P R O F E D 8 – A S S E S S M E N T O F L E A R N IN G 2

UNIT I: PERFORMANCE – BASED

ASSESSMENT
Overview
When you become a professional teacher, it will be a common practice for
you to develop some sort of test to assess whether a previously taught concept has
been learned before introducing something new to your students. Probably, this will
be either a paper-pencil test or multiple-choice test. However, it is difficult to write
paper-pencil tests or multiple-choice tests that go beyond the ‘remembering’ level.
For example, the results of a Science test may indicate that a student knows the
parts and functions of a microscope. However, these results do not guarantee that a
student can actually manipulate a microscope. Because of this, educators have
advocated the use of performance-based assessments. In this unit, the nature,
definition and focus of performance assessment will be discussed. Also, in the latter
part of this unit, the proper procedure of creating and formulating performance
tasks will be clearly discussed.

Learning Objectives_
At the end of the unit, I am able to:
• describe the nature of performance-based assessment;
• differentiate the two types of performance-based assessment;
• illustrate and analyze when to use product - oriented performance - based
assessment and process - oriented performance - based assessment;
• create a well – defined performance task anchored on a specific student
learning outcome; and
• create a well – defined rubric to assess a certain performance task.

Setting Up
A. Directions: Using the diagram below, write words or phrases related to
the main idea.

PERFORMANCE-
BASED
ASSESSMENT

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B. Directions: Classify the following performance tasks whether it is an

example of product - oriented performance - based assessment or
process - oriented performance - based assessment. On the space
provided before each number, write "Product" for product - oriented
performance - based assessment "Process" otherwise.
__________1. Manipulating a microscope
__________2. Delivering a Speech
__________3. Constructing an Angle
__________4. Baking a cake
__________5. Depending a research paper

C. Directions: Based on this preliminary activity, make a hypothesis on the

difference between product - oriented performance - based assessment
and process - oriented performance - based assessment.

Lesson Proper

NATURE OF PERFORMANCE-BASED ASSESSMENT

According to Hollandsworth and Jenks (2020), performance-based

assessment (also known as Alternative Assessment, Authentic Assessment) is a
system of assessment that allows students to demonstrate their knowledge and
skills in a learning environment that embraces their higher -order thinking
skills, as well as relating it to real-world situations. This type of assessment is
an on-going process that allows student-centered learning and progress
monitoring where teachers and students collaborate and adjust their learning
where needed. When developing for performance-based assessment, keep in
mind that the content and instruction does not have to change, but instead of
assessing the students’ knowledge from the content, the student is allowed to
demonstrate what they have learned. With proper preparation and planning,
the teacher has full control over what the content is and how it is taught.

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Performance-based assessment is being implemented at all levels of

learning, from primary and elementary to high school and higher education.
Performance-based assessment can be executed along with traditional
instruction when used in a balanced setting. As Hibbard et al. (1996)
mentioned, “Performance-based learning and assessment achieve a balanced
approach by extending traditional fact-and-skill instruction” (p. 5). The
traditional learning coupled with performance-based assessment allows for
instructors to ensure that students master content standards and student
learning objectives. Although utilizing traditional instruction along with
performance-based learning can be time-consuming, and ensuring that all
standards and learning competencies are being taught effectively can seem
cumbersome, once the material for allowing students to demonstrate what they
have learned is created, the results and data collected on student achievement
will be much more meaningful. Specific data and actual observations will help
an instructor redirect or re-teach a student on the spot and in a timely manner.
(Source: https://www.facultyfocus.com/articles/teaching-and-
learning/performance-based-learning-how-it-works/)

Performance assessment typically is evaluated using rubrics. Rubrics

display indicators of performance on the selected evaluative criteria across a
range of levels. These levels are written to represent the appropriate range of
student performance (such as lower elementary, middle school, or high school).
Some rubrics are designed to score a performance task holistically, while
analytic rubrics are designed to be scored across multiple dimensions to
represent the work in a fine-grained way that allows for more specific feedback
to students and instructors.
(Source: Standford SRN, 2008)

Features of Performance-Based Assessment

A good performance-based assessment share five key features according to
Performance Assessment Links in Science (PALS):
1. Clear targets:
• Provide clear descriptions of specific achievement expectations to be
assessed.
• Measure one or more of the four achievement expectations.
• Assure that evaluators understand and remain aware of what they are
assessing.
2. Focused purpose:
• Clarify the intended uses of the assessment results.
• Specify whose information needs the assessment will meet: teachers,
curriculum developers, and policymakers.
3. Proper method:

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• Use an assessment method that is suited to the assessment goals

(such as essays, direct communication, selected response or extended
investigations).
4. Sound sampling:
• Provide a representative sample of all the questions that can be asked.
• Produce results of maximum quality at minimum cost in time and
effort.
• Yield confident inferences about how the respondent would have
done given all possible exercises.
5. Accurate assessment free of bias and distortion:
• Present sources of inference and error that may have affected the
development and implementation of the assessment.
• Anticipate sources of bias that can create ambiguity in results.

Domains of Performance-Based Assessment

The following are the domains of performance-based assessment:
1. Communication Skills - The ability to communicate effectively with teachers
and classmates, no matter what task is at hand. This includes active listening,
non-verbal communication, art of questioning, being clear and persuasive,
empathic, providing appropriate responses and developing trust and
rapport.
Examples:
• Participating in debate
• Writing an essay
• Delivering a speech
• Listening/Reading comprehension
• Critiquing a research paper
• Reporting a lesson in a class.

2. Psychomotor Skills – It is demonstrated by physical skills such as movement,

coordination, manipulation, dexterity, grace, strength, speed—actions which
demonstrate the fine or gross motor skills, such as use of precision
instruments or tools, and walking.
Examples:
• Manipulating a microscope
• Coloring an art piece
• Cooking a meal
• Plotting a point and drawing the curve
3. Athletic Skills – is actually a motor skill, which can be defined as an act or task
that has a goal to achieve and requires voluntary body or limb movement to
be properly performed.

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Examples:
• Tossing and spiking in volleyball
• Dribbling and shooting in basketball
• Diving and swimming
• Walking/Jogging/Running/Biking/Climbing
4. Concept Acquisition – can be understood as a process in which new complex
concepts are created by assembling their definitional constituents. It is also
defined as a set of skills in acquiring, organizing, and using information.
Examples:
• Testing a hypothesis
• Developing a graphic organizer
• Analyzing ideas from classmates

5. Affective Skills – this skill involves our feelings, emotions, attitudes, the
manner in which we deal with things emotionally, such as values,
appreciation, enthusiasm, and motivations.
Examples:
• Obeying the classroom house rules
• Following the instructions in taking an exam
• Living the virtue of honesty and integrity

TYPES OF PERFORMANCE-BASED ASSESSMENT

According to Gronlund, Lim and Miller (2009), performance-based

assessment may be classified in terms of performance outcomes. These are
restricted-response performance task, and extended-response performance task.
1. Restricted-Response Performance Task – requires narrow skill and relative
brief response. The performance task is highly structured with a limited
scope. The instructions of the tasks are more focused and the limitations are
always indicated.
Examples:
• Defending an answer to a question
• Demonstrating how to focus a microscope
• Writing a 200-word essay
• Constructing a pie graph of a given population

2. Extended-Response Performance Task – A type of performance task that is less

structured and has a broader scope. Commonly done as collaborative work,
several resources, evaluation focuses on the relevance if the resources.
Outputs are developed in long periods.

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Examples:
• Writing a reaction paper from an open-ended story.
• Conducting, presenting, and defending research paper.
• Planning an educational trip which includes the budget, logistics, and
itinerary.

FOCUS OF PERFORMANCE - BASED ASSESSMENT

The focus of a certain performance - based assessment can be either product or

process depending on the purpose of assessment. A performance - based
assessment that is requiring a product as a final output is known as product -
oriented performance-based assessment. Meanwhile, a performance - based
assessment that will be requiring the assessor to strictly and comprehensively
observe the process is called as process - oriented performance-based assessment.
According to Gronlund as cited by Gabuyo (2012), the use of product -
oriented performance-based assessment should be encourage when the following
situations are observed:
a. There is no product;
b. The correct and orderly process is directly observable;
c. Correct procedures or steps are crucial to success;
d. Analysis of procedural steps is vital in improving the quality of the product;
and
e. Learning is at an early stage.
Meanwhile, use product - oriented performance-based assessment when:
a. Different procedures result to an equally good product;
b. The procedure is not available for observation;
c. There is already a mastery of the procedure; and
d. Identifiable qualities of the products can be observed and judged.

DEVELOPING PERFORMANCE - BASED ASSESSMENT

The following are the basic steps in developing performance - based
assessment. (Cite source)

1. Determine the skills, learning outcomes and taxonomy level.

This basic step involves the clarification and identification of a specific goal
(i.e. types of knowledge and skills) that students are expected to achieve in each
teaching unit. The knowledge and skills needed at this stage and needed to be
mastered by students are set out in the curriculum standards and benchmarks in
different fields.

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Once this set of knowledge and skills has been compiled, the teaching
objectives to be assessed through performance tasks should be selected. It is very
important to identify the competencies that call for performance-based assessment.
In case of complex skills and learning outcomes, there is a need to look into
their subcomponents as episodes, and these episodes are called SLO learning
episodes.

2. Design and develop activity or performance task

This implies setting tasks that will demonstrate which knowledge and skills
have been developed. The tasks should call for performances that illustrate what
they have learned and up to what extent of the learning goals have been achieved.
Performance tasks should be motivating, challenging and appropriate to the
student's language level and cognitive ability.
Below are some tasks designed in different learning areas:
1. Manipulating a microscope;
2. Playing basketball in a round - robin tournament;
3. Demonstrating the dissection of a frog;
4. Drawing the map of the Philippines;
5. Solving Mathematical problems;
6. Demonstrating table skirting; and
7. Translating English paragraphs into Filipino.

Features of a Good Performance Tasks

The following are the features of a good performance task (Cortez, Cortez &
Galman, 2019):
a. There is a clear statement of the intended learning outcomes that serve as
guides in designing of the task.
b. As to the students, they are active participants in the assessment process and
not only passive selectors of a single answer.
c. The demonstration of the ability to apply the knowledge and skills that are
relevant to real life situation are expected from the students.
d. Clear, logical set of performance-based activities expected to follow by the
students are evident.
e. There is an availability of the rubrics to help assess the level of proficiency of
students' performance or response.

Suggestions for Constructing Performance Task

As enumerated by Gronlund, Linn and Miller (2009), the following points are
to be considered in constructing performance task.
a. Focus on the learning outcomes that require complex cognitive skills and
student performances.

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b. Select or develop tasks that represent both content and skills that are vital
and central to important learning outcomes.
c. Minimize the dependence of the performance task on skills that are relevant
to the intended purpose of assessment.
d. Provide necessary scaffolding for the students to be able to understand the
task and what is expected from their performance.
e. Construct task directions so that the student's task is clearly indicated.
f. Clearly communicate performance expectations in terms of the scoring
rubrics by which the performance will be judged.

Also, Gabuyo (2012) as cited by Cortez, Cortez & Galman (2019) defined a list of
guidelines for Good Performance Task as follows:
1. Performance task must be congruent with the purpose of the assessment.
2. Performance task elicits behavior(s) at level(s) stated in the instructional
outcomes.
3. Performance task is interesting, challenging and fair to all students.
4. Performance is authentic; hence, it promotes the conveyance of learning to
the real world.
5. Performance task includes only important outcomes (performance and
product) that are appropriately assessed.
6. Performance task must be adequately reflect intended learning outcomes.
7. Performance task is appropriate to the developmental level of students.
8. The directions of performance task should include what is to be done, how it
is done and what condition it is done.
9. The directions of performance task should give students enough information
and context for successful completion of the task.

Performance Task Designs

Building a performance task based on these guidelines can be tricky, but the
GRASPS model coined by Wiggins and McTighe (2004) is an excellent starting point.
GRASPS is basically an acronym for:

Goal – states the problem or challenge to be resolved. In dealing with the design of a
performance task, the problem is posed as relevant to real life scenario.
Role – explains who students are in the scenario and what they are being asked to
portray or exhibit.
Audience – refers to the person or group of individuals for whom the students solve
the problem and who the students need to convince of the validity and success of
their solution to the problem. (Remember that the audience is not limited to the
instructor.)

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Situation – provides the context of the situation and any additional factors that
could impede the resolution of the problem. This actually pertains to the real life
scenario as stated in the problem of the task.
Product, Performance, and Purpose – explains the product or performance that
the students need to create or perform and its larger purpose.
Standards and Criteria for Success – dictates the standards that must be met and
how the work will be judged by the assumed audience.
As constructed by Vasso (2018), below is a sample template for constructing
a performance task using the GRASPS model. You may consider the set of stem
statements in each part in constructing your performance task.
Template for Constructing
a Performance Task Scenario using GRASPS
Goal:
• Your task is
• The goal is to
• The problem/challenge is
• The obstacle/s to overcome is/are

Role:
• You are
• You have been asked to
• Your job is

Audience:
• Your client/s is/are
• The target audience is
• You need to convince

Situation:
• The context you find yourself in
• The challenge involves dealing with

Product/Performance and Purpose:

• You will create a
in order to
• You need to develop
so that
Standards & Criteria for Success:
• Your performance needs to
• Your work will be judged by
• Your product must meet the following standards
• A successful result will

*Example of Performance Task under GRASPS model

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Abridged Format
The Abridged format follows a clear pattern such as that of the GRASPS
model, but with an emphasis on the outcome, the performance tasks itself, the target
competencies and the assessment. Below is a matrix of the contents of this format.
Outcome State your learning outcome, that is anchored on the taxonomy that
you are using.
Performance Briefly state the task in terms of what students are expected to do.
Task Then describe in bullets the activities that they need to engage in.
Arrange these activities in a procedural fashion.
Target Identify the knowledge, skills, and attitudes you intend to develop in
Competencies your student. State these skills in the context of your subject area.
Assessment Describe the standards for assessing student's performance of task.

3. Define the Performance Criteria

This is necessary for successful task mastery. The performance criteria must
reflect the learning targets or the statement of learning outcomes of the instruction.
The types of performance criteria are: (a) impact of performance; (b) work quality
and craftmanship; (c) adequacy of method and behavior; (d) validity of content; and
(e) sophistication of knowledge employed.
The impact of the performance refers to the success of the performance, given
purpose, goals and the desired results. On the other hand, work quality and
craftmanship refer to the overall quality, organization, and difficulty of the work.
Adequacy of method and behavior refers to the quality of the procedures and
the manner of presentation prior to and during the performance while validity of
content refers to the correctness of ideas, skills and materials used. Lastly,
sophistication of knowledge employed refers to the complexity or maturity of
knowledge used.
The following may be considered in stating performance criteria:
a. Identify the steps or features of the performance or task to be assessed by
imagining yourself performing it, observing students performing it or
inspecting the finished product.
b. List the important criteria of the performance or product. The rule is that, the
first to be observed must be the first in the list.
c. Try to keep the performance criteria few so that they can be reasonably
observed and judged.
d. Have teachers think through the criteria as a group.

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e. Express the criteria in terms of observable behavior or product

characteristics.
f. Avoid the use of vague and ambiguous works.
g. Arrange the performance assessment instruments to be used or modify them
before constructing them.
Example of criteria for the task "Manipulating a microscope"
a. Proper handling of the microscope
b. Accuracy of placing the specimen
c. Proper use of mirror
d. Alignment of the objectives
e. Focusing (use of adjustments)
f. Clarity of specimen

Formulation of Rubric
Rubric is an assessment method or collection of guidelines used to facilitate
the consistent implementation in the classroom of learning objectives, learning
goals, or learning standards, or to measure their performance against a consistent
set of criteria. Rubrics clearly identify academic standards for students in
instructional settings and help ensure continuity in the assessment of academic
work from student to student, assignment to assignment, or course to course.
Rubrics are often used to assess grades or the degree to which learning expectations
have been demonstrated or reached by learners as scoring methods. (cite source)
A rubric can be classified into two types of rubrics depending on the method
of evaluating students’ performance: holistic and analytic rubrics. (cite source)
Holistic Rubric
• Single (one-dimensional) rubrics of parameters used to determine the
overall achievement of the participants on an activity or object based on
predefined levels of achievement;
• Descriptions of the output are written in paragraphs and usually in complete
sentences.

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Example of Holistic Rubric

(enclosed your source at the bottom part of this material)

Analytic Rubric
• Two-dimensional rubrics with accomplishment levels as columns and
standards for assessment as rows. It helps you to measure the contributions
of participants on the basis of different parameters using a single rubric. By
summing up the criteria, you can assign different weights (value) to different
criteria and include an overall achievement.
• Usually written in a table.

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Example of Analytic Rubric

(enclosed your source at the bottom part of this material)

References
Books
Cortez, Angelica O. et. al. (2019). Assessment of Learning 1 with Basic Statistics. St.
Andrew Publishing House. Plaridel, Bulacan.

Cortez, Angelica A., Galman, Sheena Mai A., Cortez, Bernard Emil O. (2019). Assessment of
Learning 2. Love Printing and Publishing House. Cabanatuan City

Navarro, Rosita L., Santos, Rosita D.G. (n. d.) Authentic Assessment of Student Learning
Outcomes: Assessment of Learning 2 Second Edition. Lorimar Publishing Inc.
Quezon City, Manila.

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Note: et al is used only in the in-text citation but not in the references. Titles of
books are italicized; Normally the first letter of the first word is capitalized
then the rest are not, except when a word is proper noun.
Webliography

• https://www.facultyfocus.com/articles/teaching-and-
learning/performance-based-learning-how-it-works/
• https://edpolicy.stanford.edu/sites/default/files/events/materials/2011-
06-linked-learning-performance-based-assessment.pdf
• https://pals.sri.com/guide/features.html
• https://study.com/academy/lesson/performance-assessments-product-vs-
process.html
• https://www.academia.edu/30918888/PRODUCT_ORIENTED_ASSESSMEN
T
• http://www.ascd.org/publications/newsletters/education-
update/aug95/vol37/num06/Designing-Performance-Assessment-
Tasks.aspx
• https://www.nsta.org/how-design-performance-task
• https://www.edglossary.org/rubric/#:~:text=A%20rubric%20is%20typica
lly%20an,a%20consistent%20set%20of%20criteria.
• https://www.queensu.ca/teachingandlearning/modules/assessments/35_s
4_05_types_of_rubrics.html#:~:text=There%20are%20two%20types%20of,
efforts%3A%20holistic%20and%20analytic%20rubrics.
• https://wisc.pb.unizin.org/teachonlinerubrics/chapter/types-of-rubrics/

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Assessing Learning
•

Activity 1
Name: ___________________________________________ Date: ______________________
Course and Section: __________________________ Score: ____________________
Directions: Give at least two examples of activities for each of the following domains of
performance-based assessment.

1. Communication Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

2. Psychomotor Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

3. Athletic Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

4. Concept Acquisition
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

5. Affective Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

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Activity 2
Name: ___________________________________________ Date: ______________________
Course and Section: __________________________ Score: ____________________
Directions: Write RRPT if the given task is a Restricted-Response Performance Task, and
write ERPT if it is Extended-Response Performance Task.

_______ 1. Dissecting a frog in the laboratory

_______ 2. Mixing the chemicals, examining and evaluating the reactions, and
presenting the results of the experiment.
_______ 3. Writing a poem following Haiku format.
_______ 4. Writing an essay from a book review.
_______ 5. Dribbling a ball
_______ 6. Synthesizing and analyzing a research paper based on its themes
_______ 7. Writing a module
_______ 8. Cooking sinigang
_______ 9. Typing a report
_______ 10. Turning a desktop computer on
_______ 11. Developing an educational website for senior high school students
_______ 12. Calculating the speed of a car
_______ 13. Counting the number of organisms in a quadrant
_______ 14. Writing an editorial article
_______ 15. Baking a cake
_______ 16. Developing campaign platforms and agenda
_______ 17. Cleaning a classroom
_______ 18. Delivering a 3-minute campaign speech
_______ 19. Constructing a histogram of the score of 25 students in a quiz in Biology.
_______ 20. Tabulating the result of a quiz bee.

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Activity 3
Name: ___________________________________________ Date: ______________________
Course and Section: __________________________ Score: ____________________
Direction: Identify the focus of the following performance - based assessment activities.
Write your answer on the space provided before each number. Write a one-sentence
explanation for each answer.

____________1. Constructing a rectangular prism with a specific volume.

____________2. Getting the blood pressure of a certain person

____________3. Sauteing

____________4. Cooking Oxtail and Tripe Stew in Peanut Sauce

____________5. Turning a desktop computer on

____________6. Baking cookies

____________7. Writing an educational essay about K to 12 curriculum

____________8. Writing a module

____________9. Depending a Business Proposal

____________10. Constructing a balance sheet statement

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Activity 4
Name: ___________________________________________ Date: ______________________
Course and Section: __________________________ Score: ____________________
Direction: Choose two topics from any of the given topics below and design a task using the
GRASPS Model.
a. Syntax and Semantics
b. Angle of Elevation and Depression
c. Mirrors
d. Pag - aalaga ng Tilapya
e. Akdang Noli Me Tangere
f. First Aid
g. The Constitution
Topic 1:

Topic 2:

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Activity 5
Name: ___________________________________________ Date: ______________________
Course and Section: __________________________ Score: ____________________
Direction: List at most three (3) criteria for each performance task. Write your response on
the space provided after each task.

1. Constructing an Angle Bisector.

2. Writing an essay about "Education in the New Normal".

3. Business Proposal Presentation

4. Scrapbook on "The Life and Works of Rizal".

5. Specimen preservation in a Biology class

II. Critique the following criteria Write your answer on the space provided below.
Task: Business Feasibility Study Presentation
Criteria:
a. Introduction of the topic
b. Background of the study
c. Availability of the rationale
d. Presentation of ideas
e. Use of language

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Activity 6
Name: ___________________________________________ Date: ______________________
Course and Section: __________________________ Score: ____________________
Direction: Create holistic and analytic rubric with at most four (4) criteria for one
performance task as listed below. Select the topic that is aligned in your field of expertise.
Write your response on the space provided below.

a. Constructing an Angle Bisector.

b. Anatomy of a Frog
c. Pagsulat ng sanaysay tungkol sa “Teknolohiya sa Makabagong Panahon”
d. Writing an essay about "Education in the New Normal".
e. Scrapbook on "The Life and Works of Rizal".
f. Cooking Adobo
g. Types of Serves in Volleyball

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UNIT II: AFFECTIVE ASSESSMENT

Overview
Cognition and affect are complementary attributes of a learner. Each complement
one another concerning learners’ essential domains. Affective Assessment include
students’ dispositions, values, attitudes, and ethical aspects—is vital in improving
academic success and the value of the learning experience provided. Once these aspects
are identified, teachers should assess this because it significantly impacts the cognitive
and psychomotor aspects.

Learning Objectives_
At the end of the unit, I am able to:
• create appropriate affective assessment tools;
• distinguish learning outcomes in each level of the affective domain;
and,
• enumerate the importance of roles in assessing the affective
domain of learners.

Setting Up
Directions: Determine the level of affective domain shown in the following learning
objectives. Write your response to the space provided before each.
__________ 1. Watch the movie, “Queen’s Gambit”
__________ 2. Tell classmates of the possible changes in the rubrics in assessing
performance
__________ 3. Reacting to a video of singers.
__________ 4. Debating with classmates about reproductive health bill
__________ 5. Apply the principles learned from a lecture given by a Pastor
__________ 6. Follow the process for filing a position paper
__________ 7. Suggest an idea to improve team skills
__________ 8. Spend more time reading stories and watching movies
__________ 9. Allotting extra efforts to finish a project
__________ 10. Support the ideologies of a certain national hero.

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Lesson Proper

THE AFFECTIVE DOMAIN

This contains how we deal with things meaningfully, such as values,

thankfulness, enthusiasm, moods, motivations, and attitudes. The five major classes
are listed from the most specific behavior to the most complex (Bloom's Taxonomy:
The Affective Domain (nwlink.com)).

When a teacher conducts the educational assessment, he/she will use

cognitive measures. A teacher should teach essential concepts, problem-solving and
critical thinking. The thing is to create tests to figure out whether the
students can do or know those learnings.

Why do we need to assess the Affective Domain?

The importance of affective measures is immeasurable when it comes to

leaning effect on learners. What are the affective assessments? These are
assessments that target learners’ interests, attitudes, and values. An assessment that
measures how learners look into themselves as learners would be a useful
assessment instrument.

Assessing the affective domain will help teachers analyze and understand
their behavior. The learners’ behavior is often affected by their attitude; dealing
with them is a lot easier. In planning the activities, they should be carefully
selected and gradually developing their values.

Learning styles of learners is greatly affected by factors which are considered

to be related to affective factors. Assessing the affective domain is as equally
important as the cognitive and psychomotor domain. A teacher should also see how
learning took place by assessing the affective domain. During discussions up to the
lesson's application, teachers must be aware of how the acquisition of learning was
valued and lived by the learners.

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LEVELS OF THE AFFECTIVE DOMAIN

Shown in the figure below are the affective domain levels.

FIGURE 10: The Affective Domain

Examples of Affective Domain by Clark (2012).

The category portrays the events that happen in each level in the student’s
learning experience. Teachers must be aware of the following learning events to
properly suit the teaching styles and prepare the assessment tools for learning.

Category Example Statement Keywords

Receiving: This refers to
Listen to others with acknowledge, asks,
students Alertness,
esteem. Listen for and attentive, courteous,
willingness to listen to a
recall the name of newly dutiful, follows, gives,
lecture, selected attention
introduced people listens, understands
to a situation.
Responding: A state of
Contributes to class greets, response, supports,
active participation by the
discussions. Gives a aids, conforms, follows,
learners. This situation is
demonstration. discusses, helps, labels,
where learners wait and
Distinguish the safety performs, presents,
react to a particular
rules and practice them. illustrates, tells
phenomenon. Learning

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 P R O F E D 8 – A S S E S S M E N T O F L E A R N IN G 2

outcomes may underscore

compliance in response,
willingness to meet, or
satisfaction in responding
(motivation).
Proves trust in the
democratic process. Is
Valuing: Students valuing
prone to differences
is created on their
between individuals and
internalization of a set of appreciates, cherish,
cultures (diversity in
specified values acquired treasure, demonstrates,
values). Shows problem-
during learning. Pieces of initiates, invites, joins,
solving capability.
evidence to these values justifies, proposes,
Proposes and follows up
are expressed in the respect, shares
with a dedication to a
learner's explicit
program for social change.
behavior.
Informs the management
of issues one feels about.
Recognizes the need for
the balance between
freedom and ethical
conduct.
Explains the role of
Organization: Learners systematic planning in
organizes morals into problem-solving. Accepts
priorities by contrasting the standards of
associates, relates,
different values, resolving professional ethics.
synthesizes
conflicts between them, Creates a life plan in
creating a unique value harmony with your
system. abilities, your interests,
and your beliefs. Prioritize
time efficiently to meet
the needs of the
organization, the family,
and the self.

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Internalizes
Shows autonomy while
Values (characterization):
working independently.
Learners now possesses a
Collaborates in group
system of value that
activities (shows
controls their behavior.
teamwork). Requires an
The behavior is the acts, discriminates,
analytical approach when
learner's universal, displays, influences,
solving problems—
constant, predictable, and modifies, performs,
displays day-to-day
most important qualifies, questions,
professional adherence to
characteristic. revises, serves, solves,
ethical practice. In light of
Instructional goals are verifies
new evidence, review
concerned with general
judgments and change
adjustment trends
behavior. People value
(personal, social,
what they are for and not
emotional) for the
how they look.
student.

AFFECTIVE ASSESSMENT TOOLS

The following are the assessment tools that can be used to measure the affective
domain. (Galman & Cortez, 2019)
1. Likert Scale
Likert scale is appropriate in situations wherein a list of clearly favorable
and unfavorable attitude statements are given. The students are asked to
respond or rate each of the statement where it applies to them.
Likert scale uses the four-point scale:
For example
Very Aware (VA); Aware (A); Unaware (UA); Very Unaware (VU)
A Likert scales uses 1 to 5 or 1 to 4 as the case may be to each scale's
position. In interpreting the results, remember that these are verbal expressions,
feelings and opinions that individuals are portraying.

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Likert Scale Example

Directions: Mark a check on the appropriate column for each situation
Legend:
SA – Strongly Agree A – Agree U – Undecided D – Disagree SD – Strongly Disagree
(SA) (A) (U) (D) (SD)
5 4 3 2 1
1. I like reacting to somebody’s vlog.
2. I find happiness in singing.
3. I enjoy solving crossword puzzles.

2. Rating Scale
Rating scales helps the teacher assess affective domain and also aids her to
improve teaching strategies.
Why is it Important to Use Rating Scales?

a) Rating scales aids learners easily internalize the learning

target/outcomes and let learners concentrate on the given competencies
targeted by the scale.
b) Learners will be able to determine their strengths and weaknesses in
performing and internalizing specific tasks
c) The learners can realize gradual learning improvement if they will base
their performance for the scales

Example: Rating Scale (Attitude towards English as a Second Language)

Directions: Rate the following from 1 to 5 where 5 being the highest.
Score
1. I am pleased during our English class.
2. I get tired of doing English speaking practice.
3. I enjoy correcting my pronunciation and diction

Types of Rating Scales

a. Numerical Rating Scales
This scale gives judgements of degree in terms of numbers.
Numbers were assigned to a particular performance or quality of the
attainment or accomplishment of a particular task

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Example:
To what extent do the learners participate in problem-solving and
formulation?
1 2 3 4
b. Graphic Descriptive Rating Scales
Unlike the numerical rating scales, the situation or task is
commonly scored or described using a scenario of accomplishment or
attainment.
Examples
What degree of participation does the learner joins in team class
activities and discussions?
Never joins joins
joins as much as more than any
Quiet, another team another team
Passive members member
remark(s): _____________________________________________________________________________
What are errors can be possibly committed in using rating scales?
The table below summarizes the errors that might be committed in using
rating scales:
Error Description
Consideration Favors rating towards higher rating
Strictness Opposite of consideration error.
Median Teacher tends to give safe rating so the true ratings were
concealed
Radiant Effect Rate to one will be rating to all
Personal Favoring group of students to give better or poor rating
preferences
3. Checklist
A checklist refers to a useable assessment approach to check
enumerated skills, attitudes and natures of individual or group of students in
performance of a specific learning task.
Characteristics of the Checklist:
a. Has the criteria that concentrate on the intended learning outcomes
or learning targets.
b. It can be for individual or group cases as the case may be.
c. Provides learners and teachers information on what has to be
accomplished or attained for particular learning tasks.
d. The basis for assessing formative learning, which one is crucial or
unessential.

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Checklist Criteria
The criteria to be utilized in the checklist must be aligned with the
learning outcomes of the lesson. The selection of criteria will be more
effective if it is constructively aligned with the intended outcomes.
Why is it Important to Use Checklists?
Checklists should be significantly utilized because of the following
reasons:

1. The use of checklists provides the most comfortable way to perform

performance skills, criteria, and behavior assessment before the
summative assessment
2. Preemptive measures can be given to learners facing difficulties in
learning due to some leaning difficulties
3. Can be used as a teachers feedback mechanism to take advantage of areas
needing improvement among learners affect.

4. Semantic Differential Scale

This uses adjectives that provide ideas for feelings or beliefs opposite in
course and intensity. The learner will place a mark on the place in the scale
depending on what has been believed to be true in their case.
Example: Perception toward Science subject
Science is
Boring __ __ __ __ Enjoying
Important ___ ___ ___ ___ Unusable
Complete -___ _____ ____ ____ Lacking

5. Completing Sentence
Completing sentence can also give teachers about how a learner feels,
show attitude and react to a certain situation. However, learners also tend to
fake the reaction by giving a response opposite of what feelings are present.
Examples:
I think Science as a discipline is ________________________________.
I like attending my values class the most because ______________________.

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ASSESSING AFFECTIVE TARGET METHODS

There are three possible methods for assessing affective domain. (McMillan,
2007). These methods are:
1. teacher observation
2. student self-report; and
3. peer ratings.

1.1 Observation by the Teacher

Identifying the list of behaviors to be observed is the first step in teacher
observation process. The teacher will then create desirable and undesirable traits
that would match to the behaviors indicated. Shown below are samples of positive
and negative behavior related to the outcomes:
POSITIVE NEGATIVE
Rarely answer in the recitation Is frequently answering recitation
Always asks thought questions activities
Always assists groupmates Rarely asks thought questions
Completely accomplishes tasks Seldom assists classmates
Is participating in extracurricular activities Incomplete tasks accomplishment
Is not participating in
extracurricular activities

a. Unstructured Observation
Anecdotal or unstructured observation may also be used for the
determination of findings regarding subjects. No formal affective instruments
used like checklist and surveys. All observed is just simply logged. The
observer should at least have the predetermined affective traits available
when using unstructured observation. It is indeed needed to determine or
identify at the beginning of what has to be observed. The observer should
also not limit in the pre-identified affective traits itself.
Being realistic, that is one of the characteristics of unstructured
observation. Teachers can record everything they have observed.
Observations are not limited in the parameters of the checklist or rating
instrument.
b. Structured Observation
Structured observation or planned observation differs a lot from
unstructured observation. It differs mainly on the approach and content of
the questions or items for observation. Planning and executing is important.
In structured observation, time deals with a lot of importance wherein
checklist or rating forms must be carefully made since it will be used to
document the observations' proceedings. Keeping in mind the importance of

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making a shortlist of positive and negative behaviors as the jumpstart makes

it convenient to record.
Consider the following steps if the observation of the structure will be
made in assessing the affective domain.
1. Identify assumed learners’ behaviors to be observed in early dates.
2. Record student’s pertinent data such as time of observation, data derived
from the activity, and the exact place.
3. If the unstructured observation was used, document brief illustrations of
relevant behavior leading to the task.
4. Document both positive and negative behaviors.
5. Provide excess observations of each student as deemed necessary.
6. Take a record immediately the observations derived from the activity.

1.2 Learner Self-Report

Student can express affect through self-reporting. A casual interview
is the most direct method of taking data from it. Learners may also
accomplish an individual questionnaire or survey about themselves or other
learners.
a. Learner Conference/Interviews
Simple and easy to perform. Direct data or answer from the
interview is considered to be an original one. A teacher can also
validate the ingenuity of responses in the observation by verifying it
on the learners' actual facial and bodily gestures.
b. Surveys and Questionnaire
There are two types of self – repost assessment. These are the
constructed-response and selected-response format. Shown below is
the brief description of the formats:
Constructed-Response
A direct to the point question addressed to learners, whether
written or in oral. Essay, a very nice example of constructed responses
format items, gives deep and extensive replies. It is in the essay where
learners can express more of their affective sides.
Selected-Response
There are three selected-response formats in assessing
affective learning outcomes. Each can be used depending on the
situation. These are Checklist semantic differential scale, and Rating
scale.
Anonymity is the primary advantage of selected response type.
An important factor when considering the traits that are particularly

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specific to people, such as values and self-concept. These self-

response formats are efficient in the way of collecting information.
1.3 Peer Ratings
Inadvisable to use but sometimes it can be instrumental when
determining the instrument's validity for assessing affect. This method can be
applied when giving rough observation by learner affective domain themselves.
Learners with their peers can easily observe the affective side that was observed
from their classmates. There are two types of peer rating form: the sociometric
approach and guess – who approach.

References
Books
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy
of Educational Objectives, Handbook I: The Cognitive Domain. New York: David
McKay Co Inc.
Clark, D.R. (2004). Concepts of leadership. Retrieved from Bloom's Taxonomy: The
Affective Domain (nwlink.com)

Cortez, Angelica O. et. al. (2019). Assessment of Learning 1 with Basic Statistics. St.
Andrew Publishing House. Plaridel, Bulacan.

Cortez, Angelica A., Galman, Sheena Mai A., Cortez, Bernard Emil O. (2019). Assessment of
Learning 2. Love Printing and Publishing House. Cabanatuan City

Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1973). Taxonomy of Educational Objectives, the
Classification of Educational Goals. Handbook II: Affective Domain. New York:
David McKay Co., Inc

Navarro, Rosita L., Santos, Rosita D.G.(n. d.) Authentic Assessment of Student Learning
Outcomes: Assessment of Learning 2 Second Edition. Lorimar Publishing Inc.
Quezon City, Manila.

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Assessing Learning
•

Activity 1
Name: ___________________________________________ Date: ______________________
Course and Section: __________________________ Score: ____________________
A. Directions: Determine the level of affective domain shown in the
following learning outcomes. Write your answer on the space provided/
______1. Watch the movie, “Goodwill Hunting”.
______2. Inform the Department Head of the possible issues on online
classes.
______3. Listen attentively to discussions.
______4. Exchange opinion with groupmates about reproductive health
bill.
______5. Support suggestions to improve the number of possible
solutions.
______6. Propose an intervention to increase skill acquisition
______7. Spend more effort to improve reading skills

B. Directions: Relative to your majorship, choose two topics below and

construct a rating scale appropriate
a. Assessing study habits of non-English foreign English students
b. Gauging skills towards proper poem delivery
c. Measuring attitudes towards Pronunciation and Enunciation
activities

C. Directions: Develop a checklist for the following:

a. An activity about “performing excellent public speaking”.
b. Well executed role play about “Cinderella”

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UNIT 3 - GRADING AND REPORTING SYSTEMS

Overview
Evaluation of your school results has been one of your teachers' significant tasks
since the beginning of your school experiences.
Your progress in the achievement of the learning targets is being assessed by
your teacher using variety of assessment tools. The output of your school performance
are being graded, recorded and evaluated.
Grades which are often reflected in cards are given to the students at the end of
the school year in basic education and for tertiary, at the end of the semester. Ideally,
parents should be given feedback on the grades their children receive. This is to manifest
support for the students and the at same time inform the parents of the status of their
children’s progress behavior in the classroom.
In this unit, you are to learn the functions of grading and the sytems of reporting.
What are its purposes and how it should be communicated. There are different types of
grading and reporting system which you need to know and some guidelines in
conducting a good parent-teacher conference.

Learning Objectives_
At the end of the unit, I am able to:
At the end of the unit, the students are able to:
• Enumerate and discuss the functions and types of grading and reporting system;
• Develop the most appropriate and valid reporting system;
• Assign letter grades to every assessment of learning activities;
• Compute grades properly in relation to students learning acquisition and
performance;
• Define Norm or Criterion – Referenced Grading;
• State the effective distribution of grades and guidelines of effective grading;
• Simulate a situation of conducting parent – teacher conferences; and

• Enumerate and discuss the guidelines for a good conference.

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Setting Up

Direction: Based on your own concept, write at least 5 sentences why grading
and reporting system is important.
1. _________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________

1. Which of the following types of grading compares a student’s performance to a

predetermined standard
a. Criterion-referenced grading c. Performanced-based criteria
b. Norm-referenced grading d. Percentage-based criteria
2. Which of the of the following spells out in details the specific behaviors students
must perform
a. Criterion-referenced grading c. Performanced-based criteria
b. Norm-referenced grading d. Percentage-based criteria

3. Which of the following makes comparison with other students.

a. Criterion-referenced grading c. Performanced-based criteria
b. Norm-referenced grading d. Percentage-based criteria

4. Which of the following uses cut-off scores based on the percentage of items
answered correctly
a. Criterion-referenced grading c. Performanced-based criteria
b. Norm-referenced grading d. Percentage-based criteria
5. The following is a function of grading EXCEPT:
a. Report to parents and guardians c. Enhance students motivation
b. Administrative and guidance uses d. Show the top performing students
6. Which of the following situations illustrates the advantages of grading system
• Students knows their limitations and strengths
• Students scoring pressure is decreased
• It has made studies easier
• It gives the teacher information who performs well and poorly in the class.

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Lesson Proper

Grades offer a snapshot of student success on tasks, outcomes, and tests. Grades
symbolize the level of accomplishment of a specific task and communicate to you and the
student whether or not the student has met the teaching objectives set at the start of a
reporting period. (Frisbie & Waltman, 1992)

Functions of Grading and Reporting Systems

1. Improve students’ learning by:

• clarifying instructional objectives

Students can determine what learning tasks covered by the course

should be
met and achieved if they know what is required of him/her to achieve the
course
goals.

• showing students’ strengths & weaknesses

Students performances are measured using various assesment tools.

The results of the assessment is determined through the computation of the
scores which yield the students grades. Grades can identify which
particular academic subjects students are doing good or weak at.

• providing information on personal-social development

In basic education,students are informed of their demonstrated core

values through non-numerated scale such as, :Always Observed,
Sometimes Observed, Rarely Observed, Not observed. Behavior
statements are reflected in the report card with the corresponding
indicators wherein the teachers indicate what levels from the numerated
scale the observed behaviors of the children manifest.

• enhancing students’ motivation

Grades may not be the overall motivation for the students to learn but
to some, it influence them to study more to reach their learning goals.

• indicating where teaching might be modified

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 P R O F E D 8 – A S S E S S M E N T O F L E A R N IN G 2

Best achieved by:

• day-to-day tests and feedback

• plus periodic integrated summaries

2. Reports to parents/guardians

• Communicates objectives to parents, so they can help promote

learning

Parents involvement in their children’s learning helps their children to

better improve their learning acquisition.

• Communicates how well objectives being met, so parents can better

plan

Parents are better informed of the grading process thus they can make
plans to help their children achieve the targetted learning set by the
teacher.

• Administrative and guidance uses

• Help decide promotion, graduation, honors, athletic eligibility.

Grades earned by the pupils/students in the different learning areas

serve as bases for the promotion of the pupils/students to the next higher
grades/year level, become a candidates for graduation or in earning
academic honors. In some instances, it ialso being used as bases for
athletic eligibility.

• Report achievement to other schools or to employers

Should the learners decide to transfer to other schools, grades reflected

in the report card or transcript of record (TOR) is required. Employers
also require TOR for applicants applying for a job.

• Provide input for realistic educational, vocational, and personal

counseling.

The numberical values students obtained in their school

performances gives the parents or the school authorities the proper
action that needs to be done pertaining to students’ courses preferences
or problems concerning their education experiences.

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Advantages and disadvantages of schools grading system.

Advantages

Reduced score pressure

The grading system has decreased students' scoring pressure. In the grading system,
transcripts do not mention the actual marks of a subject, but only the grades. This implies
that students do not have to score precise marks for a good impression , but instead strive
for a grade that can be easily achieved.

Advanced Grading Pattern

The grading system is based on an advanced marking pattern. Unlike before, students are
now graded on the basis of monthly or daily activities, objective and subjective
assessments, presentations, quizzes, and final term paper. That one paper marking
scheme is long gone and students can now do a little in each assignment and score a good
grade overall.

Identification of Weakness and Strengths

The method of grading helps students to describe their limitations and strengths. Teachers
rate the writing, reading and listening skills of children. This ensures that through the
allocated grades, students can quickly learn about their lack of abilities and work on them
to enhance overall results.

Easier Studies

In certain aspects, the grading system has made studies simpler. Those who just want to
graduate will actually make fewer attempts to meet the passing grade. And those who
want to score higher can easily break the effort per assignment and obtain the overall
targeted rating.

Disadvantages

Decreased Performance

Due to grading system, children tend to perform less. They know that they will achieve
the targeted grade even by making a few mistakes. For instance, if a student targets the
grade of 2.00 that involves the range from 85% to 87%. He will know that even if he
scores 85%, the grade of 2.00 will be assigned hence he doesn’t require to score 86% or
87%.

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Demotivation

The method of grading demotivates students who perform well because they are
equivalent to those who make less efforts. For instance, all those scoring from 79 to 81
will be assigned a grade of 2.50. So students who got the the score of 79 will have the
same grade to those students who got the average score of 81.

Increased Lethargy

As the grading system has split the marks between various activities such as assignments,
presentations and term exams, the students become lethargic. They may score enough in
assignments and projects but they may become lesser active in term exams.

Types of Grading
In education, grading is a process of applying standardized measurement of
varying levels of achievement in a course or a subject. Grades can be given in a form of a
letters (A,B,C,D,F), descriptors (excellent, satisfactory, needs improvement) or a
percentage rating (75,86,90).
There are two types of grading system, the norm-referenced grading system and
criterion-referenced grading system.

Norm -Referenced Grading System

In norm-referenced grading systems, students are evaluated in relationship to one
another (e.g., the top 10% of students receive an A, the next 30% a B, etc.). This grading
system rests on the assumption that the level of student performance will not vary much
from class to class. In this system the instructor usually determines the percentage of
students assigned each grade, although this percentage may be determined (or at least
influenced) by departmental expectations and policy.
Norm - referenced grading is simply the other term for making comparison with
other students. It refers to a grading system wherein a student's grade is placed in relation
to the performance of a group that is based on the percentile rank. Other names for this
type of marking are relative grading or grading on the curve. Here, the grade indicates
how well that student performed compared to other students in the class.

Example of Norm - Referenced Grading System

For instance, when a teacher asks who should get the highest grades and answers
by deciding that they should go to those students who perform better than their
classmates, the teacher is actually adopting this grading system.

Criterion - Referenced Grading System

Grading that compares a student's performance to a predefined performance
standard is criterion - referenced since it is based on a fixed criterion measure. There is a

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fixed target and the students must achieve that target in order to obtain a passing grade in
a course regardless of how the other students perform in the class. The scale does not
change regardless of the quality, or lack thereof, of the students. It is absolute in the sense
that each student's performance is compared to the same performance standard.
Example of Criterion - Referenced Grading System
Criterion - Referenced Grading at the College of Education
Numerical Value Description Equivalent
1.00 Excellent 97 - 100%
1.25 Superior 94 - 96%
1.50 91 - 93%
1.75 Very Good 88 - 90%
2.00 85 - 87%
2.25 Good 82 - 84%
2.50 79 - 81%
2.75 Fair or Passing 76 - 78%
3.00 75%
5.00 Failed 74% and below
It requires a re-enrolment and repetition of the subject

Many teachers use the 50% base in giving students' mark. When a student gets a
zero score in a test, the practice is to give the student a rating of 50%. When the student
fails to answer an oral question, the student is given a grade of 5 or 50%.

Criteria for Giving Grades

Schools usually provide guidelines for giving marks or grades to students aside
from what they have learned from the pre-service training on measurements, assessment,
and evaluation. Chances are, when administrators fail to provide such criteria to teachers,
they will follow their own ways of giving grades. More often, these are subjective and
biased.

Example:
Using 50% as based grade, compute the midterm grade of a student in Assessment of
Learning subject.
Procedure:
1. Compute for the percentage of the scores in each criterion.
2. Multiply the rating obtained for each criterion by the corresponding weighted rating.
3. Add the weighted ratings and the total is the grade obtained by the student.

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Criteria Score Rating Weight (%) Weighted

Rating
Term Examination 30/50 80 30% 24%
Unit Tests/Quizzes 112/200 78 30% 23.40%
Recitation/Performance 80 90 30% 27%
Reports/Attendance 80 90 10% 9%
Total Grade is 83.40%

K to 12 Grading System
Under the K to 12 Basic Education Curriculum, the parameters on the grading
system for the newly implemented K to 12 Program effective School Year (SY) 2012 -
2013 was established for utillization of all basic education schools in the country.
Below is the grading system used in the K to 12 Basic Education Curriculum
Components Mathematics & English, Filipino, TLE & MAPEH
Science ESP, & Araling
Panlipunan
Written Works 40% 30% 20%
Performance 40% 50% 60%
Task
Term/Quarter 20% 20% 20%
Examination

CONDUCTING PARENT-TEACHER CONFERENCES

The parent-teacher conference is the most common way teachers communicate
with parents about their children’s academic progress and social behavior. Conferences
are a great opportunity to create a partnership and gain insight regarding the student. It is
typically a face-to-face discussion, through phone conferences, and calls can also be used
to discuss issues that may be interfering with the students’ learning and growth. Parent-
teacher conferences become productive when they are carefully planned and the teacher
is skilled in handling such conferences. It can be initiated by either the teacher or the
parent, based on purpose.
There are two types of parent-teacher conferences based on two purposes
according to Cajigal and Mantuano (2014):
a. Group Conferences
These are conducted in the beginning of the year to communicate school and
class policies, class content, evaluation procedures, expectations and
procedures for getting in touch with teachers.
b. Individual conferences

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These are conducted to discuss the individual student’s achievement, progress

or difficulties.
It is important to plan the conference to be prepared. It means having all the
information well-organized in advance and knowing what to achieve from the
conference. It will include a list of areas pertaining to student that need to be discussed
with parents. The conference is an ideal time to discuss and point out specific areas of
strength and weaknesses that is not communicated through the report card. Note that the
conference is not a lecture type of gathering or meeting, it is a conversation. Listening to
parents will help the teacher understand the student better.
Skills in conducting parent-teacher conferences can be developed. There are
several strategies, however, that can help make conferences successful. Navarro and
Santos (2013) shared the following guidelines on conducting good conferences:
a. Make plans
• Review your goals
• Organize the information to present
• Make list of points to cover and questions to ask
• If portfolios are brought, select and review carefully

b. Start positive and maintain a positive focus

• Present student’s strong points first
• Be helpful and have example of work to show strengths and needs
• Compare early vs. later work to show improvement

c. Encourage parents to participate and share information

• Be willing to listen
• Be willing to answer questions

d. Plan actions cooperatively

• What steps can you take?
• Summarize at the end

e. End with positive comment

• Should not be a vague generality
• Should be true

f. Use good human relations skills

Gajigal and Mantuano (2014) presented some recommendations for effective

parent-teacher conference.

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Before the conference… During the conference… After the conference…

o Encourage parents o Provide child-care, o Provide parents

to review student refreshments, and with a telephone
work at home, note transportation if number and
concerns or necessary. schedule of specific
questions, and bring time so they may
those to the call you with
conference. o Show multiple concerns.
samples of student
o Schedule times that work and discuss o Follow up on any
are convenient for specific suggestions questions or
both working and for improvement. concerns raised
non-working during the
parents. o Actively listen and conference.
avoid the use of
educational jargon.
o Notify parents well o Plan a time to meet
ahead of scheduled o Communicate again if necessary.
conference times. expectations and
describe how parents
o Provide staff can help. o Encourage parents
development for to discuss the
new teachers on the conference with
purpose for their child.
conferences,
preparation and o Develop a system for
scheduling. on-going
communication with
o Consider alternative each parent that
locations, such as recognizes parents as o Ask parents for
church or partners. written evaluation
community centers of the conference
for parents’ o Provide resource and encourage them
convenience. materials that parents to make
might use at home to suggestions.
strengthen students’
o Print conference skills.
schedules and o Debrief with
materials in colleagues to look
multiple languages, for ways to improve
if necessary. future conferences.

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Assessing Learning

Activity 1
Name: _____________________________ Date: ______________________
Course and Section: ___________________ Score: ____________________
Direction: Identify what functions of grading and reporting system is being described
by each statement below. Write your answers on the blanks provided after the statements.

1. I was chosen as one of the varsity players because my weighted average is 2.00.
__________________________________________________________________
2. My sister attached her transcript of records in her job application.
___________________________________________________________________
3. I received a grade of 2.00 in Profed 6, I will strive to get better grades in Profed
8.
__________________________________________________________________
4. I was recommended to take BSE major in English when I performed well in the
English proficiency test.
__________________________________________________________________
5. I know the intended learning outcomes to be achieved in Assessment of Learning.
__________________________________________________________________
6. I graduated with honors in high school after my grades were evaluated.
__________________________________________________________________
7. I got low grades in Math but high in Filipino subjects.
__________________________________________________________________
8. My teacher talks to my parents when I received low grades in most of my
subjects.
__________________________________________________________________
9. I was promoted to Grade 3, Section 1 in elementary.
__________________________________________________________________

10. During my elementary and secondary schooling, my teacher rated how I behaved
in
the classroom.
________________________________________________________________________

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 P R O F E D 8 – A S S E S S M E N T O F L E A R N IN G 2

Assessing Learning

Activity 2
Name: ______________________________ Date: ______________________
Course and Section: __________________ Score: ____________________
Directions: Choose 1 advantage and 1 disadvantage of school grading system.
Based on your own experience, cite a situation that will illustrate the advantages and
disadvantages of grading system. Give only one example for both.

Advantage:
______________________________________________________________________________

Situation:

______________________________________________________________________________
_______________________________

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 P R O F E D 8 – A S S E S S M E N T O F L E A R N IN G 2

Disadvantage:__________________________________________________________________
___________________________

Situation:

______________________________________________________________________________
_______________________________

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 P R O F E D 8 – A S S E S S M E N T O F L E A R N IN G 2

Activity 3
Name: ____________________________________ Date:
______________________
Course and Section: __________________ Score:
____________________
Directions: Below are the scores of three students in Assessment of Learning 2. Their cases
are included in each number. Compute for their final grade and answer the question below.
(Consider the base 50% in computing the rating of each criterion)
1. Student A who is always absent in class and does not submit his/her output in time
Criteria Score Rating Weight (%) Weighted Rating
Term Examination 40/50 20%
Unit Tests/Quizzes 95/200 20%
Recitation/Performance 70/100 60%
Total Grade is

2. Student B who submits his/her requirement in time but below the set standards/quality
Criteria Score Rating Weight (%) Weighted Rating
Term Examination 20/50 20%
Unit Tests/Quizzes 100/200 20%
Recitation/Performance 60/100 60%
Total Grade is

3. Student C who obtained very low scores in spite of having passed all the requirements
Criteria Score Rating Weight (%) Weighted Rating
Term Examination 20/50 20%
Unit Tests/Quizzes 70/200 20%
Recitation/Performance 65/100 60%
Total Grade is
Assuming that you are the teacher, with 75% as the minimum passing rate, who among the
students will pass your subject? Why?

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Activity 4

Name _______________________________________________ Score:

__________________________
Course/Year/Section: ___________________________ Instructor:
____________________

DIRECTIONS: Fill in the template provided to help you plan, execute, and evaluate a
parent-teacher conference.
Planned Conference Date:
________________________________________________________________________
__
Venue:
________________________________________________________________________
________________________
Materials needed:
________________________________________________________________________
___________
What will I do…

Before the conference During the conference After the conference

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Activity 5

Name _______________________________________________ Score:

__________________________
Course/Year/Section: ___________________________ Instructor:
____________________

DIRECTIONS: create a list of questions that you want to clarify with parents that you will
ask during the conference. Provide also the key ideas and topics that you need to discuss
during the conference.

Key ideas /topics to discuss during the conference

1.
________________________________________________________________________
______________________________

2..
________________________________________________________________________
______________________________

3.
________________________________________________________________________
______________________________

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 P R O F E D 8 – A S S E S S M E N T O F L E A R N IN G 2

Questions to ask during the conference

1.
________________________________________________________________________
______________________________

2..
________________________________________________________________________
______________________________

3.
________________________________________________________________________
______________________________

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References
Books
Cortez, Angelica O. et. al. (2019). Assessment of Learning 1 with Basic Statistics. St. Andrew
Publishing House. Plaridel, Bulacan.
Cortez, Angelica A., Galman, Sheena Mai A., Cortez, Bernard Emil O. (2019). Assessment of
Learning 2. Love Printing and Publishing House. Cabanatuan City
Navarro, Rosita L., Santos, Rosita D.G.. Authentic Assessment of Student Learning Outcomes:
Assessment of Learning 2 Second Edition. Lorimar Publishing Inc. Quezon City,
Manila.
Webliography

• https://www.facultyfocus.com/articles/teaching-and-learning/performance-based-
learning-how-it-works/
• https://edpolicy.stanford.edu/sites/default/files/events/materials/2011-06-linked-
learning-performance-based-assessment.pdf
• https://pals.sri.com/guide/features.html
• http://www1.udel.edu/educ/gottfredson/451/unit11-chap15.htm
• https://taylorwilson.atavist.com/advantages-and-disadvantages-of-schools-
grading-system
• https://www.niu.edu/citl/resources/guides/instructional-guide/process-of-
grading.shtml: Center for Innovative Teaching and Learning.

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