Modules Final

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OVERVIEW on the MODULES for The Assessment in Learning I
I. COURSE TITLE: ASSESSMENT IN LEARNING I

II. COURSE OVERVIEW:
Welcome!
Assessment in learning is a process used by teachers and
students as part of instruction that provides feedback to adjust ongoing
teaching and learning to improve students’ achievement of core content.
For you my dear student, Assessment in learning modules will
provide a clear learning targets, examples and models of strong and weak
work, regular descriptive feedback, and the ability to self-assess, monitor
learning, and set goals.
To assist you along this line, five modules have been developed to
support deeper understanding along identified topics important for you as
pre-service teachers. The modules are as follows:
Module 1. Introduction to Educational assessment and recent

Trends
Module 2. Target Setting
Module 3. Designing and Developing Assessments
Module 4. Analysis and Interpretation of Assessment Results
Module 5. Feedbacking and Communicating Assessment results
III. COURSE STUDY GUIDE:

This module was prepared for you, my dear student, to work on
your own. To have the best in working with this module, you are reminded to
follow these simple yet effective guidelines:
1. Manage your time well. A course study schedule is prepared for
you to help you study the modules in this course. The productive
use of your time and energy will help you a lot in finishing the
scheduled activities.
2. Focus your attention. The key element for better understanding
is having the focus on the things to be done.
3. Give your best. Always remember that success will be attained in
everything you do by giving extra effort in the things you are doing.
Giving your best also means observing Honesty in doing the
assigned tasks you are asked to do in this module. Never let
someone do the task for you or copy the work of your classmates.
4. Submit on time. Work diligently. Do not procrastinate. Remember
time is gold. Work immediately on the task at hand in order for
you to follow scheduled time for submission.
5. Be patient, Motivate yourself. Patience equates success. Always
think of the bright future ahead. And to get there, start moving
now.
6. Answer confidently. Study hard, surf the internet, read and read
and read more. The more you know, the more confident you
become.
7. Work independently. You can do it! Your future lies in your own
hands and your own decisions. So, practice working independently,
trust yourself, be independent.
Course Code: EDUC 105

Descriptive Title: Assessment in Learning 1
Professor: . Dr. Jeanno Manzano
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IV. COURSE STUDY SCHEDULE:
To keep you on track for the best use of the modules in Assessment in
Learning I, the study schedule is hereby presented for you to follow:
Week Topic Learning Special Instructions

Activities
Week 1 Read Information Research more information or
and 2 Module 1. Introduction to on the identified details regarding the topics.
Educational Assessment and topics in module Take note of the important
recent Trends 1. points and Write in your
 Basic principles in Notebook for Assessment in
educational assessment Learning 1.
 Importance of
Answer/Perform Work on the intended
assessment
the Intended learning activity / in-text
 Types of assessment
Learning Activity questions and submit to your
 Users of educational
instructor. Place answers in
assessment
an Activity Notebook.
 Concepts on
measurement, testing Answer/research Work on the assignment then
and evaluation /perform the submit to your instructor on
 Types and distinction of Assignment the specified date. Written
tests assignments will be placed in
 High quality assessment an Assignment Notebook.
components Answer Compare answers with the
 Recent trends related to Assessment or answer key from your
educational Self-Check instructor. You must have to
assessments Activity get a perfect score before
proceeding to the next activity,
if not re-read the activity and
have a re-take.
Answer Answer the questions asked
questions in the in the study guide. Write your
Study Guide answers in short bond papers
for compilation.
Week 3 Module 2. Target Setting Read Information Research more information or
to 5  Standard-based on the identified details regarding the topics.
assessment topics in module Take note of the important
 K-12 Assessment 2 points and Write in your
Guidelines Notebook for Assessment in
 Appropriate Targets Learning 1.
 Characteristics of
Objectives
 Learning Domains and
Objectives
 Revised Bloom’s
Taxonomy (Anderson
and Krathwohl, 2001) Answer/research Work on the assignment then
 SOLO Taxonomy (Briggs /perform the submit to your instructor on
and Collins, 1982) Assignment the specified date. Written
 Marzano Taxonomy assignments will be placed in
(Marzano and Kendall, an Assignment Notebook.
2007) Answer Compare answers with the
Assessment or answer key from your

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 ABCD of the Statement Self-Check instructor. You must have to
of objectives Activity get a perfect score before
 Writing Learning proceeding to the next activity,
Objectives if not re-read the activity and
have a re-take.
for compilation.
Week 6 Module 3. Designing and Read Information Research more information or
to 9 Developing Assessments on the identified details regarding the topics.
topics in module Take note of the important
 Types of Teacher-made 3 points and Write in your
Tests Notebook for Assessment in
 Table of Specifications Learning 1.
 Assessment
Development Cycle
 Test Item Formulation
 Item Analysis
 Reliability
 Validity
Answer/research Work on the assignment then
/perform the submit to your instructor on
Assignment the specified date. Written
assignments will be placed in
an Assignment Notebook.
Answer Compare answers with the
Self-Check instructor. You must have to
Activity get a perfect score before
have a re-take.
for compilation.
Week Module 4. Analysis and Read Information Research more information or
10 to Interpretation of assessment on the identified details regarding the topics.
15 results topics in module Take note of the important
 Presentation of 4 points and Write in your
Assessment Results Notebook for Assessment in
a. Textual Learning 1.
b. Tabular
c. Graphical
 Quantitative Analysis
and Interpretation
a. Levels of
measurement Answer/research Work on the assignment then
b. Measures of /perform the submit to your instructor on
Central Assignment the specified date. Written
Tendency assignments will be placed in
c. Measures of an Assignment Notebook.
Variability Answer Compare answers with the
d. Measures of Assessment or answer key from your
relative Self-Check instructor. You must have to
Position Activity get a perfect score before

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have a re-take.
for compilation.
Week Module 5. Feedbacking and Read Information Research more information or
16 to Communicating Assessment on the identified details regarding the topics.
18 Results topics in module Take note of the important
5 points and Write in your
 Qualitative Evaluation Notebook for Assessment in
 Constructive Learning 1.
Feedbacking
 Self-assessment
 Peer Evaluation
Answer/research Work on the assignment then
/perform the submit to your instructor on
Assignment the specified date. Written
assignments will be placed in
an Assignment Notebook.
Answer Compare answers with the
Self-Check instructor. You must have to
Activity get a perfect score before
have a re-take.
for compilation.
V. COURSE EVALUATION:
To pass the course, you must:
1. Submit all course requirements to include the following:
a. Activity Notebook with answers of the in-text questions
given in the five modules;
b. Assignment Notebook or Assignment Outputs
c. Evaluation Activities (checklist or self-test)
d. Compilation of Answers to the Study Guide for the five
modules.
2. Pass all examinations:
a. Quizzes
b. Midterm examination
c. Final examination

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VI. HOW TO USE THIS MODULE:

Welcome!
The Module, “Assessment in Learning 1”, is a course which comprises the

knowledge, skills and attitudes required for a future educator. Kindly refer to the
FLOWCHART given in the next page for your guide on how to use the module.
DO NOT WRITE ANYTHING ON THIS MODULE.

All answers to study guide, activities,
assignments, exercises and tests should be
written on a SEPARATE SHEET.
There are a number of symbols in this module to guide you as you study:
This tells you to take note of or to remember an important point.
This tells you there is an Intended Learning Activity for you to accomplish.
This tells you there is an assignment or research activity to be undertaken.
This tells you there is an Assessment or Self-Test.
This tells you the summary of the module.
This tells you of the study guide for you to work upon.

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FLOWCHART ON HOW TO USE THE MODULE
STEP 1
Obtain module from your instructor and

answer the pre-test
STEP 2
Study and work at the module at your own

(or with a group as the case may be)
STEP 3
After finishing the module, inform your

instructor and obtain the posttest booklet
STEP 4
Complete the posttest in the classroom STEP 6
If you did not pass the posttest, re-

study the module with emphasis on
those questions not passed
STEP 5
Give the completed posttest to your

instructor for evaluation
STEP 6
If you past the posttest, proceed to

the next module
Welcome to MODULE 1:
Introduction to Educational Assessment and Recent Trends
WHAT IS THE MODULE ALL ABOUT?

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This module is designed for you who are enrolled in Assessment for
Learning 1. This is the first of a series of modules that will help and assist
you become an expert pre-service educator.
YOU WILL STUDY THE FOLLOWING TOPICS IN THIS MODULE:
1. Basic principles in educational assessment
2. Importance of assessment
3. Types of assessment
4. Users of educational assessment
5. Concepts on measurement, testing and evaluation
6. Types and distinction of tests
7. High quality assessment components
8. Recent trends related to educational assessments
INTENDED LEARNING OUTCOMES:

After studying and working with this module, you must be able to:
1. explain the basic concepts and principles in educational
assessment;
2. discuss the role of assessment in making instructional decision to
improve teaching and learning;
3. reflect / analyze the nature, purposes, relevance, roles, types and
approaches of assessment;
4. cite and explain the recent trends related to educational
assessments;
5. reflect on and discuss the application and implications of
assessment to teaching and learning.
Let us now proceed with the module, remember our study guide and
follow our study schedule.
BASIC PRINCIPLES IN EDUCATIONAL ASSESSMENT
What is assessment?
 Derived from the Latin word “assidere” which means “to sit beside” (Wiggins,
1993).
 The process of gathering evidence of student’s performance over a period of
time to determine learning and mastery of skills.
 According to Linn and Miller (2005) assessment is any of a variety of
procedure used to obtain information about student performance
 It refers to the full range of information gathered and synthesized by
teachers about their students and their classrooms (Arends, 1994).
 It is a method of analyzing and evaluating student achievement or program
 The overall goal of assessment is to improve student learning and provide
students, parents and teachers with reliable information regarding student
progress and extent of attainment of the expected learning outcomes.
IMPORTANCE OF ASSESSMENT
 To find out what the students know (knowledge)
 To find out what the students can do, and how well they can do it (skill;
performance)

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 To find out how students go about the task of doing their work (process)
 To find out how students feel about their work (motivation, effort)
APPROACHES TO ASSESSMENT
 Assessment FOR learning is referred to as formative assessment,
assessment that is given during learning process. Assessment FOR learning
is the use of a task or an activity for the purpose of determining student
progress during a unit or block of instruction.
 Assessment OF learning usually given at the end of a unit, grading period
or a term; it is meant to assess learning. It is referred to as Summative
assessment
 Assessment AS learning is associated with self and peer assessment,
students get to assess their own work with the use of scoring rubrics or their
own targets. These tasks offer students the chance to set their own personal
goals and advocate for their own learning.
USERS OF EDUCATIONAL ASSESSMENT

Assessment is needed for continued improvement and accountability in all
aspects of the education system. In order to make assessment work students,
teachers and other players in the educational system should have an
understanding of what assessment provides and how it is used.
1. Students
2. Teachers
3. Parents
4. Administrators and Program Staff
5. Policy Makers
“Education is concerned with changes in human beings...known to us only by the

products produced from it – things made, words spoken, acts performed, and the like
…. to measure (the) product well means so to define its amount, that competent
persons will know how large it is, with some precision, and this knowledge may be
conveniently recorded and used” (Edward L. Thorndike)
Activity # 1.
1. Create a concept map on the approaches to assessment.
Assignment # 1.
1. Discuss how educational assessment are being utilized by the listed users.
2. As a student, how do the different types of assessment affect you? Which do you
think must be given the greater weight and emphasis?
3. Research on the nature, purposes, relevance and roles of educational assessments?
COMMON TERMINOLOGIES
Measurement
 A quantitative description of an object’s characteristic or attribute.

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 It is a process of assigning numerals to objects, quantities or events in
order to give quantitative meaning to such qualities.
 It is the process of determining or describing the attributes or
characteristics of physical objects generally in terms of quantity.
 Measurement can be objective (as in testing) or subjective (as in
perceptions).
Testing
 A formal, systematic procedure for gathering information. (Russell and
Airasian, 2012)
 A tool comprised of a set of questions administered during a fixed
period of time under comparable conditions for all students. (miller,
Linn & Gronlund, 2009)
 Educational tests may be used to measure the learning progress of a
student which is formative in purpose, or comprehensive covering a
more extended time frame which is summative.
 Tests are traditional and are the most dominant form of assessment.
Evaluation
 It is the process of judging the quality of a performance or course of
action (Russell and Airasian, 2012)
 Adds the ingredient of value judgment to assessment. It is concerned
with the application of its findings and implies some judgement of the
effectiveness, social utility or desirability of a product, process or
progress in terms of carefully defined and agreed upon objectives or
values.
 Includes recommendations for constructive action, thus, evaluation is
a qualitative measure of the prevailing situation and calls for evidence
of effectiveness, suitability or goodness of the program
 The end result of evaluation is to adopt, reject or revise what has been
evaluated.
 Evaluations are often divided into two broad categories: Formative
and Summative.
TYPES AND DISTINCTION OF TESTS

TYPES KINDS DESCRIPTION
According to 1. Oral test - answers are spoken
Mode of - can be used to measure oral communication skills.
Response - may be used to check students’ understanding of
concepts, theories and procedures.
2. Written test - activities where students either select or provide a
response to a prompt.
- among the forms are alternative response
(true/false), multiple choice, matching, short answer,
essays, completion and identification.
- it can be administered to a large group at one time
- it can measure students’ written skills
- it can be used to assess lower and higher order
levels of cognition provided that questions are

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phrased appropriately
3. Performance - activities that require students to demonstrate skills
tests / or ability to perform specific actions
performance - include performance-based activity, inquiry tasks,
assessment demonstration tasks, exhibits, presentation tasks,
capstone performances.
- the tasks are designed to be authentic, meaningful,
in-depth and multidimensional, however, cost and
efficiency are some of the drawbacks.
According to 1. objective test - can be corrected and quantified quite easily
Ease of - Scores can be readily compared
Quantification - the test items have a single or specific convergent
Response response
- includes alternative response, multiple choice,
completion, matching items
2. subjective - elicits varied responses

test - a test question of this type may have more than one
answer
- includes restricted and extended-response essays.
- it is not easy to check because of the liberty of
students to write their answers to a test question
- answers to this type of tests are usually divergent
- scores are likely to be influenced by personal
opinion or judgement by the person doing the scoring
According to 1. individual - is given to one person at a time
Mode of test - can help identify intellectually gifted students
Administratio - can also pinpoint those with learning disabilities
n (LDs)
- can aid in identifying learners who are struggling in
reading (dyslexia); math (dyscalculia); writing
(dysgraphia); motor skills (dyspraxia); language
(dysphasia) or visual or auditory processing.
2. group test - administered to a class of students or group of
examinees simultaneously.
- test is usually objective and responses are more or
less restricted
- does not lend itself for in-depth observations of
individual students
- there is less opportunity to establish rapport or help
students maintain interest in the test
According to 1. standardized - prepared by specialists who are versed in the
Test test principles of assessment
Constructor - administered to a large group of students or
examiners under similar conditions
- scoring procedures and interpretations are
consistent
- manuals and guides are available to aid in the
administration and interpretation of results
- because of high validity and reliability, they can be
used for a long period of time provided they are used
for whatever they were intended for
- commonly, standardized test consists of multiple-

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choice items used to distinguish between students
2. non- - prepared by teachers who may not be adept at the
standardized principles of test construction
test - usually administered to one or a few classes to
measure subject or course achievement
- one or several test formats are used, hence items
may not be entirely objective
- scores are not subjected to any statistical procedure
to determine reliability
- It is not intended to be used repeatedly for a long
time
- there are no established standards for scoring and
interpreting results
According to 1. Tests that - are evaluative instruments that measure a student’s
Mode of yield norm- performance in relation to the performance of a group
Interpreting referenced on the same test. Comparisons are made and the
Results interpretations student’s relative position is determined.
- examples are teacher made survey tests and
interest inventories
- standardized achievement tests also fall under this
type
2. tests that - describe each student’s performance against an
allow criterion- agreed upon or pre-established criterion or level of
referenced performance. The criterion is not actually a cut-off
interpretation score but rather the domain of subject matter – the
range of well-defined instructional objectives or
outcomes.
According to 1. Personality - developed in 1920s, initially intended to aid in the
nature of tests selection of personnel in the armed forces
answer - it has no right or wrong answer, but it measures
one’s personality and behavior style
- it is used in recruitment as it aids employers in
determining how a potential employee will respond to
various work-related activities
- it is used in career guidance, in individual and
relationship counselling and in diagnosing
personality disorders
- in schools, it determines personality strengths and
weaknesses
2. achievement - measure students’ learning as a result of
tests instruction and training experiences
- when used summatively, they serve as basis for
promotion to the next grade
3. aptitude test - determines a students’ potential to learn and do
new tasks
- a career aptitude test aids in choosing the best line
of work for an individual based on his/her skills and
interests
4. intelligence - measure learner’s innate intelligence or mental

tests ability
- the first modern intelligence test was published in
1905 by Alfred Binet and Theodore Simon

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- contain items on verbal comprehension,
quantitative and abstract reasoning, among others, in
accordance with some recognized theory of
intelligence
- intelligence test taps into the three independent
aspects of intelligence: analytic, practical and creative
5. Sociometric - Measures interpersonal relationships in a social
test group
- introduce in the 1930s, the test allows learners to
express their preferences in terms of likes and
dislikes for other members of the group
- it includes peer nomination, peer rating and
sociometric rankings of social acceptance
6. trade or - assesses an individual’s knowledge, skills and
vocational test competence in a particular occupation
- a trade test may consist of a theory and a practical
test. Upon successful completion of the test, the
individual is given certification for qualification
- trade test can likewise be used to determine the
fruitfulness of training programs
FUNCTIONS OF TESTING
A. Instructional Functions
1. Tests facilitate the clarification of meaningful learning objectives.
2. Tests provide a means of feedback to the instructor and the student.
3. Tests can motivate learning.
4. Tests can facilitate learning.
5. Tests are useful means of overlearning.
B. Administrative Functions
1. Tests provide a mechanism of quality control.
2. Tests facilitate better classification and placement decisions.
3. Tests can increase the quality of selection decisions.
4. Tests can be a useful means of accreditation, mastery or
certification.
C. Research and Evaluation Function

1. Tests are useful for program evaluation and research.
D. Guidance Functions
1. Tests can be of value in diagnosing an individual’s special aptitudes
and abilities.
Assessment is an essential and powerful tool in the teaching and learning

process. Moreover, it is a process of obtaining data with which we could measure
student competence and learning outcomes. The process begins with the
identification of the specific target goals before collecting and interpreting the
information. Classifying and synthesizing of the gathered data are possible
through the use of different assessment techniques.

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Activity # 2.
1. Using a Venn Diagram, present and discuss the relationship of
measurement, test and evaluation
2. Make at least three (3) memes each for formative and summative
evaluations. Give explanations for each meme.
Assignment # 2.
1. With suitable examples, Compare and contrast formative and summative
evaluations.
2. Distinguish between Assessment, Measurement and Evaluation.
3. Distinguish between objective and subjective type of measurement.
4. Surf the internet for other types and kinds of test and provide explanations
and examples of each.
5. Discuss the enumerated functions of testing by providing examples for
each item.
Assessment/Self-Check 1:
Inform/notify your instructor/professor that you are ready to take the
assessment or self-check activity through the group chat created for this class.
Instructions and the test/assessment questions will be provided to you upon receipt of
the notification.
Did you do well? Go on to the

next topic if you did. If not, re-
read this unit, giving emphasis to
the lessons you did not fully
understand.
HIGH QUALITY ASSESSMENT COMPONENTS
What is high-quality classroom assessment?

Classroom assessment consists of determining purpose and learning targets,
systematically obtaining information from students, interpreting the information
collected, and using the information (Mcmillan, 1997). Clarifying the term would
mean to gather, interpret and use information to aid teachers in decision-making
tasks. In other words, assessment is an umbrella concept that encompasses
different teaching strategies and uses.
According to McMillan (1997, cited in Azarcon & Abanador, 2009), high
quality classroom assessment involves criteria that concern themselves with how
assessment influences learning. It provides fair and credible reporting of how
student achievement information, which is the primary determinant of quality,
impacts students. Thus, the focus is placed on the use, consequences and what the
assessments get students to do, rather than on a detailed inspection of the test
itself.

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The following are the criteria for ensuring high-quality classroom
assessments:
1. Clear and appropriate learning targets or instructional objectives.
Teachers should always remember that a learning target should include both
what students should know and can do, and the criteria for judging student
performance. The one who is assessing should determine if the targets are at
the right level of difficulty to motivate students, if there is adequate balance
with different types of targets and if the targets are consistent with the
overall goals and the goals of the school. Also, it must be emphasized that
the targets should be comprehensive, covering all major dimensions that
require change and feedback. Moreover, the criteria for judging performance
should be clear.
2. Appropriateness of assessment methods. Different assessment methods

can be introduced in the teaching-learning process. However, what is
important is to determine whether these are appropriate or not. Thus, one of
the first task of a teacher, once targets have been identified, is to match
them with certain methods that are more likely to provide quality
assessments.
3. Validity. Validity is defined as the quality of a test. It should measure what

it is intended to measure in which the emphasis is on the test. Classroom
assessment is a process that includes gathering, interpreting and using
information. Validity in this concept is a characteristic that refers to the
appropriateness of the inferences, uses and consequences that result from
the test or other methods of gathering information. Validity of interpretation,
inference, or use of the results focuses on the result in which the instrument
is used.
4. Reliability. It should be noted that a test is reliable when it consistently

achieves the same results with the same (or similar) cohort of students. But
here, reliability is concerned with consistency, stability and dependability of
the results. In other words, a reliable result is one that shows similar
performance at different times or under different conditions. The observed
score is a product of the true or real ability or skill plus some degree of error.
5. Fairness / Objectivity. The teacher should not be subjective in dealing with

students and in giving grades. Fair assessments are unbiased and
nondiscriminatory. It means that they are not influenced by irrelevant or
subjective factors. That is, neither the assessment task nor the scoring is
differentially affected by race, gender, background, handicapping conditions,
or other factors unrelated to what is being assessed.
6. Positive consequences. The nature of classroom assessments has

important consequences for teaching and learning. Assessment should affect
student motivation. The crucial task of motivating students despite their
enormity lies in the hands of teachers. Students should be more or less
likely to be meaningfully involved. Motivation must be both intrinsic and
extrinsic. As such, assessments should affect what and how students’ study.
Results of assessments should provide students with individualized
feedback. High-quality assessments have consequences that will be positive
for both teachers and students.

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7. Practicality and efficiency. From the three qualities of a good test, validity,
reliability and usability, the latter is the counterpart of practicality and
efficiency. The only difference is that in usability, the factors involved are
time, money and effort. It is very important to balance these aspects of
assessment with other criteria earlier mentioned. Time is very precious with
teachers. It may be best to think of other forms of assessment tool if the one
being used takes away too much time from instruction or energy needed for
other activities. Other factors to consider include familiarity with the method
of assessment, the time required of students to complete the assessments,
the complexity of administering the assessment, the ease of scoring, the ease
of interpretation and the cost.
To set up a useful assessment system, we must begin with a clear notion of what to
measure, how to measure and why we want to measure in the first place. Only then it
will be possible for us to devise the best possible way to capture the attributes so as to
fulfill our purposes and needs.
Activity # 3.
In a concept map, present the criteria for ensuring high quality classroom assessment.
Assignment # 3.
1. Research on the importance, roles or functions of the different criteria for ensuring
high-quality classroom assessments.
2. What is motivation?
3. Compare and contrast intrinsic vs. extrinsic motivation.
4. List twenty (20) terminologies related to high-quality classroom assessment and
define each.
Assessment/Self-Check 2:
Inform/notify your instructor/professor that you are ready to take the assessment or
self-check activity through the group chat created for this class. Instructions and the
test/assessment questions will be provided to you upon receipt of the notification
Did you do well?

Go on to the next lesson if you
did.
RECENT TRENDS AND FOCUS
Characteristics of the 21st Century Assessment

These eight characteristics of the 21 st century assessments are essential
guide for the preparation of assessment activities by educators. It is necessary to
refer to these characteristics to ensure that the learners are being assessed towards
the skills and demands of the 21st century.

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1. Responsive
2. Flexible
3. Integrated
4. Informative
5. Multiple methods
6. Communicated
7. Technically sound
8. Systemic
Assignment # 4.
Research for the meaning, impact, importance/roles of the eight characteristics of the
21st Century assessment.
Standards-based Education
Standards-based learning greatly benefits students by changing the conversation

from “What is my grade?” to “What do I know?” This seemingly subtle difference
leads to not-so-subtle shifts in how educators approach learning and address
student levels of understanding.
When focused on what students actually know and don’t know, teachers and
stakeholders realize the need to identify deficiencies in a student’s learning, using
these insights to adjust instruction. Students can work to achieve mastery prior to
moving on to more complicated skills and concepts. Progression is now based on
understanding and readiness, rather than by some other schedule disconnected
from the student’s needs.
More than just a tactic, the standards-based model supports the growth mindset
behind authentic, life-long learning.
Outcomes-based Education
Characteristics of OBE:
 It is student-centered, i.e., places the students at the center of the process
by focusing on Student Learning Outcomes (SLO)
 It is faculty-driven, i.e., it encourages faculty responsibility for teaching,
assessing program outcomes and motivating participation from students;
 It is meaningful, i.e., it provides data to guide the teacher in making valid
and continuing improvement in instruction and assessment activities
The Outcomes of Education:
 Immediate outcomes – are competencies skills acquired upon completion of
an instruction, a subject, a grade level, a segment of the program or of the
program itself. These are referred to as instructional outcomes.
 Deferred outcomes refer to the ability to apply cognitive, psychomotor and
affective skills/competencies in various situations many years after
completion of a degree program. These are referred to as institutional
outcomes
 Institutional outcomes are statements of what the graduates of an
educational institution are supposed to be able to do beyond graduation.

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 Program outcomes are what graduates of particular educational programs
or degree are able to do at the completion of the degree or program.
 Course or subject outcomes are what students should be able to
demonstrate at the end of a course or subject.
 Learning or instructional outcome are what students should be able to do
after a lesson or instruction.
Twenty-first century skills must be built on the core literacy and numeracy that all
students must master. Students need to think critically and creatively, communicate
and collaborate immediately, and work globally to be productive, accountable citizens
and leaders. These skills to be honed must be assessed, not just simply to get
numerical results but more so, to take the results of assessment as guide to take further
action.
Activity # 4.
1. Create a mind map on the 21st century assessment focusing on the main
characteristics and the sub-points of each characteristics.
2. Using a webbing graphic organizer, present the different outcomes of education.
Assessment/Self-check 3:
Inform/notify your instructor/professor that you are ready to take the assessment
or self-check activity through the group chat created for this class. Instructions and the
test/assessment questions will be provided to you upon receipt of the notification.
Did you do well?

If you did, read the summary for the lessons
learned in this module, then answer the
study guide. And get ready for the post-test.
If not, re-read this section
Now, let us summarize what we have learned in this module
 Assessment is the process of organizing measurement data into

interpretable forms.
 The importance of assessment includes:
- To find out what the students know (knowledge)
- To find out what the students can do, and how well they can do it
(skill; performance)

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- To find out how students go about the task of doing their work
(process)
- To find out how students feel about their work (motivation, effort)
 Assessment FOR learning is referred to as FORmative assessment,
assessment that is given during learning process. Assessment FOR learning
is the use of a task or an activity for the purpose of determining student
progress during a unit or block of instruction
 Assessment OF learning usually given at the end of a unit, grading
period or a term; it is meant to assess learning. It is referred to as
Summative assessment
 Assessment AS learning is associated with self and peer assessment,
students get to assess their own work with the use of scoring rubrics
or their own targets. These tasks offer students the chance to set their
own personal goals and advocate for their own learning.
 Measurement is seen as a process of assigning numbers to objects,
quantities or events in other to give quantitative meanings to such
qualities.
 Evaluation is the estimation of the worth of a thing, process or
programs in order to
 Evaluation could be formative or summative. The two serve different
purposes in the classroom.
 A number of factors such as sampling techniques, organization,
objectivity and others must be considered for successful evaluation.
 Testing is a tool comprised of a set of questions administered during a
fixed period of time under comparable conditions for all students.
(miller, Linn & Gronlund, 2009).
 Functions of testing focuses on instructional; administrative; research
and evaluation and guidance
 The types of tests are grouped according to:
a. Mode of Response (Oral test; Written test; Performance tests /
performance assessment)
b. Ease of Quantification Response (objective test; subjective test)
c. Mode of Administration (individual test; group test)
d. Test Constructor (standardized test; non-standardized test)
e. Mode of Interpreting Results (Tests that yield norm-referenced
interpretations; tests that allow criterion-referenced interpretation)
f. Nature of answer (Personality tests; achievement tests; aptitude test;
intelligence tests; Sociometric test; trade or vocational test)
 High-quality assessment is focused on the use, consequences and
what the assessments get students to do, rather than on a detailed
inspection of the test itself.
 Criteria for ensuring high quality assessment include: Clear and
appropriate learning targets or instructional objectives;
Appropriateness of assessment methods; Validity; Reliability; Fairness
/ Objectivity; Positive consequences; Practicality and efficiency.
 The three qualities of a good test, validity, reliability and usability, the
latter is the counterpart of practicality and efficiency.

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 The eight characteristics of 21 st century assessments are: Responsive;
Flexible; Integrated; Informative; Multiple methods; Communicated;
Technically sound and Systemic.
 The characteristics of outcomes-based education include:
- It is student-centered, i.e., places the students at the center of the
process by focusing on Student Learning Outcomes (SLO)
- It is faculty-driven, i.e., it encourages faculty responsibility for teaching,
assessing program outcomes and motivating participation from students;
- It is meaningful, i.e., it provides data to guide the teacher in making valid
and continuing improvement in instruction and assessment activities
 The outcomes of education include: Immediate outcomes; Deferred
outcomes; Institutional outcomes; Program outcomes; Course or
subject outcomes; Learning or instructional outcomes.
STUDY GUIDE:
Answer what is asked in the following. Place your answers in short bond papers for
compilation.
1. Define educational assessment. Give the importance and role of
assessment in the educational process.
2. What are the types of assessment? Define each.
3. Enumerate and describe at least five assessment activities conducted
in each of the type of assessment.
4. Why is understanding of what assessment provides and how it is used
important to the following: students, teachers, parents, administrators
and policy makers.
5. Define measurement. Give its importance and functions in
educational process.
6. Define testing; tests. Enumerate and discuss the types and distinction
of tests.
7. Give the functions of testing.
8. What is high-quality classroom assessment?
9. Enumerate the criteria for ensuring high-quality classroom
assessments and discuss each.
10. What are the recent trends in educational assessment? Discuss
each.
I hope you are ready to do the next

module.
But before that, complete the post-test in
the classroom and submit to your
instructor for evaluation.
 Congratulations for completing Module 1. Please proceed to Module 2 for you to

understand learning outcomes and target setting.
 Don’t hesitate to send questions related to this module @ amdbarroga@ispsc.edu.ph or at the
group chat made for this class

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REFERENCES:
o Azarcon, R.O. & Abanador P.D. (2009). High-Quality Classroom
Assessment Methods. TCS-Publishing House, Bulacan, Philippines
o Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of
Learning 2. AdriaPO0na Publishing Co. Inc. Quezon City, Philippines
o De Guzman, E.S. & Adamos, J.L., (2015) Assessment of Learning 1.
Adriana Publishing Co. Inc. Quezon City , Philippines
o Navarro, R.L., Santos, R.G., Corpuz, B.B. (2017) Assessment of
Learning 1, 2nd Ed, Lorimar Publishing, Inc., Quezon City,
Philippines
o Navarro, R.L., Santos, R.G., Corpuz, B.B. (2019) Assessment of
Learning 1, 2nd Ed, Lorimar Publishing, Inc., Quezon City,
Philippines
o Dobson, Graeme. (October 2003). A guide to Writing Competency-
Based Training Materials, National Volunter Skills Center, Retrieved
(January 10, 2019) from https://www.k4health.org.default.files
o Gagne, Robert. Conditions of Learning, Retrieved (January 2019) from
https://www.instructionaldesign.org.
o Onlinelibrary.wiley.com/doi/io.
o Edongami.wikispaces.com
o http://www.eduteka.org/TaxonomiaBloomDigital.php
o Dixson, D.D. & Worrell, F.C. (2016) Formative and Summative
assessment in the classroom. Theory into practice. Available online:
https://doi.org/10.1080/00405841.2016.1148989
o K12 Academics (2019) Education Assessment and evaluation.
Retrieved from https://www.k12academic.com/education-
assessment-evaluation
o McTighe, J., & Ferrara, S. (1998). Assessing Learning in the
Classroom. Student Assessment Series. NEA Professional Library,
Distribution Center, PO Box 2035, Anna Polis Junction. Available
online: https://files.eric.ed.gove/fulltext/ED429989.pdf

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Target Setting
This module is designed for you who are enrolled in Assessment for Learning 1. This is the
second of a series of modules that will help and assist you become an expert pre-service educator.
1. Standard-based assessment
2. K-12 Assessment Guidelines
3. Characteristics of Objectives
4. Learning Domains and Objectives
5. Revised Bloom’s Taxonomy (Anderson and Krathwohl, 2001)
6. SOLO Taxonomy (Briggs and Collins, 1982)
7. Marzano Taxonomy (Marzano and Kendall, 2007)
8. Principles of Good Practices in assessing Outcomes
1. Elucidate and reflect on the Taxonomy of Learning;

2. Discuss the Bloom’s Taxonomy in association with Anderson’s and Krathwohl’s
taxonomy;
3. Compare and contrast the taxonomies of learning;
4. Formulate appropriate learning objectives that are constructively aligned with national
standards
Are you now ready with the module? Remember our study guide and follow our
study schedule.
STANDARDS-BASED ASSESSMENT
Constructive Alignment
Constructive alignment is a principle used for devising teaching and learning activities, and
assessment tasks, that directly address the intended learning outcomes in a way not typically
achieved in traditional lectures, tutorial classes and examinations.

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K-12 Assessment Guidelines
Classroom Assessment is an integral part of curriculum implementation. It allows the teachers to

track and measure learners’ progress and to adjust instruction accordingly. Classroom
assessment informs the learners, as well as their parents and guardians, of their progress.
DepEd Order No. 8, s. 2015 released in April 1, 2015 stipulates the Policy Guidelines in Classroom
Assessment for the K to 12 Basic Education Program. The following link will lead you to this DepEd
Order: https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
1. Discuss the main message of constructive assessment as illustrated in Figure 1.

2. Download DepEd Order No. 8, s. 2015 from the stated link. Make an interpretation and
summary of the said policy guidelines.
CHARACTERISTICS OF GOOD LEARNING OUTCOME / OBJECTIVES:
Note: Watch the video clip uploaded in your email or the group chat for this class. Answer
the following after viewing the video clip:
1. Enumerate and discuss:

a. The SMART characteristics of a good learning objective/outcomes.
b. The ABCD or Steps of the statements of objectives/outcomes
2. Write ten learning objectives following the SMART requirements using the Bloom’s
Taxonomy. Provide an explanation why each listed objective follows the SMART
requirements.
3. Enumerate the weasel words that should be avoided and give the reason why these
should be avoided in learning objective construction.
Make your own video clip or power point presentation about Writing Learning
Objectives /Outcomes.
LEARNING DOMAINS AND OBJECTIVES
The Three Types of Learning. Believing that there was more than one type of learning, Benjamin
Bloom and a committee of colleagues in 1956, identified three domains of educational activities; the

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cognitive, referring to mental skills; affective referring to growth in feelings or emotion; and
psychomotor, referring to manual or physical skills. These terms were regarded as too technical by
practicing teachers and so the domains were translated to simpler terms commonly used by
teachers: knowledge, skills and attitudes (KSA). These domains are organized into categories or
levels and arranged in hierarchical order from the simplest behavior to the most complex behavior.
To ensure that the learning outcomes are measurable, demonstrable and verifiable, the outcomes
should be stated as concrete and active verbs. In mid-nineties, a former student of Bloom, Lorin
Anderson, reviewed the cognitive domain of objectives and effected some changes. The two most
prominent of these are (a) changing the names in the six subdivisions from noun to verb and (b)
slightly re-arranging the order.
Cognitive Domain
Revised Bloom’s Taxonomy (Anderson and Krathwohl, 2001)

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Research for the Bloom’s Taxonomy. Make a comparison between the revised Bloom’s
Taxonomy and the original Bloom’s Taxonomy by providing or tracing how Anderson
revised the taxonomy.
Four Categories / Levels of Knowledge:
1. Factual Knowledge. This refers to essential facts, terminology, details or elements students
must know or be familiar with in order to understand a discipline or solve a problem in it.
2. Conceptual Knowledge. This refers to the interrelationship of facts. It is facts put together
within a larger structure that enable them to function together. It is knowledge of
classifications, principles, generalizations, theories, models or structures pertinent to a
particular disciplinary area.
3. Procedural Knowledge. This is knowing how to do something. It refers to information or

knowledge that helps students to do something specific to a discipline, subject or area of
study. It includes knowledge of methods of inquiry, criteria for using skills, algorithms,
techniques and methods.
4. Metacognitive Knowledge. This is knowing what you know. This is thinking about your own
thinking in a purposeful way. It is awareness and knowledge of one’s own cognition. It is a
reflective knowledge about how to go about solving problems and cognitive task. It includes
contextual and conditional knowledge and knowledge of self.

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Psychomotor Domain
In the early seventies, E. Simpson, Dave and A.S. Harrow recommended categories for the
Psychomotor Domain which included physical coordination, movement and use of the motor skills
body parts. Development of these skills requires constant practice in accuracy and speed. Simpson
contributed seven categories (Perception/awareness, Set, Guided Response, Mechanism – basic
proficiency, Complex Overt Response – expert, Adaptation, Origination. Dave provided five
categories (imitation, manipulation, precision, articulation, naturalization). And Harrow six
categories (Reflex Movements, Fundamental movements, Perceptual abilities, Physical abilities –
fitness, skilled movements, nondiscursive communication).
These contributions from Simpson, Dave and Harrow have been re-organized and simplified
into four categories or levels shown below.
Fine tuning the skill and making minor adjustments to attain

ada perfection
ptin
g Performing a specific activity repeatedly
practicing
imitating Attempt to copy a physical behavior
observing Active mental attention to a physical activity
Affective Domain
-refers to the way in which we deal with situations emotionally such as feelings, appreciation,
enthusiasm, motivation, values and attitude.

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Practicing value system that control’s one behavior, exhibiting

behavior that is considered pervasive, predictable and characteristics
of the person. In some source, internalizing is equated to
characterization
Intern
alizing Arranging values into priorities, creating a unique value system
by comparing, relating and synthesizing values
organizing
values
Showing willingness to be perceived as valuing or favoring
Valuing certain ideas
Responding Showing commitment to respond in some measure to the

idea or phenomenon
Receiving Being aware or sensitive to something and being willing

to listen and pay attention
In a column form, list the categories/levels of each domain of learning on the first column and give
the definition of each; list outcome verbs to be used for each category/level in the second column; and
write one learning outcome statement for each category/level in the third column.
OTHER TAXONOMIES
Marzano Taxonomy (Marzano and Kendall, 2007)
Kendall and Marzano instead of categorizing learning activities which Bloom and Anderson did,
reframed the three domains of knowledge (information, mental procedures and psychomotor
procedures) by describing six levels of processing knowledge. The first four levels of processing are
cognitive, beginning with the lowest (retrieval) then moving upward with increasing cognitive
complexity – comprehension, analysis and knowledge utilization. The fifth level of processing, the
metacognitive system, involves the learner’s specification of learning goals, monitoring of the
learner’s own learning process, clarity and accuracy of the learner’s learning. The highest level of
knowledge processing self-system, involves the learner’s examination of the importance oof learning

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task and his/her self-efficacy. It also involves the learner’s examining his/her emotional response and
his/her motivation of learning.
SOLO Taxonomy (Briggs and Collis, 1982)
The structure of observed learning outcome (SOLO) taxonomy is a model that describes level of
increasing complexity in student understanding of subject. It encourages students to think about
where they are currently with their learning and what they need to do in order to progress. SOLO
taxonomy provides a simple and robust way to describe how learning outcomes grow in complexity
from surface to deep understanding.
Surf the internet for more comprehensive discussion about these other taxonomies of
learning. List other features you have discovered regarding these taxonomies.
PRINCIPLES OF GOOD PRACTICES IN ASSESSING OUTCOMES
Outcomes assessment is the process of gathering information on whether the instruction, services
and activities that the program provide are producing the desired student learning outcomes.

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1. The assessment of the students learning starts with the institution’s mission and core values.
There should be a clear statement on the kinds of learning that the institution values most
for its students.
2. Assessment works best when the program has clear statement of objectives aligned with the
institutional mission and core values.
3. Outcomes-based assessment focuses on the student activities that will still be relevant after
formal schooling concludes.
4. Assessment requires attention not only to outcomes but also and equally to the activities
and experiences that lead to the attainment of learning outcomes.
5. Assessment works best when it is continuous, ongoing and not episodic. Assessment should
be cumulative because improvement is best achieved through a linked series of activities
done over time in an instructional cycle.
6. Begin by specifying clearly and exactly what you want to assess.
7. The intended learning outcomes / lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task but it
is the attainment of your learning outcome NOT content that you want to assess.
8. Set your criterion of success or acceptable standard of success. It is against this established
standard that you will interpret your assessment results. Example: Is a score of 7 out of 10
(the highest possible score) acceptable or considered success?
9. Make use of varied tools for assessment data-gathering and multiple sources of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool. Consider multiple intelligences and learning styles.
10. Learners must be given feedback about their performances.
11. Assessment should be on real-world application and not on out-of-context drills.
12. Emphasize on the assessment of higher=order thinking.
13. Provide opportunities for self-assessment.
The Outcomes Assessment Phases in the Instructional Cycle
Describe the phases of outcomes assessment in the instructional cycle as shown in the Figure
above.

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Assessment/Self-Check.
Inform/notify your instructor/professor that you are ready to take the

assessment or self-check activity through the group chat created for this class. Instructions
and the test/assessment questions will be provided to you upon receipt of the notification.
Did you do well?

If you did, read the summary for
the lessons learned in this
module, then answer the study
guide. And get ready for the post-
test. If not, re-read this section
STUDY GUIDE:
compilation.
1. Using graphical illustrations, present the following and discuss:

a. Constructive alignment
b. Cognitive Domain - Revised Bloom’s Taxonomy by Anderson and Krathwohl
c. Psychomotor Domain
d. Affective Domain
e. Marzano Taxonomy (Marzano and Kendall, 2007)
f. SOLO Taxonomy (Briggs and Collis, 1982)
g. The Outcomes Assessment Phases in the Instructional Cycle
2. Discuss SMART characteristics of a good learning objective/outcomes.
3. Discuss the K-12 assessment guidelines based on DepEd Order No. 8, s. 2015.
4. Enumerate the things to consider in writing good learning objectives/outcomes.
5. Compare and contrast the four categories levels of knowledge
6. Discuss the principles of good practices in assessing outcomes.
I hope you are ready

to do the next module.
GOOD LUCK! GIVE
YOUR BEST!
 Congratulations for completing Module 2. Please proceed to Module 3

for you to understand designing and developing assessments
 Don’t hesitate to send questions related to this module @
amdbarroga@ispsc.edu.ph or at the group chat made for this class.
REFERENCES:

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o Azarcon, R.O. & Abanador P.D. (2009). High-Quality Classroom Assessment Methods. TCS-
Publishing House, Bulacan, Philippines
o Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana
Publishing Co. Inc. Quezon City, Philippines
o De Guzman, E.S. & Adamos, J.L., (2015) Assessment of Learning 1. Adriana Publishing Co. Inc.
Quezon City , Philippines
o Navarro, R.L., Santos, R.G., Corpuz, B.B. (2017) Assessment of Learning 1, 2nd Ed, Lorimar
Publishing, Inc., Quezon City, Philippines
o Dobson, Graeme. (October 2003). A guide to Writing Competency-Based Training Materials,
National Volunter Skills Center, Retrieved (January 10, 2019) from
https://www.k4health.org.default.files
o Dixson, D.D. & Worrell, F.C. (2016) Formative and Summative assessment in the classroom.
Theory into practice. Available online: https://doi.org/10.1080/00405841.2016.1148989
o K12 Academics (2019) Education Assessment and evaluation. Retrieved from
https://www.k12academic.com/education-assessment-evaluation
o McTighe, J., & Ferrara, S. (1998). Assessing Learning in the Classroom. Student Assessment
Series. NEA Professional Library, Distribution Center, PO Box 2035, Anna Polis Junction.
Available online: https://files.eric.ed.gove/fulltext/ED429989.pdf
Designing and Developing Assessments

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third of a series of modules that will help and assist you become an expert pre-service educator.

1. Characteristics of quality assessment tools
2. Types of Assessment Methods/Strategies
3. Table of Specifications
4. Assessment Development Cycle
5. Test Item Formulation
6. Item Analysis
7. Reliability
8. Validity
1. Discuss the characteristics of quality assessment tools;
2. Construct a Table of Specifications;
3. Develop assessment tools that are learner appropriate and target-matched;
4. Explain the concepts and aspects of item analysis and validation;
5. Determine the validity and reliability of selected items;
6. Master and practice the procedures of item analysis and validation.
Let us now proceed with module 3, remember our study guide and
follow our study schedule.
ASSESSMENT TOOLS DEVELOPMENT
Assessment in a classroom environment is accountability focused as it reflects the success of

the teacher and learners in the teaching-learning process. The test results can be inferred to speak
of how well the learners have studied hard to hurdle the subject or course and the teachers, of how
effectively well they have delivered instruction. Teacher’s use summative testing as their principal
means to arrive at objective measures of student’s performance, a practice also well accepted by the
stakeholders.
Assessment methods can be classified as traditional and authentic. Traditional assessment
method refers to the usual paper-and-pencil test while authentic assessment refers to non-paper-
and-pencil test. Authentic assessment is also called alternative assessment, it being an alternative to
the traditional.
The paper-and-pencil test (traditional assessment) assesses learning in the cognitive domain
(Bloom) or declarative knowledge (Kendall and Marzano, 2012). The paper-and-pencil test, however,
is inadequate to measure all forms of learning. Psychomotor learning (Kendall and Marzano, 2012)
or procedural knowledge and learning proven by a product and by a performance cannot be
measured by a paper-and-pencil test.
Assessment Development Cycle
Assessment is a constant cycle of improvement. Data

gathering is ongoing. The goal of assessment, whether for an
academic department or a program, is to provide: (a) a clear

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conceptualization of intended student learning outcomes, (b) a description of how these outcomes
are assessed and measured, (c) a description of the results obtained from these measures, and (d) a
description of how these results validate current practices or point to changes needed to improve
student learning. Assessment – a cyclical process After you implement change, the assessment
process begins again, as you assess whether or not the changes you made had their intended effect
Assignment.
Discuss the Figure depicting the assessment development cycle..
VARIETY OF ASSESSMENT METHODS /TOOLS /TASKS and MULTIPLE INTELLIGENCES
Test Types
Supply Type Selection Type Performance Type
Completion Short Essay Essay Binary Multiple- Matching Work

Paper- Identify- Simulated
Answer Restricted Extended Choice choice Performance sample
pencil cation
The figure above illustrates a general tree chart for test types. If there are other test types that do
not appear here, they may be variant of one subtype.
NOTE: Open the google drive for Educ 105 . Go through the slides in
the uploaded PowerPoint presentation on Assessment Methods for the
detailed discussion of the topic. Do the activity/activities required/asked Assessment
Methods.pptx
in the uploaded material.
Activity:
1. Answer the following questions as you focus on the tree chart presented earlier:
a. What are considered the three general types of test format? Discuss each.
b. Study the sub-type under each general type. What is the distinguishing feature of each
group?
What is expected of learners to do in each type?
2. The table below randomly lists several test types familiar to you. Create a tree chart or
concept map that organizes these types according to a grouping system you can think of. Use
TEST TYPES as your Key Concept. Provide labels for your set categories and explain your
group output.
Menu of Type Tests

Matching Extended-Essay Experimentation True and False Yes/No Selection Type
Performance Tasks Completion Work Sample Multiple-choice Drawing Test
Binary Choice Supply Type Short Answer Restricted-Essay Project Oral Questioning
Identification Enumeration Right/Wrong Paper-pencil task Simulation
PORTFOLIO. A portfolio is a “collection of a student work that has been selected and organized. A
portfolio’s content may be any of the following: 1) evidences of individual student’s work; 2)
evidences of group work.
Meaning of Portfolio Assessment
- a purposeful collection of student learning process or to show samples of students’ best
work.

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- A purposeful collection of student work that exhibits the student’s efforts, progress,
achievement in one or more areas,
The use of portfolio became popular in early to late 1980s in response to the growing clamor for
more reasonable and authentic means of assessing student’s growth and development in school.
Example, an accreditation of experience towards a degree.
The purpose of portfolio:
- To give students the opportunity to reflect on their growth over a period of time.
- to use as a basis for assigning grades
- Enhancing student learning
- Demonstrating progress
- showcasing student work
- documentation
Purposes of Portfolio Assessment:
- Monitor student progress.
- Assess student achievement.
- Determine student’s grades
Characteristics of portfolio
1. clearly defined purpose and learning targets
2. systematic and organized collection of student product
3. pre-established guidelines for what will be included
4. student selection of some works that will be included
5. student self-reflection and self-evaluation
progress documented with specific products and/or evaluation
6. portfolio conferences between student and teachers
Portfolio reflection contain:
as a student, your reflection should focus on:
1. what have done in the past
2. what have you learned in the past
3. what do you need to learn next?
Guidelines in portfolio entries

1. purpose of the portfolio
2. time period that it should span
3.name people who will have access to it
4. description/ list of types of work to include
5. if applicable, what criteria will be used to evaluate portfolio
Using a portfolio as an assessment tool has several advantages which include:
1. It can monitor the learning progress of a student over a given period of time.
2. It can show the student’s best work
3. It can compare the student’s best work from the past and the present.
4. It can develop reflective learning.
5. It can provide documentary evidences of learning to teachers, parents and stakeholders.
6. It can foster teacher-student/parent-child collaboration in the teaching learning process.
Disadvantages:
1. It can cumbersome to collect and store portfolio entries
2. It is time consuming to make a portfolio
3. It may create resistance on the part of the students.
Types of Portfolios:

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3. Working Portfolios
 Consist of collection of day-to-day work of students.
 They reflect the progress of a student in a particular area of learning.
 Teachers can reflect on the effectiveness of his/her instruction through working
portfolios.
 Provides opportunities to growth through self-reflection.
Working Portfolios may contain the following evidences:
1. Teacher-directed tasks
2. Teacher observations
3. Classroom activities
4. Self-assessment and self-reflections
5. Relevant learning outcomes
2. Documentation Portfolios
 Collections of the best work of students assembled for assessment purposes.
 Showcase the final products of student work.
 Provide evidences that certain instructional goals are realized
 Indicate students’ progress and weaknesses from one learning area to another.
3. Showcase Portfolios
 Purposeful collections of limited amounts of student’s work.
 Usually finished products to display the best he/she accomplished in a given period
 May contain art projects, essay, stories, poetry, or research papers
 Reflect the curriculum goals of the learning areas
Questions in Portfolio-making:
 What is the purpose in making portfolio?
 Who should make the portfolio?
 How long will it take to assemble the entries in a portfolio?
 How will it take to assemble the entries in a portfolio?
 What entries will be included in the portfolio?
 What criteria should be used to evaluate a portfolio?
 What conclusions can be made as the result of the construction of portfolio?
 How can we summarize evaluate data in a portfolio?
Activity:
Make your working portfolio relative to Module 3.
SCORING RUBRICS
One of the alternative methods of rating the performance of the students aside from paper and
pencil test is the use of scoring rubrics or rubrics. Scoring rubrics are used when judging the quality
of the work of the learners on performance assessments.
SCORING RUBRICS are descriptive scoring schemes that are developed by teachers or other
evaluators to guide the analysis of the products or processes of students’ efforts (Brookhart, 1999 as
cited by Moskal, 2000).

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A rating system by which teachers can determine at what level of proficiency a student is able to
perform task or display knowledge of a concept and can define the different levels of proficiency for
each criterion (Airasian, 2000).
Important Elements of Rubrics
1. Criteria - One or more traits or dimensions that serve as the basis for judging the student
response.
2. Levels of performance - A scale of values on which to rate each dimension.
3. Descriptors Spell out what is expected of students at each level of performance for each
criterion.
Guidelines in Developing Rubrics
1. Identify the qualities and attributes that the teacher wishes to observe in students outputs
that would demonstrate their level of proficiency.
2. Decide what type of rubric to use, whether analytic or holistic.
3. Identify and define the standards of excellence for lowest level of performance.
4. Test whether the scoring rubrics is "reliable" by asking two or more teachers to score the
same set of projects or outputs and correlate their individual assessments.
Ways in Developing Rubrics
- Talk with colleagues.
- Gather sample rubrics.
- Keep it short and simple. Ideally, the entire rubric should fit on one sheet of paper.
- Each rubric item should focus on a different skill.
- Focus on how students develop and express their learning.
- Begin with describing the highest (or lowest) level. After you write the descriptors for the
highest level, note the words in that box that will vary from one student performance to
another. These words will be the one that you will be the one that you will change as you
write the next levels.
- As much as possible, avoid odd numbers in the rating scale. (Studies show the evaluators
tend to choose the neutral middle grade more often in odd numbered scales.
TYPES OF RUBRICS
1. HOLISTIC RUBRIC - A type of rubrics that requires the teacher to score the overall process or
product as a whole (Nitko, 2001; Mertler, 2001)
2. ANALYTIC RUBRIC - A type of rubric that provides information regarding performance in each
component part of a task, making it useful for diagnosing specific strengths and weaknesses of the
learners (Gareis and Grant, 2008).
ADVANTAGES OF USING THE RUBRICS
1. Allows assessment to become more objective and consistent;
2. Clarifies the criteria in specific terms;
3. Clearly shows the student how the work will be evaluated and what is expected;
4. Promotes students’ awareness of the criteria to be used in assessing peer performance;
5. Provides useful feedback regarding the effectiveness of the instruction; and
6. Provides benchmarks against which to measure and document progress.
DEVELOPMENT OF SCORING RUBRICS
Mertler (2001) suggested the different steps in developing rubrics used in the assessment of
performances, process, products or both process and product, for classroom use, in his article
“Designing Scoring Rubrics for Your Classroom.”
1. Reexamine the learning objectives to be addressed by the task.
2. Identify specific observable attributes that you want to see (as well as those you don’t want
to see) your students demonstrate in their product, process, or performance.

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3. Brainstorm characteristics that describe each attribute.
 For holistic rubrics, write thorough narrative descriptions for excellent work and poor
work incorporating each attribute into the description.
 For analytic rubrics, write thorough narrative descriptions for excellent work and poor
work for each individual attribute.
 For holistic rubric, complete the rubric by describing other levels on the continuum
that ranges from excellent to poor work for the collective attributes.
 For analytic rubric, complete the rubric by describing other levels on the continuum
that ranges from excellent to poor work for each attribute.
4. Collect samples of student work that exemplifying each level.
5. Revise the rubric, as necessary
Activity:
1. With a particular learning outcome in mind, construct a scoring rubric both holistic and
analytic.
MULTIPLE INTELLIGENCES:
A theory states that we all experience and make sense of the
word through senses. The strengths each individual
possesses are different, as are the ways we use them to solve
problems.
Three categories of multiple intelligences;
- One’s ability to create a product of service valuable
to society
- A skill set used to solve problem
- And one’s potential to learn and find creative
solutions
Learners have multiple intelligences and varied learning
styles. Students must be given the opportunity to
demonstrate learning that is aligned to their multiple
intelligences and to their learning styles. It is good for
teachers to consider the multiple intelligences of learners to
demonstrate learning in a manner which makes them feel
comfortable and successful. Teachers truly consider learners’
multiple intelligences when they make use of a variety of
assessment tools.
THE EIGHT INTELLIGENCES

1. LINGUISTIC
 Give a speech, make an oral presentation
 Write and/or tell a narrative story
 Develop and present a report on a topic
 Linguistic Intelligence is the ability to think in words and to use language to express
and appreciate complex meaning .
 Linguistic Intelligence allows us to understand the order and meaning of words and to
apply meta-linguistic skills to reflect on our use of language.
2. Logical - Mathematical
 Graph important numerical data from the unit of study
 Create a Venn Diagram to compare two concepts or representative ideas

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 Compile numerical data, analyze data, and draw conclusions
 Logical-Mathematical intelligence is the ability to calculate, quantify, consider
propositions and hypotheses, and carry out complete mathematical operations
 It enables us to percieve relationships and connections and to use abstract, symbolic
thought; sequential reasoning skills;and inductive and deductive thingking patterns
 Logical intelligence is usually well developed in mathematicians, scientists, and
detectives.
3. Bodily – Kinesthetic
 Dramatize a situation or scene (active role playing)
 Represent target concepts with body language and physical movement
 Show relationships through Dance.
 Bodily-Kinesthetic intelligence is the capacity to manipulate objects and use a variety
of physical skills.
4.Visual – Spatial
 Create diagrams and charts representing target content
 Build puzzles with graphic elements to reinforce critical concepts
 Draw pictures or take photos construct a visual essay related to the unit of study
 Spatial intelligence is the ability to think in three dimensions.
 Core capacities includes mental imagery, spatial reasoning , image manipulation,
graphic and artistic skills, and an active imagination
5. Naturalist / Naturalistic
 Record outdoor observations that serve as representative analogies for identified concepts
or target vocabulary
 Develop a project that involves flora or fauna
 Draw observations of the natural world
 Naturalist intelligence designates the human ability to discriminate among living
things (plants,animals) as well as sensitivity to other features of the natural world
(clouds, rock configurations).
 This ability was clearly of value in our evolutionary past as hunters, gatherers, and
farmers; it continues to be central in such roles as botanist or chef.
 It is also speculated that much of our consumer society exploits the naturalist
intelligences, which can be mobilized in the discrimination among cars, sneakers,
kinds of makeup, and the like.
6. Musical – Rhythmical
 Write a song with lyrics related to the unit of study
 Present a rhythmical representations of target vocabulary, phrases, or “chunks” of language
 Share an original rap song that reinforces important ideas in the unit
 Musical intelligence is the capacity to discern pitch, rhythm, and tone.
 This intelligence enable us to recognize, create, reproduce, and reflect on music, as
demonstrated by composer, conductors, musicians, vocalist, and sensitive listeners.
7. Interpersonal
 Group story board to share unit concepts
 Participation in short teaching episodes
 Interviewing others to learn more about the target content
 Interpersonal intelligence is the ability to understand and interact effectively with
others.
 It involves effective verbal communication, to note distinction among others,sensitivity
to the moods and temperaments of others, and the ability to entertain multiple
perspective

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8. Intrapersonal
 Samples from journal writing
 Self-evaluation of selected items
 Sketches (pictorial or linguistic) that relate personal experiences to target content
 Intra-personal Intelligence is the capacity to understand oneself and one’s thoughts
and feelings, and to use such knowledge in planning and derectioning one’s life.
 Intra-personal Intelligence involves not only an appreciation of the self, but also of the
human condition.
Assignment:
1. How do multiple intelligences affect assessment practice?
self-check activity through the group chat created for this class. Instructions and the
test/assessment questions will be provided to you upon receipt of the notification.
Did you do well?

Congratulations! You
now proceed to the next
PREPARING A TEST BLUEPRINT
Table of Specifications (TOS)
 It is a plan prepared by a classroom teacher as a basis for test construction especially a

periodic test.
 It is a two-way chart which describes the topics to be covered by a test and the number of
items or points which will be associated with each topic.
 A table of specifications (TOS) is a test map that guides the teacher in constructing a test. It
ensures that there is a balance between items that test lower order thinking skills (LOTS) and
those which higher order thinking skills (HOTS).
Important Steps in Planning for a Test
1. Identifying Test Objectives

An objective test, if it is to be comprehensive must cover the various levels of Bloom’s taxonomy.
Bloom’s Taxonomy
*Knowledge- remembering facts, terms, definitions and concepts.
*Comprehension- understanding the meaning of material. Explain interpret, summarize, give
examples, predict, translate.
*Application- selecting a concept or skill and urging it to solve a problem. Compute, solve, apply,
modify, construct.

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*Analysis- breaking materials down into its parts and explaining the hierarchical relations.
*Synthesis producing something original after having broken the material down into its component
parts.
* Evaluation making a judgment based upon a pre-established set of criteria
2. Deciding on the Type of Test to be prepared. The test objective guides the kind of test that
will be designed and constructed by the teacher. For instance, for the first four levels, we may want
to construct a multiple-choice type of test while for application and judgment, we may opt to give an
essay test.
3. Preparing a Table of Specifications. A table of specifications (TOS) is a test map that

guides the teacher in constructing a test. It ensures that there is a balance between items that test
lower order thinking skills (LOTS) and those which higher order thinking skills (HOTS)
4. Constructing the Draft of the Test Items. The actual construction of the test items
follows the TOS. As a general rule, it is advised that the actual number of items to be constructed in
the draft should be double the desired number of items. The subsequent try-out and item analysis
will most likely eliminate many of the constructed items in the draft (either they are too difficult,
too easy or non-discrimination).
5. Trying Out and Validating. The test draft is tried out to a group of pupils. The purpose
of this try out is to determine the: a) item characteristics through item analysis and b)
characteristics of the test itself-validity, reliability and practicality.
 Relating test types with levels of learning outcomes: A review of curricular frameworks of
educational systems across various countries shows common integral domains that govern
their content and performance standards in different subject areas. Basic in all are:
Knowledge, Skills and Processes, Understanding, Product, Affect (attitudes and values). The
assessment of these domains is realized by the appropriate selection and alignment of test
types and assessment tasks to their respective foci of learning.
A. Measuring Knowledge and Simple Understanding:
Knowledge as it appears in cognitive taxonomies (Bloom, 1956; Anderson & Krathwohl,

2004) as the simplest and lowest level, is categorized further into what thinking process is involved
in learning. Knowledge involves remembering or recalling specific facts, symbols, details, elements of
events and principles to acquire new knowledge. The revision of Bloom’s Taxonomy by Anderson &
Krathwohl, 2004 recognizes how remembering can be viewed not only as being able to recall but
also as being necessary in learning interrelationships among basic elements and in learning methods,
strategies and procedures. These two types of learning make up the early phase of understanding
requiring lower-order thinking such as remembering, comprehending and applying. McMillan (2007)
refers to the latter two as simple understanding requiring comprehension of concepts, ideas and
generalizations” known as declarative knowledge and application of skills and procedures learned in
new situations, referred to as procedural knowledge. They represent how knowledge is represented
in the minds of learners either as a learned concept or as a learned way of doing things.
Nitko (2001) gives categories of these lower-order thinking skills and some examples of
generic questions for assessing them as presented in the table below. The generic questions can be
useful in formatting completion or short answer items to assess simple understanding:
Categories of Lower-order Thinking Skills and Sample Generic Questions

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Low-level Thinking Skills Examples of Generic Questions
Knowledge of terminologies What is a________?
Knowledge of specific facts When did ________happen?
Knowledge of conventions Where are ___________usually found?
Knowledge of trends and sequences Name the stage in ____________?
Knowledge of classifications and categories Which ____ does not belong with the others?
Knowledge of criteria By what criterion will you use to judge ____?
Knowledge of methods, principles and techniques When ___ increases, what happens to ____?
Comprehension What do you mean by the expression ________?
Simple interpretations What makes ________ interesting?
Solving numerical problems Use the data above to find __________?
Manipulating symbols equations Show that __________ equals ________
B. Measuring Deep Understanding:

Beyond knowledge and simple understanding level comes deep understanding which requires more
complex thinking processes. McMillan (2007) utilizes a knowledge/understanding continuum to
illustrate the relative degree of understanding from knowledge to simple understanding to deep
understanding. Knowledge and simple understanding involve the first three cognitive levels, i.e.
remembering, comprehending and applying, while deep understanding requires the three higher
cognitive levels, i.e. analyzing, evaluating and creating.
ALIGNMENT OF LEARNING OUTCOMES AND COGNITIVE LEVELS

Knowledge Knowledge -Understanding Continuum Deep Understanding
Simple Understanding
Cognitive Levels / Levels of Learning Outcome
Level 1: Remembering Level 2: Comprehending Level 4: Analyzing

 Interpret  Organize
 Recall
 Exemplify  Distinguish
 Recognize  Classify  Outline
 Name  Compare  Transform
 Describe  Explain  Diagnose
 Infer  Deconstruct
Level 3: Applying Level 5: Evaluating

 Solve  Critique
 Apply  Assess
 Modify  Defend
 Demonstrate  Justify
 Employ  Appraise
 Calculate  Measure
 Generate
Level 6: Creating
 Plan
 Generate
 Produce
 Design
 Construct
 Compose
The Table below illustrates the relationships between learning outcomes and test types. can be
observed that tests types can be made flexible and versatile to test different levels of outcomes and
not to be limited or exclusive to only one cognitive level. The arrow suggests that supply or selection

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type can be used for both lower-level as well as higher-level outcomes. Knowledge and simple
understanding can be handled by objective supply type - i.e., completion and short answer items and
objective selection type – i.e. alternate choice, multiple choice and matching.
ALIGNMENT OF LEARNING OUTCOMES TO TEST TYPES

Knowledge Knowledge -Understanding Continuum Deep Understanding
Simple Understanding
Cognitive Levels / Levels of Learning Outcome
Level 1: Remembering Level 2: Comprehending Level 4: Analyzing

 Recall  Interpret  Organize
 Exemplify  Distinguish
 Recognize  Classify  Outline
 Name  Compare  Transform
 Describe  Explain  Diagnose
 Infer  Deconstruct
Level 3: Applying Level 5: Evaluating

 Solve  Critique
 Apply  Assess
 Modify  Defend
 Demonstrate  Justify
 Employ  Appraise
 Calculate  Measure
 Generate
Level 6: Creating
 Plan
 Generate
 Produce
 Design
 Construct
 Compose
Supply Type Supply Type Supply Type

- Completion - Completion - Essay-restricted
- Short-answer - Short-answer - Essay-extended
Selection type
Selection Type Selection Type - Multiple-choice
- Binary choice - Binary choice - Interpretive items
- Multiple choice - Multiple choice Performance Tasks
- Matching type - Written
- Work sample
- Simulation
- Project
Note that deep understanding is assessed by the same category of item format but using non-
objective types – i.e., essay questions, both restricted and extended, modified selected repsonse-
i.e., multiple interpretive items and performance tasks. What indeed matters is the careful
construction of the item elements (i.e., item stimulus and item response) to appropriately elicit the
cognitive processes involved. An elicitation device like a question or a directive for a supply type can
be used to assess both low-level and high-level outcomes in the same way that with the right
construction of the stem and options for selected-response types, both simple and complex forms of
cognition can be activated.
The sample stems presented in the table below which are categories of thought for deep
understanding (miller, Linn & Gronlund 2009) can be used in constructing test types, i.e., both supply
and selection type, that can elicit complex thinking skills. These types are used appropriately to essay

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types, either restricted or extended, which requires students to engage in various higher order
thinking processes.
COMPLEX THINKING SKILLS
Types of Thought Questions Sample Item Stems
Comparing Describe the similarities and differences between . . .
Relating cause and effect What are major causes of. . .?
What would be the most likely effects of . . .?
Justifying Which of the following alternatives would you favor and why?
Explain why you agree or disagree with the following statement.
Summarizing State the main points included in...
Briefly summarize the content of…
Generalizing Formulate several generalizations form the following data…
State a set of principles that can explain the following events:
Inferring In light of the facts presented, what is most likely to happen when…
How would Senator X be likely to react to the following issue?
Explaining Why did the candle go out shortly after it was covered by the jar?
Explain what the president meant when he said, “The buck stops with me”.
Persuading Write a letter to the principal to get approval for a class field trip to the
state capital.
Why the student newspaper should be allowed to decide what should be
printed without prior approval from teachers?
Classifying Group the following items according to…
What do the following items have in common?
Creating List as many ways as you can think of for…
Make up a story describing what would happen if…
Applying a principle Using the principle of … as a guide, describe how you would solve the
following situation.
Describe a situation that illustrates the principle of…
Performance tasks likewise assess higher-level learning outcomes involving complex thought
processes, e.g., analyzing, evaluating and creating. Angelo & Cross (1993) have extensively designed
classroom assessment tasks (CATs) for college level that are performance-based type in nature.
Some examples from their inventory are presented in the table below.
Examples of Performance Assessment Tasks for Advanced Level

Thinking Skill Performance Task
Analyze 1. Analytic memos – writing a one- or two-page analysis of a specific problem or issue
2. Pros and Cons Grid – making a list of pros and cons of a decision made
3. Content, Form and Function Outline – analyzing the what, how and why of the
particular message of an advertisement or commercial
Evaluate 1. Muddiest Point – identifying what students find least clear in a lesson, story,
demonstration
2. Misconception Check – assessing students’ prior beliefs that can hinder learning
3. Empty Outline – recalling and organizing the important points of a lecture or reading
Create 1. Application Cards – designing an application of a learned scientific principle or
procedure in the real world
2. Directed Paraphrasing – transferring what has been learned in one’s own words or
form for a specific audience
3. Paper or Project Prospectus – writing a first structure draft of a paper or project.
Steps in Selecting Which Types of Items to Use

1. Consider the objectivity of your test items.

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2. Consider the type of response you want. Selected-response items like multiple choice, true-
false, and matching items require their answers to be picked from a list of options.
Constructed-response items like fill-in-the-blank, short answer, and essay items are provided
entirely by the student, and also include performance assessments and portfolios. Careful
consideration of the strengths and weaknesses of each type, along with the nature of the
objective you wish to assess, should be given before deciding which types of items to use
Strengths of selected-response items:

- You can have a large number of items on your test, and it may be easier to cover the content
domain as a result
- Can be scored efficiently, objectively, and reliably
- Does not require as much skill in grading
- Are good for measuring lower-level objectives
- Reduce the influence of some construct-irrelevant factors (e.g., writing ability)
Weaknesses of selected-response items:
- Relatively difficult to write
- Not able to assess all learning objectives
- Subject to effects of random guessing
Strengths of constructed-response items:
- Often easier and less time-consuming to write compared to selected-response items
- Well suited for assessing higher-order cognitive abilities and complex task performance
- Eliminate random guessing
Weaknesses of constructed-response items:
- Take more time for students to complete, so not as many items can be included on a test
(difficult to sample content)
- More difficult to score reliably
- Vulnerable to feigning
- Vulnerable to the influence of construct-irrelevant factors
3. Putting Assessment Together
a. Follow your table of specifications
b. Provide clear directions
c. State the question, problem, or task in as clear and straightforward a manner as possible
d. Develop items and tasks that can be scored in a decisive manner
e. Avoid inadvertent clues to the correct answers
f. Arrange the items in an assessment in a systematic manner (e.g., by objective, type of
items)
g. Include test items and tasks that will result in an assessment that produces reliable and
valid test results
h. When determining how many items you should have on a test, consider students’ ages,
types of items employed, and the type and purpose of the test.
4. Preparing Your Students and Administering the Assessment

- Promote conditions in your classroom under which students can perform their best
- Make sure students know when the test is, what it will cover, the basic parameters (time
limit and item types), how it will be scored, and how the results will be used
- Give students example items to practice and instruct them in basic test-taking skills
- Motivate your students to prepare without stressing them out too much; avoid high-stakes
outcomes of in-class tests
- Schedule the test carefully (e.g. not immediately before or after a holiday)

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- Make efforts to avoid unexpected interruptions
- Clarify students’ questions about the test without dropping hints
- Discourage all forms of cheating
Activity:
1. Construct a sample TOS for the midterm and final examination of EDUC 105.
2. Construct 10 item test for each of the types of assessment strategies based on the
topics learned in Modules 1, 2 and 3 of Educ 105. Provide an Answer Key test
items
Assignment:
Discuss the important steps in planning for a test giving emphasis on its importance,
procedures
and purposes.
self-check
activity through the group chat created for this class. Instructions and the
test/assessment
questions will be provided to you upon receipt of the notification
Did you do well? Go on to the next topic if

you did. If not, re-read this unit, giving
emphasis to the lessons you did not fully
understand.
Test Item Formulation
Item Analysis
 A process which examines student response to individual test items (questions) in order to
assess the quality of those items and of the test as a whole.
 It is a statistical technique which is used for selecting and rejecting the items of the test on
the basis of their difficulty value and discriminated power.
It provides the following:
1. the difficulty of the item or item difficulty
2. The discriminating power of the item
3. The affective of each alternative (for multiple choice type of test)
Difficulty Index
It refers to the ease or difficulty of a test item. It is defined as the number of students who are
able to answer the item correctly divided by the total number of students. The item difficulty is
usually expressed in percentage.
Formula: P = R/T
where: P – difficulty index
R – number of students with correct answers
T – total number of students

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Discrimination Index
The item’s ability to distinguish between those who know the answer and those who are merely
guessing.
It is the difference between the proportion of the top scorers who got an item correct and the
proportion of the lowest scorers who got the item right.
The discrimination index range is between -1 and +1. The closer the discrimination index is to +1, the
more effectively the item can discriminate or distinguish between the two groups of students. A
negative discrimination index means more from the lower group got the item correctly.
a. Positively discriminating item – proportion of high scoring group is greater than that of the
low scoring group
b. Negatively discriminating item – proportion of high scoring group is less than that of the low
scoring group
c. Not discriminating – proportion of high scoring group is equal to that of the low scoring
NOTE: Open the google drive for Educ 105. Go through the slides in the
uploaded PowerPoint presentation on Item Analysis and Validation for
more discussions/details regarding this topic and answer the activity Item analysis and
validation.pptx
required for you to do. If you need clarification do not hesitate to ask your
instructor.
Did you do well? Go

on to the next topic if
you did. If not, re-read
this unit, giving
emphasis to the
lessons you did not
fully understand.
VALIDITY
It is the extent to which a test measure what it purports to measure or as referring to the
appropriateness, correctness, meaningfulness and usefulness of the specific decisions a teacher
makes based on the test results. A test is valid when it is aligned to the learning outcomes.
1. Content-related evidence of validity

- Face validity – characteristic of a test that appears to adequately measure the learning
outcomes and content. It looks at the superficial face value of the instrument.
- Instructional Validity – the extent to which an assessment is systematically sensitive to
the nature of instruction offered.
2. Criterion-related evidence of validity

- Concurrent validity- provides an estimate of student’s current performance in
relation to a previously validated or establish measure.
- Predictive validity pertains to the power of usefulness of test scores to predict
future performance
3. Construct-related evidence of validity

- Convergent Validity – occurs when measures of constructs that are related are in
fact observed to be related.

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- Divergent (or discriminant validity) occurs when constructs that are unrelated are in
reality observed not to be.
RELIABILITY
Reliability refers to the consistency of the scores obtained – how consistent they are for each
individual from one administration of an instrument to another and from one set of items to
another.
TYPES OF RELIABILITY
1. Test-retest reliability
2. Parallel forms reliability
3. inter-rater reliability
4. internal consistency reliability
NOTE: Open the google drive for Educ 105. Go through the slides in the
uploaded PowerPoint presentation on Validity and Reliability for more
VALIDITY AND
discussions/details regarding this topic and answer the activity required RELIABILITY.pptx
for you to do. If you need clarification do not hesitate to ask your
instructor.
Did you do well?

If you did, read the summary for the
Now, letlessons learned what
us summarize in thiswe
module, then in this
have learned
module answer the study guide. And get
ready for the post-test. If not, re-read
1. Assessment in a this
classroom
sectionenvironment is accountability focused as
it reflects the success of the teacher and learners in the teaching-learning process. The test
results can be inferred to speak of how well the learners have studied hard to hurdle the
subject or course and the teachers, of how effectively well they have delivered instruction.
Teacher’s use summative testing as their principal means to arrive at objective measures of
student’s performance, a practice also well accepted by the stakeholders.
2. Traditional assessment method refers to the usual paper-and-pencil test while authentic
assessment refers to non-paper-and-pencil test.
3. Authentic assessment is also called alternative assessment, it being an alternative to the
traditional.
4. The paper-and-pencil test (traditional assessment) assesses learning in the cognitive domain
(Bloom) or declarative knowledge (Kendall and Marzano, 2012). The paper-and-pencil test,
however, is inadequate to measure all forms of learning.
5. Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge and learning
proven by a product and by a performance cannot be measured by a paper-and-pencil test.
6. Assessment is a constant cycle of improvement. It is cyclical in nature. The goal of
assessment, whether for an academic department or a program, is to provide: (a) a clear
conceptualization of intended student learning outcomes, (b) a description of how these
outcomes are assessed and measured, (c) a description of the results obtained from these
measures, and (d) a description of how these results validate current practices or point to
changes needed to improve student learning.

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7. A portfolio is a “collection of a student work that has been selected and organized. A
portfolio’s content may be any of the following: 1) evidences of individual student’s work; 2)
evidences of group work.
8. Types of Portfolios: 1) Working Portfolio, 2) Documentation Portfolios, 3) Showcase
Portfolios
9. Scoring Rubrics are descriptive scoring schemes that are developed by teachers or other
evaluators to guide the analysis of the products or processes of students’ efforts (Brookhart,
1999 as cited by Moskal, 2000). It is a rating system by which teachers can determine at what
level of proficiency a student is able to perform task or display knowledge of a concept and
can define the different levels of proficiency for each criterion (Airasian, 2000
10. Types of rubrics: Holistic and Analytic
11. Multiple Intelligences: 1. Linguistic; 2. Logical – Mathematical; 3. Bodily – Kinesthetic; 4.
Visual – Spatial; 5. Naturalist / Naturalistic; 6. Musical – Rhythmical; 7. Interpersonal; 8.
Intrapersonal
12. Table of Specifications (TOS) is a plan prepared by a classroom teacher as a basis for test
construction especially a periodic test. It is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated with each
topic. A table of specifications (TOS) is a test map that guides the teacher in constructing a
test. It ensures that there is a balance between items that test lower order thinking skills
(LOTS) and those which higher order thinking skills (HOTS)
13. Important Steps in Planning for a Test
a. Identifying Test Objectives
b. Deciding on the Type of Test to be prepared.
c. Preparing a Table of Specifications.
d. Constructing the Draft of the Test Items.
e. Trying Out and Validating.
14. Item Analysis is a process which examines student response to individual test items
(questions) in order to assess the quality of those items and of the test as a whole. It is a
statistical technique which is used for selecting and rejecting the items of the test on the
basis of their difficulty value and discriminated power.
15. Difficulty Index refers to the ease or difficulty of a test item. It is defined as the number of
students who are able to answer the item correctly divided by the total number of students.
The item difficulty is usually expressed in percentage.
Formula: P = R/T
where: P – difficulty index
R – number of students with correct answers
T – total number of students
16. Discrimination Index is the item’s ability to distinguish between those who know the answer
and those who are merely guessing. It is the difference between the proportion of the top
scorers who got an item correct and the proportion of the lowest scorers who got the item
right. The discrimination index range is between -1 and +1. The closer the discrimination
index is to +1, the more effectively the item can discriminate or distinguish between the two
groups of students. A negative discrimination index means more from the lower group got
the item correctly.
17. Validity is the extent to which a test measure what it purports to measure or as referring to
the appropriateness, correctness, meaningfulness and usefulness of the specific decisions a

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teacher makes based on the test results. A test is valid when it is aligned to the learning
outcomes.
18. Content-related evidence of validity
- Face validity – characteristic of a test that appears to adequately measure the learning
outcomes and content. It looks at the superficial face value of the instrument.
- Instructional Validity – the extent to which an assessment is systematically sensitive to
the nature of instruction offered.
19. Criterion-related evidence of validity

- Concurrent validity- provides an estimate of student’s current performance in
relation to a previously validated or establish measure.
- Predictive validity pertains to the power of usefulness of test scores to predict
future performance
20. Construct-related evidence of validity

- Convergent Validity – occurs when measures of constructs that are related are in
fact observed to be related.
- Divergent (or discriminant validity) occurs when constructs that are unrelated are in
reality observed not to be.
21. Reliability refers to the consistency of the scores obtained – how consistent they are for each
individual from one administration of an instrument to another and from one set of items to
another.
22. TYPES OF RELIABILITY
a. Test-retest reliability
b. Parallel forms reliability
c. inter-rater reliability
d. internal consistency reliability
STUDY GUIDE:
compilation.
1. Enumerate the types of test and give a description for each type.
2. List the guidelines to follow in each type of test.
3. What is table of specifications? Why is it important to construct Table of Specifications?
4. What is portfolio? Compare and contrast the types of portfolio.
5. What are scoring rubrics? Why is it important to make and use a scoring rubric?
6. Why is it important to understand the multiple intelligences in the construction of
assessments??
7. Why is it important to align learning outcomes to test types?
8. Discuss comprehensively the following giving the definitions; importance/purposes/
uses; types; formulas; steps or procedures to follow using a matrix/table format:
a. Item analysis
b. Difficulty index
c. Discriminating index
d. Validity
e. Reliability

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I hope you are ready to

do the next module.
GOOD LUCK! GIVE
YOUR BEST!
 Congratulations for completing Module 3. Please proceed to Module 4 for you to

understand Analysis and Interpretation of Assessment Results
 Don’t hesitate to send questions related to this module @ amdbarroga@ispsc.edu.ph or at the
group chat made for this class.
REFERENCES:

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Feedbacking and Communicating Assessment
Results
last of a series of modules that will help and assist you become an expert pre-service educator.
1. Constructive Feedbacking
2. K to 12 Grading of Learning Outcomes
3. Grading and Reporting Methods
4. Developing Effective Reporting System
5. Planning and Implementing Parent-Teacher Conference
6. Self-assessment
7. Peer Evaluation
1. Make value judgement on assessment results based on empirical evidence;

2. Discuss the salient features of constructive feedbacking;
3. Discuss the concepts and principles of self-assessment and peer evaluation;
4. Demonstrate strategies to communicate learner needs, progress and achievement to
intended stakeholders
Let us now proceed with the last module, always remember our study
guide and follow our study schedule.
One of the challenges in grading is summarizing the variety of collected information from
different types of assessment and come up with a standardized numerical grade or descriptive letter
rating or brief report.
The guiding premises in developing grading and reporting systems are as follows:
1. The primary goal of grading and reporting is communication.

2. Grading and reporting are integral parts of the instructional process.
3. Good reporting is based on good evidence.
4. Changes in grading and reporting are best accomplished through the development of a
comprehensive reporting system.
In developing and implementing the grading and reporting systems, these premises must be
taken into consideration to have a meaningful output and help in the attainment of the
student learning objectives, to which the assessment objectives cascaded.
CONSTRUCTIVE FEEDBACKING

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Feedback is a key element of the incremental process of ongoing learning and assessment.
Providing frequent and ongoing feedback is a significant means of improving achievement in
learning. It involves the provision of information about aspects of understanding and performance
and can be given by practitioners/teachers, peers, oneself and from learners to
practitioners/teachers. Effective feedback assists the learner to reflect on their learning and their
learning strategies so they can make adjustments to make better progress in their learning .
Feedback provides the teacher and learner with evidence about current knowledge and skill
development. Understanding about the learner's progress and level of achievement enables the
teacher to make decisions about the next steps to plan in the learning program. It enables the
learner to reflect on their learning strategies to confirm them or make changes to improve their
learning.
Effective feedback is designed to determine a learner's level of understanding and skill

development in order to plan the next steps towards achieving the learning intentions or goals.
Feedback from teachers to learner

Effective feedback from the teacher:
 focuses on the quality of the learner’s work product and/or processes
 motivates and challenges the learner to further develop their knowledge and skills
 does not give praise, reward or punishment
 recognizes that which the student has done well and identifies what has been
misunderstood or not understood
 focuses on the quality of the work and is specific
 is directly linked to the learning intentions and success criteria may be spoken, a gesture or
formalized in writing
Feedback from learner to teachers
Listening to answers to questions and looking closely at the work of learners on learning
tasks provides teachers with powerful feedback about the level of learner understanding and about
their own practice. This evidence supports reflection and can provide strategies to more effectively
assist learners to make progress with their learning.
Feedback from and to peers

Feedback often comes informally from and to peers. It can be improved and used
productively if learners are taught concrete strategies for evaluating one another's work against the
learning intentions and the success criteria and providing appropriate feedback. Knowing the
questions to ask when evaluating learning assists learners in the process of self-assessment .
Characteristics of effective Feedback:
 Feedback improves learning

Feedback is designed to bring about an improvement in learner’s performance and
achievement. Feedback can be given by the practitioner or by peers. It can be either formal or
informal. It can be oral or written, it can be formative or summative, but overall, it must provide
the learner with specific advice on how to improve their performance
 Feedback starts with learning intentions

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The process of giving feedback begins with the teacher and learner clarifying the
learning intentions (or goals) for the activities they are undertaking and the success criteria by
which they will assess the level of achievement to be demonstrated by learners. This enables the
learners to measure their performance in terms of both mastery of the set task and the
processes inherent in it. It also helps them to be clear about future goals.
Elements of Good Learning Intentions:

 Learning intentions explicitly state what the learner should know, understand
and be able to do by the end of an activity, unit of work, or a lesson and they are
expressed in language learners understand. The learning intention should
answer the learner who asks “Why are we learning this?”
 Sharing and providing clarity on what the learner will learn is the purpose of the
learning intention. Clearly stated skills, knowledge or understandings are focus
of the learning Intentions and are written in language the students can
understand
 A learning intention is what students should learn as a result of the teaching and
learning activities.
Effective feedback informs the learner about their progress towards meeting the success
criteria. A useful model for feedback is presented by Hattie as ‘Feed Up, Feed Back, Feed
Forward. In this model the learner considers three questions:
FEED UP 1. Where am I going (what are my learning intentions?

FEED BACK 2. How am I going (what does the evidence tell me?
FEED FORWARD 3. Where to next (what learning activities should I do to make better
progress?
 Feedback is timely
Feedback needs to be timely. It needs to be given while there is still time for the learners
to act on it and to monitor and adjust their own learning. It can be ‘in-the-moment' in the case
of classroom dialogue and discussion. The teacher will receive feedback from the way learners
answer questions and the questions asked by them. In order to effectively gather evidence from
questioning about who does and who does not understand it may be necessary to vary the way
questions are asked in the classroom to ensure all learners are able to participate and provide
evidence of their level of understanding. This evidence should indicate whether it is necessary to
reteach, provide more varied discussion and practice, use peer teaching or move the learners
forward.
 Feedback is clear and focuses on improvement strategies

Feedback on learning tasks also needs to be regular and provided as soon as possible
after completion. Written, descriptive comments need to be in language that is accessible to the
learners and should refer back to the preliminary discussion of learning goals and success
criteria. Effective feedback provides specific guidance on how to improve learning outcomes and
it enables the learner to think about the learning involved in the task and not just the activity of
completing the task.
 Feedback encourages reflection

The amount of feedback needs to be limited to what learners can reasonably accept.
Effective feedback does not merely correct learner’s errors but actively requires them to
reconsider their work and think about why, for example, spelling and punctuation may be

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incorrect, where a mistake has been made in mathematical workings or an idea or situation has
been misunderstood.
 Feedback is more than a grade

Feedback on formal tasks that just includes marks or grades or comments that discuss
level of performance and suggest that the learning journey is finished should be avoided. This
can prevent the learner from fully considering and acting on the feedback. Multiple forms of
feedback, such as comments, questions, and discussion provided frequently during learning
encourage engagement and motivation to succeed.
Effective feedback is understood by the recipient and motivates them to want to learn more
effectively.
Tips for giving effective feedback to learners:

 Explain to the learners that you are focusing on helping them to understand assessment of
their learning
 Encourage learners to ask questions about their feedback
 Make a regular time to discuss feedback with learners on an individual or small group basis
 Advise learners that they will have an opportunity to ask questions about their assessment
 Encourage them to note down their questions
 Try to give feedback as close to the learning and assessment task as possible
 Be specific and explicit about feedback, providing examples where possible
 Establish that the student understands what is being discussed
 Ask the student what they think they need to improve on
 Offer your advice about future steps for improvement
 Invite conversations by asking learners to discuss the work with you and/or with their peers
The main objectives of feedback are to:
 justify to students how their mark or grade was derived
 identify and reward specific qualities in student work
 guide students on what steps to take to improve
 motivate them to act on their assessment
 develop their capability to monitor, evaluate and regulate their own learning (Nicol, 2010).
To benefit student learning, feedback needs to be:

Constructive: As well as highlighting the strengths and weaknesses of a given piece of work, it
should set out ways in which the student can improve the work. For the student, it:
 encourages them to think critically about their work and to reflect on what they need to do
to improve it
 helps them see their learning in new ways and gain increased satisfaction from it
 helps promote dialogue between staff and students.
Timely: Give feedback while the assessed work is still fresh in a student’s mind, before the
student moves on to subsequent tasks.
Meaningful: It should target individual needs, be linked to specific assessment criteria, and be
received by a student in time to benefit subsequent work. Effective feedback:
 guides students to adapt and adjust their learning strategies
 guides teachers to adapt and adjust teaching to accommodate students’ learning needs
 guides students to become independent and self-reflective learners, and better critics of
their own work
 stimulates reflection, interaction and dialogue about learning improvement
 is constructive, so that students feel encouraged and motivated to improve

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 has consequences, so that it engages students by requiring them to attend to the feedback
as part of the assessment
 is efficient, so that staff can manage it effectively.
Assignment: Present in mind mapping what constructive feedbacking is all about.
K to 12 GRADING AND LEARNING OUTCOMES
The K to 12 curricula has specific assessment requirements and design catering to the
delivery modes of learning, i.e., the formal education and alternative learning system.
The K to 12 assessment is learner-centered and carefully considers its learning environment

system. The 21st century skills such as research, analytical/critical, practical and creative part of the
indicators included in the K to 12 assessment. Both cognitive and non-cognitive skills which includes
values, motivation, attitude, behavior traits and interpersonal relations are part of assessment.
Formative assessment (assessment FOR learning) is given importance to ensure learning.

Learners are encouraged to take part in the process of self-assessment (assessment AS learning).
Summative forms of assessment (assessment OF learning) are also part of the curriculum
assessment under the K to 12.
The K to 12 curriculum prescribes that the assessment process should utilize the wide variety
of traditional and authentic assessment tools and techniques for a valid, reliable, and realistic
assessment of learning. Traditional and authentic assessments complement each other though they
are not mutually exclusive. Furthermore, it gives greater importance on assessing understanding and
skills development rather than on mere accumulation of content.
In the K to 12 curriculum, assessment will be standards-based to ensure that there is

standardization in teaching and learning. Department of Education (DepEd) issued an order (DepEd
Order No. 31, s. 2012) stating that assessment will be done in four levels and weighted accordingly.
These four levels are the following: (KPUP)

1. Knowledge refers to the essential content of the curriculum, the facts and information that
the student acquires.
2. Process refers to cognitive acts that the student does on facts and information to come up
with meanings and understandings.
3. Understanding refers to lasting big ideas, principles, generalizations that are fundamental to
the discipline which may be assessed using the facets of understanding.
4. Product/Performances refers to real-life application of understanding as shown by the
student’s performance of authentic tasks.
The assigned weight per level of assessment are shown in the following table:
Level of assessment Percentage weight
Knowledge 15%
Process of skills 25%
Understanding 30%
Product/Performances 30%
TOTAL 100%
Source: DepEd Order 31, s. 2012

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At the end of the quarter, the student’s performance will be described based on the
prescribed level of proficiency which has equivalent numerical values. Proficiency level is computed
from the sum of all the performances of students in various levels of assessment. Each level is
described as follows:
 Beginning. The student at this level struggles with his/her understanding or prerequisite and
fundamental knowledge skills that have not been acquired or developed adequately.
 Developing. The student at this level possesses the minimum knowledge and skills and core
understanding but needs help throughout the performance of authentic tasks.
 Approaching Proficiency. The student at this level has developed the fundamental
knowledge and skills and core understandings and with little guidance from the teacher
and/or some assistance from peers, can transfer these understandings through authentic
performance tasks.
 Proficient. The student at this level has developed the fundamental knowledge and skills
and core understandings, and can transfer them independently though authentic
performance tasks.
 Advanced. The student at this level exceeds the core requirements in terms of knowledge,
skills and core understandings and can transfer them automatically and flexibly through
authentic performance tasks.
Translating these proficiency level into its numerical value is described in the following table:
Level of Proficiency Equivalent numerical value

Beginning 74% below
Developing 75-79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above
Source: DepEd Order 31, s. 2012
Comparison of Levels of Proficiency

Indicators Beginning Developing Approaching Proficient Advanced
Proficiency
Acquisition of Struggling Minimum Fundamental Fundamenta Exceeding
knowledge, skills or have l
and understanding not
acquired
Transfer of Needs help With little Independent Automatic
knowledge / guidance from and flexible
application of the teacher or
knowledge some assistance
from peers
Source: M.D. Dimaano’s presentation materials on Assessment and Rating
Assignment:
Research more about the grading and reporting system in the K to 12 curriculum and the
grading and reporting system under CHED.

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Major Purposes of Grading and Reporting
 To communicate the achievement status of students to parents and others
 To provide information that students can use for self-evaluation
 To select, identify or group students for certain educational paths or programs
 To provide incentives for students to learn
 To evaluate the effectiveness of instructional programs
 To provide evidence of student’s lack of effort or inappropriate responsibility
GRADING AND REPORTING METHODS

1. Letter Grades
 The most common and best known of all grading methods
 Mostly composed of five-level grading scale
 Letter Grade Descriptors
Despite their simplicity, the true meaning of letter grades is not always clear. What the
teachers would like to communicate with particular letter grade and what parents interpret
that grade to mean, often are not the same (Waltman & Frisbie, 1994). To give more clarity
to the meaning of letter grade, most schools include a key or legend on the reporting from in
which each letter grade is paired with an explanatory word or phrase. Descriptors must be
carefully chosen to avoid additional complications and misunderstanding.
Advantages:
- A brief description of students’ achievement and level of performance including students’
potentials can be provided to parents and other interested persons.
- Based on parents’ experience when they were still studying, it is easier for them to believe and
understand what letter grade means.
Disadvantages:
- Requires abstraction of a great deal of information into a single symbol (Stiggins, 2001)
- Despite educators’ best effort, letter grades tend to be interpreted by parents in strictly norm-
referenced terms. The cut-offs between grade categories are always arbitrary and difficult to
justify.
- Lacks the richness of other more detailed reporting methods such as standards-based grading,
mastery grading and narrative.
Different interpretation of Letter Grades:
Grad Criterion-Referenced Norm-Referenced Combined Norm- Based on
e (Standards-based) Referenced and Criterion Improvement
Referenced
A - Outstanding or Outstanding: Outstanding: very high Outstanding: much
advance among the highest level of performance improvement on
- Complete knowledge or best most or all targets
of all content performance
- Mastery of all targets
- Exceeds standards
B - Very good or Very good: Very good: better than Very good: some
proficient performs above average performance improvement on
- Complete knowledge the class average most of all targets
of most content
- Mastery of all targets
- Meets most standards
C - Acceptance of basic Average: performs Average Acceptable: some

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command of only at the class average improvement on
basic concepts or skills some targets
- Mastery of some
targets
- Meets some
standards
D - Making progress or Poor: below the Below average or weak: Making progress:
developing class average minimum performance minimal progress on
- Lacks knowledge of for passing most targets
some content
- Mastery of only few
targets
- Meets only a few
standards
F - Unsatisfactory: lacks Unsatisfactory: far Unsatisfactory: lacks Unsatisfactory: no
knowledge of content; below average; sufficient knowledge to improvement on any
- No mastery of targets among the worst in pass targets
- Does not meet any the class
standards
Source: McMillan, 2007
2. Percentage Grades
 Are the ultimate multi-category grading method
 Can range from 0 to 100
 Generally, more popular among high school teachers than elementary teachers
Advantages:
- Allows for maximum discrimination in evaluation of students’ achievement and performance
- Maximizes the variation among students, making it easier to choose students for honors or
representative for special programs.
Disadvantages:
- Requires a great deal of abstraction
- Interpretation of meaning of a percentage grade extremely difficult
- The cut-offs are no less arbitrary but a lot more
- Because of a large number of grade categories, it is less reliable and more subjective
3. Standards-Based Grading. In an effort to bring greater clarity and specificity to the grading
process, many schools-initiated standards-based grading procedures and reporting forms.
Guskey and Bailey (2001) identify four steps in developing standards-based grading. These
steps are:
a. Identify the major learning goals or standards that students will be expected to
achieve at each grade level or in each course of study.
b. Establish performance indicators for the learning goals.
c. Determine graduated level of quality (benchmarks) for assessing each goal or
standard.
d. Develop reporting tools that communicate teacher’s judgements of students’
learning progress and culminating achievement in relation to the learning goals and
standards.
Advantages:
- When clear learning goals or standards are established, standards-based grading offers
meaningful information about students’ achievement and performance to students, parents and
to others

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- If information is detailed, it can be useful for diagnostic and prescriptive purposes
- Facilitates teaching and learning processes better than any other grading method
Disadvantages:
- Takes a lot of effort
- Often too complicated for parents to understand
- May not communicate the appropriateness of students’ progress.
4. Pass/Fail Grading. Simplest alternative grading method available to educators reduces the
number of grade categories to just two: Pass or fail. In the late 1800s Pass/Fail grading was
originally introduced in the college-level courses in order for students to give more
importance to learning and less to grades they attained. By lessening the emphasis on
grades, many educators believed that students would be encouraged to take more
challenging subjects.
Pass/Fail was popular in most universities and colleges in 1970s. these universities and
colleges utilized this pass/fail grading to various programs.
Advantages:
- Simplifies the grading process for teachers and students.
- Use of a single-minimal cut-off and only two grade categories improve the reliability of grade
assignments.
- Pass/Fail grading has the potential to make learning environments more relaxed by focusing
students’ attention on learning rather than on grade (Goldstein & Tilker, 1971).
- Pass/Fail grading is what students will face in many real-life situations.
Disadvantages:
- Students gain very little prescriptive information
- Students spend less time studying if pass/fail grading is used than when a wider range of grading
system is utilized.
- Students only study to attain minimum passing level and show less effort in striving for
excellence
The table below provides a summary of the different grading methods discussed:
Method Advantages Disadvantages
Letter Grade - convenient - broad, sometimes unclear indication of
- concise performance
- familiar - often includes a jumble of factors including
effort and improvement
Percentage Grade - easy to calculate, record and - broad, sometimes unclear indication of
combine performance, false sense of difference between
- familiar close scores
- high scores not necessarily signifies mastery
Standard-based - focus on high standards - may not reflect student learning in many
for all students; areas
- pre-established - does not include effort or improvement
performance levels
Pass/Fail - simple - little discrimination in performance
- consistent with mastery of - less emphasis on high performance
learning

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DO’s AND DON’Ts of EFFECTIVE GRADING

DO DON’T
- Use well-thought-out professional judgements - Depend entirely on number crunching
- Try everything you can to score and grade fairly - Allow personal bias to affect grades
- Grade according to pre-established learning - Grade on the curve using the class as the norm
targets and standards group
- Clearly inform students and parents of grading - Keep grading procedures secret
procedures at the beginning of the school - Use effort, improvement, attitudes and
year/semester motivation for borderline students
- Base grades primarily on student performance - Penalize poorly performing students early in the
- Rely most on current information semester
- Mark grade and return assessments to students - Return assessments weeks later with little or no
as soon as possible and with as much feedback feedback
as possible - Be inflexible with borderline cases
- Review borderline cases carefully, when in - Use zero scores indiscriminately when averaging
doubt, assign the higher grade grades
- Convert scores to the same scale before - Include extra credit assignments that are not
combining related to the learning targets
- Weigh scores before combining - Rely on one of two assessments for a semester
- Use a sufficient number of assessments grade
- Be willing to change grades when warranted - Lower grades for cheating, misbehaving,
tardiness or absence
Source: McMillan, 2007
Assignment:
1. Discuss why it is important to have grading and reporting methods.
2. List three things about the effects of grading on students.
DEVELOPING EFFECTIVE REPORTING SYSTEM

The most critical issue to be addressed in selecting the tools included in reporting system is
what purpose or purposes it is to serve. Why we need to convey this information and what we need
to accomplish.
To determine the purpose/s, three aspects of communication must be considered. The Critical
Aspects in Determining Communication Purposes are:
a. what information or messages do we want to communicate?
b. Who is the primary audience for that message?
c. How would we like that information or message to be used?
PLANNING AND IMPLEMENTING PARENT-TEACHER CONFERENCE
Reporting to parents and families commonly occurs every after-grading period in a formal
written statement from the school. Involving parents and families in the learning process by
providing them with more frequent feedback about their child's learning progress and strategies
they may use to assist their child improve has been shown to be effective in improving student
achievement.
The parent-teacher conference is the most common way teachers communicate with
parents about student progress. It is typically a face-to-face discussion, though phone conferences
and calls can also be used. Parent-teacher conferences may be initiated by either the teacher or the
parent, based on purpose.

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There are two types of parent-teacher conferences based on two purposes:
1. Group Conferences. These are conducted in the beginning of the year to communicate
school and class policies, class content, evaluation procedures, expectations and procedures
for getting in touch with teachers.
2. Individual Conferences. These are conducted to discuss the individual student’s
achievement, progress or difficulties.
It is important to plan the conference to be prepared. It means having all the information well
organized in advance and knowing what to achieve from the conference. It will include a list of areas
pertaining to student that need to be discussed with parents. The conference is an ideal time to
discuss and point out specific areas of strength and weaknesses that is not communicated through
the report card. Note that conference is not a lecture type gathering or meeting, it is a conversation.
Listening is the primary key to understanding. Listening to parents will help the teacher understand
the student better.
McMillan (2007) shared the following checklist in preparing for parent-teacher conferences:
 Plan each conference in advance

 Conduct the conference in private, quiet and comfortable setting
 Begin with class discussion of positive student performances
 Establish an informal, professional tone
 Encourage parent participation in the conference
 Be frank in reviewing student strengths and weaknesses
 Review language skills
 Review learning targets with examples of student performances that show progress
 Avoid discussing other student and teachers
 Avoid bluffing
 Identify two or three areas to work on in a plan of action.
Indeed, parent-teacher conferences entail hard work to be successful. It is necessary that

preparations of the logistics as well as teachers for their face-to-face encounter with parents be
carried out so as to ensure that the objective of the parent-teacher conference is met. The table
below summarizes some recommendations for effective parent-teacher conference:
Recommendations for Effective Parent-Teacher Conferences

Before the conference During the conference After the conference
o Encourage parents to review o Provide child care, o Provide parents with
student work at home, note refreshments and telephone number and
concerns or questions, and transportation if necessary schedule of specific times so
bring those to the conference o Show multiple samples of they may call you with
o Schedule times that are student work and discuss concerns
convenient for both working specific suggestions for o Follow up on any questions
and non-working parents improvement or concerns raised during the
o Notify parents well ahead of o Actively listen and avoid the conference
scheduled conference times use of educational jargon o Plan a time to meet again if
o Provide staff development o Communicate expectations necessary
for new teachers on the and describe how parents o Encourage parents to discuss
purpose of conferences, can help the conference with their
preparation and scheduling o Develop a system for on- child
o Consider alternative going communication with o Ask parents for written

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locations, such as church or each parent that recognizes evaluation of the conference
community centers for parents as partners and encourage them to make
parents’ convenience o Provide resources materials suggestions
o Print conference schedules that parents might use at o Debrief with colleagues for
and materials in multiple home to strengthen students’ ways to improve future
languages, if necessary skills conferences
Tools for comprehensive reporting system:

1. Report Cards
2. Notes, attached to report cards
3. Standardized Assessment Report
4. Phone Calls to parents
5. Weekly/Monthly Progress report
6. School Open-Houses
7. Newsletter to Parents
8. Personal Letter to Parents
9. Evaluated Projects/Assignments
10. Portfolio or Exhibits of Student’s Work
11. Homework/Assignments
12. Homework Hotlines
13. School Web Pages
14. Parent-teacher Conferences
15. Student-Teacher Conferences
16. Student-Led Conferences
SELF ASSESSMENT. Self-evaluation is a procedure to systematically observe, analyze and value “your
own” professional action and its results in order to stabilize or improve it. This can take place on an
individual or on an organizational level. To self-evaluate means that people explore and evaluate
their own professional work
PEER EVALUATION. Peer evaluation is an effective collaborative learning strategy. Related to self-
assessment, peer evaluation encourages students to critically examine a task and its performance,
then communicate constructive suggestions for improvement. In the process of examining the work
of peers, students reflect on the meaning of quality work in general, especially when consulting a
detailed rubric or checklist as a guide.
BENEFITS OF PEER EVALUATON:

Student learn to:
1. apply course concepts and skills to solving problems
2. collaborate with others towards a common goal
3. examine diverse perspectives and ideas
4. assume greater responsibility in the learning process
5. apply and possibly create objective criteria to judge the quality of a task or performance
Assignment:
1. Plan a Parent-Teacher Conference. Create a list of questions that you would want
to clarify with parents which you will ask during the conference. Provide also the
key ideas and topics that you need to discuss during the conference.
2. Research the importance of self-assessment and peer evaluation towards grading.

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Now, let us summarize what we have learned in this module
1. The guiding premises in developing grading and reporting systems are as follows:
a. The primary goal of grading and reporting is communication.
b. Grading and reporting are integral parts of the instructional process.
c. Good reporting is based on good evidence.
d. Changes in grading and reporting are best accomplished through the
development of a comprehensive reporting system.
2. Feedback is a key element of the incremental process of ongoing learning and
assessment. Providing frequent and ongoing feedback is a significant means of
improving achievement in learning. It involves the provision of information about
aspects of understanding and performance and can be given by practitioners/teachers,
peers, oneself and from learners to practitioners/teachers. Effective feedback assists the
learner to reflect on their learning and their learning strategies so they can make
adjustments to make better progress in their learning .
3. Feedback provides the teacher and learner with evidence about current knowledge and
skill development. Understanding about the learner's progress and level of achievement
enables the teacher to make decisions about the next steps to plan in the learning
program. It enables the learner to reflect on their learning strategies to confirm them or
make changes to improve their learning.
4. Effective feedback is designed to determine a learner's level of understanding and skill
development in order to plan the next steps towards achieving the learning intentions or
goals.
5. Characteristics of effective feedback:
a. Feedback improves learning
b. Feedback starts with learning intentions
c. Feedback is timely
d. Feedback is clear and focuses on improvement strategies
e. Feedback encourages reflection
f. Feedback is more than a grade
6. Tips for giving effective feedback to learners:
 Explain to the learners that you are focusing on helping them to understand assessment of
their learning
 Encourage learners to ask questions about their feedback
 Make a regular time to discuss feedback with learners on an individual or small group basis
 Advise learners that they will have an opportunity to ask questions about their assessment
 Encourage them to note down their questions
 Try to give feedback as close to the learning and assessment task as possible
 Be specific and explicit about feedback, providing examples where possible
 Establish that the student understands what is being discussed
 Ask the student what they think they need to improve on
 Offer your advice about future steps for improvement
 Invite conversations by asking learners to discuss the work with you and/or with their peers
7. The main objectives of feedback are to:
 justify to students how their mark or grade was derived

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 identify and reward specific qualities in student work
 guide students on what steps to take to improve
 motivate them to act on their assessment
 develop their capability to monitor, evaluate and regulate their own learning (Nicol, 2010).
8. To benefit student learning, feedback needs to be: Constructive; Timely; Meaningful

9. The K to 12 assessment is learner-centered and carefully considers its learning
environment system. The 21st century skills such as research, analytical/critical, practical
and creative part of the indicators included in the K to 12 assessment. Both cognitive
and non-cognitive skills which includes values, motivation, attitude, behavior traits and
interpersonal relations are part of assessment.
10. Formative assessment (assessment FOR learning) is given importance to ensure learning.
Learners are encouraged to take part in the process of self-assessment (assessment AS
learning). Summative forms of assessment (assessment OF learning) are also part of the
curriculum assessment under the K to 12.
11. In the K to 12 curriculum, assessment will be standards-based to ensure that there is
standardization in teaching and learning. Department of Education (DepEd) issued an
order (DepEd Order No. 31, s. 2012) stating that assessment will be done in four levels
and weighted accordingly.
These four levels are the following: (KPUP)
a. Knowledge refers to the essential content of the curriculum, the facts and
information that the student acquires.
b. Process refers to cognitive acts that the student does on facts and information
to come up with meanings and understandings.
c. Understanding refers to lasting big ideas, principles, generalizations that are
fundamental to the discipline which may be assessed using the facets of
understanding.
d. Product/Performances refers to real-life application of understanding as shown
by the student’s performance of authentic tasks.
12. Major Purposes of Grading and Reporting
 To communicate the achievement status of students to parents and others
 To provide information that students can use for self-evaluation
 To select, identify or group students for certain educational paths or programs
 To provide incentives for students to learn
 To evaluate the effectiveness of instructional programs
 To provide evidence of student’s lack of effort or inappropriate responsibility
13. Grading and Reporting Methods:
a. Letter Grades
b. Percentage Grades
c. Standards-Based Grading.
d. Pass/Fail Grading
14. Two types of parent-teacher conferences based on two purposes:
a. Group Conferences. These are conducted in the beginning of the year to
communicate school and class policies, class content, evaluation procedures,
expectations and procedures for getting in touch with teachers.
b. Individual Conferences. These are conducted to discuss the individual student’s
achievement, progress or difficulties.
15. Tools for comprehensive reporting system:
a. Report Cards

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b. Notes, attached to report cards
c. Standardized Assessment Report
d. Phone Calls to parents
e. Weekly/Monthly Progress report
f. School Open-Houses
g. Newsletter to Parents
h. Personal Letter to Parents
i. Evaluated Projects/Assignments
j. Portfolio or Exhibits of Student’s Work
k. Homework/Assignments
l. Homework Hotlines
m. School Web Pages
n. Parent-teacher Conferences
o. Student-Teacher Conferences
p. Student-Led Conferences
16. Self-evaluation is a procedure to systematically observe, analyze and value “your own”
professional action and its results in order to stabilize or improve it. This can take place
on an individual or on an organizational level. To self-evaluate means that people
explore and evaluate their own professional work.
17. Peer evaluation is an effective collaborative learning strategy. Related to self-
assessment, peer evaluation encourages students to critically examine a task and its
performance, then communicate constructive suggestions for improvement. In the
process of examining the work of peers, students reflect on the meaning of quality work
in general, especially when consulting a detailed rubric or checklist as a guide.
STUDY GUIDE:
compilation.
1. What is constructive feedbacking? Why is it important?
2. Enumerate and discuss the characteristics of effective feedback.
3. Discuss why and how can feedback become:
a. Constructive
b. Timely
c. meaningful
4. compare and contrast:
a. assessment FOR learning vs. assessment AS learning vs. assessment OF learning
b. the four-KPUP levels
c. the different proficiency levels of assessment
d. the grading and reporting methods
e. the two types of parent-teacher conference
5. enumerate the different tools for comprehensive reporting system and give the importance or
uses of each tool.

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 Congratulations! You have successfully completed all the modules for
your course Assessment for Learning 1. Remember to keep on improving
to attain quality assessment. Please complete the Post-test from your
instructor.
To finally culminate our modular instruction in Educ 105, kindly read the
following topic and work on the activity ask for you to do. Your action
regarding this activity will form part of your assessment and will provide a great
contribution for instructional material evaluation.
THE 7 Rs OF QAULITY CURRICULUM MATERIAL (Modified from Ron Ritchart, Culture of

Thinking Project, Bialik College, Melbourne)
The present situation due to the pandemic brought changes to the education
landscape in the entire world bringing the teaching-learning situation in a new face
transitioning from in-person or face-to-face classroom situation to hybrid, blended, virtual
classes. In the Philippines, where interconnectivity is at present a challenge, modular and
blended modality of instruction were adapted and online classes, asynchronous and
synchronous in nature, were also utilized despite the limitations in technology resources.
Your experiences and journey as a future teacher in the series of modules, lessons
and activities will find out the depth of your understanding, the intensity of your
involvement, the excitement you went through, the difficulties you have experienced and
the learning adventures you have enjoyed. Your exposure to this first-ever experience of
modular modality of instruction will require your reflection, critical thinking and decision
making as a future teacher and curriculum evaluator.
7 Rs of Quality Description of the R

Curriculum Material
1 Rigorous Students need to demonstrate a high level of understanding
and thinking
2 Real Students demonstrate authentic quality that mirrors what
they will do as teachers
3 Requires Students are self-directed in doing their tasks
independence
4 Rich in thinking This requires more than memorization from the students
5 Revealing It uncovers students’ level of understanding and
misconceptions
6 Rewarding It intrinsically motivates the students to do the task
7 Reflective It makes students more reflective in the learning process
that contributes to better performance
Here is a more detailed explanation of the seven Rs. Study carefully so that you can
very well evaluate and give feedback on the curriculum material (Modules) that you have
used in this course. Curriculum material as mentioned here refers to the series of Modules
utilized in studying the course The Teacher and the School Curriculum.

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Rigorous. A curriculum material/module is rigorous if it provides students opportunities to
develop higher order thinking skills, decision-making and deep understanding. It also points
the direction for learning but opens for students understanding beyond a minimal outcome.
Do the activities in the lessons allow students to develop higher order thinking? How do the
activities launch learning?
Real. A curriculum material/module is real if it builds understanding to engage in real life
activities related to becoming teachers. Are the topics significant or important to the life of
the students to become future teachers? How do the topics intersect their lives as students
and as future teachers?
Requires Independence. A curriculum material/module requires independence if students
are given opportunities to make appropriate choices, like who to interview or what class to
observe and when to do it, or what topics or examples are to be provided for identified
activities and how to present it. This will make students engage in deep learning and also
allow students to learn from their mistakes.
Rich in Thinking. A curriculum material/module is rich in thinking if it asks students more
than just memorization or repetition. The curriculum materials make students do
observations, ask questions, consider alternatives, evaluate outcomes, reflect and make
judgement based on evidence.
Revealing. A quality curriculum material/module is revealing if it seeks to show what the
students do and do not understand, but how they understand it. Does the curriculum
material reveal what they understand from their activities, self-check and self-reflection?
Rewarding. A quality curriculum material/module is rewarding if students can articulate
what they are learning, if they can share clearly the results of their individual and group
tasks. This is indicative of the students’ effort which is directed toward a well-defined
learning goal. The sense of purpose is shown in their work as the intrinsic rewards they gain.
In short, they are happy with what they are doing.
Reflective. A quality curriculum material/module is reflective if it allows students to think
about one’s learning not only about feelings. For example, the statement “I used to think. . .
but now I think. . .”
These are the seven Rs of quality curriculum material/module. They collectively focus on the
topics to be covered, skills to be mastered, fats to be learned and outcomes to be achieved.
These are the aspects of quality material/module.
Activity:
1. Based on your experiences in using the Modules in Educ 105, rate on a scale of 1 to 5
(with 1 as the lowest and 5 as the highest) the different Rs that describe this
instructional material.
7 Rs Key Statements Ratings:
1, 2, 3, 4, 5
Rigorous 1. The curriculum material/module requires me to have a

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higher level of understanding and thinking
Real 2. The curriculum material/module replicates the activities
for a teacher
Requires 3. The curriculum material/module allows me to make
Independence choices
Rich in Thinking 4. The curriculum material/module makes me think more
and memorize less
Revealing 5. The curriculum material/module makes me reveal my level
of understanding
Rewarding 6. The curriculum material/module inspires me to study
more
Reflective 7. The curriculum material/module allows me to reflect on
learning
2. In a column form write the following: Column A, the things you like most in the
course; Column B, things that you least like in the course; Column C, things/topics
that you want to be included in the course and Column D, things/topics you want to
be deleted in the module presentations. Please include the reasons for each item.
Column A Column B Column C Column D

Things I like Reason Things I Reason Things/topics that I Reasons Things/topics that I Reasons
most in the least like in s want to be included in want to be deleted
course the course the course / module in the course
/module
CONGRATULATIONS! YOU DID A SPLENDID JOB.

REFERENCES:

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ILOCOS SUR

I. COURSE TITLE: ASSESSMENT IN LEARNING I

Module 1. Introduction to Educational assessment and recent

III. COURSE STUDY GUIDE:

Course Code: EDUC 105

IV. COURSE STUDY SCHEDULE:

Week Topic Learning Special Instructions

Course Code: EDUC 105

Course Code: EDUC 105

Course Code: EDUC 105

VI. HOW TO USE THIS MODULE:

The Module, “Assessment in Learning 1”, is a course which comprises the

DO NOT WRITE ANYTHING ON THIS MODULE.

This tells you to take note of or to remember an important point.

This tells you there is an assignment or research activity to be undertaken.

This tells you there is an Assessment or Self-Test.

This tells you the summary of the module.

Course Code: EDUC 105

FLOWCHART ON HOW TO USE THE MODULE

Obtain module from your instructor and

Study and work at the module at your own

After finishing the module, inform your

Complete the posttest in the classroom STEP 6

If you did not pass the posttest, re-

Give the completed posttest to your

If you past the posttest, proceed to

WHAT IS THE MODULE ALL ABOUT?

Course Code: EDUC 105

INTENDED LEARNING OUTCOMES:

Course Code: EDUC 105

USERS OF EDUCATIONAL ASSESSMENT

“Education is concerned with changes in human beings...known to us only by the

Course Code: EDUC 105

TYPES AND DISTINCTION OF TESTS

Course Code: EDUC 105

2. subjective - elicits varied responses

Course Code: EDUC 105

4. intelligence - measure learner’s innate intelligence or mental

Course Code: EDUC 105

C. Research and Evaluation Function

Assessment is an essential and powerful tool in the teaching and learning

Course Code: EDUC 105

Did you do well? Go on to the

HIGH QUALITY ASSESSMENT COMPONENTS

What is high-quality classroom assessment?

Course Code: EDUC 105

2. Appropriateness of assessment methods. Different assessment methods

3. Validity. Validity is defined as the quality of a test. It should measure what

4. Reliability. It should be noted that a test is reliable when it consistently

5. Fairness / Objectivity. The teacher should not be subjective in dealing with

6. Positive consequences. The nature of classroom assessments has

Course Code: EDUC 105

Did you do well?

RECENT TRENDS AND FOCUS

Characteristics of the 21st Century Assessment

Course Code: EDUC 105

Standards-based learning greatly benefits students by changing the conversation

Course Code: EDUC 105

Did you do well?