DAVAO DEL NORTE STATE COLLEGE

Institute of Teacher Education

DNSC-ACAD03-CO

Name:

Year and Section:

Course: ASSESSMENT OF LEARNING 2 WITH FOCUS ON TM 1 AND 2

Course Overview
This is a course that orients you with principles, development and utilization
of alternative forms of assessment in measuring authentic learning. It emphasizes on
how to assess process and product oriented learning outcomes as well as effective
learning. You will experience on how to develop rubrics and other assessment tools
for performance and product based assessment.
Learning Outcomes
Upon completion of the course, you are expected to manifest competence in:
1. demonstrate knowledge of design, selection, organization, and use of
diagnostic and formative assessment strategies consistent with curriculum
requirement;
2. design authentic assessment, evaluation instruments and alternative
assessment tools;
3. design process-oriented performance-based assessment tools for effective
learning;
4. design product-oriented performance-based assessment tools for effective
learning;
5. make assessment tools to measure affective domain for holistic
development of learners;
6. organize components for portfolio assessment for showcasing learners’
growth;
7. demonstrate skills in preparing and reporting grades; and
8. articulate the role of evaluation in ensuring the quality of education
academic institutions provide.

Course Modules
In order to maximize your learning in this course, this course pack is
organized in the following modules.
MODULE 1: Student Learning Outcomes (SLO)
 Lesson 1: Principles of Student Learning Outcomes
Lesson 2: Characteristics of Good Learning Outcomes
Lesson 3: Classification of Learning Outcomes
MODULE 2: Authentic Assessment
Lesson 1: Meaning, Characteristics, and Phases
Lesson 2: Traditional Assessment vs. Authentic Assessment
Lesson 3: Authentic Assessment Tools (Observation-based,
Performance Samples, and Performance)
MODULE 3: Process-Oriented Performance-Based Assessment
Lesson 1: Process-Oriented Learning Competencies
Lesson 2: Task Designing
Lesson 3: Designing Rubrics
MODULE 4: Product-Oriented Performance-Based Assessment
Lesson 1: Product-Oriented Learning Competencies
Lesson 2: Task Designing
Lesson 3: Designing Rubrics
MODULE 5: Assessment in Affective Domain
Lesson 1: The Taxonomy of Affective Domain
Lesson 2: Affective Learning Competencies
Lesson 3: Affective Assessment Tools
MODULE 6: Portfolio Assessment Methods
Lesson 1: Features and Principles of Portfolio Assessment
Lesson 2: Uses of Portfolio
Lesson 3: Types of Portfolio and Its Process
Lesson 4: Portfolio Components
Lesson 5: Assessment and Evaluation of Portfolio
MODULE 7: Grading and Reporting Systems
Lesson 1: Functions and Types of Grading and Reporting Systems
Lesson 2: Development of a Grading and Reporting System
Lesson 3: Assigning Letter Grades and Computing Grades
Lesson 4: Distribution of Grades and Guidelines for Effective Grading
Lesson 5: Conducting Parent-Teacher Conferences

MODULE 8: Educational Evaluation

Lesson 1: Principles of Educational Evaluation
Lesson 2: Evaluation Approaches
Lesson 3: Evaluation Methods & Techniques
Lesson 4: The CIPP Evaluation Model

Each of the 8 modules above described above consists of three to five lessons.
The lessons are designed to be activity-based. In effect, you are expected to be
actively involved in the designing performance-based and product-based authentic
assessment. Moreover, you are expected to craft rubrics of various focus and compute
grades to evaluate learners’ performance.
 Module 1
Student Learning Outcomes (SLO)

Module Overview
In this module:
 What is a student learning outcome (SLO)?
 What are the characteristics of good learning outcomes?
 What are the classifications of learning outcomes?

Students who are well-informed about what behaviours are expected of them
in a course/subject or activity have a definite guide during its conduct and are
therefore perceived to attain success. Correlatively, teachers who know very well
what they wish their students to demonstrate will be in the best position to align their
instructional activities to the desired learning outcomes. Thus, it is necessary that
teacher should “begin an end in mind” through identifying and clarifying student
learning outcomes.
This module discussed what is a student learning outcome (SLO), its sources,
and characteristics to effectively promote coherence with curriculum and to ensure its
alignment for learners’ outputs.
After completion of this module, you are expected to:
1. discuss the different student learning outcomes that promotes learners’
holistic development;
2. consider a good learning outcome in determining learner-centered
classroom activities; and
3. classify learning outcomes that teachers can utilize in assessing the
learners.
 Lesson 1
Principles of Student Learning Outcomes

Objectives:
This lesson aims to discuss the principles of student learning outcomes with an
expectation that the students are able to:

 define a student learning outcome;

 identify the sources of a student learning outcome; and
 craft a student learning outcome given a certain instructional situation.

Introduction:
Welcome to Lesson 1 Module 1.
As a teacher, you are happy to see that your learners improved throughout the
time of being in your class. In return, learners will be indulged by the recognition of
their growth. However, are you sure that what they have learned and developed are
anchored to what the society expects them to be after the course of your class?
In this lesson, you will be able to learn the principles of student learning
outcomes to orient you the basis of your expectations from your learners in your class.

Activity:

Meet your learner. Write your learning expectation in the box that each
body part of your learners should achieve after your class. Make it behavioural.
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Where did you base your expectations? Is it is just pure theory, pure
application, or both? Discuss your claim.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Did you just consider the things that you want your learners to achieve? Have
you considered your learners’ wants and the society’s needs? Explain how you
considered those.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What is/are the type/s of skills that you expect your learners to have after the
class? Is/Are this/these all? How should this/these be useful to them?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
Knowing what you expect from your learners at the end of a particular lesson
help you to meet those targets successfully. In relation to this, you who have set clear
targets for their lessons, will be guided accordingly as you deliver their lesson through
instructional learning activities to meet the desired outcomes. Thus, all assessment
and evaluation activities must be founded on the identified student intended learning
outcomes (ILO). These ILO should be identified and clarified with learners so that it
will be an effective teaching-learning process as teachers commence the learning
activities through delivery of the lessons.
The student learning outcomes are the skills, competencies, and values that
the learners are expected to demonstrate at the end of every course/subject which are
in turn, integrated into the year-end formation of learners as they progress towards
becoming learned individuals. Attainment of these learning outcomes must be
continuously done during the entire teaching-learning experience both by you and the
learners to ensure that the activities are aligned with the expected outcomes set for the
learners. Providing feedback including the results of assessment is important to
identify the next steps toward the realization of the learning outcome.
To effectively realize the expected student learning outcomes, presented below
are several factors that need to be considered in defining the outcomes to ensure that
these are aligned to the set direction of the program and evaluation setting in general.
 1. Mission statement of the school.
2. Mandated policies on competencies and standards issued by government
education agencies such as the Department of Education (DepEd),
Technical Education and Skills Development Authority (TESDA), and
Commission on Higher Education (CHEd).
3. Competencies expected by different professions, business, and industry.
4. Development plan and goals as well as the current thrusts of both the
national and local governments.
5. Current global trends and developments so that graduates can compete
globally.
6. General 21st century skills focusing on the following:
a. Oral and written communication.
b. Quantitative reasoning ability together with scientific
methodology.
c. Analyzing, synthesizing and developing creative solutions.
d. Use of technology.
e. Information literacy.

Application:
Given the following situations, identify what student learning outcome should
be set as well as the assessment activity that will be done to ensure that the learners’
learning outcomes will be met.
Situation 1
Teacher Alex aims that his learners in Mathematics will have mastery of the
four fundamental operations.

Situation 2
Teacher Daisy, handling Science class, wants her students to have mastery of
their lesson about conversion of units of measure before she advances to the next
lessons. She does not simply aim for concepts but she wants to have her learners
acquire the skill in converting unit of measures.
CONGRATULATIONS!
You have just finished Lesson 1 of Module 1. In the next lesson, you will
learn about the characteristics of student learning outcomes and identify how these are
observed in a certain student learning outcome. If you are ready, you may now start
the Lesson 2 of Module 1.
Good luck! 😊
 Lesson 2
Characteristics of Student Learning Outcomes

Objectives:
This lesson aims to discuss the characteristics of student learning outcomes
with an expectation that the students are able to:

 point out the characteristics of student learning outcomes; and

 identify how the specific characteristics of good student learning outcomes
is depicted by a certain learning competency.

Introduction:
Welcome to Lesson 2 Module 1.
The previous lesson provides you basic ideas on student learning outcomes
where you learned how to consider different sources in setting expectation for the
learners. But, crafting it also requires knowledge on the different considerations to
vary these outcomes for a clear and well-defined goal.
In this lesson, you will be able to learn the considerations in making a good
student learning outcome.

Activity:

Consider the following student learning outcomes below. Identify which of

the following is good or not. Cross out those you think are not.

The students:

 can understand how microscope works

 can perform “Pandanggo sa Ilaw”
 can donate money to buy brooms
 can do power point presentation on solar system
 can submit a research on the works of Amorsolo
 can climb the Mount Apo
 can memorize the multiplication table
 can evaluate the performance of their teacher
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Why did you think that those learning outcomes you’ve crossed is not good?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. When can you say that a learning outcome is good or bad? What element/s
should be present for those learning outcomes which are good and those which
are not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What can you generalize from your reflection on good and bad learning
outcomes?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
It is important to define learning outcomes as clearly and explicitly as
possible. Good learning outcomes give emphasis to the application and integration of
the knowledge and skills acquired in a particular unit of instruction, and emerge from
a process of reflection on the essential contents of the activity, course, program, etc.
Particularly, this lesson presents the characteristics of good learning outcome
as guide in crafting such.
1. Good student learning outcome are centered on the learners, on what they
are capable of doing, instead of the teaching technique. The teaching
strategy will only be guided by the desired competencies of the learners.
2. Good student learning outcomes are based on the program mission and
statement agreed upon by the program faculty in consultation with other
stakeholders like alumni and other professionals. It is important that the
student learning outcomes are based on issuances from government
regulatory agencies such as DepEd’s, the CHEd’s policies, thrusts of
appropriate professional organizations and advocacies of employer and
industry groups.
3. Good student learning outcomes are very well understood by both the
learners and you, the teachers. They should be in agreement on the
importance of these competencies which they will cooperatively develop.
Here are the suggested steps that you and the learners can take together in
 your cooperative monitoring of the progress towards the desired student
learning outcomes.
Hooking the learners to the desired learning outcome
Exploring and experiencing the supporting learners’ 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
4. Good student learning outcomes include a spectrum of thinking skills from
simple to the higher order of application of knowledge and skills. Below
presents the range of learning outcomes from simple to complex under the
competency, “ability to understand”.
a. can identify e. can synthesize
b. can explain f. can evaluate
c. can apply g. can judge
d. can analyze h. can create
5. Good student learning outcomes are measurable. Transitive verbs and/or
action words used should allow demonstrative and observable behaviours
at various levels.
6. Good student learning outcomes are realistic. All passing learners should
be able to demonstrate the knowledge/skill described by the learning
outcome at the conclusion of the course.
7. Good student learning outcome offer timeline for completion of the
desired learning. Below presents a time table monitoring when the student
learning outcomes of varying degree of practice are achieved.

Learner’s Name: ________________________________________________

Directions: Enter the date when each of the behaviours has been observed.

Course/Subjec Student
t Learning
INTRODUCED PRACTICED DEVELOPED
Outcome
s
Foundation of SLO #1
Education SLO #2
Principles of SLO #1
Teaching SLO #2
SLO #3
Methods of SLO #1
Teaching SLO #2
SLO #3

Application:
On the space below, discuss how each student learning outcome can exhibit
the characteristics of good learning outcomes discussed above. Follow the numbering
of each characteristic above in your discussion.
 A. The students can illustrate using posters how Filipinos observe
“Bayanihan”.
1.

2.

3.

4.

5.

6.

7.

B. The students can solve percentage problems.

1.

2.

3.

4.

5.

6.

7.

You have just finished Lesson 2 of Module 1. In the next lesson, you will
learn about the characteristics of student learning outcomes and its examples
highlighting its contrasting characteristics and how to consider these it crafting one. If
you are ready, you may now start the Lesson 2 of Module 1.
Good luck! 😊
 Lesson 3 Classification of Student Learning Outcomes

Objectives:
This lesson aims to discuss the classification of student learning outcomes
with an expectation that the students are able to:

 categorize learning outcomes as to cognitive, affective and psychomotor

behavior;
 identify the levels of the different classification of learning outcomes; and
 determine a learning outcome based on what level in each classification
does it belong.

Introduction:
Welcome to Lesson 3 Module 1.
From the previous course in Assessment in Learning 1, you have learned that
student outcomes may come in three forms. However, two were not emphasized in the
course. With that, a review will you recall important concepts and considerations in
classifying learning outcomes, considering that this course will highlight the two
student learning outcomes which were not attended deeply in the previous course.
In this lesson, you will be able to determine the classifications of
learning outcomes, and its corresponding levels.

Activity:

Recall your previous knowledge on writing an SLO using the ABCD

method. Adopt one learning competency from your curriculum guide, and make
an SLO out of it, using the ABCD method. Write your answer on the space below.

Specialization: _______________________ Grade Level: _______________

Learning Competency:
_____________________________________________________________________
_____________________________________________________________________
Student Learning Outcome:
_____________________________________________________________________
_____________________________________________________________________

Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. What do you think is the skill focused by the learning competency you
adopted? Why do you say so?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Do you think the SLO you have made is aligned to your learning competency?
Why do you say so?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Do you the other competencies only focus on that skill you identified from
your adopted learning competency? Why or why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
Learning outcomes may be classified into three: cognitive,
psychomotor, and affective. The discussion below presents these
classifications.
Cognitive Domain of Learning. The cognitive domain involves the
development of knowledge and intellectual skills. Presented below
summarizes the level of Revised Bloom’s Taxonomy of Cognitive Domain,
along with the outcomes verbs that you can used in your learning outcomes
and some illustrative examples.

Levels of Cognitive Sample Outcome Verbs Sample Learning

Domain Outcomes
( Students will be able to: )
REMEMBERING: recall of define, describe, identify, state the Newton’s Laws of
previously learned label, list, match, name, Motion.
information recall, recognize, select, state match the parts of the sewing
 machine and its name.
UNDERSTANDING: distinguish, classify, distinguish among the list of
comprehending the meaning, compare, estimate, objects that is a rhombus but
translation and interpretation exemplify, explain, infer, not a square.
of instructions, and stating a interpret, organize, explain the climax of Romeo
problem in one’s own words paraphrase, summarize and Juliet in 3 to 5 sentences.
APPLYING: using what was apply, change, compute, prepare a daily menu for one
learned in the classroom in demonstrate, discover, week using the Canva app.
similar new situation execute, implement, modify, use the Pythagorean theorem
prepare, show, solve, use to solve distance problems.
ANALYZING: separating analyze, compare, contrast, differentiate a prose and a
materials or concepts into differentiate, draw a diagram, poetry.
component parts to illustrate, organize, outline, illustrate how to do the 3R’s
understand the whole select at home.
EVALUATING: judging the conclude, criticize, defend, justify the theory of Charles
value of an idea, object or evaluate, justify, relate, Darwin using the various
material select, support examples.
defend a research proposal.
CREATING: building a combine, compile, compose, design a landscape
structure or pattern; putting devise, design, generate, considering all its principles
parts together to convey a modify, organize, plan, and properties.
thought produce, revise, rearrange generate important
components in evaluating an
argumentative essay.

Note: Some verbs can be used for a different level. It depends on what the outcome
demands to fully classify it to its appropriate level.
Psychomotor Domain of Learning. The psychomotor domain focuses on
physical and mechanical skills involving coordination of the brain and muscular
activity. The table presented below displays the levels of psychomotor domain
combining the taxonomies built by Simpson, Dave and Harrow.

Levels of Cognitive Sample Outcome Verbs Sample Learning

Domain Outcomes
( Students will be able to: )
OBSERVING: working the watch, detect, distinguish, identify non-verbal
mental attention actively to differentiate, describe, communication cues.
a physical activity select, relate, identify describe how the tallying of
data is done.
IMITATING: attempting to begin, explain, move, state the processes done in
copy a physical behavior display, proceed, react, deboning a bangus.
show, state, volunteer, initiate a conversation using
initiate idiomatic expressions.
PRACTICING: performing a bend, calibrate, construct, perform a chemical
specific activity repeatedly differentiate, dismantle, experiment involving
display, fasten, fix, grasp, emulsifiers.
grind, handle, measure, mix, measure the dimensions of
operate, manipulate, mend the classroom.
ADAPTING: fine tuning of Organize, relax, shorten, write the reasons why the
the skill and making minor sketch, write, rearrange, plants did not grow using
adjustments to attain compose, create, design, some fertilizers.
perfection originate create a new recipe of
cooking chicken intestines.
Note: Some verbs can be used for a different level. It depends on what the outcome
demands to fully classify it to its appropriate level.
Affective Domain of Learning. The affective domain emphasizes
emotional knowledge. In the table below, the classification scheme for the
affective domain developed by Krathwohl, Bloom and Masia in 1964 is
presented.

Levels of Cognitive Sample Outcome Verbs Sample Learning

Domain Outcomes
( Students will be able
to: )
RECEIVING: being aware of ask, choose, describe, follow, identify the values being
or attending to something in give, hold, identify, locate, exhibited in the story, “Si
the environment and being name, point to, select, sit, Pagong at si Matsing”.
willing to listen or pay reply, use
attention
RESPONDING: showing answer, assist, comply, present ways to develop
commitment to respond in conform, discuss, greet, help, creativity in recycling
some measure to the idea or label, perform, practice, garbages.
phenomenon present, read, recite, report,
select, tell, write
VALUING: showing complete, demonstrate, demonstrate
willingness to be perceived describe, differentiate, explain, resourcefulness in
as valuing or favouring follow, form, initiate, invite, budgeting a dinner for
certain ideas join, justify, perform, propose, four.
read, report, select, share,
study
ORGANIZING: arranging adhere, alter, arrange, Prepare a list of important
values into priorities, combine, compare, complete, practices in maintaining a
creating a unique value defend, explain, generalize, clean and healthy garden.
system by comparing, identify, integrate, modify,
relating and synthesizing order, organize, prepare,
values relate, synthesize
INTERNALIZING: act, discriminate, display, display credibility in
practicing value system that influence, listen, modify, gathering data for
controls one’s behavior, and perform, practice, propose, statistical analyses
also, exhibiting behavior that qualify, question, revise, serve,
is pervasive, predictable and solve, use, verify
characterizes other person’s
behavior. In some source,
internalizing is equated to
characterization.se
Note: Some verbs can be used for a different level. It depends on what the outcome
demands to fully classify it to its appropriate level.

Application:
Below are some of the learning outcomes, stated in simpler terms. In the
second column, write the domain in which each outcome is classified, and in the third,
the level to which learning outcome belongs.
Domain Level/Category
1. Formulate a procedure to follow
in preparing a class
demonstration
2. Exhibit a fitness exercise.

3. Perform a task repeatedly with

speed and accuracy.

4. Identify others needs and

concerns.

5. Select the most effective among

the number of solutions.

6. Recite prices of commodities

from memory.

7. Apply learning principles in

classroom management.

8. Show ability to resolve

conflicts.

9. Practice one rule of respect.

10. Write what was listened.

You have just finished all the lessons in Module 1. This time, you will take the
summative assessment for the first module to test your learning on the student
learning outcomes.
Good luck! 😊
 Module 2

Authentic Assessment

Module Overview
In this module:
 What is authentic assessment, its characteristics, and phases?
 How traditional assessment and authentic assessment differ from each
other?
 What are the principles of the three modes of authentic assessment –
observation-based, performance samples, and performance?

Teachers are not just facilitators in the class; they are also the most
credible persons to assess the learners. They are tasked to craft assessment
activities which are not one-sided, but will cater all aspects of the learners’
growth in the class. So, a teacher should assess learners’ knowledge through
product-oriented and performance-oriented assessment activities applied in
real-life experiences.
This module provides understanding on authentic assessment and how these
are designed and done in the real-world setting to see how learners apply their learned
theories beyond the classroom setting.
After the completion of this module, you are expected to:
1. adopt authentic assessment in line with the learning outcome of the lesson;
2. compare and contrast gathered assessment activities as traditional and
authentic; and
3. develop authentic assessment tools that will support the three modes of
authentic assessment – observation-based, performance samples, and
performance.
 Lesson 1 Meaning, Characteristics, and Phases of
Authentic Assessment

Objectives:
This lesson aims to present the different concepts on authentic assessment
with an expectation that the students are able to:

 discuss the meaning, characteristics, and phases of authentic assessment;

and
 make an authentic assessment that considers its various principles
designed for a specific lesson.

Introduction:
Welcome to Lesson 1 Module 2.
Nowadays, learning goes with modernity. As time progresses, new batch of
more diverse learners are enrolled in the academe with the aim to holistically develop.
As a result, teachers are challenged to vary, not just their collection of teaching
pedagogies, but for their assessment strategies as well. This requires teachers to be
equipped with the tasks in assessing learners holistically.
In this lesson, you will be able to learn the principles of authentic assessment
to help you design contextual and effective real-world assessment activities for
diverse learners.

Activity:

In a callout below, visualize your how you conduct your performance task
of a chapter for your students through sketching. Then on the oval below, write a
two to three sentences description of why and how you conduct it.
 Analysis:

After completing the sketch and description above, scrutinize your work
by following the questions below as your guide for reflective thinking. Use the
space after each question to discuss your answer.

1. What is/are your basis/bases in designing that type of performance task? Have
you forgotten to consider some aspects? If yes, what are those?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Is that too easy or too difficult for the learners to accomplish? How can you
ensure that it is parallel to the level of skills that the learners need to exert for
the completion of the task?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Are there pre-requisites (may it be the cognitive, the aptitude, etc.) that the
learners must possess before accomplishing the tasks? What will happen if
some of these pre-requisites were not clearly emphasized?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
This lesson gives you principles on how to conduct contextualized
assessment strategies that will cater the holistic development of your learner.
This is made possible through authentic assessment. Authentic assessment is
defined by many educators around the globe. However, this module presents
two of those comprehensive definitions.
According to Jon Mueller (2011), “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 skill…”
According to Grant Wiggings (1987), authentic assessment presents “…
engaging and worthy problems or questions of importance, in which students must
use knowledge to fashion performances effectively and creatively. The tasks are either
replicas of or analogous to the kind of problems faced by adult citizens and consumers
or professionals in the field.”
Based on the definitions, you can see that authentic assessment shifts from
teacher-centered activities to student-centered. You, as teacher, design activities ad
evaluates results which provide information needed for monitoring your learners’
progress and evaluating your instructional strategies.
Now that you have understood what authentic assessment is, it is now the right
time to realize its characteristics. The list below presents the characteristics of
authentic assessment (AA).
1. AA starts with clear and definite criteria of performance made known to the
students.
2. AA is criterion-referenced rather than norm-references and so identifies
strengths and weaknesses, not compare ranks in different levels of
performance.
3. AA requires learners to make their own answers to questions and requires
them to use a range of higher order thinking skills (HOTS).
4. AA often emphasizes performance, so students are required to demonstrate
their knowledge, skills, or competencies in appropriate situations.
5. AA encourages both teacher and learners to determine their rate of progress in
cooperatively attaining desired learning outcomes.
6. AA changes the role of students as passive test takers into active and involved
participants in assessment activities that emphasize what they are capable of
doing.
These characteristics will help you to consider the necessary elements
in crafting authentic assessments for your learners’ performance and product
outputs.
Aside from considering the effective assessment strategies for learners’
holistic development, authentic assessment also aims to improve the teaching-
learning process. So in this section, you will now learn the important phases
of authentic assessment with an aim to improve further instruction. Use this
figure below as your guide.
 PHASE I
PHASE V Identify learner
Evaluate results to
outcome PHASE II
determine Determine criteria
attainment of and acceptable
outcome and evidences of
ensure continuous performance
development

PHASE III
PHASE IV Implement
Implement supporting
assessment experiences and
strategies instructional
activities

Application:
Craft your performance task made considering the important points discussed.
Include the introduction, mechanics which contains how the learners apply the three
domains of learning, and the expected output/s.
CONGRATULATIONS!
You have just finished Lesson 1 of Module 2. In the next lesson, you will
learn about the difference of traditional and authentic assessment and its examples
highlighting its contrasting characteristics. If you are ready, you may now start the
Lesson 2 of Module 2.
Good luck! 😊
 Lesson 2 Traditional Assessment vs. Authentic
Assessment

Objectives:
This lesson aims to compare and contrast traditional assessment and authentic
assessment with an expectation that the students are able to:

 differentiate traditional assessment and authentic assessment; and

 formulate traditional assessment task and authentic assessment task given
an objective of a lesson.

Introduction:
Welcome to Lesson 2 Module 2.
In the previous lesson, authentic assessment was highlighted as a really a good
assessment tool catering the diversity of learners. However, it can’t be denied that
traditional assessment do also has significant roles in the teaching-learning process.
As a teacher, you should remember when to use these types of assessment.
In this lesson, you will be able to learn the difference of traditional assessment
and authentic assessment, and the attributes that will help you know when to use
these.

Activity:

Using your knowledge on authentic assessment, cross out the assessment

activities which you think are authentic assessment activities.

 dramatizing a story  submitting report on observations

 writing a business letter of insects from the field trip
 administering a multiple-  answering the fill-in-the-blank
choice test questions
 reciting Philippine  interviewing a barangay chairman
presidents in order on problems in their community
 writing multiplication  keeping and updating a portfolio
tables 7, 8, 9  drawing parts of a microscope
 Analysis:

After completing the activity above, answer the following questions as your
reflection of your answer.
1. Why do you think that the assessment activities you didn’t tick are not
authentic assessment activities?
_______________________________________________________________
_______________________________________________________________
2. What do you think is the difference of an authentic assessment activity from
those which are not?
_______________________________________________________________
_______________________________________________________________

After answer the questions above, form a group of three and share
your responses with your group. Use the following questions as guide in
1. What are the commonalities and differences in your response in each item
above?
_______________________________________________________________
_______________________________________________________________
2. What generalizations can you derive from your discussions about assessment
activities that are authentic and not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
Since you have now an idea of the difference between traditional assessment
and authentic assessment, you can now follow these differences through these
guidelines.
Traditional assessment is commonly associated with pre-determined choice
measures of assessment such as multiple-choice, fill-in-the-blanks, true-or-false,
matching type and other tasks. Basically, learners typically recall or select
answers. These are some principles and practices in which in traditional
assessment sprung from:
1. A school’s mission is 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 these knowledge and skills, the
school must test the students on these knowledge and skills.
Authentic assessment, on the other hand, is grounded on the following principles and
practices:
1. A school’s mission is to develop useful citizens;
2. To be useful citizen, one has to be capable of performing useful tasks in the
real-world;
3. The school’s duty is to help students develop proficiency in performing the
tasks that they will be required to perform after graduation in the work
place;
4. The school must then require students to perform tasks that duplicate or
imitate real-world situations.
After learning the difference of traditional and authentic assessment on the
general lens, you will now learn how to observe different assessment tasks in terms of
their specific attributes.
Table 1 – Basic Differences Between Traditional Assessment and Authentic
Assessment
Traditional
Attributes Authentic Assessment
Assessment
1. Action / options Selecting a response Performing a task
2. Setting Contrieved / Imagined Simulation / Real-life
Construction /
3. Method Recall / Recognition
Application
4. Focus Teacher-centered Learner-centered
5. Outcome Indirect evidence Direct Evidence

From these, you can tell that there is no necessity in choosing between
traditional and authentic assessment. Mastery of the lesson is still encouraged as this
serves as groundwork to anchor assessment activities designed for reflective thinking
and concept application; and this is the focus of traditional assessment.

Application:
In your area of expertise, choose two objectives of the same lesson from the
competency prescribed by the Department of Education. Then, construct a traditional
assessment of one objective and an authentic assessment on the other objective. Then,
check if your assessment activities adhere each attribute in the table above.
CONGRATULATIONS!
You have just finished Lesson 2 of Module 2. In the next lesson, you will
learn the three modes of authentic assessment, and some samples of each tool to
effectively assess learners’ competence of the lesson. If you are ready, you may now
start the Lesson 3 of Module 2.
Good luck! 😊
 Lesson 3 Authentic Assessment Tools

Objectives:
This lesson aims to provide different ways to utilize authentic assessment with
its corresponding tools with an expectation that the students are able to:

 discuss the three modes of authentic assessment;

 create sample activities and tools of the three modes of authentic
assessment of a specific lesson.

Introduction:
Welcome to Lesson 3 Module 2.
You have already learned the principles of authentic assessment and its
difference from traditional assessment. Just like traditional assessment, authentic
assessment does have various forms to cater diverse skills of learners. If you want
learners to develop competencies as analyzing, interpreting, synthesizing, and
evaluating information, you must realize those skills in relevant settings. So you have
to be oriented with the various assessment tools to match it with the competences that
the learners must possess at the end of the lesson.
In this lesson, you will be able to learn the different modes of authentic
assessment, and its corresponding tools that you can use in the class.

Activity:

Using the table below, provide an assessment activity that you can design to
achieve the aim of your assessment listed on the first column, and your ways in
evaluating it. Write your answers spaces provided in each column.

Aim of the Assessment Designed Assessment Way of Evaluating the

Activity Assessment Activity
monitor learners’ progress of
the lesson
display learners’ output in
the whole chapter
identify the skill achieved in
the lesson

Analysis:

After completing the table above, examine your answers by following the
questions below as your guide for reflective thinking. Use the space after each
question to discuss your answer.

1. What did you considered in determining your designed assessment activity?

How do these considerations differ from each other?
_______________________________________________________________
_______________________________________________________________
2. Did your way of evaluation of your designed assessment activities vary? On
what aspect?
_______________________________________________________________
_______________________________________________________________
3. Generalize how you identify a way of evaluation from a given assessment
activity.
_______________________________________________________________
_______________________________________________________________

Abstraction:
Now that you have understood the principles of authentic assessment and how
to design it for a specific learning outcome, you will now learn how to evaluate
authentic assessment activities using different assessment tools. Consider these three
modes of authentic assessment as basis for evaluation.
 Observations are used to monitor learner’s progress. It includes date and
information that you collect from daily work with your learners.
 Performance samples are tangible results that demonstrate learners’
achievements.
 Actual performances are test and measures of the learners at a specific
place and time on a certain learning outcome.
After learning the three modes of authentic assessment, you will now be
oriented on the different principles and assessment tools that you can utilize for each
mode.
I. Observation-based Assessment Tools
You have to ensure that the observation-based assessment systematic and
objective. To do this, Hart (2004) suggested the following guidelines:
 1. Observe not only one but all the students.
2. Observations 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 observation records is improved if multiple observations are
combined.
This time, you will learn the types of observation-based assessment tool that
you can use for observational assessment activities.
a. Developmental checklist is an observational tool which requires you to describe
the traits or learning being assessed by your learners. When regularly used, it
gives a moving picture of your learners’ progress towards the desired
competencies. Developmental checklist has two types with an example below.

i. Individual Development Checklist

Name: Year and Section:
Oral Communication
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in Speaks Volunteers to
hesitation complete extemporaneously participate in
sentences speaking
activities
Date: Date: __________ Date: __________ Date:
__________ __________
Written Communication
Stage 1 Stage 2 Stage 3 Stage 4
Writes with Writes with some Writes with correct Submits essays
difficulty improvement grammar and and reports
syntax
Date: Date: __________ Date: __________ Date:
__________ __________

ii. Group Development Record Sheet

Name Prepares lesson Writes Motivates class Participate in
plan before outcomes based and sustains class activities
teaching objectives interest
Arcena, Aila 08/10/18 08/14/18 08/20/18
Mae
Campos, 08/09/18 08/14/18 08/17/18
Lawrence
Dela Cruz, 08/13/18 08/17/18
Joseph
Garcia, Karina 08/10/18 08/15/18
Muring, 08/08/18 08/13/18 08/16/18 08/21/18
Giovanni
Te, Mary Joy 08/14/18 08/17/18
Urduja, Phoebe 08/08/18 08/13/18 08/16/18

b. Interview Sheet is an observational tool which is also called the conference

recording form. It consists of a list of questions that you intend to ask and space
for recording your learners’ answers. Below shows an example of interview sheet.
 Research Proposal Interview Sheet
Student’s Name: ________________________________ Date: ______________
Interviewer’s Name:
__________________________________________________
Course/Subject: _____________________________________________________
Topic: _____________________________________________________________

1. Why did you select this topic?

2. What the sources of your materials?

3. What is your theoretical basis of your research topic?

4. How do you plan to gather data for your research?

II. Performance Samples Assessment Tools

Performance samples are arranged by the learners to form a portfolio. A
portfolio is a compilation of pieces of evidences of learner’s skills, ideas, interests,
and accomplishments. It can be a simple folder of these pieces of evidence, a fancy
scrapbook of learner’s accomplishments, or even a high-tech laser disk containing
stored descriptions and pictures of the learner’s activities.
The following may be the performance samples included for a portfolio.
 essays  artwork
 video tapes  group reports
 audio tapes  compact disk
 conference note  field reports
 pictures  journals
 graphs/charts  quizzes

In Module 6, you will be presented with a more comprehensive

discussion on portfolio assessment.
III. Performance Assessment Tools
With the implementation of the Outcome-Based Education (OBE) across the
country, greater emphasis is given in assessing student outcomes through real life
which requires learners to work and carry on tasks to perform and do something.
Assessment in which learners carry out activities or produce product in demonstrating
their meta-cognitive knowledge, understanding and skills is called performance-
based assessment.
The main objective of performance tasks of the learners is to capture all the
learning targets which shall be aligned to the teaching and learning objectives,
activities, and assessment. Thus, the focus of performance-based assessment is the
final output that must be developed or completed. Musial (2009) gives you the type of
performance-based assessment tasks that you can utilize in your class.
1. Solving a problem – Complex authentic problems or issues to be solved by
learners enhances their independent thinking to be learners for life, and
help them meet the challenges of the 21st century. Examples of this include
applying mathematical concepts and solving real-world problems.
2. Completing an inquiry – It asks learners to collect and present data in
order to develop understanding on the topic. Examples of this include
research-based activities and investigatory projects.
3. Determining a position – This requires learners to make decisions by
clarifying positions. Examples of this include debate and case analysis.
4. Demonstration task – This task shows how learners use knowledge and
skills to complete well-defined complex tasks. It enhances accuracy of the
learners as well as careful reasoning concerning the rationale of the
process. Examples of this include cooking demonstration and using
microscope.
5. Developing exhibits – It enhances creativity and knowledge of the subject
as learners present visual displays of something accompanied by
explanation of its essence. Classroom applications include exhibit of best
works and paintings.
6. Presentation task – As learners perform in front of the audience, their
performing skills were improved. Examples of this include theatrical plays
and storytelling presentations.
7. Capstone performances – These tasks are conducted at the end of a
program of study which showcases learners’ knowledge and skills in the
context that matches the world of practicing professionals. Examples of
this include internship programs and practice teaching.
From the given performance-based activities above, learners were able to
enhance their holistic growth. Consequently, learners’ achievements through these
activities performed at a specific place and time are actual learner performance that
deserves to be assessed. In assessing these skills, Dave (1975) and Harrow (1972)
provided taxonomy of psychomotor domain to evaluate the degree of achievement of
a certain skills that the learners develop.

 Dave’s Psychomotor Domain

Dave’s Psychomotor Domain is the simplest and easiest domain to

apply and assess. Dave’s five levels of motor skills represent different degrees
of competence in performing a skill. It captures the levels of competence in
the stages of learning from initial exposure to final mastery. The table below
presents the levels of Dave’s Psychomotor Domain.
 Level Definition
Imitate The ability to observe and pattern your behaviour
after someone else. At this level, learners simply
copy someone else or replicate someone’s actions
following observations.
Manipulate The ability to perform certain actions by memory or
following instructions. At this level, learners can
perform a task from written or verbal instructions.
Precision The ability to perform certain actions with some
level of expertise and without help or intervention
from others. At this level, learners are able to
perform a skill with a high degree of precision and
accuracy, and with few errors.
Articulation The ability to adapt and integrate multiple actions to
develop methods to meet varying and novel
requirement. At this level, learners’ skills are so
well developed that you can modify movement to fit
special requirements or meet a problem situation.
Naturalization The ability to perform actions in an automatic,
intuitive, or unconscious way. At this level,
learners’ performance is automatic with little
physical or mental exertion. Learners’ performance
has become second-nature or natural, without
needing to think much of it.
  Harrow’s Psychomotor Domain

One of the most frequently used and the very basic instrument is the checklist.
A performance checklist consists of list of behaviours that make up a certain type of
performance (e.g. using microscope, preparing a letter, solving mathematical
problems, etc.). It is used to determine whether or not an individual behaves in a
certain way when asked to complete a particular activity. You will check a particular
behaviour to signify its attainment. Below presents a sample checklist.

Performance Checklist in Solving a Mathematical Problem

Student’s Name: ________________________________ Date: ______________
Behavior:
_______ 1. identifies the given information
_______ 2. identifies what is being asked
_______ 3. uses variable to replace the unknown
_______ 4. formulate equations
_______ 5. performs algebraic operations
This is one of the many tools that you can utilize for performance-based
assessment. In Module 3 and Module 4, you will be presented the types of
performance-based assessment (process-based and product-base) and how to design
and evaluate these.

Application:
Consider a lesson in your area of expertise. Design an assessment activity of
each of the mode of authentic assessment and make a tool on how you will assess the
learners’ outputs of your assessment activity.

CONGRATULATIONS!
You have just finished Module 2. In the next module, you will learn more on
the how to design and assess process-oriented performance-based assessment. For
now, you may proceed in answering the post test of Module 2.
Good luck! 😊