ED7

“Teachers create the classroom environment by the Assessment is a prerequisite to evaluation. Assessment
assessment choices they make about format, frequency, provides information which enables evaluation to take
instructional function and feedback. These choices place.
reflect the teacher’s knowledge of the subject,
students, assessment principles, their instructional
practices and their relationship with students.” TYPES OF ASSESSMENT
- Brookhart, 1997

TESTS

 One way of making assessment

 It is the assignment of numbers or grades according

to set rules

 It may use variety of instruments

MEASUREMENT

 process of quantifying the degree to which

someone/something possesses a given trait ROLE OF ASSESSMENT IN EDUCATION
 One way of making assessment - Assessment – Curriculum – Instruction
 It is the assignment of numbers or grades according
to set rules
WHY DO WE ASSESS?
 It may use variety of instruments

Assessment FOR Learning

ASSESSMENT
 Placement – done prior to instruction
 Process by which evidence of students achievement
is obtained and evaluated.  To assess the needs of the learners.

 To have a basis in planning for relevant

EVALUATION instruction.

◦ a process of systematic collection and analysis of  To place students in a specific learning

both qualitative and quantitative data in order to groups to facilitate learning.
make some judgment or decision
◦ It is the process of making measurement and
rendering judgment. Assessment FOR Learning
◦ It is used for the following:
 Diagnostic – done before and during instruction
◦ appraisal of the school program,
 To determine recurring or persistent
curriculum and instructional materials
difficulties.
◦ Appraisal of teachers
 To help formulate a plan for detailed
◦ Appraisal of students remedial instruction.
  Formative – during instruction  Formative – done during instruction

 To continuously monitor the students  Diagnostic- done during instruction

level of attainment of the learning
 Assessment OF Learning
objectives. (Stiggins, 2005)
 Summative – done after instruction
 To communicate clearly promptly to the
students the results of assessment for  Assessment AS Learning – done for teachers to
them to know their strengths and understand and perform well their role of
weaknesses and the progress of their assessing FOR and OF learning.
learning.

 PRINCIPLES OF HIGH QUALITY ASSESSMENT

Assessment OF Learning
1. Clear and Appropriate
 Summative Assessment – done after instruction
2. Appropriate Methods
 To certify students knowledge and the
level of their proficiency or 3. Balanced
competency. 4. Validity
 To reveal the results of assessment 5. Reliability
whether or not instructions have
successfully achieved the curriculum 6. Fairness
outcomes. 7. Practicality and Efficiency
 To have basis for marks and grades. 8. Ethics

Assessment AS Learning PRINCIPLE 1: CLEAR AND APPROPRIATE TARGET

 Learning to assess oneself. Learning Targets (McMillan 2007)
o Assessment develops in the
learner personal responsibility Knowledge students; mastery of substantive subject
in learning by generating matter
his/her personal goals based on
standards set. Reasoning student ability to use knowledge to
reason and solve problems
o Assessment involves the learner
actively reflecting on his/her
Skills student ability to demonstrate
progress (metacognition) in
achievement related skills
relation to his her goals.

Products student ability to create achievement-

 ASSESSMENT OF LEARNING IN THE K TO 12 related products
CURRICULUM
Affective/ Student attainment of affective states
Disposition such as attitude and interest
PURPOSES OF CLASSROOM ASSESSMENT

 Assessment FOR Learning

 Placement - done prior to instruction

COGNITIVE DOMAIN PRINCIPLE 2: APPROPRIATE METHODS

Objective Short Answer, Completion

Supply

Objective Multiple Choice, Matching Type,

True- false
Selection

Essay Restricted Response, Extended

Response

Performance Presentation Papers, Projects,

based Athletics, Demonstrations,
Exhibitions, Portfolios

Oral Question Oral examinations, conferences,

interviews

Observation Informal, formal

Self- report Attitude, survey, questionnaire,

inventories

AFFECTIVE DOMAIN – KRATHWOHL

PRINCIPLE 3: BALANCED

- Traditional Assessment
- Alternative Assessment

PSYCHOMOTOR DOMAIN
 intended learning outcomes and not something else.
(McMillan, 2007)

PRINCIPLE 4: VALIDITY

 A test is valid if it measures what it intends to

measure.

An assessment is valid if it measures a student’s actual

knowledge and performance with respect to the
THREATS TO VALIDITY  Teacher familiarity with the method

 Unclear test directions  Time required

 Complicated vocabulary and sentence structure  Complexity of the administration

 Ambiguous statements  Ease of scoring

 Inadequate time limits  Ease of interpretation

 Inappropriate level of difficulty  Cost

 Threats to Validity

 Poorly constructed test items PRINCIPLE 8: ETHICS

 Inappropriate test items for outcomes being Ethics in assessment centers on fairness.
measured

 Short test ALTERNATIVE ASSESSMENT

 Improper arrangement of items

 Identifiable patterns of answers

PRINCIPLE 5: RELIABILITY

- Reliability refers to the consistency of scores

obtain by the same person when retested using
the same instrument

PRINCIPLE 6: FAIRNESS

WHAT IS AN ALTERNATIVE ASSESSMENT?

 A fair assessment methods provide all students with • Traditional assessment refers to the use of
equal opportunity to demonstrate achievement. traditional assessment strategies or tools to
The key to fairness are as follows: provide information on student learning.
 Students should have knowledge of learning Typically, objective (e.g., multiple-choice) and
target and assessment subjective (e.g., essay) paper-and-pencil tests
are used to assess students.
 Students are given equal opportunity to learn
• In contrast, alternative assessment refers to
 Students possess the prerequisite knowledge the use of alternative or non-traditional
and skill assessment strategies or tools to collect
 Students are free from teacher stereotypes information on student learning. Examples of
alternative forms of assessment are
 Students are free from bias assessment tasks performance-oriented and product-oriented
assessment methods. At the core of alternative
assessment is the need to design and
implement assessment tasks or activities that
refrain from using traditional paper-and-pencil
tests, which typically assess cognitive learning
PRINCIPLE 7: PRACTICALITY AND EFFICIENCY
 outcomes and thus have right or wrong progress in the attainment of learning targets. A
answers. portfolio is a collection of learning and performance
artifacts by a student and is typically accompanied
by personal narratives and reflections.
The following are features of alternative assessment
• The use of a portfolio allows students to document
(Silvestre-Tipay 2009, p.58):
and demonstrate their accomplishments in the
1. Assessment is based on authentic tasks that classroom and provide opportunities to the learners
demonstrate learners’ ability to accomplish and their teachers to evaluate the progress in a
communication goals; given period of time.

2. Instructor and learners focus on communication, not

on right and wrong answers;
DIFFERENT MODELS OF ALTERNATIVE ASSESSMENT
3. Learners help to set the criteria for successful
1. Emergent assessment examines how and what the
completion of communication tasks; and
educational program and instruction are doing to
4. Learners have opportunities to assess themselves and address the needs of students.
their peers.
- The assessor should have no preconceived notions
or biases regarding learning outcomes or instructional
goals. With this model, assessment is more qualitative
ALTERNATIVE ASSESSMENT and the assessor uses multiple methods to record all
• alternative assessment or assessment using data accurately and determine their importance and
nontraditional methods, which in theory and quality.
practice can capture learning targets and learning - Hence, categories emerge from the observations
outcomes in more authentic ways. of the assessor. In this model, direct and indirect
• the use of alternative assessment can lead to more evidence of student learning are both collected.
authentic assessment of learning. In comparison, 2. Developmental assessment focuses on determining
traditional assessments are viewed as less authentic the extent that students have developed their
types of assessment. competencies from instruction.
• Alternative assessment is more concerned with - This model adopts a pre-test and post-test
performance assessment or performance-based methodology to collect information if a student has
assessment. developed or improved after instruction.
• Performance assessment refers to assessing - It involves a comparison of what students can do at
student learning by requiring a student to perform a different time points and or different contexts to assess
task or develop a product as a demonstration of if there is progress.
one's learning. The focus of the assessment is on
providing opportunity for the students to apply - It is said to be useful for assessing learning
what they have learned through task performance outcomes based on students development rather than a
and or product creation. final product.

• The emphasis is on assessing what students know - Assessors should have adequate knowledge of how
and what they can do. If the task to be a skill or attribute develops so appropriate assessment
demonstrated closely resembles what is typically strategies and tools can be designed
performed or experienced in the real world (high
degree of realism)

• Portfolio assessment, which pertains to students'

construction and use of portfolios in a purposeful 3. Authentic assessment is the most popular model for
and systematic manner in order to document their alternative assessment.
 - It is an approach in the assessment of student PRINCIPLES IN ASSESSING LEARNING USING
learning that refers to the use of assessment strategies ALTERNATIVE METHODS
or tools that allow learners to perform or create a
product that is meaningful to the learners as they are
based on real-world contexts. The authenticity of 1. Assessment is both process- and product-oriented.
assessment tasks is best described in terms of degree
and not in terms of the presence or absence of An assessment gives equal importance to student
authenticity. performance or product and the process they engage in
to perform or produce a product. While traditional
- Hence, an assessment can be more authentic or less assessment methods are focused on assessing student
authentic compared to other assessments. products or outputs, non- traditional or alternative
methods like performance assessment and portfolio
- The most authentic assessments are the ones that
assessment give value to the product developed by
allow performances that most closely resemble real-
students, as well as in the process students have
world tasks or applications in real-world settings or
undergone to develop the product.
environments.

2. Assessment should focus on higher-order cognitive

The following can be used as criteria in determining if
outcomes.
an assessment task or activity is authentic or not
(Silvestre-Tipay 2009): For assessment to be valid and authentic, it should
require students to demonstrate their knowledge.
The assessment task or activity can.
However, the focus should be on providing tasks or
1. be built around topics or issues of interest to the activities that would allow students' demonstration of
students; higher-order cognitive outcomes (e.g., creating,
analyzing) or skills (e.g., creativity, critical thinking). The
2. replicate real-world communication contexts and
use of nontraditional or alternative methods of
situations,
assessment like performance assessment allows the
3. involve multistage tasks and real problems that assessment of both lower-order and higher-order
require creative use of language rather than simple cognitive outcomes in ways that are more authentic.
repetition;

4.require learners to produce a quality product or

3. Assessment can include a measure of noncognitive
performance
learning outcomes.
5. introduce the students to the evaluation criteria and
Traditional assessment focuses on knowledge and
standards;
other cognitive learning outcomes. However,
6. involve interaction between assessor (instructor, psychomotor and affective outcomes are also important
peers, self) and person assessed; and learning outcomes, and there are learning targets that
are noncognitive in nature. Hence, an assessment
7. allow for self-evaluation and self-correction as they should also consider the assessment of these
proceed. noncognitive outcomes.

Nontraditional assessment tools like rubrics, scales,

and checklists allow the measurement of noncognitive
learning outcomes that allow a more complete and
assessment of student learning.

4. Assessment should reflect real-life or real-world

contexts.
 Assessment tasks or activities should be authentic.
The assessment should closely, if not fully approximate
real-life situations or experience. Authenticity of
assessment can be thought of as a continuum from
least authentic to most authentic, with more authentic
tasks expected to be more meaningful for students.
Performance assessment is optimal if the performance
task to be demonstrated is similar or close to what is
expected in the real world.

5.Assessment must be comprehensive and holistic.

Assessment should be performed using a variety of

strategies and tools designed to assess student learning • Twenty-first century skills must build on the
in a more integrative way. Assessment should be core literacy and numeracy that all students must
conducted in multiple periods to assess learning over master. Students need to think critically and
time. creatively, communicate and collaborate
Moreover, the use of both traditional assessment effectively, and work globally to be productive,
and alternative assessment strategies and tools should accountable citizens and leaders.
be considered. Nontraditional methods of assessment • These skills to be honed must be assessed, not
(e.g.use of rubrics, scales) allow the possibility of just simply to get numerical results but more so, to
multiple assessors, including the use of self and peer take the results of assessment as guide to take
assessment, This ensures that students are being further action.
assessed in a more comprehensive and holistic way.
• Educators need to focus on: what to teach; how
to teach it; and how to assess it (Greenstein,
6. Assessment should lead to student learning. 2012; Schmoker,2011).

This means that assessment should be like • The Assessment and Teaching of 21stCentury
classroom instruction. This principle is consistent with Skills project (atc21s.org) has a core belief that
the concepts of assessment for learning and assessment alignment of goals with learning and assessment is
as learning. Assessment for learning refers to the use of essential to policy and practice.
assessment to identify the needs of students in order to • They emphasize the importance of balanced
modify instruction or the learning activities in the assessment systems that incorporate the
classroom. In assessment as learning, assessment tasks, 21stcentury goals.
results, and feedback are used to help students practice
self-regulation and make adjustments in order to
achieve the curriculum outcomes.
DEVELOPING AND USING RUBRIC IN ASSESSING
STUDENT LEARNING

21ST CENTURY ASSESSMENT  Rubrics are set of criteria or scoring guides that
describe levels of performance or understanding of
• A process used by teachers and students during a student given the standards or expectations for
instruction that provides feedback to adjust ongoing the problem or task
teaching and learning to improve students'
achievement of intended instructional outcomes. A rubric is an assessment tool that specifies the
performance expectations for any kind of student work,
In order to thrive in this constantly changing and
extremely challenging period, the acquisition of particularly those that are not traditional in nature, such
21stcentury skills is necessary. It is imperative that
the educational system sees that these skills are
developed and honed before the learners graduate.
as portfolio, outputs or projects, performances,  It is the Conceptual Framework for a research
collaborative work, and research. study.
 It is the Cleanliness found in a workplace.
Generally, it contains three essential features:
 It is the Alternative for a design problem set
(1) criteria or the aspects of performance that will .
be assessed,
WHAT ARE THE LEVELS OF PERFORMANCE?
(2) descriptors or the characteristics associated
Levels of Performance is a ruler for the criterion
with each criterion,
 It is the how rich is the Content for an essay.
(3) performance levels that identify students’ level
 It is the variety of Conceptual Frameworks used for
of mastery within each criterion.
a research study.
WHY USE RUBRICS?  It is the degree of Cleanliness found in a workplace.
 It is the number of Alternatives for a design
 Powerful tool for teaching and assessments
problem set.
 Help students become more thoughtful judges of
the quality of their own and others’ work
 Reduce the amount of time teachers spend
evaluating student work
 Easy to use and explain

What words are associated with the word rubric?

RUBRIC DESIGN PRINCIPLES

1. Choose the essential criterions for the

meaningful & real-world task.
How do you create rubrics?
2. Play initially with the small number of
Performance Levels

3. Define qualitatively the Performance levels for

each criterion.

4. Place assign quantitative weights & ranges for

each criterion.

5. Use Rubrics on a practical sense, on Authentic

Assessment or real-world Task.

The following are examples of student performances

CRITERION and outputs that can be assessed by a rubric:

 Criterions are what you look for in a real-world task. Student Performances:
 It is the Content for an essay.
1. Oral Presentations/Demonstrations The same rubric that can be used to evaluate both oral
presentation and research output.
 Research paper/poster presentation
 Individual or group report
 Skills demonstration, such as baking and teaching
2. Task- Specific Rubric
 Extemporaneous speech
 It contains criteria that are unique to a specific
2. Dramatic/Creative Performances
performance task to be assessed.
 Dance recital  This kind of rubric is best for instruction and
 Performance in a play or musicals formative assessment since it will provide the
 Poetry reading and interpretation students feedback on what aspects of their
 Playing musical instruments performance or work need to be improved.
 However, developing analytic rubrics is time-
3. Public Speaking consuming for teachers
 Debates For example:
 Declamation
 Panel discussion A rubric can only be used for oral presentation and
 Inspirational speech another rubric is applicable for research output.

4. Athletic Skills Demonstration/Competition

3. Holistic Rubric

 A student's performance or output is evaluated by

applying all criteria simultaneously, thus providing a
single score based on an overall judgment about the
quality of student's work.
 It does not provide a score on each individual
criterion
 One advantage of holistic rubric is that it is quick to
develop and use by the teachers. However, it does
not inform students about their specific strengths
and weaknesses and thus, may not be as sufficient
and helpful in guiding them in improving their
performance

For example:

TYPES OF RUBRIC Rubric for problem solving activities which entails

scoring the student's overall ability to solve a particular
1. General/ Generic Rubric
problem or issue, and rubric for creative work (e.g.,
 It contains criteria that are general and can be painting), which gives an overall score for the student’s
applied across tasks. creativity and skill.
 This is most convenient for teachers who do not
have the time and skills in developing different
types of rubric as they can reuse the same rubrics
for several tasks or assignments.
4. Analytic Rubric
 However, the teacher may not be able to assess
accurately the student's performance for a  A student's work is evaluated by using each
particular task. criterion separately, thus providing specific
feedback about
For example:
 a student's performance or product along several 5. Diagnostic.
dimensions.
 A good rubric should be able to communicate to
 This is most applicable for assessing a complex
the students what are expected of them in the
performance or product.
course, allow them to reflect on their
 One advantage is it identifies the student's
performance, and provide them opportunities
strengths and areas for improvement based on the
to improve on areas that they did not do well.
criteria identified
 Scoring with an analytic rubric however would
entail more time than with a holistic rubric
HOW CAN YOU MAKE RUBRIC USEFUL TO YOUR
For example: STUDENTS?

 Rubric for research paper that requires scoring a 1. prepare the rubric and make it available to students
student's work on different parts of the research before they begin with the assigned tasks to inform
paper or a rubric for chemical laboratory them the requirements, criteria, and expectations so as
experiment taking into to guide them in carrying out their tasks;
 consideration the student's performance in every
2. develop rubric with performance descriptors that are
stage of the experiment
clear and easily understood by students;

3. present the rubric to students and allow them to give

their feedback and suggestions to improve or refine it;
CHARACTERISTICS OF A GOOD RUBRIC
4. if possible, involve students in the creation of rubric
1.Explicit.
to enhance their motivation, engagement, and self-
 A good rubric should contain criteria and regulation; and
performance indicators that are clear, concrete,
5. orient the students on how to effectively use the
and observable as well as relevant and
rubric, especially those that are used for self
applicable to the performance task to be
assessment and peer-assessment.
assessed. Each benchmark and point value
should also have clearly delineated indicators,
differentiating the expected quality of work for
TIPS FOR TEACHERS
each performance level.
 Give the Rubric ahead of the Project or Task
2. Aligned.
deadline.
 A good rubric should contain criteria that are
 The Rubric should be agreed upon by the
aligned with the expected quality of
Teacher & Student.
performance for a particular task or assignment,
as well as with the intended level of learning  Criterions and weights can be changed if
outcomes in the subject. needed.
3. Authentic.  Practical application of Rubrics is encouraged.
 A good rubric should include criteria and
performance indicators or descriptors that are
meaningful and require application of real-life
skills.

4. Valid.

 A good rubric should be able to measure what

it intends to measure.