubric considers each of
the criteria one at a time or all criteria together;
and
(2)whether the rubric is applicable to all similar
tasks or can only d for a particular task.
Type of Rubric Description
It contains criteria that are general and can be
applied across tasks. This is most convenient
for teachers who do not have the time and
skills in developing different types of rubric as
they can reuse the same rubrics for several
tasks or assignments. However, the teacher
General / Generic Rubric may not be able to assess accurately the
student’s performance for a particular task.

For example, the same rubric that can be used

to evaluate both oral presentation and
research output.
Type of Rubric Description
It contains criteria that are unique to a specific
performance task to be assessed. This kind of
rubric is best for instruction and formative
assessment since it will provide the students
feedback on what aspects of their
Task Specific Rubric performance or work need to be improved.
However, developing analytic rubrics is time-
consuming for teachers.
For example, a rubric can only be used for oral
presentation and another rubric is applicable
for research output.
Type of Rubric Description
A student’s performance or output is evaluated by
applying all criteria simultaneously, thus providing a
single score based on an overall judgment about the
quality of student’s work. It does not provide a score on
each individual criterion.
One advantage of holistic rubric is that it is quick to
develop and use by the teachers. However, it does not
Holistic Rubric inform students about their specific strengths and
weaknesses, and thus, may not be a sufficient and
helpful in guiding them in improving their performance.
For example, rubric for problem solving activities to
solve a particular problem or issue, and rubric for
creative work (e.g., painting), which gives an overall
score for the student’s creativity and skill.
Type of Rubric Description
A student’s work is evaluated by using each criterion
separately, thus providing specific feedback about a
student’s performance or product along several
dimensions. This is most applicable for assessing a
complex performance or product.
One advantage is it identifies the student’s strengths
and areas for improvement based on the criteria
Analytic Rubric identified. Scoring with an analytic rubric however
would entail more time than with a holistic rubric.
For example, rubric for research paper that requires
scoring a student’s work on different parts of the
research paper, or a rubric for chemical laboratory
experiment taking into consideration the student’s
performance in every stage of the experiment.
 Characteristics of a good rubric
• Explicit. A good rubric should contain criteria and
performance indicators that are clear, concrete and
observable as well as relevant and applicable to the
performance task to be assessed. Each benchmark and
point value should also have clear delineated indicators,
differentiating the expected quality of work for each
performance level.
• Aligned. A good rubric should contain criteria that are
aligned with the expected quality of performance for a
particular task or assignment, as well as with the intended
level of learning outcomes in the subject.
 Characteristics of a good rubric
• Authentic. A good rubric should include criteria and
performance indicators or descriptors that are meaningful
and require application of real-life skills.
• Valid. A good rubric should be able to measure what it
intends to measure.
• Diagnostic. A good rubric should be able to communicate
to the students what are expected of them in the course,
allow them to reflect on their performance, and provide
them opportunities to improve on areas that they did not
do well.
 STEPS IN RUBRIC DEVELOPMENT

Step 2:
Step 1: Step 5:
Identify the Step 4:
Determine the Step 3: Write the
quality
learning Determine the benchmark or
attributes or Determine the
outcomes and benchmarks performance
indicators of criteria or
performance and point descriptors for
the dimensions.
task to be values. quality work
performance criteria.
evaluated.
task.
 Thank you!
ED 209
Assessment in Learning 2
 Lesson 7:
Organization and
Analysis of
Assessment Data from
Alternative Methods
How do we analyze data
from non-traditional
assessment methods?
•In order to analyze, present, and
select the results of alternative forms
of assessment, you need to know
how to use and interpret results of
descriptive and inferential statistics.
How do we quantify results from rubrics?
 •How can we ensure that
assessment results are reliable?
Kendall’s Tau ω Coefficient of Concordance

Example 1:
Let us consider the performance task demonstrated
by five students and there are five raters. The
rubric used a scale of 1 to 4 where 4 is the highest
and 1 is the lowest.
 Five
SUM OF
Demonstr Rater 1 Rater 2 Rater 3 D 𝑫𝟐
RATINGS
ations

A 4 4 3
B 3 2 3
C 3 4 4
D 3 3 2
E 1 1 2
 Five
SUM OF
Demonstr Rater 1 Rater 2 Rater 3 D 𝑫𝟐
RATINGS
ations

A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36
INTERPRETATION TABLE FOR COEFFICIENT OF
CONCORDANCE
Range Interpretation
0.81 – 1.00 Almost Perfect Agreement
0.61 – 0.80 Substantial Agreement
0.41 – 0.60 Moderate Agreement
0.21 – 0.40 Fair Agreement
0.00 – 0.20 Slight Agreement
Landis & Koch (1977)
Quantifying Results from Scales and Checklists

Consider the Rating Scale on Attitude

Toward Science
To what extent do you agree or disagree with the following statements
toward Mathematics? Check the appropriate box,
St A A Sl A D SD
(5) (4) (3) (2) (1)

1.I enjoy being in a science class.

2.My science teacher gives me interesting
things to do in and outside the school.

3.Doing experiments in science is fun.

4.Science is an interactiv subject.

5.I am excited handling microscope and

other equipment.
 Statement Statement Statement Statement Statement
Student
1 2 3 4 5
A 4 3 3 4 3
B 3 4 4 4 4
C 5 3 5 3 5
D 4 4 4 3 4
E 4 5 3 3 3
Mean 4.00 3.80 3.80 3.40 3.80
INTERPRETATION TABLE FOR 5-POINT SCALE

Range Interpretation
4.21 – 5.00 Strongly Agree
3.41 – 4.20 Agree
2.61 – 3.40 Slightly Agree
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree
 STATEMENTS MEAN INTERPRETATION

1.I enjoy being in a science class. 4.00 Agree

2.My science teacher gives me interesting
3.80 Agree
things to do in and outside the school.
3.Doing experiments in science is fun. 3.80 Agree
4.Science is an interactive subject. 3.40 Slightly Agree
5.I am excited handling microscope and other
3.80 Agree
equipment.
OVERALL MEAN 3.76 Agree
Quantifying Results from Portfolio

• Assessment data generated from portfolios

can both be qualitative or quantitative. When
assessing portfolios using quantitative
approach, scales and rubrics can be used. The
scales and other measures need to specify the
criteria required in assessing the portfolio.
Qualitative assessment requires criteria and
narrative feedback provided to the learner.
Criteria in Portfolios Assessment

1.Completeness of the entries

2.Accuracy of the reflections
3.Organization of content and proper
sequence
How do we summarize results?

1.The kind of scores that will be

presented
2.The tabular or graphical presentation
of the scores
Guidelines in Giving Qualitative Feedback
1. The contents of the feedback are based and within the confines of the
criteria.
2. The feedback should inform the students on what to do to become
better in their performance or behavior. The recommendation can be:
oA suggested procedure
oHow to correct the errors
oThe kind of thinking required to get the answer
oWhere to locate the answer
Guidelines in Giving Qualitative Feedback
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo
and resubmit the task.
5. Detail the feedback if the learner needs more information.
6. The feedback can be short if the learner knows what to do.
7. Feedback can come in the form of verbal cues and gestures so
that the learner is not disrupted while performing.
Lesson 8:
 Lesson 8:
Communicating and
reporting of
assessment data from
alternative methods
Why is feedback a powerful means to
help learners improve?
 Content of the feedback can be:

•The part of the answer or response that needs to be corrected

•The specific strategy to be used to perform the task
•The suggested procedure that needs to be undertaken by the learner
•A direction to the learner where to find the answer
•A challenge to the learner to think about the appropriate response
•A clarification on some misconceptions of the learner
When to give feedback?

1.Feedback during performance.

2.Feedback after performance
 To make feedback powerful
means to help learners improve,
the following can be considered:
1. Feedback needs to be specific and concrete.
2. Feedback needs to be based on the agreed criteria.

Example: The criteria in writing a technical paper are as follows:

• The parts are organized according to the guide questions.
• The ideas are well understood by the reader.
• The information included are accurate.
• More than 5 references are used.
3. Feedback should provide recommendations or suggestions on
how to improve performance.
What are the different forms of feedback?

1. Focus on the product or performance.

All parts are complete. References are up-to-date.
Rephrase the findings of the author.
What are the different forms of feedback?

2. Focus on the procedure.

Follow the guidelines stated in the workbook.
Try a different procedure in solving the problem.
 Use adjectives to describe the main character.
What are the different forms of feedback?

3. Focus on the strategy to improve the work.

Given the criteria on delivering a speech, which parts did you
achieve well and provide evidence.
Use a different method to check if your answers are correct.
 Compare your work with the model, which parts are different?
How can you improve these parts further?
end