Republic of the Philippines

Davao Oriental State University

FACULTY OF TEACHER EDUCATION
Mati City, Davao Oriental

_________________________

GRAPHIC ORGANIZER
ASSESSMENT IN LEARNING 2
In Partial Fulfilment of the Requirements
for the Degree of Bachelor of Special Needs Education
_________________________

Submitted by:

AGAPAY, REJEAN MAE B.

HALLASGO, AL DIANNE MAR T.
MAGDOBOY, TASHMIAH
ROJAS, KIM

Submitted to:

CHRISTIAN D. TAGHOY, LPT

Instructor, EDUC 108

DECEMBER 18, 2023

 CLEAR ANG
APPROPRIATE
LEARNING TARGET

SELECT
APPROPRIATE FAIRNESS
NETHOD

PRINCIPLES OF HIGH
QUALITY ASSESSMENT

POSITIVE
VALIDITY CONSEQUENCES

PRACTICALITY AND
RELIABILITY
EFFICIENCY
 Psychomotor Domain of Learning
(Harrow, Dave, and Simpson)

SIMPSON’S TAXONOMY HARROW’S TAXONOMY DAVE’S TAXONOMY

PERCEPTION REFLEX (INVOLUNTARY) MOVEMENT

It is a reaction that are not learned. The students will react
IMITATION
It uses a sensory signal to direct motor activity. and response. It is the student instinct response that has a It focuses on the capacity to pick-up. It is the act of observing
involuntary action. and imitating someone else.

SET/MINDSET FUNDAMENTAL MOVEMENT MANIPULATION

The response of the students influenced their bodily, metal, and emotional
states. The outcome verb that used in this category are: Begins, Display, Simple movements that can be built up to more complicated It is an action are performed through memorization or
Demonstrate, and React. It recognizes also the strength and weaknesses of movements. fallowing instructions.
the students.

PERCEPTUAL ABILITIES PRECISION

GUIDED RESPONSES
It allows one to adapt movement are known as perceptual
It refers to early stages of the students where is undergoing cues. The performance becomes more expert and the actions
trial and errors in acquiring a complex skill. more instruction.

MECHANISM PHYSICAL ABILITIES ARTICULATION

It has a capacity to transfer a behavior into an action. There is It entails tasks that need endurance, strength, vitality, and The combination, sequencing, and consistent performance of
no guide and able to perform with confidence. agility. two or more abilities.

COMPLEX OVERT RESPONSE NATURALIZATION

SKILLED MOVEMENTS The ability to mix, sequence, and perform two or more abilities
It should be able to perform a complex movement with consistently and effortlessly. The performance is automatic,
proficiency. It is less time wasted which is there is no hesitation, Activities that need a high level of efficiency.
requiring minimal physical or mental effort.
they are confident to the things they do.

ADAPTATION NON-DISCURSIVE COMMUNICATION

It acquires the ability in a unique way. A capacity to do
It is used a body language such as gesture and facial
something in more advance way. The outcome verb is
expressions in exchanging information.
modifying and innovation the instruction to grasp information.

ORIGINATION
A capacity to create a new or unique skills. The outcome verb that
used are: build, develop, and construct. The students should be able
to do the task in their own way or unique output.
 TYPES OF PERFORMANCE TASK

1. Solving a problem- critical thinking and problem

solving are important skills that need to be
sharpened and developed by the learners.
3 FEATURES 2. Completing an inquiry- an inquiry task is one in
1. Multiple evaluation criteria which the students are asked to collect data in
2. pre-specified quality standards order to their understanding about a topic or issue.
3. Judgement appraisal 3. Determining a position- the task requires students
to make decision clarify a position.
4. Demonstration task- this task shows how the
students use knowledge and skills to complete well-
defined complex tasks.
5. Developing exhibits- Exhibits are visual
presentations or displays that need little or no
CHARACTERISTIC
explanation from the creators.
1. Greater realism of the tasks.
6. Presentation task- This is a work or task performed
2. Greater complexity of the tasks.
in front of an audience.
3. Greater time needed for assessment.
7. Capstone performances- these are tasks that
4. Greater use of judgement for
occur at the end of a program study.
assessment.

NATURE OF
PERFORMANCE-
BASED ASSESSMENT

DISADVANTAGES
 Development of high quality
ADVANTAGES performance assessment is a
 Performance tedious process.
assessment clearly identifies  Performance assessment
and clarifies learning targets. requires a considerable
 Performance assessment According to Linn (1995), performance amount of time to administer.
allows students to exhibit their assessments provide a basis of  Performance
own skills, talents, and teachers to evaluate both the assessment takes a great deal
expertise. effectiveness of the process or of time to score.
 Performance procedure used (e.g. approach to  Performance task score may
assessment advocates data collection, manipulation of have lower reliability.
constructivist principle of instruments) and the product resulting
 Performance task
from performance of a task (e.g.
learning completion may be
completed report of results,
 Performance assessment completed art work). This type of discouraging to less able
allows the teachers to explore assessment involves the teacher students.
the main goal and processing observing and evaluating students as
of teaching and learning they demonstrate a skill, create a
process. product, formulate a response, or
 Performance assessment deliver a presentation. It aims to give a
uses variety of approaches to more realistic and overall assessment
student evaluation. of a student's skills, pushing beyond
standard testing approaches that are
solely concerned with recall and
recognition. It emphasizes the
student’s ability to performance task
by producing their own authentic
work with their knowledge and skills.
PROCESS ORIENTED PERFORMNACE- PRODUCT ORIENTED PERFORMNACE-
BASED ASSESSMENT BASED ASSESSMENT
]

It is focused with real task performance Product oriented assessment is a type

rather than an activity's outcome or of assessment in which the assessor
product. Process-oriented looks at and rates the finished product
performance-based evaluation rather than the actual performance of
assesses real task performance. It does creating that thing. - It is just concerned
not place a premium on the activity's with the product and not with the
production or product. This evaluation process. It is more concerned with the
seeks to determine what procedures a learner's result or performance. It also
person goes through when assigned a emphasizes the learner's success. - This
task. type of assessment is concerned with
evaluating the product or outcome of
a procedure.

TASK DESIGNING

Learning tasks must be meticulously

Other techniques to express product-
developed. The teacher must
oriented learning abilities exist. For
specifically guarantee that the
example, learning skills for goods or
observed learning process adds to
outputs can be defined as follows:
the overall comprehension of the
Level 1: Does the final product or
subject or course. Identifying an
project demonstrate the minimal
activity that would emphasize the
required parts or functions? (Beginner)
abilities to be evaluated is one of the
Level 2: Does the finished product or
commonly acknowledged guidelines
project have extra elements and
for task design. e.g. Reciting a poem,
functionalities in addition to the basic
writing an essay, and using a
criteria that improve the final result?
microscope are all examples of
(skilled level) Level 3: Does the final
activities. · finding a task that would
product include the bare minimum of
need similar sets of abilities. If an
parts and functions, as well as
activity produces an excessive
additional features above and above
number of possible competences, the
the bare minimum, and is visually
instructor will have difficulties judging
pleasing? (Advanced level)
the student's proficiency on the
assignment. o Choose an activity that
the students will find engaging and
entertaining.
A holistic rubric is made up of a single
scale that takes into account all criteria
for the evaluation (for example, clarity,
organization, and mechanics). The
SCORING RUBRICS
rater offers a single score (typically on
It is a scoring scale used to evaluate a 1 to 4 or 1 to 6point scale) to the
student performance against a set of student work using a holistic rubric. The
task-specific criteria. To assess student rater assigns a single description on the
performance, an RUBRIC is often scale to a complete piece of student
constructed that comprises the key work.
criteria for the assignment as well as
suitable levels of achievement.
Why study attitudes?
Taxonomy of the Affective
The way we act Domain
and think in the social
Contains five levels, from
communities to which we
lowest to highest:
belong is influenced by
our attitudes. It has an Receiving
effect on actions. Responding
Individuals will act in ways Valuing
that align with their Organization
attitudes. Characterization

ASSESSMENT
IN THE Affective Learning
Motivation
AFFECTIVE Competencies
Among the causes DOMAIN Instructional Objectives
are necessities, an object,
a purpose, a condition of – Specific, measurable,
existence, and an ideal short-term, observable
that is desired. student behaviors.
"Motivation" also refers to
the start, course, intensity,
and persistence of human
behavior.

Self – Efficacy Attitudes and the

Components of Attitudes
Is the belief that one is
capable of carrying out Cognitions
specific tasks or achieving
Affect
specific objectives.
Behavioral Intentions
Feelings
 Rating Scales
Refers to a group of
classifications Sematic Differential
created in social (SD) Scales
science to extract Seeks to determine a
Self-Report
data regarding a person's response to
The most widely used quantitative particular words,
method basically asks characteristic. thoughts, or concepts
a person to describe using evaluations on
how they feel about a bipolar scales that
notion, idea, or group have contrasting
of individuals. adjectives at each
end.

AFFECTIVE
ASSESSMENT
TOOLS

Thurnstone Scale and Teacher Observation

Likert Scale (Unstructure and
Structured
To ascertain the
Observation)
favorable stance on
the matter, he Structured
created an attitude observation involves
continuum. While the collection of data
likert scale created according to a
Checklists
the Likert scale, often predetermined and
known as the Are the most common well-defined plan.
summated rating and perhaps the Unstructured
system, in 1932. easiest instrument in observation involves
the affective domain. observing subjects
It consist of simple without a
items that the student predetermined plan
or teacher marks as or specific set of
“absent” or “present”. categories.
 PORTFOLIO ASSESSMENT

Student Portfolio is a purposeful

collection of student work that
exhibits the student’s efforts, progress,
and achievements in one or more
areas.

THREE TYPES OF PORTFOLIOS

WORKING PORTFOLIO SHOWCASE SHOWCASE

PORTFOLIO PORTFOLIO
A collection of
materials and artifacts To highlight and To highlight and
that document a showcase the best showcase the best
student's ongoing work or work or
work, progress, and accomplishments of a accomplishments of a
learning throughout a student. student.
course or an
academic period.
 - Communicate the achievement of the students
- Provide students information to improve self-
evaluation
Purposes of - Provide incentives for students to learn
Grading and - Select or group students for a certain educational
Reporting path or progress
Systems - Evaluate the effectiveness of the program
- Inform the teacher about what students have and
have not learned
- Motivate and encouraged good work by students

Norm-referenced Grading System

A student performance is evaluated
relative to the performance of other
Types of students within the group.
Grading System
Criterion-referenced Grading System
GRADING AND REPORTING SYSTEMS

The student performance is

evaluted against a certain criteria
or standard.

- Numbers
Types of - Percentages
Reporting - Letter grade equivalent
System
- Descriptions

Periodic Test, Quiz, Unit Test,

Components of Participation/Performance,
the Student's Project/Output, Assignment, Behavior.
Grade
Averaging Method - The weights of the
grade in each grading period are
equal.
Methods of
Cumulative Method - The final grade
Computing Final gives a higher weight on the present
Grade grade than the previous grade.

Knowledge level
Process level
Levels of Understanding level
Assessment
Prodeucts/Performance level

Beginning (B)
Developing (D)
Approaching Proficiency (AP)
Levels of
Proficiency Proficient (P)
Advanced (A)
 Classroom Assessment is a joint process
that involves both teachers and
learners. It is an integral part of
teaching and learning. Teachers
provide appropriate assessment when
they aim to holistically measure
learners' current and developing
APRIL 1, 2015 DO No. 8, S. abilities while enabling them to take
2015 – POLICY GUIDELINES responsibility in the process. This view
ON CLASSROOM recognizes the diversity of learners
ASSESSMENT FOR THE K TO inside the classroom, the need for
12 BASIC EDUCATION multiple ways of measuring their
PROGRAM varying abilities and learning potentials,
and the role of learners as co-
participants in the assessment process.

Encapsulate the adaption of Basic

Education- Learning Continuity Plan to
contain all localize issues and concerns
POLICIES ON ASSESSMENT

DO No. 12 S. 2020 to ensure continuous delivery of basic

education to the Filipinos cutting
ADOPTION OF THE BASIC across various learning modalities for
EDUCATION LEARNING the benefits of the learners keeping in
CONTINUITY PLAN FOR mind strictly the health and safety of
SCHOOL YEAR 2020-2021 IN the learners, the teaching and
LIGHT OF THE COVID-19 teaching personnel.
PUBLIC HEALTH EMERGENCY

The Policy Guidelines on Awards and

Recognition for the K to 12 Basic
Education Program articulates the
recognition given to learners who
have shown exemplary performance
in specific areas of their school life.
These guidelines are anchored in the
DO 31, S, 2016 – Classroom Assessment for the K to 12
IMPLEMENTING GUIDELINES Basic Education Program (DepEd
ON THE RELEASE AND Order No.8 s.2015), which supports
UTILIZATION OF learners’ holistic development in
MAINTENANCE AND OTHER order for them to become effective
OPERATING EXPENSES lifelong learners with 21st-century skills.
(MOOE) ALLOCATIONS OF This policy aims to give all learners
SENIOR HIGH SCHOOLSt equal opportunity to excel in relation
to the standard set by thecurriculum
and focus on their own performance
rather than to compete with one
another. It recognizes that all students
have their unique strengths that need
to be identified, strengthened, and
publicly acknowledged.