AsSESSMENI

AHENR
aiEsVNS 2
AS gMENT Chapter -Purtako ÁsASSImet 99
ents and othe
parents and
schol ofthcials,
Informing kev
Stage 5
ma
stakeholders.
the portfolio
to use
assessment
method REVIEW FOR MASTERY)
Do not attempt
department
head, dean
or
principal. Thig
prino
without notifying
your students will later mplain
precaution
in case 1. What is a
portfolio assessment?
will serve:as a procedure.
about your
assessment
new 2. What are the
types of portfolio and the purpose of each
What
type?|
3. practices must be observed for portfolios to be used
Portfolio effectively?
Mage 6. Development of the
need support and encouragement
nt
Both students and teacher
at this stage in the process of portfolio evelopment, The
this from an understanding and
students particularly should get
patient teacher. Below are essential questions
that the teacher COLLABORATE
students in reflections and self-assessment:
can use to guide 1. Testing gives you a
snapshot. Portfolios give you a movie."
What did I learn from that activity? Explain.
Which is my best piece? 2. Give the essence of a
portfolio by way of an acrostic.
How can 1 improve this? - This can be done P
by class brainstorming (what are some possible O
reasons for including an item in your portfolio?) or
R
in pairs- "portfolio partners- who help each other
select samples of their works (written comments T
on their work from a
peer can also be included in F
the portfolio). Initially, we advise teachers to
with more guided and closed forms of
begin
and slowly proceed to more reflection L
open reflective
comments. Writing reflections is a
life-skill which
is very essential for the
students and is, therefore,
time well spent for the
teacher.
Finally, since portfolios are essentially done the 3. Complete each of these then share your answers with the
outside of the regular by students group:
the portfolio
class-time, we need to ensure that indeed
represents the students' work and Assessment portfolio is like...
In order to do this,
in class. You
require that some items accomplishment.
be done Showcase/best-case/display portfolio is...
might
with corrected version)
also decide to
have a test
completely Development/growth portfolio is...
included as a core (preferably
reflection on what the student item together with
4 The magic of portfolios lies not in the portfolios themselves,
revising Furthermore, you
it. leamed from doing the
may ask the students to test in
and but in the process used in creating them and the school culture
their reflections who
a
parent, a
helped them to explain
improve their work (a peers,
in which documented learning is valued." What does this

their work. spell-checker) and what they learned

statement mean?
from revising S. Construct a rating scale or rubrics for evaluating a student
with the following elements:
teaching portfolio
a. Cover letter
b. Table of Contents
 ASSESSMENT

LEARNING 2: AuTHENTIC
100 ASSESSMENTIN

rapter 6-Portcio Assessner 101

C. Introduction
4. Which is TRUE of
portfolio assessment?
d. Entries A. It is an authentic form of assessment.
e. Reflections
B. It is a traditional form of assessment since
f.SummativeStatements it has been
there all along.
8. Appendices
C. It is purely a teacher's activity
D. It is purely a student's activity.
RESEARCH 5. Which adjectives apply to portfolio as a form of collection?
the disadvantages
of portfolios. Pass your
Read a research on I. Random
research summary. II. Systematic

IL Organized
IV. Purposeful
CHECK FOR UNDERSTANDING
A. I1, Il and IV C.I Il and iti
B.I. II and IV D. 1, IT, l and V
A. Select the letter of the correct answer

1. Many suggest that for teacher candidates to be licensed they B. Construct at least one question similar to the above questhons
should be subjected to both written test and performance based on the leaming outcomes of this Chapter. Look fora
assessment. Which of the following is the best performance partner and for an answer exchange question with each other.
assessment that teacher candidates must be subjected to?
A. Demonstration teaching
KEY TAKE AWAYS
B. Writing a lesson plan
Portfolio assessment is an authentic form of assessment.
C. Constructing a performance test
just cotlection or compilation of a
a
D. Interview of the teacher candidate A portfolio is not a
and
student's output in class. It is a systematic, organized
colection of artifacts, prvductions,
attestations
2. Kenn is working his purposeful
on
portfolio for
Writing an Essay class. or reproductions.
Included in Kenn's
portfolio is his teacher's evaluation notes
on his that 3 types of portfolho assessment portfolio,
essay won first prize in the There are

Writing contest. These notes are examplesDepEd National Essay development or growth portfolo and
showcase or best
of which of the
following? work or display portfolio.
intended to document what a
A. Artifacts An assessment portfolio is
C. Attestation bused on intended leaming outcomes.

B. Production student has learned

D. Reproduction consists of the
A develupmental or growth portfoBio
time trame to show
exended
3. Is a student work over an
totally free in the choice of
student's
leaming outcomes It
assessment portfolio? what to include in student's progress
in
on
meetung
how much a student has
concrete evdence
A. Yes provides
over tüme.
or developed
B. No changed presents the
showcase display portfolo,
A best-work/ work änd
documents student's
C. It
depends on the kind of student's most
outstanding
learning outcomes.

D. No, he is bound by the portfolio. proof of best

etlorts with respect
to

leaming outcomes.
 N LEARns 2 AnENTe AssEsSMENT
U2AessNT

artifacts,
productions,
reproductions
reprodio.

e-PORTFOLIO AS AN
includes
A portfolio
and attestations.
CHAPTER
that are produced.
as a
Artifacts are

result of
student's
documents or producTs

academic
classroom work.

hime
ASSESSMENT TOOL AND ASA
that the student
Productions are
the documents 1self
COMMUNICATION MEDIUM
herself prepares.
documentations
ot a student's work
are "The e-portfollo is the central and common point for the
Reproductions
outside the classroom. student experience. t is a reflection of the student as a person
undergoing continuous personal development, not just a store of
the teacher's or
other responsible persons evidence."
Attestations are - Geoff Rebbeck
student's progress.
documentation to attest to the
of what to include in the
The bases for the selection
portfolio
outcomes and the purpose of
learning the
are
LearningOutcomes
portfolio.
A portfolio has the following essential elements: At the end of the Chapter. you are expected to:

Cover letter explain what an e-portfolio is;

Table of Contents that supports the use of an
discuss the learning theory
Entries e-portfolio
Dates on all entries e-portfolio and
distinguish among the types of an
Drafts of aural/oral and written products, revised
4 discuss how to use e-portfolios effectively.
versions and final versions
Reflections (What did learm? What did I do well? Why
did I choose this item? What do I want to
impróve on Introduction
the item? How do I feel about my
performance? think about how it
The effective of Learners must focus on their collective work,
use
portfolios for assessment what the work says about them as an individual
requires: will be portrayed and
of their leaming and the choice of
learner. Learners are then in charge
establishing the purpose of the portfolio their proficiency. Lcarners also
refiect on what
where to demonstrate
involving the students i build and improve themselves.
selecting portfolio materials to
they have learned and how they plan such as writing and multimedia,
reviewing what portfolio is with students This helps them develop their
skills,
multimedia
setting criteria for evaluation based on learning skills. Today, students use
critical thinking and creative informal setting.
outcomes and texting all in the
such as Facebook, Twitter, where
scoring and judging of the is used in a formal setting
In contrast, the electronic portfolio
portfolio by
rubric, checklists or rating scales the use of
their knowledge on how the web
works as
students must apply working to
are currently
Many schools
they convey their message.
with electronic
make sure that students gain practice and experience
well.them
they are able
to use
portfolios so that
REFLECT
From this Chapter on portfolio Meaning of e-Portfolio work
assessment, I realized. is a digital
collection of course-related

An e-Portfolio
videos, and
artwork created by
photographs, 103
ke essays, posters,
 2:AUTHENTIC ASSESSMEN Chapter 7e-Portfolio as an
TU4AssESSMENT
IN LEARNING Assessmen! Tool and as a Communcabon Medium 105

other asnens.
also capture ts of
can

An
academic
e-Portfolio e x t r a c u r r i c u l a r

activities an
ac
dialogue and interaction with others. With e-Portfolios, the
students.
experiences,
makes viet process
a sfudent's life,
such as documents
and
of reflection originates as a solo activity, but becomes social
e-Portfolio
be more than through a feedback loop, as the leaners' teacher, peers, mentors
more. In other words,
an

good
e-Portfolio
should

oth a product
just
is botk and even family members respond to and
learning. But
a
Student
good
e-Portfolio
a provide commentary
retlecting on tho
A on those reflections. Making and then sharing an e-Portfolio with
a collection
products.
and a process (of those
collection of artifacts) Learming Managemen others is somewhat like telling a story, the story of one's learning
digital Like a
and what they represent). online and supports stude journey. This is indeed, constructing knowledge not simply
artifacts e-Portfolio exists receiving information presented.
System (LMS), an
Management Systems in two
from a Learning
learning. It differs control. In a university course
and Making learning visible - Bass and Eynon (2009) describe
key ways: namely, ownership and controlled or
the Management System is "owned the process of critical reflection that is involved in the creation
Learning decides who has access, what tools
managed the instructor who
by of effective e-Portfolios as one that makes "invisible learning"
With an e-Porttolio, the student
are turned on or off, and
so on. visible. Invisible learming refers to two things: 1) the intermediate
who can View the e-Portfolio, is attempting
decides
iS in charge. The student steps that occur whenever a student, or any person,
and so on. Typically, a
what artifacts get added, how it is designéd,
to learn something or do something and 2) the learning that goes
to the LMS when
courses end; in contrast, an the to include the affective. the personal and
student loses access beyond cognitive
e-Portfolio remains the student's property after finishing university, issues of identity" (Bass & Eynon, 2009).

The intermediate and invisible steps of lea and doing

and
The Learning Theory Behind e-Portfolios before the product learning how to do better the next time
tend to be overlooked as one gets focused
learning more deeply
to Basken (2008), e-Portfolios "are a way to
According exclusively on the final product.
generate learning as well as document learning" (Basken, 2008). affective in nature.
The other aspect of invisible learning is
Both generating learning and documenting or recording learning8 doesn't involve
are important, but the process of generating learning sometimes In other words, the process of learning something
personality and sense of self
just the rational mind rather, feelings,
gets overlooked. e-Portfolios generate learning because they and
are all involved
sometimes facilitating that learning process
-

provide an opportunity and virtual space for students to critically on those affective, personal
assess their academic work, to reflect on that work and make
sometimes hindering it. By reflecting skills
and self-identity factors, students
can develop meta-cognitive
connections among different courses, assignments, and other
that can enhance their learning.
activities, such as work experience, extracurricular pursuits,
volunteering opportunities and more. e-Portfolios are effective Student Activity - Finally. because e-Portfolios
learning tools because they support students' own knowledge Fostering in which the leamer is
free
one
student-centered activity
are a on the
construction, make otherwise invisible aspects of the are included and
is free to retlect
learning8 to choose what artifacts motivation
process visible and place agency in the hands of students foster engagement and
they
fosters which process of their learning
-

Research on
learners
motivation. This mèans that
e-Portfolios make (Tosh, Penny Light, Fleming.
& Haywood, 2005).
learners get actively involved in their own that when learners
learning. with learning suggests
learner engagement are more
how to learn they
have choices in
perceive that they information
Constructing knowledge e-Portfolios fall within motivated to move
beyond simple
theory known as social a learning engaged and of the subject
(Entwistle
constructivism, which states that learning acquisition to try to gain
an understanding
e-Portfolios offer
happens most
eftfectively when students construct 2014; Kuh et al,
2005),
or promote
of knowledge for themselves rather systems
than simply receiving
Karagiannopoulou
for
control and
learner
can support
between
information presented: Social this opportunity able to make
conneetions

another determinant of eftfective constructivism also states that

learners are is this
as Indeed, it
deep learning in different
contexts.

social context that, 1s, learnerslearning is that it happens in a the learning that
occurs
-

construct knowledge
through.
 Chapler 7--Porfbkio as an
Assessment Tod ard as a Comcauon Mesm10i
the classroom that makes
beyond
learnin occurs
reoognion that educators. . Explain the benefits
attractive to
many of e-Portfolios to students. e-Portfolios
Portfolos can help learners develop new or
results in higher grades; deeper leaning, which
sense of themselves as
help learners develop a better
Types of e-Portfolios students and as individuals; can be
primar1ly as tools for
toale
shared with friends and
educators see
e-Portfolios
view them family members, and showcase
Some while others
as learners' achievements when they are
generating deeper learming
new or
extension, of
applying for a job.
a tool for
(of students and, by
assessment
difterence in perspecti
hoo 2. Establish clear expectations. Explain to
your students what
described the you expect them to do in their e-Portfolios. Learners may
programs) Barrett (2008) between student-centered and have difficulty understanding the need for them to reflect
"There's distinction
this way a
schoo-centered e-Portfolios." School-centered
e-Portfolios on their work and the need for
them to make connections
"assessment of learning (summative assessment
ent) between different lessons and experiences.
are driven by driven by "assessment
are
while learner-centered e-Portfolios 3. Provide numerous examples of successful
tasks that fulfill the
e-Portfolios
for learning" which refers to academic created by students. Direct students to examples
while at the same time
traditional role of assessing student learming of effective e-Portfolios, like Inkless, a
project-focused
providing an opportunity for students
to learn as they complete the e-Portfolio or this e-Portfolio by Knowledge Integration,
assessment. that features "course skills spotlights" and more.
There are different kinds of e-Portfolios according to 4. Scaffold student learning. Help students start small. Ask
purpose of the e-Portfolio for the student. Different educational them to choose just one artifact (such as an essay) and
institutions use different names with some distinctions between have thenm reflect on the challenges they had to address
what the school or teacher wants to emphasize. A school for as they wrote their essay or have the students select two
example, distinguishes between assessment e-Portfolios, where assignments from different subjects and have them refiect
the audience is internal to the school and the goal is to on how each of those assignments helped them to better
support
institutional outcomes assessment. Learning e-Portfolios are understand the other assignment.
where the audience is students themselves and the 5. Walk the talk. Create an e-Portfolio for yourself and
goal is helping
students examine and reflect on their share it with your students. You'l better understand the
leaming. Career/transfer
e-Portfolios are where the audience is external, and the
to provide students with a tool for
goal is challenges and benefits of maintaining an e-Portfolio and it
showcasing their achievements will also persuade students that it is a useful endeavor.
to
employers or transfer institutions. The previous Chapter on
Portfolio also cited different kinds of 6. Tie e-Portfolios to assessment. Maintaining an e-Portfolio
portfolio, showcase portfolio and assessment
portfolio such as growth demands a significant amount of time and energy from
portfolio. Are these students and they will resent it if their time and energy
are
different or similar to the types of
e-portfolio here? given not reflected in their final grade.
If e-Portfolios are merely
an optional assignment that
is encouraged but not required,
Best Practices in the Use of most students will not undertake one.
e-Portfolio
When e-Portfolios have and commenting on other
broader institutional 7. Make it social. Integrate viewing
of the assessment. You could,
their courses to use uptake, students
will be encouraged in all of students' e-Portfolios as part
blog in the
and to refñect on and their e-Portfolio link to each student's
make connections for example, have a
school's LMS.
course has in your
courses and academe between all of their online space that your
are most effective when
experiences. For this reason, could create a discussion fonum in that
they are e-Portfolio
established as an institution- o
Additionally, you
students make helpful and
encouraging
program-wide initiative, online space where
the individual course level.however, they can still be
To ensure successful a comments on
one
e-Portfolios. The e-Portfolios,
another's
of the online community
of
observe a number of this success, it's integral part
proven best
practices. important then, become an
 -
AssESSMEN 6-Ponfolo as an
108 ASSÉSM NT N LEaRNING 2 AuTHENTIC
Assessment Tooi and as a ComanuNCaton fediun 109
Rothman,
of
Georgetown niversity, refers
University
Reflections: The electronie
students.
Adam hub-and-spoke
model.
kinds of work, such as
portfolio shows examples of different
the
to this approach
as
PowerPoint presentations, Excel
files, digitally manipulated
documents. Each
photograph examples, and Word
example is
accompanied by a reflection
Assessment of e-Portfolios
investment of ti composed by the student. The reflection
includes the course
a signiicant for which the file was
require created, the time it took to create the
Because e-Portfolios
that they be asses
students, it is
important file, a brief description of why the file has becn
and energy from contributes in a substanti
tial included
assessment in the e-portfolio and an
carefully and that the
course. However, there ar
are
explanation as to why this file
final grade in a demonstrates achievement. Given below is
way to a student's
e-Portfolios: how,
for example, does one an e-Portfolio.
a scoring rubric for
challenges assessing
to
"reflections"? Furthermore
student's
evaluate the quality of a
their e-Portfolios
as just another Partially
if students come to see
Category Exemplary Proficient Proficient Incomplete
not engage
with it in an authentic (20 pts) (17 pts) (5 pts)
assignment," then they will (13 pts)
another "hoop for them to jumn
way and it may become just All artifacts and work MOst arulfacts | Few artifacts
that "high stakes assessment
through. Helen Barret (2005) suggests as a reflective tool to samples are clearly and work and work
Most artifacts and
work samples are
and accountability are killing e-Portfolios Selection of samples ar
and directly related Samples are
unrelated to the
needs to be found, one that Artifacts retated to the related to the
support deep leaming." A balance to the purpose of the
strives to help students appreciate the genuine benefits that they purpose of the purpose of thePurpose of the
c-portfolio. e-portfolio.
c-portfoiio. C-porttolio.
will experience by developing an e-Portfolio that captures their
work and personal reflections but which also acknowledges that The use ot
No use of audio
The use of audio The use of audia video
assessing e-Portfolios is not a merely "subjective" matter. In video graphics/ audio'video
video, or graphics.
graphics The photos and
other words, e-Portfolios can be personal in nature, and yet still Use of photographs is graphics photographs is
audio or vidco are
assessable by objective standards. Multimedia
integrated scamlessly Photographs
into several different included and
is includod but is
distacting from
used randumly
the content of the
Perhaps the best way to overcome these assessment artifacts appropriate and without
portfolio.
challenges, while still ensuring that students benefit from their purpuse.

e-Portfolios. is to asscss e-Portfolios with a rubric. Rcilections are

Furthermore, Most of the A few
missing, and those
consistent formative feedback, either left by the instructor or
other students, help learners maintain motivation to
by All reflections cleariy reflections
deseribe why artifacts|describe why
refections
desende why
that are there
work on their do not describe
e-Portfolio. while also providing feedback to assist in Reflections in the e-portfolio artifacts in artifacts in
why artifacts in
refections or other additions to their work. In this subsequent denonstrate the e-portfolio the e-portfolho
the e-portifolio
case, there is achievement demonstrate demonstraie
demonstrale
no need to
provide grade for the work they have contributed
a achievement. achierement.
achicvement.
scaffolded feedback to guide them in their
very beneficial. leaming journey can be The index serves
The index The index
Creativity and purpose and
sshows The index does not
ereativity. The serv
1S
Serves its
purpose and serve us purpose
purpose of the lav pupose but
e-Portfolio Assessment Rubrie Index layout and design is
attractive and well
shows some
lacks style
and lacks style.
creativity.
e-Portfolio Purpose: The purpose of
thought out
an electronic portfolio is for
creating and
maintaining Thedocument is tully | Hyperlinks
Hyperlinks
of students to reflect on their trom the index
education. The portfolio should include a years hyper- linked between
the index (or Table
are organizcd
into logical (or Tabie of The ludex is plain

philosophy of education andstatement

the student's goals, or Not Contents) with few links. if
Ease of ofContents),
artifacts groups.
showcase the student's best files which and reflections. all possible are link ed to any. Some nks

student for the electronic work. The work selected by the Navigatin the artifacts are "broken".
The index is well features

reflected upon. portfolio should be to|have been

but lacks
anu organized organized and easy
navigate.
employed. organization
 ? AUmExtc AsEssaM Chaptar 7-9-Portolio as an
N LEANM
Assessment Tooi and as Consrunicao
a
A
111
REVIEW FOR MASTERY C. To support students in
educational and career planning their personal,
D. For
development
e-portfolio? the use
ofe-Portfolio students to
present
1. What is an
thatsupports program outcomes
evidence of achieving
2. Discuss the leaming theory through artifacts that demonstrate
the types of an
e-portfolio. transferable skills
SDistinguish among
take to ensure effective us
effective use of
4. What steps must you 3. Which is NOT true of an
e-portfolio?
c-portfolios? A. It is a traditional form of assessment since it has been
practiced ever since.
B. It acts as sustainable form of assessment that enables
students to
identify and make
(COLLABORATE judgments on
theirT
learning.
four to five
members. Create an
C. It is an ongoing, evidence-based
Form a group with assessment.
viSit this site for the
Google sites. You may D. It directs students
e-Portfolio using to take responsibility for their own
details on how to construct an ePorfolio https://wwW.montclair learning and assessment.
edu/media/montclairedu/oit/documentation/e-Portfolios/Google

Sites-e-Portfolio-3-13-PF-Final.pdf 4. Which challenge do e-portfolios pose for students?

A. They are time consuming.
B. They do not support objectivity for scoring.
C. They call for a lot of resource persons.
(CHECK FOR UNDERSTANDING
D. They are not clear indicators of learning.
Direction: Read and analyze the statements carefully and encircle
the letter of the correct answer. 5. Which corresponds to career/transfer e-Portfolios?

1. A. Showcase portfolio
Allan is proud and satisfied with his co-curricular and
extra-curricular accomplishments. He included these in his B. Development portfolio
e-Portfolio. If you were his teacher, which BEST C. Assessment portfolio
should you employ to sustain this practice D. School - centered portfolio
practice and encourage his
classmates to do the same?
A. Explain the benefits of e-Portfolios to students. KEY TAKEAWAYS
B. Establish clear expectations.
C. Provide numerous digital collection course-related work
of
created by students.
examples of successful e-Portfolios A n e-Portfolio is a

and other aspects of a student's life, such as co-curicular

D. Scaffold student and extra-curricular activities.
leaming. that learners
T h e social constructivist theory emphasizes
2. With uses of e-portfolios in with
social interaction
mind, which does NOT belong? construct knowledge through
A. To their e-portfolio, they have
enable students to others. As learners work on
reflect on their learn by co-constructing
performance andor achievement learning to work with others. They
with teachers and
B. To encourage summative assessmen and reconstructing knowledge along
independent leaning classmates.
 AsETENT LEANenG 2: AunENIK ASSE5S4TN
12

Some types of
e-portfolio
are:
s c h o 0 0 - c e n t e r e d

c-port
ortfolio,
c-portf

learner-centered
e-portfolio,
assessment

olio, CHAPTER8
ASSESSMENT IN THE AFFECTIVE
e-portlolio.
career
e-portfolio
and
Carning administered byy the schoo
e-portfolio is
School-centered
for summative
assessment purposes.
while learner-center
DOMAIN
formative purpose f assessmen
the
e-portfolios serve the
learners assess themselves in
for learning. They help "On Assessment: Measure what
process of teaching-learning. you value instead
of valuing only what you can measure."
meant to Support assessment
Assessment e-portfolios are
and are therefore intended Andy Hargreaves
of institutional/school outcomes
for the school as a whole.

Learning e-Portfolios are meant

for learners to help them Learning Outcomes
examine and reflect on their own learning.
Career/transfer e-Portfolios are meant to provide students C At the end of the
Chapte, the student should be able to:
with a tool for showcasing their achievements to employers
explain the meaning of assessing leaming outcomes in
or transfer institutions. the affective domain;
To ensure that e-Portfolios are used most effectively: discuss soft skills in relation to assessment in the
explain the benefits of the use of e-portfolios to affective domain;
students, cite the methods and tools for assessing leaning in the
establish clear expectation, affective domain and

provide develop assessment tools to measure learming in the

numerous examples of successful e-Portfolios affective domain.
created by student,
scaffold student learning.
Introduction
walking the talk and
tie portfolio to assessmentric. In the Bloom's taxonomy, three domains of learning were
identified: cognitive, psychomotor and affective domains. The
cognitive domain includes mental skills (knowledge). the affcctive
domain dwells on growth in felings or emotional areas (feelings.
RESEARCH emotions, attitude) while the psychomotor domain is concerned
with manual or physical skills (skills). In short, the three domains
Research on an
example of skills and attitude.
transfer e-portfolio.
a
learning e-portfolio and a career of learning are KSA, meaning knowledge,

we shall be concerned
with the affective
In this Chapter,
education, let us not pay attention only to
domain. For a balanced
and the hands (physical
(REFLECT the development of the mind (cognitive) the development of the heart
Skills). Let us also give attention to
what does it profit a man if he
As future teacher (affective). For, as the Bible says."
soul"? Indeed, what does it
e-Portfolio? Why? applicant, what will you gains the whole world but loses his
with the
place in accumulates a lot of wealth
you proht a man/woman if he/she he/she
and hands (psychomotor). if
use of his/her mind (cognitve)of fulhillment (affective)?
S not
happy or has no sense 113
 ASSESSVEN
2 AuMENTIC
ASSE
KSMENT N LEARNANG
Chapler8-Assessment in the Afectve Doman 115
led" but
"schooled"

he/she
is

ch of
not
people say fact much what has Categories of Soft Skills
We have
heard
points
to _the on the
e cognitive
focused
statement
This was
educated".
process whole ild
child appr The five key skills of SEL can be
nappened
in the
education

however,
we
talk
about
emotional inteli. oach, that most school leaders, grouped into four categories
development.
Today,
learning
(SEL),
mindset
teachers, and parents would
and
emotional
and growth which within the responsibility of schools to monitor and agree are
SOcial
discipline
ant affecti
importan are 1) social skills, 2) develop. These
quotient (EQ). positive
basic
the equally
message,
are
self-management, skills; 3) academic soft
skills, and 4) approaches to
deliver
the
function of education.
same
learning. Social skills
student interacts with other students as observed include how a
other adults. Self-management refers to by teachers and
Navarro and
Santos (2013)
assert:

and most noften student's ability to take self-regulation,

control over what would
i.c. the
least studied
otherwise be
domain is the automatic reactions by planning, focusing attention,
The affective literature despite the fact reframing
overlooked domain in
educational
with a premise
experiences and using mental tools. Lack óf self-managementis
that almost every
researcher or author beginS manifested when a student blurts out responses which suggests
domain in the teaching-learnid lack of thoughtfulness. The third category, academic soft
a

the importance of the affective that the affective doma skills, are
The reason, perhaps,
is fact the both social and cognitive. Their defining
process.
hardest to evaluate among Blooa role in carry1ng out traditional academic
feature is their ancillary
and the
is the most nebulous tasks, e.g., the ability to
work independently. Finally, the category of
includes such things as the student's approaches in leaming
three domains... to

Howeverit is important
totapping
realize that by the engagement school.
domain in enhancing learning, we pleasure in learning and anxiety about performance.
potentials of the afective
authentic learning among
increase the likelihood of real and our
Below
Students. Similarly, students may experience afective roadblocks to
are
observable behaviors of each soft skill.
solved when using a Soft Skill
learning that can neither be recognized nor Observable Behavior
purely cogmitive approach. (p. 59) Provides peers with positive feedback
Indeed, learming is not only a cognitive process. It is also an
Offers help orassistance to peers
emotional process. Research shows that SEL not only improves
Initiates interactions with
achievement by an average of 11 percentile points, but it also pers
increases prosocial behaviors (suchas kindness, sharing, and Participates in discussions with peers
Social Skills
empathy), improves student attitudes toward school, and reduces Has sense of humor, shares amusement with
peers
depression and stress among students (Durlak et al., 2011). Has friends
The five key skills of SEL namely: self-awareness, self Can carry out leadership activities
management, social awareness, relationship skills and responsible Engages in appropriate social behavior
decision making are in the affective
domain and so are the concem
of assessment in the affective domain.
| Controls displays of temper when angry
Accepts legitimate rules

Soft Skills in Affective

Assessment Compromises with others to avoid conflict
Responds in socially appropriate ways to eriticism from
Learning outcomes in the affective domain include soft skills
in contrast to the hard
skills Self-Manage- others
(technical
technical skills that refer to how skills). Soft skills are non- ment
one works in the
Handles teasing and sociaB provocations
one interacts with
others in the workplace, how
problems and solves workplace and how one looks a Cooperates with others
problems. attention to tasks
Maintains
Is respectful to teachers and staftfs
 AsseSSIMENT N LEAwwG 2 AUnENTIc AssEsSMENT Chapler8-Assessment in the Afectve Domain
76 117

The Taxonomy of Educational Objectives

Works independently
Completes assigned tasks The taxonomy in the
teacher
directions
affective domain
contains a large
Listens to
and carries
out
Aumber of objectives in the literature
for ability level expressed as interests
attitudes, appreciations, values,' and emotional
acceptable quality
Produces work of sets or biascs.
(Krathwohl et al, 1964). The descriptions of each step in the
Academic Soft to sch0ol
Skills Brings requires
materials taxonomy culled from Kratwohl's taxonomy of Affective Domain
without undue absences (1964) are given as follows:
time and
Arrives at school on

needed, ask questions

Receiving is being aware of or
sensitive to the existence of
Asks for assistance as certain ideas, material, or phenomena and
tolerate them. Examples include:
being willing to
skills to differentiate, to accept,
|Uses appropriate study to listen (for), to respond to.
Enjoys school
Responding is being committed in some small measure to
Takes on challenging tasks the ideas, materials, or phenomena involved
by actively
Has confidence in abilities responding to them. Example are: to comply with, to
Approaches follow, to commend, to volunteer, to spend leisure time in,
to Learning Works hard to acclaim.
Is enthusiastic and adventurous
Valuing is willing to be perceived by others as attaching
Is involved with extracurricular school activities importancee to certain ideas, materials, or phenomena.
Examples include: to increase measured proficiency in, to
In relation to assessment, the low level of abstraction and relinquish, to subsidize, to support, to debate.
high level of observability of the student behaviors like those
given in the Table have two important practical advantages. Organization is relating the value to those already held
The first is that it is easy for teachers and other adults who are and bring it into a harmonious and intermally consistent
philosophy. Examples are: to discuss, to theorize, to
around individual students to experience directly what is
regularly them formulate, to balance, to examine.
asked of to score, e.g, does the child have friends, without
the requirement for an investment in training. The second is that
low scores on a particular item for a Characterization by value or value set is to act consistently
of students have obvious
particular student or group in accordance with the values he or she has internalized.
implications for intervention. For to revise, to require, to be rated high in
example, students who have low scores on confidence in abilities Examples include:
to resolve.
and willingness to work hard the value, to avoid, to resist, to manage,
may benefit from
training. Students who are frequently late in class growth
mindset
or absent from
school may need counseling and an
Students who are aggressive with
intervention with parents.
peers and quick to anger may
benefit from training on how to think
actions of others before about and reframe the
reacting automatically.
Administrators and teachers
students and classrooms that need identify both individual
can

classroom in which a lot of students areadditional help, e.g.»

receiving low scores o
self-management skills is a classroom in which
help in classroom. the teacher neca
 LEARMNG 2. AuTHENTIC
ASSESSMENT
Chapter8-Assessment in he Affective Doman 119
118 AssE SSAENT
IN

objectives in
educational
the of Assessing
of the six
levels of
below:
Methods Learning in the Affective Domain
More details are given
examples Change in attitude, values and habits is the
domain with
effective teaching-learning in the affective domain. end resultin
allective

Example f

attitude is manifested in
our Change
Level
Definition

Individual would read a book change of beliefs, feelings, aspirations

attending to civil rights, and attitudes toward something or someone. These
Being a w a r e of
heliefs and values in turn have an impact on changes
a
passage
about in our
Receiving Something in
the
environment

our level of
Individual wouldanswer motivation and
the book, read
concept of self-eficacy. The student himselt
questions about herself knows the change/s that is/are taking place or can be
behaviors another book by the same author,
Responding
Showing some
new

as a result of experience
another book about civil rights, observed by a third party who is a witness of the change like
the teacher or parents or classmates. Thus a
etc. popular method of
The individual might demonstrate
assessing learning in the affective domain is observation.
Has a student imbibed the value of punctuality? One
Showing some definite
this by voluntarily. attending a way to
Valuing involvement or commitment know is to observe is ifhe/she comes to school on time. Another
lecture on civil rights.
way is to observe if he/submits subject requirements on time or for
Integrating a new value into his/her appointments arrives on time.
one's general set of values, The individual might arrange a
Organization it ranking among civil rights rally. McMillan (2007) gives three feasible methods of
giving some

one's general priorities assessing learning or learner's development in the affective

The individual is fimly committed domain. The first in the list is teacher observation. The two
Characterization | Acting consistently with
neto the value, perhaps becoming a others are student self-report and peer-ratings. These methods
by Value newvalue civil rights leader. of assessing learning in the affective domain make use of tools
such as Likert scale, semantic differential, checklist, sentene
Figure 16. The Taxonomy in the Affective Domain
completion. These will be discussed after these methods of
(Adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of
educational objectives. Handbook lI: Affective domain. New York: David affective assessment.
McKay.)
Teachers usually find difficulty in the use of behavioral
terms
when they formulate learning outcomes in the Teacher Observation
affective domain.
Below are examples of verbs or behavioral terms that
can be used Teacher observation can be unstructured or structured. It
to state
learning competencies in the affective domain. is unstructured when observation is open-ended. Teacher's
observation is not limited to items in a checklist or rating
Receiving Responding Valuing scale. Teacher observation is structured when he/she is guided in
Organization Characterization
accept complete what to observe by a checklist or rating seale. To make teacher
accept codify
attend internalize observation work in relation to the assessment of affective
comply defend discriminate verity
develop cooperate devote learning, the following should be observed:
recognize discuss display
pursue order Determine behaviors to be observed in advance.
examine seek
obey organize Record student's important data such as time, data and
respond systematize
weigh place.
It unstructured, record brief descriptions of relevan1
Figure 17. Behavioral Verbs
Appropriate for the Affective behavior.
Domain from description.
An analysis of the Keep interpretations separate
affective domain shows taxonomy of
educational objectives in the
that assessment Record both
behaviors.
positive and negative
on the soft skills. in the
affective domain 1s Have as much observation of
each student as necessary.

Avoid personal bias. Be objective.

 AuHENTIc ASSESSMENT Chapter8-Assessme in the Afectve Domain 121
20 AssEsSMENT IN LEARNING 2:

observations.
record the o t happen, however. So what is a
Immediately
procedure.
more reliable way of assessing
efficient affective learning outcomes?
Apply a simple and
classmate or peer. E
of a
A student may also
do observation the overaln
reliable like the teacher, Affective Assessment Toos
his/her peer observation to
be
observation must be
made clear. The different methods of assessing
learning or
affective domain, namely: observation, student developmentand
Purpose of the in
the
self-report
neer ratings-make use of assessment tools such as Likert Scale,
Student Self-Report Semantic Differential, Checklist, sentence completion and student's
the student to provide an written reflections.
A student self-report requires
toward a concept or idea
account of his/her attitude or feelings
as "written reflection
or people. A self-report is also referred to
A teacher may require a student to write his thoughts on Likert Scale
T
topics like "Why I Like or Dislike Physics or "Why Like or A Likert Scale is one example of a Rating Scale. It makes
Dislike Coming to School". use of a five-point scale fromStrongly Disagree (1), Disagree
A student self-report can also be derived by way of (2), Undecided (3), Agree (4) to Strongly Agree (5). Below is a
a student interview or by way of a questionnaire and Likert Scale used to assess student's attitude toward teaching as
survey. Teacher may interview a student on whether the a profession to determine each student's attitude toward teaching
student likes or hates Physics as a subject and why. after a lesson on teaching as a profession.
One advantage of an interview is teacher. can probe into
the answers of the student right there and then.
Direction: Each statement is supposed to
Another means to derive a student self-report is by attitude toward teaching as a
way of measure your
a survey and a
questionnaire. These survey and questionnaire profession. Indicate your response with a check (3).
can make use of a
constructed-response format like an
essay. "Why Is Physics my Favorite Subject" or Legend:
"Why is
Physics my Pet Peeve" may be the title of an essay that teacher
asks the student to write about to 5 Strongly Agree
determine the student's attitude
toward Physics. 4 Agree
Or teacher may get a student 3-Undecided
selected-response format by
self-report by means of a
means of assessment tools such as 2- Disagree
a checklist, a
ratingscale (like a Likert Scale) or a semantic
differential scale. Below are 1 Strongly Disagree
examples:
Peer Ratings
How else may a teacher know if
intended learning outcome in a student is realizing the
the affective domain other
teacher observing the student or the than
himself/herself. student making a
Another way is to ask report about
him/her on affective the student's
items where teacher peer to rat
wants
to rate the
Ideally, teacher's observation of a student.
affective learning student's realization
outcome
report and that of peer should coincide of
rating of the student. with student's self-
Many times, it does
 Chapter8-Astessment nthe Afocive Unar 123
by checkino
the teaching professton I consider..
Rate your view of
ayroprate space.
It's my beliefthat.
I honestlhy believe that...
3 2 1
5 To my thinking..
Teaching Ifeel.
is the notbiest
profession Semantic Differential
2. Teaching is for those
who can't make it in
A student is asked to assess his Science class as
a whole
of a Semantic Differential scale as shown below. The scales by
the other professions. way
are pairs of adjectives on feelings or beliefs that are
3. Teaching is opposite.
meant for women. Direction. Which item is true of your Math class? Check the
item that applies to you. Mark X the item that does not apply to
4 Teaching is the lowest
paid profession yet you.
most demanding.
2 0 1 2
5. Teaching has many
rewards teaching Exciting Boring
Fulfilling Frustrating
Sentence completion
Demanding Easy
As the name implies, the student is asked to complete a given
incomplete sentence related to the intended learning outcome. This
method is based on the idea that sentence
completion will reveal Checklist
more about thoughts, fantasies, and emotional
conflicts than testing In a checklist, as the name implies, the student simply checks
with direct questions (Weiner & Greene,
2008). an item that is observed or present or possessed or that applies
to

If the intended learning outcome for a lesson on assessment is him/her. A student is asked to evaluate the extent to which he/she
"to demonstrate a positive attitude toward assessment" this be possesses a growth mindset.
may
given for each student to
complete:
Assessment is .. Direction: Check the item which applies to you.

I believe that intelligence can be developed.

Here are some sentence stems that can 1.
help students get started in for sentence
serve as scaffolding to
2. I do not easily give up.
In my opinion...
completion:
3. I accept criticism.
assume... I draw inspiration from the
success of others.
4.
From my point of view ...
.I see challenges as opportunities to grow
lf you ask me..
dificulties
As far as I can tell... 6. I persist in the face of
To my mind. . I view effort as path to mastery.
-

The way l see things is that.. 8. I learn from criticism.

It seems to me thut... I matter of UcK.
I would say...
believe. 9. T believe that success is a
-
 AsSESSENT aLeaRNNG 2: AuTHENTIC
AsSESSMENT
124 Chapter8-Assessment in the Afective Domain 125
Student's Written Reflections What are
asks the studen weaknesses of
In using this
measurement tool, the teacher
dents,
thoughts and feelings n
method to assess
leaming in the
observation
affective domain? How
as a
personal can these weaknesses be
to write their I Like or Dislike remedied?
1or example, teacher like "Why
or topic given by
the
to take a person Discuss what this implies:
Subject allows students
Mathematics". A refiection paper topic. "On Assessment: Measure
approach and express their
thoughts on a given what you value
instead
of valuing only what you can
measure" -

Andy Hargreaves

(REVIEW FOR MASTERY RESEARCH

in the aftective domain?
1.What does it mean to assess learning Research on:
What are soft skills? Why are they important How are they
2 how a Thurstone scale differs from a Likert scale and
assessed?
semantic differential from bipolar adjective scale
3 What are the methods of assessing learming/development in the at least one example for each of the
affective domain? following:
assessment methods? semantic differential scale
4 What are the tools used with these
bipolar adjective scale
checklist

COLLABORATE
Explain as a group how you are going to assess at least
two from the following learning outcomes. Develop your
CHECKCHECK FOR UNDERSTANDING
tool/s for assessment.
Demonstrate scientific attitude in the conduct A. Select the letter of the correct answer.
of
experiments group . In which assessment tool for atfect is the respondent asked
to put a check or an X to determine presence or absence of
a
Adopt the principle of non-violence in one's life
trait?
Demonstrate a positive attitude toward Mathematics
A. Rating scale
Demonstrate motivation to study B. Checklist
Select competency in the affective domain from the K to
a
C. Likert scale
12 Curriculum Guide then
develop a tool to assess it. D. Bipolar adjective scale
Construct a checklist for each of the
following of information gathered by
classroom observation for a teacher to 2. Which can enhance the accuracy
she creates a conducive determine if
way of observation?
learning atmosphere used by the observer,
emotional intelligence quotient to A. observation guide is
An
a student is
determine where be made known
to the person to
strong and weak B. Observation time must

growth mindset to determine if a student has a be observed.

observation.
growth mindset or fixed mindset C. The observer is expert in
an
be observed.
to
be observed
is wiling
D. The one to
 Chapter8- Assesoment re
Atse ma 127

to concepts in
students
reactions
term
atns
adjectives
Ifyou want to
assess

defined
with
contrasting
each
of bipolar
scales
use?
REFLECTO
end, which will you
A. Rating scale Complete this:
B. Semantic differential

C. Likert scale From this Chapter, I realized..

D. Checklist

to academic soft skills

belongs
4. Referring soft skills, which
to
task
A. Complete assigned
B. Enjoy school

C. Accept school rules

activities
D. Carry out leadership

5. To which group of soft skills do "controlling temper.

compromising with others to avoid confiict, responds
appropriately to others" belong?
A. Academic soft skills
B. Approaches to learning
C. Self-management
D. Social skills

B. Formulate at least one LET-like test item based on the

learning
outcomes of this Chapter then exchange question/s with
a learning partner.

KEY TAKEAWAYS
Learning in the affective domain has something to do with
development of favorable attitudes and values which
difficult to measure. are
Developing and assessing soft skills
is in theaffective domain of (non-technical skills
The methods used to
learning and assessing.
measure
the affective domain
are teacher learning/development
observation, student sSy
reports and peer ratings.
These methods
scale, Likert scaleemploy
and
tools such as checklists, ra
semantic differential scale, sen
completion and student's reflections.
ce
 Chagter9-Foamatva Assessment 129
Games Game-based learning and
CHAPTER 9 two emerging gamifed instruction are
teaching-learning practices to drive
FORMATIVE ASSESSMENT
Game-based learning makes use of a game of learning.
realize a leaming outcome. any kind to

while
is tasting the sSoup
"Formative assessment Games for Formative Assessment
is serving the soup."
Summative assessment Here are some games especially suited for
formative
assessment to try in your classrOom (Cassie, J. 2018, p 59)
a. Socrative (www.socrative.com, free and paid
options) t -

classroom engagement
is a
app that provides games and
other activities for students. A favorite element is
"Space
Learning Outcomes Race" which can turn an assessment into a gamified
should be able
experience between ind1viduals or groups.
A t the end of the Chapter, the student to:
b. Kahoot (www.kahoo.com, free and paid options) - ls
cite appropriate techniques and tools for formative a mobile application that allows teachers to construct
assessment; homework assignments almost as though they were video
use appropriate techniques and tools for formative game-type quests. The app also has a feature where
assessment teachers can write their own games and make them
explain how scoring rubrics can facilitate formative
available to students with an access code.
assessment and c. Quizlet (www.quizlet.com, free) - This app allows
reason why out self-assessment is an important feature of
educators to convert data-gathering into a gamitied fom
formative assessment.
that they can use to intorm their teaching practice.
Introduction d. Quizizz (www.quizizcom, free) This lets teachers
monitor the results of students work as they do it. The
own pace throughout the
After explaining what formative assessment is and app lets students progress at their
constrasting it with summative assessment, let us learn some game
techniques on how to do formative assessment. e. Quizalize (www.quizal1ze.com, free and paid options)
It provides the samne kinds of quizzes and assessments as

the work of
Techniques for Formative Assessment other similar tools, but it also lets you track
Here are some individual students at a granular level.
techniques given by Fisher and Frey (2007)
that teachers can use while teaching . Plickers (Available at App Stor or Google Play. free)
to check on student's
of abstract
understanding: This formative assessment tool uses a senes

nmobile deviee.
1. Response cards These are either cards that the teacher photographs using a

cards. Pre-printed cards have pre-printed or write-on The program then analyzes
the data and presents
the
responses
Yes" or "No". Write on cards allow
on them such as of student success
eacher with individualized reports
their responses in real time. students to indicate
Hand signals
understand and can
Examples are "thumbs up" means Self-assessment in Formative
ASsessment
scl-
explain it"; "thumbs formative
assessment is

"I'm not
completely sure sideways" means An inereasing trend in
the principte of
I do not understand."
about..."; "thumbs down" means Self-assessment is aligned
with
assessment means that learning
involves the actvity

128 Cr
agency which
 learner,
more
han tne mputs that nputs that are Students carn work n
the initiative of the With leu
learner agency, to a
and
teacher.
Are geoups of
qu0sUon o 1opic inquiry,
her by the summarie
transmitted to
in self-monitoring and se 3-Way thoy atite ttei
sCll-Tegulated leamers
who cngage
Summarie 10-15 words lona g
monitor
learners continually 30-50 words lorng
evaluation. Self-regulated
outcomes.
Sell-regulated learn 75-100 words long
progress toward the learning the intended lcarning oulcom Teacher can have students
determine whether they atained nes Btudents are alresdy use Twit mth
have made their very own learning outcomes, " larniliar. whie ms
which they as

involved to assess thein The teacher asks

So it is best that students get actively 4. Think-Pair their answers. Students a arequeston, and studetis wit¢
they are progressing. This can Share their then placsd in ds
own leaning to determine how responses, Teacher moves around pair, to devs
increase their self-confidence and motivation to learn. (Davis and listensto various th ciaseroo and
discussiois
response/s as a pair to the das9sthen lets tugto shar 1
McGowen, 2007).
Teacher requires
statements at the end students to
of the les50nrespond
to tree
separa
Scoring Rubrics and Formative Assessment
3-2-1 3 things you didn't know before
fomative assessment, teachers give fecedback, These
In Countdown 2 things that
surprised you about this tuprc
feedbacks are made more specific when they are based on rubrics 1 thing you want to start
learned
doing with whal
you ve
which enumerate the criteria and deseribe the expected student's
performance (process and product). Scoring rubrics especially Teacher can ask other questions or ask
write sludents
questions about the topic they want to ask.
analytic rubrics are, therefore, a good framework for feedback
(Brookhart, 2013). Analytic rubrics are of great help to students in 6. One-minute One-minute papers are usually done at the end of the
assessing their own progress. Paper day. Students can work individually or in groups
must answer a here. They
brief question in writing. Typicai questions
posed by teachers center around
Additional Formative Assessment
Strategies Main point
Below are formative assessment Most surprising concept
book on Mindful Assessment: The 6
strategies from Watanabe's Questions not answered
Essential Fluencies of Most confusing area of a topic
Innovative Learning (2016) for
you to try out:
7. Exit/Admit Exit tickets are small pieces of paper or cards
Activity How It is Done Tickets that students give to the teacher as they leave the
classroom. Students write down one main idea that they
leamed that day.
Teacher passes charts
understanding. Each group of 4 among groups to assess
or 5 students
Admit tickets are answers to a question or homework on
a past lesson written in small pieces of paper or cards that
1. Round Robin chart and some markers. The begins with a
group records an answer to students are required to submit as they enter the class.
Charts open-ended question. They can also
share the knowledge
an
8. Creative
they have on a topic coveredin Teacher asks students to come up with simple projects
finish the chart, they class: Once the students Extension to demonstrate comprehension. These don't have to be big
pass it on to the next Projects and complicated. They can take a day, a halí-day, or even
every group has worked on group. When an hour. Here are examples of quick projects
discussed as a classs. every chart, responses are
Create a poster or collage illustrating the subject

2. Questioning
Questioning
small groups, or strategies may be used with matter
Record a rehearsed skit or podcast discussing
the

assessment
the entire
class. Efective individuals Top of Form
topics covered
strategies strategies involve asking formative Bottom of Form
Build a diorama about the subject
and create a
answer
higher-order
the students' questions such as "why"
and
studentsto narrative behind it
of the students'answers, teacher discerns the level
"how." With Let students design
their own flashcards to test
each

understanding. and extent other with on the

students
presentations made by
Keynote
topic
 AunENIK; ARsts$AENI
Chapter 9 Fomuive Anstnnt
Ast ssENT A LaRvKd ? 133

(REVIEW FOR MASTERY CHECK FOR UNDERSTANDING

appropriate teehniques and tools for formative
. Cite A. Direction: Select the letter of the correct answer.
assessnmemt.

how scoring rubrics can ucilitate

formative 1.Which refers to formative assessment?
Explain
assessnient. A. Assessment FOR leaming
Reason why out self-assessment is
an important feature of B. Assessment OF
3. learning
formative assessment. C. Assessment IN learning
D. Assessment ABOUT leaning

2. Can scoring nubrics help improve results in formative

( COLLABORATE
assessment?
. In what sense is fomative assessment compared to "tasting the A. Yes.
soup" while summative assessment is "serving the soup."?
B. No.
2Distinguish between fomative and sunmative assessment by C. It depends on which fomative assessment technique is
means of a metaphor like the
quote beneath the title of this used.
Chapter (asked in question #1).
D. Yes, but only in the making of a product that students
3. As small groups consisting of 5 members each, demonstrate: come up with.
an
appropriate technique/tool for formative assessment.
to 5 students) to
e-game for formative assessment
one
3 Teacher passes charts among groups (of 4
assess understanding. Teacher poses an open-ended question.
4. Explain the following terms and relate
them to formative The group records an answer to an upen-ended question
assessment. Do these
concepts enhance fomative assessment?
Explain how. then passes it on to the next group. When every group has
Written its response, responses are discussed as a class. Which
a) leamer agency
formative assessment technique is described?
b)self-regulated leamer A. Think-pair-share
c)self-motivated learner B. Exit ticket
C. 3-2-1 Countdown
D. Round Robin charts
RESEARCH
based on the intended
Research B. Formulate one LET-like question
on other exchange
techniques for fommative assessmen
considering the multiple intelligences. lcarning outcomes of this Chapter. For the
answer,

Share your for himher to answer Then

for compilation by the class question with a leaming partner
shared to all. findings
to be in class for everyone in class
ta
cach of you will pose your question
answer.
 CHAPTER 10
KEY TAKEAWAYS

omnafie
assessment is assesSing
leaming
m the procese
cess
things not clear are
CRADING AND REPORTING
ensure
that
This isto
taught again until theu
of mstruction.
understood are
not
clanlied, things assessment takes place. In
summative wYou got an "F" in al your subject. How can they call
are learned before ensure learning.
assessment is done to this a progress report card?
short, formative
and tools for formative - Unknown
Some appropriate techniques
assessment are:

Round Robin charts

Learning Outcomes
Questioning strategies
3-way summaries At the end of the Chapter, you should be able to:
Think-Pair-Share
explain the functions of grading and reporting:
3-2-1 countdown
distinguish between criterion-referened and nom-
One-minute paper referenced grading;
Exit Admit ticket the DepEd
compute grades in accordance with
current

Creative extension project on grading system and

policy
Scoring rubrics facilitate formative assessment in the sense cite points to observe when reporting students progressto
that scoring nubrics give focus on questions to ask or both students and parents.
things to perform or produce.
Self-assessment is an important feature of formative
assessment because self-assessment makes the learner truly Introduction
the agent of his own learning and so ultimately becomes a
parent and as
a
both as a
more self-regulated and a more motivated learner. Based on the author's experience
no Card-givng
contentious. There is
School head, grades are very
about a child's
or question
Day where there parent complaint
is no
should be
forms: "The grade
come in these
grade. Complaints
i CREFLECT) grade; teacher
does not explain
higher; it should not be a failing submitted an hour or so after
a project
As student, have I been given the well; teacher did not accept as a way
of
a
opportunity for formative grading and reporting
assessment? ner/his deadline. Therefore, taken for granted.
never be
assessment results should
communicating their grade
As a future teacher, will I make formative assessment an and parents for
blame students
integral part of my teaching? we cannot on grades.
world that puts emphasis
SCiOusness. Ours
is still a minimum

course,you
have to meet a
enroll in a college for and enjoy a

you when you apply

Grade Point Averag
rage that is required; maintain certain
grade; and

to meet
and because of
you have grades
S r s h i p grant, have to present
your
are
when you apply job,
for a you
always a part. So grades
grades are 135
all he things that people ask,
 AuTnENTIC AsSESSMENT Chapter 10-Grading and
136 AsSE SSMENT IN LEARNNG 2 Reporting 137
that grades should reflect over a
periodof days.
Provide insights into
indeed important. But the competency
they can use the restrooms breaks, whether
and what
are as important. with them testing days.
on they should bring
good grades if teachers discuss
It will help students to get
conducting the assessment, Make any transition to computers or
assessment and grades before assessment test is is a computer lab being used as tablets easy. If there
after
test results with students part of the
testing process,
Reviewing students as a class be sure they know where the
communicating with lab is, how the
-

important. However, computer will

equally important. Here be used as part of the test and
or individually -

before assessment is how to log in.

are seven things to consider discussing with your students before
Provide the dates
of the
next assessment.
When you
assessing (Bobowski, 2017): explain growth time to students, it
over
helps to share
Explain where the test fits in the bigger picture. Any basic schedule of how the
assessments will be
given test or assessment is just one piece of their overall administered. Let them know when the next one will occur
progress as students. This one test in this one day is not and whether it will be similar to the one
the sole measure of their potential or their future. A better for.
they are prepaning
understanding of context will help them better understand
how it all fits together.
Functions of Grading and
Share how the test results will afect their overall class Reporting Systems
grade. Often, students are unaware why they are being Grading and reporting
systems have some very important
tested or why the teachers need the data they are functions in the educative process. Some of these
for. Is it going to be used for
looking functions are enumerated below:
important
setting student or class goals,
establishing a grade, or for placement purposes? Share this a) Enhancing students learning through
information with your students before the test so that instructional
clarifying
will understand they objectives for them, showing students'
clearly
what the test score will mean to strengths and weaknesses, providing information on
them.
personal-social development, enhancing students'
Pre-empt questions about what their data will look
like motivation (e.g., short-term goals) and indicating where
and who will be
seeing
it.
Depending on the
age of your teaching might be modified. These can be achieved through
students, you should consider day-to-day tests and feedback and integrated periodic tests.
sharing with them what
results you'll be receiving after the
test, what results they, b) Reports
as students, will
receive and what will be to parents/guardians Grading and reporting
shared with their also inform parents and guardians of students on
parents. systems
Take the the progress of their wards. Likewise, grades and reports
fear out of the
evaluate, criteria, evidence testing jargon. Words like
and scores can
communicate objectives to parents, so they can help
for some students. be scary promote learning and likewise, communicate how well
While they
may seem obvious and objectives were met, so parents can better plan.
interchangeable
if you
to you as a
teacher, it can
explain these terms to them and
help students c) Administrative and guidance uses. The administrative
ease. set their minds at and guidance purposes of grading and reporting consist
Clarify the testing environment. Some students
in: (1) helping to decide promotion, graduation, honors,
familiar than others when it are less athletic eligibility: (2) reporting achievements to other
testing schedules comes
can
to
testing and how schools or to employers; and (3) providing input for
better clarification can interrupt a given week. Providing realistic educational, vocational and personal counseling.
them know if it will be help alleviate student
stress. Let
one-day test or if it will These three main purposes of grading and reporting by no
neans exhaust all possible uses of the activity. The main point,
happen
 Chapler 10 Gradng aid Reçortug139
AnENTN: ASSESSAENT
A EVI aLsAONN 2:

cards
should promote
and components of a student's grade. Let us take a look at ihe
is that grades
and report
and discoucourage students. weighting of the different kinds of evidence in the
however,
rather than
frustrate
to students and then grading system issued in
DepEd Order 8, s. 2015. DepEd
enhance learmu are given
reports
cards
cards. Most
schools call fo
n many schools, report
asked to sign
these
Card Getting Day for thiss Components Language AP
EsP Science Math EPP
parents are

parent-teacher
conferences or set aside
Written Work
MAPEHTIE
30% 49%
20
purpose. Performance Tasks 50% 40%

Systemm
Quarterly Assessment 20% 20%
Components of a Grading of a grading
20%
cite 3 components
Airasian and Russell (2008) of pertormance and
system: 1) standards of
comparison; 2) aspects Table 7. Weight of the Components for Grades 1-10
kinds ofevidence.
3) weighting different
In relation to standards
Standards of Comparison.
asked: What Technical-Vocational
questions are
of comparison, the following Will you Core & Liv elihood/Sports/
standard for comparison
will you use for grading? Subjects
Academic Track
Arts and Design
performance
compare a student
performance to other students Track
(norm-referenced
Or will you compare student
grading)?
established standard
performance with a pre-determined Work Immersion Work
(criterion-referenced grading)?
Or will you compare it Immersion
or self-
All other Research Business Al!other
able to do (learning potential
Research
Enterprise
to what a student is subjecis Simulation'ExhibitSuojecis
Exbibit
referenced)? Perfomance PeriormaDCE

outcome-based or competency-based, we will

If we go
be for eriterion-referenced grading. The pre-determined 25% 25% 35% 20%
outcomes presented and
Written Work
standards are the intended learning
explained at the beginning of every lesson. 60%
Performance 50% 45% 40%
of a
Aspect of Performance. The second component Tasks
i.e., what aspects of
grading system is aspect performance,
of
25% 20%
One of educators claim Quarterly 25% 30
performance must be graded? group
Assessment
only academic performance must be graded. This academic
performance to be graded include quiz and test results (paper Table 8. Weight of the Components
for SHS
to
and-pencil tests), assignments, products and performances
show processes leamed. Examples are oral reports, projects, above shows that DepEd puts
An analysis of the Tables given 1-10 and
interviews, portfolios. tasks from Grades
heaviest weight on performance
tne Grades I to 10,
the highest percentage
Another group of educators asserts that in addition from Grades 11-12. From
Arts, Physical
Education and
Health
to academic performance, student's motivation, effort and is given to Music,
(60%) Pantahanan at Pangkubuhayan
participation shoild also be graded. One of the problems Edukasyong in Senior High
MAPEH) and Livelihood Skills).
in grading student's motivation, effort and participation, Economics and is for the
EPP-Home (60°%)
understandahly
however, is the dificulty in determining the reliability or percentage Arts and
enool, the highest
and
Tech-Voc, Sports
effort and motivation. for the specialira1on
Specialization subjects MAPEH. EPP
the
Weighting Different Kinds of Evidence. This refers tracks. Obviously.
DEsign
to how much weight 1s given to the different aspects or
 2 ApteNt AstssMENT Chapler 10-Graong
Aes a a L and Reporirg14

Arts and Design tracks A cliché, which works

the Tech-Voc. Sports and effectively, is to open the session
subyects in
with a positive feedback.
dominantly skill subjects.
refer
DepEd Grading System, Know the
to
For complete details on the expectation of the
student/parent from the
DepEd Order #8, s. 2015. feedback session; it acts as a
compass for the teacher
assessor. as

Communicate Assessment Result

Be very specific and stick to the
pre-defined parameters or
Why competencies to make reference.
for
accountability.
We document our assessment processes
institutional and individual memory. Documenting
the decisions Cite examples whenever possible to help the
Asessment results that have been understand better. student/parent
made means leamed lessons.
thoroughly discussed should be communicated clearly and Involve the studen/parent. Feedback has to be
to learners as well as parents for improved learning. and not a
monologue which means that the
dialogue a
accurately student/parent
should be given an opportunity to discuss
Sharing assessment results is an opportunity to tell student's/parent's
an important and meaningful story. Your role is to educate aspirations, motivations and experience of the assessments.
stakeholders about context, background, methods, results of Be patient and display great listening skills to create the
assessment and to involve them in making sense of the results and required trust and rapport with the student/parent.
identifying possible solutions or next steps. These can be done
Allow the student/parent to explain the intent behind his/
during Parents-Teachers Conference. her action and differing opinion whenever
appropriate.
Refrain from passing judgmental statement; your
a
Some Pointers in Communicating Assessment Results statements have to be suggestive rather than stated as
In order to effectively communicate our assessment results, absolute truths.
we need to do the following: 1) to establish
learning outcomes The feedback provider has to remember that feedback is
related to what we are assessing; 2) document the
process we also a mechanism to learn for people. Let us make a reference to
used to assess the outcomes; 3) tie the results back to our
learning the Johari Window given below:
outcomes to communicate whether the or service
program
worked as we intended and 4) take note of decisions made as a
result of the assessment process. This is the essence of outcomes-
based teaching and learning.
Aware of
Unaware of
We all agree that students are
key education stakeholders. Strength stiength
When they are involved in the assessment
own learning. the result is an
process and in their
improvement in achievement. An
objective. transparent and respectful assessment feedback to
students drives home the points which the
students need to work Unaware of Aware of Area
upon.
Area of of
Development Development

Giving Feedback to Students and Parents after

Assessments
Giving feedback is never easy. It is
feedback process is handled delicately. Below important that the
are some
points that Low
can guide the teacher as an assessor during feedback:
 Chagter 19-Gradng
AssESSMENT IN LEARMING 2:
AUTHENTIC AsSESSMENT and Papsning143
142

he
TEMPORARY
PROGRESs REPORT CARD FOR
help the students/parents ELEMENTARY AND JHS
feedback should for develonm
The and areas
of strength ment, Learner Reference No (LRN)
of both their
areas
introspection, ha
aware

It should encourage
students/parents
to do
reach conclusions.
help Name Cate af Becth
and
students/parents to
draw inference Sex Grade Secton cho Yee
at hiding any
feeling burt and of un
People are very good
D e a r P a r e n / G u a r d i a n

demoralized and de-motivatod

lies a
However, beneath the façade might start thinking "if tha Ou
ir
temporany O
chid is only
l! not be iss'Jd ar oCa prores Ue 0 Ce n wom4sn od documentssy requarerments As
some students
repon
your nGQress cara nettenpoary prog sa epot card
individual. For example,
to get where I want?" or " gsUch
mor or the pro
of youf chia. O
NENE FOs
ects (SF 10 forrnerly Form 137 &hcol8Permanert
be reeNed
s ud
orny
by s suhoad ur subTHBBO
is what I am like, am I really going ot the ocaress report cards nams3He r Tanse and enMoiTent purposes Rocors) tom the pravoss
sc Te
Such situation requires very careful
this what they think of me?"
lempora

can become
the road to frustration. PROGRESS AND ACHEVEMENT
else it REPORT ON LEARNINo REPORT OLEARNERS OESERVED YALUES
handling of feedback or
Leni Ases
T Or Fas
Ves
does not exist between the
If the desired level of trust
feedback discussion becomes Engish

teacher and the student/parent, MatTer

of feedback is defeated. If teachers

Scenc Prcps y ploe
Araing Panagran

very difficult and the purpose

the student/parent without
share the outcomes and feedback with PTP
the feedback session becomes
allowing discussion or comment,
a fiasco. Where students/parents do not share hopes, aspirations E

actions no further
or intrinsically commit to their development
the teacher knows the profile
progress can take place. It helps if
of the student/parent beforehand as it later helps in navigating Gnere Avere
the feedback, discussion appropriately. This results in greater O

acceptability of feedback.
meet e or

REPORT ON LEARMERSATTEKDAJNCE

Reporting Students' Progress and Grades to Paren S

Students' progress and grades are reported to parents through d y prese

of days a e n t

Report Card, Parents-Teachers conference and written conferences.

They are explained below. Reported by

Report Card. The Report Card is a standard method of

To the Parent or Guardian:
reporting students' progress and grades to parents. See sample pertomance Sign on e soacs Pwoed o sgndy
has
chids
read the commants below on your
report card for junior and senior high school from the Department ou
ease carehty
nave received th+s We encourage you to corsut
wih e Ciess Advser *Y OACEN

PARENTSGUAROUNS
of Education. coMMENTS 3KGNATURE
QUARTER

Secon

Fousth

P/www.teacherph.com/progress-report-card-ciementary-jhis
the
students" progress.
meaningful
reporting of foliowing grade
a more
ror gives the
of grades is given. The DepEd
Caning
interpretation:
144 ASSESSME N IN LEARNG 2 AUTHENTIC ASSESSMENT Chapter 10-Grading ard
Repong145
Grading Scale Remarks Parent-Teacher
Conferences. Durham
(2006) asserts
Descriptors
90-100
Passed atparent-teacherheconierences both responsibility are
and
a
Outstanding Passed noppotunity. education
of the leamer is the primary
85-89
Very Satisfactory
80-84
Passed nansibility of parents. In this task of educating children, parents
Satisfactory Passed are
assisted by the school. For the benefit of children then it is
75-79
Fairly Satisfactory hest for teachers ana parents to come together to discuss their
Below 75 Failed
Did Not Meet Expectation hildren's progress. Parent-Teacher Conferences are a
perfect
like A, B, C, D and F avenue for this purpose.
Report cards convey letter grades
sometimes with + or s o a student may get
an A+
or A-, B+ Jt has been a practice of schools to set aside a day for Report
or B-, etc. Some report cards convey numerical grades such as 85 Card distribution which is at the same time the opportunity for
in Math. 93 in English and 88 in Biology. Still other report cards parents and teachers to confer regarding their child's performance.
simply have Pass or Fail. The DepEd Student Report Card incude Here are some reminders for schools/teachers to get the most
affective characteristics such as Maka-Diyos, Maka-tao, Maka- from parent-teacher conferences:
bansa and Maka-kalikasan.
1. Announce the date for card-giving in advance. Or better
Written Progress Reports. These can be weekly, bi-weekly still the school calendar which should be given at the
or monthly reports of the student's progress and achievement
(McMillan, 2007). These written reports may include the student's beginning of the school year must already include the dates
for card-giving and parent-teacher conference/s. Parents are
performance on tests and quizzes, projects, oral reports... They
busy and can't just be there at the school's beck and call.
also can include information about the student's motivation,
in approach. Start the conference with
cooperation and behavior, as well as suggestions for how parents 2. Be positive
can help the student improve his/her performance. something positive and maintain the positive atmosphere.
Even if
There is always something good in every student.
See Figure 18 for a sample written progress report. to find at least some
a student has performed poorly, try
Student Progress Report areas in which the student
has performed well.
Nae-
Date be truthful and
OOutstanding S Sotsfociory N Noeds Proctic 3. Be objective. While you should be positive,
Lusters Carenily Teats Otherswth Respoc Give an accurate picture of a student's performance
5tays on T s
honest.
FoBows Closs Rules
Folows Oirections Doos His/Her Best Work
in order not to give false hopes to parents.
Parents are parents.
4. Have a listening ear. Act with empathy.
Comments children.
They will tend to favor their
know all
an "omniscient "image. You don't
. Don't project the right
n t sonatue-
Refer the parents to
the answers to questions. is the
teacher if the problem
Weekly Ptogress Repot person. Example, the Physics
child's performance in Physics.
O Outstonding S= Safisfoctory NNeeds PioCice communication skills. Communicate criteria
Listens Caretuiy recis Ohers Wiin Respect ractice good where the
not a monologue
5toys on osk Foows Cs AJes Have a dialogue
Tor grading.
is (or only the parent).
Does Hener Best Work only one talking you
Folows Drecticns

focus of the
parent-
The
other students. child. Never
Corenenis talk about
Don't
should only be the parent's
conference
eacher
other students.
compare the
child with that you
the s a m e way
Poront Sgnotro-
note in wortd.
encouraging end of the
8. End
d with an
is not the
Figure 18. Kindergarten Written Progress Report note. It
positive
DCgan with a
 Chapter
146 AsSESSMENT N LEARNING 2: AUnHENTIC AssEsSMENT
10-Gradsing and
Reporng47
Teacher tells her students: It is
Assessment
Results
4. you who make
Why Report/Communicate ord them. Don't blame your grades. 1
assessment processes
for accountability, s
Just

0od grades." Do you agree?

anybody else if you don't
make
We document our
and communicatino
teaching leads to assessing learning, reportingresults
assessment should h When it comes to gving grades some teachers
These are
"madamot"
assessment results.
to learmers as well as parente etingy). Others are
overgenerous. How can these be avoided?.
communicated clearly and accurately
Teacher A claims: "The
for improved learning 6. problem with Parent-Teacher
Sharing assessment results is an opportunity to tell Conferences is tnose parents who are most
expected
an impotant and meaningful story. Your role is to educate me. i... the parents of
non-performing students, usually
to

stakeholders about context, background, methods, results of do not attend." How can schools solve the
problem? Propose
assessment and to involve them in making sense of the results and solutions.
This is reporting.
identifying possible solutions or next steps. t has been observed by a school principal that
parents' most
common complaint on Card Giving Day is grades. If there are
We all agree that students are key education stakeholders
When they are involved in the assessment process and in their complaints about academic rank or honor roll it is parents not
own learning, the result is an improvement in achievement. An students who complain. What does this imply on:
objective, transparent and respectful assessment feedback to parents' concept of grades
students drives home the points which the students need to work
grading and reporting practices of schools?
upon.
8. John Powell said "Communication works for those who work
at it." How do you relate this to schools" practice of holding
Parents-Teachers Conference or setting aside a day for
REVIEW FOR MASTERY students' report card distribution?

1. Explain the functions of grading and reporting; 9 Compute the 1* Quarter grade of:

2.
a) a Grade12 student in Introduction to the Philosophy of the
Distinguish between criterion-referenced and norm-referenced Human Person with the following initial grades:
grading.
3. How do you compute grades in accordance with the current Written Work 90
DepEd policy on grading system. Give an example for a Performance Task 80
subject from Grade 6 and from Grade 11.
Quarterly Exam 85
4. Give a list of do's to and don't 's when at
reporting students b) a Grade student in Edukasyong Pantahaman
5
progress to both students and parents.
Pangkabuhayan with the following initial grades:
Written Work 88

( COLLABORATE Performance Task 80

Quarterly Exam -

84
1. Should you grade effort, motivation and documents using
the
product and performance only? participation or
nterview a
how he'sehe
teacher on
partner.
with your learn1ng
CClass Record. Share your findings
2. If you get high grades or
high scores does it follow that you Chapter. "You got
learned a lot? Explain your answer. n i s Is the quote at the
beginning of this
a progress this
How can they call
3. Student B says, "I an in all your subject. about
schools
study for
learning not for grades." What does this
statement impBy
does he mean? p o r t card?"" What

grading and reporting practices?