ASSESSMENT IN LEARNING 2 Dr. Marilyn Ubifia-Balagtas Author-Coordinator Dr. Adonis P. David - Dr. Evangeline F. Golla Dr. Carlo P. Magno : Dr. Violeta C. Valladolid Authors ' —— 4 (Ra) TEACH SeriesASSESSMENT IN LEARNING 2 Dr. Marilyn Ubifia-Balagtas Author-Coordinator Dr. Adonis P. David Dr. Evangeline F. Golla Dr. Carlo P. Magno Dr. Violeta C. Valladolid Authors Published & Distributed by @ REX Book Store Rens eeeBaste Stare Philippine Copyright 2020 by Rex Book Store, Inc. and Marilyn U. Balagtas « Adonis P, David » Evangeline F. Golla Carlo P. Magno * Violeta C. Valladolid BS Assessment in Learning 2 First Editon 1380 976.521-0¢0124.0 Classification: Textbook (0£0-c0046.0) Reprinted ay 2020, Published, copyrighted 2020, and distribut ‘Manila/Tel. Nos: 73-1364, 736.0567 SI Branches: ted by Rex Book Store, Inc. (RBSI) with main office at 85 6 Nicanor Reyes Sr. St, SamP3l0e, wzon SMORAYTA: 856. 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(032) 2 Jaena Sts aculad 16-9684, MINDANAO oe Cagayan de Or ity Misamis Oriental / Telefax: (088) 858-6775 309g (082) 300-5422, 305-5772; Telefax: (082) 221-0272 « GENERAL SAO abato /Tel. No. (083) 304-8512: Telefax: (083) 554-7102 ° ZAMB: nea Cy /Tel. No: 062) 955-0887 (B0AP); Philippine Association ofthe Phi ie Philippines (ABAD) Chien i oksellers Associa nilippines ishers Association Pepa) rests om Ne (PBA\) Book Development Assocation ofthe PMN Seok spoxters Association of te Philippines (BEAP):AcaoET™ 1M ofthe Philippines, ne (CLAP); Asian Publishers ResOu" i Booksele es conte EPA Internation at Book Asoc (APPA); ASEAN Box nae ation Me ok Publishers Assoration et oNPS: Inte : cation cation (ABPA); Phong ners As50 eBook a publishers Assocation (IPA); Asia Pacific Publ! ublshing Development Federation (Philbook) Preface ........ Course Map Suggested Course Syllabus CHAPTER I: INTRODUCTION TO ASSESSMENT IN LEARNING 2 Lesson 1: Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods..... What is alternative assessment? What are the different models of alternative assessment? What are the different principles in assessing learning using alternative methods? sonnne Lesson 2: Learning Targets for Performance and Product-Oriented Assessment... 16 What are the learning targets appropriate for alternative assessment?......17 What are the appropriate alternative methods of assessment for learning targets?.. CHAPTER II: ALTERNATIVE WAYS IN ASSESSING LEARNING Lesson 3: Performance Assessment... What is performance assessment What are the characteristics of a good performance assessment? mil What are the general guidelines in designing performance assessment? How do you conduct performance assessment?, Lesson 4: Affective Assessment What is affective assessment? Why assess affective domain? What is the taxonomy of affective domain in learning? What are the affective variables in learning?... What assessment tools are used to measure affective learning? Lesson 5: Portfolio Assessment What is portfolio assessment?.. Why portfolio assessment, How do we do portfolio assessment?| CHAPTER III; ANALYSIS AND REPORTING OF ASSESSMENT DATA | USING THE ALTERNATIVE METHODS Lesson 6: Process in Developing and Using Rubrics for Alternative Assessment Whatis a rubric What are the different types of rubric?, What are the characteristics of a good rubric?, What are the basic steps in developing rubrics?, How can you make rubric useful to your students: Lesson 7; Organization and Analysis of. Assessment Data from Alternative Methods, ‘ How do we quantify results from Portfolios; How do we summarize results? Lesson 8; Communicating and Rey Alternative Method: Why is feedback a Glossary of Terme. Bibliography ., Index, PREFACE Learning 2 is the second of the two courses on assessment area eal eaten Component in the new Policies, Guidelines, and Standards set by the Commission on Higher Education (CHED) for pre-service teacher education programs (CHED Memo No. 74 to 80 and 82, S 2017). This is a three-unit course that is usually taught for 54 hours in one term. In some universities, the course should be delivered in 18 weeks for a semestral schedule and 12 weeks for a trimestral schedule. In this book, however, the writers designed the course with suggested time allotment Per lesson as guide to the course facilitator in scheduling the lessons and activities of the course fit for semestral or trimestral schedule. i i ivided into three chapters, in which the first The topics in this course are divided into r and third esters have two (2) lessons each, while the second chapter has four (4) lessons for a total of eight (8) lessons to cover all the suggested topics to be discussed in class, given the target learning outcomes of the course. is an introduction to Assessment in Learning 2. This chapter, Ten ee Sahat as foundations in this second course on assessment, has two (2) lessons. The first lesson focuses on the basic concepts, theories, and principles in assessing learning using alternative methods. The second lesson is on the learning targets for performance’and product-oriented assessment, which will enable teachers to understand the targets and methods considered nontraditional in their approach to assessing learning. er focuses on the alternative ways in assessing learning. eer ees Cee Deere ative Which could enable teachers to understand what performance assessment is, its characteristics, guidelines, and conduct for its administration. The second lesson is on affective assessment, which explains the whys and whats in assessing affective learning including the tools used for assessment. The third lesson is on portfolic assessment, which provides the necessary input to understand the whys, whats, and hows in assessing learning through students’ Portfolios. The fourth lesson is on the process in developing and using rubrics for nontraditional assessment, which explains the types of rubrics, their characteristics, use, and how they are developed. ird chapter focuses on the analysis and reporting of assessment dat: eee eee fetnadteslst like the first chapter, this chapter has also two o lessons. The firstlessonis about the organization and analysis Of assessment data from alternative methods, which could provide teachers the skills in quantifying data obtained from rubrics, scales, and portfolios and how they are organizedfor easy interpretation and use to improve teaching and learning. The last lesson for this course is on communication and reporting of assessment data from alternative methods, which will enable teachers to gain some techniques and ethical considerations in communicating assessment data from nontraditional methods to pre-service teachers, parents, and other relevant stakeholders. The worktext has been designed to have the following features: T vi SS’ se Outcome-based. The principles of outcome-based education in Spady and Uy (2014, p.8), such as clarity of focus, design down, high expectations, and expanded opportunity have guided the design of the worktext. In this worktext, clarity of focus means that the desired outcome of every big idea or topic covered by the course has been made clear at the beginning of the course and in every lesson. This idea or topic has been drawn from the Policies, Standards, and Guidelines (PSGS) set by the Commission on Higher Education (CHED) for the pre-service eeree sucetlen Programs, the Philippine Professional Standards for Hes ets sGeD), and the Philippine Qualifications Framework (PQF): fae He ih fons refers to the articulation of the quality indicators Bene considered successful in attaining the desired outcome: gn down requires articulation of the desired outcome of the topic its culminating performa i oe nce task, and its ali instructiona! activities. Expanded opportunity its alignment to in: Ke PSGs-ali been pee one of the worktext to the PSGs defined by CHED ha> eee Itstitle and the statement of course outcomes: bi : the Reena PPSTwasalsotargeted asanother referencein defining Snes and the quality of performance of the culminating tasks set, w F | where pre-service teachers are expected to demonstrate the desire i ed learning Outcomes of every lesson, 24st Century ski : of technology in seca strategies-focused. In addition to the integration the design of th 1g learning, the 21st century skills are targeted e di i ferent learning activities of each lesson. The learning Skil for the 21st ey fae are targeted are those defined by the Partnersh'P draining (2018), namely: collaboration, communication critical thinki mae Problem solving, and creative thinking and innovatiO”- where pre-service reve, re worktext wil address the whole-child se ers will be developed holistically toward meeting and innovation s| standards for a which the Resa a Beginning teacher in a learning environ™=/,, defines as a place where epetvision and Curriculum Development er and challenged, *Y Could be healthy, safe, engaged, SUPP Each lesson in the worktext has been designed to follow the UPDATERS Framework, where each letter has the following meaning and features: U Understand | In this part, the pre-service teachers are made to understand the Desired Learning Outcome/s (DLO) targeted when learning the big topic. This outcome defines what they should be able to demonstrate after learning the big topic. This statement of DLO is expected to be realized through the performance of a Culminating Performance Task (CPT), which is presented at the start of the lesson, together with its success indicators, to make the pre-service teachers conscious of where they are heading as they go through each part of the lesson leading to the attainment of the DLO. In this part, the pre-service teachers engage themselves ina flipped-classroom environment where they prepare by exploring in advance the important ideas, concepts, theories, principles, laws, etc., of the lesson through different acquisition strategies. These strategies could include reading available materials provided in the worktext and other support materials that could be taken from the Internet, whether audio, video, or text: The tasks provided to acquire ideas could be accomplished at home or anywhere outside the classroom to be ready for discussion, analysis, and evaluation, when the pre-service teachers meet the course facilitator inside the traditional residential or virtual classroom. Prepare In this part, the pre-service teachers are engaged by the course facilitator toward meaning-making strategies for them to reflect and make sense out of the information acquired about the big topic. The course facilitator poses a series of questions that could help the pre-service teachers . draw important concepts, principles, processes, and theories for discussions. Questions during discussions vary from simple to complex. Examples and authentic situations are cited to illustrate the theories, principles, and concepts presented. Toward the end of this event pre-service teachers create graphic organizer to ; synthesize learnings gained from the acquisition (thru Prepare) and meaning-making strategies (thru Develo ) as a proof of learning. P Develop vii ES ee EaApply In this part, the pre-service teachers are provided with opportunities to master the skills needed in performing the CPT under the supervision or guidance of the course facilitator. They are expected to demonstrate the skills or produce evidence of understanding of the learned concepts, principles, and theories through varied activities that could show their ability to apply learning. The course facilitator is expected to closely monitor pre-service teachers’ performance and provide suggestions and Needed demonstrations to achieve the target outcomes. 4 Transfer In this part, the pre-service teachers are provided with different transfer Strategies to put into one’s context the acquired information and skills in the performance of the authentic CPT, either individually or in group, and independent of the teacher. The course facilitator guides the pre-service teachers by giving clear instructions on how to proceed to performing the task embedded in realistic situations, Scenarios, a job, or the real world, where the pre-service teachers are expected to perform s =| Evaluate Reflect vill their role for the Profession they are being trained. in this part, the pre-service teachers are provided with written assessment and time to produce evidence of thelr” attainment of the DLO, A series of assessment tasks will be given to the pre-service teachers to capture varied learning targets that could manifest attainment of the DLO. These {argets include knowledge, reasoning, skills, and products a learning, which will be measured through: (a) multiple- Brana tems Parallel to those given by the Board Licensure br ration for Professional Teachers (BLEPT).and (b) @ Tubric that will reflect d Ep the ating tO oreo self, peer, or teacher rating ee fait the student examines all outputs produced ay Would be gine B8UBe Of attainment of DLO. The sues i ce Opportunity to write a reflective journal, si crtquesy lat could Capture thoughts, emotions, attitudes, of learning v OP€4 in the course of performing the series reflective gc tties Provided by the course facilitator. The Pre-Service ert illbe part of the course portfolio. Dy Tating of the acvc'S ll also do self-assessment or sé! Be tothe success tant Of attainment of the DLO with referen The rating wit eo soto"S Set at the beginning of the eo tentative as mora” Pencil form to mean that the rating = level of attain CPPO' tunities will be provided to raise * Ment of the targeted DLO. S| Sustain | In this part, the pre-service teachers’ interest to the lesson will be the sustained through the performance of a task from varied choices to further refine and strengthen the knowledge, skills, attitudes, and values developed. Provision for reinforcement and enhancement activities are encouraged to allow pre-service teachers to grow more and expand their horizon. Thus, they become more mature, productive, and responsible members of the community who could sustain life's challenges. Every lesson has the Educator's Input where an educator or an expert Practitioner shares practices and views about the topic discussed to give more input and concrete examples of the application of lesson ideas in the classroom. Other instructional support to the pre-service teachers will also be given to ensure attainment of the desired learning outcomes. Finally, the lesson ends with an assessment of the quality of the best evidence that the student has identified to show attainment of the DLO, which forms part of the course portfolio that s/he is gradually developing for exhibit toward the end of the course. These outputs for portfolio assessment will be judged using the SCs drawn from the P21 Framework: communication, critical thinking and problem solving, and creative thinking and innovation, PLUS content where these competencies are expected to be developed. At the end of all the lessons, the worktext will have a summative test using multiple-choice and open-ended test formats designed based on the Structure of Observed Learning Outcomes (SOLO) Framework. Rubrics for the pre- service teachers’ reflective journals and course ePortfolio will also be provided, highlighting the measures of success for the attainment of the desired learning outcomes drawn from the PPST, PSGs, and other relevant sources, Particularly the competency standards on assessment that every teacher is expected to fulfill, It is hoped that the features of this worktext will make your learning of the second assessment course, that is, Assessment in Learning 2, meaningful, engaging, and challenging. Your learning in this course will be a good foundation to make you equipped with the assessment skills that every teacher should possess to perform effectively and efficiently his or her role as assessor of students’ learning. MARILYN UBINA-BALAGTAS Author-Coordinator