Republic of the Philippines

Mindanao State University-Main Campus

Marawi City
College of Education
Secondary Teaching Department

Course Module in
Assessment in
Learning 1

CPE 105
PRELIM
 Table of Contents

Title Page
No

MODULE 1 Basic Concepts in Assessment 3

MODULE 2 Purposes of Assessment 9

MODULE 3 Classroom Assessment for the K-12 Basic Education Program: 13

An Introduction to Formative and Summative Assessment

MODULE 4 Principles of High Quality Assessment 22

MODULE 5 30
Rubric
Module 1: Basic Concepts in Assessment

Introduction:
Assessment of learning focuses on the development and utilization of assessment tools to improve
the teaching learning process. It emphasizes on the use of testing for measuring knowledge, comprehension
and other thinking skills. As part of the overall evaluation process, we need specially to find out if the learners
are actually learning (changing behavior) as a result of teaching. This will show us whether the teaching has
been effective, which is ultimately the most important issue. Assessment is a means of finding out what
learning is taking place. As well as specific knowledge and skills, we might also like to measure other changes
in behavior related to ‘personality’, social skills, interests, learning styles, among others, Assessment is
important as a means for demonstrating and promoting quality in student learning. However, there is also an
area of much confusion on terminology being used in assessment. This module will present basic concepts
in assessment particularly definitions of commonly used terms in assessment.

Learning Outcomes:
At the end of the module, the students should be able to:
1. define terms related to assessment; and
2. differentiate the different types of assessment

Explore:
Test – an instrument designed to measure any characteristic, quality, ability, knowledge or skill. It
compromised of items in the area it is designed to measure.

Measurement – a process of quantifying the degree to which someone/something possesses a given trait.
i.e., quality, characteristics, or feature.

Assessment – a process of gathering and organizing quantitative or qualitative data into an interpretable
form to have a basis for judgment or decision-making.
- It is a prerequisite to evaluation. It provides the information which enables evaluation to take
place.

Evaluation – a process of systematic interpretation, analysis, appraisal or judgment of the worth of organized
data as basis for decision-making. It involves judgment about the desirability of changes in students.
Other Types of Assessment

Other types of descriptive terms used to describe tests in contrasting types such as the non-
standardized versus standardized tests; objective versus subjective tests, supply versus fixed-response
tests; individual versus group tests; mastery versus survey tests; speed versus power tests.

Non-standardized Test versus Standardized Test

1. Non-standardized test is a type of test developed by the classroom teachers.
2. Standardized test is a type of test developed by test specialists. It is administered, scored and interpreted
using a certain standard condition.

Objective Test versus Subjective Test

1. Objective test is a type of test in which two or more evaluators give an examinee the same score.
2. Subjective test is a type in which the scores are influenced by the judgement of the evaluators, meaning
there is no one correct answer.

Supply Test versus Fixed-response Test

1. Supply test is a type of test that requires the examinees to supply an answer, such as an essay test item
or completion or short answer test item.
2. Fixed-response test is a type of test that requires the examinees to select an answer from a given option
such as multiple-choice test, matching type of test, or true/false test.

Individual Test versus Group Test

1. Individual test is a type of test administered to student on a one-on-one basis using oral questioning.
2. Group test is a type of test administered to a group of individuals or group of students.

Mastery Test versus Survey Test

1. Mastery test is a type of achievement test that measures the degree of mastery of a limited set of learning
outcomes using criterion-reference to interpret the result.
2. Survey test is a type of test that measures students’ general achievement over a broad range of learning
outcomes using norm-reference to interpret the result.

Survey Test versus Power Test

1. Speed test is designed to measure number of items an individual can complete over a certain period of
time.
2. Power test is designed to measure the level of performance rather than speed of response. It contains test
items that are arranged according to increasing degree of difficulty.

Methods of Interpreting the Results

1. Norm-referenced Interpretation
It is used to describe student performance according to relative position in some known group. In
this method of interpretation, it is assumed that the level of performance of students will not vary much from
one class to another class.
Example: ranks 5th in a classroom group of 40
2. Criterion-referenced Interpretation
It is used to describe student performance according to a specified domain of clearly defined learning
tasks. This method of interpretation is used when the teacher wants to determine how well the students have
learned specific knowledge or skills in a certain course or subject matter. Examples: divide three-digit whole
numbers correctly and accurately; multiply binomial terms correctly.

MODES OF ASSESSMENT

There are different types or models of assessment used by a classroom teacher to assess the
learning progress of the students. These are traditional assessment, alternative assessment, performance-
based assessment, and portfolio assessment.

Traditional Assessment

It is a type of assessment in which the students choose their answer from a given list of choices.
Examples of this type of assessment are multiple-choice test, standards true/false test, matching type test,
and fil-in-the blank test. In traditional assessment, students are expected to recognize that there is only one
correct or best answer for the question asked.

Alternative Assessment

An assessment in which students create an original response to answer a certain question. Students
respond to a question using their own ideas, in their own words. Examples of alternative assessment are
short-answer questions, essays, oral presentations, exhibitions, demonstrations, performance assessment,
and portfolios. Other activities included in this type are teacher observation and student self-assessment.

Components of Alternative Assessment

a. Assessment is based on authentic tasks that demonstrate students’ ability to accomplish
communication goals.
b. The teacher and students focus on communication, not on right and wrong answers.
c. Students help the teacher to set the criteria for successful completion of communication tasks.
d. Students have opportunities to assess themselves and their peers.

Performance-based Assessment

Performance assessment (Mueller, 2010) is an assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and skills.

It is a direct measure of student performance because the tasks are designed to incorporate context,
problems and solution strategies that students would use in real life. It focusses on process and rationales.
There is no single correct answer; instead students are led to craft polished, thorough and justifiable
responses, performances and products. It is also involved long-range projects, exhibits, and performances
that are linked to the curriculum. In this kind of assessment, the teacher is an important collaborator in crating
tasks, as well as in developing guidelines for scoring and interpretation.

Reasons for Using Performance-Based Assessment

 Dissatisfaction of the limited information obtained from selected-response test.
 Influence of cognitive psychology, which demands not only for the learning of declarative but also
procedural knowledge.
 Negative impact of conventional tests e.g., high-stake assessment, teaching for the test
 It is appropriate in experiential, discovery-based, integrated, and problem-based learning
approaches.
Types of Performance-based Task
1. Demonstration – type – this is a task that requires no product
Examples: constructing a building, cooking demonstrations, entertaining tourists, teamwork,
presentations
2. Creation – type – this is a task that requires tangible products
Examples: project plan, research paper, project flyers

Methods of Performance – based Assessment

1. Written-open ended – a written prompt is provided
Formats: Essays, open-ended test
2. Behavior-based – utilizes direct observations of behaviors in situations or simulated contexts
Formats: structured (a specific focus of observation is set at once) and unstructured (anything
observed is recorded or analyzed)
3. Interview-based – examinees respond in one-to-one conference setting with examiner to
demonstrate mastery of the skills
Formats: structured (interview questions are set at once) and unstructured (interview questions
depend on the flow of conversation)
4. Product-based – examinees create a work sample or a product utilizing the skills/abilities
Formats: restricted (products of the same objective are the same for all students) and extended
(students vary in their products for the same objective)
5. Portfolio-based – collections of works that are systematically gathered to serve many purposes.

How to Assess a Performance

1. Identify the competency that has to be demonstrated by the students with or without a product.
2. Describe the task to be performed by the students either individually or as a group, the resources
needed, time allotment and other requirements to be able to assess the focused competency.

7 Criteria in Selecting a Good Performance Assessment Task

 Generalizability – the likelihood that the students’ performance on the task will generalize the
comparable tasks.
 Authenticity – the task is similar to what the students might encounter in the real world as opposed
to encountering only in the school.
 Multiple Foci – the task measures multiple instructional outcomes.
 Teachability – the task allows one to master the skill that one should be proficient in.
 Feasibility – the task is realistically implementable in relation to its cost, space, time, and equipment
requirements.
 Scorability – the task can be reliably and accurately evaluated.
 Fairness – the task is fair to all the students regardless of their social status or gender.
3. Develop a scoring rubric reflecting the criteria, levels of performance and the scores.

Portfolio Assessment

Portfolio assessment is the systematic, longitudinal or collection of student work created in response
to specific, known institutional objectives and evaluated in relation to the same criteria (Ferenz, K. 2001).

Portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress and
achievements in one or more areas over a period of time. It measures the growth and development of
students. Portfolio assessment is also performance-based but more authentic than any performance-based
task.
Reasons for Using Portfolio Assessment
Burke (1999) actually recognizes portfolio as another type of assessment and is considered authentic
because of the following reasons:
 It tests what is really happening in the classroom.
 It offers multiple indicators of students’ progress.
 It gives the students the responsibility of their own learning.
 It offers opportunities for students to document reflections of their learning.
 It demonstrates what the students know in ways that encompass their personal learning styles and
multiple intelligences.
 It offers teachers new role in the assessment process.
 It allows teachers to reflect on the effectiveness of their instruction.
 It provides teachers freedom of gaining insights into the student’s development or achievement over
a period of time.

Principles Underlying Portfolio Assessment

There are three underlying principles of portfolio assessment: content, learning, and equity principles.

1. Content principle suggests that portfolios should reflect the subject matter that is important for the
students to learn.
2. Learning principle suggests that portfolios should enable the students to become active and
thoughtful learners.
3. Equity principle explains that portfolios should allow students to demonstrate their learning styles
and multiple intelligences.

Types of Portfolios

Portfolios could come in three types: working, show, or documentary.

1. The working portfolio is a collection of a student’s day-to-day works which reflect his/her learning.
2. The show portfolio is a collection of a student’s best works.
3. The documentary portfolio is a combination of a working and a show portfolio.

Steps in Portfolios Development

1. Set Goals

3. Collect 2. Confer/ Exhibit

(Evidences)

4. Evaluate
5. Select
(Using Rubrics)

7. Organize 6. Reflect
 Watch:

Watch video lecture for this module in our Facebook Group Page/Google Classroom. Supplemental videos
will also be posted. After watching the videos, join our Facebook Group Discussion.

Activity:

Your Task:

[Group Activity]
Create a concept map using these terms:
 Measurement  Authentic  Contextualized
 Test Assessment Assessment
 Assessment  Formative  Decontextualized
 Evaluation Assessment Assessment;
 Outcomes-Based  Summative  Analytic Assessment
Education Assessment  Holistic Assessment
 Alternative  Placement Evaluation  MCQ Test
Assessment  Diagnostic Evaluation  True-False Test
 Performance  Norm-referenced  Essay
Assessment Assessment  Rubric
 Traditional  Criterion-referenced
Assessment Assessment

Be ready for an oral presentation in Facebook Room or Google Meet.

Reflect:

How do the theories I have learned in my subjects, especially CPE courses I have taken, relate to the
learning environment practice on assessment?

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References:
Gabuyo, A. (2012). Assessment of Learning I Textbook and Reviewer. Rex Book Store
PNU LET Reviewer: Professional Education
Module 2: Purposes of Assessment

Introduction:

Assessments can be used for three purposes: for learning, as learning, and of learning. The first,
assessment for learning, includes pre-tests where you determine what students already know before
beginning to teach. Assessment as learning implies that the assessment activity is used to improve their skill.
The assessments are designed in such a way that the feedback can be immediately applied to increase
success. Finally, assessment of learning occurs at the end of a task or course and is used to provide a
demonstration of whether the outcome has been met. In teaching, you might consider including a variety of
each type.

Learning Outcomes:
At the end of the module, the students should be able to:
1. discriminate the different purposes of assessment and
2. give example of Assessment FOR Learning, Assessment OF Learning and Assessment AS Learning

Explore:

Assessment FOR Learning, Assessment OF Learning and Assessment AS Learning

Assessment FOR learning

The preposition “for” in assessment FOR learning implies that assessment is done to improve and
ensure learning. This is referred to as formative assessment, assessment that is given while the teacher
is in the process of student formation (learning). It ensures that learning is going on while teacher is in
the process of teaching.

Teacher does not lose anything if as he/ she teaches he/she checks for understanding now and
then, This is to ensure that before he/she proceeds further or comes near the end of the chapter, unit
or course or grading period, the students understood the lesson. It will be tragic and a waste of time if
teacher just proceeds with his/her teaching presuming that students understood the lesson only to
discover at the end of the unit or grading period that students after all did not understand the lesson. So
much time has already been wasted. Besides, lack of understanding of the lesson must have been
compounded because the “ABCs” of the lesson weren’t mastered and teacher already proceeded to
“XYZ”. Too late to discover that at the end of a unit or a grading period the students did not learn what
was expected of them.

Formative assessment also includes the pretest and the posttest that a teacher gives to ensure
learning. Why the prestest? It is to find out where the students are or determine their entry knowledge
or skills so teacher knows how to adjust instruction. Why the posttest? It is to find out if the intended
learning outcome has been attained after the teaching-learning process. If not all students have attained
it, then teacher has to apply an intervention or remediation. Why do these have to take place? To ensure
learning, thus the term Assessment FOR Learning.

In Assessment FOR Learning, teachers use assessment results to inform of adjust their teaching.

Assessment FOR Learning includes three types of assessment done before and during instruction.
These are placement, formative and diagnostic.

a. Placement – done prior to instruction

 Its purpose is to assess the needs of the learners to have basis in planning for a relevant
instruction.
 Teachers use this assessment to know what their students are bringing into the learning
situation and use this as a starting point for instruction.
 The results of this assessment place students in specific learning groups to facilitate
teaching and learning.
b. Formative – done during instruction
 This assessment is where teachers continuously monitor the student’s level of attainment of
the learning objectives (Stiggins, 2005).
 The results of this assessment are communicated clearly and promptly to the students for
them to know their strengths and weaknesses and the progress of their learning.
c. Diagnostic – done during instruction
 This is used to determine student’s recurring or persistent difficulties.
 It searches for the underlying causes of student’s learning problems that do not respond to
first aid treatment.
 It helps formulate a plan for detailed remedial instruction.

Assessment OF learning

This is done after instruction. This usually given at the end of a unit, grading period or term
like a semester. It is meant to assess learning for grading purposes, thus the term Assessment OF
Learning. This is usually referred to as the summative assessment.
 It is used to certify what students know and can do and the level of their proficiency or
competency.
  Its results reveal whether or not instructions have successfully achieved the curriculum
outcomes.
 The information from assessment of learning is usually expressed as marks or letter grades.
 The results of which are communicated to the students, parents, and other stakeholders for
decision making.
 It is also a powerful factor that could pave the way for educational reforms.

Assessment AS Learning

Assessment AS learning is associated with self-assessment. As the term implies,

assessment by itself is already a form of learning for the students.

As students assess their own work (e.g. a paragraph) and/or with their peers with the use of
scoring rubrics, they learn on their own what a good paragraph is. At the same time, they are engaged
in self-assessment, they learn about themselves as learners (e.g. paragraph writers) and become
aware of how they learn. In short, in assessment AS learning, students set their targets, actively
monitor and evaluate their own learning in relation to their set target. As a consequence, they become
self-directed or independent learners.

Assessment AS Learning is done for teachers to understand and perform well their role of
assessing FOR and OF learning. It requires teachers to undergo training on how to assess learning
and be equipped with the following competencies needed in performing their work as assessors.

Watch:

Watch video lecture for this module in our Facebook Group Page/Google Classroom. After watching the
video, participate in our Facebook Group Activity.

Activity:

Your Task:

From your basic (junior/senior high school) or tertiary (college) education experience, answer the table
below. Apparent point and substantial illustrative content should be observed in your answers.

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher activities Write observed teacher and Write observed teacher
that manifest assessment FOR student activities that manifest activities that manifest
learning. (Assessment while assessment AS learning. (Self- assessment OF learning.
teacher teaches. Conduct of assessment) (Assessment at the end of
prestest and posttest are teaching).
included).
 Reflect:

Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment? Why or why not?

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2. What can you do to eliminate students’ fear of assessment? Can frequent formative assessment
(Formative assessment) reduce if not eliminate fear of assessment?

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3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why not?

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References:
LORIMAR Publishing, Inc. : Field Study 5
PNU LET Reviewer: Professional Education
Module 3: Classroom Assessment for the K-12 Basic Education Program:
An Introduction to Formative and Summative Assessment

Introduction:

Assessment is a process that is used to keep track of learners’ progress in relation to learning
standards and in the development of 21st-century skills; to promote self-reflection and personal accountability
among students about their own learning; and to provide bases for the profiling of student performance on
the learning competencies and standards of the curriculum. Various kinds of assessments shall be used
appropriately for different learners who come from diverse contexts, such as cultural background and life
experiences.

Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting

quantitative and qualitative information about what learners know and can do. Teachers should employ
classroom assessment methods that are consistent with curriculum standards. It is important for teachers to
always inform learners about the objectives of the lesson so that the latter will aim to meet or even exceed
the standards. The teacher provides immediate feedback to students about their learning progress.
Classroom assessment also measures the achievement of competencies by the learners.

There are two types of classroom assessment, namely, formative and summative.

Learning Outcomes:
At the end of the module, the students should be able to:
1. differentiate formative and summative assessment;
2. give examples of formative assessment activities and techniques; and
3. give examples of summative assessment tools.

Explore:
Formative Assessment

Formative assessment may be seen as assessment for learning so teachers can make
adjustments in their instruction. It is also assessment as learning wherein students reflect on their own
progress. According to the UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-
TLSF), formative assessment refers to the ongoing forms of assessment that are closely linked to the learning
process. It is characteristically informal and is intended to help students identify strengths and weaknesses
in order to learn from the assessment experience.
 Formative assessment may be given at any time during the teaching and learning process. It is also
a way to check the effectiveness of instruction.

Formative assessment involves teachers using evidence about what learners know and can do to
inform and improve their teaching. Teachers observe and guide learners in their tasks through interaction
and dialogue, thus gaining deeper insights into the learners’ progress, strengths, weaknesses, and needs.
The results of formative assessments will help teachers make good instructional decisions so that their
lessons are better suited to the learners’ abilities. It is important for teachers to record formative assessment
by documenting and tracking learners’ progress using systematic ways that can easily provide insight into a
student’s learning. Such monitoring will allow teachers to understand their students and thus teach them
better. Formative assessment results, however, are not included in the computation of summative
assessment.

Formative assessment must also provide students with immediate feedback on how well they are
learning throughout the teaching-learning process. Recommendations on how they can improve themselves
should also be given by the teachers. Formative assessment enables students to take responsibility for their
own learning, and identify areas where they do well and where they need help. As a result, students will
appreciate and make their own decisions about their progress.

Summative Assessment

Summative assessment, on the other hand, may be seen as assessment of learning, which occurs
at the end of a particular unit. This form of assessment usually occurs toward the end of a period of learning
in order to describe the standard reached by the learner. Often, this takes place in order for appropriate
decisions about future learning or job suitability to be made. Judgments derived from summative assessment
are usually for the benefit of people other than the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the content and performance
standards. Teachers must use methods to measure student learning that have been deliberately designed
to assess how well students have learned and are able to apply their learning in different contexts. The results
of summative assessments are recorded and used to report on the learners’ achievement. Primarily, the
results of summative assessment are reported to the learners and their parents/guardians. In addition, these
are reported to principals/school heads, teachers who will receive the child in the next grade level, and
guidance teachers who should help students cope with challenges they experience in school.

What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform well in relation to the learning
standards. Learning standards comprise content standards, performance standards, and learning
competencies that are outlined in the curriculum.

A. Content Standards identify and set the essential knowledge and understanding that should be learned.
They cover a specified scope of sequential topics within each learning strand, domain, theme, or component.
Content standards answer the question, “What should the learners know?”.

B. Performance Standards describe the abilities and skills that learners are expected to demonstrate in
relation to the content standards and integration of 21st-century skills. The integration of knowledge,
understanding, and skills is expressed through creation, innovation, and adding value to products/
performance during independent work or in collaboration with others. Performance standards answer the
following questions:

1. “What can learners do with what they know?”

2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different situations?”
 4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they know?”
C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.

D. Concept Development

The learning standards in the curriculum reflect progressions of concept development. The Cognitive
Process Dimensions adapted from Anderson & Krathwohl (2001) may be a good way to operationalize these
progressions. It provides a scheme for classifying educational goals, objectives, and standards. It also
defines a broad range of cognitive processes from basic to complex, as follows: Remembering,
Understanding, Applying, Analyzing, Evaluating, and Creating. Each dimension is described in Table 1.

Table 1. Adapted Cognitive Process Dimensions*

Cognitive Process
Dimensions Descriptors

The learner can recall information and retrieve relevant knowledge from long-term
Remembering memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce

The learner can construct meaning from oral, written, and graphic messages:
interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase,
Understanding discuss

The learner can use information to undertake a procedure in familiar situations or

in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use,
Applying illustrate, convert, discover

The learner can distinguish between parts and determine how they relate to one
another, and to the overall structure and purpose: differentiate, distinguish,
Analyzing compare, contrast, organize, outline, attribute, deconstruct

The learner can make judgments and justify decisions: coordinate, measure,
Evaluating detect, defend, judge, argue, debate, critique, appraise, evaluate

The learner can put elements together to form a functional whole, create a new
product or point of view: generate, hypothesize, plan, design, develop, produce,
Creating construct, formulate, assemble, design, devise

Adapted from Table 5.1 “The Cognitive Process Dimensions” (Anderson and Krathwohl 2001, pp. 67-68)

To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process
Dimensions may be used as guide not only in lesson development but also in the formulation of assessment
tasks and activities.

How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and measures appropriate to
and congruent with learning competencies defined in the K to 12 curriculum. Some of these processes and
measures may be used for both formative and summative assessment, which have different goals. Learners
may be assessed individually or collaboratively.

 Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently what has been
learned or mastered through a range of activities such as check-up quizzes, written exercises, performances,
models, and even electronic presentations.

Collaborative formative assessment (peer assessment) allows students to support each other’s
learning. Discussions, role playing, games, and other group activities may also be used as performance-
based formative assessment wherein learners support and extend each other’s learning.

Formative Assessment in Different Parts of the Lesson

Formative assessment may be integrated in all parts of the lesson. Basically, every lesson has three
parts: before the lesson, the lesson proper, and after the lesson. Formative assessment conducted in each
part serves a different purpose.

Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the students’
understanding of a lesson/topic before direct instruction. It helps teachers understand where the students
stand in terms of conceptual understanding and application. Formative assessment provides bases for
making instructional decisions, such as moving on to a new lesson or clarifying prerequisite understanding.

During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the progress of the
students in relation to the development of the learning competencies. It also helps the teacher determine
whether instructional strategies are effective. The results of formative assessment given at this time may be
compared with the results of formative assessment given before the lesson to establish if conceptual
understanding and application have improved. On this basis, the teacher can make decisions on whether to
review, re-teach, remediate, or enrich lessons and, subsequently, when to move on to the next lesson.

After the Lesson

Formative assessment conducted after the lesson assesses whether learning objectives were
achieved. It also allows the teacher to evaluate the effectiveness of instruction. Students who require
remediation and/or enrichment should be helped by the teacher using appropriate teaching strategies.

Table 2 enumerates the purposes of formative assessments conducted before, during, and after the lesson.
It also shows examples of assessment methods. Teachers should not limit the assessment methods they
use to the examples provided in the table 2.

Table 2. Purposes of Formative Assessment

Parts of
the Examples of Assessment
Lesson For the Learner For the Teacher Methods
 Agree/disagree activities

Games

Know what s/he knows Interviews

about the topic/lesson
Inventories/ checklists of
Understand the purpose Get information about what the skills (relevant to the topic in
of the lesson and how to learner already knows and can a learning area)
do well in the lesson do about the new lesson
KWL activities (what I know,
Identify ideas or Share learning intentions and what I want to know, what I
concepts s/he success criteria to the learners learned)
misunderstands
Determine misconceptions Open-ended questions
Before Identify barriers to
Lesson learning Identify what hinders learning Practice exercises

Provide immediate feedback to

learners

Identify what hinders learning Multimedia presentations

Identify one’s strengths Identify what facilitates learning Observations

and weaknesses
Identify learning gaps Other formative
Identify barriers to performance tasks (simple
learning Track learner progress in activities that can be drawn
comparison to formative from a specific topic or
Identify factors that help assessment results prior to the lesson)
him/her learn lesson proper
Quizzes (recorded but not
Know what s/he knows To make decisions on whether graded)
and does not know to proceed with the next lesson,
reteach, or provide for Recitations
Lesson Monitor his / her own corrective measures or
Proper progress reinforcements Simulation activities

Multimedia presentations
Assess whether learning
Observations
objectives have been met for a
specified duration
Other formative
Tell and recognize
performance tasks (simple
whether s/he met Remediate and/ or enrich with
activities that can be drawn
learning objectives and appropriate strategies as
from a specific topic or
success criteria needed
lesson)
Seek support through Evaluate whether learning
Quizzes (recorded but not
After remediation, enrichment, intentions and success criteria
graded)
Lesson or other strategies have been met
 Recitations

Simulation activities
exercises

Short quizzes

Written work

The information or feedback gathered from formative assessment will help teachers ensure that all
learners are supported while they are developing understanding and competencies related to curriculum
standards. These also prepare them for summative assessments. Teachers should keep a record of
formative assessment results to study the patterns of learning demonstrated by students. However, this
should not be used as bases for grading.

Summative Assessment

This form of assessment measures the different ways learners use and apply all relevant knowledge,
understanding, and skills. It must be spaced properly over the quarter. It is usually conducted after a unit of
work and/or at the end of an entire quarter to determine how well learners can demonstrate content
knowledge and competencies articulated in the learning standards. Learners synthesize their knowledge,
understanding, and skills during summative assessments. The results of these assessments are used as
bases for computing grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly assessment. Collaboratively,
learners may participate in group activities in which they cooperate to produce evidence of their learning. The
process of creating a learning project is given more weight or importance than the product itself.

Components of Summative Assessment

Summative assessments are classified into three components, namely, Written Work (WW),
Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases for grading. The
nature of the learning area defines the way these three components are assessed.

Written Work

The Written Work component ensures that students are able to express skills and concepts in written
form. Written Work, which may include long quizzes, and unit or long tests, help strengthen test-taking skills
among the learners. It is strongly recommended that items in long quizzes/tests be distributed across the
Cognitive Process Dimensions so that all are adequately covered. Through these, learners are able to
practice and prepare for quarterly assessment and other standardized assessments. Other written work may
include essays, written reports, and other written output.

Performance Task

The Performance Task component allows learners to show what they know and are able to do in
diverse ways. They may create or innovate products or do performance-based tasks. Performance-based
tasks may include skills demonstration, group presentations, oral work, multimedia presentations, and
research projects. It is important to note that written output may also be considered as performance tasks.
Quarterly Assessment

Quarterly Assessment measures student learning at the end of the quarter. These may be in the
form of objective tests, performance-based assessment, or a combination thereof.

Table 3 shows the components of summative assessment, their purposes, and when they are given. The
lists of sample summative assessment tools per learning area are found in Appendix A.

Table 3. Components of Summative Assessment

Components Purpose When Given

Assess learners’ understanding of concepts and application of

skills in written form
Written Work At end of the topic
(WW) Prepare learners for quarterly assessments or unit

Involve students in the learning process individually or in

collaboration with teammates over a period of time

Give students opportunities to demonstrate and integrate their

knowledge, understanding, and skills about topics or lessons
learned in a specific real-life situation by performing and/or
producing evidence of their learning

Give students the freedom to express their learning in At end of a lesson

appropriate and diverse ways focusing on a
topic/skill lesson
Encourage student inquiry, integration of knowledge,
Performance understanding, and skills in various contexts beyond the Several times
Tasks (PT) assessment period during the quarter

Quarterly
Assessment Synthesize all the learning skills, concepts, and values learned Once, at end of the
(QA) in an entire quarter quarter

There must be sufficient and appropriate instructional interventions to ensure that learners are ready
before summative assessments are given. The evidence produced through summative assessment enables
teachers to describe how well the students have learned the standards/competencies for a given quarter.
These are then reflected in the class record. The grades of learners are presented in a report card to show
the progress of learners to parents and other stakeholders.

Watch:

Watch video lecture for this module in our Facebook Group Page/Google Classroom. Supplemental videos
will also be posted. After watching the videos, join our Facebook Group Discussion.
Activities:

Task 1:

Research on:

 3 innovative formative assessment activities and techniques to add to the usual teacher
questioning and observation techniques.

Formative Assessment Activities and Techniques

Example: Text Rendering Students read an informative text independently,

highlighting or writing down a few sentence they
found important or interesting, of note, or that give
them an “Ah ha!” moment. Then group the students
and have each share a sentence from text. Next,
have each student pick and share a phrase from the
sentence they shared. Finally, each student will pick
one word from that sentence and share. Have
students then discuss if the words, phrases and
sentences they chose sum up the main idea.
1.

2.

3.

 2 innovative summative assessment tools that measure higher-order thinking skills

Summative Assessment Tools

1.

2.

Task 2:

Be ready for a phone call oral recitation.

Reflect:

1. Reflect on how are formative and summative assessments beneficial to teachers and complete the
paragraphs below.

Formative assessments can be beneficial because they make it possible for teachers to ______
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________.
Summative assessments are beneficial to the education process because they show teachers
what_____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________.

2. As a student, how did formative and summative assessment helps you in learning?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Reference:
DO 8, S. 2015. Policy Guidelines on Classroom Assessment for The K To 12 Basic Education Program
Module 4: Principles of High Quality Assessment

Introduction:
Formulating Instructional objectives or learning targets is identified as the first step in conducting
both the process of teaching and evaluation. Once you have determined your objectives or learning targets,
or have answered the question “what to assess”, you will probably be concerned with answering the question
“how to assess? At this point, it is important to keep in mind several criteria that determine the quality and
credibility of the assessment methods that you choose. This module will focus on the different principle or
criteria and it will provide suggestions for practical steps you can take to keep the quality of your assessment
high.

Learning Outcomes:
At the end of the module, the students should be able to:
1. gain deep understanding of the various principles of high quality assessment;
;
2. differentiate the different learning targets and the appropriate assessment methods;
3. explain the importance of test validity and reliability;
4. determine the ways of establishing test validity and reliability;
5. determine the positive consequences of assessment on students; and
6. explain the importance of test practicality and efficiency

Explore:

High Quality Assessment

Before moving on the different criteria, let us first answer the question, “what is high-quality assessment?”

Until recently, test validity, reliability and efficiency describe quality of classroom assessment, and
this has put emphasis on highly technical, statistically sophisticated standards. In most classrooms however,
such technical qualities have little relevance because the purpose of assessment is different. This does not
mean underscoring the importance of validity and reliability of the assessment methods rather high quality
assessment adds other criteria as well.

High quality assessment is not only concerned on the detailed inspection of thee test itself; rather
focus on the use and consequences of the results and what assessment get students to do. The criteria of
high quality assessment which will be discussed in this module in detail
Principles of High Quality Classroom Assessment

Principle 1: Clarity and Appropriateness of Learning Targets.

Learning targets should be clearly stated, specific, and centers on what is truly
important.

Learning Targets
(Mc Millan, 2007; Stiggins, 2007)
Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledge to reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affect/Disposition Student attainment of affective states such as attitudes, values, interests and self-
efficacy

Principle 2: Appropriateness of Methods

Assessment Methods
Objective Objective Essay Performance Oral question Observation Self-report
supply selection based
Self-report Multiple Restricted Presentations Oral Informal Attitude
choice papers examinations formal survey

Completion Matching Response Projects Conferences Sociometric

test type extended Athletics interviews devices

True/ Demons- Question-

false trations naires
inventories
Exhibitions
Portfolios

Learning Targets and their Appropriate Assessment Methods

Assessment Methods
Targets Objective Essay Performance Oral Observation Self-report
Based Question
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5 = high, 1 = low)

Modes of Assessment
Mode Description Examples Advantages Dis-advantages
Traditional The paper-and pen  Standardized  Scoring is  Preparation of the
test used in and teacher- objective instrument is time
assessing made tests  Administration is consuming
knowledge and easy because  Prone to
thinking skills students can take guessing and
the test at the cheating
same time
 Performance A mode of  Practical test  Preparation of the  Scoring tends to
assessment that  Oral and aural instrument is be subjective
requires actual test relatively easy without rubrics
demonstration of  Projects, etc.  Measures  Administration is
skills or creation of behavior that time consuming
products of cannot be
learning deceived

Portfolio A process of  Working  Measures  Development is

gathering multiple Portfolios students growth time consuming
indicators of  Show and development  Rating tends to
student progress Portfolios  Intelligence-fair be subjective
to support course  Documentary without rubrics
goals in dynamic, Portfolios
ongoing and
collaborative
process.

Principle 3: Balance
 A balanced assessment sets targets in all domains of learning (cognitive, affective, psychology) or
domains of intelligence (verbal-linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial,
musical-rhythmic, intrapersonal-social, interpersonal-introspection, physical world-natural-
existential-spiritual).
 A balanced assessment makes use of both traditional and alternative assessment.

Principle 4: Validity
Validity – is the degree to which the assessment instrument measures what it intends to measure. It also
refers to the usefulness of the instrument for a given purpose. It is the most important criterion of a good
assessment instrument.

Ways in Establishing Validity

1. Face Validity – is done by examining the physical appearance of the instrument
2. Content Validity – is done through a careful and critical examination of the objectives of assessment
so that it reflects the curricular objectives.
3. Criterion-related Validity – is established statistically such that a set of scores revealed by the
measuring instrument is correlated with the scores obtained in another external predictor or measure.
It has two purposes: concurrent and predictive
a. Concurrent validity – describes the present status of the individual by correlating the sets of
scores obtained from two measures given concurrently.
b. Predictive validity – describes the future performance of an individual by correlating the sets of
scores obtained from two measures given at a longer time interval.
4. Construct validity – is established statistically by comparing psychological traits or factors that
theoretically influence scores in a test.
a. Convergent Validity – is established if the instrument defines another similar trait other than what
it is intended to measure.
e.g. Critical Thinking Test may be correlated with Creative Thinking Test.
G
b. Divergent Validity – is established if an instrument can describe only the intended trait and not
the other traits.
e.g. Critical Thinking Test may not be correlated with Reading Comprehension Test.

Principle 5: Reliability
Reliability – it refers to the consistency of scores obtained by the same person when retested using the same
instrument or it’s parallel.

Method Type of Reliability Procedure Statistical Measure

Measure
 1. Test-Retest Measure of stability Give a test twice to the Pearson r
same group with any
time interval between
tests from several
minutes to several
years.
2. Equivalent Measure of Give parallel forms of Person r
Forms equivalence tests with close time
interval between forms.
3. Test-retest with Measure of stability and Give parallel forms of Person r
Equivalent equivalence tests with increased time
Forms interval between forms.
4. Split Half Measure of Internal Give a test once. Score Pearson r and
Consistency equivalent halves of the Spearman Brown
test. Formula
e.g. odd- and even-
numbered items
5. Kuder- Measure of Internal Give a test once then Kuder-Richardson
Richardson Consistency corresponding formula 20 and 21
proportion/percentage of
the students passing
and not passing a given
item.

Principle 6: Fairness
A fair assessment provides all students with an equal opportunity to demonstrate achievement. The key to
fairness are as follows:
 Students have knowledge of learning targets and assessment.
 Students are given equal; opportunity to learn.
 Students possess the pre-requisite knowledge and skills.
 Students are free from teacher stereotypes.
 Students are free from biased assessment tasks and procedures.

Principle 7: Practicality and efficiency

When assessing learning, the information obtained should be worth the resources and time required to obtain
it. The factors to consider are as follows:
 Teacher Familiarity with the Method – the teacher should know the strengths and weaknesses of the
method and how to use them.
 Time Required – Time includes construction and use of the instrument and the interpretation of
results. Other things being equal, it is desirable to use the shortest assessment time possible that
provides valid and reliable results.
 Complexity of the Administration – Directions and procedures for administrations and procedures
are clear and that little time and effort is needed.
 Ease of Scoring – Use scoring procedures appropriate to your method and purpose. The easier the
procedures, the more reliable the assessment is.
 Ease of Interpretation – Interpretation is easier if there was a plan on how to use the results prior to
assessment.
 Cost – Other things being equal, the less expense used to gather information, the better.

Principle 8: Continuity
 Assessment takes place in all phases of instruction. It could be done before, during and after
instruction.
Activities Occurring Prior to Instruction
 Understanding students’ cultural backgrounds, interests, skills, and abilities as they apply across a
range of learning domains and/or subject areas;
  Understanding students’ motivations and their interests in specific class content;
 Clarifying and articulating the performance outcomes expected of pupils; and
 Planning instruction for individuals or groups of students.

Activities Occurring During Instruction

 Monitoring pupil progress toward instructional goals;
 Identifying gains and difficulties pupils are experiencing in learning and performing;
 Adjusting instruction;
 Giving contingent, specific, and credible praise and feedback;
 Motivating students to learn; and
 Judging the extent of pupil attainment of instructional outcomes.
Activities Occurring After Appropriate Instructional Segment
(e.g. lesson, class, semester, grade)
 Describing the extent to which each student has attained both short and long-term instructional goals;
 Communicating strengths and weaknesses based on assessment results to students, and parents
or guardians;
 Recording and reporting assessment results for school-level analysis, evaluation, and decision-
making;
 Analyzing assessment information gathered before and during instruction to understand each
student’s progress to date and to inform future instructional planning.
 Evaluating the effectiveness of instruction; and
 Evaluating the effectiveness of the curriculum and materials in use.

Principle 9: Authenticity
Features of Authentic Assessment
 Meaningful performance task
 Clear standards and public criteria
 Quality products and performance
 Positive interaction between the assesse and assessor
 Emphasis on meta-cognition and self-evaluation
 Learning that transfers
Criteria of authentic Achievement (Burke, 1999)
1. Disciplined Inquiry – requires in-depth understanding of the problem and a move beyond knowledge
produced by others to a formulation of new ideas.
2. Integration of Knowledge – considers things as a whole rather than fragments of knowledge.
3. Value Beyond Evaluation – what students do have some value beyond the classroom.

Principle 10: Communication

 Assessment targets and standards should be communicated.
 Assessment results should be communicated to their important users.
 Assessment results should be communicated to students through direct interaction or regular
ongoing feedback on their progress.

Principle 11: Positive Consequences

 Assessment should have a positive consequence to students; that is it should motivate them to learn.
 Assessment should have a positive consequences on teachers; that is it, should help them improve
the effectiveness of their instruction.

Principle 12: Ethics

 Teachers should free the students from harmful consequences of misuse or overuse of various
assessment procedures such as embarrassing students and violating student’s right to
confidentiality.
 Teachers should be guided by laws and policies that affect their classroom assessment.
 Administrators and teachers should understand that it is inappropriate to use standardized to
measure teaching effectiveness.
 Watch:

Watch video lecture for this module in our Facebook Group Page/Google Classroom. Supplemental videos
will also be posted. After watching the videos, join our Facebook Group Discussion.

Activities:

Activity 1: On Learning Targets and Methods of Assessment

For each of the following situations or questions, indicate which assessment method provides the
best match. Then provide a brief explanation why you choose that method of assessment. Choices are
selected response, essay, performance-based, oral question, observation and self report.

1. Mrs. Dimaporo needs to check students to see if they are able to draw graphs correctly like the examples
just demonstrated in class.

Method: ________________________
Why?________________________________________________________________________________
_______________________________.

2. Mr. Lucman wants to see if his students are comprehending the story before moving to the next set of
instructional activities.

Method: ________________________
Why?________________________________________________________________________________
_______________________________.

3. Ms. Alonto wants to find out how many spelling words her students know.

Method: ________________________
Why?________________________________________________________________________________
_______________________________.

4. Ms. Cabugatan wants to see how well her students can compare the EDSA 1 and EDSA 2 people power
revolution

Method: ________________________
Why?________________________________________________________________________________
_______________________________.

5. Mr. Ali’s objective is to enhance his students’ self-efficacy and attitude toward school.

Method: ________________________
Why?________________________________________________________________________________
_______________________________.

6. Mr. Habib wants to know if his class can identify the different parts of a microscope.

Method: ________________________
Why?________________________________________________________________________________
_______________________________.
Activity 2: On Fairness, Practicality and Positive Consequences

1. Which aspect of fairness is illustrated in each of the following assessment situations?

1. Students complained because they were not told what to study for the test

__________________________________________________________________

2. Students studied the wrong way for the test (e.g., they memorized the content).

__________________________________________________________________

3. The teacher was unable to cover the last unit that was on the test.

__________________________________________________________________

4. The test was about the a story about life in Baguio City and students who had been to Baguio
showed better comprehension scores than students who had not been there.

__________________________________________________________________

2. Is the following test item biased? Why or why not?

Camar has decided to develop a family budget. He has P2,000 to work with and decides to put
P1,000 into house rental, P300 into food, P200 to transportation, P300 into entertainment, P150 into
utilities, and P50 into savings. What percent or Rasul’s budget is being spent into each of the
categories?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.

3. Why is it important for teachers to consider practicality and efficiency in selecting their assessments?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.

4. Based on your experience or observed practices, suggest at least two ways on how to enhance the
practicality and efficiency of the assessment in terms of:
1. Cost
2. Ease of scoring
3. Complexity of administration

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.

5. Online Survey Activity. Ask 3 high school students, depending on your interest about what they see
as fair assessment. Also, ask them how different kinds of assessments affect them; for example, do
they study differently for essay and multiple-choice tests?
Reflect:
Share insights that you gained in the module. In each principle/criteria of high quality assessment, a
paragraph or two is encouraged.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

References:
PNU LET Reviewer: Professional Education
https://hestories.info/principles-of-high-quality-assessment.html
Module 5: Developing Rubrics

Introduction:
As teachers, the establishment of student-learning outcomes and methods of evaluation of the
achievement of these outcomes are crucial aspects of the educational process. This module describes the
importance of using scoring rubrics to ensure objectivity and consistency in grading assessments. This
module includes a description of types of rubrics and why and how to use a rubric. It presents examples of a
holistic rubric, and an analytic rubric for the same assignment to allow a comparison of increasing guidance
for teachers and students. It presents elements of a rubric and a step-by-step process toward the
development and use of scoring rubrics by teachers and students. This module also includes common rating
scale errors and biases.

Learning Outcomes:
At the end of the module, the students should be able to:
1. define rubric;
2. differentiate holistic and analytic rubric;
3. create a rubric for an assessment; and
4. identify common rating scale errors and biases

Explore:
Rubric is a measuring instrument used in rating performance-based tasks. It is the “key to
corrections” for assessment tasks designed to measure the attainment of learning competencies that require
demonstration of skills or creation of products of learning. It offers a set of guidelines or descriptions in scoring
different levels of performance or qualities of products of learning. It can be used in scoring both the process
and the products of learning.

Similarity of Rubric with Other Scoring Instruments

Rubric is a modified checklist and rating scale.

1. Checklist
 Presents the observed characteristics of a desirable performance or product
 The rater checks the trait/s that has/have been observed in one’s performance or product.

2. Rating Scale
 Measures the extent or degree to which a trait has been satisfied by one’s work or
performance
 Offers an overall description of the different levels of quality of a work or a performance
  Uses 3 to more levels to describe the work or performance although the most common rating
scales have 4 to 5 performance levels.
Below is a Venn diagram that shows the graphical comparison of rubric, rating scale and checklist.

R
- shows the U
Checklist B - shows degree of Rating Scale
observed traits of a quality of
work/performance R
I work/performance
C

Types of Rubrics

Type Description Advantages Disadvantages

Holistic Rubric It describes the overall  It allows fast  It does not clearly
quality of a performance assessment describe the degree of
or product. In this rubric,  It provides one score to the criterion satisfied
there is only one rating describe the overall by the performance or
given to the entire work or performance or quality product.
performance. of work.  It does not permit
 It can indicate the differential weighing of
general strengths and the qualities of a
weaknesses of the product or a
work or performance performance.

Analytic Rubric It describes the quality of  It clearly describes  It is more time

a performance or product whether the degree of consuming to use.
in terms of the identified the criterion used in  It is more difficult to
dimensions and/or criteria performance or product construct.
for which they are rated has been satisfied or
independently to give a not.
better picture of the  It permits differential
quality of work or weighting of the
performance. qualities of a product or
a performance.
 It helps raters’ pinpoint
specific areas of
strengths and
weaknesses.

Important Elements of a Rubric

Whether the format is holistic or analytic, the following information should be made available in a
rubric.

 Competency to be tested – this should be a behavior that requires either a demonstration or creation
of products of learning.
 Performance task – the task should be authentic, feasible, and has multiple foci.
 Evaluative Criteria and their Indicators – these should be made clear using observable traits.
 Performance levels- these levels could vary in number from 3 or more
 Qualitative and Quantitative descriptions of each performance level
- These descriptions should be observable and measurable.
Guidelines when Developing Rubrics

 Identify the important and observable features or criteria of an excellent performance or quality
product.
 Clarify the meaning of each trait or criterion and the performance levels.
 Describe the gradations of quality product or excellent performance levels.
 Aim for an even number of levels to avoid the central tendency source of error.
 Keep the number of criteria reasonable enough to be observed or judged.
 Arrange the criteria in order in which they will likely to be observed.
 Determine the weight/ points of each criterion and the whole work or performance in the final grade.
 Put the descriptions of a criterion or a performance level on the same page.
 Highlight the distinguishing traits of each performance level.
 Check if the rubric encompasses all possible traits of a work.
 Check again if the objectives of assessment were captured in the rubric.

Common Rating Scale Errors and Biases

Scoring Issues
 No one correct or best answer/solution
 Many different performances or solutions might be judged as excellent (or poor)
 Requires expert judgement and clearly specified criterion to assess properly.
 Scoring Application
 Scoring can be inconsistent (unreliable rating)

To compare scores fairy,

 Task (learning outcome) must be clearly defined and communicated to students

 Scoring criteria/rubrics must be well defined.

Time consuming to complete

 Must have reasonable amount of time to do

 Limits the number of tasks that can be done

What are you assessing?

 Process- approach used, methods & procedures, instrument use, etc.

 Product- complete performance or resulting artifact

What are your expectations?

Criteria- ideas about what is good or desirable when we judge adequacy; also used to defend that
judgement.

Floating Criteria- wait until you see the performance to determine acceptability

Ask yourself-

o Do you know what you are looking for?

o Can you define and describe the quality of performance (both good and bad)?
o Can you provide a defensible basis for rating good and bad performance?
Common Rating Errors

 Personal Bias
 Generosity Error- too easy, grade inflation
 Severity Error- too hard, no perfect papers
 Central Tendency- rating everyone about average
 Halo Effect- general impression of individua (positive or negative) influences an
individual rating
 Logical Error- rating alike or different based on the belief that factors are related (e.g.,
studious and able)

Effective Rating Review

 Focus on educationally significant outcomes

 Characteristics should be directly observable
 Clearly define key points on scale
 Select most appropriate type of instrument
 Use an appropriate scale (number of points)
 Rate all performances on one task before going on to next.
 When possible rate performance without knowing the raters name
 If the assessment has significant impact, several ratings should be used.

Watch:

Watch video lecture for this module in our Facebook Group Page/Google Classroom. Supplemental videos
will also be posted. After watching the videos, join our Facebook Group Discussion.

Activities:

Activity 1:

1. What benefits have scoring rubrics brought to the teaching learning process?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How are scoring rubrics related to portfolio assessment?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. To get the most from scoring rubrics, what should be observed in the making and use of scoring
rubrics?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 Activity 2:

Create an Analytic and a Holistic rubric for a specific task.

Task: ___________________________________________________________________________

Analytic Rubric:

Holistic Rubric:

Reflect:
Reflect on this: Scoring rubrics: Boon or Bane?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________

Reference:
PNU LET Reviewer: Professional Education