EDUC 155 Module 04 Lesson 01

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
About the Course Guide

This course EDUC 155 – Assessment in Learning 2 consist of 4 units. It focuses on the
principles, development and utilization of alternative forms of assessment in measuring
authentic learning. It emphasizes on how to assess process- and product-oriented learning
outcomes as well as affective learning. Students will experience how to develop rubrics and
other assessment tools for performance-based and product-based assessment.
Course Objectives
At the end of the course, the students should have:
1. distinguished between traditional and authentic assessment
processes and tools,
2. planned and developed alternative/authentic forms of
assessment and scoring tools; and
3. utilized different assessment and scoring tools in different
performance-based learning.
Course Content
This consists of four (4) unit and assignments at the end of each unit. Each lesson
was developed to cover one major topic which aims to provide the learner and in-depth
understanding of the measurement and evaluation procedures that underpin testing in the
three domains. The course covers the following topics:
1. Authentic Assessment in the Classroom (Unit 1);
2. Performance Assessments (Unit 2);
3. Authentic Assessment of the Affective Domain (Unit 3); and
4. Communicating Authentic Assessment Results (Unit 4)
Numerous required and suggested readings will be given for a better
understanding of the content. Learning activities and/or Self-Assessment
Exercises (SAEs) are also included in each unit to broaden your knowledge of the
topics discussed in the unit.
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
Module COMMUNICATING AUTHENTIC

4 ASSESSMENT RESULTS
Introduction
With information from assessment and evaluation, teachers can make decisions about
what to focus on in the curriculum and when to focus on it. Assessment identifies who
needs extra support, who needs greater challenge, who needs extra practice and who is
ready to move on. The primary goal of assessment is to provide ongoing feedback to
teachers, students and parents, in order to enhance teaching and learning. Assessing,
evaluating and communicating student achievement and growth are integral parts of
schooling. They should be positive experiences for students, should promote growth, and be
carried out in such a way that they support continuous learning and development.
The final steps of the Assessment Cycle involve reporting assessment results and,
most importantly, using those results to make programmatic changes to improve student
learning. Communicating information about assessment and evaluation is a necessary step
in the instructional process. The purpose of assessment— gathering information so that wise
decisions about further teaching and learning can be made—requires that information be
communicated to others.
This unit covers the following topics that allow you to efficiently and effectively
communicate authentic assessment results:
A. Effective Communication
1. What to communicate?
2. Why communicate?
3. How to communicate?
4. Managing Message Quality
5. Managing Interpersonal Dynamics
B. Portfolio as a Communication Medium
1. Portfolios and Authentic Assessment
a. Nature and Characteristics
b. Analyzing the Key Components of Portfolios
2. Types and Uses
3. e-Portfolios

C. Grading and Reporting

1. Reporting to Parents
a. Report Cards
b. Parent-Teacher Conference
c. Other Communications
Expected Learning
Outcomes
In this unit, you are expected to have:
1. demonstrated knowledge on how to design and develop portfolios for
authentic assessment of learning outcomes;
2. explained how to report, punctually and accurately, results of
assessment of learner academic performance and achievement in the
form of grades, marks, descriptors or narratives; and
3. discussed how to articulate to parents the learning needs, progress, and
behavior of the learners during a parent-teacher conference or other
appropriate situation.
LESSON HIGHLIGHTS
Lesson 1 – Effective
Communication
What to Communicate?
After an assessment plan has been designed for each domain (psychomotor,
cognitive, and affective), the issue of what to do with the assessment remains. While
assessment can certainly be useful to students, teachers, and administrators internally,
specifically for improving the teaching and learning process and for evaluating program
effectiveness, assessment also needs to be used externally—it must be aggregated
somehow and meaningfully presented to parents as an indication of what their children have
achieved over the short term and over the long term. However, the critical question in the
communication of results is, “ What information or details about the students’ performances
should be reported?”

It is important that assessment, evaluation and communication should be congruent

with the following principles, in order to ensure that what is being externally reported (to
parents, for instance) are grounded on existing educational foundations:
1. Assessment, evaluation and communication of student growth are based on the

curriculum and are in line with the school’s philosophy and programming
principles.
2. Information about methods of assessment and results of evaluation are available
to students, parents and the community.
3. Student growth is assessed, evaluated and communicated for all outcomes.
4. Evaluation and communication of student growth are ongoing and are used to
plan effective programming.
5. Student growth is enhanced when students participate in the assessment,
evaluation and communication processes.
6. Student growth is enhanced when assessment, evaluation and communication are
viewed positively by students.
7. Methods of communicating student growth vary depending on audience and
purpose.
Why Communicate?
Effective communication informs students, parents and others about what

has been accomplished and what the next steps are in the learning process. The
communication process is a team effort. However, the greater the role students are
given in this process, the richer the information that is shared and the greater the impact on
future student learning. Students need feedback on how they are learning and performing.
If it is to be beneficial, feedback must extend beyond scores or marks, providing
useful information about the meaning of these results and suggestions for ways
to improve, grow or extend learning. Communication needs to be continuous.
Comments and observations shared with students in class are effective ways for teachers to
communicate information about student learning.
Parents also need ongoing communication. Communicating results of authentic

assessment explores many important life choices and decisions, and parental
awareness and input can be valuable for both students and schools. Students can
also benefit from formalized opportunities to communicate with parents in a school setting.
Informing parents of results is an important aspect of assessment for two reasons. First,
parents need solid information about their child’s learning progress in order to
determine whether or not their child’s needs are being met. Second,
communicating assessment information to parents also provides a good public-
relations opportunity and helps build support for educational programs.
Another importance of communicating authentic assessment results is to make

changes in educational programs that improve student learning or development. This
learning improvement process requires practitioners to:

1. meaningfully assess student learning or development;

2. effectively intervene via theory-based programming; and
3. re-assess to verify better learning or development.
The Simple Model for Learning Improvement
ASSESS INTERVENE RE-ASSESS
Collect baseline data Administer a theory- Gather evidences that

from students’ based intervention verify the occurrence
performance, to which that address of a change in the
future student weaknesses educational program
achievement can be identified, and then which “improved”
compared evaluate its impact student learning
How to Communicate?
Reporting systems most highly regarded by parents typically include a mix of

traditional and more modern reporting tools. Tools that might be included in the
comprehensive reporting system include:
 Report Cards
 Notes from Teachers—this way of communicating can
invite parental response and involvement
 Videos of Student and/or Group Activities—presentations
can be documented for parent viewing and recorded media
could be circulated from one home to another
 Phone Calls or Email Messages
 Weekly/Monthly Progress Reports
 School Open-Houses or Special Events, such as
presentations, displays, classroom visits
 Class and School Newsletters
 Personal Letter to Parents
 Evaluated Projects or Assignments
 Portfolio’s or Exhibits of Students’ Work
 Homework Assignments or Homework Hotlines
 School Web Pages
 Learning Conferences—these can involve parents or can be
student-led with parents and teachers participating

The succeeding table shows an example of a brief narrative report on student’s

performance in a single content area. It is important for you to know, however, that there
are several structures or formats that can be used in creating reports for authentic
assessment results. The Department of Education (DepEd) in the Philippines has its own set
of templates for such purpose. You may also construct your own, contextualized template
for communicating assessment results to your students or to their parents.
Student Name: Jane Domingo Subject Area: Reading

You may watch the YouTube videos below in order for you to have an idea on how
learning conferences work in the communication or reporting of authentic assessment
results. The first video presents a parent-teacher conference, whereas the second shows
how student-led conference is implemented. Take note of the turn-taking strategies and the
roles that are being employed and taken by the participants in the said conferences.
First Video: Parent-Teacher Conference

YouTube Link: https://www.youtube.com/watch?v=opJiN2r7-Gc
Video Length: 2 Minutes and 52 Seconds
Second Video: Student-Led Conference

YouTube Link: https://www.youtube.com/watch?v=L_WBSInDc2E
Video Length: 5 Minutes and 5 Seconds

Managing Message Quality
When communicating assessment results, the primary goal should always be to

encourage action. Along these lines, results have the best chance of being used when
they: 1) tell a meaningful story, 2) are clear, concise, and compelling, and 3)
adequately address reasonable critiques. The general guidelines below were adapted
from Linda Suskie's book, “Assessing Student Learning” (2010).
3Cs (Clear, Concise, Address Reasonable

Tell a Meaningful Story
and Compelling) Critiques
 Tailor assessment results to your  Avoid jargon  Provide
audience (understand their  Use numbers corroborating
needs, perspectives, and sparingly information
priorities)  Use data visualization (triangulation)
 Highlight interesting and techniques when  Document the
unanticipated findings appropriate to clearly quality of your
 Emphasize meaningful differences communicate clearly assessment strategy
 Focus on matters your audience and compellingly  Acknowledge
can do something about possible flaws in
 Provide context for your results your assessment
 Offer informed commentary strategy
Giving students feedback on their learning, often described as formative

assessment, has been shown to have powerful positive benefits for student
learning and achievement (Juwah et al, 2009; Black & William, 1998). The importance of
feedback mechanisms in assessment has been well established in research (Fisher & Miller,
2008). However, this can often be a time-consuming task in an environment with stretched
resources. In addition, many teachers report lack of student engagement with this feedback;
for example, students may not read it, while also reporting a lack of helpful feedback. This
can result in wasted teachers’ efforts and ineffective feedback for students.
One of the key themes emerging to address this dilemma is to develop

students own self-monitoring skills in order to help them narrow the gap between their
performance and the standards expected of them (Clarke et al, 2001). The timing, type
and specification of feedback can improve student ability to self-monitor. In addition,
good feedback should feed into some specific actions that can be used in the next
assessment. Feedback need not always be from the teacher, as students themselves are a
good resource to each other when given guidance on how to provide feedback. New
technologies also open up some efficient feedback opportunities.
This module highlights six feedback strategies on students’ assessment. It

encompasses feedback given from teachers to students and where students self-monitor,

review and critically evaluate their own and/or their peers’ work. It sets outs different
technologies to support these strategies.
Strategy Examples Technology Type

1. Feedback individually Oral feedback to the student Online meeting or virtual
to students, post- (synchronous) classroom tools, which can
assessment facilitate individual feedback
This can be through sessions where feedback could
different approaches, be discussed, documents
such as oral, audio, video shared or edited on screen
and/or written/annotated
feedback, either in-class, Written feedback on Feedback files and markup
out of class, in meetings, assignments/ homework documents (via VLE/email),
through a virtual learning rubrics or marking grids and
environment (VLE), by other markup document tools
email, using rubrics, etc.
Audio and video feedback to Inbuilt VLE tools to record
student (asynchronous) audio or video feedback in VLE
2. Group/ class feedback, Oral feedback to the class Online meeting or virtual
post-assessment (synchronous) classroom tools which can
This can be through facilitate group feedback
different approaches, sessions where feedback could
such as oral, audio, video be discussed, documents
and/or written feedback, shared/edited on screen
either in-class, out of
class, in meetings, Written feedback to whole VLE functionalities (Class/group
through the VLE, by class, or groups of students announcements, feedback text
email, etc. within the class files, rubrics/marking grids)
and markup document tools
Generic feedback to class via VLE tools to record audio or

video or audio (asynchronous) video feedback in VLE, other
tools that allow creation of
audio and video (screencast)
feedback files
3. Feedback individually Oral feedback to the student Online meeting or virtual
to students, on an (synchronous) classroom tools which can
activity or draft prior facilitate individual feedback
to summative sessions where drafts could be
assessment discussed, documents
This can be through shared/edited on screen
different approaches,
such as oral, audio, video Written feedback on draft Feedback files and markup
and/or written feedback, assignment documents (via VLE/email),
either in-class, out of rubrics/marking grids and other
class, in meetings, markup document tools
through the VLE, by
email, using rubrics, etc. Audio and video feedback to Inbuilt VLE tools to record
student (asynchronous) audio or video feedback in VLE

and other audio and video

creation tools
4. Online automated Online graded/ungraded VLE quiz and survey tools
feedback quizzes and self assessments providing standardized
This can be facilitated feedback for particular
through, for example, responses
online multiple-choice
quizzes with feedback, Automated feedback based on Intelligent tutoring automates
essay correcting software, student performance of a task feedback on tasks, triggered by
online polling activities, a specific score on a quiz or
other automated feedback associated rubric
approaches, etc.
Feedback on writing Plagiarism software
development, grammar and
spell checker
5. Self-Assessment Activities to facilitate students ePortfolio and personal

Activities to self-monitor and talk about development planning tools for
Activities to facilitate their work reflection and discussion
students to self-monitor
and critically evaluate Concept/mind mapping online
their own work, such as tools either in class/online/out-
discussion following in of-class (prior to assessment)
class student response
systems/quizzes; Use of a self-assessment form
discussion forums around when submitting work in
assignments in either in Assignment Folder in VLE
class/ online/ out of class;
use of self-assessment Blogs/social networking
form (or rubric) when sites/online communities etc
submitting their work; self
assessing their work Self-evaluation against
against descriptive criteria competencies
on a rubric, etc.
6. Peer Review Activities Students actively working on Peer assessment tool

Opportunities for students criteria in-class/online integrated in VLE
to peer review, for assessment; peer reviewing
example: using a range of against criteria
different exemplars of
other students’ work, Opportunities to peer and/or Online Exemplars shared and
either in class/ online; self-review using exemplars of judged by the students
opportunities to discuss other students’ work, either in
standards required based class/online (prior to
on peer exemplars or assessment) Peer/ team
descriptive criteria on a reviewing against criteria;
rubric; peer reviewing
other students’ work
against descriptive criteria
on a rubric, etc.

Managing Interpersonal Dynamics
A. How do teachers develop relationships with students that promote student

involved assessment?
It is essential that teachers first establish a close, trusting

relationship with students. Being present, and open, listening without judging,
seeking common understandings, and viewing learning as mutual all lead to the
development of a positive collaborative atmosphere. A teacher should seek to
inspire students through their own passion for ongoing growth and show
young people why they should be committed to their own development.
Teachers should ask themselves, "How can I communicate assessment results that
would enable and encourage students to take risks and reattempt tasks at which
they have failed or been incapable of completing in the past?" and "What grading
practices motivate students to continually strive for mastery and excellence?"
B. How do teachers set up situations so that students are more involved in

determining the course of their learning?
A powerful way to involve students in their learning is to systematically

engage them in shared goal setting. In order for students to set goals and monitor
their progress, they must clearly understand that learning is essential. When
students are involved in setting goals and have a clear understanding of
their mission, they have a sense of ownership, self-awareness, and
control of their own development over time. Some questions for students
might be: "What are your strengths and weakness in the discipline at hand?" and
"What do you see as the greatest challenge for you as you move towards mastery
in this area?" and "How will this goal inform your next steps as a learner?" As a
result of this inclusive process, students are intrinsically motivated to take the
necessary steps to achieve those goals.
C. What are some ways that students can use communication skills to
empower themselves in their learning?
Portfolios "provide an ideal venue for getting [students] to take notice of,
keep track of, and celebrate their learning. Collecting, organizing, and
reflecting on their own work builds an understanding of themselves as
learners and nurtures a sense of accomplishment. Becoming reflective
learners, developing an internal feedback loop, learning to set goals, and noticing
new competencies and new challenges are all habits of thought we can cultivate in
students through the use of portfolios." (Stiggins, 2004)

Students also benefit when they communicate their parents about their
progress. Student-planned and lead conferences with teachers and
parents creates a shared, interdependent audience for student self-
assessment. Selecting work to discuss, talking about their strengths and
weaknesses, and sharing goals helps students to process learning. Teachers might
guide students in preparing for the conference by supplying a framework like the
one below.
D. How do teachers help parents understand the results of authentic

assessment?
While teachers are certainly on the front lines when it comes

to communicating with students about testing, we cannot forget the important role
that parents play in assessments. Talking to parents about assessment
results is an important step in helping parents understand their child’s
growth, be a partner in goal setting, and generally give them a role in
improving their child’s learning.
Teachers could guide parents in helping them not only understand

assessment and assessment results, but also in preparing their children for
assessment.
 Have them meet with you as often as needed to discuss their child’s
progress.
 Suggest activities to do at home to help improve their child’s
understanding of schoolwork.
 Encourage them to have a quiet, comfortable place for their child to
study at home, if possible – and free of digital distractions.
 Remind them that it’s important for their child to be well rested on
school days and especially on the day of a test. Children who are tired
are less able to pay attention in class or to handle the demands of a
test.
 Help them understand the importance of providing books and
magazines for their child to read at home. Suggest outside reading
lists or provide suggestions from the public library.
When it comes to the assessment itself, teachers can start with the basics to
help parents better understand the process and improve communications with
them.
 Explain the purpose of the assessment – such as the difference

between those used to inform classroom instruction and those needed
to meet state requirements.
 Share with them which tests are being used in their child’s classroom
and how the results of each are used.

 Send a communication about when the tests are being given, when
the results will be available, and how the parents will receive the
results.
 Share their child’s learning progress using assessment results as well
as your classroom observations.
 Point out academic strengths and weaknesses and how they can help
address areas of concern outside of the classroom – particularly if
assessment results point to specific things they can do.
LEARNING ACTIVITY
-A
Activity A
Education has recently shifted from brick-and-mortar approach toward online learning
approach, where teachers and students now conduct their pedagogical engagements in
various virtual learning environments or digital platforms. Such an arrangement has been
resulting in educational issues. One of which is communicating results of authentic
assessments, where teachers find it challenging to provide qualitative feedbacks to their
students’ products and performances, and where students more often than not completes
tasks without meaningful feedback on assessment results.
Using all the concepts that you have learned in this module, answer the following
questions by explanation and exemplification.
Self-Survey on Communicating Authentic Assessment Results

in Online Teaching and Learning
Questions Your Answers
1. What are the common strategies use by
your teachers to communicate results of
your product-based or performance-
based assessments?
2. In what way/s would you like your

teachers communicate the results of
your authentic assessments?

3. What difficulties or challenges have you

been encountering when it comes to
communicating authentic assessment
results, taking the present educational
conditions into account?
4. How have you been dealing with these

difficulties and challenges?
5. If you were to initiate a student-led

conference, together with your teachers
and/or parents, how would you evaluate
yourself in terms of your overall
performance this course or in your other
courses? Select and course, and then
specify your strengths and weaknesses.
References/Further
Readings
References
Albermale County Public Schools (.n.d.). Framework for quality learning: Assessment
analysis, communication, and feedback. Retrieved from
https://inside.k12albemarle.org/acps/division/fql/Pages/Assessment-Analysis-
Communication-and-Feedback.aspx
Alberta Learning (2002). CALM guide to implementation: Assess, evaluate and communicate
student learning. Retrieved from:
https://education.alberta.ca/media/482270/calm_ch8.pdf
Bobowski, K. (2018). 10 ways for teachers and parents to communicate better about
assessments. Retrieved from https://www.nwea.org/blog/2018/10-ways-for-teachers-

parents-to-communicate-better-about-assessments/
James Madison University (2021). Reporting and use of assessment results . Retrieved from
https://www.jmu.edu/assessment/sass/AC-step-seven.shtml#:~:text=When
%20communicating%20assessment%20results%2C%20the,3)%20adequately
%20address%20reasonable%20critiques
UCD Teaching & Learning (2021). Teaching toolkit: Giving effective feedback. Retrieved
from https://www.ucd.ie/teaching/resources/teachingtoolkit/givingeffectivefeedback/


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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

About the Course Guide

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Module COMMUNICATING AUTHENTIC

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

C. Grading and Reporting

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

It is important that assessment, evaluation and communication should be congruent

1. Assessment, evaluation and communication of student growth are based on the

Effective communication informs students, parents and others about what

Parents also need ongoing communication. Communicating results of authentic

Another importance of communicating authentic assessment results is to make

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

1. meaningfully assess student learning or development;

The Simple Model for Learning Improvement

ASSESS INTERVENE RE-ASSESS

Collect baseline data Administer a theory- Gather evidences that

Reporting systems most highly regarded by parents typically include a mix of

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

The succeeding table shows an example of a brief narrative report on student’s

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

First Video: Parent-Teacher Conference

Second Video: Student-Led Conference

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Managing Message Quality

When communicating assessment results, the primary goal should always be to

3Cs (Clear, Concise, Address Reasonable

Giving students feedback on their learning, often described as formative

One of the key themes emerging to address this dilemma is to develop

This module highlights six feedback strategies on students’ assessment. It

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Strategy Examples Technology Type

Generic feedback to class via VLE tools to record audio or

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

and other audio and video

5. Self-Assessment Activities to facilitate students ePortfolio and personal

6. Peer Review Activities Students actively working on Peer assessment tool

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Managing Interpersonal Dynamics

A. How do teachers develop relationships with students that promote student

It is essential that teachers first establish a close, trusting

B. How do teachers set up situations so that students are more involved in

A powerful way to involve students in their learning is to systematically

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

D. How do teachers help parents understand the results of authentic

While teachers are certainly on the front lines when it comes

Teachers could guide parents in helping them not only understand

 Explain the purpose of the assessment – such as the difference

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Self-Survey on Communicating Authentic Assessment Results

2. In what way/s would you like your

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

3. What difficulties or challenges have you

4. How have you been dealing with these

5. If you were to initiate a student-led

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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