Course Guide ED 209

West Visayas State University 2023
Module in
ED 209:
Assessment in Learning 2
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Module in
ED 209:
Assessment of Learning 2
Francis C. Castor, Ed.D.
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Notes to the Students

This module is designed to broaden one’s knowledge regarding analyzation of
the fundamental concepts and characteristics of 21st century assessment;
application of the principles in constructing and interpreting performance-based
assessment;developing instruments for assessing effective learning; developing a
portfolio as an assessment, sample products, scoring rubrics and rating forms; and
finaly demonstrate skills in interpreting test results and reporting grades.
There are 33 lessons in this module. They are as listed below.
Unit I. Assessment as an Integral Part of teaching

1. Diagnostic, Formative, Summative Assessment
2. Norm referenced vs Criterion-referenced Assessment
3. Traditional vs. Authentic assessment
4. Decontextualized assessment and contextualized assessment
5. Marks of Quality Assessment
6. Current Trends in Assessment Outcome-Based
Unit II. Education (OBE) and Assessment
1. The Meaning of OBE, OBTL, UbD
2. Constructive alignment
Unit III. Learning Outcomes: Sources and Characteristics
1. Learning Outcomes-Meaning, Sources;
2. Characteristics of Good Learning Outcomes
Unit IV: Authentic Assessment: Meaning, Methods and Tools
1. Characteristics of Authentic Assessment
2. Example of Product and Process Assessment
3. Traditional and Authentic Assessments Complements One Another
4. Formulating Product and Process types of Authentic assessment including
GRASPS
Unit V: Developing the Scoring Rubrics
1. Scoring Rubric-Meaning and Parts
2. Analytic and Holistic Rubric
3. Comparison of Rubric, Checklist, Rating Scale
Unit VI: A. Portfolio Assessment
1. Meaning, Types, Essential Elements of a Portfolio
2. Stages in Implementing Portfolio Assessment effectively
B. e-Portfolio as an Assessment Tool and as a Communication
Medium
1.Meaning, Theory and Types of e-Portfolios
2.Best Practices in the Use of e-Portfolio
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3. Assessment of e-Portfolio
4. e-Porfolio Assessment Rubric
Unit VII: A. Assessment in the Affective Domain
1. Soft Skills in Affective Learning
2. Categories of soft skills
3. The taxonomy of Educational Objectives
4. Methods of assessing Learning in the Affective Domain
B. Formative Assessment
5. Techniques for Formative Assessment
6. Self Assessment in Formative Assessment and Formative Assessment
Strategies
Unit VIII: Grading and Reporting
1. Functions of Grading and reporting Systems
2. Components of a Grading System
3. Pointers in Communicating Assessment Results
4. Why Report/Communicate Assessment results
Unit IX: Reflective Practice using Assessment Data
1.What is Reflective Practice?
2. Using Learner Attainment Data: A Measure Effectiveness
3. Suggestions for the Use of Documents
4. Instructional Supervision Support Intervention Strategies
The learning outcomes for ED. 209, specified below are unpacked by the specific
objectives of each lesson. Generally, at the end of this module, you might have:
 analyzed the fundamental concepts and characteristics of 21st century

assessment;
 applied the principles in constructing and interpreting performance-based
assessment;
 developed instruments for assessing effective learning;
 developed a portfolio as an assessment, sample products, scoring rubrics and
rating forms; and
 demonstrated skills in interpreting test results and reporting grades.
You are advised to strictly follow the schedule of submission of

outputs for you to receive feedbacks on time as well.
You will be required to read a lot. This is a skill that has to be honed because
your activities are mostly written in form. At the end of this module, you are also
expected to submit learning plans.
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Before you begin learning what the module is about, please be familiar with
some icons to guide you through this instructional tool. You are right now reading
the introduction entitled Notes to the Students. This will be followed by the Table
of Contents.
The lesson will then unfold in this sequence.
Let’s Activate! In here, you will do an activity that you already

know and is related to the lesson.
Let’s Explore! This is where the lesson is presented. It may have

several topics as stipulated in the specific objectives.
Let’s Try! In this part, tasks will be given to you to practice what
you have learned.
Let’s Check! You will be tested here and you will be able to know
the gaps in your understanding in this lesson. If you are not
satisfied with the feedback, you may then go back to some points
that you may have missed.
Key to Correction shows the feedback thatcomes after

assessment. It can also be found in every break exercises within the
lesson
Let’s Watch! This may be found in select lessons. Multimedia links

are provided for you as supplementary or enrichment materials
about the lesson.
Let’s Read Further! This may also be found in select lessons.

Additional or suggested readings are provided to you to gain more
insights about the topics.
References list down the resources and links from which the
content of the lesson was based from. These may take the form of
books, internet sites, blogs, videos, photographs, animation, Power
point presentations, icons, etc.
Directions are found inside each lesson and the time frame is reflected in
your course guide. All activities must be answered. Honesty is a school policy. Be
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serious about the learning activities you are working on. It will define who you are
and what you will become in the future. At the end of the semester or as instructed
otherwise, you are to submit this module to your subject professor. Inquiries on
some points not fully understood will be made online via the online learning platform
prepared by your teacher on your class schedule and during your teacher’s
consultation hours. This module is a self-contained learning kit with instructions that
will guide up to the end.
You are now ready to begin. Good luck! Make your time count. Enjoy!
God bless and always keep safe!
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Table of Contents
Title page 1
Notes to the Students 3
Table of Contents 6
Unit I. Assessment as an Integral Part of teaching 9

1. Diagnostic, Formative, Summative Assessment 10
2. Norm referenced vs Criterion-referenced Assessment 10
3. Traditional vs. Authentic assessment 11
4. Decontextualized assessment and contextualized assessment 13
5. Marks of Quality Assessment 14
6. Current Trends in Assessment Outcome-Based 14
Unit II. Education (OBE) and Assessment 19
1. The Meaning of OBE, OBTL, UbD 19
2. Constructive alignment 21
Unit III. Learning Outcomes: Sources and Characteristics 27
1. Learning Outcomes-Meaning, Sources; 27
2. Characteristics of Good Learning Outcomes 33
Unit IV: Authentic Assessment: Meaning, Methods and Tools 39
1. Characteristics of Authentic Assessment 39
2. Example of Product and Process Assessment 40
3. Traditional and Authentic Assessments Complements One Another 41
4. Formulating Product and Process types of Authentic assessment including
GRASPS 48
Unit V: Developing the Scoring Rubrics 53
1. Scoring Rubric-Meaning and Parts 53
2. Analytic and Holistic Rubric 54
3. Comparison of Rubric, Checklist, Rating Scale 55
Unit VI: Portfolio Assessment 60
1. Meaning, Types, Essential Elements of a Portfolio 60
2. Stages in Implementing Portfolio Assessment effectively 61
Unit VII: e-Portfolio as an Assessment Tool and as a Communication
Medium 65
1.Meaning, Theory and Types of e-Portfolios 66
2.Best Practices in the Use of e-Portfolio 66
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3. Assessment of e-Portfolio 66
4. e-Porfolio Assessment Rubric 67
Unit VIII: A. Assessment in the Affective Domain 70
1. Soft Skills in Affective Learning 70
2. Categories of soft skills 70
3. The taxonomy of Educational Objectives 72
4. Methods of assessing Learning in the Affective Domain 73
B. Formative Assessment 75
5. Techniques for Formative Assessment 75
6. Self Assessment in Formative Assessment and Formative Assessment
Strategies 77
Unit IX: Grading and Reporting 83
1. Functions of Grading and reporting Systems 84
2. Components of a Grading System 85
3. Pointers in Communicating Assessment Results 85
4. Why Report/Communicate Assessment results 85
Unit X: Reflective Practice using Assessment Data 89
1.What is Reflective Practice? 89
2. Using Learner Attainment Data: A Measure Effectiveness 90
3. Suggestions for the Use of Documents 91
4. Instructional Supervision Support Intervention Strategies 99
Appendix
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UNIT 1: Assessment as an Integral Part

of Teaching
Learning Outcomes:
At the end of the lesson, the students should be able to:

 differentiate among diagnostic, formative and summative assessment;
 cite ways to do traditional and authentic assessment;
 distinguish between traditional and authentic assessment, norm
referenced and criterion-referenced assessment, contextualized and
decontextualized assessment;
 explain marks of quality assessment and;
 discuss current trends in assessment.
Lesson 1: Diagnostic, formative, summative assessment,

Norm & Criterion-referenced assessment, Traditional &
Authentic assessment, De-contextualized &
Contextualized assessment, Marks of Quality assessment
& Current Trends in assessment
Let’s Activate!
“Assessment is critical to the educational process. Without them, teachers

would never know when to move onto the next subject, or how to help
students understand concepts better.”
https://www.google.com/search?
q=quotes+about+assessment+of+learning&oq=quotes+about+assessment+of+learning&aqs=chrome.
.69i57j0i22i30l2j0i390l3.14732j0j7&sourceid=chrome&ie=UTF-8#imgrc=JB3Q6IKV5nOREM
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Let’s Explore!
Assessment in the Context of Teaching-Learning
1. Diagnostic Assessment
This is a form of pre-assessment that allows a teacher to determine individual

student’s prior knowledge including misconceptions before instruction. In short, it is
primarily used to diagnose what students already know and don’t yet know in order
to guide instruction. The results of diagnostic assessment also provide a basis for
comparison to determine how much learning has taken place after the learning
activity is completed. This is usually done by giving diagnostic pretests.
2. Formative Assessment
Formative assessment takes place during instruction (during the formative
process) to provide the teacher with information regarding how well the learning
objectives of a given learning activity are being met. In formative assessment,
teachers monitor students learning to get ongoing feedback to improve their
teaching and for students to improve their learning. In formative assessment,
students are helped to identify their strengths and weaknesses and target areas that
need work. Likewise, teachers are also helped to recognize where students are
struggling and so address problems immediately. It is evidence-based improvement
of on-going teaching –learning.
It is not sound to assess learning only at the end of a unit. Many a teacher
has presumed everything is clear to students only to get frustrated at the end of the
unit that a lot of things were not understood. It is like proceeding to “XYZ” when
“ABC” were not yet mastered. It is not only frustrating but also a waste of teaching-
learning time and effort.
Formative assessment is referred to as assessment for learning because it is
meant to ensure that learning takes place. In the process of instruction, the teacher
checks on student are learning. If he/she discovers that concepts and skills are not
yet mastered, right there and then, the teacher re-teaches to ensure learning. Thus,
the phrase “assessment for learning”.
How do teachers do formative assessment? Teacher can determine student’s
level of understanding while teaching by asking students questions. A usual question
that teachers ask to find out if their students can follow the lesson is “Did you
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understand?” Class usually respond in chorus “Yes, Sir”. A better way to check on
students’ level of understanding however is to find out if indeed they understood the
lesson by asking them questions or using other ways of formative assessment.
3. Summative Assessment
This is used to evaluate students learning at the end of a defined instructional
period. While formative assessment is referred to as assessment for learning,
summative assessment is referred to as assessment of learning.
It is assessment of learning typically at the end of a unit, course, semester or
school year, after diagnostic assessment, teaching and formative assessment are
done. It is a picture of how much learning took place and to what extent the
learning, unit or course outcomes were attained. The results of summative
assessments are the bases for grades and report to parents. Summative assessments
are done through paper-and-pencil tests and non-paper-and-pencil-tests.
Traditional Assessment and Authentic Assessment

1. Traditional assessment
This assessment includes the paper-and-pencil tests. Paper and pencil tests
are either the selected-responses type or constructed-response. This was the focus
of Assessment in Learning 1.
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Authentic Assessment
Authentic assessment can be in the form of students’ performance to
display skills learned, mastery of a process or procedure or in the form of a product
or concrete output. Some examples of performance are: a student is able to dance
tango, to dribble the ball or to give a report in class using PowerPoint. Authentic
assessment can be done also by assessing the product of students’ learning such as
a research paper written, art woks and a capstone project. Through capstone
projects students explore issues they are passionate about and work towards finding
solutions to problems.
Norm and Criterion-referenced Assessment
1.Criterion-referenced assessment.
In criterion-referenced assessment we compare a student’s performance
against a criterion of success which is the predetermined standard. With criterion-
reference tests, each student’s performance is compared directly to the standard,
without considering how other students performed in the assessment. Criterion-
referenced assessment often used “cut scores” to place students into categories such
as “basic”, “proficient”, and “advanced”.
Example of Criterion-referenced assessment.
The teacher’s intended learning outcome is to spell at least 18 out of 20
words correctly.
Student A is able to spell 20 words correctly, Students B 18 words and
Student C 10 words.
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It is obvious that only Students A and B were able to realize the

predetermined standard as stated in the intended learning outcome, “Spell at least
18 out of 20 word correctly.” The performance of each student is compared against
a standard set by the teacher. It is compared against the performance of the other
students.
2. Norm referenced assessment.
In norm-referenced assessment we compare a student’s performance with
the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An
example is comparing the performance of 7 th graders in reading in a particular school
system to the performance of nation-wide group of 7 th graders in Reading.
Norm referenced scores are generally reported as a percentile ranking. There
used to be a National College Entrance Examinations (NCEE) in the Philippines from
1973 until its abolition in 1994 where students were given percentile ranks. A
student who got 99th percentile rank in the NCEE means that he belonged to the
upper 1% and surpassed 99% of the NCEE examinees
A high school graduate who got a 75 th percentile rank means he belonged to
the upper 25% and was above 75% of the examinees.
The meaning of a norm-referenced score is derived from a comparison of
students scores against other students’ scores (as stated in the scores of the norm
group) while the meaning of criterion-referenced score is derived from comparing
students’ scores with established criterion of success. The norm-referenced score will
not tell you whether a student met, exceeded or fell short of the standards of
proficiency. It is the criterion-referenced score that will tell whether or not the
students met the established standard of success or proficiency.
Contextualized and Decontextualized Assessment
1. Contextualized Assessment.
In contextualized assessment, the focus is on students’ constructing of
functioning knowledge. It is the students’ performance in their application of
knowledge and skills in the real work context of the discipline area. Contextualized
assessment makes use of performance-based tasks which are authentic in nature.
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They reflect “Real life” tasks and require students to utilize higher order thinking
skills (Crotty, 1994; Leon and Elias,1998) to fulfill on demand duties and tasks.
A student may have mastered the rules of subject-verb agreement, gets a
perfect score in multiple choice test on subject-verb agreement but when she/he
delivers a speech in real life, fails to observe subject-verb agreement rules.
2. Decontextualized assessment
This assessment includes written exams which are suitable for assessing
declarative knowledge, and do not necessarily have a direct connection to a real-life
context (Biggs, 2011). It focuses on declarative knowledge and/or procedural
knowledge in artificial situations detached from the real work context. Both
contextualized and decontextualized learning and assessment have their role in
evaluating learning outcomes.
In practice, Biggs and Tang claim decontextualized assessment have been
overemphasized compared to the place declarative knowledge has in the curriculum.
Both declarative knowledge and real-life application of that knowledge must be
assess only the lead-in declarative knowledge, not the functional knowledge that
emerges from it.
Establishing High Quality Assessment
1. Quality assessments are in accordance with contemporary view of active
learning and motivation.
2. Assessment of high quality is valid.
3. Assessment of high quality is reliable.
4. Assessment of high quality is fair.
Current Trends in Assessment

Current trends in assessment cited by Santrock (2009)
1. Using not only objective tests that measure simple recall but a combination of
objective tests and performance-based with emphasis on the latter assessing
higher- level cognitive skills
2. Integrated rather than isolated skills using multiple assessment methods from
multiple choice test to essay, an interview, a project, a portfolio to self-evaluation.
3. Setting high performance and challenging standards including world-class
standards for interpreting assessment results.
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4. Involving students in all aspects of assessment from the setting of expected

targets to checking on their progress in the course of the teaching-learning process
and in determining the extent to which they realize expected targets.
5. Making standards and criteria known to all students and even parents rather than
be secretive about them to provide a clear picture of desired performance.
6. Using computers as part of assessment.
Let’s Try!
1. Can a diagnostic assessment and a formative assessment affect the result

of summative assessment? How?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Have you ever experienced having been given unfair assessment? Why do you
consider it unfair? As a future teacher, any lesson learned?
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. As a student, were you ever involved in assessing your learning? If yes, how? Did
your involvement in the assessment process have a favorable impact on you?
Explain.
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Let’s Check!
A. Multiple Choice.
Direction: Read each test item carefully and answer what is being asked. Write the
CAPITAL letter of the correct answer on the space provided before each number.
___1. The result of this assessment is the bases for grades and reports to parent.
A. Diagnostic assessment B. Formative assessment
C. Summative assessment D. Formative & Summative assessment
___2. If teacher gives a diagnostic test, what does she want to know?
A. Learners’ readiness for the lesson
B. What grade/mark to give the learners
C. What assignment to give for lesson mastery
D. Parts of the lesson that the learners don’t understand while teaching-
learning is in progress.
___3. Teacher is surprised to find out lack of lesson mastery at the end of a Chapter.
Which type of assessment/s did she fail to do?
A. Diagnostic assessment B. Formative assessment
C. Summative assessment D. Formative & Summative assessment
___4. In which assessment are you engaged if you amnt to know if learners have
realized intended learning outcomes?
A. Criterion-referenced assessment B. Norm-referenced assessment
C. Contextualized assessment D. De-contextualized assessment
___5. In which assessment do you compare the performance of a student with that
of the others?
A. Criterion-referenced assessment B. Norm-referenced assessment
C. Contextualized assessment D. De-contextualized assessment
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B. Essay (5pts)
In three-five sentences, write you interpretation on the literary quote given.
“Assessment is critical to the educational process. Without them, teachers would

never know when to move onto the next subject, or how to help students
understand concepts better.”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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References
Corpuz, B.B, & Cuartel I.E.. et al. (2021) Assessment in Learning 2: Authentic
Assessment. LORIMAR Publishing Inc.
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UNIT 2: Outcome-Based Education (OBE)

and Assessment
Learning Outcomes:

 Explain the essence of OBE and OBTL;
 Compare Understanding by Design, OBE and OBTL and
 Explain the meaning of constructive alignment in the context of the
instructional cycle.
Lesson 1: Meaning of OBE, OBTL, UbD, Constructive

alignment
Let’s Activate!
“Content without purpose is only trivia”

-Steve Revington
Let’s Explore!
The Meaning of OBE
OBE means Outcome-Based Education. Simply put, it is education based on

outcome. This outcome may refer to immediate outcome or deferred outcome.
Immediate outcomes are competencies/skills upon completion of a lesson, a subject,
a grade/year, a course (subject) or a program itself. Examples are ability to
communicate in writing, reading, speaking, and solve mathematical problems.
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Deferred outcomes refer to the abilty to apply cognitive, psychomotor and affective
skills/competencies in the various aspects of the professional and workplace practice
(Navarro, 2019). Examples are success in professional practice or occupation as
evidence of skill in career planning, health and wellness and continuing education.
Navarro’s explanation of outcomes is synonymous with Spady’s.
OBE, Spady’s Version

Spady’s spouses transformational OBE. Transformational OBE is concerned
with long term, croos-curricular outcomes that are related directly to students’ future
life roles such as being a productive worker or a responsible citizen or a parent. In
transformational OBE, learning is not significant unless the outcome reflect the
complexities of real life and give prominence to the life roles that learners will face
after formal education. In tansformational OBE, learning outcomes comprise
knowledge, understanding, skills and attitudes that learners should acquire to enable
them to reach their full potential and lead succesful and fulfilling lives as individuals,
as a member of a community and at work. Spady describes outcomes as clear
learning results that we want students to demonstrate at the end of learning
experiences; what learners can actually do with what they know and have learned
and tangible application of what have been learned. “(Spady, 2007) For Spady,
outcomes he refers to are the deffered outcomes cited by Navarro (2019)
Spady adds:
This has bacroconceptions of the same things. Years ago, we had outcomes
that we really just little skills. Now we’ve got complex role performances as
culminating outcomes. From an OBE perspective, it is not a matter of what students
had or what courses they have taken. It’s a matter of what they can do when they
exit the system.
Outcome-Based Teaching and Learning (OBTL), Biggs’ Version

Biggs and Tang (2007) make use of the term outcome-based teaching-
learning (OBTL) which in essence is OBE applied in teaching-learning process. They
define outcomes as learning outcomes which are more specific than institutional
outcomes, program outcomes and course outcomes. In Biggs’ and Tang’s OBTL,
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outcomes are staements of what we expect students to demonstrate after they have
been taught. They referred to as learning outcomes.
Outcomes in Different Levels

Biggs and Tang made mention of different levels of outcome-institutional-
outcomes, program outcomes and course outcomes. The broadest are institutional
outcomes and the most specific are learning outcomes. Arranged from most broad to
most specific, outcomes start with institutional outcomes followed by program
outcomes, course outcomes and learning outcomes. From the institutional outcomes
are drawn the graduate attributes that graduates of the institution are expected to
demonstrate after graduation. Others claim that the graduate attributes are likewise
drawn from the program outcomes. The program outcomes are outcomes that
graduate of the program are expected to demonstrate at the end of the program.
Course outcomes are the particular subject outcomes while learning outcomes are
the most speciific outcomes that the teacher is concerned with in his/her specific
lessons. See Figure 3
Institutional Outcomes-Graduate
Attributes
Program Outcomes
Course Outcomes
Learning Outcomes
Figure 3. Learning Outcomes in Different Levels
Principles of OBE
The four principles of OBE cited by Spady (1996) are:
1.) Clarity of focus
Clarity of focus simply means that outcomes which students are expected to
demonstrate at the end of the program are clear.
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2) Designing down
Designing down means basing the details of your instructional design on the
outcomes- the focus of instruction.
3.) High expectations
High expectation means believing that all learners canlearn and succed, but
not all in the same time or in the same way. Not all learners can learn the same
thing in the same way and in the same amount of time but all are capable of
mastery and meaningful learning. Some learners may need more time than others.
4.) Expanded opportunities.
Most learners can achieve high standards if they are given appropriate
oppurtunities. OBE is anchored on the premise that all learners are teachable.
The parable of the Talents is a frequent reminder that not all learners
received five talents. Others received three and still others one. Take note, however,
that everyone received a talent or more. Other than more time and more oppurtunity
for learners with just one or three talents, more scaffolding from teachers is
necessary.
Constructive Alignment
Constructive alignment is Biggs’ term of “designing down” as given by Spady.
Constructive alignment is a process of creating a learning environment that supports
the learning activities that lead to the achievement of the desired learning outcomes.
The supportive learning environment is a learning envirnment where the intended
learning outcomes, the teaching learning activities and the assessment tasks are
aligned.It is a learning environment that is highly focused on the attainment of
learning outcomes.
In the context of assessment, constructive alignment also means that the
assessment tasks and the specific criteria as bases of judgment of students’
performance are aligned to the intended learning outcomes. This is the concern of
this course on Assessment-that assessment tasks are aligned to the learning
outcomes.
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The intended
Learning Outcomes The Assessment
of the Curriculum Regime
The outcomes are Teaching and learning

Once an appropriate Activities
formulated first.
assessment regime has
From these
been designed, activities
assessment are
are organized that will What the teacher does
develop
teach the student how to
and what the students
meet the assessment
criteria (and, hence, the do are aimed at
outcome achieving the outcomes
by meeting the
assessment criteria. This
takes advantage of the
known tendency of
students to learn what
thy think will be
assessed-and is called
backwash.
Figure 4. Aligned Curriculum Model (Source: Bigg, JB. (2003). Teaching for Quality
Learning at University. Buckingham: Open University Press)
Understanding by Design
Wiggins and Mc Tighe (1998), advocates of Understanding by Design (UbD),
gives 3 stages:
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction. See Figure 5.
1. Identify desired
results
2. Determine
acceptable
3. Plan learning
evidence.
experiences and
instruction.
Figure 5. Stages of backward Design

(Source: https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/)
This UbD is OBE and OBTL in principle and in practice. Identifying desired
results is identifying outcomes, the first step in OBE and OBTL. Determining
acceptable evidence of the realization of outcomes is assessment. IN UbD, it is only
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when desired results (outcomes) and evidence of the realization of the proof of
attainment of that outcome that the teacher tarts to plan for instruction. This is to
ensure alignment of assessment tasks and criteria and instructional plan with
learning outcome, the desired result. UbD operates on the same principles that OBE
and OBTL operate on.
The assessment process may not take place yet after you have identified
desired results for understandably you have not yet taught but the evidence of
learning through an assessment task is already identified at this stage. Identifying
the evidence of learning right after identifying the intended learning outcome has an
instructional advantage. Making clear how the intended learning outcome will be
assessed in variably sharpens and focuses instruction. In fact, if teacher is not able
to determine how she/he is going to assess the achievement of the intended
outcome, it means that the intended outcome is not specific and clear enough that
teacher does not even have a clear idea on how she/he is going to assess it.
In basic education, a teacher’s lesson plan actually begins with lesson
objective/s. However, the evaluation portion is planned and is written last and so
very often the evaluation that teacher writes is far-fetched from his/her lesson
objective. “ Your evaluation is not congruent with your objective “is a common
remark of school heads who check lesson plans and do classroom observations.” This
implies the need for teachers to work on an assessment task that is aligned to the
lesson objective.
The Instructional Cycle
Learning Outcomes
Teaching-Learning which begins with

preinstruction assessment, teaching process
Summative Assessment which includes Teaching-Learning Activities,
Formative Assessment and Reteaching if
necessary
Figure 6. The Instructional Cycle
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The instructional cycle given in Figure 6 shows that the cycle of instruction
begins with setting clear learning outcomes. They should be made very clear and
explicit to the learners who should make the learning outcomes also their very own.
Based on the learning outcome and applying all principles of teaching and
educational technology the teacher has learned, the teacher first finds out how well
the learners have attained prerequisite knowledge ans skills, remedies the situation,
if necessary, then proceeds to taech for the attainment of the intended llearning
outcome. Teacher employs appropriate teaching-learning activities and instructional
materials. While the teaching-learning process is in progess, teacher checks learner’s
progress in relation to the learnning outcomes by engaging himself/herself in
formative assessment. If the learners have not attiained the learning outcomes,
teacher will re-teach using other teaching-learning activities. When every effort has
been exerted to help the learners attan the intended learning outcomes, assessment
for scoring and grading (summative assessment) takes place.
It is clear that which determine/s the content, the teaching-learning activities,
the instructional materials in the instructional process and assessment is/are the
intended learning outcome/s. Then and only then we can call it. Outcome-Based
Teaching and Learning.
Let’s Try!
1. Explain the essence of OBE and OBTL.
_____________________________________________________________________
_____________________________________________________________________
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2. Explain the meaning of constructive alignment in the context of instructional cycle.

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24 | E D 2 0 9
_____________________________________________________________________
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3. “Content without purpose is only trivia.” Do you agree? Why or why not?
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Let’s Check!
A. Multiple Choice.
___1. Based on Bigg’s and Tang’s OBE version, which outcomes are most broad?
A. Program outcomes B. Institutional outcomes

C. Course outcomes D. Learning outcomes
___2. What are the four (4) principles of OBE cited by Spady (1996)?
I. Clarity of focus
II. Designing down
III. Constructive alignment
IV. High expectations
V. Expanded opportunities
A. I, II, III, IV B. II, III, IV, V
C. I, III, IV, V D. I, II, IV, V
___3. Which is the first step in the instructional cycle?
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A. Planning teaching-learning activities B. Outlining the lesson

C. Preparing assessment task D. Setting instructional objectives
___4. In OBE, which determines the what and the how of instruction?
A. Assessment tasks B. Learning outcomes
C. Teaching-learning activities D. Subject matter
___5. With which outcomes is OBE Spady version concerned?
A. Immediate outcome B. Specific learning outcome
C. Deferred outcome D. Lesson outcome
B. Essay (5pts)
In three-five sentences, how does this line relate to you as a future teacher?
“Content without purpose is only trivia.”
_____________________________________________________________________
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References
26 | E D 2 0 9
UNIT 3: Outcome-Based Education (OBE)

and Assessment
Learning Outcomes:

 Explain the meaning of learning outcomes;
 State the sources of learning outcome;
 Explain why learning outcomes must be consider needs of industry;
 Explain the characteristics of good learning outcomes and;
 Determine whether a given learning outcome is good or not and
improve on learning outcomes that do not meet standards.
Lesson 1: Learning outcomes-Meaning, Sources;

Characteristic of Good Learning Outcomes
Let’s Activate!
“Teach to the Individual, not to the curriculum”
Let’s Explore!
Meaning of Learning Outcomes
Based on Figure 3 in Unit 2, outcomes come in different levels. The intended

insttutional outcomes, the broadest of all outcomes, are derived from the instituion’s
vision, and mission. From the institutional outcomes, schools derive their graduate
attriutes (Which are also termed student outcomes). Below the institutional
outcomes are program outcomes. For the teacher education program, the program
outcomes are laid down in the Memorandum Orders from the Commission on Higher
27 | E D 2 0 9
Education, CMO No. 74-80, s. 2017. Higher educational institutions which have their
own institutional outcomes that are derived from their VMG (vision, mission, goals)
may add program outcomes to these program outcomes issued by CHED. More
specific than the program outcomes are the course outcomes, the outcomes for each
subject in the curiculum. Most specific are the learning outcomes which others call
intended learning outcomes or student learning outcomes to emphasize that these
are the knowledge, skills and value that students are expected to demonstrate at the
end of the lesson.
Teaching objectives are not the same as learning outcomes. Teaching
objectives are formulated from the point of the teacher while learning outcomes are
formulated from the point of view of the learner. Teaching objectives state what the
teacher does while learning outcomes state specifically what knowledge, skill or
value must be demostrated by the learner after instruction. There should be no
disconnection between teaching objectives and learning outcomes. In other words of
OBE, they must be aligned.
Sources of Learning
1. The institution’s vision and mission statements are a relevant source of student
learning expectations. Public schools refer to the public school sysytem vision and
mission statements as source of learning outcomes. Private schools are either
sectarian or non-sectarian and their vision and mission statements may be sourced
from their respective religious goals, in the case of sectarian schools, or their
founder’s philosophy in the case of non-sectarian schools.
Below are the vision and mission statements and core values of the
Department of Education, Philippines:
THE DEPED VISION
We dream of Filipinos whos passionately love their country and

whose values and competencies enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of

Education continuously improves itself to better serve its stakeholders.
28 | E D 2 0 9
THE DEPED MISSION
To protect and promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education where:
Students learn in a child-friendly school, gender sensitive, safe,

and motivating environment.
Teachers facilitate learning and constantly nuture every learner.
Administrators and staff, as stewards of the institution, ensure an

enabling and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and

share responsibilty for developing life-long learners.
CORE VALUES
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa
If school teachersobserve constructive alignments, then we expect that their

teaching-learning activities and assessment tasks are aligned with their learning
outcomes (what they call learning objectives) which are in turn aligned with the
DepEd vision, mission statements. Teacher education institutions must teach the
future teachers to align their lessons (learning outcomes, teaching-learning activitie
and assessment tasks) with the DepEd vision and mission statements.
2. Poliicies and competencies and standards issued by gvernment education agencies
such as the department of Education, Technical Education and Skills Development
Authority (TESDA) and the Commission on Higher Education (CHED) are prescribed
sources of learning outcomes. The DepEd issued the K-12 Curriculum Guide that
29 | E D 2 0 9
contains the competencies expected to be aught by teachers in the basic education

level. It likewise issued the Philippine Professional Standards for Teachers (PPST).
TESDA likewise has a list of competencies per course and CHED has program
outcomes and course outcomes of teacher education from CHED are given below.)
3. To bridge the gap between academe and industry, epected competencies
identified by the different professions, business and industry should be adopted to
ensure that graduates are able to perform as expected in their respective work
places and/or professionals. The Board for Professional Teachers, for eample, has a
list of these competencies in its Table of Specifications. (TOS)
4. For schools to be relevant, they should consider the thrusts and development
goals of national government in the formulation of learning outcomes. Schools are
there for society and society is also there for the schools.
In a global world and for global citizenship, the determination of learnig
outcomes must likewise consider international trends and development. This makes
graduates globally competitive. Amidst talk on global citizenship, it is no longer
adequate to work for the realization of learning outcomes that are attuned only to
local needs. Global needs must be given equal attention to make graduates glocal
who are ready to respond to the needs to both local and global communities.
Examples of these international developments are the 2030 Agenda for
Sustainable development, the ASEAN Qualifications Reference Framework and the
Philippine Qualifications Framework.
Program Outcomes for Teacher Education Based on CMOs

Based on CMOs 74-80 s. 2017, The Policies, Standars and Guidelines for the
teacher education program, graduates of all progras in all types of schools
(professional institution, college or university) have the ability to:
6. 1. Common to all programs in all types of schools. The graduates

have the ability to:
a. articulate and discuss the latest development in the specific field of
practice. PQF Level 6 decriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaborately with a substantial degree of
independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
30 | E D 2 0 9
d. act in recognition of professional, social and ethical responsibilty.

e. preserve and promote “Filipino historical and cultural heritage” (based on
RA 7722)
6.2 Common to the discipline (Teacher Education)

a. Articulated the rootedness of education in philosophical, cultural, historical,
psychological and political contexts.
b. Demonstrate mastery of subject matter/discipline
c. facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
d. develop innovate curricula, instructional plans, teaching approaches, and
resources for diverse learners.
6.3 Common to graduates of a horizontal type of institution as defined in

CMO 46, 2012
a. Graduates of profesionl institutions demonstrate service orientation in
their respective professions.
b. Graduates of colleges are qualified for various types of employment and
participate in development activities and public discourses, prticularly in response to
the needs of the communities they serve.
c. Graduates of universities contribute to the generation of new knowledge by
participating in various research and development projects.
The Philippine Professional Standards for Teachers

The program outcomes for the teacher education program in the Philippines
must necessarily be based on the Philippine Professional Standards for Teachers
issued by the department of education in Department Order # 42, s. 2017. While the
program outcomes for teacher education issued by the Commission on Higher
Education were based on the PPST, it may be good to present the gist of the
professional standards contained in 7 domains, 37 strands.
31 | E D 2 0 9
Quality teachers in the Philippines need to possess the following

characteristics:
recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. Theyapply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in
a physical and virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.
establish learning environments that are responsive to learner diversity. They
respect learners’ diverse characteristics and experiences as inputs to the planning
and design of learning opportunities. They encourage the celebration of diversity in
the classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global
environment
interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on
the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation, understanding and
achievement.
apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary feedback
32 | E D 2 0 9
about learning outcomes that informs the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and learning in the classroom
to the experiences, interests and aspirations of the wider school community and
other key stakeholders. They understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of teaching
such as caring attitude, respect and integrity. They value personal and professional
reflection and learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong learning.
Source: https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-
1.pdf
The 7 domains and 37 strand s of the PPST are in Appendix A. Learning
outcomes in teacher education subjects must take into consideration the program
outcomes laid down by CHED and the Philippine Professional Standards for
Professional Teachers issued by the Department of Education.
In summary, when teacher formulates his/her learning outcomes, she/he
takes into consideration the institutional outcomes, the program outcomes from the
CHED, the Philippine Professional Standards for Teachers and the DepEd vision and
mission statements since DepEd is the main employer of teacher education
graduates.
Characteristics of Good Learning Outcomes
1. Good learning outcomes are centered on the student/learner:
2. Good learning outcomes are based on and aligned with the
institutional, program and course outcomes.
3. Good learning outcomes are based on and aligned with local,
national and international trends and issues.
4. Good learning outcomes are known and are very well understood
by both students and faculty.
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5. Good learning outcomes include a spectrum of thinking skills

from simple remembering to creating or from the lowest and simplest
cognitive, uninstructural process to cognitive in Bloom’s and Anderson’s
revised taxonomy of objectives.
Creating
Evaluating
Analysing
Understanding
Remembering
Figure 7. Bloom’s and Anderson’s Taxonomy of Objectives

Other than Bloom’s taxonomy, the most popular among taxonomies of
objectives, are other taxonomies of learning objectives that include simple thinking
skills and higher order thinking skills. Below are taxonomies of Mc Tighe and
Wiggins, Marzano, Fink and Biggs and Collins. All these taxonomies of objectives
include objectives from the lowest to the highest levels.
McTighe and Wiggins (Mc Tighe, 2018) in their understanding by Desin
(UbD0 described four key types of educational goals-knowledge, basic skills, long
term understanding and long-term transfer goals. They also cited 6 facets of
understanding. Knowledge goals specify the knowledge that students should know
while basic skills state what students should be able to do. Understanding goals refer
to students’ grasp of big ideas. Learner’s understanding is demonstrated when they
can:
 Explain  Provide explanation
 Interpret  Identify means
 Apply  Use knowledge in new situation
 Have perspective  See viewpoints through critical eyes
 Emphatize  Able to find value in what others may find odd
 Have self-  Aware of what they do not understand
knowledge
34 | E D 2 0 9
Long-term transfer goals refer to students’ capacity to apply what they have
learned to new situation or different context. Long-term transfer goals are often
transdisciplinary in nature. They encompass complex skills like critical thinking,
collaboration, developmental habits of mind such as persistence and self-regulation.
(Mc Tighe, 2018)
Fink’s Taxonomy for Significant learning (Fink, 2003) includes:

1. Caring-developing new feelings, interests and values)
2. Learning how to learn-becoming a self-directed learner
3. Integration-connections
4. Human dimension-learning about self and others
5. Application-skills (critical, creative and practical thinking)
6. Foundational kowledge-understanding and remembering
Like Bloom and Anderson, Marzano, Fink, Mc Tighe and Wiggins, Biggs also
begins with the simplest cognitive skill. See Biggs’ SOLO taxonomy below.
Figure 8. The Structure of the Observed learning Outcome (SOLO)

Source: https://www.researchgate.net/figure/The-SOLO-Taxonomy-with-sample-
verbs-indicating-levels-of-understanding_fig1_329937673
The structure of the Observed Learning Outcome (SOLO) is a means of
classifying learning outcomes interms of their complexity. Learning becomes more
complex as it progresses. Teaching-learning begins with one or few aspects of the
task (Unistructural), then tackling several aspects of the task unrelated and so tasks
that are independent of each other (multistructural), then integrating the multiple
35 | E D 2 0 9
aspects into a whole (relational), and finally generalzing into something abstract
(extended abstract). See the behavioral terms that apply per level.
In summary, all the taxonomies of objectives or outcomes discuessed in the
foregoing paragraphs begins with the cognitive process at the lowest level becoming
more complex and higher in level as one goe higher in the taxonomy of objectves.
Good learning outcomes are concerned not only with the cognitive process in the
lower level like remembering but also with more complex outcomes in the higher
cognitive level such as applying, evaluating and creating.
6. Good learning outcomes are SMART-Specific, Measurable,
Attianable, Result-Oriented and Time-bound.
7. Good learning outcomes are useful nd relevant to the learners.
Let’s Try!
1. What are learning outcomes?
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2. Sources of learning outcomes.

_____________________________________________________________________
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3. “Teach to the individual, not to the curriculum.” What does this quote imply about
a good learning outcome?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
36 | E D 2 0 9
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let’s Check!
A. Multiple Choice.
___1. Which are formulated from the learner’s point of view?
A. Learning outcomes B. Vision-mission statement

C. Teaching objectives D. Institutional goals
___2. In Mc Tighe’s and Wiggin’s Understands by Design, which is highest in the
level of understanding?
A. Provide explanation
B. Use knowledge in new situation
C. Aware of what they do not understand
D. See viewpoints through critical eyes
___3. Why should educational institutions consider needs of industry in the
formulation of learning outcomes?
A. To prepare graduates for the world of work
B. To eliminate probation of new employees in industry
C. For industry to save on cost for human resource development
D. To add prestige to educational institutions
___4. Which does not apply to good learning outcomes?
A. State what and how teachers must teach.
B. State what must realize at the end of the program.
C. Describe how students must be taught
D. State the specific knowledge and skills that a student must be able to
demonstrate at the end of the lesson.
37 | E D 2 0 9
___5. Which are the sources of learning outcomes?

I. Vision- mission statements of institutions
II. Program outcomes from the Commission on Higher Education
III. Needs of industry
IV. Local, national, international development goals
A. I and II B. I, III, and IV
C. II and III D. I, II, III and IV
B. Essay (5pts)
In three-five sentences, how do you determine if a given outcome is good or not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
38 | E D 2 0 9
UNIT 4: Authentic Assessment: Meaning,

Methods and Tools
Learning Outcomes:

 Explain the meaning of authentic assessment and non-test assessment;
 Give example of transversal competencies;
 State the 21st Century skills based on P-12 Framework;
 Describe the features of authentic assessment and 21 st Century
assessement and;
 discuss the complementary relationship of authentic and traditional
assessments.
Lesson 1: Characteristics of Authentic Assessment,

Examples of Product and Process Assessment
Traditional and Authentic Assessments
Complement One Another, and Formulating
Product and Process Types of Authentic
Assessment Including GRASPS
Let’s Activate!
“On assessment, measure what you value instead of valuing only what you can
measure.”
- Andy Hargreaves
Let’s Explore!
Meaning of Authentic Assessment
39 | E D 2 0 9
Authentic assessment is a form of assessment in which students are asked to

perform real-world tasks that demonstrate meaningful application of essential
knowledge and skills (Mueller, 2011).
Wiggins (1987) says it is engaging in worthy problems or questions of
importance in which students must use knowledge to fashion performances
effectively and creatively. The tasks are either replicas of or analogous to the kind of
problems feed by adult citizens and consumers or professionals in the field.
Mueller(2008) compares traditional assessment and authentic assessment.
Attributes Traditional Assessment Authentic Assessment
1. Action/Option Selecting a response Performing a task
2. Setting Contrived/Imagined Simulation/ Real-life
3. Method Recall/Recognition Construction/Application
4. Focus Teacher-structured Student-structured
5. Outcome Indirect evidence Direct evidence
Non-Test Assessment of Learning

Non-test assessment is an alternative assessment in the sense that it diverts
from the paper-and-pencil test, which is the only test known to many. It is an
assessment that measures students’ abilities directly with real tasks. These are tests
that do not force the students to give their responses but rather allow the students
to manifest their acquired knowledge and skills from the subject though mean other
than written tests.
Non-test assessment also refers to formative assessment which is an on-
going process to give feedback to students to increase their competence. It is an
informal, impromptu feedback, or marginal comments on students’ drafts. Non-test
assessment does not give fixed judgment or record results.
Examples are:
Portfolio. A purposeful collection of students’ works that exhibit the students’
efforts, progess, and achievements in one or more areas of the curriculum.
Teacher Observation. The teacher observes the students while they work to
make certain the students understand the assignment and are on task.
Slates or Hand Signals. Students use slates or hand signals as a means of
signaling answers to the teacher.
40 | E D 2 0 9
Daily Assignments. The student completes the work assigned on a daily basis
to be completed at school or home.
Journal. Students write daily on assigned or personal topics.
Games. Teachers utilize fun activities to have students practice and review
concepts.
Projects. After students are taught the basics of triangles, such as types,
congruence, proofs, and similarity, each student is asked to create a poster, drawing,
or personal adornment such as fingernail design, piece of jewelry, ot tattoo that uses
at least two different triangular shapes. A beautiful product is that which displays
symmetry.
Debates. The students take opposing position on a topic and defined her
position.
Checklist. The teacher will make a list of objectives that students need to
master and then check off the skill as the students masters it.
Cartooning. Students will use drawings to depict situation and ideas.
Models. The students produce a mniature replica of a given topic.
Notes. Students will write a summary of the lesson.
Panel Discussion. A group of students verbally present information.
Demonstration. Students present a visual enactment of a particular skill or
activity.
Problem-solving. You are teaching a unit in physics on levers. To test your
students’ knowledge, you give a lab worksheet focusing on type of levers and forces.
Use simple objects to build levers; propose a problem with various simple items
(ruler, etc.): give students a scenario that involves a large stone that must be carried
across the street with only one person to help how can you do this?
Discussion. Students in a class verbally interact on a given topic.
Authentic Assessment Complements Traditional Assessment

Authentic assessment and traditional assessment complement each other. So,
assessment is not a matter of “either-or”. It is not a case of either you use traditional
or authentic. It is a matter of “both-and”. Both authentic and traditional assessments
are necessary. Mastery of knowledge is the focus of traditional assessment must be
encouraged among learners. This mastery of basiic knowledge and skills is the
41 | E D 2 0 9
foundation of the learners’ ability to demontrate and perform the tasks that they are
expected to perform or do the real world.
Robert Marzano proposed A New Taxonomy of Educational Objectives (2000).
Marzano’s model of thinking skills incorporates a wider range of factors that affect
how learners think and provides a research-based theory to help teachers improve
their learners’ thinking. Marzano’s new taxonomy consists of three systems and the
Knowledge Domain, all of which are important for thinking and learning. The three
systems are the cognitive system, the metacognitive system and self-system.
Self- System
Beliefs About the Beliefs About Efficacy Emotions Associated with
Importance of Knowledge Knowledge
Metacognitive System
Specifying Learning Monitoring the Monitoring Clarity Monitoring
Goals Execution of Accuracy
Knowledge
Cognitive System
Knowledge Comprehensio Analysis Knowledge Utilization
n
Retrieval Analysis -Matching - Decision Making
Recall Synthesis - Classifying -Problem Soling
Execution Representation - Error Analysis - Experimental Inquiry
- Generalizing - Investigation
-Specifying
Knowledge Domain
Information Mental Procedures Physical Procedures
Cognitive system processes all the necessary information and the knowledge
which consists of information, mental procedures and physical procedures. The
metacognitive system sets goal and keeps track of how well these goals are being
achieved and the self-system decides wether to continue the current behavior or
engage in a new learning activity.
42 | E D 2 0 9
The knowledge domain which is basic in authentic assessment is the subject

assessed by traditional methods.
Instruction, however, must move beyond the accumulation and assessment
of knowledge. Learners must be made to apply the knowledge learned.
Unfortunately, however, instruction in traditional classrooms rarely moved beyond
accumulation of knowledge- the what, who, where, and when- leaving the learners
with “a mental file cabinet full of facts, most of which were quickly forgotten after
the final test” (Marzano, 2007).
Even the P21 Framework for 21st Century Skills has basic knowledge and skills
(the 3 Rs) and the 21st Century themes (gloal awareness, financial, economic,
business and entrepreneurial literacy; civic literacy; health literacy) as foundation for
the 21st Century Skills, namely: learning and innovation skills, information, media and
technology skills, life and career skills.
Partnership for 21 st Century Skills Framework

This means that knowledge and skills cannot be dispensed with and so
traditional assessment, which assesses basic knowledge and skills, is here to stay.
Traditional assessment complements non-traditional or authentic assessment.
Transversal Competencies
Transversal competencies are competencies that are transferable between a
job that is why they are also called transferable competencies. People use to call
them experience, soft skills, emotional intelligence and employability skills. They are
not job and sector-specific skills. They are set of competencies related to attitudes
and values (knowing how to be) and procedures (know how). They can be
43 | E D 2 0 9
transferred from one specific task to another. They can be used in a wide variety
situations and settings. These tranversal competencies cross over specific job and
make people function better in any job. Learning tranversal competencies puts every
graduate of any educational program at an advantage in the future.
Below is the list of tranversal competencies that the 2013 Asia-Paciifc

Education Research Institutes Network (ERI-Net) researched on and reported on it
its Phase 1 Regional Synthesis Report.
Creativity It is the ability to use a wide range of

creation techniques (such as brainstorming) to
create new and worthwhile ideas (both
incremental and radical concepts) as well as
observable creations (such as artworks and
performances). This includes the skills
necessary to elaborate, refine, analyze and
evaluate their own creations in order to
improve and maximize creative efforts.
Entrepreneurshi It is a combination of technical, business
p management, and personal determination,
innovation and risk-taking skills necessary to
turn ideas into action, as well as plan and
Critical and manage projects in order to achieve objectives.
innovative Application Skills This refers to skills necessary to implement
thinking innovations. This includes the ability to act on
creative ideas to make a tangible and useful
contribution to the field in which the innovation
will occur.
Relflective This is the ability to reflect critically on
Thinking learning experiences and processes in order to
inform future progress.
Reasoned This is the ability to use various types of
decision-making reasoning(inductive, deductive, etc.), as
appropriate to the situation, to effectively
44 | E D 2 0 9
analyze and evaluate evidence, arguments,

claims and beliefs in making judgments and
decisions.
Communication These include the ability to articulate
Skills thoughts and ideas effectively using oral,
written and nonverbal communication skills in
a variety of forms and contexts.
Organizational These refer to skills such as general
Skills organizing, team administration, planning, time
management, coordinating resources and
meeting deadlines.
Interpersonal Teamwork It refers to skills necessary to be able to
Skills work with others towards a common goal.
These include the ability to negotiate, follow an
agenda, and make group decisions.
Collaboration It is the ability to work effectively and
respectfully with diverse teams, including the
skills necessary to exercise flexibility and
willingness to be helpful in making necessary
compromises to accomplish a common goal.
Ability to obtain This refers to skills required to identify,
and analyze locate and access appropriate information
information sources (including assembling knowledge and
through ICTs information in cyberspace), and interpret this
information and draw conclusions based on
analysis.
Media Ability to This refers to the skills required to
Information critically evaluate the quality, appropriateness and value
Literacy evaluate of the information, as well as it sources.
information and
media content
Ethical use of This refers to the skills required and the
ICTs ability to apply a fundamental understanding of
the ethical/legal issues surrounding the access
45 | E D 2 0 9
and use of information technologies.

Respect for This includes the skills to understand,
Diversity negotiate and balance diverse views and
beliefs to reach workable solutions, particularly
in multi-cultural environments.
Intercultural This refers to respecting cultural
Understanding differences and work effectively with people
from a range of cultural backgrounds, and
responding open-mindedly to different ideas
and values.
Democratic This refers to skills necessary for
Participants participating effectively in civic life through
knowing how to stay informed and
understanding governmental processes. This
includes the skills for exercising the rights and
obligations of citizenship at the local, state,
national, and global level.
Features of Authentic/Performance Assessment

Here are some features of performance/authentic assessment
(Hambleton, 1996):
1. An emphasis on doing open-ended activities for which there is
no correct, objective answer and that may assess higher
thinking- in many performance assessments; there is no correct
objectve answer unlike in a true-false test or a multiple choice test. For
example, there is no one correct answer when a student comes up
with painting, designs a science project , delivers “I Have a Dream” of
Marin Luther King, writes a research report, presents and defends the
same before a panel.
In performance/authentic assessment, students have choice to
Construct their own responses. This may pose greater challenge for
scoring for teachers as compared to scoring traditional assessment but
46 | E D 2 0 9
may give opportunity for students to develop higher-level thinking

skills.
2. Direct methods of evaluation- authentic performance assessments
use direct method such as judging demonstrations of a dance step,
oral presentation to assess speaking rather than asking students to
enumerate the dance steps in order to describe good oral presentation
in a paper-and-pencil test.
3. Self-assessment – in authentic performance assessments, students
may be given opportunity to assess their performance with the use of
scoring rubrics.
4. Assessments of group performance as well as individual
performance –some performance, authentic assessments evaluate
how students perform individually and how they perform as a group. A
group may be directed to come up with a capstone project. They may
evaluate for the group’s output (the capstone project) and individually
for the individual member’s contribution.
5. Extended period of time for assessment- in contrast to the
traditional assessment, performance/ authentic assessments usually
requires an extended period in traditional assessment, a written test
may require an hour or less but the completion of a research paper
may require months and may be evaluated monthly to check on
students’ progress.
Characteristics of 21st Century Assessments
Responsive- Visible performance-based work (as a result of assessment)

generates data that inform curriculum and instruction.
Flexible- assessment needs to be adaptable to students’ settings. Rather than
the identical approach that works in traditional assessment, 21 st century
approaches are more versatile.
47 | E D 2 0 9
Integrated- assessments are to be incorporated into day-to-day practice

rather than as add-ons at the end of instruction or during a single specified
week of the school calendar.
Informative- the assessment results give informaton on wether or not the
desired and targetted 21st century skills which are clearly stated and explicity
taught are realized.
Multiple Methods- an assessment continuum that includes a spectrum of
assessment strategies is the norm.
Communicated- Communication of assessment data is clear and transparent
for all stakeholders.
Technically Sound- For fairness, adjustments and accommodations are made
in the assessment process to meet students’ need.
Systematic- 21st century assessment is part of a comprehensive and well-
alligned assessment system that is balanced and inclusive of all students,
constituents, and stakeholders and designed to support improvement at all
levels.
Authentic Assessment: Process-oriented or Product Oriented
Process-oriented Assessment
Learning outcomes in the form of procedural knowledge require
demonstration of the process or procedure. They call for a process –oriented
assessment.
Below are examples of learning outcomes that fall under process-
oriented assessment. These are lifted from the K to 12 Curriculum and course
syllabi on Principles and Methods of Teaching and Assessment in Learning 1
and 2.
 Recite a poem with feeling using appropriate voice qulaity,
facial expressions and hand gestures- English 5
 Naisasagawa ang sistematikong pananaliksik tungkol sa
paksang tinalakay – Filipino – Grade 7
 Demonstrate the generation of electricity by movement of a
magnet through a coil- Science – Grade 10
 Graphs linear inequalities in two variables – Math- Grade 8
48 | E D 2 0 9
 Sings themes or melodic fragments og given Classical Period

pieces – Music- Grade 9
Product Oriented Assessment

Students’ performance may lead to a concrete product. These students’
products are the concern of a product-oriented authentic assessment. These
are lifted from the K to 12 Curriculum Guide and course syllabi on Principles
and Methods of Teaching and Assessment in Learning 1 and 2.
 Nakagagawa ng isang proyekto gamit ang iba’t ibang
multimedia at technology tools sa pagtupad ng mga batas sa
kalinisan, kaligtasan, kalusugan at kapayapaan – AP- Grade 3
 Develops a scoring rubric for an oral defense of a research
paper- Assessment in Learning
 Writes a coherent review of literature- Practical Research 1-
Grade 11
 Prepares a physical activity program- PE-Grade *
 Creates movements to music of a particular Philippine festival –
Music- Grade 7
GRASPS
When constructing performance tasks, be guided by acronym GRASPS
shared by Wiggins and Mctighe (2004).
G - oal
R – ole
A – udience
S – ituation
P – roduct
S- tandards and Criteria Indicators
How do you come with a performance task guided by GRASPS?
GOAL- provide a statement of the task.
- Establish the goal of the task, state the problem, challenge or
obstacle in the task.
49 | E D 2 0 9
Role – Define the role of the students in the task.

- State the job of the students for the task.
AUDIENCE- identify the target audience within the context of the scenario
SITUATION- explain the situation. What’s the context? What is the
challenge?
PRODUCT- clarify what the students will create and why they will create it.
STANDARD and CRITERIA- identify specific standards for sucess.
-Give rubric to the students or develop them with the students.
Here is an example for a Science class

Goal- Instill health-consciousness among the young by particularly paying
attention to their eating habits.
Role- you are officers of Health Club and one of your objectives as a club is to
promote health consciousness among the students.
Audience- Your brochure is intended for all high school students in your
school.
Situation- most high school students are fond of junk foods and softdrinks. A
Big number of students are obese and underweight.
Product- Come up with a brochure on healthy eating habits. Brochure should:
1) focus on healthy eating habits, 2) include graphics and 3) use
simple, non-technical English language.
Standards and Criteria- You will be graded along the following criteria: 1)
accuracy of content- 10 pts., 2) organization of information- 10pts., 3)
clarity of content- 10pts., 4) appropriateness of graphics/pictures- 10
pts., 5) attractiveness/appearance of brochure- 10pts., and 6)
grammatical accuracy- 10pts.
50 | E D 2 0 9
Let’s Try!
1. What is an authentic/performance assessment? Non-test assessment?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________________
2. Authentic/performance and traditional assessments are complementary.
What does it mean?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Let’s Check!
A. Multiple Choice.
1. Teacher Rose, an English teacher, wants to give an assessment task
measures students’ skills. Which of the following assessment tasks can BEST
address her purpose?
A. Essay B. Interest Inventory
C. Multiple- Choice Test D. Recital
2. A product learning target is BEST matched with which of the following sample
assessment tasks?
A. Measuring height using tape measure
B. Explaining the difference between vectors and matrices
C. Demonstrating commitment to completing the group project
D. Writing an essay on the impact of social media in people’s social values
51 | E D 2 0 9
3. Teacher K is confused about the nature of alternative assessment of learning.

A colleague, Teacher M, explained to Teacher K that alternative assessment
refers to the use of nontraditional assessment methods like portfolio
assessment. Is Teacher M correct?
A. Yes, as portfolioassessment is a nontraditional assessment method.
B. No, as portfolio assessment is a traditional assessment method.
C. Yes, as alternative assessment means using portfolio in assessment.
D. No, as alternative assessment and nontraditional assessment are
different.
4. Which of the following assessment tasks is the LEAST AUTHENTIC?
A. Answering a multiple-choice test
B. Performing in a field demonstration
C. Preparing a research proposal
D. Participating in a musical concert
5. Mr. Trinidad has been advocating the use of performance-based assessments
in his science class. What type of performance assessment is he most likely to
use to grade his students on their knowledge of the ecosystem?
A. Multiple choice on the different types of ecosystem
B. True of False on the roles of organisms in the ecosystem
C. Essay on the different types of ecosystem
D. Ecosystem Diorama with explanation
References
52 | E D 2 0 9
UNIT 5: Developing the Scoring

Rubrics
Learning Outcomes:

 Explain what a scoring rubric is;
 cite the parts of a scoring rubric;
 distinguish between holistic andMeaning
analytic rubrics and between
Lesson 1: Scoring Rubric-
and task-specific rubric;
and Parts,general
 cite the importance of a scoring rubric;
Analytic and Holistic
 construct a holistic andRubric
an analyticand
rubric Comparison of
based on a given learning
outcome/competency and;
Rubric, Checklist,
 distinguish amongRating Scale
scoring rubric, checklist and rating scale.
Let’s Activate!
“Teach to the individual, not to the curriculum.”
Let’s Explore!
Meaning of Scoring Rubric

Scoring rubrics are typically eployed when a judgment of a quality is
required and may be used to evaluate a broad range of subjects and
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activities. For instance, scoring rubrics can be most useful in grading essays
or in evaluating projects such as scrapbooks. Judgments concerning the
quality of a given writing sample may vary depending upon the criteria
established by the individual evaluator. One evaluator may heavily weigh the
evaluation process upon the linguistic structure, while another evaluator may
be more interested in the persuasiveness of the argument. The high quality
essay is likely to have a combination of these and other factors. By
developing a pre-defined scheme for the evaluation process, the subjectivity
involved in evaluating an essay becomes more objective.
Parts of a Scoring Rubric
a. Coherent sets of criteria
b. Descriptions of each level of performance
Example: a Recitation Rubric
Criteria Weight 1 2 3
Number of x1 1-4 5-9 10-12
appropriate
hand gestures
appropriate x1 Lot of Few No apparent
facial inappropriate inappropriate inappropriate
expression facial facial facial expression
expression expression
Voice X2 Monotone Can vary voice Can easily vary
Inflection voice used inflection with voice inflection
difficulty
Incorporate X3 Recitation Recitation has Recitation fully
proper contains vary some feelings captures
ambiance little feelings ambiance through
through
feelings in the
feelings in the
voice
voice
Types of Scoring Rubric
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1. Analytic Rubric articulates levels of performance for each criterion so the

teacher can assess student performance on each criterion. Using the
Recitation rubric, the teacher could assess whether a student has done a
poor, good or excellent job of “creating ambiance” and distinguish that from
how well the student did on “voice infection”.
2. Holistic Rubrics does not list separate levels of performance across
multiple criteria as a whole. For example, the analytic research rubric above
can be turned into a holistic rubric.
3- Excellent Speaker
 Included 10-12 changes in hand gestures
 No apparent inappropriate facial expressions
 Utilized proper voice inflection
 Can create proper ambiance for the poem
2- Good Speaker
 Few inappropriate facial expressions
 Had some inappropriate voice infection changes
 Almost creating proper ambiance
1- Poor Speaker
 Lots of inappropriate facial expressions
 Used monotone voice
 Did not create proper ambiance
3. General Rubrics are particularlyuseful for fundamental skills such as

writing, mathematics problem solving and general traits like creativity. They
contain criteria that are general across task that’s why they can be re-used.
These general rubrics can be adapted to different grade levels to make them
task-specific rubrics.
4. Task-Specific Rubric is unique to a specific task. You can use a task
specific rubric as a reliable assessment of performance on a specific task such
as “gives an answer” or “specifies a conclusion”. However, a task-specific
55 | E D 2 0 9
rubric is time consuming and difficult to create for all the different tasks you’d
like to assess, however, it makes scoring easier.
Developing a Scoring Rubric

Step 1: Identify the appropriate criteria to assess. Refer to the Recitation
Rubric, there are four criteria.
Step 2: For each criterion formulate the description of performance along a
continuum of quality. In the Recitation Rubric there is a description of
performance per criterion along a continuum (1, 2 and 3). Other than 1, 2
and 3, here are other descriptors used in scoring rubrics:
- Not meeting (standard), Approaching (standard), Meeting (standard),
Exceeding (standard)
- Exemplary, Proficient, Marginal, Unacceptable
- Advanced, intermediate high, intermediate, novice
- Exceed expectation, meets expectation, doesn’t meet expectation
Importance of Rubrics
Brookhart (2013) explains how rubrics can ensure learning.
1. Rubrics help teachers teach. When teachers develop the rubrics they
get very much clarified with the criteria by which learning will be
assessed and so will become more focused on what to teach and
against what criteria student will be measured.
2. Rubrics helps students learn. The criteria and performance-level
descriptions in rubrics help students understand what performances
are expected of them.
3. Rubrics help coordinate instruction and assessment.
Checklist is a “list of specific characteristics with a place for making whether

that characteristics is present or absent” (Brookhart, 2013).
My sentence
___ begins with a capital letter
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___ ends with a period (.) or a question mark (?) or an exclamation

point (!)
___ is a complete thought
___ has a naming part (subject) and a telling part (predicate)
Rating Scale is a “list of a specific characteristic with a place for marking the
degree to which each characteristic is displayed (Brookhart, 2013). An
example is a frequency rating scale that lists the frequency with which some
characteristics are observed. For example in public speaking, the
characteristics “makes eye contact”- is it done frequently, occasionally,
seldom or never”?
Let’s Try!
1. What is a scoring rubric?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. Differentiate the .scoring rubrics from checklist and rating scale.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Let’s Check!
57 | E D 2 0 9
A. Multiple Choice.
Direction: Read each test item carefully and answer what is being asked.
Write the CAPITAL letter of the correct answer on the space provided before
each number.
1. What feature of the rubric identifies student’s level of mastery within
each criterion?
A. Criteria B. Descriptors
C. Performance Level D. Point Values
2. S. Reyes is planning to develop a rubric that she can use to assess her
student’s performance in an individual book review reporting and in
group oral presentation for her 21st Century Literature from the
Philippines and the World class. What kind of rubric is applicable for
both performance tasks?
A. Analytic B. General
C. Holistic C. Task-Specific
3. Mr. Arevalo required his students in his Understanding Culture, Society,
and Politics class to write an essay on their roles as agents of social, cultural,
and political change in the country. To evaluate his students’ work, he plans
to use different criteria separately, namely, content, organization,
position/stance, development/ support, and grammar, language, and
mechanics. What type of rubric should Mr. Arevalo use?
4. What type of rubric will you use when you want a quick snapshot of your
students’ achievement or performance and when you feel that a single
dimension is enough to define the quality of their performance?
5. Which are the parts of a scoring rubric?
I. Criteria
II. Descriptions of the levels of the performance
III. Frequency Ratings
58 | E D 2 0 9
A. I and III B. I and II

C. II and III D. I, II, and III
References
59 | E D 2 0 9
UNIT 6: Portfolio Assessment

Learning Outcomes:

 explain what portfolio assessment is;
 state the elements of portfolio;
 distinguish among types of portfolio and;
 discuss how to use portfolios effectively.
Lesson 1: Meaning of Portfolio, Elements of

Portfolio and How to Use a Portfolio Effectively
Let’s Activate!
Let’s Explore!
Meaning of Portfolio
The word comes from portare (carry) and foglio (sheet of paper). It is a
“systematic and organized collection of a student’s work that demonstrates
the student’s skills and accomplishments. It is a purposeful collection of work
that tells the story of the student’s progress and achievements in relation to a
purpose (Belgrad, 2008).
It is a purposeful collection of a student work that exhibits the student
work that exhibits the student’s efforts, progress and achievements in one or
more areas. Clearly, a portfolio is much more than a compilation of student
papers placed in a folder or a collection of memorabilia pasted into a
scrapbook (Paulson, etal., 1991).
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What a Portfolio Includes?

According to Barton (1997), these are classess of evidence of
learning can be put in students’ portfolios such as:
1. Artifacts are documents or products that are produced as a result of
academic classroom work. Examples are student papers and
homework.
2. Reproductions are documentations of a student’s work outside the
classroom. Examples are special projects like Capstone and a student’s
description of an interview with the Chairman of the Education
Committee in the Muncipal Council.
3. Attestations are the teacher’s or other responsible persons’
documentation to attest to the student’s progress. A teacher for
example, may write evaluative notes about student’s oral defense of a
research paper and place them in the student’s portfolio.
4. Productions are the documents that the student himself/herself
prepares. These productions include: a) goal statements (What does
the student want to do with his/her portfolio?; b) reflections (What are
the student’s reflections about his/her work) and c) captions (These
are the student’s description and explanation of each piece of work
contained in the portfolio.
Types of Portfolio
1. Assessment Portfolio is intended to document what a student has
learned based on intended learning outcomes. The results of an
assessment portfolio informs both the classroom teacher and the
student the extent to which the intended learning outcomes have been
attained.
2. Developmental or Growth Portfolio consists of the student’s work
over an extended time frame to show student’s progress in meeting
learning outcomes. It provides concrete evidence on how much a
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student has changed or developed over time.

3. Best-work/ Showcase/ Display Portfolio presents the student’s
most outstanding work and documents student’s proof of best efforts
with respect to learning outcomes.
Essential Elements of a Portfolio

Navarro et al, (2013) cites the following essential elements of a
portfolio:
1. Cover Letter summarizes the evidence of a student’s learning and
progress.
2. Table of Contents with numbered pages.
3. Entries- both core (item students have to include) and optional (items
of student’s choice)
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products, revised versions and final
versions
6. Reflections (What did I learn? What did I do well? Why did I choose
this item? What do I want to improve on the item? How do I feel
about my performance?
The Efective Use of Portfolio fo Assessment Requires:

- establishing the purpose of the portfolio
- involving the students in selecting portfolio materials
- reviewing what portfolio is with students
- setting criteria for evaluation based on learning outcomes
- scoring and judging of the portfolio by the use of rubric, checklists
or rating scales.
Let’s Try!
1. Why would you assess students’ learning using their portfolios?

62 | E D 2 0 9
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. What are the benefits of the students when you use their portfolios
to assess their learning? What about their teachers?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Let’s Check!
A. Multiple Choice.
1. Ken is working on his portfolio for an Essay Writing class. Included in Kenn’s
portfolio is his teacher’s evaluation notes on his essay that won first prize in the
DepEd National Essay Writing contest. These notes are examples of which of the
following?
A. Artifacts B. Production
C. Attestation D. Reproduction
2. Which is TRUE of portfolio assessment?
A. It is authentic form of assessment.
B. It is a traditional form of assessment since it has been there all along.
C. It is purely a teacher’s activity.
D. It is purely a student’s activity.
3. You are going to assess the writing skills of the students using portfolio
assessment. Which of the following will you ask your students to do?
63 | E D 2 0 9
A. Let them do a reflective journal for their lessons discussed in the class.
B. Prepare a quality container for their written outputs in the class.
C. Collect all their works in the class and compile them.
D. Select the evidence of their learning.
4. Which best explains why portfolio assessment is an appropriate method in
assessment learning?
A. It allows students to assess their own learning.
B. It is more effective in assessing than a pen-and-paper test.
C. It is good is assessing more of the process rather than the product of learning.
D. It demonstrates not only what the students know but also they are able to do.
5. Is a student totally free in the choice of what to include in the assessment
portfolio?
A. Yes.
B. No.
C. It depends on the kind of portfolio.
D. No, he is bound by the learning outcomes.
References
64 | E D 2 0 9
UNIT 7: e-Portfolio as an Assessment

Tool and as a Communication Medium
Learning Outcomes:

 explain what an e-portfolio is;
 discuss the learning theory that supports the use of an e-
portfolio;
 distinguish among types of an e-portfolio and;
 discuss how to use e-portfolios effectively.
Lesson 1: Meaning of e-Portfolio, Elements of e-

Portfolio and How to Use an e-Portfolio Effectively
Let’s Activate!
65 | E D 2 0 9
Let’s Explore!
Meaning of e-Portfolio
An e-Portfolio is a digital collection of course-related work like essays, posters,

photographs, videos, and artwork created by students. An academic e-Portfolio can also
capture other aspects of student’s life, such as experiences, extracurricular activities
and more. In other words, an e-portfolio documents and makes visible student
learning. But a good e-Portfolio should be more than just a collection of products. A
good e-portfolio is both a product (a digital collection of artifacts) and a process (of
reflecting on those artifacts and what they represent). Like a learning management
System (LMS), an e-Portfolio exists online and supports students learning. It differs
from a Learning Management Systems in two key ways: namely, ownership and control.
In a university course, the Learning Management System is “owned” and controlled or
manage by the instructor who decides who has access, what tools are turned on or off,
and so on. With an e-Portfolio, the student is in charge. The student decides who can
view the e-Portfolio, what artifacts get added, how it is designed, and so onj. Typically,
a student loses access to the LMS, when courses end; in contrst, an e-Portfolio remains
the student’s property after finishing university.
The Learning Theory Behind e-Portfolios
According to Basken (2008) e-Portfolios “are ways to generate learning as well as
document learning”. Both generating learning and documenting or recording learning
are important, but the process of generating learning sometimes gets overlooked. E-
Portfolios generate learning because they provide an opportunity and virtual space for
students to critically assess their academic work, to reflect on that work and make
connections among different courses, assignments, and other activities, such as work
experience, extra curricular pursuits, volunteering opportunities and more. e-Portfolios
are effective learning tools because they support student’s own knowledge construction,
make otherwise invisible aspects of learning process visible and place agency in the
hands of students which foster learners’ motivation. This means that e-Prtfolios make
learners get actively involved in their own learning.
The social constructivist theory emphasizes that learners construct knowledge
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through social interaction with others. As learners work on their e-Portfolio, they have
to work with others. They learn by co-constructing and reconstructing knowledge along
with teachers and classmates.
Types of e-Portfolios
 School-centered e-portfolio is administered by the school for summative
assessment purposes.
 Learner-centered e-portfolio-serve the formative purpose of assessment for
learning.
 Assessment e-portfolios are meant to support assessment of
institutional/school outcomes and are therefore intended for the school as a
whole.
 Learning e-portfolios are meant for learners to help them examine and reflect
on their own learning.
 Career/transfer e-portfolios are meant to provide students with a tool for
showcasing their achievements to employers or transfer institutions.
Best Practices in the Use of e-Portfolio

 Explain the benefits of the use of e-portfolios to students.
 Estabilsh clear expectations
 Provide numerous examples of successful e-potfolios created by students
 Scaffold student learning
 Walking the talk
 Tie portfolio to assessment
Let’s Try!
1. What is an e-portfolio?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
67 | E D 2 0 9
2. Enumerate and discuss the different types of e-portfolio.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Let’s Check!
A. Multiple Choice.
1. Which types of e-portfolios is/are meant to support assessment of
institutional/school outcomes and is/are therefore intended for the school as a whole.
A. Learner-centered e-portfolio
B. School-centered e-portfolio
C. Assessment e-portfolios
D. Career/transfer e-portfolios
2. An e-portfolio that are meant for learners to help them examine and reflect on their
own learning.
A. School-centered e-portfolio
B. Learning e-portfolios
C. Assessment e-portfolios
D. Career/transfer e-portfolios
3. A type of e-portfolio that are meant to provide students with a tool for showcasing
their achievements to employers or transfer institutions.
C. Career/transfer e-portfolios
D. Assessment e-portfolios
4. Which of the following is NOT considered the best practice in the use of e-Portfolio?
A. Explain the benefits to students
B. Establish clear expectations.
C. Scaffold student learning.
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D. Make it anti-social
5. This type of e-portfolio is driven by “assessment for learning” which refers to
academic tasks that fulfill the traditional role of assessing students learnin g while at the
same time providing an opportunity for students to learn as they complete the
assessment.
C. Career/transfer e-portfolios
D. Assessment e-portfolios
References
69 | E D 2 0 9
UNIT 8: A. Assessment in the Affective

Domain
Learning Outcomes:

 Explain the meaning of assessing learning outcomes in the affective
domain;
 Discuss softskills in relation to assessment in the affective domain;
 Cite the methods and tools for assessing learning in the affective domain
and;
 Develop assessment tools to measure learning in the affective domain.
Lesson 1: Soft Skills in Affective Assessment, Categories

of Soft Skills, the Taxonomy of Educational Objectives and
Methods of Assessing Learning in the Affective Domain
Let’s Activate!
“On assessment: Measure what you value instead of valuing only what you
can measure.”
-Andy Hargreaves
70 | E D 2 0 9
Let’s Explore!
Soft Skills in Affective Assessment
Learning outcomes in the affective domain include soft skills in contrast to

the hard skills (technical skills). Soft skills are non-technical skills that refer to how
one works in the workplace, how one interacts with others in the workplace and how
one looks at problems and solves problems.
Categories of Soft Skills
The five skills of SEL can be grouped into four categories that most school
leaders, teachers, and parents would agree are within the responsibility of schools to
monitor and develop. These are 1) social skills 2) self-management, skills; 3)
academic soft skills, and 4) approaches to learning. Social skills include how a
student interacts with other students as observed by teachers and other adults. Self-
management refers to self-regulation, i.e., the student’s ability to take control over
what would otherwise be automic reactions by planning, focusing attention,
reframing experiences and using mental tools. Lack of self-management is
manifested when a student blurts out a response which suggests a lack of
thoughtfulness. The third categories, academic soft skills, are both social and
cognitive. Their defining feature is their ancillary role in carrying out traditional
academic tasks. e.g., the ability to work independently. Finally, the category of
approaches to learning includes such things as the student’s engagement in school,
pleasure in learning and anxiety about performance.
Below are observable behaviors of each soft skill.

Soft Skill Observable Behavior
Provides peers with positive feedback
Offers help or assistance to peers
Initiates interations with peers
Participates in discussion with peers

Social Skills
Has sense of humor, shares amusement with peers
Has friends
Can carry out leadership activities
Engages in appropriate social behavior
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Controls displays of temper when angry
Accepts legitimate rules
Compromises with others to avoid conflict
Responds in socially appropriate ways to criticism from

Self-Management
others
Handles teasing and social provocations
Cooperates with others
Maintains attention to tasks
Is respectful to teachers and staffs
Works independently
Completes assigned tasks
Listens to and carries out teacher directions

Academic Soft Skills
Produces work of acceptable quality for ability level
Brings require materials to school
Arrives at school on time and without undue absences
Asks for assistance as needed, ask questions
Uses appropriate study skills
Enjoys school
Takes on challenging tasks

Approaches to Learning Has confidence in abilities
Works hard
Is enthusiastic and adventurous
Is involved with extracurricular school activities
The Taxonomy of Educational Objectives

The taxonomy in the affective domain contains a large number of objectives
in the literature expressed as interests, attitudes, appreciations, values, and
emotional sets or biases. (Krathwohl et al, 1964). The descriptions of each step in
the taxonomy culled from Krathwohl’s taxonomy of Affective Domain (1964) are
given as follows:
 Receiving is being aware of or sensitive to the existence of certain ideas,
material, or phenomena and being willing to tolerate them. Examples
includes: to differentiate, to accept, to listen (for), to respond to.
 Responding is being commited in some small measure to the ideas,
materials, or phenomena involved by actively responding to them. Examples
are: to comply with, to follow, to commend, to volunteer, to spend leisure
tme in, to acclaim.
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 Valuing is willing to perceive by others as attaching importance to certain

idea, materials, or phenomena. Examples include: to increase measured
proficiency in, to relinquish, to subsidize, to support, to debate.
 Organization is relating the values to those already held and bring it into a
harmonious and internally consistent philosophy. Examples are: to discuss, to
theorize, to formulate, to balance, to examine.
 Characterization by value or value set is to act consistently in
accordance with the values he or she has internalized. Examples include: to
revise, to require, to be rated high in the value, to avoid, to resist, to
manage, to resolve.
Methods of Assessing Learning in the Affective Domain
McMillan (2007) gives three feasible methods of assessing learning or
learner’s development in the affective domain. The first in the list is teacher
observation. The two others are student self-report and peer-ratings. These methods
of assessing learning in the affective domain make use of tools such as Likert scale,
semantic differential, checklist, sentence completion.
Teacher Observation
Teacher observation tools can be unstructured or structured. It is
unstructured when observation is open-ended. Teacher’s observation is not limited to
items in a checklist or rating scale. Teacher observation is structured when she/he is
guiden in what to observe by a checklist or rating scale. To make teacher
observation work in relation to the assessment of afective learning, the following
should be observed:
 Determine behaviors to be observed in advance.
 Record student’s important data such as time, data and place
 If unstructured, record brief descriptions of relevant behavior.
 Keep interpretations separate from description.
 Record both positive and negative behaviors.
 Have as much observation of each student as necessary.
 Avoid personal bias. Be objective.
 Immediately record the observations
 Apply a simple and efficient procedure.
Student Self-Report
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A student self-reports requires the student to provide an account of his/her

attitude or feelings toward a concept or idea, or people. A self-report is also referred
to as “written reflection”. A teacher may require a student to write his thoughts on
topic like “Why I like or Deslike Coming to School”.
Students self-report can also be derived by way of a student interview or by
way of questionnaire and survey. Teacher may interview a student on whether the
student likes or hates Physics as a subject and why. One advantage of an interview
is teacher can probe into the answers of the student right there and them.
Peer Ratings
Asking student’s peer to rate him/her on affective items where teacher wants
to rate the student.
These methods employ tools such as checklists, rating scale, likert scale and
semantic differential scale, sentence completion and student’s reflections.
Let’s Try!
1. What are the methods of assessing learning/development in the affective

domain?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are soft skills? Why are they important? How are they assessed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let’s Check!
True or False
________1. Receiving is being aware of or sensitive to the existence of certain ideas,
material, or phenomena and being willing to tolerate them.
________2. Responding is being commited in some small measure to the ideas,
materials, or phenomena involved by actively responding to them.
________3. Valuing is willing to perceive by others as attaching importance to
certain idea, materials, or phenomena.
________4. Organization is relating the values to those already held and bring it into
a harmonious and internally consistent philosophy
________5. Characterization by value or value set is to act consistently in
accordance with the values he or she has internalized. Examples include: to revise,
to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.
References
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B. Formative Assessment
Learning Outcomes:

 Cite appropriate techniques and tools for formative assessment;
 Discuss Use appropriate techniques and tools for formative assessment;
 Explain how scoring rubrics can facilitate formative assessment and;
 Reason why out self-assessment is an important feature of formative
assessment.
Let’s Activate!
“Formative assessment is tasting the soup while summative assessment is

serving the soup.”
Let’s Explore!
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Techniques for Formative Assessment
Here are some techniques given by Fisher and Frey (2007) that teachers can
use while teaching to check on student's understanding:
1. Response cards - These are either pre-printed or write-on cards. Pre-printed

cards have responses on them such as "Yes" or "No". Write on cards allow students
to indicate their responses in real time.
2. Hand signals - Examples are "thumbs up" means "I understand and can explain
it"; "thumbs sideways" means "I'm not completely sure about..."; "thumbs down"
means "I do not understand."
3. Games -Game-based learning and gamified instruction are two emerging

teaching-learning practices to drive learning. Game-based learning makes use of a
game of any kind to realize a learning outcome.
Games for Formative Assessment

Here are some games especially suited for formative assessment to try in
your classroom (Cassie, J. 2018, p.59)
a. Socrative (www.socrative.com, free and paid options) - It is a classroom
- engagement app that provides games and other activities for students. A favorite
element is "Space Race" which can turn an assessment into a gamified experience
between individuals or groups.
b. Kahoot (www.kahoo.com, free and paid options) a mobile application that
allows teachers to construct homework assignments almost as though they were
video game-type quests. The app also has a feature where teachers can write their
own games and make them available to students with an access code.
c. Quizlet (www.quizlet.com, free) This app allows educators to convert
data-gathering into a gamified form that they can use to inform their teaching
practice.
d. Quizizz (www.quizizz.com, free) This lets teachers monitor the results of
students' work as they do it. The app lets students progress at their own pace
throughout the game.
e. Quizalize (www.quizalize.com, free and paid options) It provides the
same kinds of quizzes and assessments as other similar tools, but it also lets you
track the work of individual students at a granular level
f. Plickers (Available at App Store or Google Play, free) This formative
assessment tool uses a series of abstract cards that the teacher photographs using a
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mobile device. The program then analyzes the data and presents the teacher with
individualized reports of student success.
Self-assessment in Formative Assessment

An increasing trend in formative assessment is self- assessment. Self-
assessment is aligned with the principle of learner agency which means that learning
involves the activity and the initiative of the learner, more than the inputs that are
transmitted to him/her by the teacher. With learner agency, are self-regulated
learners who engage in self-monitoring and self- evaluation. Self-regulated learners
continually monitor their progress toward the learning outcomes. Self-regulated
learners determine whether they attained the intended learning outcomes which they
have made as their very own learning outcomes.
So it is best that students get actively involved to assess their own learning to
determine how they are progressing. This can increase their self-confidence and
motivation to learn. (Davis and McGowen, 2007).
Scoring Rubrics and Formative Assessment

In formative assessment, teachers give feedback. These feedbacks are made
more specific when they are based on rubrics which enumerate the criteria and
describe the expected student's performance (process and product). Scoring rubrics
especially analytic rubrics are, therefore, a good framework for feedback. (Brookhart,
2013). Analytic rubrics are of great help to students in assessing their own progress.
Additional Formative Assessment Strategies
Below are formative assessment strategies from Watanabe's book on Mindful

Assessment: The 6 Essential Fluencies of Innovative Learning (2016) for you to try
out:
Activity How It is Done

1. Round Robin Teacher passes charts among groups to assess understanding. Each group of 4
Charts or 5 students begins with a chart and some markers. The group records an
answer to an open-ended question. They can also share the knowledge they
have on a topic covered in class.
2. Questioning Questioning strategies may be used with individuals, small groups, or the entire
Strategies class. Effective formative assessment strategies involve asking students answer
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higher-order questions such as "why" and "how." With to the students' answers,
teacher discerns the level and extent of the students' understanding.
3. 3-Way Summaries Students can work in groups or individually. In response to a question or

topic inquiry, they write three different summaries
* 10-15 words long
*30-50 words long
*75-100 words long
Teacher can have students use Twitter with which most students are already
familiar.
4. Think-Pair-Share The teacher asks a question, and students write down their responses.
Students are then placed in pairs to discuss their responses. Teacher moves
around the classroom and listens to various discussions then lets them share
their response/s as a pair to the class.
5. 3-2-1 Countdown Teacher requires students to respond to three separate to three separate
statements at the end of the lesson
*3 things you didn't know before
*2 things that surprised you about this topic
*1 thing you want to start doing with what you’ve learned
Teacher can ask other questions or ask students to write questions about the
topic they want to ask.
6. One-minute Paper One-minute papers are usually done at the end of the day. Students can work
individually or in groups here. They must answer a brief question in writing.
Typical questions posed by teachers center around:
*Main point.
*Most surprising concept
*Questions not answered
*Most confusing area of a topic
7. Exit/Admit Exit tickets are small pieces of paper or cards that students give to the
Tickets teacher as they leave the classroom. Students write down one main idea that
they learned that day.
Admit tickets are answers to a question or homework on a past lesson
written in small pieces of paper or cards that students are required to submit as
they enter the class.
8. Creative Extension Teacher asks students to come up with simple projects to demonstrate
Projects comprehension. These don't have to be big and complicated. They can take a
day, a half-day, or even an hour. Here are examples of quick projects:
*Create a poster or collage illustrating the subject matter
* Record a rehearsed skit or podcast discussing the topics covered
* Build a diorama about the subject and create a narrative behind it
Top of Form * Let students design their own flashcards to test each other with 16
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Bottom of Form *Keynote presentations made by students on the topic
Let’s Try!
1. In what sense is formative assessment compard to “tasting the soup” while

summative assessment is “serving the soup.”?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Reason why out self-assessment is an important feature of formative

assessment?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Let’s Check!
A. Multiple Choice.
1. This app allows educators to convert data-gathering into a gamified form that
they can use to inform their teaching practice.
A. Socrative
B. Kahoot
C. Quizlet
D. Plickers
2. This formative assessment tool uses a series of abstract cards that the teacher
photographs using a mobile device. The program then analyzes the data and
presents the teacher with individualized reports of student success.
A. Plickers
B. Quizizz
C. Kahoot
D. Socrative
3. It provides the same kinds of quizzes and assessments as other similar tools, but
it also lets you track the work of individual students at a granular level.
A. Kahoot
B. Plickers
C. Quizalize
D. Quizlet
4. A mobile application that allows teachers to construct homework assignments
almost as though they were video game-type quests. The app also has a feature
where teachers can write their own games and make them available to students with
an access code.
A. Kahoot
B. Plickers
C. Quizalize
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D. Quizlet
5. This lets teachers monitor the results of students' work as they do it. The app lets
students progress at their own pace throughout the game.
A. Quizizz
B. Kahoot
C. Quizlet
D. Plickers
References
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UNIT 9: Grading and Reporting
Learning Outcomes:

 Eplain the functions of grading and reporting;
 Distinguish between criterion-referenced and norm reference grading;
 Compute grades in accordance with the current DepEd policy on grading
system;
 Cite points to observe when reporting students’ progress to both
students and parents;
Let’s Activate!
“You got an “F” in your entire subject. How can they call this a progress
report card?”
-Unknown
Let’s Explore!
Seven (7) Things to consider Discussing with your Students before

Assessing (Bobowski, 2017)
1 Explain where the test fits in the bigger picture.
2 Share how the test results will affect their overall class grade.
3 Pre-empt questions about what their data will look like and who will
be seeing it.
4 Take the fear out of the testing jargon.
5 Clarify the testing environment.
6 Make any transition to computers or tablets easy.
7 Provide the dates of the next assessment.
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Functions of Grading and Reporting Systems

Grades have four purposes: 1) administrative, 2) informational, 3)
motivational, 4) guidance.
Grading and reporting systems have some very important functions in the
educative process. Some of these important functions are enumerated below:
a) Enhancing students’ learning through: clarifying instructional objectives for
them, showing students’ strenghts and weaknesses, providing information on
personal-social development, enhancing students’ motivation (e.g., short
term goals) and indicating where teaching might be modified. These can be
achieved through day-to-day tests and feedback and integrated periodic
tests.
b) Reports to parents/guardians
c) Administrative and guidance uses.
The administrative and guidance purposes of grading and reporting
consist in:
1) helping to decide promotion, graduation, honors, athleticc eligibility;
2) reporting achievements to other schools or to employers;
3) providing input for realistic educational, vocational and personal
counseling.
These three main purposes of grading and reporting by no means
exhaust all possible uses of the activity. The main point, however, is that
grades and report cards should promote and enhance learning rather than
frustrate and discourage students. In many schools, report cards are given to
students and then parents re asked to sign these report cards. Most schools
call for parents-teacher conferences or set aside Card Getting day for this
purpose.
 For administrative purposes, grades help determine students’ class rank,

credits for graduation, whether or not a student gets promoted to the net
level
 For informational purposes, grades can be used to communicate with
parents, students and others how well a student has realized learning and
course outcomes.
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 For motivational purposes, many students are more motivated to study in

order to get high grades or to avoid low or failing grades.
 For guidance purposes, grades helps students, parents and counselors
select appropriate courses for students and levels of work for students.
Components of Grading System

Standards of comparison (compar grades against the set standards as found in
the learning outcomes or compare performance with that of other students);
Aspects of performance to be graded (written tests, products, performance;
Weights of the different products or performance
Reporting Students’ Progress and Grades to Parents

Students’ progress and grades are reported to parents through:
1. Report Card
2. Written progress Reports
3. Parent-Teacher Conferences
Reminders for Schools/Teachers to get the most from parent-teachers

conferences
1. Announce the date for card-giving in advance.
2. Be positive in approach.
3. Be objective
4. Have a listening ear.
5. Don’t project an omniscient “image”.
6. Practice good communication skills.
7. Don’t talk about other students.
8. End with an encouraging note in the same way that you began with a positive
note.
Why Report Communicative Assessment Results?

We report our assessment processes for accountability. So teaching leads to
assessing learning, reporting and communicating assessment results. These
assessment results should be communicated clearly and accurately to learners as
well as parents for improved learning.
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Sharing assessment results is an opportunity to tell an important and

meaningful story. Yoyr role is to educate stakeholders about context, background,
methods, and results of assessment and to involve them in making sense of the
results and identifying possible solutions or next steps. This is reporting.
We all agree that students are key education stakeholders. When they are
involved in the assessment process and in their own learning, the result is an
improvement in achievement. An objective, transparent and respectful assessment
feedback to students drives home the points which the students need to work upon.
Let’s Try!
1. Explain the functions of grading and reporting?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Give a list of do’s to and don’ts when reporting students’ progress to both
students and parents?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Let’s Check!
Answer the following questions comprehensively.
1. Teacher A claims: “The problem with Parent-Teacher Conferences is those parents

who are most expected to come, example, the parents of non-performing students,
usually do not attend.” How can schools solve the problem? Propose solutions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
2. John Powell said “Communication works for those who work at it.” How do you
relate this to schools’ practice of holding Parents-Teachers Conference or setting
aside a day for students’ report card distribution?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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References
88 | E D 2 0 9
UNIT 10: Reflective Practice using

Assessment Data
Learning Outcomes:

 Demonstrate reflective self-assessment, using learner assessment data
and other reflection aids, for purposes of adjusting one’s teaching
practices and for purposes of growing in the profession and;
 Explain how professional reflection and learning can be used to improve
teaching practice.
Let’s Activate!
“We do not learn from experience. We learn from reflecting on experience.”
-John Dewey
Let’s Explore!
What is Reflective Practice?

Reflective practice is, in its simplest form, thinking about what you do is
closely linked to the concept of learning from experience in that you think about and
monitor what you did and what happened and decide based from that what you
would do a conscious effort to think about y next time Reflective practice is beyond
casual thinking. Reflective practice requires events and develops insights from them.
It also encourages teachers to explore their own beliefs and assumptions about
learners, eaching-learning including assessment and to find solutions to problems.
The reflective practice for teachers whose main task is to teach is to analyze
data that reveal if they are teaching effectively or not as proven by learners' learning
expressed in learners' test scores derived from traditional assessment or in non-test
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data shown in learners' products, processes performed and changes in anade, values
and motivation (authentic and performance assessment).
Using Learner Attainment Data: A Measure Effectiveness

Which can serve as sources of data that reveal learner's attainment of
learning outcomes that ultimately reflect teachers' teaching effectiveness? Learners'
attainment data serve as a measure of teachers' teaching effectiveness. They can be
analyzed to monitor and evaluate learners' progress and achievement. They are the
result of effective teaching.
Let us take a look at the different documents that teachers can use to
monitor learner's performance.
1. Daily Lesson Log (DLL) for a week - The DLL shows the lesson for each
day with the index of mastery computed accurately. The index of mastery contains
the learner attainment data that measure the learners' mastery level of the
competency. It guides the teachers in their instruction and allows them to determine
whether the learners are ready to proceed to the next lesson, or if they need
additional activities for remediation. Likewise, the teacher may also use the data to
modify or adjust his/ her instruction in order to address the needs of his/her
learners.
2. Electronic Class Record (ECR) This is another document that teachers
use to monitor and evaluate the learners' progress and achievement is the. The
electronic class record, including the grading sheet and summary of quarterly grades,
allows teachers to monitor individually the learner attainment data per specific
learning area and assess whether the learner passed or failed. With this tool,
teachers can clearly assess the progress and achievement of each learner and can
provide him or her with instructional intervention or enrichment.
3. Progress Chart - The teacher also uses a progress chart to monitor
his/her learners' progress quarterly based on class average. The chart helps him/her
to have a general assessment of his/her learners' progress and to design activities
appropriate to their level of proficiency.
These forms, particularly the DLL and ECR, used by teachers are provided by
the school. Templates are also available for download in DepEd websites. The
templates can easily be modified using Word File or Excel Spreadsheet. The progress
chart, on the other hand, can be replicated using the mentioned computer programs.
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Always feel free to ask for technical assistance from your teacher-friends in using,
modifying or creating these forms.
Suggestions for the Use of Documents

To use these documents more effectively, teachers should take note of the
following suggestions:
Plan monitoring and evaluation activities. Before the school year
begins, we may identify monitoring and evaluation activities to be conducted daily,
weekly, quarterly and yearly. The documents or school forms needed for these
activities may already be prepared and saved in folders or in the computer.
Monitor and evaluate learners' performance regularly and
consistently. A day without monitoring and evaluation may cause us to miss
serious problems in the learners' learning. If left unchecked, this will certainly
hamper the learners' academic success. Monitoring and evaluating learners'
performance religiously according to plan is the best way to avoid potential problems
in the process.
Explore varied monitoring and evaluation documents
Although our schools provide us with the standard documents and school
forms, such as DLL and ECR, we can always find or create additional ones that can
help us in the monitoring and evaluation process. For instance, we may also use a
daily checklist to track our learners' performance. A daily progress chart, not just
quarterly, may give us immediate information about the learners' achievement of the
daily target so as to provide a prompt intervention. Another strategy is to have an
anecdotal record of each learner in order to gain a more individualized assessment of
the learner's progress.
Validate monitoring and evaluation documents to ensure accuracy
of learner attainment data. A number of monitoring and evaluation documents
may be used. However, we must ensure that these documents are validated and
reliable such as those provided by DepEd. Do some research and testing of the
assessment documents before using them so that the learners are evaluated
accurately and fairly.
Involve the learners in certain types of monitoring and evaluation.
Monitoring and evaluation is definitely hard work especially for teachers handling
large classes. As a strategy, we may also instruct our learners to have group or peer
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monitoring within the class and check their progress weekly. This may help the
learners become more conscious of the quality of their performance and aim for a
higher achievement.
Other Ways of Evaluating Learner Achievement

Here are other ways of determining how well learning outcomes were
attained by learners:
Item Analysis Item analysis is a process which examines learner responses
to individual test items in order to assess the quality of each test item and of the test
as a whole. This is to improve test items and to enhance the teacher's skills in test
construction and to identify specific areas which need improvement. An effective
item analysis starts from a carefully written test based on the table of specifications
(TOS). The competencies covered for the grading period are included and organized
according to the domains of learning. The teacher makes sure that the test
construction aligns with the TOS. You can evaluate the achievement of the class in
their respective learning areas. You can also determine the least mastered skills or
competencies and evaluate their attainment data. In addition, you can compare the
mastery level of a group of learners with other groups. You may also change the
item that only a few learners answered correctly which may indicate that the
question is ambiguous or is not part of the learning competency.
The teacher makes sure that the test construction aligns with the Table of
Specifications (TOS). With the TOS, you can evaluate the achievement of the class in
their respective learning areas. You can also determine the least mastered skills or
competencies and evaluate their attainment data. In addition, you can compare the
mastery level of a group of learners with other groups. You may also change the
item that only a few learners answered correctly which may indicate ar that the
question is ambiguous or is not part of the learning competency.
The results of an item analysis may inform the teacher oil of the necessary
interventions (e.g. enrichment, activities, re- apa teaching, remediation) that we can
provide to the learners.
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Frequency Table with Mean Score, Standard Deviation and o Mean

Percentage
In addition to the item analysis, you may also measure learner achievement
by using a frequency table for pretest and posttest results. The mean score,
standard deviation and mean percentage of pretest and posttest are computed and
compared. Learner achievement is determined baby calculating the mean score or
mean percentage increase from pretest to posttest.
By analyzing tests results, we can evaluate learner o achievement in several
areas. Specific weaknesses of an individual learner or a class can also be determined
using this qols approach.
Reflective Practice through Performance Evaluation

As expressed in the above paragraphs, the most concrete and obvious proof
of teachers' teaching performance is students' learning or students' demonstration of
the learning outcomes. In addition to learners' performance, however, teachers'
performance can also be evaluated by the students themselves, peers and
supervisors. Let us not forget that teachers' self-evaluation is also a rich source of
teachers' evaluation performance for teachers imbued with that genuine desire for
continuous professional development. But mind you, dear teachers, this is just one of
the many sources and NOT the only source of information as regard your teaching
performance. Remain open to the observations and evaluation comments of your
primary customers, the students, supervisors. Reflective practice is not and your
colleagues and necessarily an individual activity. It is a shared activity. Each of
Besides, a reflective practice of performance evaluation that is us has a blind spot.
Others help us see ourselves objectively. shared among teachers, students, fellow
teachers and supervisors leads to the building of a professional learning community
With teachers' performance evaluation from students, peers, supervisors and
self we are assured of a reliable 360-degree the teachers' performance rating is a
product of the teacher's assessment. It is no wonder why in many school systems,
evaluation by students, by her/his Department Head, by his/her Dean and for some
schools, by the teacher himself herself. Some important reminders for teachers and
schools to benefit to the optimum: 1) evaluation from each sector of evaluators must
not be viewed in isolation and 2) teachers must remain reflective, honest and open
to others' comments and observations.
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Students as Evaluators: Making Students' Evaluation

Meaningful student involvement calls for something that is deliberate,
empowering, far-reaching and sustainable. Engaging students as evaluators calls for
educators to develop practical, applicable feedback opportunities where students are
encouraged to be honest, open and solution-oriented. Students find particular
investment in evaluation when they can see tangible outcomes, and have some
measure of accountability from the systems, educators, or situations they are
evaluating.
By involving students as evaluators, schools can develop purposeful,
impacting, and authentic assessments of classes, schools, teachers and enact
accountability and ownership for all participants in the learning process. Effective
evaluations may include student evaluations of classes and schools; student
evaluations of teachers; student evaluations of self, and; student- led parent-teacher
conferences, where students present their learning as partners with teachers and
parents, instead of as passive recipients of teaching done "to" them.
Engaging students as evaluators should not mean replacing any other
evaluations. Instead, it should be seen as an additional information source. This is
true whether students are evaluating themselves, their peers, classroom curricula,
school climate, or their teachers directly. Student evaluations should not replace
teacher evaluations. To get the most from students' evaluation, students need to be
partnered meaningfully with adults and need honoring student learning as well as
whatever is being evaluated. to taught about what they were evaluating. This is
essential for honoringt student learning as well as whatever is being evaluated.
o Over the course of a school year, teachers might want a variety of

evaluations from students. These may include:
o An occasional large-scale forum where the opinions of students in one
or all grade levels are canvassed;
o Creating a regular pattern of evaluative feedback in lessons; or, or
small group
o Facilitating a series of one-to-one discussions, how members of a
particular sub-group of students (the disengaged, high-achievers,
young women, young men, or students not from the majority culture
in the surrounding community, for example) are feeling about their
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learning experiences; or shaping a new initiative in the classroom or

school.
Peer as Evaluators: Making Peer Evaluation of Teaching Work

Peer evaluation or peer review is a type of performance evaluation that is
done by one or more people of matching competencies. Peer review is usually done
among the members of the same team. This is a method employed to preserve the
quality standard at a desired level and improve productivity and performance. It is
understandable why peer evaluation of teaching consists of the review of teaching
performance by colleagues, usually in the same or a similar discipline.
As England (1996) put it, peer evaluation is "...Excellent teachers... seting
out to inquire into their own practice, identifying key issues they want to pursue,
posing questions for themselves, exploring alternatives and taking risks, and doing
all of these in the company of peers who can offer critique and support. These are
the habits of mind we expect, after all, in scholarly work, and we should expect them
in teaching as much as in research."
Peer review is also a part of the 360-degree assessment along with students'
teacher evaluation, self-review and manager assessment. It helps in pointing out the
strenghts and weaknesses that a teacher faces at the ground level.
Concrete Examples of Peer as Evaluators

Below are first hand experiences of teachers who were part illustrations of
peer observation, mentoring and evaluation inSummit Elementary School of Cherry
Creek School District, Colorado, U.S.A. They also serve as concrete of peer
evaluation.
Discussing the Observations
We visited classes during the second semester Each time an observation was
scheduled, we met before and after school for group discussions. Observing others
prompted to ask hard questions about our own teaching styles: How patient Do I use
techniques that appeal to different learning am 12 Are some of the rules in my
classroom necessary? styles? Questions such as these formed the foundation for our
discussions about a variety of shared issues such as individual organizational skills,
common behaviors of children that can be difficult to deal with, and the possible role
voice tone plays in classroom management.
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The level of trust we developed throughout the year made it possible for us
to support and listen to one another and to adapt our instruction based on individual
needs. The following scenario is a case in point.
After noticing how an intermediate teacher arranged furniture in her
classroom in clusters of four desks a primary teacher commented that the students
in one cluster, which was fitted against a wall, were less attentive than the others.
The observing teacher humorously commented. "It's just like being in a restaurant.
Everybody wants a booth!" The upper grade teacher had never thought about this
before. After she tried a different arrangement, the general patterns of student
behavior improved. This teacher may not have accepted the recommendation if it
had not come from one of her peers in this caring, trusting environment.
Writing Letters That Invite Reflection

At the end of the second semester, we discussed how to write letters to our
peers: How much time should we allow for writing? How do we write supportive
messages that contain more than "fluff"?
Although writing in pairs would take more time, we felt that this process
would produce higher quality. Two peers paired up based on how frequently they
had been in a particular classroom and the variety of lessons they had observed.
Reading the letters generously shared by our colleagues from the previous year
helped us establish content priorities. The most powerful letters were those that
provided specific examples of how teachers interacted with students, raised
questions about how the observing teacher was able to reflect on his or her own
teaching, and included telling details about classroom atmosphere. By constantly
running ideas by one another, we were able to spot generalizations and repeated
themes.
The letters contained portions written by the pair jointly and sections written
by each of the teachers separately. First, each pair of writers tried to capture the
essence of the person they were writing about. Some letters had a formal tone,
others were more casual, but all achieved the goal of personalization. For example:
Observing you teach 1st and 2nd graders was an impressive experience for
both of us. The deliberate steps that you take to provide your students with
meaningful experiences were obvious. In a lesson on the value of money... you were
clear, concise, and methodical. Visual aids enabled the children to understand the
96 | E D 2 0 9
intent of your lesson and helped children on all levels of understanding to grasp your
concepts.
A second pair of teachers wrote to another teacher

We were impressed with the number of lifelong skills and activities that were
incorporated into a relatively short time period... listening, reading, following
directions, measuring, problem solving, dividing portions equally, and sharing
responsibilities. Is this deliberate on your part as you plan your lessons? We know
from being in your classroom on several occasions that you do this consistently.
Next, each of the writers recorded an individual response. Questions were
raised that helped the observers to reflect on their own teaching. For example, our
art teacher noticed how children received instructions as they sat in a group on the
floor with the teacher and then made a smooth transition back to their tables. This
allowed her to reflect about using this procedure in the art room. She shared the
following thoughts:
I was pleased to see you referring to the artist's illustrations and the writer's
format in several books. This enhances wit students learn in art about how artists
work y and Aow they tell a story visually [The way] you che children tune in to right-
brain thinking. again activities and questioning techniques... certainly helps children
tune in to right-brain thinking.
Claser association with you through our peer assessment Aas brought about
a research project between the two of us book integrate in our classrooms, we hope
to improve reading and your class with some applied kinesiology techniques we and
writing skills, as well as creative thinking and drawing.
Here's another example of an observing teacher's personal response to the
same teacher described above:
You and I recently had a conversation about tone of voice in the classroom.
You were concerned about whether or mot you were expressive enough when
interacting with your students Believe me. you captivate your students. In addition to
your voice intonations, your facial expressions keep children glued on what you are
doing.
It is a humbling experience to witness your high level of organizational skills.
Your day is carefully orchestrated for the benefit of you and your students. Will I
97 | E D 2 0 9
ever be as thorough in my planning? You anticipate a variety of outcomes so that

you can make adjustments for them.
How to Make Peer Evaluation Work

Peer evaluation works only when necessary elements such as those given
below are present:
1. Support from school administrators - Supportive administrators - recognize that
experienced teachers, through their daily contact with students, provide effective
role models for one another. Administrators who support teachers are aware of the
importance of empowerment and see themselves as facilitators to that end.
2. Trust - The foundation for productive communicatio opens the door for self-
evaluation.
3. Time - As with anything else that we hope to learn and grow from, this process
also takes time, sometimes above and beyond the school day. However, the time
spent is well worth the rewards gained. . Voluntary If teachers feel coerced by other
teachers or administrators, the necessary foundation of trust will not exist.
Evaluators of Teaching Performance

Remember, that if we are including in here a discussion on teacher
supervision by school head or results of teacher supervision by school head are a
source of data for assessment of teaching performance on which teachers must
reflect to further improve their teaching practice.
Below is a description on how the Department of Education does supervision
of teachers for effective teaching.
General Supervisory Program Procedure

The supervisory programs of the Department of Education go through three
phases: Start Up. Build Up and with closure before Move-On.
Phase I- Start Up includes establishing the specific purpose of the supervisory
activity. As a data-based teacher support, it will use either the information derived
from the results of the Teacher Strengths and Needs Assessment (TSNA) and the
Individual Plan for Professional Development (IPPD) or from Department of
Education directives in the implementation of programs and projects. Phase I will
also clarify whether the purpose of the activity is Diagnostic or Formative Appraisal
98 | E D 2 0 9
which is a component of the Competency - Based Performance Appraisal System for

Teachers (CB- PAST) Support Intervention Visit, Follow-up of Support Intervention or
a Celebration Visit.
Phase II- Build Up specifies the supervisory activities that may occur On Site
(in the school) or Off - Site (if the support will be on line or outside the school.) The
Build Up follows three sub-phases which include Pre-Conference, Actual Support
Activities and Post-Conference.
Phase III-Closure and Move On provide a temporary pause to conclude the
specific support intervention activity where most of the handholding ends in teacher
autonomy and the Professional Learning Community begins. The greater role of the
Professional Learning Community to continually provide support to each teacher
becomes more apparent in this phase. Phase III activities include Exit Conference,
Evaluation, Celebration and a smooth transition to the various activities of the
Professional Learning Community in the school.
Tools for Instructional Supervision

The department of Education cites various forms used by school
administrators/supervisors in classroom supervision.
The CB- PAST Formative Appraisal Tool is being utilized as Instructional
Supervision Form 3. This links the instructional supervision process as formative
evaluation in the performance Instructional Supervision Form 1 - Pre- Observation
Information: appraisal of the teachers. The basic tools included are: Instructional
Supervision Form 2 - Post Observation Information; Instructional Supervision Form 3
- A, B, C, Teacher Observation Guide; and Instructional Supervision Form 4-STAR
Observation Technique. The Instructional Supervision Support Intervention
Strategies are job - embedded learning, study groups, action research, peer
teaching, mentoring, case studies, conferencing, clinical supervision and
walkthrough.
Instructional Supervision Support Intervention Strategies

In addition to instructional supervision and in support of teachers' improved
teaching which part of continuing professional development is, the Department of
Education offers the following job - embedded learning strategies:
99 | E D 2 0 9
Study Groups - This is study group of teachers interested in collegial study

and action such as curriculum design and instructional innovation. It engages
teachers in dialogue. helping them to make meaning of information and develop a
shared understanding about topics such as values pedagogy and learning.
Action Research The teacher-researcher engages in research to address a
problem closely connected to his her work especially teaching. Action research gives
teachers the skills they need to work on problems specific to student learning
Peer Teaching/Coaching - It is a professional development strategy that
enables teachers to consult with one another discuss and share teaching practices
that increase student learning, observe one's another classrooms promote
collegiality, and support and help ensure quality teaching for all students. Peer
teaching relationship is built on confidentiality and trust in a non- threatening, secure
environment in which teachers learn and grow together.
Mentoring It is a supervisory procedure where the instructional supervisor,
school head. Master teacher or a teacher who is more skilled helps or guide another
teacher for professional growth.
Conferencing - It is a conference between a school head and a teacher
after classroom supervision. If correctly employed, it gives each teacher the special
help needed to become proficient in self-analysis, self-appraisal and self
improvement.
Walkthrough Classroom walkthrough is a brief visit to classrooms
throughout the school, conducted frequently on an informal or non-evaluative basis,
designed to collect patterns of data that can help members of the professional
learning community to continually improve their teaching practice. It is a process of
visiting classrooms for a short period of time of 5 - 15 minutes, where the
instructional program is observed and feedback is provided to teachers
In conclusion, we have seen many sources of information by which teachers

can assess their teaching performance. The attainment of learning outcomes
demonstrated by the learner's scores in tests and actual performance or change in
attitude are direct evidence of teacher effectiveness. Teacher evaluation comments
from students, from peers and from supervisors with the use of evaluation tools and
classroom observation are also other sources of information regarding teacher
100 | E D 2 0 9
teaching effectiveness. Put these data together, teachers will be able to assess
themselves, particularly their teaching effectiveness.
These information and feedback are for teachers to reflect on and so engage
in reflective practice that leads to continuous quality improvement.
Let’s Try!
1. Explain how professional reflection and learning can be used to improve

teaching practice?
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Let’s Check!
A. Multiple Choice.
101 | E D 2 0 9
1. It is a professional development strategy that enables teachers to consult with
one another, discuss and share teaching practices that increase students learning.
A. Peer Teaching/Coaching B. Mentoring
C. Conferencing D. Walkthrough
2. It is a supervisory procedure where the instructional supervisor guide teachers for
professional growth.
A. Peer Teaching/Coaching B. Mentoring
C. Conferencing D. Walkthrough
3. It shows the lesson for each day with the index of mastery computed accurately
A. Daily Lesson Log B. Electronic Class Record
C. Progress Chart D. Class Observation
4. This is use to monitor learners’ progress quarterly based on class average.
A. Daily Lesson Log B. Electronic Class Record
C. Progress Chart D. Class Observation
5. A process which examines learner responses to individual test items in order to
assess the quality of each test item and in order to asess the quality of each test
item and of the test as a whole.
A. Report Card B. Item Analysis
C. Walkthrough D. Conferencing
References
102 | E D 2 0 9
Appendix
RUBRICS
Portfolio Assessment Rubric
POINTS REQUIRED CONCEPTS REFLECTION/ OVERALL

ITEMS PRESENTATION
CRITIQUE
All required Items clearly demonstrate that Reflections Items are clearly
items are the desired learning outcomes illustrate the introduced, well
included, for the term have been ability to
organized, and
with a achieved. The student has effectively
significant gained a significant crtique work, creatively
90-100
number of understanding of the concepts and to suggest displayed,
additions and applications. constructive
showing
practical
alternatives. connection
between items.
All required Items clearly demonstrate Reflections Items are
items are most of the desired learning illustrate the introduced and
included, outcomes for the term. The ability to critique
well organized,
with a few student has gained a general work, and to
75-89
additions. understanding of the concepts suggest showing
and applications. constructive connection
practical
between items.
alternatives.
All required Items demonstrate some of Reflections Items are
items are the desired learning outcomes illustrate an introduced and
included for the term. The student has attemp to
somewhat
gained some understanding of critique work,
60-75 the concepts and attempts to and to suggest organized,
apply them. alternatives. showing some
connection
between items.
A significant Items do not demonstrate Reflections Items are not
number of basic learning outcomes for illustrate a introduced and
40-59 required the term. The student has minimal ability
lack organization.
items are limited understanding of the to critique work.
missing concepts.
103 | E D 2 0 9
No work
0
submitted
Essay Rubric
SENTENCE
FOCUS STRUCTURE,
WORD
POINTS AND ORGANIZATION VOICE GRAMMAR,
CHOICE
DETAILS MECHANICS, AND
SPELLING
There is a The introduction The author’s The author’s All sentences are
clear, well is inviting, states purpose of uses vivid well constructed
focused the main topic writing is words and and have varied
topic. Main and provides an very clear, phrases. The structure and
ideas are overview of the and there is choice and length. The author
clear and paper. strong placement of makes no errors in
are Information is evidence of words seems grammar,
supported relevant and attention to accurate, mechanics, and/or
90-100 by detailed presented in a audience. natural and spelling.
and logical order. The The author’s not forced.
accurate conclusion is extensive
information strong. knowledge
. and/or
experience
with the
topic is/are
evident.
75-89 There is The introduction The author’s The author Most sentences are
one clear, states the main purpose of usesvivid well constructed
well topic and writing is words and and have varied
focused provides an somewhat phrases. The structure and
topic. Main overview of the clear, and choice and length. The author
ideas are paper. A there is placement of makes a few errors
clear but conclusion is some words is in grammar,
are not included. evidence of inaccurate at mechanics, and/or
well attention to times and/or speling but they do
supported audience. seems not intefere with
by detailed The author’s overdone. understanding.
information knowledge
. and/or
experience
with the
104 | E D 2 0 9
topic is/are
evident.
There is The introduction The author’s The author Most sentences are
one topic. states the main purpose of uses words well constructed,
Main ideas topic. A writing is that but they have a
are conclusion is somewhat communicate similar structure
somewhat included. clear, and clearly, but and /or length. The
clear. there is the writing author makes
evidence of lacks variety several errors in
attention to grammar,
60-75
audience. mechanics, and/or
The author’s spelling that
knowledge interfere with
and/or understanding.
experience
with the
topic is/are
limited.
The topics There is no The author’s The writer Sentences sound
and main clear purpose of uses a limited awkward, are
ideas are introduction, writing is vocabulary. distractingly
not clear. structure, or unclear. Jargon or repetitive or are
conclusion. cliches maybe difficult to
present and understand. The
40-59 detract from author makes
the meaning. numerous errors in
grammar,
mechanics, and/or
spelling that
interfere with
understanding.
No work
0
submitted
105 | E D 2 0 9
Rubric for rating short-answer responses:
Point Description
Answer is sufficient and well-organized and claims are clear and well-
9 - 10
supported with explanation and examples.
Answer is fairly sufficient and organized and claims are well-detailed with
7-8
some areas requiring further development.
Answer is fairly adequate in most areas with some lapses in a number of
5-6
aspects.
3-4 Answer is wanting of substance and organization, with significant errors.
Answer shows very meager understanding of the topic and there are
1-2
significant problems throughout.
Modified and prepared by:
FRANCIS C. CASTOR, Ed.D.

Subject Teacher
106 | E D 2 0 9

Course Guide ED 209

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West Visayas State University 2023

Francis C. Castor, Ed.D.

Notes to the Students

Unit I. Assessment as an Integral Part of teaching

 analyzed the fundamental concepts and characteristics of 21st century

You are advised to strictly follow the schedule of submission of

The lesson will then unfold in this sequence.

Let’s Activate! In here, you will do an activity that you already

Let’s Explore! This is where the lesson is presented. It may have

Key to Correction shows the feedback thatcomes after

Let’s Watch! This may be found in select lessons. Multimedia links

Let’s Read Further! This may also be found in select lessons.

Notes to the Students 3

Unit I. Assessment as an Integral Part of teaching 9

UNIT 1: Assessment as an Integral Part

At the end of the lesson, the students should be able to:

Lesson 1: Diagnostic, formative, summative assessment,

“Assessment is critical to the educational process. Without them, teachers

Assessment in the Context of Teaching-Learning

This is a form of pre-assessment that allows a teacher to determine individual

Traditional Assessment and Authentic Assessment

Norm and Criterion-referenced Assessment

It is obvious that only Students A and B were able to realize the

Contextualized and Decontextualized Assessment

Current Trends in Assessment

4. Involving students in all aspects of assessment from the setting of expected

1. Can a diagnostic assessment and a formative assessment affect the result

“Assessment is critical to the educational process. Without them, teachers would

UNIT 2: Outcome-Based Education (OBE)

At the end of the lesson, the students should be able to:

Lesson 1: Meaning of OBE, OBTL, UbD, Constructive

“Content without purpose is only trivia”

The Meaning of OBE

OBE means Outcome-Based Education. Simply put, it is education based on

OBE, Spady’s Version

Outcome-Based Teaching and Learning (OBTL), Biggs’ Version

Outcomes in Different Levels

Figure 3. Learning Outcomes in Different Levels

The outcomes are Teaching and learning

Figure 5. Stages of backward Design

Teaching-Learning which begins with

Figure 6. The Instructional Cycle

1. Explain the essence of OBE and OBTL.

2. Explain the meaning of constructive alignment in the context of instructional cycle.

A. Program outcomes B. Institutional outcomes

A. Planning teaching-learning activities B. Outlining the lesson

UNIT 3: Outcome-Based Education (OBE)

At the end of the lesson, the students should be able to:

Lesson 1: Learning outcomes-Meaning, Sources;

“Teach to the Individual, not to the curriculum”

Meaning of Learning Outcomes

Based on Figure 3 in Unit 2, outcomes come in different levels. The intended

THE DEPED VISION

We dream of Filipinos whos passionately love their country and

As a learner-centered public institution, the Department of

THE DEPED MISSION

To protect and promote the right of every Filipino to quality,

Students learn in a child-friendly school, gender sensitive, safe,

Teachers facilitate learning and constantly nuture every learner.

Administrators and staff, as stewards of the institution, ensure an