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Chapter 7 (draft Module)

Assessment of Learning (Sultan Kudarat State University)

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CHAPTER 7

ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA

FROM ALTERNATIVE METHOD

OVERVIEW
The assessment results needs to be analyzed to learn whether or not the
criteria on the student learning outcomes were met. To give meaning to the
information that has been collected, it needs to be analyzed for context,
understanding, and to draw conclusions. This step gives the information meaning, it
is essential to effectively communicate and utilize the assessment results.

How is assessment data analyzed? Analyzing data includes determining how

to organize, synthesize, interrelate, compare, and present the assessment results.
These decisions are guided by what assessment questions are asked, the types of
data that are available, as well as the needs and wants of the audience. Since
information may be able to be interpreted in various ways, it may be insightful to
involve others in reviewing the results. Discussing the data in groups will result in
greater understanding often through different perspectives.

What to expect?

At the end of the chapter, the students can:

1. Use quantitative analysis to report the results of alternative methods of
assessment;
2. Present and summarize results of alternative methods of assessment to make
them useful for learners; and
3. Create a set of criteria, factors, and characteristics to be assessed using
alternative methods.

How do we quantify results from rubrics?

In the creation of rubrics, there are scales that represent the degree of
performance. This degree of performance can range from high to low degree of

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proficiency. Below are the examples of the degree of proficiency with their
corresponding points:

Beginner Moving toward proficiency Proficient Very proficient

1 point 2 points 3 points 4 points

Poor Needs improvement Good Very good

1 point 2 points 3 points 4 points

Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

Rare Sporadic Consistent

1 point 2 points 3 points

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

Inadequate Needs improvement Good Excellent

1 point 2 points 3 points 4 points

Needs improvement Proficient Excellent

1 point 2 points 3 points

Absent Developing Adequate Fully developed

1 point 2 points 3 points 4 points

Limited Partial Thorough

1 point 2 points 3 points

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Emerging Developing Achieving

1 point 2 points 3 points

Not there yet Shows growth Proficient

1 point 2 points 3 points

Poor Fair Good Excellent

1 point 2 points 3 points 4 points

The points depend on the quality of the behavior shown by the learner’s
performance. The reliability of the assigned points can be determined when the
scoring of two or more observers to the same behavior is consistent. Such procedure
entails the use of multiple raters or judges to rate the performance. The consistency
of the ratings can be obtained using a coefficient of concordance. The Kendall’s w
coefficient of concordance is used to test the agreement among raters.

If a performance task was demonstrated by five students and there are three
raters. The rubric used a scale of 1 to 4 is the highest and 1 is the lowest.

Five Rater 1 Rater 2 Rater 3 Sum of D D2

demonstrations Ratings
A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36
Mean rating = 8.4 ∑D2= 33.2

The scores given by the three raters are first computed by summating the
ratings for each demonstration. The mean is obtained from the sum of ratings
(mean=8.4). The mean is subtracted to each of the sum of ratings (D). Each
difference is squared (D2), then the sum of squares is computed (∑D2= 33.2). The

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mean and summation of squared differences are substituted in the Kendall’s W

formula. In the formula, m is the number of raters.

W = 12 (∑ D2 )
m2(N)(N2-1)
W = 12 (33.2)
32(5)(52-1)
W = 0.37

Kendall’s w coefficient of 0.37 is an estimation of the agreement of three

raters in the five demonstrations. There is a moderate concordance among the three
raters because the coefficient is far from 1.00.

How do we quantify results from scales and checklists?

Scales could be a measure of non-cognitive dimensions of students’ behavior.
When the items in the scale are answered by students, the response format
quantifies the behavior measured by the scale. The types of response format vary
depending on the nature of the behavior measured.

Likert Scale. The Likert scale is used to measure students’ favorability and
unfavorability toward a certain object. The favorability will depend on the degree of
agreement or disagreement to a standpoint.

Example:
The policeman is helpful in the street.
____ Strongly agree ____ Agree ____ Disagree____ Strongly disagree

The current president of the country implemented the policy well.

____ Strongly agree ____ Agree ____ Disagree____ Strongly disagree

Smoking cigarettes should be banned in public transportation.

____ Strongly agree ____ Agree ____ Disagree____ Strongly disagree

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To quantify the scales, a numerical score can be assigned to each of the

responses. For example, 4 points can be assigned to strongly agree, 3 points for
agree, 2 points for disagree and 1 point for strongly disagree. To get the total score
for the overall scale, the points for each item can be summated. The total score is a
representation of the overall trait being measured. Usually, high scores in the Likert
scale represent favorable attitude, and low scores represent unfavorable attitudes.
Norms are created to make specific cut off points for the degree of favorability and
unfavorability.

Verbal Frequency Scale. This is used to measure how often a habit is done. The
items here are measures of a habit.

Example:
I read a book.
____Always ____Often ____ Sometimes ____ Rarely ____Never

I wash my hands before eating.

____Always ____Often ____ Sometimes ____ Rarely ____Never

Similar to the idea of quantifying a Likert scale, a verbal frequency scale is

scored by assigning numerical values for every response. When “always” is
answered, it can be given 5 points, 4 points for often, 3 points for sometimes, 2
points for rarely, and 1 point for never. The total score for the habit can also be
estimated through a total score by summating the scores of all the items. The higher
score means high frequency of the habit while the low score means lower frequency
for the habit.

Linear Numeric Scale. This is used when large array of ratings is provided among
the participants within a continuum. The extreme points of the scle are provided with
descriptor.

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Example:

Less More
Valuable Valuable
1 2 3 4 5 6 7 8 9
____1. Teacher
____2. Academic Coordinator
____3. Guidance Counselor
____4. Assistant Principal
____5. Principal

Semantic Differential Scale. This scale is used to describe the object or behavior
by making use of two opposite adjectives,

Example:

Accommodating Alienating

5 4 3 2 1

Patient Harsh

5 4 3 2 1

Knowledge Ignorant

5 4 3 2 1

Graphic Scale. This scale uses illustrations to represent the degree of presence or
absence of the characteristics measured. This is usually used for respondents, such
as young children, who have limited vocabulary.

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Example:
Rate how you like the following food:
1. Pizza

2. Spaghetti

3. Hamburger

How do we quantify results from portfolios?

Assessment data gathered from portfolios can both be qualitative or

quantitative. When assessing portfolios using quantitative approach, scales and
rubrics can be used. The scales and other measures need to specify the criteria
required in assessing the portfolio. Qualitative assessment requires criteria and
narrative feedback provided to the learner.

The following criteria can be used when assessing portfolios:

1. Completeness of the entries – All the parts of the portfolio listed by the
teacher are present.
2. Accuracy of the reflections – An authentic reflection is made for every entry in
the portfolio. The reflection provides the insights on the realization of the
learner about his or her weaknesses and the improvement that needs to be
done.
3. Organization of content and proper sequence – The portfolio can be classified
according to lessons and the entries show the draft and final work with proper
label. There are markers or tabs provided so that the teacher can easily
browse through the contents. There is a table of contents found at the start of
the portfolio. Every entry is properly labeled.

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How do we summarize results?

When results of assessment are summarized, the teacher needs to think

about two things:
1. The kind of scores that will be represented – The teacher may require to have
the raw score, percentage, or transmuted grade. The average and summation
of scores may be required depending on the grading system.
2. The tabular or graphical presentation of the scores – Scores can be presented
in a tabular or graphical manner. Below is an example of a tabular
presentation of learner’s scores in a formative assessment.

Record of Formative Assessment in Mathematics

Name of Students: Nissi Jay dela Cruz

Grade: 3
Subject: Mathematics

Learning Exercise 1 Percent Exercise 2 Percent Exercise 3 Percent

Competency (10 items Correct (10 items Correct (10 items Correct

Multiplies 2 20% 4 40% 7 70%

two-digit by
one-digit
numbers
Multiplies 3 30% 3 30% 8 80%
one-to-two-
digit numbers
by 1000
Multiplies 2 20% 5 50% 8 80%
three-one-
number
using the
associate
property of
multiplication.
Multiplies 3 30% 6 60% 9 90%
two-to three-
digit numbers
by one-digit
numbers

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without or
with
regrouping.
Multiplies 1 10% 6 60% 9 90%
two- to three-
digit numbers
by multiples
of 10 and
100.

Guidelines in Giving Qualitative Feedback

1. The contents of the feedback are based and within the confines of the criteria.
2. The feedback should inform the students on what to do become better in their
performance or behavior. The recommendation can be:
 A suggested procedure
 How to correct the errors
 The kind of thinking required to get the answer
 Where to locate the answer
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to redo and resubmit the
task.
5. Detail the feedback if the learner needs more information.
6. The feedback can be short if the learner knows what to do.
7. Feedback can come in the form of verbal cues and gestures so that the
learner is not disrupted while performing.

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Summary

Scales represent the degree of performance.

The reliability of the assigned points can be determined when the scoring of
two or more observers to the same behavior is consistent.
The types of response format vary depending on the nature of the behavior
measured using Likert scale, Verbal Frequency Scale, Linear Numeric Scale,
Semantic Differential Scale, and Graphic Scale.
Assessment data gathered from portfolios can both be qualitative or
quantitative.

Enrichment

In a study conducted by Magno and Amarles (2011) titled “Teacher’s

Feedback Practices in Second Language Academic Writing,” and published in the
International Journal of Educational and Psychological Assessment, Volume 6 (2),
English teachers commonly provide feedback on the three areas when it comes to
student’s composition. The feedback focuses on form, content, and writing styles. `
The full article can be read at
https://www.academia.edu/26580083/Teacher_Feedback_Practices_in_Second_Lan
guage_Academic_Writing_Classrooms.

Other Support Materials Available

1. Developing Instruments for Research:

https://www.slideshare.net/crlmgn/developing-instruments-for-research.
2. Developing Affective Constructs:
https://www.slideshare.net/crlmgn/developing-affective-constructs.
3. Characteristics of Good Student Feedback:
https://www.youtube.com/wact?v=Huju0xwNFKU.

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Assessment
A. Direction: Answer the following questions briefly and concisely.
1. Why do we need to quantify assessment results?
2. Why do we need to couple quantitative assessment results with qualitative?
3. When do you think is the appropriate time to give feedback?
4. Why do we need to record the results of formative assessment?

B. Direction: The following are performance tasks. Provide the scale for the tasks by
giving four criteria each and decide what type of scale is to be used.

1. The Grade 6 students will select a classical novel, and they will make a book
report for it.
Criteria:
1.
2.
3.
4.

2. The Grade 9 students need to conduct an experiment to test if the substance

is acid or base.
Criteria:
1.
2.
3.
4.

3. The Grade 2 pupils will create a situation involving addition of whole numbers
including money.
Criteria:
1.
2.
3.
4.

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C. Direction: Design a performance task that will be performed by your partner.

Construct a scoring rubric that you could use in evaluating the performance of your
partner. Record the session when you are giving feedback. You may use any of the
following learning competencies for the performance task:
1. Write a letter to a friend from another country.
2. Create a print by rubbing pencil or crayon on paper placed on top of a
textured object from nature and found objects.
3. Conduct lettering, lines and drawing.

D. Direction: Watch your recording while you are giving feedback to your partner.
Conduct a self-assessment about your work performance.
Yes No Criteria
1 The feedback is based on the criteria set.
2 The feedback recommends how to revise the work.
3 The feedback was immediate.
4 The feedback was supported with evidence.
5 Verbal and nonverbal feedback were used.
6 The partner understands the feedback.

1. Examine your performance when making feedback. Are you satisfied with
how you did it?
2. How well did you satisfy the criteria provided in the checklist? How would
you want to revise your work?
3. How did this task help you to become a good teacher?
4. How do you intend to develop your skill further in deciding on the
appropriate feedback to be delivered?

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Summarize the result of your performance in doing the culmination task using the
checklist below:

Ready Not yet

ready
1 I can independently conduct the appropriate feedback given
the criteria.
2 I can design tasks with appropriate criteria.
3 I can decide well the appropriate scale to be used when
designing a scale.
4 I use the right degree of performance for scales.
5 I can make checklists and scales.
6 I can make appropriate criteria for scales, checklists, and
rubrics.

References
Cajigal, R. and Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.

De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon City:

Adriana Publishing Co., Inc
Gabuyo, Y. A. (2012). Assessment of Learning II. Manila: REX Bookstore.

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