CHAPTER 1: ASSESSMENT AS AN INTEGRAL PART OF TEACHING

Assessment in the Context of Teaching-Learning

Diagnostic assessment- is used before Authentic assessment

instruction to determine students' prior knowledge
and misconceptions, helping guide teaching. It - The term authentic assessment was
also serves as a comparison to see how much coined by Grant Wiggins (1993) a leading
learning has occurred after the lesson. proponent of reform in testing.
- Assessment is termed authentic because
Formative assessment- occurs during students knowledge and skills are
instruction, providing on going feedback to both assessed in a context that approximates
teachers and students. It helps teachers improve the real word or real life as closely as
their teaching and allows students to identify their possible.
strengths and weaknesses. This type of - Also called performance assessment.
assessment ensures that learning is happening - Also known as non-traditional assessment
throughout the process, preventing frustration and alternative assessment.
from misunderstanding concepts at the end of a
lesson. Formative assessment is called NORM AND CRITERION- REFERENCED
"assessment for learning" because it helps ensure ASSESSMENT Criterion-Referenced Assessment
that students are mastering the material as they
go. - We compare a students’ performance
against a criterion of success which is the
Summative assessment- is used to evaluate predetermine standard.
student learning at the end of an instructional
period, such as a project, unit, or semester. Norm-Referenced Assessment
Unlike formative assessment, which is
"assessment for learning," summative - We compare a students’ performance with
assessment is "assessment of learning. the performance of other students, the
norm group, not against the
Traditional assessment- involves paper-and- predetermined standard.
pencil tests, which can be either selected-
response or constructed-response types. CONTEXTUALIZED AND
DECONTEXTUALIZED ASSESSMENT

Contextualized Assessment
Selected- Constructed-
response type response type - It is the students’ performance in their
application of knowledge and skills in the
real work context of the discipline area.

Decontextualized Assessment
Paper-and-
Pencil test - Includes written exams which are suitable
(Traditional for assessing declarative knowledge and
Assessment do not necessarily have a direct
connection to a real life context.

ESTABLISHING HIGH QUALITY

Selected-Response Type
ASSESSMENTS
-Alternate response(T-F, Yes or No)
1. Quality assessments are in accordance
-Multiple Choice - Matching Type with contemporary view of active learning
and motivation.
Constructed- Response type
2. Assessment of high quality is valid
-Short answer - Essay
3. Assessment of high quality is reliable
-Problem solving
4. Assessment of high quality is fair
 can do with they know and what they have
learned and tangible application of what
CURRENT TRENDS IN ASSESSMENT have been learned.
1. Using at least some performance-based Outcome-Baes Teaching and
assessment Learning(OBTL), Biggs’ Version
2. Examining higher- level cognitive skills
and emphasizing integrated rather than Biggs and Tang( 2007 ) makes of the term
isolated skills. outcome-baed teaching learning (OBTL)-
3. Using multiple assessment methods which is essence is OBE applied in the
4. Having high performance standards teaching learning process.
including world class standards for
interpreting assessments results - Outcomes are statements of what we
5. Involving students in all aspects of expect students to demonstrate after they
assessment have been taught.
6. Making standards and criteria public rather
OUTCOMES IN DIFFERENT LEVELS
that private and secretive
7. Using computers as part of assessment.  Institutional Outcomes- Graduate
Attributes – are drawn the graduate
CHAPTER 2: OUTCOME-BASED attributes that graduates of the
EDUCATION (OBE) AND institution are expected to demonstrate
after graduation.
ASSESSMENT  Program Outcomes- are outcomes
that graduate at the program and are
OBE- means Outcome-Based-Education expected to demonstrate at the end of
program.
- Simply put, it is education based on
 Course Outcomes- are the most
outcome.
particular subject outcomes.
- This outcomes may refer to immediate or
 Learning Outcomes- are the most
deferred outcome. specific outcomes that the teacher are
Immediate outcome concerned with in his/ her specific
lesson.
- are competencies/skills upon completion
PRINCIPLES OF OBE
of a lesson , a subject, a year/grade, a
course or program itself. The four principle of OBE cited by
Spady(1996) are:
Deferred outcome
1. Clarity of focus- simple means
- refers to the ability to apply cognitive and
outcomes which students are
affective skill/ competencies in the various
expected to demonstrate at the end of
aspect of the professional workplace
the program are clear.
practice.
2. Designing down- means basing the
details of your instructional design on
OBE: Spady’s Version
the outcomes, the focus of instruction.
- Spady spouses transformational OBE
3. High expectation- believes that all
Transformation OBE- is concern with long term, learners can learn and succeed, but
cross-curricular outcome that are related directly not all the same time or same way and
to students future life role such as being in same amount of time but all are
protective worker or a responsible citizen or a capable of mystery and meaningful
parent. learning.
4. Expanded opportunities- most learners can
- Learning is not significant unless the achieve high standards if they are given
outcomes reflect in the complexities of real appropriate opportunities.
life and give prominence that life roles will 5. The parable of the talents- are frequents
face after formal education reminder that not all learners receive five
traits. Other receive three and still others.
Spady describe outcome as clear learning
result that we want students to CONSRUCTIVE ALIGNMENT
demonstrate at the end of learning - It is Biggs’ term of “Designing down” as
experiences; what learners can actually given by spay.
 - is the process of learning environment that These should be made very clear and explicit to
supports the learning activities that lead to the learners who should make the learning
achieve the desire learning outcomes. outcomes.

These should very clear and explicit to the

ALIGNED CURRICULUM MODEL learners who should make the learning outcomes
also their very own.

CHAPTER 3: LEARNING
OUTCOMES: SORUCES AND
CHARACTERISTICS
In OBE, the focus is on learning outcomes.
Learning outcomes are naturally associated with
learners thus the phrase student learning
outcomes and teachers who know very well what
they wish their students to demonstrate or
perform will be in the best position to align their
UNDERSTANDING BY DESIGN instructional activities to the desired learning
outcomes.
Wiggins and Mc Tighe (1998) advocates of
Understandning by Design (Ubd) give these 3 Meaning Of Learning Outcomes
Stages; 1. Identify desire results 2. Determine
Outcomes come in different levels.
acceptable evidence, 3. plan learning and
instruction.  The intended institutional outcomes, the
bro of all outcomes, are derived from the
institution on and mission.

➤Program outcomes are the course outcomes,

the outcomes for each subject in the curriculum.

➤ Most specific are the learning outcomes

which others call intended learning outcomes or
Stages of Backward Design student learning outcomes.

This Ubd is OBE and OBTL in principle and in Teaching objectives are formulated from the p
practice. view of the teacher while learning outcomes are
formulated from the point of view of the learner.
In Ubd it is only when desire realization of Teaching objectives state when what the teacher
outcome is assessment. does while learning outcomes mate specifically
what knowledge, skill or value must be
The assessment process may not take place yet demonstrated by the learner after instruction.
after you identified desire result for There should be no disconnect between teaching
understandably you have not taught but the objective and learning outcome. In the words of
evidence of learning through an assessment task OBE, they must be aligned.
is already identified as this stage.
SOURCES OF LEARNING OUTCOMES
THE INSTRUCTIONAL CYCLE
1. The institution's Vision and Mission
statement are a relevant source of student
learning expectations.
 Public schools refer to the public school
system vision and mission statements as
source of learning outcomes.
 Private schools are their sectarian or
non-sectarian and their vision and
The instructional cycle shows that the cycle mission statements may be sourced from
instruction begins with setting clear learning their respective religious goals, in the
outcomes. case of sectarian schools, or their
 founder's philosophy in the case of non- formulation of learning outcomes at in the
sectarian schools. formation of learning outcomes.
 Consider international trends and
development

CHARACTERISTICS OF GOOD LEARNING

OUTCOMES

1. Good learning outcomes are centered on

the student/ learners.
2. Good learning outcomes are based on
and aligned with the institutional, program
and course outcomes.
3. Good learning outcomes are based on
and aligned with local, national,
international trends and issues.
4. Good learning outcomes are known and
very well understood by both students and
faculty.
5. Good learning outcomes include a
spectrum of thinking skills from simple
remembering to creating or from the
lowest and simple cognitive, instructional
process to cognitive in Bloom’s and
Anderson’s reviser taxonomy.

2. Policies and compentencies and

standards issueu by government
education agencies (DepEd, CHED,
TESDA)
 DepEd- issued Curriculum Guide and
PPST.
 TESDA- likewise has a list of
competencies per course
 CHED- Program Outcomes and Course
outcomes Teacher Education (CMO 80)

3. To bridge the gap between academe

industry, expected competencies identifier
different professions, business and
industry should be adopted to ensure that
LEARNER’S UNDERSTANDING IS
graduates are able to perform as expected
in their respective workplace profession. DEMONSTRATED WHEN THEY CAN:

 Board for Professional Teachers Explain Provide

has a list of competencies in it Interpret Identify means
TOS explanation
4. For schools to be relevant, they should Apply Use knowledge in
consider the thrusts and development new situations
goals of national government in the Have perspective See viewpoints
through critical eyes
Empathize Able to find value in
 what others may find Stiggins (1987) claims that authentic
Have self-knowledge Aware of what they assessments call upon the examinee to
do not understand demonstrate specific skills and competencies to
apply the skills and knowledge they have
mastered.
FINK’S TAXONOMY FOR SIGNIFICANT
LEARNING Mueller (2008) compares traditional assessment
and authentic assessment.
1. Caring Attributes Traditional Authentic Assessment
- Develop interest, new feelings and values Assessment
2. Learning how to learn 1.Action Selecting a Performing a task
- Becoming a self-directed learner response
3. Integration 2.Setting Contrived/ Simulation/ Real life
Imagined
- Connections
3.Method Recall/ Construction/
4. Human Dimension recognition Application
- Learning about self and others 4.Focus Teacher- Student-structured
5. Application structured
- Skills ( critical, creative and practical
thinking)
5.Outcom Indirect Direct evidence
6. Foundational Knowledge
e evidence
- Understanding and remembering

Non-Test Assessment of Learning

Non-test Assessment- is an alternative

assessment in the sense that it diverts from the
paper and pen test, which is the only test known
to many.

- It is an assessment that measures

students’ abilities directly with real tasks.
- Also refers to formative assessment which
is an on-going process to give feedback to
students to increase their competence.

Examples of non-tests are:

 Portfolio. A purposeful collection of

6.Good learning outcomes are SMART- Specific,
students works that exhibit the student's
Measurable, Attainable, Result-oriented, and
efforts, progress, and achievements in one
Time-bound
or more areas of the curriculum.
7.Good learning outcomes are useful and
relevant to the learners.  Teacher Observation. The teacher
observes the students while they work to
make certain the students understand the
CHAPTER 4: AUTHENTIC assignment and are on task. Example:
ASSESSMENT: MEANING, Cooperative learning.
METJODS AND TOOLS
 Slates or Hand Signals. Students use
Authentic Assessment- is a form of assessment slates or hand signals as means of
in which students are asked to perform real world signaling answers to the teacher.
tasks that demonstrate meaningful application of Example: Review questions write answers
essential knowledge and skills. and hold up slate

Wiggins (1987) says it is engaging in worthy  Daily Assignments. The student completes
problems or questions of importance in which the work assigned on a daily basis to be
students must use knowledge to fashion completed at school or home. Example:
performances effectively and creatively. Worksheets or research.
 Journal, Students write daily on assigned involves a large stone that must be carried
or personal topics. Example: What do your across the street with only one person to
you remember most yesterday is lesson? help how can you do this?

 Games, Teachers utilize fun activities to

have students. practice and review  Discussions. Students in a class verbally
concepts. Example: Science trivia interact on a given topic. Example:
Discussion on climate change.

AUTHENTIC ASSESSMENT COMPLEMENTS

 Projects. After students are taught the TRADITIONAL ASSESSMENT
basics of triangles, such as types,
congruence, proofs, and similarity, cach Authentic assessment and traditional
student is asked to create a poster, assessment complement each other. So
drawing, or personal adornment such as a assessment is not a matter of "either-or". It is not
fingernail design, piece of jewelry, or a case of either you use traditional or authentic. It
tattoo that uses. at least two different is a matter of "both-and". Both traditional and
triangular shapes. A beautiful product is authentic assessments are necessary.
that which displays symmetry.
Robert Marzano proposed A New Taxonomy of
 Debates. The students take opposing Educational Objectives (2000). Marzano's model
positions on a topic and defend their of thinking skills incorporates a wider range of
position. Example: The pros and cons of factors that affect how learners think and provides
environmental legislations. a research-based theory to help teachers improve
their learners' thinking. Marzano's new taxonomy
 Checklist. The teacher will make a list of consists of three systems and the Knowledge
objectives that students need to master Domain, all of which are important for thinking
and then check off the skill as the students and learning. The three systems are the cognitive
masters it. system, the metacognitive system and self-
system.

 Cartooning. Students will use drawings to

depict situation and ideas. Example:
environmental issues.

 Models. The students produce a miniature

replica of a given topic. Example:
planetarium.
ns

 Notes. Students will write Example:

outline of the day's lesson summary of the
lesson.

 Panel Discussion. A group of students

verbally present information. Example: A
discussion presenting both pros and cons
of the environmental issues.
 Demonstrations Students present a
visual enactment of a particular skill or
activity. Example: proving that air has
weight

 Problem-solving. You are teaching a unit

in physics on levers. To test your students
knowledge, you give a lab worksheet The cognitive system processes all the
focusing on type of levers and forces. Use necessary information and the knowledge which
simple objects to build levers; propose a consists of information, mental procedures and
problem with various simple items (ruler, physical procedures. The metacognitive
etc.); give students a scenario that system sets goals and keeps track of how well
these goals are being achieved and the self- People use to call them experience, soft skills,
system decides whether to continue the current emotional intelligence and employability skills.
behavior or engage in a new learning activity.
FEATURES OF AUTHENTIC/
PERFORAMANCE ASSESSMENT

The knowledge domain which is basic in Here are some features of performance/
authentic assessment is the subject assessed by authentic assessment ( Hambleton,1996):
traditonal methods. Marzano states:
1. An emphasis on doinng open- ended
activities for which there is no correct,
objective answer and that may assesss
Knowledge is critical factor in thinking. Without higher thinking.
sufficient information about the subject being 2. Direct methods of evaluation
learned, the other systems have very little to work 3. Self-assessment
with and are unable to engineer the learning 4. Assessment of group performance as well
process successfully. Knowledge is the fuel that as individual performance.
powers the thinking process. Marzano identifies 5. Extended period of time for assessment
three categories of knowledge: information,
mental procedures, and physical CHARACTERISTICS OF 21st CENTURY
procedures. ...information is the "what" of ASSESSMENT
knowledge and procedures are the "how-to". The characteristics of 21st century
assessment are essential guide for
preparation of authentic assessment
activities. It is necessary to refer to these
characteristics to ensure that the learners
are being assessed towards the skills and
demand of the 21st century. Find out if the
characteristics of 21" century assessment
given here are in parallel with the features
of authentic assessment given above.

 Responsive- Visible performance-

based work tus a result of
assessment) generates data that
inform curriculum and instruction.

 Flexible Assessment- needs to

This means that basic knowledge and skills be adaptable in students settings
cannot be dispensed with and so traditional Rather than the sdentical approach
assessment, which assesses basic knowledge that works im traditional
and skills is here to stay. Traditional assessment assessment, 21st century
complements non-traditional or authentic approaches are more versatile
assessment.
 Integrated Assessments are to
Non-Test Indicators be incorporated into the day-to-day
practice rather than add-ons at the
Academic tests - are typically relied upon to end of instruction or during a single
assess the performance of students in specified week of the school
educational tasks. Smce schools are charged calendar
with the major responsibility for preparing
students with the major responsibility for  Informative -The assessment
preparing students to perform these tasks, results give information on whether
academic tests also used to evaluate whether or not the desired and targetted
and to what extent school programs have 21st century skills. which are
achieved their goals. clearly stated and explicity taught
are realized
Transversal Competencies

Transversal competencies - are competencies  Multiple Methods - An

that are transferable between jobs that is why assessment continuum that
they are also called transferable competencies.
 includes a spectrum of assessment PRODUCT- Clarify what the students will create
strategies is the norm and why they will create it

 Communicated- Communication STANDARDS and CRITERIA -Identify specific

of assessment data is clear and standards For success.
transparent for all stakeholders.
-Give rubric to the students or develop
 Technically Sound For fairness, them with the students
adjustments and accommodations Here is an example for a Science zlavs
are made in the assessmem
process to meet students needs

 Systematic 21st century Goal

assessment is part of
comprehensive and well-aligned Instill health-consciousness among the young by
assessment system that is particularly paying attention to their eating habits
balanced and inclusive of all
Role
students, constituents, and
stakeholders and designed to You are officers of Health Club and one of your
support improvement at all levels. objectives as a club is to promote health
consciousness among the students
GRASPS Audience
When constructing performance tasks, be guided Your brochure intended for all high school
by the acronym GRASPS shared by Wiggins and students in your school.
McTighe (2004).
Situation
What does GRASPS mean
Most high school students are food of junk foods,
G-cal soft drinks. A big number of students are obese
and underweight
R-ale

A-udience
Product

Come up with a brochure on healthy eating

S-ituation habits. Brochure should: 1)focus on healthy
P-roduct eating habits, 2) include graphics and 3) use
simple, nun-technical English language
S-Standards and Criteria Indicators
Standards and Criteria

You will be graded along the following criteria: 1)

How do you come with a performace task guided accuracy of content-10pts... 2) organization of
by GRASPS? information-10 pts. 3) clarity of content-10pis, 4)
appropriateness of graphics/pictures-10pts. 4)
GOAL- Provide a statement of the task, attractiveness/appearance of brochure-10pts 5)
grammatical accuracy-10pts.
- Establish the goal of the task; state the
problem, challenge or obstacle in the the Guidelines for Performance Assessment
task.
Airasian & Russell (2008) cited four issues that
ROLE- Define the role of the students in the task. must be considered in the use of performance
assessment, namely 1) establishing clear
- State the job of the students for the task. purpose; 2) identifying observable criteria, 3)
providing an appropriate setting: and 4) judging or
AUDIENCE - Identify the target audience within scoring the performance.
the context of the scenario
 Establishing a clear purpose
SITUATION - Explain the situation. What's the  Identifying observable criteria
context? What is the challenge?  Providing an appropriate setting
  Judging a scoring the performance quality work (performance or product) as
described in the learning outcome and not
characteristics of the performance or
product task itself.
CHAPTER 5: DEVELOPING THE  GENERAL RUBRICS particularly useful
SCORING RUBRICS for fundamental.

-skills such as writing, mathematics problem

solving and general traits like creativity.

SCORING RUBRIC a coherent set of criteria for (it can be re-used)

students work that includes descriptions of level
of performance quality on the criteria.  TASK-SPECIFIC RUBRICS- unique to a
specific task. It can be used as a reliable
-scoring guide that uses criteria to differentiate assessment of performance on a specific
between levels of student's proficiency. task such as "gives an answer" or
"specifies a conclusion"

PARTS OF A SCORING RUBRIC

RUBRICS ENSURE THAT STUDENTS AND
2 MAJOR PARTS: Coherent sets of criteria and WORK SHOULD HAVE.
descriptions of levels of performance for these
criteria.

 RECITATION RUBRIC- contains HOW RUBRICS CAN ENSURE LEARNING:

descriptors.
1.Rubrics help teachers teach.

(descriptors spell out what is expected of students

at each level of performance for each criterion)
(ex of analytic rubric)
2. Rubrics help students learn.
WHY INCLUDE LEVELS OF PERFROMANCE?
3. Rubrics help coordinate instruction and
Clearer Expectations assessment.

More consistent and objective assessment

Better feedback  CHECKLIST AND RATING SCALES

 ANALYTIC RUBRIC - authentic assessments.

-articulates levels of performance for each -differ from the scoring rubrics in the sense
criterion so the teacher can assess students that they lack descriptions of performance quality
performance for each criterion. which is one of the two main characteristics of
scoring rubrics.
(It is commonly used of teachers because they
typically want to assess each criterion separately,
particularly for assignments that involve a large
number of criteria)  CHECKLIST- list of specific
characteristics with a place for marking
 HOLISTIC RUBRIC whether that characteristics is present or
absent. -used to make sure students have
-does not list separate levels of performance for "followed directions for an assignment,
each criterion. It assigns a level of performance that they have all the required parts of
by assessing performance across multiple criteria some projects or that they have followed
as a whole. (It is tend to be used when a quick or format. requirements for a report."
gross judgement needs to be made)

 RATING SCALE- a list of specific

 CRITERIA it should be the most characteristics with a place for marking the
appropriate and most important aspects of degree to which each characteristics is
 displayed. (frequency with which some  ASSESSMENT PORTFOLIO- intended to
characteristics are observed) document what a student has learned
based on the intended learning outcomes.
(to know if the learning outcomes have
been attained)
CHAPTER 6: PORTFOLIO
ASSESSMENT
 PORTFOLIO ASSESSMENT- is more
 DEVELOPMENTAL OR GROWTH-
than a collection of documents.
students work over an extended time
- It is a "systematic" and organized
frame to reveal the students progress in
collection of a student's work that
meeting learning targets. (provide
demonstrates the student's skills and
concrete evidence on how much a student
accomplishments. It is purposeful
has changed or developed over time)
collection of work that tells the story of the
student's progress and achievements in
relation to a purpose.
 BEST-WORK/SHOWCASE/DISPLAY
PORTFOLIO- presents the students most
outstanding work. It can be maintained
- It includes different types of work such as from year to year, with new pieces added
"writing samples. journal entries, each year, in order to document growth
videotapes and etc. Any other expression over time.
of the student that the teacher believes
demonstrates the student's skills and
accomplishments."
In conclusion assessment portfolio are meant to
diagnosed students learning. Developmental or
growth portfolios document students cognitive
CLASSES OF EVIDENCE OF LEARNING CAN and psycho motor progress in learning.
BE PUT IN STUDENTS PORTFOLIOS THESE Showcase or best-work portfolio or display
CAN BE: portfolios lead learners to celebrate learning
because they present the best product or the best
performance of the student.
 ARTIFACTS- documents or products that
are produced as a result of academic
classroom work. (ex. Student papers and A PORTFOLIO HAS THE FOLLOWING
homework) ESSENTIAL ELEMENTS:

 Cover letter
 REPRODUCTION- are documentations of  Table of Contents
a students work outside the classroom.  Entries
(ex. Special projects)  Dates on all entries
 Drafts of auralttoral and written
products, revised versions and
final versions
 ATTESTATIONS- are the teachers or  Reflections (What did I learn?
other responsible persons documentation What did I do well? Etc)
to attest to the students" progress. (ex.
Teachers may write evaluative notes
about student's oral defense of a research
paper) THE EFFECTIVE USE OF PORTFOLIOS FOR
ASSESSMENT REQUIRES:

 PRODUCTIONS- are the documents that

the student himselfttherself prepares. (ex.  Establishing the purpose of the portfolio
Goal statement. reflections)  Involving the students in selecting portfolio
materials
 Reviewing what portfolio is with students
 Setting criteria for evaluation based on
TYPES OF PORTFOLIO leaming outcomes
 Scoring and judging of the portfolio by the
use of rubric, checklists or rating scales