EDUC 30093 ASSESSMENT OF LEARNING 2
LYSSA SHEINNE B. PEREZ
BACHELOR OF SECONDARY EDUCATION, MAJOR IN ENGLISH 3-1
CHAPTER 2: AUTHENTIC ASSESSMENT AND ASSESSMENT OF PROCESS AND
PRODUCT
EXERCISE III: ESSAY
1. In the outline form, discuss briefly the five steps of performance and product.
The five steps of performance assessment of process and products are first
identifying the performance process and product. It is a process of selecting a
project to create a product that is good for the health of the people to responds
to the socio-economic development of the students, and community in
particular to the country in general. The next step is choosing the center of
assessment where in the product needs to be evaluated on both acceptability
salability, profitability, and medicinal content. For the third step, choose the
appropriate degree of realism. It is the respond to the socioeconomic
development of the students and community in particular to the country in
general. Next step is choosing the performance situation, it is the classified
performance situation into paper-and-pencil test, identification test, structured
performance test, simulated performance and a work sample. And for the last
step, choose the appropriate statistical tool in which the selection of the
appropriate statistical tool is being observed to arrive at valid results and
interpretation.
2. In your own opinion, which is better, authentic assessment or traditional
assessment? Why? Support your answer.
For me, it is better to have an objective type of assessment like traditional
assessment tools because it is more concrete, specific, or direct to the test that
you are going to assess to the child or to the learners. It is also a way of
simplifying your works and making it clear for the learners about the things
that they need to test in their ability while in the authentic assessment, your
questions was specifying more details and procedures before proceeding to the
main questions. It is also a way difficult for the students to think about the
answers because they need to consider first the prior scenario before proceeding
to the main question that they need to assess.
3. Of the five classifications of performance situations, select only four and explain.
Give an example of each.
Among the five classifications of performance situations, the first thing that
caught me is the paper-and-pencil test where in it is being prepare by the
teacher as a form of multiple choice and the students are able to select from the
given choices to questions. Next is identification test, the students need to
analyze and identify the given statement and give their answers as how it is
being described or another possible way is to put the picture or drawing on the
test paper and then the students are now going to identify the parts of it. My
third choice is simulated performance test wherein the students are going to
imitate the performance task from the test question into an actual situation or
real life scenario. And for my last choice, it is work sample, because the
students are now advance due to asking them to perform the actual task and
the result will serves as sample or model to the other students. It is a way
advanced for them to take up into and being displayed in their classroom.
EXERCISE IV.
Below are traditional assessment items, convert them to authentic
assessment.
TRADITIONAL ASSESSMENT
1. The product of 3x4 equals:
a. 14
b. 12
c.13
Authentic Assessment: John wants to buy 3 apples in the market. Each of it cost 4
pesos. How much is the total cost of the 3 apples that john wants to buy? ________
2. The product of 4x5 equals:
a.20
b.19
c.21
Authentic Assessment: In order to buy their father’s a gift, Shela has put in 10 pesos
and Laica has put in 3 times as much money as Shela. How much money has Laica
put in?
3. The product of 5x7 equals:
A. 37
b. 34
c. 35
Authentic Assessment: If maimai buys 5 biscuits for her snack and each of it cost 7
pesos. How much is the total cost did maimai spent for her snack?
4. The quotient of 18÷2 equals:
a. 9
b. 8
c.7
Authentic Assessment: Zhyril and Laica baked cakes for this afternoon. They want to
divide it into 18 slices. How many slices does each of them had?
5. The quotient of 21÷3 equals:
a. 8
b. 6
c. 7
Authentic Assessment: Five people want omelets for breakfast. if there are fifteen
eggs, how many eggs are needed for each omelet?
EXERCISE V. Computations, Analysis and Interpretation
Two students are requested to make “work sample” to be presented during
the Foundation Day. Student A prepares an “Investigatory Project” while
Student B makes “Utility Bag” out of straws.
1. The title of the investigatory project is “Acceptability of Milkfish Bones
Luncheon Meat and Pork Luncheon Meat.” Milkfish Bones Luncheon Meat is the
experimental group and Pork Luncheon Meat, the control group. The 10 trained
panelists evaluated organoleptically the flavor of the products using 9-point
scale Hedonic Scale. The results are as follows:
9- Like Extremely 7- Like Moderately
8- Like Very Much 6- Like Slightly
Panelists Milkfish Bones Luncheon Meat Pork Luncheon Meat
(Experimental Group) (Control Group)
1 9 8
2 9 7
3 9 7
4 8 7
5 8 7
6 8 6
7 8 6
8 8 6
9 8 6
10 8 6
a. Using the data, “What is the Acceptability of Flavor of Milkfish Bones Luncheon
Meat and Pork Luncheon Meat?” solve the mean with the use of calculator.
Milkfish Bones Luncheon
PANELISTS Pork Luncheon Meat
Meat
1 9 8
2 9 7
3 9 7
4 8 7
5 8 7
6 8 6
7 8 6
8 8 6
9 8 6
10 8 6
Total 83 /10 66/10
Mean 8.3 6.6
Grand Mean (8.3 + 6.6) / 2 14.9/10 = 7.45
b. Solve the mean with the use of computer. Show the steps.
Step 1: Switch on the computer.
Step 2: Wait until Start menu appears.
Step 3: Hold the mouse. Click Start Menu. Click Programs. Click
Microsoft Excel.
Step 4: Wait until the computer displays Microsoft Excel Program.
Step 5: Highlight the cells (A to C rows)
Step 6: On the menu bar, click “Merge and Center.”
Step 7: Type the following data:
PANELIST Milkfish Bones Luncheon Meat Pork Luncheon Meat
S (Experimental Group) (Control Group)
1 9 8
2 9 7
3 9 7
4 8 7
5 8 7
6 8 6
7 8 6
8 8 6
9 8 6
10 8 6
Total 83 /10 66/10
Mean 8.3 6.6
Grand Mean (8.3 + 6.6) / 2 14.9/10 = 7.45
c. Is there a significant difference in acceptability of the flavor of milkfish bones
luncheon meat and pork luncheon meat? Solve t-Test: Paired Two –Sample for
Means with the use of calculator.
Yes, there is a significant difference. Milkfish Bones Luncheon Meat has
a higher numeric data compared to that of the Pork Luncheon Meat, and
their Grand Mean is 7.45
d. Solve t-Test: Paired Two-Sample for Means with the use of computer. Present
the steps.
Following the preceding steps in letter B, in cell D14, input this formula
=AVERAGE (B14:C14) then click enter. This may appear the Grand Mean
2. Utility bag made of straws by Student B is evaluated by self, peer, subject
teacher, and teacher-adviser using Rubric assessment. Their results based on the
criteria and scale are as follows:
Scale:
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good
Criteria:
a. Originality (20%)
Self - 4 (10%)
Peer - 4 (10%)
Subject Teacher - 3 (45%)
Teacher-Adviser - 3 (35%)
b. Novelty (15%)
Self - 4 (10%)
Peer - 4 (10%)
Subject Teacher - 3 (45%)
Teacher-Adviser - 3 (35%)
c. Creativity (20%)
Self - 4 (10%)
Peer - 4 (10%)
Subject Teacher - 3 (45%)
Teacher-Adviser - 3 (35%)
d. Appearance (20%)
Self - 4 (10%)
Peer - 4 (10%)
Subject Teacher - 3 (45%)
Teacher-Adviser - 3 (35%)
e. Socioeconomic Impact (25%)
2.1 Solve for the mean of the criterion.
2.2 Present a table showing the criteria, mean, qualitative interpretation of
each criterion, percent, equivalent, grand mean, and grand qualitative
interpretation.
Originality
Self 4 (10%)
Peer 4 (10%)
Subject Teacher 3 (45%)
Teacher Advise 3 (35%)
Mean 3.5 (25%)
Originality Content is in between Good and Very Good. By this, we can say that the
evaluators are satisfied with the whole project idea.
Novelty
Self 4 (10%)
Peer 3 (10%)
Subject Teacher 3 (45%)
Teacher Advise 3 (35%)
Mean 3.25 (25%)
Just like to that of the Originality criterion, this one also falls in between Good and
Very Good, which then also gives the same conclusion.
Creativity
Self 5 (10%)
Peer 4 (10%)
Subject Teacher 4 (45%)
Teacher Advise 4 (35%)
Mean 4.33 (25%)
This one falls right in between Very Good and Excellent which can lead us to the
conclusion that when it comes to the creativeness, this project very well satisfied the
taste of each evaluators.
Appearance
Self 5 (10%)
Peer 5 (10%)
Subject Teacher 4 (45%)
Teacher Advise 4 (35%)
Mean 4.5 (25%)
And just last to that of the Creativity, this one also falls in between Very Good and
Excellent, so our conclusion will be the same as it.
Socioeconomic Impact
Self 5 (10%)
Peer 4 (10%)
Subject Teacher 4 (45%)
Teacher Advise 4 (35%)
Mean 4.25 (25%)
Lastly, since this also falls under the category similar to that of the 2 preceding
criteria, we can also have the similar conclusion.
Grand Mean
Total Mean 19.83 (100%)
Grand Mean 3.6 (25%)
All in all, with the average mean of 3.6, we can say that the evaluators are satisfied
with the project.
