Table of Contents

1. Introduction

Unit 1: Authentic Assessment in the Classroom

A. High Quality Assessment in Retrospect

B. What is Authentic Assessment?

C. Why Use Authentic Assessment?

D. Developing Authentic Classroom Assessments

Unit 2: Performance Assessment

A. What and Why of Performance Assessment

1. Meaning and nature
2. Principles of performance assessment

B. Developing Performance Tasks

1. Designing Performance Tasks
2. GRASPS Model
3. Differentiating Performance Tasks
4. Scoring Rubrics

Unit 3: Authentic Assessment of the Affective Domain

A. Affective Targets
1. Attitudes
2. Interests
3. Motivation
4. Values
5. Self-concept
6. Locus of control
7. Self-efficacy
8. Anxiety
9. Creativity
 10. Epistemological beliefs
B. Appropriate Methods
1. Types
2. Selection
3. Development
4. Interpretation and Utilization
C. Other Affective Measures and Assessments
1. Non – test Indicators
2. Transversal Competencies
3. 21st Century Skills

Unit 4: Communicating Authentic Assessment Results

A. Effective Communication
1. What to communicate?
2. Why communicate?
3. How to communicate?
B. Portfolio as a Communication Medium
1. Portfolio and Authentic Assessment
2. Types and Uses
3. ePortfolios
C. Grading and Reporting
1. Nature, purpose and rationale for assigning grades
2. Grading Systems - Letter grades
Unit 5: Assessment of One’s Teaching Practice

A. Reflective Practice Using Learner Attainment Data

1. Learners’ test scores
2. Learners’ non-test data and other information
B. Reflective Practice Through Performance Evaluation
1. Students as Evaluators
2. Peers as Evaluators
3. Supervisors as Evaluators
 2. References

3. Appendices

Unit 1: Authentic Assessment in the Classroom

Unit Objectives
By the end of this unit, you will be able to:

 Trace the historical development of assessment practices.

 Define and explain authentic assessment.
 Articulate the rationale for using authentic assessment in the
classroom.
 Design authentic classroom assessments aligned with learning
objectives.

A. High Quality Assessment in Retrospect

Assessment in education has evolved from simple recall-based tests to

more complex, meaningful evaluations. Early assessments were primarily
summative, focusing on what students remembered at the end of
instruction. Over time, educators recognized the need for assessments that
measure understanding, application, and skills relevant to real life. This shift
led to the development of formative and authentic assessments, which
provide ongoing feedback and mirror real-world challenges.

High-quality assessments are balanced to provide instructors with

ongoing feedback about student progress. In particular, data gathered from
assessments given throughout the learning process give educators the
information they need to adjust their instruction. Assessment, then, isn't the
final word; rather, it should be part of an ongoing conversation that helps all
students get exactly what they need to meet learning standards. (Trach, E.
2018)
The goal of authentic assessments is to evaluate a student’s ability to
demonstrate understanding of core leaning objectives in a real-world
context. Unlike traditional assessments, authentic assessment does not seek
to measure rote learning and then require students to recall and restate the
information. Instead, authentic assessment focuses on students' capacity to
understand, analyze, and integrate instructional materials and apply that
knowledge to real-world examples.
 Additionally, authentic assessments typically allow time for students to
reflect on their work, and in some instances, include collaboration with
cohorts. Therefore, an immediate answer to a question is not required as it
would be with a timed traditional examination. These types of tasks
encourage students to use higher-ordered critical thinking skills. For
example, an authentic assessment in an accounting class would allow
students to demonstrate their ability to solve complex problems in ways that
are similar to professionals in the field of accounting. Authentic assignments
can help connect students to learning outcomes.

Historical Development

Early Assessment Practices:

In the past, assessments were mostly about memorization. Teachers

gave tests at the end of a unit or school year to see what facts students
could recall. Examples include spelling bees, multiple-choice tests, and fill-in-
the-blank quizzes.

Limitations of Traditional Assessments

These methods often didn’t show whether students could use their
knowledge in real-life situations. They mainly measured short-term memory,
not deeper understanding or skills.

Emergence of Authentic and Formative Assessments

The earliest reference to authentic tests is likely that made by Archbald

and Newman in 1988, in a book critical of standardized testing, that sought
to promote assessment centered on meaningful real- world problems or
tasks. Assessment is authentic when it measures products or performances
that “have meaning or value beyond success in school” (Newman, Brandt &
Wiggins, 1998, p.19).

According to Newman, assessments that ask questions and poses

problems that have “real world” meaning to students meet one criterion for
being authentic intellectual work, but there are two others related to
disciplined inquiry that are unrelated to the realism of the assessment tasks.
Wiggins was also an early proponent for the use of the term authentic to
describe assessment with real- world application (1989).

Twenty-first century learning is about the process of integrating and using

knowledge, not just the acquisition of facts and procedures. Hence,
educators need to build assessments for learning rather than solely of
learning” (Fadel, Honey, and Pasnik, 2007). The Partnership for 21st Century
Skills suggests that focusing on academic content is inadequate, and three
additional concepts are crucial for success in a rapidly changing world: global
awareness, civic engagement, and learning skills.

Assessing global awareness requires that students demonstrate

a deeper understanding of the thinking, motivations, and actions of various
cultures to successfully respond to communities and workplaces that extend
well beyond their current comfort level. Assessing civic engagement helps
students understand, analyze, and participate in government and in their
community.

Assessing learning skills acknowledges the need for students to think

critically, analyze information, comprehend new ideas, communicate,
collaborate, solve problems, and make sound decisions based on evidence.
All of these concepts benefit from the use of authentic, or performance-
based, assessments that require students to produce evidence that they
understand the content and can apply it in real- world situations (Partnership
for 21st Century Skills, 2005).

Educators realized that knowing facts isn’t enough. Students need to be

able to apply what they learn, solve problems, and think critically which are
the skills that are important in real life and the workplace.
 Educational thinkers and researchers (e.g., Wiggins, 1990) emphasized
the need for meaningful, context-rich assessments. This led to the adoption
of:

 Formative assessment: Ongoing checks for understanding.

 Authentic assessment: Real-world, performance-based tasks.

Formative Assessment

This type of assessment happens during learning, not just at the end. It
gives students feedback so they can improve as they go.

Modern/Authentic Assessments

Portfolios: Collections of student work over time, showing growth and

learning.

Project-Based Learning: Students work on a project that requires

applying knowledge and skills to create something meaningful.

Performance Tasks: Students perform a task, such as giving a

presentation, conducting an experiment, or writing a report, that
demonstrates their understanding and abilities.

Why Authentic Assessment Matters?

 It helps students develop skills they’ll use outside of school.

 It provides a more complete picture of what students know and can do.
 It encourages deeper learning, creativity, and critical thinking.

Things to Remember:
Traditional assessments (e.g., quizzes, spelling bees, multiple-choice
tests) focused on memorization and were mostly summative.
Ø These methods often did not measure real-life skills or deep
understanding.
Ø The shift in education brought attention to how students apply
knowledge, not just recall facts.
Ø Formative assessment:
 Happens during learning
 Offers ongoing feedback
 Helps students improve continuously
Ø Types of authentic assessments:
 Portfolios – showcase growth over time
 Project-Based Learning – apply skills to create meaningful work
 Performance Tasks – presentations, reports, experiments, etc.
Ø Why it matters:
 Builds real-life, transferable skills
 Gives a fuller picture of what students know and can do
 Promotes deeper learning and engagement
Activity 1. Learning Activities and Applications
1.1 Debate:
“Traditional vs. Authentic Assessment: Which is Better for Today’s
Learners?”
1.2 Personal Reflection:
Write about your own experiences with assessment as a student.
How did they affect your learning?
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Activity 2. Applied Output

Reflection essay on the impact of traditional vs. authentic assessment.

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Activity 3.Case in Practice

Ms. Santos noticed her students could recite science facts but
struggled to explain them. She introduced project-based assessments, such
as building models and presenting findings. Student engagement and
understanding improved.

Activity 4. Reflective Thinking

How have your own experiences with assessment shaped your views
as a future teacher?

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 1. d) Connects learning to real life

B. What is Authentic Assessment?

Authentic assessments are often referred to as performance

assessments (Muller, 2008). Stiggins (1987) defined performance
assessments as those tasks that require students “to demonstrate specific
skills and competencies, that is, to apply the skills and knowledge they have
mastered” (p. 34). Simply stated, performance assessments emphasize what
a student can do. Therefore, instructors have an opportunity to evaluate
what students have learned by evaluating students’ demonstration of
specific skills and abilities.
Authentic assessments have several advantages over traditional
assessments. For one, they are likely to be more accurate when assessing a
student’s higher-thinking skills such as critical thinking, communication,
collaboration, problem-solving, etc. In traditional assessments, it’s common
for a student to cram and study right before the exam, only to forget
everything a day later. They also provide a more engaging way for students
to learn by incorporating feedback through self, peer and instructor reviews.
According to the NACE Job Outlook Study, 57% of employers feel that
recent graduates are not proficient in these skills; mostly likely due to this
kind of learning and evaluating. Authentic assessments, on the other hand,
involve using real-life tasks, not just circling A, B, or C on a multiple-choice
quiz. This means that what you get is not an information dump from the
student, but a realistic view of how they can apply these skills to a real-world
situation. Authentic assessments ensure academic integrity and provide
actual evidence the student is retaining what is being taught. This is
especially important with the widespread accessibility of generative AI tools,
such as ChatGPT, that offer students a way to bypass true learning.
Authentic assessment evaluates students through tasks that reflect
real-world applications. It is student-centered, integrates knowledge and
skills, and emphasizes both process and product. Authentic assessments are
often open-ended, require critical thinking, and allow for creativity and
collaboration.

This approach asks students to perform tasks that resemble real-world

challenges. Instead of just recalling information, students might create a
project, solve a real problem, or demonstrate a skill.

Key Features

 Student-centered
 Task-based, not test-based
 Emphasizes process and product
 Often collaborative
Examples

 Writing a business plan for a start-up.

 Conducting a science experiment and presenting results.
 Creating a video documentary on a historical event.
 Designing a marketing campaign for a product.
 Planning a community service project.
Things to Remember:
Ø Authentic assessment involves real-world tasks, not just academic
tests.
Ø It is student-centered and values active engagement.
Ø Focuses on applying knowledge and skills in meaningful ways.
Ø Emphasizes both the process (how work is done) and the product (the
final output).
Ø Tasks are often open-ended, requiring critical thinking and creativity.
Ø Encourages collaboration and communication among students.
Key Features
Ø Student-centered
Ø Task-based, not test-based
Ø Emphasizes both process and product
Ø Often collaborative
Examples of Authentic Assessment Tasks
Ø Writing a business plan for a start-up
Ø Conducting a science experiment and presenting the results
Ø Creating a video documentary on a historical event
Ø Designing a marketing campaign for a product
Ø Planning a community service project
Activity 1. Learning Activities and Applications

1.1 Design an Authentic Task:

Choose a lesson you teach. Design an authentic assessment for it.
Share with a partner and discuss.
1.2 Gallery Walk:
Display examples of authentic assessments around the room.
Students walk around, observe, and discuss.
1.3 Role Play:
Act out a real-world scenario related to your subject and discuss
how it could be assessed.
Activity 2. Applied Output

A video presentation on environmental conservation.

Activity 3. Case in Practice

 In a Grade 8 English class, students wrote and performed original skits
about peer pressure. The teacher noted increased confidence and deeper
understanding of the topic.

Activity 4. Reflective Thinking

What real-world tasks could your students do to show their learning?

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C. Why Use Authentic Assessment?

Authentic assessments have the potential to improve student self-

efficacy (belief in own capacity), performance, and learning.
Self-efficacy and confidence – in a review of research completed on
fifteen studies of project-based learning, 90% of the students reported
improved confidence and were optimistic that they could implement project-
based learning in future careers (Indrawn, 2019).
Higher grades – In a general education writing course, students who
participated in scenario-based learning showed consistently higher averages
(one to two letter grades higher) than students who did not receive scenario-
based learning (Golden, 2018).
Engagement and retention – authentic assessments have shown
improved student engagement and learner retention through participation in
authentic assessments.
Direct evidence – authentic assessments provide direct evidence of
students’ learning and skills for instructors and students to better
understand the learning taking place and plan the next steps for instruction
and learning.
Student diversity – authentic assessments allow students to
demonstrate their unique abilities, lived experiences, interests, and social
identities.
Real-world artifacts – authentic assessments provide students with authentic
tasks that can be utilized in professional portfolios, resumes, or interviews.
Authentic assessment promotes critical thinking, problem-solving, and
engagement. It provides meaningful feedback and prepares students for
real-life situations. Research shows that students assessed authentically
retain knowledge longer and are better able to transfer skills to new
situations.

It also offers powerful advantages that go beyond traditional testing.

Its core value lies in how it mirrors the real world, pushing students to
engage deeply with content while developing practical, transferable skills.

Unlike standard tests that often focus on rote memorization or isolated

skills, authentic assessments promote higher-order thinking. Students are
encouraged to analyze, create, collaborate, and problem-solve skills
necessary for success in modern academic, personal, and professional
contexts.

This approach increases student engagement because learners

understand the purpose and relevance of their tasks. Rather than studying to
pass a test, students are motivated by real-world challenges, which makes
learning more meaningful and memorable.

Authentic assessment also provides rich, formative feedback. Instead

of simply receiving a grade, students gain insight into their strengths and
areas for improvement. Teachers, in turn, get a clearer picture of what
students truly understand and can do.

Benefits of Authentic Assessment

 Encourages students to retain knowledge longer.

 Develops the ability to transfer skills to new or unfamiliar

situations.

 Prepares students to navigate real-life problems and decisions.

  Builds confidence, independence, and initiative.

Examples of Authentic Assessment in Action

Math: Students design a budget for a school event, requiring them to

apply arithmetic, estimation, and decision-making.

Science: Students test local water quality, analyze results, and present
findings linking scientific knowledge to environmental awareness.

Social Studies: A class holds a mock election, allowing learners to

understand democratic processes and civic responsibilities.

English: Students write and perform a play, integrating language,

teamwork, and public speaking.

Art: Students curate a class art exhibit, demonstrating creativity,

planning, and design skills.

Authentic assessment, therefore, transforms classrooms into

environments where learning is active, applicable, and lasting.

Examples

Math: Designing a budget for a school event.

Science: Testing water quality in the local community.

Social Studies: Organizing a mock election.

English: Writing and performing a play.

Art: Curating a class art exhibit.

Things to Remember

Promotes critical thinking, problem-solving, and student engagement.

Ø Encourages long-term knowledge retention.

Ø Helps students transfer skills to new or real-life situations.

Ø Provides meaningful feedback that supports growth.

Ø Builds confidence, autonomy, and real-world readiness.

Ø Makes learning more relevant and motivating for students.

Examples of Authentic Tasks:

Ø Math: Designing a budget

Ø Science: Testing water quality
Ø Social Studies: Organizing a mock election
Ø English: Writing and performing a play
Ø Art: Curating an exhibit
Activity 1. Learning Activities and Applications
1.1 Interview:
Interview a colleague about their experiences with authentic
assessment. Summarize what you learned.
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1.2 Student Survey:
Survey your students about which assessments they find most
meaningful and why.
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Activity 2. Applied Output

A healthy weekly menu plan with nutritional information for college of

education students.

Activity 3. Case in Practice

A high school math teacher replaced some tests with real-life problem-
solving projects. Students’ attitudes toward math improved, and test scores
increased.

Activity 4. Reflective Thinking

 How could authentic assessment benefit your students?

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D. Developing Authentic Classroom Assessments

Creating authentic classroom assessments requires thoughtful

planning and alignment with instructional goals. Unlike traditional
assessments that often emphasize right-or-wrong answers, authentic
assessments are built around real-life tasks that allow students to
demonstrate their understanding through performance, production, or
application.
Key Steps in Developing Authentic Assessments:
1. Identify Learning Objectives
Begin by clearly defining what students should know and be able
to do. Learning objectives guide both the task design and the criteria
for success.
2. Design Real-World Tasks
 The core of authentic assessment lies in creating tasks that
mirror real-world challenges or applications. Tasks should require the
integration of knowledge and skills, not isolated bits of information. For
example, instead of writing a summary of a lesson, students might
create a newsletter, plan an event, or solve a community issue.
3. Develop Clear Criteria (Rubrics)
Rubrics are essential tools in authentic assessment. They help
teachers assess student work consistently and transparently, while
also guiding students in understanding the expectations for quality.
Good rubrics evaluate both the process (e.g., collaboration, planning)
and the product (e.g., final presentation, written output).
4. Provide Opportunities for Reflection
Reflection allows students to think critically about their own
learning process, what they did well, what they found challenging, and
how they can improve. It promotes metacognition, which deepens
learning and self-awareness.
In addition to the steps, there are several variables that you
should consider as you begin to design an authentic assessment:
 The education and experience level of students – consider how
you will support students who may not have the professional skills yet
to complete the authentic tasks (see the Student Success during
Authentic Assessments in the HOW section of this guide).
 The subjectivity of authenticity – consider how you will ensure that
the designed assessment is authentic to the students. Please note that
authenticity is subjective in nature; this means that what one person
views as authentic might not be regarded the same by another (see
the Elements of Authentic Assessments in the WHAT section of this
guide for ways to make your assessment more authentic). Will you
provide students with an opportunity to give you feedback to improve
authenticity? Will you engage with practitioners in the field to ensure
the authenticity of scenarios, problems, or prompts?
 Complexity – consider how you will ensure that the assessment’s
level of complexity is aligned to the learning objectives, course
outcomes, and real-world situation, problem, or field of study.
 Instructor’s role – consider how you will interact with students during
the authentic assessment (see the Student Success during Authentic
Assessments in the HOW section of this guide). How will you ensure
that your role supports the education and experience level of your
students? Will you provide guidance, facilitation, or direct instruction
during the authentic assessment?
 Student ownership and choice – consider what level of student
responsibility and choice that will be present in the authentic
assessment. Will students have minimal responsibility if you are using
direct instruction, or will the students have higher levels of
responsibility if you are guiding student-directed inquiry? Will students
have the opportunity to choose how they will demonstrate their
learning with a final product or performance?
 Formative feedback – consider how students will receive formative
feedback during the authentic assessment. Who will provide the
formative feedback (instructor, TA, peers, or self)?
 Manageability – consider the manageability of the authentic
assessment regarding class size and course modality.
o In large class sizes consider incorporating authentic assessments
through partner or group work to reduce grading and feedback
time as well as encourage communication and collaboration skills
of students.
o In online courses consider incorporating asynchronous peer
review to provide opportunities for student interaction and
feedback.
 Alignment of assessments and instruction – consider how you will
utilize authentic learning instruction to support student achievement in
authentic assessments. For example, if using design-based learning
 during a group assignment then consider utilizing design thinking
during your lectures and activities.
Inclusivity and Differentiation
Authentic assessments should be inclusive and adaptable to
diverse learners. Students should be given choice where possible such
as in topic, format, or role so that they can connect their learning to
personal interests and strengths. This approach increases motivation
and ensures equitable opportunities for success.
Examples of Authentic Assessment Tasks by Subject:
Science: Build a model ecosystem and explain each component’s role
English: Write and publish a class newsletter on school or community
topics
Math: Collect and analyze real data through class surveys
Social Studies: Create a timeline of key historical events with visual
and written explanations
Technology: Design a simple app prototype that solves a real-life
problem

Things to Remember:
Ø Start with clear learning objectives to align tasks with instructional
goals.
Ø Design tasks that are realistic, relevant, and connected to real life.
Ø Use rubrics to provide clear criteria and consistent evaluation.
Ø Incorporate student reflection to promote deeper thinking and
learning.
Ø Ensure assessments are inclusive, offering choices and considering
different learning styles and needs.
Ø Authentic assessments should value both how students work (process)
and what they produce (product).
Activity 1. Learning Activities and Applications

1.1 Group Project:

In groups, develop an authentic assessment for a chosen subject.
Present your task and rubric to the class.
1.2 Peer Review:
Exchange assessment plans with a partner and provide
feedback.
Activity 2. Applied Output
 A bar graph with analysis and a short report based on a class survey.

Activity 3. Case in Practice

A Grade 5 teacher used a “market day” project where students created

products, set prices, and sold to classmates. Students learned math,
marketing, and teamwork.

Activity 4. Reflective Thinking

 What challenges might you face in developing authentic assessments?
How can you overcome them?

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Unit 2: Performance Assessment

Unit Objectives

By the end of this unit, you will be able to:

 Explain the meaning and purpose of performance assessment.

 Identify and design various types of performance tasks.
 Apply principles of effective performance assessment.
 Develop and use scoring rubrics for performance tasks.

A. What and Why of Performance Assessment

Performance assessment is a form of authentic assessment where

students demonstrate their knowledge and skills by creating a product or
performing a task. Unlike traditional tests, performance assessments require
students to apply what they have learned in practical, often collaborative,
contexts. Performance assessments are valuable because they assess
higher-order thinking, allow for creativity, and provide opportunities for
formative feedback.

These assessments can measure students’ cognitive thinking and

reasoning skills and their ability to apply knowledge to solve realistic,
meaningful problems. They are designed to more closely reflect the
performance of interest, allow students to construct or perform an original
response, and use predetermined criteria to evaluate student work. The
close similarity between the performance that is assessed and the
performance of interest is the defining characteristic of a performance
assessment as described by Kane, Crooks, and Cohen (1999).

As stated by the Standards for Educational and Psychological Testing,

performance assessments attempt to “emulate the context or conditions in
which the intended knowledge or skills are actually applied” (American
Educational Research Association [AERA], American Psychological
Association [APA], & National Council on Measurement in Education [NCME],
1999, p.137).
 As this definition indicates, performance assessments do not have to
assess complex reasoning and problem-solving skills. As an example, if the
targeted domain is the speed and accuracy at which students can keyboard,
a measure that captures the accuracy and speed of students’ keyboarding
would be considered a performance assessment. Clearly, keyboarding is not
a high-level thinking skill but a learned, automated procedural skill.

Examples

1. Science: Conducting an experiment and presenting findings.

2. English: Performing a dramatic reading.
3. Math: Solving real-world problems in groups.
4. Social Studies: Creating a documentary.
5. Art: Curating an art show.
1. Meaning and Nature

1.1 Purpose of Performance Assessment

The primary purpose of performance assessment is to evaluate students’

ability to apply knowledge, skills, and values in real-life or simulated
situations. It moves beyond rote memorization and instead focuses on the
demonstration of understanding, critical thinking, and problem-solving.
Performance assessments are designed to:

 Measure complex learning outcomes that cannot be captured by

traditional tests.

 Encourage students to integrate and use knowledge from multiple

disciplines.

 Provide a more comprehensive picture of student learning and

abilities.

 Engage students in meaningful, relevant tasks that mirror real-world

challenges.
1.2 Types of Performance Tasks

Performance tasks can be broadly categorized into two types:

1.2.1 Process-Based Tasks:

These focus on the steps or procedures students follow to complete a
task. The emphasis is on how students approach and carry out the activity,
including their strategies, collaboration, and problem-solving skills.
Examples:
a. Conducting a scientific investigation and documenting each step.
b. Participating in a group discussion or debate.
c. Demonstrating a skill, such as playing a musical instrument or
performing a dance.
1.2.2 Product-Based Tasks:
These focus on the final output or product that students create as
evidence of their learning. The quality, creativity, and accuracy of the
product are assessed.
Examples:

a. Writing a research paper or essay.

b. Creating a piece of artwork or a model.

c. Developing a multimedia presentation or a portfolio.

Often, effective performance assessments combine both process and

product elements, evaluating not only what students produce but also how
they arrive at their results.

ZYRA
2. Principles of Performance Assessment

To ensure that performance assessments are effective, fair, and

meaningful, several guiding principles should be followed:
1. Alignment with Learning Objectives:
Tasks should be directly linked to the intended learning
outcomes and curriculum standards.

2. Authenticity:
Tasks should reflect real-world challenges and contexts, making
learning relevant and engaging for students.

3. Clarity of Criteria:
Clear, specific criteria for success should be established and
communicated to students, often through rubrics.

4. Fairness and Equity:

Assessments should be accessible to all students, considering
diverse backgrounds, abilities, and learning styles.

5. Transparency:
Students should understand what is expected of them and how
their work will be evaluated.

6. Opportunities for Feedback and Reflection:

Performance assessments should provide students with
constructive feedback and opportunities to reflect on their
learning and improve.

7. Reliability and Consistency:

Scoring should be consistent across different students and
evaluators, often achieved through well-designed rubrics and,
when possible, multiple assessors.

8. Student Engagement:
Tasks should be interesting and motivating, encouraging
students to take ownership of their learning.
Things to Remember:
Performance assessment is a type of authentic assessment
Ø It requires students to demonstrate knowledge and skills through real-
world tasks
Ø It focuses on application rather than recall or memorization
Ø It promotes critical thinking, creativity, problem-solving, and
collaboration
Ø Students are assessed through meaningful performances or products
Ø It provides a comprehensive view of student learning
Ø It supports formative feedback and improvement
Purpose of Performance Assessment
Ø To measure complex learning outcomes not captured by traditional
tests
Ø To evaluate how well students apply knowledge in real-life or simulated
situations
Ø To encourage integration of knowledge across disciplines
Ø To engage students in relevant and meaningful tasks
Ø To provide opportunities for student reflection and feedback
Types of Performance Tasks
Ø Process-based tasks focus on how students complete a task
Ø Examples of process-based tasks include conducting investigations,
participating in debates, or demonstrating skills
Ø Product-based tasks focus on the final output students produce
Ø Examples of product-based tasks include writing papers, creating
artwork, or developing presentations
Ø Effective assessments often combine both process and product
Principles of Effective Performance Assessment
Ø Align tasks with learning objectives
Ø Ensure authenticity by connecting tasks to real-world situations
Ø Provide clear criteria for success using rubrics
Ø Ensure fairness and accommodate diverse learners
Ø Make expectations transparent to students
Ø Include opportunities for feedback and reflection
Ø Maintain reliability and consistency in scoring
Ø Design tasks that actively engage students
Activity 1. Learning Activities and Applications
1.1 Task Design:
Design a performance assessment for your subject. Include
instructions and criteria.
1.2 Peer Assessment:
Observe a peer’s performance and provide feedback using a
rubric.
Activity 2. Applied Output

A group math project solving a real-world budgeting problem.

Activity 3. Case in Practice

 A music teacher replaced written tests with performances. Students
practiced more and showed greater improvement.

Activity 4. Reflective Thinking

How can performance assessments make learning more meaningful?

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B. Developing Performance Tasks

Performance assessments are contextualized, linking school activities to

real world experiences (Darling-Hammond, Ancess, & Falk, 1995), and can
include opportunities for self-reflection and collaboration as well as student
choice, such as choosing a particular topic for a writing assignment (Baker,
O’Neil, & Linn, 1993; Baron, 1991).

 A performance task is an example of an assessment that fits within a

balanced assessment system. Teachers need to determine the purpose
of the performance task: Is the performance going to plan, support,
monitor, or verify learning? Teachers need to determine the type
of assessment the performance task is going to be: Is the performance
task going to be a formative, benchmark, or summative assessment?

Once that is decided, then teachers can design the performance task. A
performance task presents students with a complex, real-world challenge in
which the scenario, role, process, and product are authentic; students must
then demonstrate that they have the skills and knowledge to complete the
task. Use the following criteria to design performance tasks:

1. Integrate knowledge and skills across multiple content standards or

strands within a content area.

2. Measure capacities such as depth of understanding, research skills,

complex analysis, and identification and providing of relevant evidence.
3. Require student-initiated planning, management of information and
ideas, interaction with other materials.

4. Requires production of extended responses, such as oral presentations,

exhibitions, and other scoreable products, including more extended written
responses, which might be revised and edited.

5. Reflect on a real-world task and/or scenario-based problem.

6. Allow for multiple approaches.

7. Represent content that is relevant and meaningful to students.

8. Allow for demonstration of important knowledge and skills, including those

that address 21st-century skills such as critically analyzing and synthesizing
information presented in a variety of formats, media, etc.

9. Require scoring that focuses on the essence of the task.

10. Be feasible for the school/classroom environment.

Designing Performance Tasks

1. Identify learning goals

What goal/s will be assessed through this performance task?

These can include: Standards, Long-Term Transfer Goals, Mission related

Outcomes (e.g., 21st Century Skills; Habits of Mind

2. Consider key traits implied by the goals

What important qualities must students demonstrate to show

attainment of standards and other identified goals?

These will serve as the criteria by which student performance will be judged

3. Consider one or more of the suggested frameworks

How will the task involve “higher order” thinking?

Consider resources such as: Depth of Knowledge (DOK), Six Facets of

Understanding, Content/Process Matrices, Task Frames (e.g., Literacy

Design Collaborative)

4. Generate initial task ideas

How will learners demonstrate their understanding and proficiency?

Outline the basic task to gather the evidence you will use to assess
depth of understanding and level of proficiency.

5. Check for validity and alignment

To what extent will this task provide acceptable evidence of the targeted
goals?

Consider: Could students perform this task and meet the evaluative
criteria without demonstrating evidence of the targeted goals? If possible,
get feedback from others regarding task validity and alignment.

6. Use G.R.A.S.P.S to flesh out task details

How will the task establish an authentic context for student performance?

When establishing the context, consider “real world” application of learning

along with students’ interest and experiences. Using the G.R.A.S.P.S
elements will help establish a more authentic situation

7. Develop scoring rubric(s)

How will student performance be evaluated? How good is good enough?

Use the key traits to flesh out a more detailed rubric

8. Differentiate the task as needed

In what ways might the task be differentiated?

You may need to modify the task for special populations (e.g., ELL,SPED,
G/T). This can be done by adjusting the context, audience, product options,
time frame and support.

9. Assess the entire draft task and rubric using Review Criteria

Self-assess the task against the review criteria. If possible, get

feedback from colleagues as well as experts in the content. Then,
revise as needed based on feedback.

10. Develop detailed directions for students

What exactly are students being asked to do?

Once the draft task has met the review criteria, develop detailed directions
for students. Include guidelines, accompanying resources, and response
forms as appropriate.

11. Then, use the task with students. Make needed revisions. How did it go?
What are the revisions needed?

Drafting a performance task is just the first step. Once you use it with
students, you will get invaluable feedback to help you fine-tune it. Take
careful notes about what worked and what refinements are needed.

1. Effective Performance Tasks

Effective performance tasks are designed to:

Align with learning goals: Tasks should directly reflect the

knowledge, skills, and values outlined in the curriculum.

Be authentic and challenging: Tasks should mirror real-world

situations, requiring students to think critically and solve meaningful
problems.
 Be clearly structured: Instructions, expectations, and criteria should
be explicit so students understand what is required.

2. The GRASPS Model

Goal, Role, Audience, Situation, Products, Standards (G.R.A.S.P.S)

Model: A Guide to Developing Authentic Performance Tasks.

G.R.A.S.P.S is a model for demonstrating the performance of

understanding using authentic assessments. It is one of many performances
of understanding models but is ideally suited to the kind of project-based
inquiries we do in design. G.R.A.S.P.S represents a framework for organizing,
delivering, and assessing a project-based assessment. The assessment
associated with the inquiry is structured around the following expectations
and goals.
 Figure 1. GRASPS Model

The GRASPS model provides a structured approach for designing

performance tasks:

Goal: What is the task or challenge students must accomplish?

Role: What role or perspective will the student assume?

Audience: Who is the intended audience for the product or

performance?

Situation: What is the context or scenario in which the task takes

place?
 Product/Performance: What will students create or do to
demonstrate their learning?

Standards: What criteria or standards will be used to judge success?

Examples:

Social Studies: Organize a debate on a current issue (e.g.,

environmental policy).

Science: Design and test a simple machine to solve a practical

problem.

Math: Plan a fundraising event, including budgeting and financial

projections.

English: Write and perform a radio play based on a literary theme.

Technology: Create a website for a local business or community

project.

3. Differentiating Performance Tasks for Diverse Learners

To ensure all students can succeed, performance tasks should be

differentiated by:

Varying complexity: Offer tasks at different levels of difficulty or

allow students to choose from tiered assignments.

Providing choice: Let students select topics, formats, or roles that

match their interests and strengths.

Offering scaffolds: Use graphic organizers, checklists, or step-by-step

guides to support students who need additional help.

Adjusting expectations: Modify criteria or extend deadlines for

students with specific learning needs.
 Incorporating multiple modalities: Allow students to demonstrate
learning through writing, speaking, visuals, or hands-on activities.

Differentiation ensures that every student is challenged appropriately

and has equitable access to success.

4. Scoring Rubrics

Types:

Analytic Rubrics: Break down the assessment into multiple criteria,

each scored separately (e.g., organization, creativity, accuracy).

Holistic Rubrics: Provide a single overall score based on an overall

impression of the work.

Components:

Criteria: The specific elements or skills being assessed (e.g., clarity,

use of evidence, collaboration).

Descriptors: Detailed descriptions of performance at each level (e.g.,

excellent, good, fair, needs improvement).

Levels of Performance: Usually 3-5 levels, such as “Exceeds

Expectations,” “Meets Expectations,” “Approaching Expectations,” and
“Below Expectations.”

Development:

Align with learning objectives: Ensure criteria reflect the goals of

the task.

Use clear, student-friendly language: Make descriptors

understandable for students.

Involve students: When possible, co-create rubrics with students to

increase buy-in and understanding.
 Pilot and revise: Test rubrics on sample work and adjust as needed
for clarity and fairness.

Interpretation and Utilization:

Provide feedback: Use rubrics to give specific, actionable feedback

to students.

Guide self- and peer-assessment: Encourage students to use

rubrics to evaluate their own or others’ work.

Support grading: Ensure consistency and objectivity in scoring.

Inform instruction: Analyze rubric results to identify class-wide

strengths and areas for improvement.

Things to Remember:
Ø Effective performance tasks should align with learning goals
Ø Tasks must reflect the knowledge, skills, and values stated in the
curriculum
Ø Performance tasks should be authentic and mirror real-world situations
Ø Tasks should be challenging and require critical thinking and problem-
solving
Ø Clear structure is essential; instructions, expectations, and assessment
criteria must be explicit
The GRASPS Model for Designing Performance Tasks
Ø Goal: defines the task or challenge students must accomplish
Ø Role: specifies the role or perspective the student will take
Ø Audience: identifies who the product or performance is for
Ø Situation: provides the context or scenario for the task
Ø Product/Performance: outlines what students will create or do
Ø Standards: defines the criteria or standards used to assess
performance
Examples of Performance Tasks Using GRASPS
 Ø Social Studies: organize a debate on a current issue
Ø Science: design and test a simple machine
Ø Math: plan a fundraising event with budgeting
Ø English: write and perform a radio play
Ø Technology: create a website for a real client or purpose
Differentiating Performance Tasks for Diverse Learners
Ø Vary the complexity of tasks to match different skill levels
Ø Provide choices in topics, roles, and formats to tap into students’
interests and strengths
Ø Offer scaffolds like graphic organizers or checklists to support learning
Ø Adjust expectations such as criteria or deadlines for students with
special learning needs
Ø Use multiple modalities to allow students to show learning in different
ways
Types of Scoring Rubrics
Ø Analytic rubrics assess multiple criteria separately
Ø Holistic rubrics assign one overall score based on general impression
Components of a Rubric
Ø Criteria: elements or skills being assessed (e.g., creativity, accuracy)
Ø Descriptors: descriptions of each performance level
Ø Levels of Performance: categories like “Exceeds Expectations,” “Meets
Expectations,” etc.
Rubric Development
Ø Criteria must align with learning objectives
Ø Use clear, student-friendly language in descriptors
Ø When possible, involve students in rubric creation
Ø Pilot rubrics using sample work and revise for clarity and fairness
Using Rubrics Effectively
Ø Use rubrics to provide targeted, actionable feedback
Ø Encourage students to use rubrics for self- and peer-assessment
Ø Use rubrics to support fair and consistent grading
 Ø Analyze rubric results to inform future instruction
Activity 1. Learning Activities and Applications
1.1 GRASPS Model:
Use the GRASPS model to design a performance task for your
class.
1.2 Task Simulation:
Simulate a performance task and discuss the experience.
Activity 2. Applied Output

A written output about renewable vs. nonrenewable energy with well-

researched arguments.

Activity 3. Case in Practice

A Grade 7 teacher used the GRASPS model for a history project.

Students created museum exhibits on ancient civilizations.
Activity 4. Reflective Thinking

What makes a performance task authentic and effective?

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Engagement Activity:

“Design Your Own Rubrics”

Instruction:
C. Scoring Rubrics

Rubrics are scoring guides that outline the criteria for evaluating
student work. They make expectations clear, support consistent grading, and
provide meaningful feedback. Types of rubrics include analytic (breaking
down performance into components) and holistic (providing an overall
judgment). Rubrics should be shared with students before they begin the
task.

Scoring rubrics are essential tools in performance assessment. They

are structured frameworks that clearly define the criteria for evaluating
student work, ensuring transparency and consistency in grading. Rubrics
help teachers assess complex, open-ended tasks by breaking them down
into measurable components. They also give students a clear understanding
of what is expected and how their work will be evaluated.

There are two main types of rubrics:

1. Analytic Rubrics assess multiple criteria separately, allowing for

detailed feedback. Each element such as content accuracy,
organization, creativity, and use of evidence is scored individually.

2. Holistic Rubrics provide a single, overall score based on the general

impression of the work. These are useful for quick evaluations when
detailed analysis is less necessary.

Other tools related to rubrics include:

 Checklists, which identify the presence or absence of specific

elements.
  Rating Scales, which measure the degree to which a student
demonstrates a skill.

 Descriptive Rubrics, which give narrative descriptions of

performance levels.

Rubrics serve several purposes:

 Clarify expectations for students before they begin a task.

 Guide student work and support self-assessment.
 Improve the quality of feedback, making it specific and actionable.
 Ensure consistency and objectivity in scoring across different students
and evaluators.
Examples of Rubric Use:
 An analytic rubric for a science report with criteria like hypothesis
formulation, method accuracy, data representation, and clarity of
conclusion.
 A holistic rubric for a group presentation assessing the overall
effectiveness.
 A checklist for monitoring participation and collaboration in group
activities.
 A rating scale to evaluate creativity and originality in art projects.
 A descriptive rubric for assessing the quality of writing in essays or
journals.
Well-designed rubrics are student-friendly, aligned with learning goals,
and flexible enough to apply across various performance tasks.
Things to Remember:
Ø Rubrics are scoring guides used to evaluate student performance
based on specific criteria
Ø They make expectations clear and grading more consistent and fair
Ø Rubrics provide specific, actionable feedback to support learning
Ø There are two main types of rubrics: analytic and holistic
Ø Analytic rubrics assess multiple criteria individually
Ø Holistic rubrics provide one overall score based on the general
impression of the work
Ø Checklists and rating scales are simple forms of rubrics used to track
task completion or skill levels
Ø Descriptive rubrics include narrative explanations for each level of
performance
Ø Rubrics should be shared with students before they begin the task
Ø Effective rubrics align with learning objectives and use clear, student-
friendly language
Ø Rubrics support self-assessment and peer feedback
Ø They help ensure objectivity and consistency, especially in
performance-based tasks
Ø Rubrics can also guide instruction by highlighting strengths and areas
for improvement in student work
Activity 1. Learning Activities and Applications
1.1 Rubric Creation:
Create a rubric for a performance task you designed.
1.2 Rubric Analysis:
Analyze sample rubrics and discuss their strengths and
weaknesses.
Activity 2. Applied Output

A completed rubric for a persuasive essay designed for college of

education students.

Activity 3. Case in Practice

 A teacher shared rubrics with students before assignments. Students’
work improved, and grading disputes decreased.

Activity 4. Reflective Thinking

How can rubrics help students succeed?

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Unit 3: Authentic Assessment of the Affective Domain

Unit Objectives

By the end of this unit, you will be able to:

 Identify and describe affective learning targets.

 Select and develop appropriate methods for assessing the affective
domain.
 Interpret and utilize affective assessment results to support student
growth.
 Recognize and apply non-test indicators and transversal competencies
in assessment.
A. Affective Targets

The affective domain refers to the emotional and attitudinal aspects of

learning. It encompasses a range of internal states and dispositions that
influence how students engage with content, persist through challenges, and
interact with others. Understanding and assessing these targets is essential
for supporting holistic student development and fostering a positive
classroom environment.

Key Affective Targets:

a. Attitude: Willingness to participate in group work, openness to

new ideas, and receptiveness to feedback.
b. Interest: Curiosity about topics, enthusiasm for learning, and
engagement in classroom activities.
c. Motivation: Persistence in challenging tasks, goal-setting, and
self-driven learning.
d. Values: Respect for diversity, fairness, honesty, and
responsibility.
e. Self-concept: Confidence in one’s abilities, sense of belonging,
and academic self-esteem.
f. Locus of Control: Belief about whether success is due to one’s
own efforts or external factors.
g. Self-efficacy: Belief in one’s ability to succeed in specific tasks
or subjects.
h. Anxiety: Nervousness or apprehension before tests or public
speaking.
i. Creativity: Originality in projects, willingness to take intellectual
risks, and openness to new solutions.
j. Epistemological Beliefs: Views about how knowledge is
constructed, certainty of knowledge, and the value of learning.
Examples:

 A student who volunteers to lead a group project (attitude, self-

concept).

 A learner who asks questions out of curiosity (interest).

 A student who continues working on a difficult math problem

(motivation, self-efficacy).
  A class that creates a code of conduct emphasizing respect (values).

 A student who feels anxious before a test but uses relaxation

techniques (anxiety, self-regulation).

 An art project that showcases unique ideas (creativity).

B. Appropriate Methods

Assessing the affective domain requires thoughtful selection and

development of tools that capture students’ internal states and observable
behaviors. The process involves four key steps: identifying types of methods,
selecting the most suitable ones, developing the tools, and
interpreting/utilizing the results.

1. Types

a. Self-Report Instruments:

 Questionnaires and Surveys: Students rate their own attitudes,

interests, or feelings using Likert scales or checklists.

 Journals and Reflection Logs: Students write about their experiences,

emotions, and learning processes.

b. Observation:

 Teacher Checklists: Teachers systematically observe and record

behaviors that indicate affective traits (e.g., participation,
cooperation).

 Anecdotal Records: Teachers note specific incidents that reflect

students’ attitudes or values.

c. Interviews and Conferences:

 Structured or Semi-Structured Interviews: Teachers ask students about

their interests, motivations, or feelings toward learning.
  Student-Teacher Conferences: One-on-one discussions to explore
students’ self-perceptions and goals.

d. Peer and Parent Assessments:

 Peer Feedback: Classmates provide input on collaboration, respect,

and teamwork.

 Parent Surveys: Parents share observations about their child’s

attitudes and interests at home.

2. Selection

When selecting methods, consider:

 Age and developmental level: Younger students may respond

better to observations or simple checklists, while older students can
handle self-report surveys and reflective journals.

 Purpose of assessment: Is the goal to monitor classroom climate,

support individual growth, or inform instruction?

 Context and resources: Time, class size, and available tools may
influence the choice.

3. Development

 Design clear, age-appropriate questions or prompts.

 Pilot tools with a small group to ensure clarity and reliability.

 Include both quantitative (e.g., rating scales) and qualitative (e.g.,

open-ended responses) items for a fuller picture.

 Align items with specific affective targets (e.g., “I feel confident when
solving math problems” for self-efficacy).

4. Interpretation and Utilization

  Analyze results for patterns: Look for trends in motivation, anxiety,
or attitudes across the class or within groups.

 Use findings to inform instruction: Adjust teaching strategies,

classroom management, or support services based on assessment
data.

 Share results with students: Encourage self-awareness and goal-

setting.

 Communicate with parents and colleagues: Use data to support

collaborative efforts in student development.

Example:
If a survey reveals high anxiety before tests, a teacher might introduce
relaxation techniques or alternative assessment formats.

C. Other Affective Measures and Assessments

1. Non-test Indicators

Non-test indicators are observable behaviors or records that provide

insight into students’ affective development without formal testing. These
include:

 Participation logs: Tracking frequency and quality of student

contributions.

 Attendance records: Chronic absenteeism may signal disengagement

or anxiety.

 Behavioral observations: Noting acts of kindness, leadership, or

perseverance.

2. Transversal Competencies

Transversal competencies are broad skills and attitudes that cut across
subject areas and are essential for lifelong learning. They include:
  Collaboration and teamwork
 Communication skills
 Adaptability and resilience
 Ethical and civic responsibility
These can be assessed through group projects, peer evaluations, and
teacher observations.

3. 21st Century Skills

21st-century skills encompass a range of competencies needed for

success in modern society, many of which are rooted in the affective domain:

 Critical thinking and problem-solving

 Creativity and innovation
 Digital literacy
 Social and cross-cultural skills
 Self-direction and initiative
Assessment of these skills often involves project-based learning, digital
portfolios, and real-world tasks that require students to demonstrate not only
what they know, but how they interact, adapt, and contribute.
Things to Remember:

Ø The affective domain focuses on attitudes, emotions, values,

motivation, and self-perceptions that influence learning
Ø Key affective targets include attitude, interest, motivation, values, self-
concept, locus of control, self-efficacy, anxiety, creativity, and
epistemological beliefs
Ø Understanding and assessing affective traits support holistic student
development and positive classroom climate
Ø Common methods for assessing the affective domain include self-
report instruments (surveys, journals), observations (checklists,
anecdotal records), interviews and conferences, and peer or parent
assessments
Ø Selection of assessment methods should consider students' age,
purpose of the assessment, and classroom context
Ø Tools must be developmentally appropriate, clear, and aligned with
specific affective targets
Ø Use both quantitative (e.g., Likert scales) and qualitative (e.g.,
reflections) formats for a comprehensive picture
Ø Results from affective assessments should be used to guide
instruction, foster self-awareness, and communicate with stakeholders
Ø Non-test indicators such as participation, behavior, and attendance
offer valuable insight into students’ emotional and attitudinal
engagement
Ø Transversal competencies like communication, collaboration,
adaptability, and ethics are cross-disciplinary affective skills critical for
lifelong learning
Ø 21st-century skills often overlap with the affective domain and include
creativity, digital literacy, social awareness, and initiative
Ø Authentic assessment of affective traits encourages the integration of
real-world tasks, reflection, and personal growth
Ø Regular monitoring of affective indicators helps identify areas where
students may need support or intervention
Ø Involving students in affective assessment builds emotional
intelligence, empathy, and responsible decision-making
Ø Effective affective assessment is ongoing, formative, and connected to
the broader goals of education beyond academics
Activity 1. Learning Activities and Applications
1.1 Self-Assessment Survey:
Have students complete a survey rating their motivation,
interest, and confidence in a subject. Discuss results in small
groups.
1.2 Learning Journal:
Students keep a weekly journal reflecting on their feelings about
learning, challenges faced, and strategies used.
Activity 2. Applied Output
 A completed self-assessment checklist on motivation and participation.

Activity 3. Case in Practice

Ms. Reyes noticed some students were disengaged in science. She

introduced interest inventories and found many students loved animals. She
adapted lessons to include animal-related topics, resulting in higher
engagement and improved attitudes.

Activity 4. Reflective Thinking

 How do your students’ attitudes and interests affect their learning?
How can you support positive affective development?

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B. Appropriate Methods
 Assessing the affective domain requires tools that capture students’
feelings, attitudes, and values. Common methods include:

1. Self-report questionnaires. Allow students to express their own

perceptions, attitudes, and emotions through rating scales or checklists.
These tools are easy to administer and provide direct insight into students’
self-awareness, but they can be influenced by social desirability bias or
inaccurate self-assessment.

2. Interviews. Offer a more personalized way to explore students’

interests, motivations, and values. Structured or semi-structured
conversations encourage deeper reflection and can reveal nuances not
captured by questionnaires. However, they require significant time and
skilled questioning.

3. Observations. Enable teachers to record behaviors and

interactions that demonstrate affective traits like enthusiasm, cooperation,
or persistence. Observations can provide rich, real-time data but may be
subjective and labor-intensive, requiring clear criteria to ensure reliability.

4. Journals and reflection logs. Encourage students to regularly

articulate their feelings, thoughts, and learning experiences. This method
supports metacognition and self-regulation, fostering a deeper
understanding of their affective growth. The challenge lies in consistent
student engagement and honest reflection.

Each method has strengths and limitations. For example, self-reports

are easy to administer but may be biased; observations provide rich data but
are time-consuming.

Combining these methods can provide a fuller, more accurate picture

of students’ affective development, balancing the limitations of each
approach.
Examples

1. A “Motivation Meter” where students rate their motivation each week.

2. Teacher observation checklist for group participation.
3. Student interviews about favorite subjects and why.
4. Weekly reflection journals.
Things to Remember:

Ø Assessing affective traits requires diverse tools to capture internal

attitudes and emotions

Ø Self-report questionnaires are easy to use but may be affected by bias

Ø Interviews provide deep, personalized insights but are time-consuming

Ø Observations offer rich behavioral data but need clear criteria for
consistency

Ø Journals support reflection and self-awareness but depend on student

honesty and effort

Ø Combining multiple methods yields a more comprehensive and

accurate affective assessment

Ø Tools should be age-appropriate and aligned with the specific affective

targets

Ø Use assessment results to guide teaching, support student growth, and

foster a positive classroom climate
Activity 1. Learning Activities and Applications
1.1 Questionnaire Design:
In pairs, design a short questionnaire to assess classmates’
attitudes toward reading. Administer and discuss results.
1.2 Interview Simulation:
Role-play a teacher-student interview about learning challenges
and interests.
Activity 2. Applied Output

Completed motivation questionnaire.

Activity 3. Case in Practice

Mr. Lim noticed some students rarely participated in discussions. He

used observation checklists and found these students were more engaged in
hands-on activities. He adjusted his teaching to include more practical tasks,
leading to increased participation.
Activity 4. Reflective Thinking

Which assessment methods would work best for your students’

affective needs? Why?

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C. Other Affective Measures and Assessments

In addition to traditional assessments, educators can evaluate students’

affective development using a variety of alternative measures that capture
attitudes, behaviors, and essential life skills beyond cognitive knowledge.

Beyond tests, teachers can assess affective outcomes through:

1. Non-test indicators. Include observable data such as participation

logs, attendance records, and levels of classroom engagement. These
provide valuable insight into students’ commitment, motivation, and social
involvement without formal testing. For example, consistent participation or
regular attendance can reflect a positive attitude and strong engagement,
while patterns of absenteeism might indicate disengagement or emotional
challenges.

2. Transversal competencies. Refer to broad, cross-disciplinary

skills like teamwork, communication, adaptability, and resilience. These
competencies are crucial for lifelong learning and effective collaboration in
diverse settings. They can be assessed through group projects, peer
evaluations, and teacher observations, providing a window into how students
interact with others and handle challenges.

3. 21st-century skills. are a set of essential abilities needed to thrive

in today’s complex world. These include digital literacy, critical thinking,
creativity, and collaboration. Assessing these skills often involves authentic,
real-world tasks and projects that require students to apply knowledge in
innovative ways, communicate effectively, and work cooperatively.

These tools help capture skills and dispositions essential for success in
modern society.

Examples

1. Participation logs for group work.

2. Peer feedback forms on collaboration.
3. Digital portfolios showcasing teamwork and creativity.
4. Creativity checklists for project-based learning.
Things to Remember:
Ø Non-test indicators (participation, attendance, engagement) provide
indirect but important affective data
Ø Transversal competencies (teamwork, communication, adaptability)
are cross-disciplinary and essential for lifelong success
Ø 21st-century skills (digital literacy, critical thinking, creativity,
collaboration) prepare students for modern challenges
Ø These measures capture real behaviors and dispositions beyond
academic knowledge
Ø Assessment of these areas often involves observation, peer feedback,
and authentic, project-based tasks
Ø Using multiple affective measures helps build a comprehensive
understanding of student development
Ø These tools support educators in fostering skills critical for personal,
academic, and professional growth
Activity 1. Learning Activities and Applications
1.1 Observation:
Observe a lesson and record evidence of 21st-century skills (e.g.,
collaboration, digital literacy).
1.2 Portfolio Creation:
Create a digital portfolio showcasing your best examples of
collaboration and creativity.
Activity 2. Applied Output

Peer feedback form completed after a group presentation.

Activity 3. Case in Practice

Ms. Gomez implemented peer feedback forms for group projects.

Students became more aware of their teamwork skills and began supporting
each other more effectively.

Activity 4. Reflective Thinking

 How can you assess and encourage skills like teamwork and creativity
in your classroom?

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Unit 4: Communicating Authentic Assessment Results

Unit Objectives

By the end of this unit, you will be able to:

 Communicate assessment results effectively to students, parents, and

colleagues.
 Use portfolios as a medium for sharing student progress.
 Apply various grading and reporting systems appropriately.
A. Effective Communication

Effective communication of assessment results is essential for student

growth and stakeholder engagement. Teachers should use clear,
constructive language and multiple formats (written, oral, digital) to share
progress, strengths, and areas for improvement. Good communication builds
trust and helps students and parents understand learning goals and
achievements.

Examples of Effective Communication:

1. Narrative report cards with specific feedback on strengths and areas

for growth.

2. Parent-teacher conferences to discuss student progress and set goals

collaboratively.

3. Student-led conferences where students present their own work and

reflect on their learning.

4. Email updates to parents about class achievements and important

milestones.

5. Digital gradebooks accessible to students and parents for real-time

progress tracking.

1. What to Communicate

When sharing assessment results, it is important to communicate:

  Student strengths and achievements: Highlight what the student does
well.

 Areas for improvement: Identify specific skills or concepts that need

further development.

 Progress toward learning goals: Show growth over time, not just final
outcomes.

 Next steps: Suggest actionable strategies for continued learning.

 Contextual information: Provide background or explanations for results,

especially if there are changes or concerns.

2. Why Communicate

Communicating assessment results serves several important purposes:

 Supports student learning: Feedback helps students understand their

progress and how to improve.

 Engages parents and guardians: Keeping families informed fosters a

supportive learning environment at home.

 Builds trust and transparency: Open communication reassures

stakeholders that assessment is fair and meaningful.

 Encourages self-reflection: Students who receive clear feedback are

more likely to set goals and take ownership of their learning.

 Facilitates collaboration: Sharing results with colleagues can lead to

better instructional planning and support for students.

3. How to Communicate

Managing Message Quality

 Be clear and specific: Use language that is easy to understand and

avoids jargon.
  Be constructive: Focus on growth and improvement, not just
deficiencies.

 Be balanced: Highlight both strengths and areas for development.

 Be timely: Share results promptly so feedback is relevant and

actionable.

 Be consistent: Use the same standards and criteria for all students.

Managing Interpersonal Dynamics

 Be empathetic: Recognize that assessment results can be sensitive for

students and families.

 Be respectful: Value the perspectives and feelings of students and

parents.

 Be open to dialogue: Encourage questions and discussions about

assessment results.

 Be culturally responsive: Consider cultural backgrounds and

communication preferences.

 Be supportive: Offer encouragement and resources for improvement.

Formats for Communication:

 Written reports: Narrative comments, checklists, and rubrics.

 Conferences: Face-to-face or virtual meetings with students and/or

parents.

 Digital platforms: Online gradebooks, learning management systems,

and email.

 Portfolios: Collections of student work shared during meetings or

electronically.
Things to Remember:
Ø Effective communication of assessment results is key to student
growth and stakeholder engagement
Ø Use clear, constructive, and jargon-free language to explain progress,
strengths, and areas for improvement
Ø Share information through multiple formats: written reports,
conferences, digital platforms, and portfolios
Ø Highlight student strengths and achievements to motivate and build
confidence
Ø Identify specific areas for improvement with actionable next steps
Ø Show progress over time, emphasizing growth, not just final scores
Ø Provide context or explanations, especially for unexpected results or
concerns
Ø Communicate promptly to keep feedback relevant and useful
Ø Maintain consistency and fairness in standards and criteria for all
students
Ø Approach communication with empathy, respect, and cultural
sensitivity
Ø Encourage dialogue, questions, and collaboration with students,
parents, and colleagues
Ø Use communication to build trust, transparency, and a supportive
learning community
Ø Support self-reflection by helping students understand their learning
and set goals
Ø Engage parents and guardians to foster support at home
Ø Utilize student-led conferences to empower learners to take ownership
of their progress
Activity 1. Learning Activities and Applications
1.1 Role-Play:
Practice a parent-teacher conference discussing a student’s
progress, focusing on strengths and areas for growth.
1.2 Student-Led Conference Simulation:
Have students prepare and present a portfolio of their work to
the class or a small group.
Activity 2. Applied Output

A sample narrative report card.

Activity 3. Case in Practice

 Mr. Perez introduced student-led conferences. Students prepared
portfolios and presented their learning to parents. Parents reported feeling
more involved, and students took greater ownership of their progress.

Activity 4. Reflective Thinking

How can you improve communication about assessment in your

classroom or school?

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B. Portfolio as a Communication Medium

Portfolios are collections of student work that demonstrate growth,

achievement, and reflection. They can be physical or digital and may include
written work, projects, self-assessments, and teacher feedback. Portfolios
encourage students to reflect on their learning and provide a comprehensive
picture of progress over time.

Examples

1. Growth portfolios showing improvement in writing skills.

2. Showcase portfolios highlighting best artwork.

3. Digital portfolios with multimedia projects and reflections.

4. Assessment portfolios documenting mastery of learning objectives.

1. Portfolios and Authentic Assessment

Nature and Characteristics

Portfolios are a cornerstone of authentic assessment because they capture

the complexity and richness of student learning over time. Unlike single tests
or assignments, portfolios provide a longitudinal view of a student’s abilities,
efforts, and progress. They are:

 Student-centered: Students select and organize their own work,

fostering ownership and responsibility.

 Reflective: Portfolios often include self-assessments and reflections,

encouraging metacognition and self-awareness.
  Process-oriented: They document not just final products, but drafts,
revisions, and the learning journey.

 Comprehensive: Portfolios can include a variety of work samples—

essays, projects, artwork, videos, and more.

 Collaborative: Teachers, peers, and even parents can contribute

feedback, making assessment a shared process.

Analyzing the Key Components of Portfolios

A well-constructed portfolio typically includes:

 A Table of Contents: Organizes the portfolio and helps users

navigate the contents.
 Work Samples: A range of assignments, projects, and activities
that showcase learning.
 Reflections: Student-written pieces explaining their choices,
growth, and learning experiences.
 Self-Assessments: Checklists or rubrics completed by the student
to evaluate their own work.
 Teacher Feedback: Comments and evaluations from the teacher,
often linked to learning objectives.
 Goal-Setting: Statements of learning goals and progress toward
achieving them.
2. Types and Uses

There are several types of portfolios, each serving different purposes:

 Growth Portfolios:
Document progress and development over time. Useful for showing
improvement in skills such as writing, reading, or problem-solving.

 Showcase Portfolios:
Highlight a student’s best or most accomplished work. Often used for
presentations, competitions, or applications.
  Assessment Portfolios:
Demonstrate mastery of specific learning objectives or standards. Used
for grading, reporting, or certification.

 Process Portfolios:
Focus on the steps taken to complete a project, including drafts,
feedback, and revisions. Emphasize learning as an ongoing process.

Uses of Portfolios:

 Communicating progress to parents and students.

 Supporting student-led conferences.

 Informing instruction and differentiation.

 Documenting achievement for promotion or graduation.

 Encouraging student reflection and goal-setting.

3. ePortfolios

ePortfolios are digital versions of traditional portfolios. They use online

platforms or software to collect, organize, and present student work.
ePortfolios offer several advantages:

 Accessibility: Students, teachers, and parents can access portfolios

anytime, anywhere.

 Multimedia Integration: Students can include videos, audio

recordings, digital art, and interactive projects.

 Collaboration: ePortfolios can facilitate peer feedback and

collaborative projects.

 Organization: Digital tools make it easy to organize, update, and

share work.
  Long-term Storage: Work can be archived and revisited over
multiple years.

Examples of ePortfolio Platforms:

Google Sites, Seesaw, Canva, and other learning management systems.

Best Practices for ePortfolios:

 Set clear guidelines for content and organization.

 Teach students digital literacy and privacy skills.

 Encourage regular reflection and updates.

 Use ePortfolios as part of student-led conferences or presentations.

Things to Remember:
Ø Portfolios collect student work showing growth, achievement, and
reflection over time
Ø Can be physical or digital (ePortfolios) including essays, projects,
multimedia, self-assessments, and teacher feedback
Ø Encourage student ownership by having students select and organize
their work
Ø Reflective nature promotes metacognition and self-awareness
Ø Document the learning process, including drafts, revisions, and final
products
Ø Provide a comprehensive, longitudinal view of student learning beyond
single assessments
Ø Foster collaboration by involving teachers, peers, and parents in
feedback
Ø Key components include Table of Contents, Work Samples, Reflections,
Self-Assessments, Teacher Feedback, and Goal-Setting
Ø Types of portfolios:
 Growth Portfolios: Track skill development over time
 Showcase Portfolios: Highlight best work for presentations or
competitions
 Assessment Portfolios: Demonstrate mastery of learning objectives
 Process Portfolios: Focus on learning steps, drafts, and revisions
Ø Uses of portfolios:
 Communicate progress to students and parents
 Support student-led conferences
 Inform teaching and differentiate instruction
  Document achievement for promotion or graduation
 Encourage student reflection and goal setting
Ø ePortfolios offer added benefits:
 Easy access anytime, anywhere for students, teachers, and parents
 Integrate multimedia like videos, audio, and interactive projects
 Facilitate peer feedback and collaborative work
 Allow for easy organization, updates, and long-term storage
Ø Examples of ePortfolio platforms: Google Sites, Seesaw, Canva, LMS
tools
Ø Best practices for ePortfolios:
 Provide clear guidelines on content and organization
 Teach digital literacy and privacy skills
 Encourage regular reflection and portfolio updates
 Use as tools for student-led conferences and presentations
Activity 1. Learning Activities and Applications
1.1 Portfolio Creation:
Start a portfolio for a student, including goals, artifacts, and
reflections.
1.2 Portfolio Presentation:
Present your portfolio to the class and explain your choices.
1.3 Peer Review:
Review a classmate’s portfolio and provide constructive
feedback.
Activity 2. Applied Output

A digital portfolio with samples of writing, math projects, and science

experiments, each with a reflection.

Activity 3. Case in Practice

 Ms. Lee used digital portfolios for her class. Students enjoyed selecting
work to include and reflecting on their growth. Parents appreciated seeing a
range of work, not just test scores.

Activity 4. Reflective Thinking

How could portfolios benefit your students and their families?

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C. Grading and Reporting

Grading and reporting systems should align with learning goals and
provide meaningful feedback. Grading and reporting are essential
components of assessment that should closely align with learning goals to
provide clear, meaningful feedback. Effective grading systems not only
indicate what students know but also communicate how they are progressing
and identify areas for improvement. Various grading and reporting options
allow educators to tailor feedback to student needs and contexts.

Nature, Purpose, and Rationale for Assigning Grades

Grades serve multiple purposes: they summarize student performance,

motivate learning, guide instructional decisions, and communicate progress
to students, parents, and other stakeholders. Grades should be fair,
transparent, and reflective of students' mastery of learning objectives rather
than just completion of tasks.

Types of Grading Systems

 Letter Grades: Common in many educational settings, these provide
a straightforward summary of achievement (e.g., A, B, C).

 Percentage Grades: Offer precise scoring often used for tests and
quizzes. These can be calculated through averaging (mean scores) or
cumulatively (total points over time).

 Verbal Descriptors: Use words like "Excellent," "Satisfactory," or

"Needs Improvement" to describe performance qualitatively, often
making feedback more personal and actionable.

 Checklists: Track mastery of specific skills or standards, providing

detailed insight into what a student can or cannot do.

 Narrative Reports: Written comments that offer rich, individualized

feedback explaining strengths, progress, and next steps.

 Report Cards: Formal documents that compile grades and teacher

comments, often shared with parents.

 Parent-Teacher Conferences and Other Communications: Direct

conversations or updates (written, oral, digital) that personalize
reporting and encourage collaboration between home and school.

Effective Reporting Practices

Good reporting should:

 Be clear and easy to understand for students and parents

 Reflect progress over time, not just final outcomes

 Highlight strengths as well as areas needing improvement

 Provide actionable suggestions for learning growth

 Use multiple formats to meet diverse communication needs

Examples of Grading and Reporting

  Letter grades assigned for test scores

 Narrative reports describing project work and understanding

 Checklists assessing specific skills like reading fluency or math

operations

 Percentage grades for quizzes and assignments

 Verbal descriptors to evaluate participation or effort

Things to Remember
Ø Grading and reporting must align with learning objectives to be
meaningful and fair
Ø Grades summarize performance but should not be the sole feedback
mechanism
Ø Use a combination of grading formats (letter grades, percentages,
narratives, checklists) to capture different aspects of learning
Ø Narrative reports provide personalized, detailed feedback beyond
numeric or letter grades
Ø Verbal descriptors help communicate nuances in student performance,
especially for non-quantifiable skills
Ø Checklists support skill mastery tracking and can guide targeted
instruction
Ø Report cards and parent-teacher conferences are important tools for
ongoing communication and partnership
 Ø Effective communication of grades supports student motivation and
guides next steps
Ø Be transparent and consistent in grading criteria to build trust and
fairness
Ø Use grades and reports to encourage self-reflection and goal-setting in
students

Activity 1. Learning Activities and Applications

1.1 Report Card Design:
Design a report card template for your class, including narrative
comments.
1.2 Grading Simulation:
Grade sample student work using different systems and discuss
the pros and cons.
Activity 2. Applied Output
 A sample narrative report card.

Activity 3. Case in Practice

A school switched to narrative reports. Parents appreciated the

detailed feedback and teachers found it easier to communicate student
strengths and needs.

Activity 4. Reflective Thinking

What grading and reporting methods best fit your teaching philosophy
and your students’ needs?

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Unit 5: Assessment of One’s Teaching Practice

Unit Objectives

By the end of this unit, you will be able to:

 Use learner attainment data to reflect on and improve teaching.

 Engage in reflective practice through performance evaluation.
 Develop a professional growth plan based on feedback.
Importance, Effect, and Benefits

Importance
Assessing one’s own teaching practice is essential for professional
growth and effective instruction. It ensures that teaching strategies are
responsive to student needs and aligned with learning goals. Reflective
practice fosters a culture of continuous improvement and accountability.

Effect
 When teachers regularly assess and reflect on their practice, they
become more aware of what works and what needs adjustment. This leads to
more targeted instruction, better classroom management, and improved
student outcomes. It also encourages a growth mindset among educators.

Benefits

 Improved Student Learning: Instruction is tailored to address learning

gaps and build on strengths.

 Professional Growth: Teachers identify areas for development and seek

relevant training or support.

 Increased Confidence: Successes are recognized and celebrated,

boosting teacher morale.

 Collaboration: Sharing reflections and data with colleagues fosters a

supportive professional community.

 Accountability: Teachers take ownership of their impact on student

learning.

A. Reflective Practice Using Learner Attainment Data

Reflective practice involves systematically analyzing various forms of

student data to inform and improve teaching. This process is ongoing and
cyclical: teachers collect data, reflect on its meaning, make instructional
adjustments, and observe the results.

1. Learners’ Test Scores

Test scores provide quantitative evidence of student learning. By

reviewing these results, teachers can:

 Identify which concepts or skills students have mastered and which

need reinforcement.
  Recognize patterns, such as consistently low performance on certain
topics.

 Group students for targeted instruction or intervention.

 Set measurable goals for future instruction.

Example:
After a math unit test, a teacher notices that many students struggled
with fractions. She plans additional lessons and practice activities focused on
this area.

2. Learners’ Non-Test Data and Other Information

Non-test data offers a broader perspective on student learning and

classroom dynamics. This includes:

 Attendance records: Frequent absences may signal disengagement or

external challenges.

 Participation logs: Tracking who contributes in class discussions can

reveal confidence levels and engagement.

 Behavioral observations: Noting trends in behavior can highlight

classroom climate or individual needs.

 Student feedback: Surveys or informal conversations provide insights

into how students perceive lessons and teaching methods.

 Work samples: Reviewing assignments, projects, and portfolios shows

growth over time and areas needing support.

Example:
A teacher observes that students who participate more in group
activities tend to perform better on collaborative projects. She incorporates
more group work into her lessons and monitors its impact.
Things to Remember
Ø Assessing your own teaching is vital for professional growth and
improving student learning outcomes.
Ø Reflective practice involves continuously collecting, analyzing, and
responding to learner data.
Ø Use learner attainment data (test scores and non-test data) to identify
strengths and areas needing improvement.
Ø Test scores help pinpoint mastered skills and concepts requiring
reinforcement.
Ø Non-test data (attendance, participation, behavior, feedback, work
samples) provide a fuller picture of student engagement and
classroom dynamics.
Ø Reflecting on data supports targeted instruction, interventions, and
goal-setting.
Ø Regular self-assessment fosters a growth mindset and accountability.
 Ø Developing a professional growth plan based on data and feedback
guides ongoing teacher development.
Ø Collaboration and sharing reflections with colleagues enhance
professional learning communities.
Ø Tracking the effect of instructional adjustments informs future teaching
decisions and promotes continuous improvement.
Ø Effective self-assessment builds teacher confidence and morale by
recognizing successes and challenges.

Activity 1. Learning Activities and Applications

1.1 Data Analysis:
Analyze sample student data and identify instructional
improvements.
1.2 Reflection Journal:
Keep a journal of changes made based on data and their impact.
Activity 2. Applied Output
 Develop an action plan for addressing identified gaps in student
learning.

Activity 3. Case in Practice

Ms. Cruz noticed low scores in reading comprehension. She analyzed

data, identified common errors, and adjusted her instruction. Scores
improved in the next assessment.

Activity 4. Reflective Thinking

How can data inform your teaching and help you grow as an educator?

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B. Reflective Practice Through Performance Evaluation

Performance evaluation includes feedback from students, peers, and

supervisors. Self-assessment and peer observation are valuable tools for
professional growth. Teachers should use feedback to set goals and plan for
ongoing development.

Performance evaluation is a critical component of reflective teaching

practice that involves gathering and analyzing feedback from multiple
sources including students, peers, and supervisors to gain a comprehensive
understanding of one’s teaching effectiveness. This multi-faceted approach
helps teachers identify strengths and areas for improvement, encouraging
continuous professional growth.
 Self-assessment allows teachers to critically reflect on their own
instructional strategies, classroom management, and student engagement.
Peer observations provide an opportunity for constructive feedback and
collaborative learning, enabling teachers to learn from colleagues’
perspectives and best practices. Supervisor evaluations offer an external,
often more formal, appraisal that can guide goal-setting and professional
development priorities.

Examples of Reflective Practices in Performance Evaluation:

 Peer observations using structured feedback forms to highlight
effective strategies and suggest improvements.
 Student surveys to gauge teaching effectiveness from the learner’s
perspective.
 Supervisor evaluations that include actionable recommendations for
professional growth.
 Self-assessment checklists that help teachers identify personal
teaching strengths and challenges.
 Professional development plans crafted based on collected feedback
and self-reflection.

Roles of Evaluators:
1. Students as Evaluators: Provide direct insight into the classroom
experience, engagement, and clarity of instruction.
2. Peers as Evaluators: Offer professional feedback grounded in shared
teaching experiences and pedagogical knowledge.
3. Supervisors as Evaluators: Deliver formal, evaluative feedback aligned
with institutional goals and standards.
Activity 1. Learning Activities and Applications
1.1 Self-Evaluation:
Complete a self-evaluation after teaching a lesson, noting
strengths and areas for growth.
1.2 Professional Development Plan:
Create a plan based on feedback received from fellow students,
peers, or supervisors.
Activity 2. Applied Output
 Student evaluation forms rating lesson clarity and engagement.

Activity 3. Case in Practice

Mr. Dela Cruz used peer feedback to improve his questioning

techniques. Over time, his students became more engaged and discussions
were richer.

Activity 4. Reflective Thinking

How can you use feedback from others to grow as a teacher?

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