PED 7: ASSESSMENT IN LEARNING 2

LESSON 1: AUTHENTIC ASSESSMENT perspective accounts for student improvement and

teaches students the value of self-assessment,
Authentic assessment is the measurement of editing, and revision. A student portfolio can
"intellectual accomplishments that are worthwhile, include journal entries and reflective writing, peer
significant, and meaningful, [1] as contrasted to reviews, artwork, diagrams, charts, and graphs,
multiple choice standardized tests. Authentic group reports, and student notes and outlines rough
assessment can be devised by the teacher, or in drafts and polished writing.
collaboration with the student by engaging student
voice. When applying authentic assessment to Ø Self-assessment requires students to evaluate
student learning and achievement, a teacher applies their own participation, process, and products.
criteria related to “construction of knowledge, Evaluative questions are the basic tools of self-
disciplined inquiry, and the value of achievement assessment. Students give written or oral responses
beyond the school. to questions like what the most difficult part of this
project for you, what you think you should do next,
Authentic assessment tends to focus on and what you learnt from this project.
contextualized tasks, enabling students to
demonstrate their competency in a Principles and Practices
more 'authentic' setting. Examples of authentic
assessment categories include: 1. A school’s mission is to develop useful citizen
Ø Performance Assessment- test students’ ability to 2. To be a useful citizen, one has to be capable of
use skills in a variety of authentic contexts. They performing useful tasks in the real- world.
frequently require students to work collaboratively
and to apply skills and concepts to solve complex 3. The School’s duty is to help students develop
problems. proficiency in performing the tasks that they will be
require to perform after graduation in the work
Ø Short Investigations - Many teachers use short place.
investigations to assess how well students have
mastered basic concepts and skills. Most short 4. The school must then require student to
investigations begin with a stimulus, like a math perform tasks that duplicate or imitate real-world
problem, political cartoon, map, or excerpt from a situations.
primary source. The teacher may ask students to
interpret, describe, calculate, explain, or predict. Characteristics of Authentic Assessment
These investigations may use enhanced
multiplechoice questions. Ø It starts with clear definite criteria of
performance made known to students.
Ø Open-Response Questions - present students
with a stimulus and asks them to respond. Ø It is a criterion-referenced rather than norm-
Responses include a brief written or oral answer, a reference and so it identifies strengths and
mathematical solution, a drawing, a diagram, chart, weaknesses, but does not compare students nor rank
or graph. their levels of performance.
Short- and long-term tasks include such activities as Ø It requires students to make their own answer to
writing, revising, and presenting a report to the questions rather than to select in given options or
class. Or they may use concept mapping, a multiple choice. They are required to use the range
technique that assesses how well students of HOTS. (Higher Order Thinking Skills)
understand relationships among concepts.
Ø It often emphasizes performance and therefore
Ø Portfolios Self-Assessment- A portfolio
students are required to demonstrate their
documents learning over time. This long-term
knowledge and skills.
 PED 7: ASSESSMENT IN LEARNING 2
Ø Encourages both teacher and students to
determine their rate of progress in collaboratively to
attain the desired student learning outcomes. 4.1 Objective Exercise 1 What is student learning
outcomes?
Ø It does not encourage role learning and passive
Exercise 2 Why do we need to have a closer look
Authentic Traditional
in student learning outcomes?
Assessment Assessment
4.2 Objective 2 Exercise 1. What is the meaning
of Authentic Assessment?

Exercise 2. Enumerate the characteristics of

Authentic Assessment.

4.3 Objective Exercise 1 Identify the assessment

activities

taking of test; instead students are required to Assessment attaches much importance to any sort of
demonstrate analytical skills, ability to work in teaching learning process. The usual and common
group, skills in oral and written communications. assessment we do is known as traditional
assessment. Today we should use authentic
Ø It changes the role of students as passive test assessment keeping pace with the growing
takers into become active and involve participants necessities of the world. What we mean by
in assessment activities that emphasize what are Authentic Assessment? It’s a form of assessment in
their skills and capability. which students are asked to perform real-world
tasks that demonstrate meaningful application of
Traditional Assessment is commonly associated essential knowledge and skills’ as is defined by Jon
with pre-determine choice measure of assessment Mueller. It can be characterised by open-ended
such as multiple choice tasks, fill-in-the blanks, true tasks that require students to construct extended
– false, matching type and others. Students typically responses, to perform an act, or to produce a
recall or select the answers. Essentially, Traditional product in a real-world context—or a context that
Assessment springs from the educational which mimics the real world. Project works, portfolios,
involves the following principles and practices. writing an article for newsletter or newspaper,
1. A school mission is to develop useful citizens. performing a dance or drama, designing a digital
artifact, creating a poster for science fair, debates,
2. To be a useful citizen, one must process a and oral presentations can be the examples of
certain body of knowledge and skills. authentic assessment. It involves students in the

3. The school is entrusted to teach this body of Attribute Traditional Authentic

knowledge and skills s Assessment Assessment
1. Selecting a Performing Task
4. To determine if the student have acquired these Action/ response
knowledge and skills, the school must test the Options
student on these knowledge and skills. 2. Setting Contrived / Simulation/Real-
imagined Life
Comparison of Authentic and Traditional
3. Recall/ Construction/
Assessment
Method Recognition Application
4. Focus Teacher- Student-
structured structured
5. Indirect Direct evidence
Outcome evidence
 PED 7: ASSESSMENT IN LEARNING 2
actual challenges, standards, and habits needed for be more valid than conventional tests, particularly
success in the academic disciplines or for learning outcomes that require higher-order
thinking skills. Because they involve real-world
in the workplace‖ said Wiggins (1989). Authentic tasks, they are also likely to be more interesting for
assessment tasks make the students motivated as students, and thus more motivating. And finally,
they get opportunity to perceive the relevance of the they can provide more specific and usable
tasks to the real world. They find it as a meaningful information about what students have succeeded in
learning. learning as well as what they have not learned.

In our academic life, mostly we do traditional Authentic assessment has played a pivotal role in
assessment. It refers to the forced-choice measures driving curricular and instructional changes in the
of multiple-choice tests, fill-in-the-blanks, true- context of global educational reforms. Since the
false, matching and the like that have been and 1990s, teacher education and professional
remain so common in education. Students typically development programmes in many education
select an answer or recall information to complete systems around the globe have focused on the
the assessment. These tests may be standardized or development of assessment literacy for teachers and
teacher-created. They may be administered locally teacher candidates which encompasses teacher
or education board-wise, or globally. As a nation’s competence in the design, adaptation, and use of
mission is to develop productive citizens authentic assessment tasks or performance
educational institutions must then test students to assessment tasks to engage students in in-depth
see if they acquire the expected knowledge and learning of subject matter and to promote their
skills. Teachers first determine the tasks that mastery of the 21st-century competencies.
students will perform to demonstrate their mastery,
and then a curriculum is developed that will enable Authentic assessment serves as an alternative to
students to perform those tasks well, which would conventional assessment. Conventional assessment
include the acquisition of essential knowledge and is limited to standardized paper-and-pencil/pen
skills. tests, which emphasize objective measurement.
Standardized tests employ closed-ended item
A comparison of authentic assessment and formats such as true‒false, matching, or multiple
conventional assessment reveals that different choice. The
purposes are served, as evidenced by the nature of
the assessment and item response format. We can use of these item formats is believed to increase
teach students how to do mathematics, learn history efficiency of test administration, objectivity of
and science, not just know them. Then, to assess scoring, reliability of test scores, and cost-
what our students have learned, we can ask students effectiveness as machine scoring and large-scale
to perform tasks that "replicate the challenges" administration of test items are possible. However,
faced by those using mathematics, doing history or it is widely recognised that traditional standardised
conducting scientific investigation. Traditional testing restricts the assessment of higher-order
assessment follows selecting a response from thinking skills and other essential 21st-century
learners whereas authentic assessment engages competencies due to the nature of the item format.
learners to perform a task on the basis of the item From an objective measurement or psychometric
they are informed. Traditional assessment is perspective, rigorous and higher-level learning
contrived but authentic is in reallife. Traditional outcomes such as critical thinking, complex
assessment says recalling or recognition, it is problem solving, collaboration, and extended
teacher structured and indirect evidence is put but communication are too subjective to be tested.
authentic one is construction or application, it is
student structured and direct evidence is set. In traditional assessment student’s attention will
understandably be focused on and limited to what is
Authentic assessments have several advantages over on the test. In contrast, authentic assessments allow
conventional or traditional tests. They are likely to more student choice and construction in
 PED 7: ASSESSMENT IN LEARNING 2
determining what is presented as evidence of the actual task performance. It does not emphasize
proficiency. Even when students cannot choose on the output or product of the activity. This
their own topics or formats, there are usually assessment aims to know what processes a person
multiple acceptable routes towards constructing a undergoes when given a task.
product or performance. Obviously, assessments
more carefully controlled by the teachers offer Performance based assessments allow teachers to
advantages and disadvantages. Similarly, more pin point their students weaknesses and strengths
student-structured tasks have strengths and which gives them insight into what they did a good
weaknesses that must be considered when choosing job of covering as well as what material may need
and designing an assessment. to be recovered and possibly in a different way to
get the students to understand better ("What
The amount of new information is increasing at an Should").
exponential rate due to the advancement of digital
technology. Hence, rote learning and regurgitation In general, a performance-based assessment
of facts or procedures are no longer suitable in measures students' ability to apply the skills and
contemporary educational contexts. Rather, students knowledge learned from a unit or units of study.
are expected to be able to find, organise, interpret, Typically, the task challenges students to use their
analyse, evaluate, synthesise, and apply new higher-order thinking skills to create a product or
information or knowledge to solve non-routine complete a process (Chun, 2010).
problems.
Process-Oriented Learning Competencies
Authentic tasks replicate real-world challenges and
standards of performance that experts or Information about outcomes is of high importance
professionals typically face in the field. It is an where students “end-up” matters greatly.
effective measure of intellectual achievement or Assessment can help us understand which students
ability because it requires students to demonstrate learn best under what condition with such
their deep understanding, higher-order thinking, and knowledge comes the capacity to improve the
complex problem solving through the performance whole of their learning. To improve outcomes, we
of exemplary tasks. Hence authentic assessment can need to know about the student experience along
serve as a powerful tool for assessing students’ the way – about the curricula, teaching, and kind of
21st-century competencies in the context of global students that lead to particular outcomes. The
educational reforms. learning objectives are stated in directly observable
behavior of the student.
LESSON 3: TYPES OF ASSESSMENTS PT 1
Ø competencies are defined as groups or clusters of
Too often, we tend to assess students’ learning skills and abilities needed for a particular task.
through their outputs or products or through some
kind of traditional testing. Process-oriented, Ø The objectives focus on the behaviors which
performance-based assessment, assessment is not an exemplify “best practice” for the particular task.
end in itself but a vehicle for educational
improvement. Ø Such behavior ranges from a “beginner” or
novice level up to the level of expert.
Assessment is most effective when it reflects an
understanding of learning as multidimensional, Example: Task: Recite a Poem by Edgar Allan Poe,
integrated, and revealed in performance over time. “The Raven”
Learning is a complex process.
Objectives: to enable the students to
Process-Oriented performance - based assessment recite a poem entitled “The Raven” by Edgar Allan
is concerned with the actual task performance rather Poe.
than the output or product of an activity. It evaluates
 PED 7: ASSESSMENT IN LEARNING 2
The specific objectives identified constitute the Possible Task Design
learning competencies for this particular task.
Ø Bring the students to the pond or creek
Examples of simple competencies:
Ø Ask them to find all living organisms near the
Ø Speak with a well-modulated voice pond or creek

Ø Draw a straight line from one point to another Ø Bring them to school playground to find as may
point Ø Color a leaf with a green crayon. living organisms they can find.

Examples of complex competencies Scoring Rubrics

Ø Recite a poem with feeling using appropriate Rubric is a scoring scale used to assess student
voice quality, facial expression and hand gestures performance along a task-specific set of criteria.

Ø Construct an equilateral triangle given three non- Authentic assessment are criterion-referenced
collinear points measures: A student’s aptitude on a task is
determined by matching the student’s performance
Ø Draw and color a leaf with green crayon against a set of criteria to determine the degree to
which the student’s performance meets the criteria
Task Designing for the task

Task Design definition: it is a manner of how a task Example of Criteria

plan and its workflow are organized. In other words,
the meaning actually stands for how profoundly a 1 2 3
task's plan is projected. The better the task design,
the less administrative questions and problems may
appear during the work. Number X 1-4 5-9 10-12
of I
Once you have your learning outcomes, you will appropri
then need to decide how you would ask your ate hand
students to evidence their learning through gestures
assessment tasks. Assessment tasks are the activities X Lots of Few of No
learners will undertake to confirm whether or not I appropri appropri apparen
'the outcome has in fact been achieved' (Biggs & Appropr ate ate t
Tang, 2007) iate facial facial appropri
facial expressi expressi ate
Standards for designing a task expressio on on facial
n expressi
1. Identifying an activity that would highlight the on
competencies to be evaluated.
X Monoto Can Can
2 ne voice vary easily
2. Identifying an activity that would entail more or Voice used voice vary
less the same sets of competencies. Finding a task inflection inflectio voice
that would be interesting enjoyable for the students. n with infliction
difficult
Example: Topic : Understanding Biological y
Diversity
 PED 7: ASSESSMENT IN LEARNING 2
X Recitatio Recitatio Recitatio
3 n n has n fully 4.1 Objective 1 Exercise 1 Define what is process-
Incorpor contains some captures oriented performance-based assessment.
ate very feelings
proper little ambianc 4.2 Objective 2 Exercise 2
ambianc feelings e
e Explain
through through
feelings feelings 1. Identify process-oriented learning
in the in the competencies
voice voice
2. Task Designing

3. Scoring rubrics
Rubric is a scoring scale used to assess student 4.3 Objective Exercise 3 What is the use of
performance. A coherent set of criteria for students’ Rubrics
work that includes descriptions of levels of
performance quality on the criteria. Typically, LESSON 4: TYPES OF ASSESSMENTS PT 2
rubrics are used in scoring or grading written
assignments or oral presentations: however, they Product-Oriented Performance-Based
may be used to score any form of student Assessment
performance.
Performance-based assessments in which the actual
There is no specific number of levels a rubric student performance is assessed through a
should or should not possess. It will vary on the task
and your needs as long as you decide that it is product, such as a completed project or work that
appropriate. Generally, it is better to start with a demonstrates levels of task achievement.
smaller number of levels of performance for a
criterion and then expand if necessary.

Why Includes Levels of Performance? Performance-based assessment has led to the use of
a variety of alternative ways of evaluating student
1. Clearer Expectations It is very useful for the progress (journals, checklists, portfolios, projects,
students and the teacher if the criteria are identified rubrics, etc.) as compared to more traditional
and communicated prior to completion of the task. methods of measurement (paper-and-pencil testing).

2. More consistent and objective assessment. In A kind of assessment wherein the assessor views
addition to better communicating teacher and scores the final product made and not on the
expectations, levels of performance permit the actual process of making that product.
teacher to more consistently and objectively
distinguish between good and bad performance, or It is concerned on the product alone and not on the
between superior, mediocre and poor performance process. It is focused to the outcome or the
when evaluating. performance output of the learner. It also focuses on
the achievement of the learner. • P-OPBA focuses
3. Better Feedback, Furthermore, identifying on evaluating the result or outcome of a process.
specific levels of student performance allows the
teacher to provide more detailed feedback to student
 PED 7: ASSESSMENT IN LEARNING 2
Product-Oriented Learning Competencies. Student of expertise manifested by the product.
performances can be defined as targeted tasks that
lead to a product or overall learning outcome.
Ø Level 1 (Beginner) – does the finished product or
Performance-based education poses a challenge for the project illustrates the minimum expected parts
teachers to design instruction that is taskoriented. or function?
The trend is based on the premise that learning
needs to be connected to the lives of the students Learning Competencies: • Contains pictures,
through relevant tasks that focus on students’ ability clippings, and other illustrations for the scenes and
to use their knowledge and skills in meaningful characters (Beginner)
ways. In this case, performance-based tasks require
performance-based assessment in which the actual Ø Level 2 (Skilled) – does the finished product or
student performance is assessed through a product, project contains additional parts and functions on
such as a completed project or work that top of the minimum requirements which tend to
demonstrates levels of task achievement. enhance the final output?

Product-Oriented Leaning Competencies Student Contains remarks and captions for the illustrations
performances can be defined as targeted tasks that made by the student himself for each scene and the
lead to a product or overall learning outcomes. characters (Skilled)
Product can include a wide range of student works
that target specific skills. Examples: Learning Competencies: The final product
COMMUNICATION SKILLS Reading Writing submitted by the students must: Possess the correct
Speaking Listening dimensions (5” x 5” x 5”) – (minimum
specifications) Be sturdy, made of durable
PSYCHOMOTOR SKILLS (requiring physical cardboard and properly fastened together – (skilled
abilities to perform a given task). Using rubrics is specifications) Be pleasing to the observer,
one way that teachers can evaluate or assess student preferably properly colored for aesthetic purposes –
performance or proficiency in any given task as it (Expert level) Example: The desired product is a
relates to a final product or leaning outcomes. The scrapbook illustrating the historical event called
learning competencies associated with products or EDSA I People Power. Ø Level 3 (Expert) – does
outputs are linked with an assessment of the level of the finished product or project contain the basic
“expertise” manifested by the product. Thus, minimum parts and function, have additional
product oriented learning competencies target at features on top of the minimum, and aesthetically
least three (3) levels: novice or beginner’s level, pleasing? Presentable, complete, informative, and
skilled level, and expert level. pleasing to the reader of the scrapbook (Expert)
Learning Competencies: The scrapbook presented
There are other ways to state product-oriented by the students must: Contain pictures, newspaper
learning competencies. For instance, we can define clippings and
learning competencies for products or outputs in the
following way: other illustrations for the main characters of EDSA I
People Power namely: Corazon Aquino, Fidel V.
• Example: communication skills such as Ramos, Juan Ponce Enrile, Ferdinand E. Marcos,
those demonstrated in reading, writing, speaking, Cardinal Sin. – (minimum specifications) Contain
and remarks and captions for the illustrations made by
the student himself for the roles played by the
listening. characters of EDSA I People Power – (skilled level)
Be presentable, complete, informative and pleasing
The learning competencies associated with products to the reader of the scrapbook – (expert level)
or outputs are linked with an assessment of the level
 PED 7: ASSESSMENT IN LEARNING 2
Performance-based assessment for products and
projects can also be used for assessing outputs of
short-term tasks such as the one illustrated below Task Designing
for outputs in a typing class. Example: The desired
output consists of the output in a typing class. Task Designing How should a teacher design a task
for product-oriented performance based
Learning Competencies: The final typing outputs of assessment? The design of the task in this context
the students must: • Possess no more than five (5) depends on what the teacher desires to observe as
errors in spelling – (minimum specifications) • output of the students. The concepts that may be
Possess no more than five (5) errors in spelling associated with task designing include:
observing proper format based on the document to
be typewritten – (skilled level) • Possess no more Ø Complexity. The level of complexity of the
than five (5) errors in spelling, has the proper project needs to be within the range of ability of the
format, and is readable and presentable – (expert students. Projects that are too simple tend to be
level) uninteresting for the students while projects that are
too complicated will most likely frustrate them.
Notice that in all of the above examples, product
oriented performance based learning competencies Ø Appeal. The project or activity must be
are evidence-based. The teacher needs concrete appealing to the students. It should be interesting
evidence that the student has achieved a certain enough so that students are encouraged to pursue
level of competence based on submitted products the task to completion. It should lead self-discovery
and projects. of information by the students.

Ø Creativity. The projects need to encourage

students to exercise creativity and divergent
thinking. Given the same set of materials and
Comparison of Process-Oriented and Product- project inputs, how does one best present the
Oriented Performance-Based Assessment project? It should lead the students into exploring
Process- Product- the various possible ways of presenting the final
Oriented Oriented output.
concerned with the assessor
Ø Goal-Based. Finally, the teacher must bear in
the actual task views and
mind that the project is produced in order to attain a
performance scores the final
learning objective. Thus, projects are assigned to
product made
students not just for the sake of producing
evaluate how a evaluates the
something but for the purpose of reinforcing
movement is outcome of a
learning. Example: Paper folding is a traditional
performed. movement.
Japanese art. However, it can be used as an activity
to evaluate the a management
to teach concept of plane and solid figures in
actual process philosophy,
geometry. Provide students with a given number of
of doing an concept, focus
colored papers and ask them to construct as many
object of or state of mind
plane and solid figures from these papers without
learning. which
cutting them (by paper folding only)
emphasizes the
quality of the
Task Oriented Approach
product
assessment a kind of
The aim of this teaching approach is to help the
aims to know assessment
child/ young person improve their performance on a
what processes where in the
specific activity by teaching specific tasks step by
a person assessor views
step. The tasks selected by the teacher prior to the
undergoes and scores the
when given a final product
task. made
 PED 7: ASSESSMENT IN LEARNING 2
lesson are geared towards the individual’s level of of the step before the last which in this example
learning. The aim is that the individual will achieve would be pulling up their trousers or skirt.
independence in a single task very quickly.
Examples: Washing hands, Replacing Toilet Paper,
There are many benefits to using a task oriented Doing the laundry and Grocery Shopping
approach, for example:
Tends to be a more logical process as you work
Ø Rapid progress may be seen in the specific tasks though the steps in order from the beginning. The
addressed. Ø Easily applied to those who are visual individual will experience a sense of achievement
learners. as they always have the opportunity to complete the
task. In some cases, for example tying laces,
However, as the skills are taught for each discrete brushing teeth and washing hands the easier steps
task it is more challenging for the child/ young
are the initial ones and help therefore will be
person to generalize these skills to other situations,
provided for the more challenging steps until they
therefore each task should be taught individually.
are mastered independently.
Backward Chaining vs. Forward Chaining It is easier to visualize the end result as they start
by completing the final step and work backwards.
Chaining involves breaking the desired task into
small steps, this process is known as creating a ‘task For example, when getting dressed they will know
analysis’. Each step is then taught separately to how they should look when they are ready for
assist the child/ young person in achieving the school in their uniform.
desired skill. This is a very helpful teaching
technique when a child/ young person needs to learn A visual task analysis can be created whether in
a routine task which is repetitive for example picture or word form and the individual can follow
toileting, getting dressed or undressed, brushing it independently. It creates a link between the most
teeth or making a sandwich. work (last step) and the biggest reinforcer (what is
achieved e.g. eating the toast if the task was to make
Forward Chaining toast.

This involves teaching the steps involved in the task Backward and forward chaining
from beginning to end. The teacher will start with
the first step and when it is learned moves onto the An assessment of the efficiency of and child
second by adding it on to the routine already started preference for forward and backward chaining
and so the process continues until they can complete
the task independently. Information on forward and backward chaining
Examples: Brushing Teeth Preparing Breakfast Process Oriented Approach
Cereal Grilled cheese
This teaching approach aims to teach a range of
Backward Chaining prerequisite and foundational skills such as play,
turn taking, nonverbal communication, language
This technique follows the same principle as and conversation. For this to be effective the
forward chaining but begins at the final step of the environment must be conducive to supporting the
skill rather than the first. For example, if you were child’s growth and development. As with the task
teaching the skill of toileting you would prompt and oriented approach the teacher or therapist may
assist the child throughout the process until it was select the target skills, although where possible
time to flush the toilet. When they had mastered this involving the child or young person in selecting the
step, you would then provide help in the acquisition materials to be used may help encourage/motivate
 PED 7: ASSESSMENT IN LEARNING 2
them to undertake the task at hand and results in Other Methods Authentic assessment schemes
more effective results (Cihak, D.F., (2011). apart from scoring rubrics exist in the arsenal of a
teacher. For example, checklists may be used rather
Scoring Rubrics that scoring rubrics in the evaluation essays.
Checklists enumerate a set of desirable
Scoring rubrics are descriptive scoring schemes that characteristics for a certain product and the teacher
are developed by teachers or other evaluators to marks those characteristics which are actually
guide the analysis of the products or processes of observed.
students’ efforts (Brookhart, 1999).
General versus Task-Specific
Scoring rubrics are typically employed when a
judgment of quality is required and may be used to In the development of scoring rubrics, it is well bear
evaluate a broad range of subjects and activities. in mind that it can be used to assess or evaluate
specific tasks or general or broad category of tasks.
From the major criteria, the next task is to identify For instance, suppose that we are interested in
sub-statements that would make the major criteria assessing the student’s oral communication skills.
more focused ad objectives. For instance, if we
were scoring an essay on : “Three Hundred Years of Process of Developing Scoring Rubrics The
Spanish Rules in the Philippines”, the major development through a process. The first step in the
criterion “Quality” may possess the following sub- process entails the identification of the qualities and
statements: attributes that the teacher wishes to observe in the
students’ outputs that would demonstrate their level
Ø Interrelates the chronological events in an of proficiency. (Brookhart, 1992). The next step
interesting manner after defining the criteria for the top level of
performance is the identification and definition if
Ø Identifies the key players in each period of the the criteria for the lowest level of
Spanish rule and the roles that they played performance. Resources

Succeeds in relating the history of Philippine Currently, there is a broad range of resources
Spanish rule (related as Professional, Not quite available to teachers who wish to use scoring
professional, and Novice) rubrics in their classrooms. These resources differ
both in the subject that they cover and the level that
they are designed to assess.
The example displays a scoring rubric that was
developed to aid in the evaluation of essays written Resources are also available to assist college
by college students in the classroom (based loosely instructors who are interested in developing and
on Leydens & Thompson, 1997). using scoring rubrics in their classrooms.

When are scoring rubrics an appropriate The purpose of performance assessment is to

evaluation technique? evaluate the actual process of doing an object of
learning. Students are expected to be able to apply
Grading essay is just one example of performances knowledge learnt in class to solve problems in the
that may be evaluated using scoring rubrics. There task. Apart from that, students may need to use their
are many other instances in which scoring rubrics
thinking skill in order to complete the task.
may be used successfully: evaluate group activities,
extended projects and oral presentations.

Also scoring rubrics scoring cuts across disciplines

and subject matter for they are equally appropriate 4.1 Objective 1 Exercise 1 Define what is product-
in English, Mathematics and Science classrooms. oriented performance-based assessment.
 PED 7: ASSESSMENT IN LEARNING 2
4.2 Objective 2 Exercise 2 Explain

1. Identify product -oriented learning

competencies.

2. Task Designing in Product- Oriented-

Competencies

3. How to evaluate products through Scoring

rubrics

4.3 Objective Exercise 3 What is the aim of Task-

Oriented Approach