Appropriateness of Assessment - Diagrams

Methods - Notebooks
- Essays
What is Appropriateness of
- Reports
Assessment Methods?
- Self-Assessments
Appropriateness of - Checklists for Good
Assessment determines if an Work Habits
assessment tool is suitable for the 3. Performance Tests
type of topic used as a learning - Used to determine the
target. quality of a student’s
performance.
Types of Assessment Methods:
- Examples:
1. Written-Response - A teacher might ask a
Instrument student to give a
- Objective Tests: presentation or
These are appropriate demonstrate a skill.
for assessing various 4. Oral Questioning
levels of educational - An appropriate
objectives. They are assessment method
tests with right or when the objectives
wrong answers and can are:
be marked objectively. - Assessing Stock
- Multiple Choice: Can Knowledge
be constructed to test - Ability to Communicate
higher-order thinking Ideas
skills.
Quote: “THE EPITOME OF A
- Essays: Can test a
TEACHER, WAS SAID TO HAVE
student’s grasp of
HANDLED HIS CLASSES SOLELY
higher-level cognitive
BASED ON QUESTIONING AND
skills, particularly in
ORAL INSTRUCTIONS” – Socrates
areas like application,
analysis, synthesis, and 5. Observation and Self-
judgment. Reports
2. Product Rating Scales - Tally Sheet: A device
- Teachers often use often used by teachers
these scales to rate to record the frequency
products like: of student behaviors,
- Books activities, or remarks.
- Maps - Observation and
- Charts Self-Reports are
 useful supplementary - Validity: This refers to
assessment methods how well an
when used with oral assessment measures
questioning and what it is intended to
performance tasks. measure.
- Self-Checklist: A list - Reliability: This
of characteristics or property refers to the
activities presented to consistency of the
students. Teachers results when the
often use checklists to assessment is repeated
diagnose or appraise under similar
student performance. conditions.
- Authenticity: This
Chapter 1: Review of Principles
refers to how closely
of High-quality Assessment
the assessment mirrors
1.4 Properties of Assessment real-world tasks and
Methods scenarios. Authentic
assessments aim to
Assessment methods have
measure practical, real-
several key properties that
life skills.
determine their effectiveness in
- Comprehensiveness:
evaluating student learning or
A good assessment
performance. Some of the main
should cover a broad
properties include:
range of content or
- Fairness: A good skills relevant to the
assessment method subject, ensuring that
should be equitable for all key areas are
all students, providing evaluated.
equal opportunities for - Scorability: This
everyone to property concerns how
demonstrate their easily and accurately
abilities. the assessment results
- Clarity: Assessment can be scored.
methods should be - Feasibility: This refers
clear and easy to to how practical and
understand, so that the manageable the
students know what is assessment is in terms
expected of them and of time, resources, and
can perform to the best effort for both students
of their abilities. and assessors.
 - Transparency: CHARACTERISTICS OF
Students should be AUTHENTIC ASSESSMENT
aware of the
Authentic Assessment starts
assessment criteria and
with clear and definite criteria of
the way their
performance made known to
performance will be
students.
evaluated, so they
know what they need Authentic Assessment is
to focus on. criterion-referenced rather than
norm-referenced.
1.5 Authentic Assessment:
Meaning, Methods and Tools Authentic Assessment requires
students to make their own
ASSESSMENT- Refers to the
answers to questions.
process of gathering data and
information about what students Authentic Assessment often
know and can do. emphasizes performance.

AUTHENTIC ASSESSMENT Authentic Assessment does not

encourage rote learning and
Is a form of assessment in which
passive test taking.
students are asked to perform real-
world tasks that demonstrate Authentic Assessment
meaningful application of essential encourages both teacher and
knowledge and skill (Mueller, student to determine their rate of
2011). progress in cooperatively attaining
the desired student learning
AUTHENTIC ASSESSMENT
outcomes.
Engaging in worthy problems or
Authentic Assessment changes
questions of importance in which
the role of students as passive test
students must use knowledge to
takers into becoming active and
fashion performances effectively
involved participants in assessment
and creatively (Wiggins, 1987).
activities.
AUTHENTIC ASSESSMENT
TRADITIONAL ASSESSMENT VS.
Performance assessment calls upon AUTHENTIC ASSESSMENT
the examinee to demonstrate
specific skills and competencies,
that is, to apply skills and
knowledge they have mastered
(Stiggines).
 express their
understanding and
reasoning processes.

TOOLS FOR AUTHENTIC

ASSESSMENT

- Rubrics: Scoring
guides that outline
criteria and
performance levels for
Moving from traditional to
various tasks, providing
Authentic Assessment is like going
clear expectations and
from “Knowing” to “Showing”.
feedback.
METHODS OF AUTHENTIC - Checklists: Lists of
ASSESSMENT specific criteria or steps
required to complete a
- Performance Tasks:
task, ensuring all
Students engage in
necessary components
activities such as
are addressed.
presentations,
- Rating Scales: Tools
experiments, or
that allow educators to
constructing models
rate students’
which require them to
performance on a
apply their knowledge
continuum, often from
practically.
poor to excellent.
- Portfolios: A collection
- Observation: Teachers
of student work over
systematically watch
time that demonstrates
and record students’
growth, self-reflection,
behavior and
and learning.
performance in real-
- Simulations/Role-
time.
Play: Activities that
mimic real-life Chapter 2: Process-Oriented
scenarios where Performance Based
students must solve Assessment
problems or make
Chapter 2 – 2.1 Process-
decisions.
Oriented Learning
- Interviews and Oral
Competencies
Exams: These allow
students to verbally
 What is Performance Based - Identifying an activity
Assessment? that would highlight
the competencies to be
Is it possible to explain why the
evaluated.
students’ outputs are as they are
- Identifying the activity
through an assessment of the
that would entail more
processes which they did in order
or less the same sets of
to arrive at the final product?
competencies.
Process-Oriented Learning
2.2 – Task Design
Competencies
If an activity would result in too
Information about outcomes is
many possible competencies, then
important. To improve outcomes,
the teacher would have difficulty
we need to know about student
assessing the student’s
experience along the way.
competency on the task.
Assessment can help us
understand which students learn - Finding a task that
best under what conditions, and would be interesting
with such knowledge comes the and enjoyable for the
capacity to improve their learning. students. Tasks such as
writing an essay are
Process-Oriented Learning
often boring and
Competencies
cumbersome for the
Is concerned with the actual task students.
performance rather than the output
2.3 – Scoring Rubric
or product of the activity.
Rubric is a scoring scale used to
Process-Oriented Learning
assess student performance along
Competencies
a task-specific set of criteria.
Example: In cooking class, instead Authentic assessments typically
of just explaining how to bake a are criterion-referenced measures,
cake, students are given that is, a student’s aptitude on a
ingredients and asked to bake one. task is determined by matching the
student’s performance against a
2.2 – Task Design
set of criteria to determine the
Learning tasks need to be carefully degree to which the student’s
planned. Some generally accepted performance meets the criteria for
standards for designing a task the task.
include:
2.3 – Scoring Rubric
To measure student performance evaluating student
against a predetermined set of work.
criteria, a rubric, or scoring scale - Better Feedback:
which contains the essential Furthermore,
criteria is typically created. identifying specific
levels of student
Why Include Levels of
performance allows the
Performance?
teacher to provide
- Clearer more detailed feedback
Expectations: It is to students, who can
very useful for the more clearly recognize
students and the areas that need
teacher if the criteria improvement.
are identified and
Analytic Rubric
communicated prior to
the completion of the Most rubrics, like the recitation
task. Students know rubric, are analytical rubrics. An
what is expected of analytical rubric articulates levels
them, and teachers of performance for each criterion.
know what to look for Using the recitation rubric, one can
in student distinguish between a good or
performance. Similarly, excellent job of “creating
students better ambience” and distinguish that
understand what good from how well the student did on
or bad performance “voice inflection”.
are, particularly for
Holistic Rubric
each level are included.
- More Consistent and In contrast, a holistic rubric does
Objective not list separate levels of
Assessment: In performance for each criterion.
addition to better Instead, a holistic rubric assigns a
communicating teacher level of performance by assessing
expectations, levels of performance across multiple
performance permit the criteria as a whole.
teacher to more
How Many Levels of
consistently and
Performance Should I Include
objectively distinguish
in my Rubric
between superior,
mediocre, and poor There is no specific number of
performance when levels a rubric should or should not
possess. It will vary depending on indicators of the
the task and your needs. A rubric application of
can have as few as two levels of knowledge and skills.
performance or as many as you
Product Oriented Learning
decide is appropriate. Also, it is not
Competencies
true that there must be an even
number or odd number of levels. Student Performance

Chapter 3: Product Oriented - Targeted task that

Performance-Based leads to a product or
Assessment overall learning
outcomes.
What is Performance-Based
- Behavior expectations
Assessment?
targeting complex
It is a direct and systematic tasks that students are
observation of the actual expected to achieve.
performance of students based on
Target Task
predetermined performance
criteria. Sometimes referred to as - Targeted task that
authentic assessment or leads to a product or
alternative assessment. overall learning
outcomes.
What is the Product Oriented
- Include a wide range of
Performance Based
student work that
Assessment?
targets specific skills.
- “Product” is the actual
Learning Competencies
creation of students
that can be viewed or - Learning competencies
touched by the teacher. of a product-oriented
- An assessment where assessment are
the actual student associated with
performance is products or outputs,
assessed through a linked with an
product such as a assessment of the level
completed project or of “expertise”
work that manifested by the
demonstrates the level product.
of task achievement.
Target at least three (3) levels:
- Student products
provide tangible Novice or Beginners Level
Skilled Level features, and exhibit
exceptional quality and
Expert Level
creativity?
There are other ways to state
Chapter 3 – 3.2 Task Designing
product-oriented learning
competencies. We can define The design of the task depends
learning competencies for products on what the teacher desires to
or outputs in this way: observe as the output of the
students.
Level 1
Task Designing
- Does the finished
product or project - A) Complexity: The
illustrate the minimum level of complexity of
expected parts or the project needs to be
functions? within the range of
- Does the finished ability of the students.
product or product - B) Appeal: The project
project contain or activity must be
additional parts and appealing to the
functions on top of the students and should
minimum requirements lead to self-discovery of
which tend to enhance information by the
the final output? students.
- C) Creativity: The
Level 2
project needs to
- Does the finished encourage students to
product contain the exercise creativity and
basic minimum parts divergent thinking.
and functions, have - D) Goal-Based: The
additional features on project is produced to
top of the minimum, attain a learning
and is aesthetically objective. Thus,
pleasing? projects are assigned
to students not just to
Level 3
produce something but
- Does the finished to reinforce learning.
product surpass the
Product-Oriented
minimum
Performance-Based
requirements,
Assessment Scoring Rubrics
demonstrate advanced
What is a Scoring Rubric? - Persuasiveness of the
argument
Scoring rubrics are a coherent
set of criteria for students’ work Scoring Rubrics
that includes descriptions of levels
- Develop a predefined
of performance quality on the
scheme for the
criteria;
evaluation process, the
Scoring Rubrics subjectivity involved in
evaluating an essay
- Are descriptive scoring
becomes more
schemes that teachers
objective.
or other evaluators
develop to guide the What are Criteria Setting?
analysis of the products
The criteria for a scoring rubric or
or processes of
statements which identify “what
students’ efforts
really counts” in the final output.
(Brookhart, 1999).
The following are the most
Scoring Rubrics often used major criteria for
product assessment:
- It is typically employed
when a judgment of - Accuracy
quality is required and - Aesthetics
may be used to - Creativity
evaluate a broad range - Quality
of subjects and - Comprehensiveness
activities.
From the major criteria, the next
Scoring Rubrics task is to identify sub-statements
that would make the major criteria
- Can be most useful in
more focused objectives.
grading essays or in
evaluating projects Scoring an essay on: “Three
such as scrapbooks. Hundred Years of Spanish Rules in
the Philippines,” the primary
High-Quality Essay
criterion “Quality” may possess the
- Is likely to have a following sub-statements:
combination of these
- Interrelates the
and other factors:
chronological events in
- Judgement, POV
an interesting manner.
- Linguistic structure
- Identifies the key
players in each period
 of the Spanish rule and It is demonstrated by behaviors
the roles that they indicating attitudes of awareness,
played. interest, attention, concern, and
- Succeeds in relating responsibility, ability to listen and
the history of Philippine respond in interactions with others.
Spanish rule (related as
- Receiving refers to the
professional, not
student’s willingness to
entirely professional,
attend to particular
and novice).
phenomena or stimuli
Other Scoring Rubrics (classroom activities,
textbooks, music, etc.).
May be used successfully:
- Responding at this
- Methods level, he or she not
- Evaluate Group only attends to a
Activities particular phenomenon
- Oral Presentations but also reacts to it in
- Extended Projects some way.
- Valuing is concerned
Authentic Assessment
with the worth or value
Schemes apart from scoring rubrics a student attaches to a
exist in the arsenal of a teacher. particular object,
phenomenon, or
Other Methods
behavior.
Bear in mind that they can be used - Organization is
to assess or evaluate specific tasks concerned with
or general or broad categories of bringing together
tasks. different values,
resolving conflicts
General vs. Task-Specific
between them, and
Bear in mind that they can be used beginning the building
to assess or evaluate Specific tasks of an internally
or general or broad categories of consistent value
tasks. system.
- Characterization the
Chapter 4.1: The Taxonomy in
individual has a value
the Affective Domain
system that has
Taxonomy in the Affective controlled his or her
Domain behavior for a
sufficiently long time
 for him or her to TRAITS
develop.
Attitudes-Predisposition to
Chapter 4.2: Affective Learning respond favorably or unfavorably to
Competencies specified situations, concepts,
objects, institutions, or persons.
Affective Learning
Competencies Interests- Personal preference for
certain kinds of activities
Affect describes a number of non-
cognitive variables such as a Values-Importance, worth, or
person’s attitude, interests, and usefulness of modes of conduct
values. and end states of existence

Importance of Affective Opinions- Beliefs about specific

Targets: occurrences and situations.

- Preparing for Preferences -Desire to select one

occupational and objective over another.
vocational satisfaction
Motivation- Desire and willingness
and productivity.
to be engaged in behavior
- Effective learning.
including intensity of involvement.
- Being an involved and
productive member of Academic Self-Concept Self-
our society. perception of competence in school
- Maximizing the and learning.
motivation to learn at
Self-Esteem-Attitudes toward
present and in the
oneself; degree of self-respect,
future.
worthiness, or desirability of self-
- Preventing students
concept
from dropping out of
school. Locus of Control Self-perception
of whether success and failure is
Affective Traits and Learning
controlled by the student or by
Targets
external influences.
The word affective refers to a
Emotional- Development Growth,
variety of traits and dispositions
change, and awareness of
that are different from knowledge,
emotions and ability to regulate
reasoning, and skills (Hohn, 1995).
emotional expression.
Technically, this term means the
emotions or feelings that one has
toward someone or something.
Social Relationships- Nature of Dropping out
interpersonal interactions and
2. Affective Traits and Learning
functioning in group settings.
Targets
Altruism- Willingness and
In researches conducted by social
propensity to help others.
psychologists, they found that
TRAITS attitudes consist of three
components or contributing factors
- Moral Development
(Forsyth, 1999):
Attainment of ethical
principles that guide - An affective component
decision-making of positive or negative
behavior. feelings.
- Classroom - A cognitive component
Development Nature describing a worth or
of feeling tones and value.
interpersonal - A behavioral
relationships in a class. component indicating a
willingness or desire to
Defines attitudes as internal
engage in particular
states that influence what
actions.
students are likely to do.
When the teacher describes
2.1 Attitude Targets
students as liking math or
A Positive Attitude Toward enjoying art, the teacher is
focusing on the Affective
Learning
Component.
Math, Science, English, and other
2. Affective Traits and Learning
subjects.
Targets
Assignments
- The Cognitive
Classroom rules Component is an
evaluative belief; When
Teachers
students can think
A Negative Attitude Toward history is useless and
science valuable.
Cheating
- The Behavioral
Drug Use Component is actually
responding in a positive
Bullying
way.
Cutting Class
2.2 Value Targets commitment, and the students’
persistence.
Values refer either to end states of
existence or to modes of conduct In other words, motivation is the
that are desirable or sought determined engagement in
(Rokeach, 1973). learning in order to gain mastery of
knowledge or skills; students take
McMillan (2007) suggested that
learning seriously and give
in setting value targets, it is
importance to opportunities to
necessary to stick to non-
learn.
controversial and those that are
clearly related to academic 2.3 Motivation Target
learning and school and
- Expectancy X Value
department of education goals.
Framework The model
Sample Value Target implies that motivation
is determined by
Honesty- Students should learn to
students’ expectations,
value honesty in their dealing with
their beliefs about
others.
whether they are likely
Integrity- Students should firmly to be successful, and
observe their own code of values. the relevance of the
outcome.
Justice-Students should support
the view that all citizens should be 2.3 Motivation Target Example
the recipients of equal justice from
- Will it meet some social
government law enforcement
and psychological
agencies.
need? (such as self-
Freedom-students should believe worth, competence, or
that democratic countries must belonging);
provide the maximum level of - Will it help the student
freedom to their citizens. meet an important
goal?
2.3 Motivation Targets
2.3 Motivation Target
In education, motivation can be
defined as the extent to which - Students will believe
students are involved in trying to that they are capable
learn. of learning how to write
simple computer
This includes the students’
programs using Java.
initiation of learning, the intensity
(self-efficacy)
of effort exerted, the student’s
 - Students will believe In setting targets, it is helpful to
that it is important to remember that self-concept and
know how to write self-esteem are multidimensional.
simple computer
2.4 Academic Self-Concept
programs using Java.
Targets
(value)
- Self-Esteem is how
2.3 Motivation Target
students feel about
In assessing motivation, it is themselves.
important to consider why students - Self-Concept is how
are learning, the reasons students’ students see
give for their actions. themselves.

2.3 Motivation Target 2.5 Social Relationship Targets

- When students do A complex set of interaction skills,

something or engage including identification of and
themselves in activities appropriate responses to social
because they find the indications, defines social
activities interesting, relationships.
enjoyable, or
The table below contains examples
challenging, they are
of the nature of social relationships
intrinsically motivated.
that can be used as targets.
- While extrinsic
motivation is doing Peer relationships
something because it
cooperation
leads to a reward or
punishment. taking a stand

2.4 Academic Self-Concept functional in group

Targets
prosocial behavior
Can be defined as one’s academic
friendship
self-perceptions or one’s perception
of one’s general ability in school. collaboration

2.4 Academic Self-Concept conflict resolution

Targets
assertiveness
Most educators refer to these
empathy
characteristics when dealing with
students who have problems with
school and learning.
Some examples of social Competition- The emphasis on
relationship areas and competition between students
corresponding targets.
Favoritism- Whether each student
Social Relationship Target enjoys the same privileges
Concern
Influences- The extent to which
Peer Relationship Showing each student influences classroom
interest in others, Listening to decisions
peers, Sharing to a group,
Friction-The extent to which
Contributing to group activities.
communication among students
Cooperative skills Sharing, and with the teacher is honest and
Listening, Volunteering ideas and authentic
suggestions, Supporting and
Formality-The emphasis on
accepting others’ ideas, Taking
imposing rules
turns, Criticizing constructively
Communication-The extent to
2.6 Classroom Environment
which communication among
Targets
students and with the teacher is
In every classroom, there is a honest and authentic
unique climate that is felt at every
Warmth-The extent to which
point in time. Some manifest a
students care about each other and
comfortable atmosphere, others
show concern
have a relaxed and productive
ambiance. 3. Affective Domain of the
Taxonomy of Educational
CHARACTERISTIC
Objectives
Affiliation- The extent to which
Level
students like and accept each other
Receiving- (Attending)
Involvement- The extent to which
Concerned with the student’s
students are interested in and
sensitivity to the existence of
engaged in learning
certain phenomena and stimuli,
Task Orientation-The extent to that is, with the student’s
which classroom activities are willingness to receive or to attend
focused (on the completion of to these stimuli. It is categorized in
academic tasks) three subdivisions that show the
different levels of attending to
Cohesiveness - The extent to
phenomena: 1. Awareness of the
which students share norms and
phenomena 2. Willingness to
expectations
receive the phenomena 3.
Controlled or selected attention to
phenomena

Responding- Concerned with

responses that go beyond merely
attending to phenomena. Students
are sufficiently motivated that they
are not just “willing to attend” but
are actively attending

Valuing- Reflects the student’s

holding of importance or value.
Students display behavior with
sufficient consistency in
appropriate situations that are
perceived as holding this value.

Organizing-Students successively
internalize values; they encounter
situations in which more than one
value is relevant. This requires the
necessity of organizing their values
into a system such that certain
values exercise greater control.

Characterizing by a Value or
Value Complex-Internalization
has taken place in an individual’s
value hierarchy to the extent that
he or she can be characterized as
holding a particular value or set of
values.