MARIAN COLLEGE OF BALIUAG

908 Gil Carlos St., San Jose, Baliwag, Bulacan

TEACHER EDUCATION PROGRAM

Continuing Professional Teacher Education

Name: Aeron Chester A. Dino

Email: dinoaeron@gmail.com

ASSESSMENT OF STUDENT LEARNING

MODULE 3 AUTHENTIC ASSESSMENTS & GRADING SYSTEM

Focused Topics

Grading Systems
Non-Objective Tests
Authentic & Alternative Assessment Methods

1. Differentiate between authentic assessment and the traditional assessment

method.

Characteristic Authentic Assessment Traditional Assessment

Real-world application of skills and Recall and memorization of
Focus knowledge facts and concepts
Types of Open-ended, complex, and performance- Closed-ended, standardized,
tasks based and knowledge-based
To assess students' ability to think
critically, solve problems, and To assess students' mastery
Goals communicate effectively of specific content
Writing a research paper, creating a Multiple-choice tests,
presentation, designing, and conducting true/false quizzes, fill-in-the-
Examples an experiment, developing a product blank questions
Provides a more holistic view of student
learning, better prepares students for the Is efficient and easy to score,
real world, and motivates students to learn and can be used to assess
Benefits deeply large groups of students
Can be time-consuming to develop and May not accurately reflect
implement, and can be difficult to score student learning, and can be
Challenges reliably stressful for students

2. Construct a checklist for a performance test of a Math jingle.

 Jingle Content and Accuracy:

o The jingle includes relevant mathematical concepts or topics.

o The mathematical content is accurate and free from errors.
o The jingle demonstrates a clear understanding of the chosen mathematical
concepts.
o Mathematical terminology and vocabulary are used correctly.

Engagement and Creativity:

o The jingle is creative, engaging, and memorable.
o It effectively captures the attention of the audience.
o The jingle showcases originality and inventiveness in its lyrics and delivery.
o The jingle conveys enthusiasm and passion for the mathematical subject matter.

Lyrics and Rhyme:

o The lyrics are clear and easy to understand.
o The jingle features appropriate rhyme and rhythm, enhancing its musical quality.
o The lyrics are well-crafted and convey mathematical concepts effectively.
o The jingle's words and phrases are catchy and contribute to the overall appeal.

Delivery and Performance:

o The student's performance is confident and engaging.
o The jingle is delivered with clear pronunciation and articulation.
o The student maintains good pacing and tempo throughout the performance.
o Appropriate gestures, body language, and expressions are used to enhance the
performance.

Audience Engagement:
o The jingle successfully engages the audience, whether through participation,
sing-along, or other interactive elements.
o The student maintains eye contact with the audience and encourages their
involvement.
o The audience's response (if applicable) is positive and enthusiastic.

Overall Presentation:
o The student presents the jingle with confidence and enthusiasm.
o The performance is organized and well-rehearsed.
o The jingle's length is appropriate for the allotted time.

3. Construct a rubrics scoring guide for the following:

a. Constructing three-dimensional geometric figures made of cardboard boxes.

Criteria 4 Points 3 Points 2 Points 1 Point

 The figure is
accurately The figure is The figure is
constructed and generally somewhat The figure is not
resembles the accurate, but recognizable, but recognizable as
specified may have some may have the specified
Accuracy geometric shape. minor errors. significant errors. geometric shape.
The figure is The figure is
completely mostly The figure is The figure is very
constructed, with complete, but incomplete, with incomplete, with
all of the may have a few several missing many missing
necessary pieces missing pieces pieces or pieces or major
Completeness assembled. or minor errors. significant errors. errors.
The figure is The figure is
neatly generally neat, The figure is The figure is very
constructed, with but may have a somewhat messy, messy, with
clean cuts and few rough edges with several rough many rough
Neatness folds. or folds. edges or folds. edges or folds.
The figure is
creatively The figure is The figure is
designed and adequately minimally The figure is not
Creativity decorated. decorated. decorated. decorated.

b. Solving an algebraic verbal problem involving two linear equations in two

unknowns

Criteria 4 Points 3 Points 2 Points 1 Point

The solution is
The solution is somewhat
The solution is mostly correct, correct, but has The solution is
mathematically but may have a significant incorrect or
Correctness correct and complete. few minor errors. errors. incomplete.
The student clearly The student
and concisely explains their The student
explains their solution solution steps, provides a The student
steps, including the but the minimal does not provide
mathematical explanation may explanation of an explanation
reasoning behind be incomplete or their solution of their solution
Explanation each step. unclear. steps. steps.
The student's The student's
work is generally work is The student's
organized, but somewhat work is very
The student's work is may have a few disorganized disorganized
well-organized and minor errors or and difficult to and difficult to
Work easy to follow. omissions. follow. follow.
 4. Discuss authentic assessment. Give examples.

Authentic assessment is a way of measuring student learning that asks students to

perform real-world tasks. It is often used in conjunction with traditional assessment
methods, such as tests and quizzes. However, authentic assessment is more focused
on assessing students' ability to apply their knowledge and skills to solve real-world
problems.

Authentic assessment can be used in any subject area. Here are some examples:

 Math: Students could be asked to design a budget for a family, or to create a

spreadsheet to track the sales of a business.
 Science: Students could be asked to design and conduct an experiment, or to
create a presentation on a current scientific event.
 English: Students could be asked to write a persuasive essay on a controversial
issue, or to create a portfolio of their creative writing.
 History: Students could be asked to write a research paper on a historical
event, or to create a multimedia presentation on a historical figure.

Authentic assessment can be conducted in a variety of ways. Some examples include:

 Performance tasks: Students are asked to perform a task that is similar to what
they would do in a real-world setting. For example, a math student might be
asked to create a budget for a family, or a science student might be asked to
design and conduct an experiment.
 Portfolios: Students collect a collection of their work over time to demonstrate
their learning. Portfolios can include a variety of items, such as
essays, projects, and presentations.
 Exhibitions: Students create a display or presentation to share their learning with
others. Exhibitions can be used to assess students' learning in any subject area.

5. Define portfolio. What are the implications of portfolio on:

a. Curriculum
b. Instruction
c. Assessment

Portfolio is a systematic collection of student work that represents student activities,

accomplishments, and achievements over a specific period of time in one or more areas
of the curriculum. It is a way for students to demonstrate their learning in a meaningful
and authentic way.
Implications of portfolio on curriculum:

 Portfolios can help to ensure that the curriculum is aligned with real-world
learning goals.

 Portfolios can help to focus the curriculum on student learning outcomes.

 Portfolios can help to promote student-centered learning.

 Portfolios can help to provide students with a sense of ownership over their
learning.

Implications of portfolio on instruction:

 Portfolios can be used to differentiate instruction and meet the needs of all
learners.

 Portfolios can be used to provide students with feedback on their progress and
help them to set goals for learning.

 Portfolios can be used to promote self-reflection and critical thinking skills.

 Portfolios can be used to engage students in their own learning.

Implications of portfolio on assessment:

 Portfolios can provide a more holistic view of student learning than traditional
assessment methods.

 Portfolios can assess students' ability to apply their learning to real-world

problems.

 Portfolios can provide students with opportunities to demonstrate their learning in

multiple ways.

 Portfolios can help to promote authentic assessment.

6. Describe each type of portfolio. What are the essential considerations in creating
a portfolio assignment? Show their interrelations.

Type of Portfolio Description

Showcase A collection of the student's best work, demonstrating their strengths
Portfolio and accomplishments.
Developmental A collection of student work that shows their growth and progress
Portfolio over time.
A collection of student work that documents their learning process,
Process Portfolio including their thoughts, reflections, and revisions.
Reflective A collection of student work that focuses on their metacognition, or
Portfolio their ability to think about their own thinking.
A combination of two or more types of portfolios. For example, a
student might create a portfolio that includes both showcase pieces
Hybrid Portfolio and developmental pieces.

Consideratio
n Description
What is the purpose of the portfolio assignment? Is it to assess student
learning, to prepare students for college or the workforce, or to help
Purpose students reflect on their own learning?
Who is the primary audience for the portfolio? Is it the teacher, the
Audience student's parents, or potential employers?
What type of work should students include in their portfolios? Should they
Content focus on their best work, their most recent work, or a combination of both?
Should students include reflective components in their portfolios? If so,
Reflection what kind of reflection should they focus on?
How will the portfolio be assessed? Will the teacher use a rubric, or will
Assessment they assess each portfolio individually?

Here are some examples of how the different types of portfolios and essential
considerations can be interrelated:

 A teacher might assign a showcase portfolio to students at the end of a

course, with the purpose of assessing their learning and preparing them for
college or the workforce. The teacher could provide students with a rubric that
outlines the criteria for the portfolio, such as the quality of the work, the variety of
work included, and the student's reflection on their work.
 A teacher might assign a developmental portfolio to students throughout a
course, with the purpose of tracking their progress and providing them with
feedback. The teacher could ask students to include a variety of work in their
portfolios, such as classwork, homework, and projects. The teacher could also
ask students to write reflective essays for their portfolios, discussing their
learning process and their goals for future learning.
 A teacher might assign a process portfolio to students for a long-term
project, such as a research paper or a science experiment. The teacher could
ask students to include a variety of materials in their portfolios, such as drafts of
 their work, notes from their research, and feedback from others. The teacher
could also ask students to write reflective essays for their portfolios, discussing
their learning process and any challenges they faced along the way.
 A teacher might assign a reflective portfolio to students at the end of the
year, with the purpose of helping them reflect on their learning and set goals for
future learning. The teacher could ask students to include a variety of materials in
their portfolios, such as samples of their work, reflective essays, and self-
assessments. The teacher could also ask students to create a vision board for
their future learning.

7. Who are involved in portfolio assessment? Discuss the various ways on how
portfolios are graded.

The following people are typically involved in portfolio assessment:

 Teacher: The teacher is the most common person involved in portfolio

assessment. They are responsible for designing the portfolio
assignment, providing students with guidance and feedback, and assessing the
portfolios.
 Students: Students are also actively involved in portfolio assessment. They are
responsible for selecting the work to include in their portfolios, writing reflective
essays, and participating in self-assessment.
 Peers: In some cases, students may peer assess each other's portfolios. This
can be a valuable way for students to learn from each other and to give feedback
on each other's work.
 Other stakeholders: Other stakeholders, such as parents, administrators, and
potential employers, may also be involved in portfolio assessment, depending on
the purpose of the portfolio.

There are a variety of ways to grade portfolios. One common approach is to use a
rubric. A rubric is a scoring guide that outlines the criteria for the portfolio and the levels
of performance for each criterion. Teachers can use a rubric to assess each portfolio
individually, or they can use it to score portfolios in a group.

Another approach to grading portfolios is to use holistic scoring. Holistic scoring is a

type of assessment where the teacher assigns a single score to the portfolio based on
their overall impression of the work. Holistic scoring can be more challenging than using
a rubric, but it can also provide a more holistic view of student learning.

8. In Math learning area, what could be the features in the portfolio assignment?
 Features of a Math Portfolio Assignment
Alignment with math standards: The portfolio assignment should be aligned
with the math standards that students are learning in class. This will ensure
that the portfolio is assessing the most important math skills and knowledge.
Variety of work: The portfolio should include a variety of work, such as
problem-solving tasks, projects, and presentations. This will allow students to
demonstrate their math skills and knowledge in multiple ways.
Student reflection: Students should be required to write reflective essays for
their portfolios. These essays should allow students to reflect on their learning
process, their strengths and weaknesses, and their goals for future learning.
Authentic assessment: The portfolio assignment should be authentic, meaning
that it should require students to apply their math skills and knowledge to real-
world problems.
Differentiation: The portfolio assignment should be differentiated to meet the
needs of all learners. For example, teachers could provide students with
different choices for what to include in their portfolios, or they could offer
students different levels of support.

9. Construct a rubrics scoring guide for portfolio assignment.

Criteria 4 Points 3 Points 2 Points 1 Point

Little or none of
the work in the
All of the work in Most of the work Some of the work portfolio is
the portfolio is in the portfolio is in the portfolio is
aligned with the
aligned with the aligned with the aligned with the math standards
Alignment math standards math standards math standards that students
with math that students are that students are that students are are learning in
standards learning in class. learning in class. learning in class.class.
The portfolio The portfolio The portfolio
includes a variety includes a variety includes some
of work, such as of work, but there variety of work, The portfolio
problem-solving is a focus on one but there is a does not
Variety of tasks, projects, or two types of focus on one type include a variety
work and presentations. work. of work. of work.
Student The student's The student's The student's The student's
reflection reflective essays reflective essays reflective essays reflective
are well-written are well-written are poorly written essays are not
and insightful. and insightful, but or lack insight. included or are
They reflect on they do not They do not very poorly
their learning address all of the address all of the written.
process, their required required
strengths and components. components.
weaknesses, and
 their goals for
future learning.
The portfolio The portfolio
assignment assignment may
requires students require students The portfolio
to apply their to apply their assignment
The portfolio math skills and math skills and does not require
assignment knowledge to knowledge to students to
requires students real-world real-world apply their math
to apply their math problems, but problems, but skills and
skills and there is some there is knowledge to
Authentic knowledge to real- room for significant room real-world
assessment world problems. improvement. for improvement. problems.
The portfolio The portfolio The portfolio
The portfolio assignment is assignment is not assignment is
assignment is somewhat very well not
differentiated to differentiated to differentiated to differentiated to
meet the needs of meet the needs meet the needs meet the needs
Differentiation all learners. of all learners. of all learners. of all learners.

10. Differentiate the following by giving the advantages and disadvantages of each:
a. Norm-referenced grading and Criterion-referenced grading
b. Cumulative and Averaging grading systems

Criterion-
Norm-referenced referenced Cumulative Averaging
Feature grading grading grading system grading system
Calculates
student grades
based on all Calculates
Compares assignments student grades
student and based on the
Compares student performance to assessments average of all
performance to pre-set throughout the assignments and
Focus their peers standards course assessments
Advantages Easy to implement Focused on Provides a more Simple to
and understand, student mastery accurate picture understand and
provides a of learning of student implement, gives
comparison of objectives, fair learning over students multiple
student to all students, time, opportunities to
performance to encourages encourages demonstrate their
their peers, can be students to students to learning, can help
used to identify focus on their maintain to reduce student
struggling students own learning, consistent effort, stress
and rank students provides more helps students
 detailed
information to identify areas
for competitive about student where they
purposes performance need to improve
Does not provide
a complete
Can be more picture of student
Does not indicate time-consuming learning over
how well a student to develop and Can be stressful time, can be
has mastered the implement, can for students, unfair to students
learning be difficult to especially if they who have a few
objectives, can be create clear and are struggling bad grades, can
biased against measurable early in the encourage
students from learning course, can be students to
disadvantaged objectives, can difficult for procrastinate and
backgrounds, can be difficult to students to focus on getting
encourage compare catch up if they good grades on
students to student fall behind, can individual
compete with each performance be difficult to assignments
other rather than across different keep track of rather than
focus on their own classes or student learning the
Disadvantages learning schools progress material

11. React.
a. Should grades reflect absolute achievement level or achievement relative to
others in the same class?

I believe that grades should reflect absolute achievement level. This means
that students should be graded on how well they have mastered the learning
objectives of the course, regardless of how their performance compares to
their peers. This approach to grading is more fair to all students, regardless of
their background or abilities. It also encourages students to focus on their
own learning rather than competing with each other.

b. Should grades reflect achievement only or nonacademic components such as

attitude, speed and diligence?

Grades should reflect achievement only. Nonacademic components, such as

attitude, speed, and diligence, are important for student success, but they
should not be factored into grades. This is because grades are intended to
measure student learning, and nonacademic components are not directly
related to learning.

In addition, factoring nonacademic components into grades can be subjective

and biased. For example, teachers may be more likely to give good grades to
 students who have a positive attitude or who work quickly, even if those
students do not have a good understanding of the material.

c. Should grades report status achieved or amount of growth?

Grades should report both status achieved and amount of growth. Status
achieved is the student's current level of performance, while amount of growth
is the progress that the student has made over time.

Reporting status achieved allows teachers to identify students who are

struggling and need additional support. It also allows teachers to compare
student performance across different classes or schools. Reporting amount of
growth allows teachers to track student progress over time and to identify
students who are making significant progress.

d. How can several grades on diverse skills combine to give a single mark?

To obtain a single mark, several grades on various talents can be combined

in a few different methods. One popular strategy is to assign varying weights
to the grades according on how important the skill is. In a math class, for
instance, the instructor may give problem-solving exercises a higher weight
than homework assignments.

Another strategy is to grade student work using a rubric. Rubrics are scoring
guidelines that list the requirements for the task together with the
corresponding performance levels. Instructors can grade student work on a
range of competencies using rubrics, then total the marks to get a single
grade.

Lastly, while assigning grades, teachers can also combine weighting and
rubrics. With this method, educators can consider the significance of the skill
as well as the performance level of the student in that area.