Module 1

Based on the previous lesson that you have taken in Assessment in Learning 1,
the learning outcome has different levels.
• The Institutional outcomes are derived from the institution’s vision and
mission.
• The program outcomes are the outcomes written to reflect the essential
learning outcomes for a program or major. They capture what students
will know, can do, or show awareness of after completing the program as
a whole.
• The Course outcomes contribute to the overall achievement of PLOs for
the program offering the course. While each level of outcomes will provide
unique information about student learning opportunities, they are
related in the culmination of what is most essential for students.
Meaning of Student Learning Outcome The student learning outcomes are
the statements of the knowledge, skills, and abilities that individual students
should possess and can demonstrate upon completion of a learning experience
or sequence of learning experiences. The statements describe the knowledge,
skills, abilities and attitudes that the students learn as a result of taking a
class and what students can DO with what they have learned. It focuses on the
Big Picture to describe the broadest "over-arching" goals for the course.
Learning outcomes not only serve the purpose of directing the content and
design of a unit of study, they form the basis of assessment and are also linked
to the larger outcomes of learning set by the University in the form of generic
and/or course/discipline-specific graduate attributes. Because of their clear
linkage to assessment, students will achieve the learning outcomes to differing
degrees. What they are not Learning outcomes are not simply statements that
describe the content/syllabus of the unit (of the type ‘You will/to gain an
understanding of X, Y, or Z’). Nor are they statements of what the lecturer
intends to do. ‘Outcomes’ versus ‘objectives’ Objectives statements can vary in
form and nature – they can range from general ‘curriculum’ objectives to more
specific ‘learning’ objectives, to even more specific ’behavioral’ objectives. They
may be expressed as intentions on the part of the lecturer (e.g. ‘The objectives
of this unit are to …’), or as desired outcomes (‘By the end of this unit you
should be able to….’). It is the latter form – the outcome statement – that has
the most power ininforming teaching and learning, whether it be called a
‘learning outcome’, ‘learning objective’, or some other name.
An outcome statement clarifies intention. It is squarely focused on the learner
and is performance-oriented, beginning with an action verb (e.g. ‘demonstrate’,
apply’ etc.) and signaling the desired level of performance. A learning outcome
is thus an unambiguous statement of what the learner is expected to achieve
and how he/she is expected to demonstrate that achievement.

Sources of Learning Outcomes

1. The Institution’s mission statement
- It is a relevant source of student learning expectations. The public schools
refer to the public school system’s vision and mission statements as a source of
learning outcomes. Private institutions whether sectarian or non-sectarian and
their vision and mission statements may be sourced from their respective
religious goals or founder’s philosophy.
2. The policies on competencies and standards issued by government
education agencies
- These government agencies include the Department of Education (DepEd)
that issued the K-12 Curriculum Guide that contains competencies for basic
education level; Technical Education And Skills Development Authority
(TESDA) that releases competencies per course offered; Commission on Higher
Education (CHED) that has program outcomes and course outcomes for all
programs. It likewise issued the Philippine Professional Standard for Teachers
(PPST).
3. Expected competencies identified by different industries, businesses,
and professions.
- To bridge the gap between academe and industry, expected competencies
identified by different professions, business, and industry should be adopted to
ensure that graduates are able to perform as expected in their respective work,
places, and/or profession. In this regard, the Philippine Regulation
Commission has come up with a list of competencies in its Table of
Specification.
4. The Thrust and development goals of the national government
- These are useful integration in the identified competencies and expectations
from all sectors of education.
5. International trends and developments
- Global needs must be given attention to make graduates globally competitive
who are ready to respond to the needs of both local and global communities.
- Example of International developments are the 2030 Agenda for Sustainable
Development, the ASEAN Qualifications Reference Framework and he
Philippine Qualifications Framework.
Characteristics of Learning Outcomes
1. Good learning outcomes are centered on the students/learners, on what the
learners are capable of doing instead of teaching technique. The teaching
strategy will only be guided by the desired competencies of the students.
For example, the learner is able to write a paragraph that observes unity,
coherence, and variety. “To teach the students how to write a good paragraph
is not learner-centered. It is teacher-centered instead. It is a teaching objective
and not a learning outcome. An example of SLO is: “the students can explain
or illustrate the life cycle of an insect,” to guide the students towards the
desired competency the teacher may use any or all of the techniques and
activities:
A. Video presentation of the life cycle of a butterfly
B. Poster presentation of the different stages in the development of a butterfly
C. Field trip to a botanical garden or nature park to observe the different stages
in the life cycle of a butterfly
D. Submission of an essay on the dangers observe that will interrupt or abort
the life cycle of the butterfly.
E. Submission of a proposed project to protect the life cycle of insects or other
useful animals.
2. Good learning outcomes are based on alignment with institutional, program,
and course outcomes. It is important that the SLO are based on issuances from
government regulatory bodies such as DepEd’s K to 12 Law Enhance Basic
Education in the Philippines, the CHED’s Policies, Standards and guidelines on
Teacher Education, the thrust of appropriate professional organizations, and
advocacies of employer and industry groups.
3. Good learning outcomes are based on and aligned with local, national, and
international trends and issues. From the social reconstructionist point of
view, schools are not ivory towers. They are expected to help address social
problems and so for relevance, it is necessary that learning outcomes are based
on the alignment with current issues. Aligning learning outcomes with local,
national, and international issues ensures teaching-learning that is relevant
and attuned to the local and global world of learners.
4. Good learning outcomes are known and very well understood by both
students and faculty. The learning outcomes are no secret for the teacher only.
They should be in agreement on the importance of these competencies which
they will cooperatively develop. Here are suggested steps that teacher and
students can together take in their cooperative monitoring of the progress
towards the desired learning outcomes or skills and competencies.
▪ Hooking the students to the desired learning outcome.
▪ Exploring and experiencing the supporting student activities.
▪ Applying the ideas/knowledge required in contrived simulated or real – life
situations
▪ Refining, rehearsing, reviewing the target skills/competencies
▪ Evaluating the degree of learning outcome performance
▪ Deciding on the action, solution or creative project to apply the learning
outcome.
5. Good learning outcomes include a spectrum of thinking skills from simple
remembering to creating or from the lowest and simplest cognitive,
unistructural process to cognitive in Bloom’s and Anderson’s revised taxonomy
of objectives. Below is an example of a range of learning outcomes from simple
to complex under the competency: “ability to understand”
• can identify
• can explain
• can apply
• can analyze
• can synthesize
• can evaluate
• can judge
• can create
6. Good learning outcomes are SMART. It should be Specific, Measurable,
Attainable, Result-oriented, and Time-bound.
7. As stated in the previous number, learning outcomes should be measurable.
Student competencies should be expressed as transitive verbs and/or action
words that are demonstrable and observable at various levels. Below are
examples of observable/measurable competency levels:
• For K to 12 grades 3-10 Reading, Mathematics, Language and Science
Numerical Rating Proficiency Level
1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level
• For the nursing program, the example used is Patricia Benner’s Level of
Competency. Numerical Rating Proficiency Level
1 Novice
2 Advance beginner
3 Competent
4 Proficient
5 Expert

Module 2
When defined within an educational setting, assessment, evaluation, testing,
and marks are all used to measure the degree of attainment of student learning
outcomes. These are concepts used in education to explain how the progress of
learning and the final learning outcomes of students are assessed but, the
terms are often misused.
Assessment refers to the process of gathering data and information about what
students know and can do. Such information may be sourced through
observation of students during their learning activities, examining the results
of their learning activities, or testing their knowledge and skills. Through
assessment, the teacher can find out what students are learning. Evaluation
involves the task of interpreting, forming conclusions, and making judgments
about the information which was gathered in the process of assessment. The
data gathered by the assessment are neither useful nor useless but they reflect
the learning process. Such information becomes meaningful only when they
are processed and interpreted as to how well the students are attaining the
desired competencies. Testing is an instrument of assessment. A test is an
assessment tool that reflects the records of students’ learning outcomes. Marks
are reports of the students evaluating information obtained in the assessment
process. Marks have certain components related to the learning activities
undertaken by the students. Below are examples of such components:
20% - class participation
10% - assignments
20% - quizzes
30% - submitted reports
20% - oral presentations and projects
100% - TOTAL
Why use Authentic Assessment?
Learning isn’t just limited to scoring well on exams or getting good grades.
Today, teachers adopt new and improved learning and assessment techniques
to keep students engaged. This technique is an authentic assessment. It is a
manner of assessing students’ learning that doesn’t use standardized tests but
uses assessments to see how well students understand specific topics and how
they can apply their understanding to different scenarios and problems. It’s a
way to evaluate students and give feedback that isn’t just subjective but draws
on actual evidence.
It places more emphasis on the process of learning, instead of just getting a
passing grade. Teachers are able to give meaningful feedback to students in an
engaging manner.
According to J. Mueller, authentic assessment is "a form of assessment in
which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills". When students' work
benefits real people or organizations, for instance, it often stimulates students
to hold themselves more accountable, produces higher quality work, and
makes connections between course content and the real world.
As for the definition of G. Wiggins, authentic assessments are “engaging and
worthy problems or questions of importance, in which students must use
knowledge to fashion performances effectively and creatively. The tasks are
either replica of or analogous to the kinds of problems faced by adult citizens
and consumers or professionals in the field." He believed that authentic tasks
replicate real-world challenges and standards of performance that experts or
professionals typically face in the field.
Authentic assessment is an effective measure of intellectual achievement or
ability because it requires students to demonstrate their deep understanding,
higher-order thinking, and complex problem solving through the performance
of exemplary tasks. Hence authentic assessment can serve as a powerful tool
for assessing students’ 21st-century competencies in the context of global
educational reforms.
Authentic assessments are often denoted as performance assessments R.J.
Stiggins defined performance assessments as those tasks that require
students “to demonstrate specific skills and competencies, that is, to apply the
skills and knowledge they have mastered”. He claims that performance
assessments "call upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered.
Simply, performance assessments emphasize what a student can do. Therefore,
teachers have an opportunity to evaluate what students have learned by
evaluating students’ demonstration of specific skills and abilities. Below are
other definitions of authentic assessments from various organizations:
“Authentic assessment is an evaluation process that involves multiple forms of
performance measurement reflecting the student’s learning, achievement,
motivation and attitudes on instructionally-relevant activities. This includes
performance assessment, portfolios, and self-assessment.” American Library
Association
“Simply testing an isolated skill or retained fact does not effectively measure a
student’s capabilities. To accurately evaluate what a person has learned, an
assessment method must examine his or her collective abilities. This is what is
meant by authentic assessment. The authentic assessment presents students
with real-world challenges that require them to apply their relevant skills and
knowledge.” – Funderstanding
“Evaluating by asking for the behavior the learning is intended to produce. The
concept of model, practice, feedback, in which students know what excellent
performance is and are guided to practice an entire concept rather than bits
and pieces in preparation for eventful understanding. A variety of techniques
can be employed in authentic”. – New Horizon for Learning “Authentic
assessments are products and/or performances correlated with real-life
experiences. Therefore, they are authentic.” – Newton Public Schools
Characteristics of Authentic Assessment
1. Authentic assessment starts with clear and definite criteria of performance
made known to students.
2. It is criterion-referenced rather than norm-referenced and so it identifies
strengths and weaknesses, but does not compare students nor rank their levels
of performance.
3. It requires students to make their own answers to questions rather than
select from given options as in multiple-choice items, and requires them to use
a range of higher order thinking skills.
4. It often emphasizes performance and therefore students are required to
demonstrate their knowledge, skills, and competencies in proper situations.
Authentic assessments do not rely on the ability to recall facts or memorize
details but students are asked to demonstrate skills and concepts they have
learned.
5. It encourages both teachers and students to determine their rate of progress
in cooperatively attaining the desired student learning outcome.
6. It emphasizes assessment for learning purposes rather than just for grading,
and incorporates social, cognitive, and reflective processes of learning.
7. Authentic Assessments are fair and free from bias so they do not advantage
or disadvantage any groups of students
8. It is motivating, enjoyable, sustain interest, and are challenging, but
achievable
9. It does not encourage rote learning and passive taking of tests. It requires
the students to demonstrate analytical skills, the ability to integrate what they
have learned, creativity and ability to work in a group, skills in oral and written
communications. Authentic assessment values the process of learning and also
the product which is the learning outcomes.
10. It changes the role of students as passive test-takers into becoming active
and involved participants in assessment activities that emphasize what they
are capable of doing instead of tests to measure students’ skills or retained
facts has come under scrutiny because of the limitation encountered in
determining the students’ capability to utilize their knowledge and skills in
work and professional practice.
11. Are based on criteria that have been developed with, or negotiated with
students to ensure they understand the nature of the task and what
constitutes quality in terms of the outcome.
12. Ensure that students have opportunities to develop critical thinking and
problem-solving skills needed in professional situations, as well as the
cognitive and performance skills relating to graduate attributes.
While the traditional type of assessments can be indicators of academic
achievement, teachers and students are often misled by the results of these
tests on the kind of academic work and activities that need to be mastered. It is
also remembered that test items are not real problems’ right answers are not
indicators of critical thinking. Any graduate of a certain level of degree is
expected to be able to live in the outside world armed with skills that conform
to certain standards. It is good for students to have mastery of this basic
knowledge but it is more essential if they can apply these skills to real-life
tasks, hence the need for authentic assessment.
Phases of Authentic Assessment
The purpose of assessment is to improve student learning. Assessment
achieves this purpose by gathering pieces of evidence of student performance
over a period of time. Such evidence may be in the form of written works,
journal entries, oral presentations, research paper results, essays, story
writing, and examination results. “Closing the loop” encourages the use of
assessment results for further improvement. In general, outcome assessment
goes through 5 phases:
1. Identifying the most important knowledge and skills that students should be
able to demonstrate as a result of their learning activities.
2. Determining the criteria and standards of outcome performance and the
acceptable evidence that may be presented as proof of outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate the attainment
of the desired student learning outcomes.
4. Measuring the extent to which the students are attaining the desired
learning outcomes.
5. Interpreting the assessment results and evaluating whether they indicate
attainment of the desired outcomes and utilizing them for continuous
improvement.
Differences between Traditional assessments and Authentic assessments
The traditional assessment follows selecting a response from learners whereas
authentic assessment engages learners to perform a task on the basis of the
item they are informed. Traditional assessment is contrived but authentic is in
real life. The traditional assessment says recalling or recognition, it is teacher
structured and indirect evidence is put but authentic one is construction or
application, it is student structured and direct evidence is set.
Traditional Assessment is commonly associated with pre-determined choice
measures of assessment such as multiple-choice tasks, fill-in-the-blanks, true-
false, matching type and others. Students typically recalls or selects answers.
Essentially, traditional assessments springs from educational philosophy
which involves the following principles and practices:
1. A school’s mission to develop useful citizens;
2. To be a useful citizen, one must possess a certain body of knowledge and
skills;
3. The school is entrusted to teach this body of knowledge and skills;
4. To determine if the students have acquired the knowledge and skills, the
school must test the students on the knowledge and skills. Authentic
assessment on the other hand is grounded on the following principles and
practices:
1. A school’s mission to develop useful citizens;
2. To be a useful citizen, one has to be capable of performing useful tasks
in the real-world;
3. The school’s duty is to help develop proficiency in performing the tasks
that they will be required to perform after graduation in the workplace;
4. The school must require students to perform tasks that duplicate or imitate
real-world situations.
Below is the comparison of traditional assessment and authentic assessment
by J. Mueller.
Authentic assessment complements Traditional assessments
Both traditional and authentic assessments are necessary. Teachers do not
need to select between tradition and authentic assessment. Mastery of basic
knowledge and skills is the foundation of learners’ ability to demonstrate and
perform the tasks that they are expected to perform in the real world. Learners
cannot perform or do real-world tasks if they have not mastered basic
knowledge and skills.

Module 3
If we want students develop the required competencies, we must be able to
assess the skills needed in relevant settings and context. Authentic assessment
makes use of three modes of assessment:
Observations- this includes the date and information that the teacher collects
from daily work with students.
Performance samples- tangible results that demonstrate student
achievements.
Actual Performance- tests and measures students' performance at a specific
place and time.
OBSERVATIONS-BASED ASSESSMENT TOOLS
Here is a video called Using an Observation-Based Assessment Tool. This video
is 2 minutes, 29 seconds long. As you watch, listen for how these early
childhood professionals use a particular observation-based assessment
measure.
https://drive.google.com/file/d/1c4fSuk_i45SxlIL0BejgT_nIssXZ3VmS/view?
usp=sharing
What do the educators in the video said about how they use observation-based
assessment tools?
To make observation-based systematic and objective, Diane Hart (1994)
suggested the following guidelines:
1. Observe not only one but all students.
2. Observation must be as frequent and as regular as possible.
3. Observations must be recorded in writing.
4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observations records is enhanced if multiple observations
are gathered and synthesized.
While basic observation may seem like an obvious method of assessment, you
must take a strategic approach to watching and documenting young children.
Observing a child within the context of your daily childcare center activities
and routines can offer valuable information on the child’s development,
interests and individual needs. For example – do they initiate interaction with
others? Do they struggle with fine motor skills when attempting to make a
craft?
It’s important to record these interactions and activities over time to develop a
complete view of the child’s skills and abilities, rather than just a one-time
observation. Through strategic observation, you can begin to notice patterns
and determine how activities and routines can be adapted to meet a child’s
needs.
The following are examples of Observation-Based Assessment Tools:
1. Developmental Checklist is an observation tool which requires the teacher
recorder to describe the traits on learning behaviors being assessed. When
used regularly during the school year, developmental checklists give a moving
picture of the student’s progress towards the desired competencies.
2. Observation Checklist is a list of things that an observer is going to look at
when observing a class. This list may have been prepared by the observer or
the teacher or both. It is important that learners understand the function of
the observer and are pre-warned about the observation.
3. Interview Sheet is another observation tool which is also called the
conference recording form. Interview sheets consist of a list of questions the
teacher intends to ask and space for recording the students’ answers.
3. Interview Sheet is another observation tool which is also called the
conference recording form. Interview sheets consist of a list of questions the
teacher intends to ask and space for recording the students’ answers.
PERFORMANCE SAMPLES ASSESSMENT TOOLS
A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas,
interests and accomplishments. It can be as simple as a folder of these pieces
of evidence, as fancy as a neat scrapbook containing evidence of a student’s
accomplishments or as high-tech as a laser disk containing stored
descriptions, written works and pictures of the student’s activities and
accomplishments.
The portfolio serves the following purposes:
a) The teacher can assess the growth and development of the students at
various levels.
b) Parents are informed of the progress of their children in school.
c) Instructional supervisors are able to evaluate the strengths and
weaknesses of the academic program.

What to Include in a Student Portfolio?

A school may have a list of things to include in a student portfolio. Or, it may
be entirely up to the student to decide on what they want to showcase.
The important thing to remember is that a student portfolio is a purposeful
collection of work samples that celebrate an individual’s successes, strengths,
and areas for improvement.
Here’s a sample list of things to include in student portfolio:
a. samples of work from each subject area – keep it simple
b. writing samples including plans and draft copies
c. open-ended tasks such as Mathematics Investigations
d. student self-reflection
e. photographs to capture positive learning experiences such as group
work
f. goals and targets
g. certificate and awards
h. summative assessment pieces (optional)

ACTUAL PERFORMANCE ASSESSMENT TOOLS

Student achievements at specific place and time are actual student
performances that deserve to be assessed.
Performance checklist consists of a list of behaviors that make up a certain
type of performance. It is used to determine whether or not an individual
behaves in a certain way (usually desired) when asked to complete a particular
task. If a particular behavior is present when an individual is observed, the
teacher places a check opposite it on the list.
Oral questioning is an appropriate assessment method for actual performance
when the objectives are: a) to assess the student’s stock knowledge and/or b)
to determine the student’s ability to communicate ideas in coherent verbal
sentences. While oral questioning is indeed an option for assessment, several
factors need to be considered when using this option. Of particular significance
are the student’s state of mind and feelings, anxiety and nervousness in
making oral presentations that could mask student’s true ability. Observations
and self-reports need a tally sheet as device when used by the teacher to record
the frequency of student behaviors, activities or remarks. A self-checklist is a
list of several characteristics or activities presented to the subjects of a study.
The students are asked to study the list and then place a mark opposite the
characteristics that they possess or activities in which they have engaged for a
particular length of time. Observation and self-reports are useful
supplementary assessment methods when used in conjunction with oral
questioning and performance tests.
Module 4
What is process oriented performance-based assessment?
PROCESS-ORIENTED PERFORMANCEBASED ASSESSMENT - is concerned
with the actual task performance rather than the output or product of an
activity (Navarro, et.al,2013). Process oriented performance based assessment
evaluates the actual task performance. This assessment aims to know what
processes a person undergoes when given a task. It is an evaluation that
depends on the teacher’s observations. What are the importance of process
oriented performance-based assessment?
PROCESS-ORIENTED LEARNING COMPETENCIES
• Information about outcomes is important. To improve outcomes, we need to
know about student experience along the way. Assessment can help us
understand which students learn best under what conditions which such
knowledge comes the capacity to improve the whole of their learning.
Information about outcomes is of high importance; where students “end up”
matters greatly. But to improve outcomes, teachers need to know about
student experience along the way – about the curricula, teaching, and kind of
student effort that led to particular outcomes.
The learning objectives in a process-oriented performance-based assessment
are stated indirectly observable behaviors of the students. How are the learning
objectives in a process oriented performance-based assessment stated?
ASSESSMENT – is most effective when it reflects an understanding of learning
as multidimensional, integrated, and revealed in performance over time.
Learning entails not only what students know but what they can do with what
they know; it involves not only knowledge and abilities but values, attitudes,
and habits of mind that affect both academic success and performance beyond
the classroom.
Assessment should reflect these understandings by employing a diverse array
of methods, including those that call for actual performance, using them
overtime so as to reveal change, growth, and increasing degrees of integration.
LEARNING COMPETENCIES
- The learning objectives in process-oriented performance based
assessment are stated in directly observable behaviors of the students.
- The objectives generally focus on those behaviors which exemplify a
“best practice” for the particular task. Such behaviors range from a
“beginner” or novice level up to the level of an expert.
COMPETENCIES – defined as groups or clusters of skills and abilities for
needed for a particular task. What does process-oriented mean? Emphasizes or
focuses on processes, systems, or procedures rather than the results or
underlying cause.
What is the task design of process oriented performance-based assessment?
Process oriented performance based assessment evaluates the actual task
performance. It does not emphasize on the output or product of the activity.
This assessment aims to know what processes a person undergoes when given
a task.
TASK DESIGNING - Process oriented performance based assessment evaluates
the actual task performance. It does not emphasize on the output or product of
the activity. This assessment aims to know what processes a person undergoes
when given a task.
Scoring Rubrics- Is a scoring scale used to assess student performance along
a task-specific set of criteria.
Analytic Rubrics. An analytic rubric resembles a grid with the criteria for a
student product listed in the leftmost column and with levels of performance
listed across the top row often using numbers and/or descriptive tags.
An analytic rubric resembles a grid with the criteria for a student product
listed in the leftmost column and with levels of performance listed across the
top row often using numbers and/or descriptive tags. The cells within the
center of the rubric may be left blank or may contain descriptions of what the
specified criteria look like for each level of performance. When scoring with an
analytic rubric each of the criteria is scored individually.
A holistic rubric consists of a single scale with all criteria to be included in the
evaluation being considered together (e.g., clarity, organization, and
mechanics).
- performance descriptions are written in paragraphs and usually in full
sentences.

Module 5
What is a product oriented performance-based assessment?
PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT - product
oriented assessment is a kind of assessment where in the assessor views and
scores the final product made and not on the actual performance of making
that product. - It is concern on the product alone and not on the process.
PRODUCT ORIENTED PERFORMANCE BASED ASSESSMENT – Performance
based tasks require performance-based assessment in which the actual
student performance is being assessed through a PRODUCT, that
demonstrates levels of task achievement.
Student Performance – can be defined as targeted tasks that lead to a product
or overall learning outcome Products – may include a wide range of student
work that target specific skills.
Product oriented assessment is a kind of assessment wherein the assessor
views and scores the final product made and not on the actual performance of
making that product. It is concern on the product alone and not on the
process. It is more concern to the outcome or the performance of the learner. It
also focuses on the achievement of the learner.
Product assessment focuses on evaluating the result or outcome of a process.
PRODUCT – refers to something produced by students providing concrete
examples of the application of knowledge. Is the output/outcome in performing
a task which is concrete or real and can be assessed.
PERFORMANCE-BASED TASK requires performance-based assessments in
which the actual student performance is assessed through a product, such as
a completed project or work that demonstrates levels of task achievement.
Performance assessment of process and product refers to the on-the-spot
evaluation of performance behavior of the student to determine his interest and
willingness to perform the task. The quality of the product depends on the
performance of the student to perform.
- The manner through which the teacher observes or makes judgements on
students’ competencies emphasizing on the ability to perform tasks.
- The teacher may observe or makes judgements on students’ competencies by
focusing on the OUTPUT or EXPERIENCE/S made from the task performed.
Student products provide tangible indicators of the application of knowledge
and skills. Many educators believed that product assessment is “especially
authentic” because it closely resembles the real work outside of school.
LEARNING COMPETENCIES Target tasks can also include behavior
expectations targeting complex tasks that students are expected to achieve.
Products can include a wide range of student works that target specific. There
are ways to state product-oriented assessment competencies. The Learning
Competencies associated with products or outputs are linked with an
assessment with three levels of performance manifested by the product,
namely:
Level 1 (Beginner). Does the finished product illustrate the minimum expected
parts.
Level 2 (Skilled Level). Does the finished product or project contain additional
parts and function on top of the minimum requirements which tend to enhance
the final output.
Level 3 (Expert Level). Does the finished product contain basic minimum
parts and function, have additional features on top of the minimum and is
aesthetical pleasing.
Example:
The desired product is a representation of a cubic prism made out of cardboard
in an elementary geometry class.
Learning competencies: The final product submitted by the students must:
1. Posess the correct dimensions (5”x5”x5’)
2. Be sturdy, made of durable cardboard and properly fastened together
3. Be pleasing to the observer, preferably properly colored for aesthetic
purposes
Example:
The product desired is a scrapbook illustrating the historical event called EDSA
I People Power
Learning competencies: The scrapbook presented by the students must:
1. Contain pictures, newspaper clippings, and other illustrations of the main
characters of EDSA I
2. Contain remarks and captions for the illustrations made by the student
himself for the roles played by the characters of EDSA I People Power
3. Be presentable, complete, informative and pleasing to the reader of the
Scrapbook.
Example for assessing output of short-term tasks the desired output consists
of the output in a typing class learning competencies: The final typing outputs
of the students must:
1. Posses no more the five errors in spelling
2. Posses no more the five errors in spelling while observing proper format
based on the document to be typewritten
3. Posses no more the five errors in spelling, has the proper format, and is
readable and presentable Product-oriented performance based learning are
evidence-based.
Source: https://www.slideshare.net/Dianopesidas/process-and-product-
performanebased assessment
TASK DESIGNING
The design of the task in this context depends on what the teacher desires to
observe as outputs of the student.
Complexity – within the range of ability of the students.
Appeal – interesting enough so that students are encouraged to pursue the
task to completion.
Creativity – lead the students into exploring the various possible ways of
presenting the final outcome.
Goal-Based Project – is produced in order to attain the learning objectives.
SCORING RUBRICS are typically employed when a judgement of quality is
required and may be used to evaluate a broad range of subject and activities.
- are descriptive scoring schemes that are developed by teachers to guide the
analysis of the products or processes of students’ efforts.
- is a scoring scale used to assess student performance along a task-specific
set of criteria. A Rubric, which contains the the essential criteria for the task
and appropriate levels of performance is typically created to measure student’s
performance.
Rubrics – one way to evaluate student performance in any given task as it
relates the final product or learning outcomes. When to use Product Oriented
Performance Based Assessment? – When the product of the activity is more
important than the performance of the student in the process of learning.
Difference of Process oriented rubric with product oriented rubric – Product
oriented rubrics are linked with an assessment of the level of “expertise”
manifested by the product.( Novice/Beginner, Skilled, Expert Levels)
DEFINING LEARNING COMPETENCIES FOR PRODUCTS/OUTPUT
Level 1 – Does the finished product or the project illustrates the minimum
expected parts or function (Beginner)
Level 2 – Does the finished product or project and contains additional parts
and functions on top of the minimum requirements which tend to enhance the
final output (Skilled)
Level 3 – Does the finished product contain the basic minimum parts and
function, have additional features on top of the minimum, and aesthetically
pleasing (Expert)
Criteria Setting
- Quality
- Creativity
- Comprehensiveness
- Accuracy
- Aesthetic
Identify sub statements that would make the major criteria more focused and
objective.
When an Scoring Rubrics an appropriate evaluation technique?
- Essay
- Evaluate group activities
- Oral presentations
Where and when a scoring rubric is used does not depend on the grade level or
subject, but rather on the purpose of the assessment.

Module 6
Motivation : Motivation is a reason or set or reasons for engaging in a
particular behavior, especially human behavior as studied in psychology and
neuro-psychology.
According to Geen (1995), motivation refers to the initiations, direction,
intensity and persistence of human behavior.
Abraham Maslow’s hierarchy of human needs theory. Human beings have
wants and desires which influence their behavior; only unsatisfied needs can
influence behavior, satisfied needs cannot. - Since needs are many, they are
arranged in order of importance, from the basic to the complex. - The person
advances to the next level of needs only after the lower level need is at least
minimally satisfied. - The further the progress up the hierarchy, the more
individuality, humanness and psychological health a person will show.
Fredrick Herzberg’s two factor theory Motivators; (e.g. challenging work,
recognition, responsibility) which give positive satisfaction, and –Hygiene
factors; (e.g. status, job security, salary and fringe benefits) which do not
motivate if present, but if absent will result in demotivation.
The theory is sometimes called the “Motivator-Hygiene Theory.”
Motivation in education can have several effects on how students learn and
their behavior towards subject matter (Ormrod, 2003).

 Direct behavior toward particular goals.

 Lead to increased effort and energy
 Increase initiation of, and persistence in, activities.
 Enhance cognitive processing.
 Determine what consequences are reinforcing
 Lead to improved performance.
Two kinds of motivation:
1. Intrinsic motivation – occurs when people are internally motivated to do
something because It either brings them pleasure, they think it is important, or
they feel that what they are learning is morally significant.
2. Extrinsic motivation – comes into play when a student is compelled to do
something or act a certain way because of factors external to him or her (like
money or good grades)
Remember:
Self –efficacy : is an impression that one is capable of performing in a certain
manner or attaining certain goals. It is a belief that one has the capabilities to
execute actions required to manage prospective situations.
Self – esteem : relates to a person’s sense of self-worth, whereas self-efficacy
relates to a person’s perception of their ability to reach a goal. Ex) say a person
is a terrible rock climber. He/she would likely have a poor self-efficacy in
regard to rock climbing, but this wouldn’t need to affect his/her self-esteem;
mo t people don’t invest much of their self-esteem in this activity.
Development of Assessment Tools
Assessment tools in the affective domain, in particular, those which are used to
assess attitudes, in tests, motivations, and self-efficacy, have been developed.
(1) Self-report : is the most common measurement tool in the affective domain.
It essentially requires an individual to provide an account of his/her attitude or
feelings toward a concept or idea or people.
(2) Rating Scales : A rating scale is a set of categories designed to elicit
information about a quantitative attribute in social science.
Semantic Differential Scales : Tries to assess an individual’s reaction to
specific words, ideas or concepts in terms of ratings on bipolar scales defined
with contrasting adjectives at each end.
Good _____ ____ ______ _____ _____ _____ _____ Bad
3210123
Thurstone scale was the first formal method of measuring attitude both in
psychology and sociology. Its origins go back to the early 20th century, where
psychologist Louis Leon Thurstone began measuring religious attitudes by
asking respondents to agree or disagree with a series of related statements. He
understood that attitude was cumulative and that he could, therefore,
calculates it as the sum total of each statement the respondent agreed with.
In 1932, Likert developed the method of summated ratings, which is still widely
used.
First, you pick individual items to include. You choose individual items
that you know correlate highly with the total score across items.
Second, you choose how to scale each item. Ex) you construct labels for
each scale value to represent the interpretation to be assigned to the
number
Third, you ask your target audience to mark each item. Fourth, you
derive a target’s score by adding the values that target identified on each
item.

Statement: I do not like to solve algebraic equations.

Response options:
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree
Checklist :the most common and perhaps the easiest instrument in the
affective domain to construct. A checklist consists of simple items that the
student or teacher marks as “absent” or “present”. Here are the steps in the
construction of a checklist

 Enumerate all the attributes and characteristics you wish to observe

relative to the concept being measured.
 Arrange these attributes as a “shopping” list of characteristics.
 Ask the students to mark those attributes or characteristics which are
present and to leave blank those which are not.