MODULE 3

Performance Assessment

INTRODUCTION
For the longest time, students’ works have been assessed using traditional testing. But
through time, assessing students’ learning require more modern approach. Gone are the days
of rote learning, drills, paper-and-pencil measurements and many ore traditional students’
activities and teachers’ not-so transparent style of grading.
Performance-based assessments have recently experience a re-emergence in
education literature and curricula. For sometime, it has become a valid alternative to traditional
test methods. Now, performance-based assessment has become a powerful tool in measuring
students’ learning.
This module introduces you to performance-based assessment. This module separately
discusses to kinds of performance-based assessment namely product-based and process-
based. You will also experience designing product-orient, and process-oriented performance-
based assessment tasks using the GRASPS model.

LEARNING OUTCOMES
After completing this module, you should be able to:
a. Explain performance-based assessment’
b. Differentiate product-oriented, and process-oriented performance-based assessment
;
c. Design performance-based assessment tasks using the GRASPS model;

LEARNING CONTENT

Lesson 1: WHAT IS PERFORMANCE-BASED ASSESSMENT?

This lesson discusses the meaning and nature of performance-based assessment.

The definition of performance-based assessment varies depending on author, discipline,

publication, and intended audience. In this module, we shall define performance-based
assessment using a general perspective.
Performance-based assessment measures students' ability to apply the skills and
knowledge learned from a unit or units of study. Typically, the task challenges
students to use their higher-order thinking skills to create a product or complete a
process (Chun, 2010). Tasks can range from a simple constructed response (e.g.,
short answer) to a complex design proposal of a sustainable neighborhood. Arguably,
the most genuine assessments require students to complete a task that closely
mirrors the responsibilities of a professional, e.g., artist, engineer, laboratory
technician, financial analyst, or consumer advocate.
Although, performance-based assessment varies in definition, they share key
characteristics. Performance-based assessment is complex, authentic,
process/product-based, open-ended, and ime-bound.
 Performance assessment is especially useful for assessing students’ achievement of
complex learning standard (e.g., analyzing author’s purpose), assessing their ability to apply
concepts they learned to solve problems (e.g., using understanding of past presidential elections
to predict what will happen in this presidential election), and assessing skills (e.g., using an
electronic library card catalog). As a colleague once said, “The only way to know if they can swim
is to put them in the pool.” Some simple skills, though (e.g., kindergarten students making equal
sets with colored counters) are also best assessed by observing student performance.
Performance tasks must be carefully designed so that the student responses really do give
evidence of the knowledge and skills we are trying to assess. Performance criteria must be clear
and help students focus on those things, particularly, so they can “show what they know.”
Performance tasks help show students what real work in a discipline looks like — what it means
to be a writer, mathematician, historian, or scientist, for example. And when students understand
the criteria for success with a learning task and apply those criteria as they work, research shows
that their performance — and their achievement — increases.
Now that we have discussed the meaning and purposes of performance-based
assessment, you are now ready to learn the two types of performance-based
assessment.

LESSON 2: PROCESS AND PRODUCT-ORIENTED PERFORMANCE-BASED

ASSESSMENT

Process-oriented Performance-based Assessment

The final output of students in learning matters greatly. But their experiences producing
this final output matters greatly. This lesson looks into how students arrived at their output.
Doing so will let you understand how learners put what they have learned in to action. This will
give teachers a complete picture of learning.
Information about outcomes is of high importance; where students end up matters
greatly. But to improve outcomes, we need to know about student experience along the way –
about the curricula, teaching, and kind of student effort that lead to particular outcomes.
Assessment can help us understand which students learn best under what conditions;
with such knowledge comes the capacity to improve the whole of their learning. Process-
oriented performance-based assessment is concerned with the actual task performance rather
than the output or product of the activity.

Lesson 2.1 Learning Competencies

Learning competencies is a general statement that describes the use of desired

knowledge, skills, behaviors, and abilities. They often define specific applied skills and
knowledge that enables learners to successfully perform specific functions in an educational
setting.
Competencies in process- and product-oriented performance-based assessment are
stated in directly observable behaviors of the students. Competencies are defined as groups or
clusters of skills and abilities needed for a particular task. The competencies (skills, knowledge,
behaviors, and abilities) exemplify behaviors that range from “beginner” to expert levels.
Some examples of learning competencies can be categorized into three, namely
functional, interpersonal, and critical thinking.
 Functional competencies are skills that require to use on a daily basis or regular basis
such as cognitive, methodological, technological, and linguistic abilities. Interpersonal
competency requires oral, written, and visual communication skills, as well as the ability to work
effectively with diverse teams; and Critical thinking competencies require ability to reason
effectively, use systems thinking, and make judgments and decisions toward solving complex
problems.

Below is an example of learning competencies for a process-oriented performance-based

assessment:

Task: Recite a Poem by Edgar Allan Poe, “The Raven”

Objectives: The activity aims to enable the students to recite a poem entitled “The
Raven” by Edgar Allan Poe. Specifically:
1. RECITE the poem from memory without referring to notes;
2. USE appropriate hand and body gestures in delivering the piece;
3. MAINTAIN eye contact with the audience while reciting the poem;
4. CREATE the ambience of the poem through appropriate rising and falling
intonation;
5. PRONOUNCE the words clearly and with proper diction.

*taken from Advanced Methods in Educational Assessment & Evaluation

Notice that in this example, the objective starts with a general statement of
what is expected of the student from the task and then breaks down the general
objectives into easily observable behaviors when reciting a poem. Note that these
behaviors are those that can be observed while the task is being performed since we
are talking about process-oriented performance-based assessment. The objectives in
the above example constitute the learning competencies for the task.

The specific objectives can range from simple to complex observable process.
A competency that consists two or more skills is said to be complex. The following
are examples of simple competencies:

 Speak with a well-modulated voice;

 Draw a straight line from one point to another point;
 Color leaf with a green crayon;
  Weigh 2 grams of solid material

In contrast, below are examples of complex competencies;

 Recite a poem with feelings using appropriate voice quality, facial

expressions, and hand gestures;
 Solve the area of a regular polygon by dividing the polygon into triangles, and
find the areas of each resulting triangle;
 Draw and label the major parts of the human body

Lesson 2.2 Task Designing

As teachers, there is a need to carefully design the assessment task for your students.
You must ensure that the particular learning process to be observed contributes to the overall
understanding of the subject or course.
Here are some generally accepted standards for designing a task:

 Identify an assessment task that would highlight the competencies to

be evaluated. For example, designing a bulletin boar, writing an essay,
manipulating a microscope, singing a specific song
 Identifying an activity that would entail more or less the same sets of
competencies. If an activity would result in too many possible competencies
then the teacher would have difficulty assessing the student’s competency on
the task.
 Find a task that would be interesting and enjoyable for the students.
Tasks such as writing an essay are often boring and cumbersome for the
students.

Below is an example of how you design a task:

The topic is on understanding biological diversity.

Possible Task Design: Bring the students to a pond or creek. Ask them to find all
living organisms as they can find living near the pond or creek. Also, bring them to
the school playground to find as many living organisms as they can. Observe how
the students will develop a system for finding such organisms, classifying the
 organisms and concluding the differences in biological diversity of the two sites.

Process-oriented performance-based assessment technique is more suitable for

science laboratory classes.

Take note that performance-based assessment, either process or product-

based performance-based assessment uses rubric, either holistic or analytic. You may
review the uses and samples of rubrics in the previous module.

LESSON 3: PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

In the previous lesson, we discussed about assessing student’s performance by

looking in to the process or how they arrived at an output. In this lesson, we will
discuss product-oriented performance-based assessment and then, design tasks for
this kind of assessment including a rubric that will measure the proficiency of the
student’s performance.

Lesson 3.1 Product-oriented Learning Competencies

Student performances can be defined as targeted tasks that lead to a product

or overall learning outcome. Products can include a wide range of student works that
target specific skills. Some examples include communication skills such as those
demonstrated in reading, writing, speaking, and listening, or psychomotor skills
requiring physical abilities to perform a given task. Target tasks can also include
behavior expectations targeting complex tasks that students are expected to achieve.
Using rubrics is one way that teachers can evaluate or assess student performance or
proficiency in any given task as it relates to a final product or learning outcome.
Thus, rubrics can provide valuable information about the degree to which a student
has achieved a defined learning outcome based on specific criteria that defined the
framework for evaluation.

The learning competencies associated with products or outputs are linked with
an assessment of the level of “expertise” manifested by the product. Thus product-
oriented learning competencies target at least three (3) levels: novice or beginner’s
level, skilled level, and expert level. Such levels correspond to Bloom’s taxonomy in
the cognitive domain in that they represent progressively higher levels of complexity
in the thinking process.

There are other ways to state product-oriented learning competencies. For

instance, we can define learning competencies for products or outputs in the
following way:

Level 1: Does the finished product or project illustrate the minimum parts or
functions? (beginner level)

Level 2: Does the finished product or project contain additional parts and
functions on top of the minimum requirements which tend to enhance the fina
output? (skilled level)

Level 3: Does the finished product or project contain the basic minimum parts
and functions, have additional features on top of the minimum, and is aesthetically
pleasing? (expert level)

Below are examples of product-oriented performance-based tasks and

competencies:

Example 1

The desired product is a representation of a cubic prism made out of

cardboard in an elementary geometry class

Learning Competencies: The final product submitted by the students must:

1. Possess the correct dimensions 5 inches by 5 inches by 5 inches

(minimum requirement)
2. Be sturdy, made of durable cardboard and properly fastened
together (skilled requirement)
3. be pleasing to the observer, preferably properly colored for aesthetic
purposes (expert requirement)
Example 2

The product desired is a scrapbook illustrating the historical event called EDSA
People Power

Learning Competencies: The scrapbook presented by the students must:

1. contain pictures, newspaper clippings and other illustrations of the

main characters of EDSA People Power Revolution (beginner’s
requirement)
2. contain remarks and caption for the illustrations made by the student
for the roles played by the characters of EDSA People Power
Revolution (skilled requirement)
3. be presentable, complete, informative and pleasing to the reader of
the scrapbook (expert requirement)

These examples show that all product-oriented performance-based learning

competencies are ‘evidenced-based”. The teacher needs concrete evidence
that the student has achieved a certain level of competence based on
submitted products or projects.

Lesson 3.2 Task Designing

How should you design a task for product-oriented performance-based

assessment? The design of the task in this context depends on what the teacher
desires to observe as outputs of the students. The concepts that may be associated
with task designing include:

 Complexity. The level of complexity of the project needs to be

within the range of the ability of the students. Projects that are
 too simple tend to bore the students while projects that are too
complicated will most likely frustrate them.
 Appeal. The project or task must be appealing to the students. It
should be interesting enough so that students are encouraged to
pursue the task to completion. It should lead to self-discovery of
information by the students.
 Creativity. The project needs to encourage students to exercise
creativity and divergent thinking. Given the same sets of
materials and inputs, allow students to best present the project.
It should lead the students into exploring the various possible
ways of presenting the final output.
 Goal-based. Finally, the teacher must bear in mind that the
project is produced in order to attain a learning objective. Thus,
projects are assigned to students not just for the sake of
producing something but for the purpose of reinforcing learning.

TEACHING AND LEARNING ACTIVITIES

The following are learning tasks that will empower your understanding of the different
lessons found in this module. Answer them truthfully and extensively.

Activity 1: NAME IT!

Identify an assessment tasks, one for process-oriented and one for product-
oriented (based from your specialization) and write atleast three(3) learning
competencies for each

Process-Oriented

TASK: ______________________________________________________

Objectives:

1. ____________________________________________________
2. ____________________________________________________
 3. ____________________________________________________

Product-oriented

TASK: ______________________________________________________

Objectives:

1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________

Recommended learning materials and resources for supplementary reading

To better further your understanding on the principles of high quality classroom

assessment, please click on the following links:

Differentiating Process-oriented and Product-oriented Performance-based

Assessment

https://www.academia.edu/30918888/PRODUCT_ORIENTED_ASSESSMENT

FLEXIBLE TEACHING AND LEARNING MODALITY (FTLM) ADAPTED

Google Meet, Facebook Messenger, Schoology, Gmail, YouTube, Zoom

ASSESSMENT TASKS

Design either a process-oriented or product-oriented performance-based task. Identify the

competencies (objectives), and create a rubric (either holistic or analytic) that will be used for
the assessment task you designed.

MODULE 4
Assessment in the Affective Domain
INTRODUCTION
LEARNING OUTCOMES

After completing this module, you should be able to:

a. Explain performance-based assessment’
b. Differentiate product-oriented, and process-oriented performance-based
assessment ;
c. Design performance-based assessment tasks using the GRASPS model;

LEARNING CONTENT
TEACHING AND LEARNING ACTIVITIES
The following are learning tasks that will empower your understanding of the different
lessons found in this module. Answer them truthfully and extensively.

Activity 1:
To test your understanding of the lessons, interview a classroom teacher in the basic
education. Ask her of her experience in dealing with students’/pupils’ attitude. Find out their
best practices in assessing their students’/pupils’ behavior. You may also add additional relevant
questions regarding assessing learners in the affective domain.

After the interview, write a narrative regarding what transpired in your interview, and at
the last part of the narrative, write a reflection of the teacher’s experience.
 MODULE 5
Portfolio Assessment

INTRODUCTION
This module discusses portfolio assessment. Topics included in this module include the
definition and description of portfolio in education, the different types of portfolio, parts of
portfolio, the pros and cons of using portfolio assessment. We will also include the parts of
student-teachers portfolio which will serve as a guide for students who will be deployed for
student-teaching.

LEARNING OUTCOMES
After completing this module, you should be able to:
d. Describe a portfolio;
e. Identify the different kinds of portfolio ;
f. Identify the essential parts of a portfolio;
g. Explain the advantages and disadvantages of using portfolio as an assessment tool

LEARNING CONTENT

LESSON 1: PORTFOLIO ASSESSMENT

Portfolio assessment is a term with many meanings, and it is a process that can serve a
variety of purposes. A portfolio is a collection of student work that can exhibit a student's
efforts, progress, and achievements in various areas of the curriculum. A portfolio assessment
can be an examination of student-selected samples of work experiences and documents related
to outcomes being assessed, and it can address and support progress toward achieving
academic goals, including student efficacy. Portfolio assessments have been used for large-
scale assessment and accountability purposes (e.g., the Vermont and Kentucky statewide
assessment systems), for purposes of school-to-work transitions, and for purposes of
certification. For example, portfolio assessments are used as part of the National Board for
Professional Teaching Standards assessment of expert teachers.

KEY CHARACTERISTICS OF PROTFOLIO ASSESSMENT

 A portfolio is a form of assessment that students do together with their teachers.

 A portfolio is not just a collection of student work, but a selection - the
student must be involved in choosing and justifying the pieces to be included.
  A portfolio provides samples of the student’s work which show growth over time.
By reflecting on their own learning (self-assessment), students begin to identify
the strengths and weaknesses in their work.
These weaknesses then become improvement goals.
 The criteria for selecting and assessing the portfolio contents must be clear to
the teacher and the students at the outset of the process.
 The entries in an EFL portfolio can demonstrate learning and growth
in all language domains/skills, or can focus on a specific skill such as appreciation
of literature, or writing,

Lesson 2: The Development of Portfolio Assessment

Portfolio assessments grew in popularity in the United States in the 1990s as part of a
widespread interest in alternative assessment. Because of high-stakes accountability, the 1980s
saw an increase in norm-referenced, multiple-choice tests designed to measure academic
achievement. By the end of the decade, however, there were increased criticisms over the
reliance on these tests, which opponents believed assessed only a very limited range of
knowledge and encouraged a "drill and kill" multiple-choice curriculum. Advocates of alternative
assessment argued that teachers and schools modeled their curriculum to match the limited
norm-referenced tests to try to assure that their students did well, "teaching to the test" rather
than teaching content relevant to the subject matter. Therefore, it was important that
assessments were worth teaching to and modeled the types of significant teaching and learning
activities that were worthwhile educational experiences and would prepare students for future,
real-world success.

Involving a wide variety of learning products and artifacts, such assessments would also
enable teachers and researchers to examine the wide array of complex thinking and problem-
solving skills required for subject-matter accomplishment. More likely than traditional
assessments to be multidimensional, these assessments also could reveal various aspects of the
learning process, including the development of cognitive skills, strategies, and decision-making
processes. By providing feedback to schools and districts about the strengths and weaknesses
of their performance, and influencing what and how teachers teach, it was thought portfolio
assessment could support the goals of school reform. By engaging students more deeply in the
instructional and assessment process, furthermore, portfolios could also benefit student
learning.

SPECIFYING PORTFOLIO CONTENT

Specify what, and how much, has to be included in the portfolio - both core and options (it is
important to include options as these enable self-expression and independence).

Specify for each entry how it will be assessed. The students should be acquainted with the
scoring guides/rating scales that will be used before performing the task.

Portfolio entries can take many forms - written, audio and video-recorded items, artifacts
(e.g., a T-shirt, an annotated drawing, a model), dialogue journals, etc.
 It is recommended to request a limited number of portfolio entries.
Give clear and detailed guidelines for portfolio presentation
Explain the need for:

§ clear and attractive presentation

§ dated drafts
§ attached reflections or comment cards

Explain how the portfolio will be graded and when it needs to be Remember - unfamiliar
ways of teaching and assessment are potentially threatening and confusing to students. It is
important to present the portfolio guidelines clearly, and to go over the guidelines periodically.
Although all the guidelines - goals, content, timetable, etc. should be presented to the class
orally, so that they can discuss the procedure and ask questions, there should also be written
guidelines to back-up the points discussed and for reference while preparing the portfolio. It is
helpful to prepare these guidelines in question-and-answer. These can be written in the
student’s mother tongue if necessary.

Portfolio Development Competencies

These competencies are presented as an addition to accepted teaching standards or content

standards for students.

Below are the competencies:

Teacher Competencies Student Competencies

 Model all of student competencies PLUS:  Collect evidence of learning

 Articulate the difference between  Select specific evidence the
assessment OF learning and assessment demonstrates a particular outcome,
FOR learning goal or standard
 Implement classroom-based assessment  Reflect metacognitively on learning
FOR learning strategies represented in evidence, making a case
 Provide specific and detailed feedback to that the artifacts constitute evidence of
learners about their learning achievement
 Support student reflection through  Make connections in their learning
modeling and research-based practices  Set goals for future learning
 Create an environment that facilitates
students' deep learning
 Steps in implementing a classroom portfolio program

Talk to your students about your ideas of the portfolio, the different
1. Make sure students
purposes, and the variety of work samples. If possible, have them help
own their portfolios.
make decisions about the kind of portfolio you implement.

Will the focus be on growth or current accomplishments? Best work

2. Decide on the showcase or documentation? Good portfolios can have multiple
purpose. purposes but the teacher and students need to be clear about the
purpose.

3. Decide what work For example, in writing, is every writing assignment included? Are early
samples to collect, drafts as well as final products included?

Decide where the work sample will be stored. For example, will each
4. Collect and store
student have a file folder in a file cabinet, or a small plastic tub on a
work samples,
shelf in the classroom?

If possible, work with students to develop scoring rubrics. This may

take considerable time as different rubrics may be needed for the
5. Select criteria to
variety of work samples. If you are using existing scoring rubrics,
evaluate samples,
discuss with students possible modifications after the rubrics have
been used at least once.

Help students learn to evaluate their own work using agreed upon
6. Teach and require
criteria. For younger students, the self evaluations may be simple
students conduct self
(strengths, weaknesses, and ways to improve); for older students a
evaluations of their
more analytic approach is desirable including using the same scoring
own work,
rubrics that the teachers will use.

Teacher-student conferences are time consuming but conferences are

7. Schedule and
essential for the portfolio process to significantly enhance learning.
conduct portfolio
These conferences should aid students' self evaluation and should take
conferences ,
place frequently.

Parents need to understand the portfolio process. Encourage parents

to review the work samples. You may wish to schedule parent,
8. Involve parents.
teacher-students conferences in which students talk about their work
samples.

Notify other interested parties

 Make sure that the school principal is aware of your new assessment procedures. It is also a
good idea to inform parents about the portfolio assessment and allow them to comment on the
work.

LESSON 4: Types and Uses of Portfolios

While portfolios have broad potential and can be useful for the assessments of students'
performance for a variety of purposes in core curriculum areas, the contents and criteria used
to assess portfolios must be designed to serve those purposes. For example, showcase
portfolios exhibit the best of student performance, while working portfolios may contain drafts
that students and teachers use to reflect on process. Progress portfolios contain multiple
examples of the same type of work done over time and are used to assess progress. If
cognitive processes are intended for assessment, content and rubrics must be designed to
capture those processes.

Portfolio assessments can provide both formative and summative opportunities for
monitoring progress toward reaching identified outcomes. By setting criteria for content and
outcomes, portfolios can communicate concrete information about what is expected of students
in terms of the content and quality of performance in specific curriculum areas, while also
providing a way of assessing their progress along the way. Depending on content and criteria,
portfolios can provide teachers and researchers with information relevant to the cognitive
processes that students use to achieve academic outcomes.

Uses of Portfolios
Much of the literature on portfolio assessment has focused on portfolios as a way to
integrate assessment and instruction and to promote meaningful classroom learning. Many
advocates of this function believe that a successful portfolio assessment program requires the
ongoing involvement of students in the creation and assessment process. Portfolio design
should provide students with the opportunities to become more reflective about their own work,
while demonstrating their abilities to learn and achieve in academics.

For example, some feel it is important for teachers and students to work together to
prioritize the criteria that will be used as a basis for assessing and evaluating student progress.
During the instructional process, students and teachers work together to identify significant
pieces of work and the processes required for the portfolio. As students develop their portfolio,
they are able to receive feedback from peers and teachers about their work. Because of the
greater amount of time required for portfolio projects, there is a greater opportunity for
introspection and collaborative reflection. This allows students to reflect and report about their
own thinking processes as they monitor their own comprehension and observe their emerging
understanding of subjects and skills. The portfolio process is dynamic and is affected by the
interaction between students and teachers.

Portfolio assessments can also serve summative assessment purposes in the classroom,
serving as the basis for letter grades. Student conferences at key points during the year can
also be part of the summative process. Such conferences involve the student and teacher (and
perhaps the parent) in joint review of the completion of the portfolio components, in querying
the cognitive processes related to artifact selection, and in dealing with other relevant issues,
such as students' perceptions of individual progress in reaching academic outcomes.

The use of portfolios for large-scale assessment and accountability purposes pose vexing
measurement challenges. Portfolios typically require complex production and writing, tasks that
can be costly to score and for which reliability problems have occurred. Generalizability and
comparability can also be an issue in portfolio assessment, as portfolio tasks are unique and can
vary in topic and difficulty from one classroom to the next. For example, Maryl Gearhart and
Joan Herman have raised the question of comparability of scores because of differences in the
help students may receive from their teachers, parents, and peers within and across
classrooms. To the extent student choice is involved, contents may even be different from one
student to the next. Conditions of, and opportunities for, performance thus vary from one
student to another.

These measurement issues take portfolio assessment outside of the domain of

conventional psychometrics. The qualities of the most useful portfolios for instructional
purposes–deeply embedded in instruction, involving student choice, and unique to each
classroom and student–seem to contradict the requirements of sound psychometrics. However,
this does not mean that psychometric methodology should be ignored, but rather that new
ways should be created to further develop measurement theory to address reliability, validity,
and generalizability.

Lesson 5: Essential Parts of Portfolio

It is important to include all of the following:

1. Cover Letter “About the author” and “What my portfolio shows about my progress as a
learner” (written at the end, but put at the beginning). The cover letter summarizes the
evidence of a student’s learning and progress.

2. Table of Contents with numbered pages.

3. Entries - both core (items students have to include) and optional (items of student’s
choice). The core elements will be required for each student and will provide a common base
from which to make decisions on assessment. The optional items will allow the folder to
represent the uniqueness of each student.
Students can choose to include “best” pieces of work, but also a piece of work which gave
trouble or one that was less successful, and give reasons why.

4. Dates on all entries, to facilitate proof of growth over time.

5. Drafts of aural/oral and written products and revised versions;

i.e., first drafts and corrected/revised versions.
6. Reflections can appear at different stages in the learning process (for formative and/or
summative purposes.) and can be written in the mother tongue at the lower levels or by
students who find it difficult to express themselves in English.
a. For each item - a brief rationale for choosing the item should be included.
This can relate to students’ performance, to their feelings regarding their progress and/or
themselves as learners.
Students can choose to reflect upon some or all of the following:

 What did I learn from it?

 What did I do well?
 Why (based on the agreed teacher-student assessment criteria) did I choose this item?
 What do I want to improve in the item?
 How do I feel about my performance?
 What were the problem areas?

LESSON 6: ADVANTAGES AND DISADVANTAGES OF PORTFOLIO ASSESSMENT

Here are some major disadvantages of portfolio use.

First, good portfolio assessment takes an enormous amount of teacher time and
organization. The time is needed to help students understand the purpose and structure of the
portfolio, decide which work samples to collect, and to self reflect. Some of this time needs to
be conducted in one-to-one conferences. Reviewing and evaluating the portfolios out of class
time is also enormously time consuming. Teachers have to weigh if the time spent is worth the
benefits of the portfolio use.
Second, evaluating portfolios reliability and eliminating bias can be even more difficult
than in a constructed response assessment because the products are more varied. The
experience of the state-wide use of portfolios for assessment in writing and mathematics for
fourth and eighth graders in Vermont is sobering. Teachers used the same analytic scoring
rubric when evaluating the portfolio. In the first two years of implementation samples from
schools were collected and scored by an external panel of teachers. In the first year the
agreement among raters (i.e. inter-rater reliability) was poor for mathematics and reading; in
the second year the agreement among raters improved for mathematics but not for reading.
However, even with the improvement in mathematics the reliability was too low to use the
portfolios for individual student accountability (Koretz, Stecher, Klein & McCafirey, 1994). When
reliability is low, validity is also compromised because unstable results cannot be interpreted
meaningfully.
Lesson 7: Student-Teacher Conferences

Student-Teacher Conferences are a one-on-one forum that allows both the student and
teacher to mutually discuss their concerns, feedback and goals. The duration can vary from a
short meeting (3-5 minutes) to a longer meeting (5-15 minutes), depending on the points that
need to be addressed. The many benefits of Student-Teacher Conferences makes it a very
important and an essential strategy to be incorporated within the classroom.
Good communication is essential in every classroom. It is crucial for the development of
an effective student-teacher relationship.Defined as individualized meetings between the
student and teacher, Student-Teacher Conferences play a vital role in discussing the needs,
requirements and progress of the student. In a time when connecting with students is no easy
task, these conferences can be a lifesaver.

Here are some of the reasons why Student-Teacher Conferences are important in the
classroom:
 The teacher can set clear expectations and goals for the student
 The teacher gains feedback from the students
 The teacher gains a better understanding of each student and is able to focus on the areas
that need more assistance
 The teacher demonstrates various individualized study strategies to assist with learning
 The teacher can monitor each student’s progress
 The student can self reflect and critique their own work
 The student can seek clarification or assistance with their learning
 The student becomes accountable for their learning and performance
 The student can set attainable goals and work towards achieving them

Student-Teacher Conferences can be a helpful tool in the classroom when used effectively.
These four tips will allow the best results out of these conferences:
1. Create a pleasant and welcoming atmosphere for the student and conduct the discussion in
a friendly manner
2. Understand that the purpose of the conference is to ensure that it is mutually benefiting
both for the student and teacher
3. Address 1-2 specific problems which the student can work on and provide the required
guidance
4. Instill the student with confidence and encourage them to realize their own self-worth and
abilities
Student-Teacher Conferences are a powerful strategy that enable teachers to build a
relationship with each student, address their needs, state their expectations and above all help
students to attain their potential and work towards academic excellence.

TEACHING AND LEARNING ACTIVITIES

The following are learning tasks that will empower your understanding of the different
lessons found in this module. Answer them truthfully and extensively.

Activity 1:

Interview a teacher and one of his/her students who have undergone portfolio
assessment preferably students who are enrolled in the Teacher Education program who had
their field study. Ask them to narrate their experiences in putting up a portfolio. Point out the
challenges, and also ask them what they think are the benefits of portfolio assessment. Write a
reflection about their experiences.

Recommended learning materials and resources for supplementary reading

To better further your understanding on the principles of high quality classroom

assessment, please click on the following links:

ASSESSMENT TASKS

Answer the following questions in essay form:

1. Do you think portfolio assessment is an effective way of assessing student learning?

Explain.
2. Do you think it is necessary for teachers to assess their students using portfolio?
Exaplain.
 MODULE 6
Grading and Reporting

INTRODUCTION
One of the many challenges of teaching is grading and reporting the progress of
learners as it often entails many decisions and considerations. This module explores some
techniques in grading and reporting. It also discusses the functions and types of grading system
and also some guidelines to reduce the complexities of grading and reporting.

LEARNING OUTCOMES

After completing this module, you should be able to:

h. Discuss the function of grading and reporter student progress;
i. Differentiate norm-referenced and criterion-referenced grading;
j. Discuss the types of grading and reporting ;
k. Discuss guidelines for effective grading;

LEARNING CONTENT

LESSON 1: Functions of Grading and Reporting System

Grading and reporting systems have some very important functions in the educative
process. Some of these important functions are enumerated below:
1. Enhancing students’ learning through: clarifying instructional objectives for them,
showing students; strengths and weaknesses, providing information on personal-
social development, enhancing students’ motivation and indicating where
teaching might be modified. These can be achieved through day-to-day tests and
feedback and integrated periodic tests.
2. Reports to parents /guardians. Grading and reporting systems also inform
parents and guardians of students on the progress of their wards. Likewise,
grades and reports communicate objectives to parents, so they can help promote
learning and likewise, communicate how well objectives were met, so parents
can better plan.
3. Administrative and guidance uses. The administrative and guidance purpose of
grading and reporting consist in helping to decide promotion, graduation,
honors, athletic eligibility, reporting achievement to other schools or to
employers, providing input for realistic educational, vocational, and personal
counselling.
These three main purposes of grading and reporting by no means exhaust all possible uses of
the activity. The main point, however, is that grades and report cards should promote and
enhance learning rather than frustrate and discourage students. In many schools, report cards
are given to the students and then parents are asked to sign these report cards.

Lesson 2: Types of Grading and Reporting Systems

In practice, we find a number of ways in which grades are made and reported.
Normally, the type pf grading used depends on the extent to which more descriptive and
informative summaries are required by school authorities or by stakeholders in general. Thus,
the major types of grading and marking found in practice include the following:
a. Traditional Letter Grade System – In the traditional letter-grade system,
students’ performance are summarized by means of letter. Thus, ‘A’ stands
for excellent, ‘C’ stands for average, ‘D’ stands for needing improvement and
an ‘F’ as a failure. The traditional letter grade system is easy to understand
but it is of limited value when used as the sole report because they end up
being a combination of achievement, effort, work habits, behavior. As such,
they become difficult to interpret and they do not indicate patterns of
strengths and weaknesses.
b. Pass - Fail – The pass or fail system utilizes a dichotomous grade system.
Either a student has complied and reached certain standards, in which case
he passes or he failed to do so and he gets a failing mark. This is popular in
some courses in college (but not very much practice in basic education). In
fact, the pass-fail system should be kept to a minimum because it does not
provide much information, students tend to work to the minimum (just to
pass), and in mastery learning courses, no grades are reflected until
“mastery” threshold is reached.
b. Checklists of Objectives – In this system, the objectives of the course are
enumerated. After each objective, the students’ level of achievement is indicated:
Outstanding, Very Good, Good, Fair or Poor. This is a very detailed reporting system
and tends to be more informative for the parents and pupils at the same time. It is,
however also very time consuming to prepare. There is also the potential problem of
keeping the list manageable and understandable.
c. Letter to Parents/Guardians – Letters to parents and guardians are useful
supplement to grades. However, they have limited value as sole report because they
are very time consuming to prepare, the accounts of weaknesses are often
misinterpreted by parents and guardians, and they are not characterized as
systematic nor cumulative.
d. Portfolios – As already explained, a portfolio is a se tofpurposefully selected work,
with commentary by student and teacher. Portfolios are useful for showing students’
work, showing progress over time or stages of a project, teaching students about
objective/ standards they are to meet.
e. Parent-teacher Conferences – Parent- teacher conferences are mainly used in
elementary schools. This requires that parents of pupils come for a conference with
the teacher to discuss pupils’ progress. Portfolios, when available are useful basis for
discussion. Such conferences are useful for a two-way flow of information and
 getting more information and cooperation from the parents. They are, however of
limited value as a report because most parents do not come for such conferences.

Lesson 3: Development of Grading and Reporting System

Grading and reporting systems are guided by the functions to be served by such in the
educative process. The system will most probably be a compromise because of the hosts of
factors to be considered in the preparation of such.
In developing a grading and reporting system, it is a must to involve the parents,
students, and the school personnel to develop a more adequate system, and a system that is
acceptable and clear to all stakeholders.
The system should be:
 Should be based on a clear statement of learning objectives. The grading system and
reporting system needs to be based on the same set of learning objectives that was
agreed at the beginning.
 Consistent with school standards. They system supports the school standards rather
than oppose the school standards already set.
 Based on adequate assessment. The system should be easily verifiable through
adequate system of testing, measurement and assessment methods.
 Based on the right level of detail. The system must be detailed enough to be diagnostic
but compact enough to be practical – not too time consuming to prepare and use,
understandable to users and easily summarized for school records purposes.
 Providing for parent-teacher conferences as needed.

Lesson 3.1 Norm or Criterion-Referenced Grading

The two most common types of grading systems used at the university level are norm-
referenced and criterion-referenced. Many professors combine elements of each of these systems
for determining student grades by using a system of anchoring or by presetting grading criterion
which is later adjusted based on actual student performance.

1. Norm-Referenced Systems
a. Definition: In norm-referenced systems students are evaluated in relationship to one
another (e.g., the top 10% of students receive an A, the next 30% a B, etc.). This
grading system rests on the assumption that the level of student performance will not
vary much from class to class. In this system the instructor usually determines the
percentage of students assigned each grade, although this percentage may be
determined (or at least influenced) by departmental expectations and policy.

b. Advantages:

They work well in situations requiring rigid differentiation among students where, for
example, program size restrictions may limit the number of students advancing to higher
level courses. They are generally appropriate in large courses that do not encourage
cooperation among students but generally stress individual achievement.
 c. Disadvantages:
One objection to norm-referenced systems is that an individual's grade is determined
not only by his/her achievements, but also by the achievements of others. This may be
true in a large non-selective lecture class, where we can be fairly confident that the class
is representative of the student population; but in small classes (under 40) the group
may not be a representative sample. One student may get an A in a low-achieving
section while a fellow student with the same score in a higher-achieving section gets a B.

A second objection to norm-referenced grading is that it promotes competition rather

than cooperation. When students are pitted against each other for the few As to be
given out, they're less likely to be helpful to each other.

d. Possible modification:
When using a norm-referenced system in a small class, the allocation of grades can
be modified according to the caliber of students in the class. One method of modifying a
norm-referenced system is anchoring. Jacobs and Chase in Developing and Using Tests
Effectively: A Guide for Faculty, 1992, describe the following ways to use an anchor:

"If instructors have taught a class several times and have used the same or an
equivalent exam, then the distribution of test scores accumulated over many classes can
serve as the anchor. The present class is compared with this cumulative distribution to
judge the ability level of the group and the appropriate allocation of grades. Anchoring
also works well in multi-section courses where the same text, same syllabus, and same
examinations are used. The common examination can be 2 used to reveal whether and
how the class groups differ in achievement and the grade in the individual sections can
be adjusted accordingly... If an instructor is teaching a class for the first time and has no
other scores for comparison, a relevant and wellconstructed teacher-made pretest may
be used as an anchor."

Modifying the norm-referenced system by anchoring also helps mitigate feelings of

competition among students as they are not as directly in competition with each other.
Before Deciding on a Norm-Reference System, Consider: ® What is the expected class
size? If it is smaller than 40, do not use a normreferenced system unless we use
anchoring to modify the system. Is it important for students to work cooperatively in
this class (e.g., do we ask them to form study groups, or work on projects as a group)?
If the answer is yes, a norm-referenced system is not appropriate for the class.

2. Criterion-Referenced System

a. Definition: In criterion-referenced systems students are evaluated against an absolute

scale (e.g. 95-100 = A, 88-94 = B, etc.). Normally the criteria are a set number of points
or a percentage of the total. Since the standard is absolute, it is possible that all
students could get As or all students could get Ds.
b. Advantages:
Students are not competing with each other and are thus more likely to actively help
each other learn. A student's grade is not influenced by the caliber of the class.
 c. Disadvantages:

It is difficult to set reasonable criteria for the students without a fair amount of
teaching experience. Most experienced faculty set these criteria based on their
knowledge of how students usually perform (thus making it fairly similar to the norm
referenced system).

Possible modifications:
Instructors sometimes choose to maintain some flexibility in their criteria by
telling the class in advance that the criteria may be lowered if it seems appropriate,
e.g., the 95% cut off for an A may be lowered to 93%. This way if a first exam was
more difficult for students than the instructor imagined, s/he can lower the grading
criteria rather than trying to compensate for the difficulty of the first exam with an
easy second exam. Raising the criteria because too many students achieved As,
however, is never advisable.
Another way of doing criterion-referenced grading is by listing objectives and
assigning grades based on the extent the student achieved the class objectives (e.g.,
A = Student has achieved all major and minor objectives of the course. B = Student
has achieved all major objectives and several minor objectives, etc.).

Before Deciding on a Criterion-Reference System,

Consider: How will we determine reasonable criteria for students? When
teaching the class for the first time, maintain some flexibility.

Other Systems:

Some alternate systems of grading include contract grading, peer grading, and self-
evaluation by students.

In contract grading instructors list activities students can participate in or objectives they can
achieve, usually attaching a specified number of points for each activity (e.g. book report = 30
points, term paper = 60 points). Students select the activities and/or objectives that will give them
the grade they want and a contract is signed. It is advisable to have qualitative criteria stated in the
contract in addition to listing the activities.

In some classes, a portion of a student's grade is determined by peers' evaluation of his/her

performance. If students are told what to look for and how to grade, they generally can do a good
job. Agreement between peer and instructor rating is about 80%. Peer grading is often used in
composition classes and speech classes. It can also be a useful source of information for evaluating
group work; knowing that group members have the opportunity to evaluate each other’s work can
go a long way in motivating peers to pull their weight on a project and to reassure group members
that their contributions will be recognized. If used, peer evaluation should always be done
anonymously.

Students can also be asked to assess their own work in the class and their assessment can
be a portion of the final grade. This method has educational value as learning to assess one's own
progress contributes to the university's goal of preparing our students to be life-long learners. A
research analysis found that the percentages of self-assessors whose grades agree with those of
faculty graders vary from 33% to 99%. Experienced students tend to rate themselves quite similarly
to the faculty while less experienced students generally give themselves higher grades than a faculty
grader. Students in science classes also produced self-assessments that closely matched faculty
assessment. Not surprisingly, student and instructor assessments are more likely to agree if the
criteria for assessment have been clearly articulated. Without these shared understandings,
students, for example, don’t know whether to assess themselves on the amount of work they put
into a course, on the improvement they’ve seen in certain skills, or on their final level of
achievement. If self-assessment is used, the instructor and student should meet to discuss the
student's achievement before the self-evaluation is made.

LESSON 4: The K to 12 Grading System in the Philippines

The K to 12 Basic Education Program uses a standard and competency-based grading

system. These are found in the curriculum guides. All grades will be based on the weighted raw
score of the learners’ summative assessments. The minimum grade needed to pass a specific
learning area is 60, which is transmuted to 75 in the report card. The lowest mark that can
appear on the report card is 60 for Quarterly Grades and Final Grades.
For these guidelines, the Department will use a floor grade considered as the lowest
possible grade that will appear in a learner’s report card.
Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and
Quarterly Assessment every quarter. These three are given specific percentage weights that
vary according to the nature of the learning area.

How is learner progress recorded and computed?

For Kindergarten

Guidelines specific to the assessment of Kindergarten learners will be issued in a different

memorandum or order. However, for Kindergarten, checklists and anecdotal records are used
instead of numerical grades. These are based on learning standards found in the Kindergarten
curriculum guide. It is important for teachers to keep a portfolio, which is a record or
compilation of the learner’s output, such as writing samples, accomplished activity sheets, and
artwork. The portfolio can provide concrete evidence of how much or how well the learner is
able to accomplish the skills and competencies. Through checklists, the teacher will be able to
indicate whether or not the child is able to demonstrate knowledge and/or perform the tasks
expected of Kindergarten learners. Through anecdotal records or narrative reports, teachers will
be able to describe learners’ behavior, attitude, and effort in school work.

For Grades 1 to 12
In a grading period, there is one Quarterly Assessment but there should be instances for
students to produce Written Work and to demonstrate what they know and can do through
Performance Tasks. There is no required number of Written Work and Performance Tasks, but
these must be spread out over the quarter and used to assess learners’ skills after each unit has
been taught.

How to Compute for Final Grades and General Average in DepEd K to 12 Grading
System

The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added up.

This results in the total score for each component, namely Written Work, Performance Tasks,
and Quarterly Assessment.

Raw scores from each component have to be converted to a Percentage Score. This is to ensure
that values are parallel to each other.

Step 2: The sum for each component is converted to the Percentage Score.

To compute the Percentage Score (PS), divide the raw score by the highest possible score then
multiply the quotient by 100%. This is shown below:

Step 3: Percentage Scores are then converted to Weighted Scores to show the importance
of each component in promoting learning in the different subjects.

To do this, the Percentage Score is multiplied by the weight of the component found in Table 4
for Grades 1 to 10 and Table 5 for Senior High School. The product is known as the Weighted
Score (WS).
Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set of weights for each
component. Table 5 presents the weights for the core and track subjects.

Table 5. Weight of the Components for SHS

Step 4: The sum of the Weighted Scores in each component is the Initial Grade.

This Initial Grade will be transmuted using the given transmutation table to get the Quarterly
Grade (QG).
Step 5: The Quarterly Grade for each learning area is written in the report card of the
student.

For a better understanding of how to record the summative assessments, Table 6 presents a
sample class record showing three learners for the first quarter of Grade 4 English. On the basis
of this class record, Table 7 presents a step-by-step process on how to compute for the
Quarterly Grade.

Table 7. Steps for Computing Grades

Steps for Computing Grades

1. Get the total score for each component.

2. Divide the total raw score by the highest possible score then multiply the quotient by
100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the
weight of the component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.
For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical Education,
and Health. The quarterly grade for MAPEH is the average of the quarterly grades in the four
areas.

How are grades computed at the end of the school year?

For Kindergarten

There are no numerical grades in Kindergarten. Descriptions of the learners’ progress in the
various learning areas are represented using checklists and student portfolios. These are
presented to the parents at the end of each quarter for discussion. Additional guidelines on the
Kindergarten program will be issued.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

The General Average is computed by dividing the sum of all final grades by the total number of
learning areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are reported as whole numbers.
Table 8 shows an example of the Final Grades of the different learning areas and General
Average of a Grade 4 student.
Table 8. Final Grades and General Average

For Grades 11 and 12

The two quarters determine the Final Grade in a semester. Table 9 shows an example in Grade
11, second semester for the Accounting, Business, and Management (ABM) strand.

Table 9. Grade 11, 2nd Semester of ABM strand

How is the learner’s progress reported?

The summary of learner progress is shown quarterly to parents and guardians through a parent-
teacher conference, in which the report card is discussed. The grading scale, with its
corresponding descriptors, are in Table 10. Remarks are given at the end of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

Using the sample class record in Table 6, LEARNER A received an Initial Grade of 84.86 in English
for the First Quarter, which, when transmuted to a grade of 90, is equivalent to Outstanding.
LEARNER B received a transmuted grade of 88, which is equivalent to Very Satisfactory.
LEARNER C received a grade of 71, which means that the learner Did Not Meet Expectations in
the First Quarter of Grade 4 English.

When a learner’s raw scores are consistently below expectations in Written Work and
Performance Tasks, the learner’s parents or guardians must be informed not later than the fifth
week of that quarter. This will enable them to help and guide their child to improve and prepare
for the Quarterly Assessment. A learner who receives a grade below 75 in any subject in a
quarter must be given intervention through remediation and extra lessons from the teacher/s of
that subject.

How are learners promoted or retained at the end of the school year?

This section provides the bases for promoting a learner to the next grade level or for retaining a
learner in the same grade level. These decisions must be applied based on evidence and
judiciously.

A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next
grade level. Table 11 specifies the guidelines to be followed for learner promotion and retention.
Table 11. Learner Promotion and Retention

For Grades 1 to 3 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75 in all

Promoted to the next grade level
learning areas

Did Not Meet Expectations in Must pass remedial classes for learning areas with failing mark to
not more than two learning be promoted to the next grade level. Otherwise the learner is
areas retained in the same grade level.

Did Not Meet Expectations in

Retained in the same grade level
three or more learning areas

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75 in all

Promoted to the next grade level
learning areas

Did Not Meet Expectations in Must pass remedial classes for learning areas with failing mark to
not more than two learning be promoted to the next grade level. Otherwise the learner is
areas retained in the same grade level.

Did Not Meet Expectations in

Retained in the same grade level
three or more learning areas

Earn the Elementary Certificate

Must pass all learning areas in
the Elementary
Promoted to Junior High School
 Earn the Junior High School Certificate
Must pass all learning areas in
the Junior High School
Promoted to Senior High School

For Grades 11 to 12 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75 in all

Can proceed to the next semester
learning areas in a semester

Did not Meet Expectations in a

Must pass remedial classes for failed competencies in the
prerequisite subject in a learning
subject before being allowed to enroll in the higher-level subject
area

Did Not Meet Expectations in any Must pass remedial classes for failed competencies in the
subject or learning area at the end subjects or learning areas to be allowed to enroll in the next
of the semester semester. Otherwise the learner must retake the subjects failed.

Must pass all subjects or learning

Earn the Senior High School Certificate
areas in Senior High School

For Grades 1-10, a learner who Did Not Meet Expectations in at most two learning areas must
take remedial classes. Remedial classes are conducted after the Final Grades have been
computed. The learner must pass the remedial classes to be promoted to the next grade level.
However, teachers should ensure that learners receive remediation when they earn raw scores
which are consistently below expectations in Written Work and Performance Tasks by the fifth
week of any quarter. This will prevent a student from failing in any learning area at the end of
the year.

For Grade 11-12, learners who fail a unit/set of competencies must be immediately given
remedial classes. They should pass the summative assessments during remediation to avoid a
failing grade in a learning area/subject. This will prevent students from having back subjects in
Senior High School (SHS). However, if the learner still fails remedial classes, s/he must retake the
subject/s failed during the summer or as a back subject. Guidance teachers/career advocates
must provide support to the SHS student for his/her choices in SHS tracks.
Summative Assessments are also given during remedial classes. These are recorded, computed,
weighted, and transmuted in the same way as the Quarterly Grade. The equivalent of the Final
Grade for remedial classes is the Remedial Class Mark (RCM). The Final Grade at the end of the
school year and the Remedial Class Mark are averaged. This results in the Recomputed Final
Grade. If the Recomputed Final Grade is 75 or higher, the student is promoted to the next grade
level. However, students will be retained in the grade level if their Recomputed Final Grade is
below 75.

The teacher of the remedial class issues the Certificate of Recomputed Final Grade, which is
noted by the school principal. This is submitted to the division office and must be attached to
both Form 137 and School Form Number 5. Figure 1 below shows a sample certificate.

Figure 1. Sample Certificate of Recomputed Final Grade

The learner can enroll in the next grade level for Grades 1-10 and in the next semester for
Grades 11-12 upon presentation of the Certificate of Recomputed Final Grade. This certificate
can be verified in the division offices as needed.

How are the Core Values of the Filipino child reflected in the Report Card?

The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st-century skills. The
development of learners’ cognitive competencies and skills must be complemented by the
formation of their values and attitudes anchored on the Vision, Mission, and Core Values of the
Department of Education (DepEd Order No. 36, s. 2013) as shown on the next page. Non-DepEd
schools may modify or adapt these guidelines as appropriate to the philosophy, vision, mission,
and core values of their schools.

VISION

We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.

As a learner-centered public institution, the Department of Education continuously improves

itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitable, culturebased, and
complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating environment

 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happe
 Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners
CORE VALUES

Maka-Diyos
Makatao
Makakalikasan
Makabansa

The Core Values have been translated into behavior statements. In addition, indicators have
been formulated for each behavior statement. These are presented in Table 12.
Table 12. Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Engages oneself in worthwhile spiritual

activities

Respects sacred places

Expresses one’s spiritual beliefs while
Maka-Diyos
respecting the spiritual beliefs of others Respects religious beliefs of others

Demonstrates curiosity and willingness

to learn about other ways to express
spiritual life

Tells the truth

Returns borrowed things in good

condition

Demonstrates intellectual honesty

Shows adherence to ethical principles by
Expects honesty from others
upholding truth
Aspires to be fair and kind to all

Identifies personal biases

Recognizes and respects one’s feelings

and those of others

Makatao Is sensitive to individual, social, and Shows respect for all

cultural differences
Waits for one’s turn

Takes good care of borrowed things

Views mistakes as learning

opportunities
 Upholds and respects the dignity and
equality of all including those with
special needs

Volunteers to assist others in times of

need

Recognizes and respects people from

different economic, social, and cultural
backgrounds

Cooperates during activities

Recognizes and accepts the

contribution of others toward a goal

Considers diverse views

Demonstrates contributions toward Communicates respectfully

solidarity
Accepts defeat and celebrates others’
success

Enables others to succeed

Speaks out against and prevents

bullying
 Shows a caring attitude toward the
environment

Practices waste management

Conserves energy and resources

Cares for the environment and utilizes
Makakalikasan resources wisely, judiciously, and
Takes care of school materials, facilities,
economically
and equipment

Keeps work area in order during and

after work

Keeps one’s work neat and orderly

Identifies oneself as a Filipino

Respects the flag and national anthem

Takes pride in diverse Filipino cultural

expressions, practices, and traditions
Demonstrates pride in being a Filipino;
Makabansa exercises the rights and responsibilities of a Promotes the appreciation and
Filipino citizen enhancement of Filipino languages

Abides by the rules of the school,

community, and country

Enables others to develop interest and

pride in being a Filipino

Manages time and personal resources

efficiently and effectively
Demonstrates appropriate behavior in
Perseveres to achieve goals despite
carrying out activities in the school,
difficult circumstances
community, and country
Conducts oneself appropriately in
various situations
Schools may craft additional indicators for the behavior statements. Schools must ensure that
these are child-centered, gender-fair, and age- and culture-appropriate. To support the
development of these Core Values, schools must make sure that their homeroom guidance
program promotes them. Additional opportunities may be integrated into class discussions in all
learning areas.

A non-numerical rating scale will be used to report on learners’ behavior demonstrating the
Core Values. The Class Adviser and other teachers shall agree on how to conduct these
observations. They will also discuss how each child will be rated. Table 13 presents the marks
that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observed

NO Not Observed

Learners who demonstrate behaviors that are not consistent with or do not reflect the core
values may need additional psychosocial support from the school. The class adviser should
discuss these observations with the parents/guardians to promote the child’s affective
development. Further probing may be needed to better understand the learner’s situation and
context.

How is attendance reported?

It is important for learners to be in school every day. Learners’ class attendance shall be
recorded by teachers daily. At the end of each quarter, the attendance is reflected in the report
card.

The number of school days in each month is presented, which is based on the school calendar
for a given school year. The number of days that each learner is present and absent is indicated.
Recording of attendance is done from Kindergarten to Grade 12. Table 14 shows how
attendance is recorded at the end of the school year.

Habitual tardiness, especially during the first period in the morning and in the afternoon, is
discouraged. Teachers shall inform the parents/guardians through a meeting if a learner has
incurred 5 consecutive days of tardiness.

To whom is classroom assessment reported?

Classroom assessment serves to help teachers and parents understand the learners’ progress on
curriculum standards. The results of assessment are reported to the child, the child’s remedial
class teacher, if any, and the teacher of the next grade level, as well as the child’s
parents/guardians.

List of Summative Assessment Tools

Below is the list of sample summative assessment tools per learning area. Teachers may use
other appropriate tools specific to the assessment task.
TEACHING AND LEARNING ACTIVITIES

The following are learning tasks that will empower your understanding of the
different lessons found in this module. Answer them truthfully and extensively.

Activity 1:

Before the K to 12 program, pupils/students are graded and are ranked based from their
general weighted average. In the k to 12 programs, students are awarded whether they are
“with highest honors” or “with honors”, etc… In the past, only the top 10 are recognized, in the
k to 12 all students/pupils may be recognized as long as they have achieved the grade
requirement for “with honors”. Which do you think is better, the previous system or the new
system? Why? You may ask parents, students or teachers about their opinion about this.
Recommended learning materials and resources for supplementary reading

To better further your understanding on the principles of high quality classroom

assessment, please click on the following links:

FLEXIBLE TEACHING AND LEARNING MODALITY (FTLM) ADAPTED

Google Meet, Facebook Messenger, Schoology, Gmail, YouTube, Zoom

ASSESSMENT TASKS

This part should be submitted to the teacher.

Answer the following:

1. What do you think are the best features of the k to 12 grading system? What
are the ‘problems’? Do you think the learners are fairly assessed under the k
to 12 program? Explain your answer.
2. Some students in the senior high school do not take their studies seriously
because “they will still graduate anyway.” Looking back at our experience
when you entered ISU Ilagan, when you wanted to take a course/program
but your average does not meet the required average, what advice can you
give to the senior high school students? If given the chance, would you have
been more serious in your studies in Senior High School? Explain.

REFERENCES

Books

"The Place of Portfolios in Our Changing Views." In Construction versus Choice in Cognitive
Measurement: Issues in Constructed Response, Performance Testing, and Portfolio
Assessment, ed. Randy E. Bennett and William C. Ward. Hillsdale, NJ: Erlbaum.
A. 2000.

"Using Performance Assessment and Portfolio Assessment Together in the Elementary

Classroom." Reading Improvement 37 (1):32–37.

Online Resources