SEd Math 324 Assessment and Evaluation in Mathematics

Prepared by: Manuel C. Francisco

Module 6: Other Formative Assessments

Introduction
Is it possible to explain why the student outputs is as they are through an assessment of
the processes which they did in order to arrive at the final product? It is important to assess
students’ learning not only through their outputs or products but also the processes which the
students underwent in order to arrive at these products or outputs. Hence, this module covers
the process-oriented assessment utilized in Mathematics teaching and learning; construction of
rubrics and exhibit written works on assessment and tools in the field of specialization.

Learning Outcomes
After this module, you should be able to:
• Discuss process-oriented assessment is utilized Mathematics teaching and learning;
• Differentiate analytical scoring rubric and holistic rubric;
• Construct holistic and analytical scoring rubrics; and
• Exhibit written works on Authentic Assessment and Tools.

DISCUSSION
A. Process-oriented Assessment

Process-oriented performance-based assessment is concerned with the actual task

performance rather than the output or product of the activity.

For example,
The students will present the contributions of Sir Isaac Newton and Gottfried Wilhelm
Leibniz in the development of Calculus.

Objective: To discuss the development of Calculus.

Specifically,

1. Discuss the development of Calculus.

2. Explain the contributions of Sir Isaac Newton and Gottfried Wilhelm Leibniz in the
development of Calculus.
3. Maintain eye contact with the audience while presenting.
4. Create an infographic about the development of Calculus.

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 SEd Math 324 Assessment and Evaluation in Mathematics
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In the Process-Oriented Performance Based Assessment requires performance that is

taking place in the moment with the teachers’ presence. With this, an evaluation tool is needed.
The most common evaluation tool is a rubric.

B. Analytical Scoring Rubric vs Holistic Rubric

A rubric is a measuring instrument used in rating performance-based tasks. It is the “key to

corrections” for assessment tasks designed to measure the attainment of learning competencies
that require demonstration of skills or criterion of products of learning. It offers a set of guidelines
or descriptions in scoring different levels of performance or qualities of products of learning. It
can be used in scoring both the processes and the products of learning.

A rubric is a modified checklist and rating scale. Below is a Venn Diagram that shows the
graphical comparison of rubric, rating scale and checklist.

Checklist R
Rating Scale
-presents the observed
characteristics of a
U • measures the extent or degree to
desirable performance or which a trait has been satisfied by
Shows the Shows the degree
product. observed traits of
B of quality of
one's work or performance
• offers an overall description of the
work/performance
-the rater checks the trait/s a R different levels of quality of a work
that has/have been work/performance. or a performance
observed in one’s • uses 3 to more levels to describe
performance or product. I the work or performance although
the most common rating scales
C have 4 or 5 performance levels.

There are two types of Rubrics:

1. Analytical Rubrics. It describes the quality of a performance or product in terms of the
identified dimension and/or criteria for which they are rated independently to give a better
picture of the quality of work or performance.

2. Holistic Rubric. It describes the overall quality of a performance or product. In this

rubric, there is only one rating given to the entire work or performance.

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SEd Math 324 Assessment and Evaluation in Mathematics
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C. Construction of Holistic and Analytical Scoring Rubric

Important Elements of a Rubric
Whether the format is holistic, analytic, or a combination the following information should be
made available in a rubric.
o Competency to be tested. This should be a behavior that requires either a
demonstration or creation of products of learning.
o Performance Task. The task should be authentic, feasible, and has multiple foci.
o Evaluative Criteria and their Indicators. These should be made clear using
observable traits.
o Performance Levels. These levels could vary in number from 3 or more.
o Qualitative and Quantitative descriptions of each performance level. These
descriptions should be observable and measurable.
Guidelines when Developing Rubrics
o Identify the important and observable features or criteria of an excellent performance or
quality product.
o Clarify the meaning of each trait or criterion and the performance levels.
o Describe the gradations of quality product or excellent performance.
o Aim for an even number of levels to avoid the central tendency source of error.
o Keep the number of criteria reasonable enough to be observed or judged.
o Arrange the criteria in order in which they will likely to be observed.
o Determine the weight /points of each criterion and the whole work or performance in the
final grade.
o Put the descriptions of a criterion or a performance level on the same page.
o Highlight the distinguishing traits of each performance level.
o Check if the rubric encompasses all possible traits of a work.
o Check again If the objectives of assessment were captured in the rubric.

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 SEd Math 324 Assessment and Evaluation in Mathematics
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Sample Analytic Rubric for Data Interpretation

Poor Satisfactory Excellent

Component
(2 points) (3 points) (5 points)
Formulation of Hypothesis is not accurately Hypothesis is accurately Hypothesis is accurately
testable hypothesis. formulated, uses incorrect formulated using appropriate formulated using
terminology, and/or is not testable technical terms; hypothesis is appropriate technical
as formulated. testable. terms, is testable, and is
creative or innovative in
an important way.
Formal statistical Necessary data management is Data management (e.g., Data management is
inference for not done or done incompletely; cleaning) is done as needed; done as needed;
hypothesis testing statistical tests may be chosen statistical tests used are appropriate statistical
or parameter poorly; statements on method's appropriate to the context; tests are used;
estimation. assumptions/conclusions/ statements on method's statements on
implications may be incorrect or assumptions, conclusions assumptions,
sloppy. (significance; effect size) and conclusions, and
implications are precise and implications are
accurate. exceptionally thoughtful
as well as being precise
and accurate.
Graphical/numerical Inappropriate presentation Appropriate presentation Appropriate presentation
summary of data method chosen for data method chosen for data method chosen for data
summary; data summary summary; data summary summary; data summary
presented inaccurately or presented accurately. presented in such a way
carelessly. as to show special skill
and insight in working
with data
Explanation of Explanation is incomplete or Explanation is complete and Explanation is complete
evidence collection suggests that student does not demonstrates understanding of and unusually insightful,
and interpretation. understand relevant methods. relevant experimental particularly regarding
techniques/mathematical evidence interpretation.
derivations/other method(s).
Summary of Summary is poorly written, Summary is complete and Summary is unusually
evidence supporting incomplete or absent. succinct. well-written and
mathematical or thoughtful.
scientific theory.

Sample Holistic Rubric for Essay

Percentage Description
Ideas are thoroughly explained, highly coherent writing, almost
100%
no grammatical errors.
75% Ideas are explained, coherent writing, few grammatical errors.
Ideas are partially explained, somewhat coherent writing, few
50%
grammatical errors.
Ideas are poorly explained, incoherent writing, several
25%
grammatical errors.

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SEd Math 324 Assessment and Evaluation in Mathematics
Prepared by: Manuel C. Francisco

Performance Task 6

General Directions: Answer the following items as instructed.

1. Differentiate each of the following examples that may be given to clarify the meanings.
a. Holistic Rubric and Analytic Rubric

b. Students learning outcomes and student assessment tasks.

Your answers will be graded according to the given standards below:

Percentage Description
Ideas are thoroughly explained, highly coherent writing, almost
20
no grammatical errors.
15 Ideas are explained, coherent writing, few grammatical errors.
Ideas are partially explained, somewhat coherent writing, few
10
grammatical errors.
Ideas are poorly explained, incoherent writing, several
5
grammatical errors.

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SEd Math 324 Assessment and Evaluation in Mathematics
Prepared by: Manuel C. Francisco

2. With particular learning competencies (Use Most Essential Learning Competencies or

the Curriculum Guide of Department of Education), construct a scoring rubric – holistic
and analytical rubric.

3. Come up with a complete outline of the various assessment tasks and tools using the
Understanding by Design (UBD) unit plan.

References
• Navarro, R.L, and R. De Guzman-Santos. 2013. Authentic Assessment of
Student Learning Outcomes. Quezon City : Lorimar Publishing Inc.
• Navarro, Rosita L, Rosita G Santos, and Brenda B Corpuz. 2019. "Assessment
in Learning." LORIMAR publishing.
• Zlatkin-Troitschanskaia, Olga, Miriam Toepper, Hans Anand Pant, Corinna
Lautenbach, and Christiane Kuhn. 2018. Assessment of Learning Outcomes in
Higher Education. SpringerLink.

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