COLLABORATIVE REVIEWER/ BATCH 2019-2023 CVSU-INDANG/ BSNED

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Cavite State University-Indang
Education Circle
2021-2022

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THE TEACHER’S ARCHIVE
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Assessment in Learning 2
EDUC 80

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ASSESSMENT IN LEARNING 2

Table of Contents

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Introduction to Authentic Assessment…………………………………………………….. 1

a. Measurement
b. Assessment
c. Evaluation

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i. Student evaluation
ii. Teacher evaluation

Learning Targets For Authentic Assessment……………………………………………... 1

a. Learning targets
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i. Common learning targets

Performance Assessment…………………………………………………………………… 1
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a. Types of performance assessment
i. Paper-pencil vs. performance based assessment
b. Characteristic of performance assessment
c. Guidelines in designing performance assessment
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d. How to conduct performance assessment

e. Importance of performance assessment

Affective Assessment……………………………………………………………………….. 4
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a. Affective variables
b. Affective domain taxonomy
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c. Assessment tools to measure affective learning

i. Self-report
ii. Interview
iii. Student journal
iv. Observation

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EDUC 80 ASSESSMENT IN LEARNING 2

INTRODUCTION TO AUTHENTIC ASSESSMENT

LEARNING TARGETS
● Authentic Assessment does not require TOS but
RUBRICS ● A statement on what students are supposed to learn
and do after instruction
● More specific compared with educational goals,
AUTHENTIC TRADITIONAL standards, and objectives

● Based on real-world ● Product-oriented

context ● Time-wise LEARNING TARGET LEARNING OBJECTIVE

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(performance-based) ● More efficient and
● Process-oriented practical ● Guide learning ● Guide instruction
● Intrinsic motivation ● Extrinsic motivation ● Learner’s view ● Teacher’s view
● At the end of the ● At the end of the
lesson, I can: lesson, the learners
MEASUREMENT should be able to:

● A process by which the attributes or dimensions are

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determined. COMMON LEARNING TARGETS
● “We measure quantity”
● We calculate, compute, or quantify data Can be assessed by traditional assessment
● We generally use a standard instrument to determine the

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quantity of something
Data [scores, grades]

ASSESSMENT
“Assidere” (to sit beside another)
“We assess teaching and learning”
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○ It is factual, conceptual, and procedural
information that students must learn in a
subject or content area.
○ For example: at the end of the lesson,
I can define learning targets and learning
objectives or I can differentiate their
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● A systematic process of gathering evidence of students’ concepts
performance over a while to determine the learning and ● REASONING TARGETS
mastery of skills. ○ Knowledge-based thought processes
● The actual process of data [test, quizzes] ○ Problem-solving, decision-making, and other
● Purpose: increase quality tasks that require mental skills.
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Can be assessed by authentic assessment

EVALUATION
● The actual process of making decisions or judgment on ● SKILL TARGETS
student learning based on collected information from the ○ Performance-based
measurement ○ Use of knowledge and or reasoning to
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● “We evaluate quality and result” perform or demonstrate physical skill

● Judgment [passed, failed, retained] ● PRODUCT TARGETS
● Judge increase quality ○ Product-based
○ Use of knowledge, reasoning, and skills in
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creating concrete or tangible products.

STUDENT EVALUATION ● AFFECT TARGETS
○ Affective Assessment; checklist, scales,
● Passed, failed, retained, promoted questionnaires
○ Characteristics that students can develop
TEACHER EVALUATION and demonstrate because of instruction

● Hired, re-hired, promoted, retained

● Done at the end of course teaching PERFORMANCE ASSESSMENT
● Judgment on quality of teacher’s performance given by ● Also known as alternative or authentic assessment
department chair and dean as the decision-maker to ● A form of testing that requires students to perform a task
judge if; rather than select an answer from a ready-made list
○ Teachers should be promoted or re-hired for ● Especially useful for assessing students’ achievement of
the next school year. complex learning standard, assessing their ability to apply
concepts they learned to solve problems, and assessing
LEARNING TARGETS FOR AUTHENTIC skills
ASSESSMENT

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○ focuses on enhancing developmental

TYPES OF PERFORMANCE ASSESSMENT activities. This approach maintains the
● Product refers to something produced by students highest possible quality
providing concrete examples of the application of ● Open-ended
knowledge. ○ questions or other prompts that require
○ brochures, reports, web pages, and audio or students to explore a topic orally or in writing
video clips ● Time-bound
○ generally done outside of the classroom and ○ the goals or tasks that are measured or
based on specific assignments restricted by time, and that there is a specific
● Performances allow the teacher's direct observation. time to accomplish or achieve that
○ generally done in the classroom since they ○ giving extended tasks on certain
involve teacher observation at the time of assignments that require sustained attention
performance in a single work area and are carried out over
○ much of the work may be prepared outside several hours or longer
the classroom but the students “perform” in a
situation where the teacher or others may

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GUIDELINES IN DESIGNING PERFORMANCE
observe the fruits of their preparation
○ performances may also be based on in-class ASSESSMENT
preparation ● Learning outcomes
○ include oral reports, skits and role-plays, ○ at the end of the course serve as the basis in
demonstrations, and debates designing the performance assessment
● Process-oriented assessments provide insight into tasks
student thinking, reasoning, and motivation ○ the goal of the lesson, or what product are
○ provide diagnostic information on how when

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we expecting from the students to produce,
students are asked to reflect on their learning so for that, we will be looking again into the
and set goals to improve it objectives that we set from the very
○ think-aloud, self/peer assessment checklists beginning
or surveys, learning logs, and individual or ○ With the learning outcomes identified, the
pair conferences

PAPER-PENCIL VS. PERFORMANCE-BASED

ASSESSMENT
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relevant for each learning outcome and the
standard or criteria that will be used to
evaluate those evidence are then identified

TO GUIDE YOU IN DESIGNING PERFORMANCE

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PAPER-PENCIL PERFORMANCE ASSESSMENTS, THE FOLLOWING QUESTIONS
MAY BE ADDRESSED
● students provide ● students demonstrate
written responses to their knowledge and a. What are the outcomes to be assessed?
written items skills in a non-written i. The objective of the lesson is what this
● include questions to fashion question is talking about.
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answer, topics to ● focused on ii. We should think about our activities based
address through demonstration versus on the objectives we’ve set from the very
paragraph responses, written responses start of the lesson.
problems to solve, etc. b. What are the capabilities/skills implicit or explicit
in the expected outcomes?
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i. Skills that fall with the implicit are skills

where all the steps cannot be specified and
CHARACTERISTICS OF PERFORMANCE
more than one answer is acceptable.
ASSESSMENT ii. While explicit has a defined set of answers
that are expected for the learners to be able
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● Complex
○ allow the students to think critically and to give. With that, the skills should also be
use their knowledge in performing the determined and how the teacher will be
specific task assigned to them going to observe.
● Authentic c. What are the appropriate performance
○ it needs to be true or genuine and in line with assessment tasks or tools to measure the
the assigned topic. It requires the application outcomes and skills?
of what the students gained or learned to i. Three Types Of Performance-based
a new situation. It also needs to be realistic Assessment
and have judgment and innovation to the 1. Product
teacher will assess the students’ ability while a. refers to something produced by students
using their knowledge and skills to negotiate providing concrete examples of the
complex tasks application of knowledge
● Process-oriented b. brochures, reports, web pages, and audio
○ focuses on a journey as well as the or video clips
destinations, and complies with the rules and c. generally done outside of the classroom
regulations and based on specific assignments
● Product-oriented 2. Performances

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a. allow students to show how they can apply knowledge standards/outcomes), we can use them to
and skills under the direct observation of the teacher develop more specific evaluation tools
b. generally done in the classroom since they involve 1. Content accurate clearly explained,
teacher observation at the time of performance complete, expert, knowledgeable,
c. include oral reports, skits and role-plays, 2. Process collaborative, coordinated,
demonstrations, and debates efficient, methodical, precise
3. Process-oriented 3. Quality creative, organized,
a. provide insight into student thinking, reasoning, and polished, effectively designed, well
motivation crafted,
b. provide diagnostic information on how when students 4. Impact entertaining, informative,
are asked to reflect on their learning and set goals to persuasive, satisfying, successful
improve it
ii. Rubric
1. includes the specification of the skill being examined HOW TO CONDUCT PERFORMANCE
and what constitutes various levels of performance ASSESSMENT
success ● Performance assessment looks at higher-order thinking

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2. Holistic single criteria rubrics (one-dimensional) used to skills and problem-solving abilities
assess participants' overall achievement on an activity ○ When performing doing a performance, we
or item based on predefined achievement levels; are encouraging a student to use
performance descriptions are written in paragraphs and higher-order thinking skills (remembering,
usually in full sentences understanding, applying, analyzing, revising,
3. Analytic two-dimensional rubrics with levels of and creating)
achievement as columns and assessment criteria as ● High-stakes standardized testing evaluates whether
rows. Allows you to assess participants' achievements

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students know enough about a subject
based on multiple criteria using a single rubric; written in ○ measure whether students can apply the
a table form knowledge appropriately in various contexts
d. Are the specific performance tasks aligned with
● If interim goals are created and applied correctly,
the outcomes and skills interesting, engaging,
performance assessments allow students to monitor
challenging, and measurable?
i.

ii.
want them to show. IR
Check if your chosen activity falls with your
objective, and is appropriate to the skill you

identify how it will affect their motivation, and

make them free in engaging in the activity
e. Are the performance tasks authentic and ●
themselves
○ “Interim” means between points of time or
events/intervals. Performance
○ The assessment gives students time and the
ability to monitor themselves
Any instructors who use performance assessments need
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representative of real-world scenarios? to include the standards they expect and the steps that
i. It should not be done just for having a they must take in applying the knowledge in the
requirement but it should benefit them in the curriculum
future ○ Whenever we use performance assessment
f. What criteria should be included to rate students’ we MUST include the standards as a teacher
performance levels? and the students must meet
● Performance assessments go hand-in-hand with modern
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i. When we say criteria, it serves as the

foundation in developing a rubric, which is an teaching strategies like active learning and critical
example of a tool for evaluating student work thinking
according to a performance scale ○ If a student undertakes collaboration and
1. Content criteria are used to discussion in a classroom context, those
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evaluate the degree of a student’s learned skills will be more easily applied
knowledge and understanding of and evaluated in summative
facts, concepts, and principles. assessments, and eventually reflected in
2. Process criteria are used to students’ performance
evaluate the proficiency level of
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performance of a skill or process,

HOW CAN TEACHERS CREATE
as well as the effectiveness of the
methods and procedures used in a PERFORMANCE-BASED ASSESSMENTS FOR
task. THEIR STUDENTS?
3. Quality criteria are used to
● Identify goals of the performance-based assessment
evaluate the overall quality and
○ By identifying the purpose, teachers are able
craftsmanship of a product or
to easily identify the weaknesses and
performance.
strengths of the students’ performance
4. Impact criteria are used to
evaluate the overall results or
effects of a product or performance FIVE TYPES OF LEARNING TARGETS USED IN
given its purpose and audience PERFORMANCE ASSESSMENT
g. What are specific performance indicators for each
criterion? Hands-on activities that
i. Once the key criteria have been identified for extend periods of time will
a given performance (based on the targeted Deep Understanding develop a student's

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● Can provide an avenue for student self-assessment and

understanding. Focuses on reflection
the use of knowledge and ● Can be embedded within courses
skills ● Can adapt current assignments
● Usually the most valid way of assessing skill development
The reasoning is essential
with performance
Reasoning assessment as the students AFFECTIVE ASSESSMENT
demonstrate skills and
construct products ● from the Latin word affectus which means “feelings”
● it deals with the affect dimensions of students' learning
students are required to such as attitudes, values, beliefs, opinions, interests, and
demonstrate motivation
Skills communication, ● It looks into HOW STUDENTS FEEL while they are
presentation, and learning rather than WHAT HAVE THEY LEARNED
psycho-motor skills ● Affective assessment DOES NOT determine the grades
the student gets rather it helps the teachers to determine

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what steps to be taken to help students achieve academic
Psycho-motor skills identify the level at which the
success
skill is to be performed

Products These are completed works AFFECTIVE VARIABLES

in which students used their
knowledge and skills ● Affective describes something that has been influenced
by emotions, is a result of emotions, or expresses

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emotion
● Select the appropriate course standards ● Affective variables deal with how students feel or think
○ A teacher should identify whether the about a lesson, a person, or an activity
students will have to demonstrate a process
or a product AFFECTIVE VARIABLES
●

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Review assessments and identify learning gaps
○ By reviewing assessments, it becomes clear
where a student is lacking understanding.
So, you can design a performance-based
assessment that addresses the learning gap
in practice
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Attitude
○ Refers to a person’s reaction whether
negative or positive
Self-confidence
○ the ability of the person to believe
herself/himself to carry out or fulfill a task
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● Design the scenario ● Motivation
○ Must include; setting, role, audience, time ○ Inner drive, impulse, emotion or desire that
frame, product moves to one particular action
● Gather or create materials ○ Two types of motivation
○ Depending on the scenario, this step may or ■ Intrinsic internal satisfaction (if
may not be needed you’re happy about what you’re
● Develop a learning plan doing)
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○ Need to be constantly reviewed and revised ■ Extrinsic external satisfaction

depending on student learning needs (parents expectation)
○ Integral parts of motivation to Ausubel
IMPORTANCE PERFORMANCE ASSESSMENT ■ The need for exploration teachers
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should let their students explore

new things
■ Need for knowledge after
ADVANTAGES
exploring, there will be new
● Can be used to assess from multiple perspectives knowledge
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● Using a student-centered design can promote student ■ Need for manipulation should use
motivation prompts, punishment and
● Can be used to assess the transfer of skills and reinforcement
integration of content ■ Need for ego enhancement must
● Engages student in active learning lift their students up o make them
● Encourages time on academics outside of class confident on their learning
● Can provide a dimension of depth not available in the ● Interest
classroom ○ Psychological state that draws person’s
● Can promote student creativity attention to an object, idea or event
● Can be scored holistically or analytically ○ Two types of interest
● May allow probes by faculty to gain a clearer picture of ■ Personal when you bought a thing
student understanding or thought processes even if it is not a requirement
● Can provide closing of feedback loop between students ■ Situational when you bought a
and faculty thing because it is required
● Can place faculty more in a mentor role than as a judge ● Values
● Can be summative or formative ○ Characteristics or traits that a person holds
in high importance

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● Beliefs
○ Refer to conviction or opinions we hold to be REFERENCE
true even without evidence ● Angon, K.A (2021) Guidelines in Designing Performance
Assessment
AFFECTIVE DOMAIN TAXONOMY
● Tan, K, N (2021) Characteristics of Performance
● Receiving (to receive) Assessment
○ a learner demonstrates an awareness in an ● Garcia, D (2021) What is Performance Assessment
activity that is happening such as giving ● Lim, S. (2021) How to Conduct Performance Assessment
attention to that Activity. ● Chua, A. (2021) Importance of Performance Assessment
○ It Involves the willingness to accept the ● Cabalan, A (2021) Affective Domain Taxonomy
Stimulus. ● Fernandez, J.D (2021) Affective Variables
● Responding (to respond) ● Juegos, B.A (2021) Assessment Tools to Measure
○ the learner reacts to a given stimulus or Affective Learning
information that has been received. ● Penalba, P.M (2021) What is Affective Assessment?
○ If a learner participates in a class discussion
and not merely listening then a learner is in

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this level of behavior.
● Valuing (to value)
○ learner has internalized a set or specific
values such that these values are
manifested through overt behaviors
● Organization (to organize)
○ the learner is able to discern independently
the right from wrong and he/she is able to

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make a decision on what is more valuable
based on his or her own judgment
● Characterization (to characterize)
○ extends beyond the school setting and

ASSESSMENT TOOLS TO MEASURE AFFECTIVE

LEARNING
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becomes part of his or her lifestyle
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SELF-REPORT QUESTIONNAIRES
● most common tool used in the affective domain
● a type of assessment where the respondent is asked to
answer questions about herself/himself (behavior,
emotions, feelings or views)
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● Limitation dishonesty
● Pre-test and post-test

INTERVIEW
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● Oral assessment of student learning through spoken

words and casual conversation
● allows the teacher to collect and explore more in-depth
information about the trait being assessed
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● Structure and unstructured: formal or informal

STUDENT JOURNALS
● Effective tools that can be used in assessing and
monitoring student thinking and attitudes
● Gives students guided opportunities to think aloud
through writing
OBSERVATION
● Tools that requires the teacher to observe the
absence/presence of the behavior of learners in natural
setting
● Can be obtrusive or unobtrusive behavior, attitude,
beliefs, characters

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