ASSESSMENT TOOLS

1. CHECKLIST
- a list of sequential behaviors arranged in categories used to determine whether the
child exhibits the behaviors or skills listed. Checklists are often used for observing
performance in order to keep track of a student's progress or work over time. They
can also be used to determine whether students have met established criteria on a
task.
- Checklists are appropriate when the teacher is looking for the presence of specific
elements in the product or performance, and all elements are generally weighted
the same.

EXAMPLE 1: A CHECKLIST THAT MEASURES SPORTSMANSHIP

INDICATORS YES NO
1. I follow the rules of the game/sports activity.
2. I accept the referee/judges’ decision willingly.
3. I congratulate the winners.
4. I smile at the losing team.
5. I do not tease the losers.
6. I shake hands of the winners.
7. I avoid cheating while playing.
8. I tell others that it is just a game.
9. I never challenge the referee’s decision.

EXAMPLE 2: A CHECKLIST TO ASSESS STUDENT’S PERSEVERANCE

INDICATORS YES NO
1. I work on my assignment as scheduled.
2. I continue to work on my assignment/project despite personal/family
problems.
3. I keep on trying to improve my work as our teacher suggests.
4. I finish my work I have begun before starting to do a new one.
5. I tell others that I believe in the saying “Try and try until you succeed.”
6. I tell others to do work continuously.
7. Even if the task is difficult I do not stop working.
8. I do the task step-by-step.
9. I do not easily give up.

EXAMPLE 3: A PICTORIAL CHECKLIST

INDICATORS YES NO
Attendance & Punctuality (comes prepared for class, on time and has proper
attire)
Participates in a variety of activities

Applies body mechanics in movement activities

Engages in movement, motor and athletic skill development activities

Understands & has the ability to pose/solve movement challenges

Understands and applies game and movement concepts

Understands and applies group dynamics and concepts of fair play

Demonstrates cooperative and socially responsible behaviors

Demonstrates personal responsibility

Demonstrates leadership and group dynamic skills

 EXAMPLE 4: A PRESENTATION ASSESSMENT CHECKLIST

a. ____Does the presentation demonstrate knowledge of the concept?

Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

b. ____Did the student use an effective process to plan the performance (visualize,
preplan, practice, edit, perform)?
Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

EXAMPLE 5: Applies to basic speech skills students might be expected to demonstrate in

making a three-minute presentation to the class.

The student:
______ maintains eye contact with the audience
______ speaks loudly enough to be heard in all parts of the room
______ enunciates clearly
______ stands up straight (does not shift from foot to foot)
______ does not go over the allotted time
______ has notes
______ uses notes sparingly

2. RATING SCALE
- used to determine the degree to which the learner exhibits a behavior or the quality
of that behavior; each trait is rated on a continuum, the observer decides where the
learner fits on the scale

EXAMPLE 1: Put a check on the option that best describes the oral report performance.

INDICATORS POOR FAIR GOOD VERY OUTSTANDING

GOOD
1. Presents the report
without referring to notes.
2. Explains the subject with
depth.
3. Speaks in well-
modulated voice.
4. Discusses the subject
using an outline.
5. Uses audio-visual
materials effectively.
6. Answers questions
correctly and
courteously.
7. Maintains full attention of
the class throughout the
oral report.

COMMENTS AND SUGGESTIONS:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
 EXAMPLE 2: A RATING FOR A DANCE PRESENTATION

DANCE SKILLS 1 2 3 4
• sequence of movement
• synchronization with partner or group
• time (on beat)
• posture
• start and finish positions
• specific dance movements (i.e. turns, steps)
• pathways/lines of dance
GROUP BEHAVIOR 1 2 3 4
• cooperation
• listen actively to one another
• offers and accepts feedback appropriately

EXAMPLE 3: A RATING FOR STUDENT’S ESSAY

Very Poor Very Good
Organization 1 2 3 4 5

Appropriate capitalization 1 2 3 4 5

3. RUBRIC
- An explicit set of criteria used for assessing a particular type of work or performance.
Also used with benchmarks or samples that serve as standards against which student
performance is judged.

HOW TO PREPARE A RUBRIC

Instructions Explanations Tips

List the teaching goals, Think in terms of what you Use the curriculum benchmarks.
including prerequisites want the pupils to For example: criteria for an oral
(enabling skills) that the task accomplish. presentation require
should address. These will be presentation skills (a catchy
used to judge pupils’ Ensure the chosen criteria opening, awareness of
product or performance. focus on the essential audience, etc.) as well as
elements for that task. content, accuracy and fluency.


Determine the weighting of Determine the most important Ask your pupils what they think
each of the different indicators that ensure that the “counts" in assessing the task,
criteria. goals of the task have been and which of these elements
met. should receive most points.
When possible, do this stage
with your pupils. Criteria related to content
should come first (most
 important), while the technical
ones (e.g., spelling) should
come lower down in the table.

Describe different levels of Instead of using general words Start by describing the extremes
performance for each such as poor/good/excellent, (outstanding and poor
criterion and choose words include descriptions such as performance). Then describe
or phrases to capture the “a catchy opening,” the middle level/s.
differences between them. “includes specific examples.”

Show the rubric to Another person is often able .

colleagues for feedback. to see things you missed.

Discuss the rubric with pupils Bring in models of pupils' work to
for clarity. illustrate poor, average and
excellent performance. Keep
 sample tasks for future use as
examples to show pupils when
building rubrics together.

Revise the rubric on the Be prepared to make changes

basis of feedback. according to colleagues' and
 pupils' feedback.

Assess the tasks using the You will discover the strengths Modify your rubric accordingly
rubric. and weaknesses of the rubric before using it next time.
only when you start using it to
judge pupils' work.

a. Holistic Rubric - is most often used with writing and other creative or artistic
endeavors. It focuses on the product or process as a whole rather than breaking it
into separate categories (parts) and assessing each skill or criterion independently.

EXAMPLE 1
Level 5 • Always concentrates on activities at hand - always on task
Outstanding/ • Works well and is polite and positive with all members of the group
Consistently • Works at a challenging level
• Always uses good judgment, always displays honesty
• Responsible and cooperative beyond teacher expectations
• Always comes prepared
Level 4 • Almost always concentrates on activities at hand - almost always on
Strong/Usually task
• Usually works well and is positive with most classmates
• Almost always works at a challenging level
• Almost always uses good judgment; almost always displays honesty
• Displays cooperative and responsible behavior consistent with teacher
expectations
• Almost always comes prepared
Level 3 • Concentrates on activities at hand most of the time - on task most
Accomplished/ times
Frequently • Requires teacher input/motivation to attempt to be positive and work
well with classmates
• When supervised displays good judgment and good behavior
• Requires teacher reminders to follow-up on responsibilities
Level 2 • Often off task, unless closely supervised
Limited/ • Frequently does not attempt to work well with others
Occasionally • Does not put forth a reasonable effort
• Does not work at a challenging level
• Displays poor judgment when not supervised by teacher
• Is not cooperative; avoids responsibility for actions and duties
Level 1 • Almost never concentrates on activities at hand - usually off task
Seldom or Never • Continually displays uncooperative behavior; is rude to teacher and
classmates
• Consistently makes little or no effort
• Frequently displays irresponsible and uncooperative behavior

EXAMPLE 2

SCORE DESCRIPTION
SCORE OF 6 A 6 paper is OUTSTANDING. It demonstrates a high degree of proficiency in
response to the assignment but may have a few minor errors.
* is well organized and coherently developed
* clearly explains or illustrates key ideas
* demonstrates syntactic variety
* clearly displays facility in the use of language
* is generally free from errors in mechanics, usage, and sentence structure
SCORE OF 5 A 5 paper is STRONG. It demonstrates clear proficiency in response to the
assignment and may have minor errors.
* is generally well organized and coherently developed
* explains or illustrates key ideas
* demonstrates some syntactic variety
* displays facility in the use of language
* is generally free from errors in mechanics, usage, and sentence structure
SCORE OF 4 A 4 paper is COMPETENT. It demonstrates proficiency in response to the
assignment.
* is adequately organized and developed
* explains or illustrates some of the key ideas
* demonstrates adequate facility in the use of language
* may display some errors in mechanics, usage, or sentence structure
SCORE OF 3 A 3 paper is LIMITED. It demonstrates some degree of proficiency in
response to the assignment, but it is clearly flawed.
* inadequate organization or development
* inadequate explanation or illustration of key ideas
* limited or inappropriate word choice
* a pattern or accumulation of errors in mechanics, usage, or sentence
structure
SCORE OF 2 A 2 paper is FLAWED. It demonstrates limited proficiency in response to the
assignment.
* weak organization or very little development
* little or no relevant detail
* serious errors in mechanics, usage, sentence structure, or word choice
SCORE OF 1 A 1 paper is DEFICIENT. It demonstrates fundamental deficiencies in writing
skills. An essay in this category contains serious and persistent writing errors
or is incoherent or is undeveloped

b. Analytic Rubric – focuses on the elements of product or performance. It provides

scores for various skills or parts of the product or process, then combines the scores to
obtain an overall total. Scores can be either summed to find a total score or
averaged across the categories or criteria. Because separate aspects of the product
or process are rated individually, the scoring provides more information to the student
and teacher about the specific strengths and weaknesses of the student's skills than
does a holistic rubric.

EXAMPLE 1: RUBRIC TO ASSESS PROBLEM SOLVING SKILL

CRITERIA EXCELLENT SATISFACTORY NEEDS IMPROVEMENT

SPEED OF RESPONSE Tells what is asked in Tells what is asked in Fails to tell what is
the problem right the problem after asked in the problem
away without any some clues are given despite much clues
clue given. are given
ACCURACY OF Spells out accurately Spells out what to do Fails to spell out what
PROCEDURE and sequentially what to sole the problem to do to solve the
to do to solve the but one or two steps problem
problem are vague
CORRECTNESS OF Arrives at correct Arrives at correct Fails to arrive at
ANSWER TO PROBLEM answer at first attempt answer after some correct answer after
attempts many attempts.
 EXAMPLE 2: A RUBRIC FOR MODULO ART

CRITERIA Master (4) Apprentice (3) Novice (2) Untrained (1)

Color Use The colors in the The use of color is The overall use of Color choice for
(5) modulo art, work coordinated color is okay, but various items in
well together and across the is not as strong or the modulo art
form a strong modulo art and is coordinated as it seems
coherent appropriate for could be. Some inappropriate.
statement. The the theme. attempt at
color choice is coordinating
appropriate for colors is evident.
the theme.
Craftsmanship The modulo art The modulo art The modulo art The modulo art
(4) has been crafted has been crafted has been looks hastily
with great care. with some care. completed, but it thrown together
The lines are Most lines are appears a little or like it was
sharp and colors sharp and colors messy. Smudges, wadded up in a
are clear. No are clear. drips, tears or desk. The modulo
smudges, drips, Smudges, drips, erasures detract art seems quite
tears or erasures tears or erasures from the overall messy.
are seen. are few and do appearance.
not detract.
Creativity and The student’s The student’s The student’s The piece shows
Originality work work work lacked little or no
(3) demonstrates a demonstrates originality. evidence of
unique level of originality. original thought.
originality.
Effort The student gave The student The student The student did
(3) an effort far completed the finished the not finish the work
beyond the project in an project, but it in a satisfactory
requirement of average manner, lacks finishing manner.
the project. yet more could touches or can
have been done. be improved
upon with little
effort.

EXAMPLE 3: A RUBRIC FOR RESEARCH PAPER

CRITERIA DISTINGUISHED PROFICIENT INTERMEDIATE NOVICE SCORES

(4) (3) (2) (1)
INTRODUCTION The The The There is no
introduction is introduction introduction clear X3
engaging, states the states the introduction or
states the main main topic main topic but main topic
topic and and previews does not and the
previews the the adequately structure of the
structure of the structure of the preview the paper is
paper paper structure of the missing.
paper
ORGANIZATION Information is Information is Information is The information X4
very organized organized with organized, but appears to be
with well- well- paragraphs disorganized.
constructed constructed are not well-
paragraphs paragraphs. constructed.
and
subheadings.
QUALITY OF Information Information Information Information X4
INFORMATION clearly relates clearly relates clearly relates has little or
to the main to the main to the main nothing to do
topic. It topic. It topic. No with the main
includes provides 1-2 details and/or topic.
several supporting examples are
supporting details and/or given.
details and/or examples.
 examples.
SOURCES All sources All sources All sources Some sources X2
(information (information (information are not
and graphics) and graphics) and graphics) accurately
are accurately are accurately are accurately documented.
documented documented, documented,
in the desired but a few are but many are
format. not in the not in the
desired format. desired format.
MECHANICS No Almost no A few Many X2
grammatical, grammatical, grammatical grammatical,
spelling or spelling or spelling, or spelling, or
punctuation punctuation punctuation punctuation
errors. errors errors. errors.
ILLUSTRATIONS Illustrations are Illustrations are Illustrations are Illustrations are X5
(Tables) neat, accurate accurate and neat and not accurate
and add to the add to the accurate and OR do not add
reader's reader's sometimes to the reader's
understanding understanding add to the understanding
of the topic. of the topic. reader's of the topic.
understanding
of the topic.
WRITERS’ IDEAS Depth and Depth of idea Unelaborated Minimal idea X5
complexity of development idea development,
ideas supported by development; limited and/or
supported by elaborated, unelaborated unrelated
rich, engaging relevant details and/or details
and/or repetitious
pertinent details
details;
evidence
analysis,
reflection and
insight

4. LIKERT SCALE
- a method of ascribing quantitative value to qualitative data where a numerical
value is assigned to each potential choice and a mean figure for all the responses is
computed at the end of the assessment
- create a Likert scale if (a) students are given a series of attitude ratings or dimensions
and (b) for each dimension, they are asked whether, and how strongly, they feel to
each using a point rating scale.

EXAMPLE 1: ATTITUDE TOWARDS MATHEMATICS

Kindly indicate your response with a check to each of the statements below.
Each statement is supposed to measure your attitude towards mathematics. Use any of
the following ratings:
SA – Strongly Agree
A – Agree
D – Disagree
SD – Strongly Disagree

INDICATORS SD D A SA
1. I like mathematics for it is an easy subject.
2. I find mathematics useful to everyday life.
3. I enjoy working on my assignment in mathematics.
4. I like to solve word problems.
5. I love studying mathematics.
6. I find my mathematics class enjoyable.
7. I like to discover new things during my mathematics class.
8. I am happy to compute numbers.
9. I enjoy working on mathematics activities.
10. I hope to become a successful mathematician someday.
 EXAMPLE 2: ATTITUDE TOWARDS READING
Kindly indicate your response with a check to each of the statements below.
Each statement is supposed to measure your attitude towards reading. Use any of the
following ratings:

SA – Strongly Agree
A – Agree
D – Disagree
SD – Strongly Disagree

INDICATORS SD D A SA
1. Looks at books on the shelf.
2. Selects a book on the shelf.
3. Reads the chosen book.
4. Tells something about the book read.
5. Avoids looking at the books on the shelf.
6. Shows dislike for books by making faces.
7. Dissuades others not to read the book.
8. Tells dislike for reading.

5. SEMANTIC DIFFERENTIAL
- a rating scale designed to measure the connotative meaning of a task which is
through a list of opposite adjectives between which the student/ teacher must
choose.
- These scales are used widely to describe a student’s opinion or beliefs on a particular
issue or subject.
- Semantic Differential Scales place opposite characteristics/traits/qualities at opposite
ends of a scale. Then, students decide how much of the characteristic/trait/quality
the item has.
- It encourages students to not only think but engage in discussions. Both promote
higher-level thinking by requiring students to discuss the reasons for their choices,
draw conclusions, make inferences, use text as support, and make connections.

EXAMPLE

Well- ______ ______ ______ ______ ______ Disorganized

organized
Dull ______ ______ ______ ______ ______ Very
Interesting
Poorly ______ ______ ______ ______ ______ Well
Articulated Articulated
Expressionless ______ ______ ______ ______ ______ Very
Expressive

6. THURSTONE SCALE
- made up of statements about a particular issue and each statement has a numerical
value indicating the teacher’s/ student’s attitude about the issue, either favorable or
unfavorable.
- For this example, we will use same sex marriage. Example statements are
a. It’s should be against the law.
b. There’s absolutely nothing wrong with it.
c. Marriage is between a man and a woman.
d. It should be a sin.
e. It’s perfectly appropriate for two consenting adults.
f. It should be legalized.
g. It can harm children.
h. Same sex couples should have the same legal rights as a male/female couple.
i. It’s just horrible.
j. It can’t do any harm.
 7. SOCIOGRAM
- attitude towards people can be assessed using a sociogram. A sociogram is a
“graphic representation of social links that a person has.” A sociogram is a teacher-
made device that determines how a student is viewed by his peers as he interacts
with classmates.

STAR – a student who is chosen by the most number of his classmates.

ISOLATE – a student who is not chosen by any of his classmates.
MUTUAL CHOICE – students who choose each other
ONE-WAY CHOICE – students who choose someone but the choice is not reciprocated
CLIQUE – group of three or more students within a class who all choose each other.

EXAMPLE: If you were having a birthday party, which of your three classmates would you
invite?

USES
a. Allowing student to work with a chosen classmate
b. Placing an isolate in a situation wherein he could be a team leader
c. Providing training in social skills to the isolates or one-way choice students

8. ANECDOTAL RECORD
- is a brief informal report by a teacher of an observation of a significant event.

Name of Pupil: ________________________________________

Grade Level: _________________________________________
Section: ______________________________________________

DATE INCIDENTAL REPORT REMARKS

February 7, 2025 Cut classes in English and Notified parents of the
Filipino. Was reported to have incident.
gone to a nearby computer
shop.
February 14, 2025 Has been late for 15 minutes in Called his attention for his
the first period of his class. tardiness
February 17, 2025 Returned an envelope Recognized for his honesty
containing Php 1000 to the during a school activity.
office of the Principal

9. FEEDBACK GUIDE
- a descriptive information which talks about what they did (begins and ends with
strengths)

REFLECTIVE FEEDBACK:

- How did you feel about this activity?

- Would you like to do this activity again?

 10. INTERVIEW GUIDE
- Ask questions that will help you better understand student behavior and
understanding.
- “Teachers who know how to ask the right questions, interpret the answers they get,
and use that information to teacher the students are the teachers who’ll succeed.”

EXAMPLE:
• What did you do first?
• Why?
• Can you describe your solution?
• Will you explain what you are doing?
• What should you do next?
• Can you describe any patterns you see?

11. PERSONALITY INVENTORY

I see myself as Someone Who ...

1. Is talkative
strongly disagree strongly agree

2. Tends to find fault with others

strongly disagree strongly agree

3. Does a thorough job

strongly disagree strongly agree

4. Is depressed, blue
strongly disagree strongly agree

5. Is original, comes up with new ideas

strongly disagree strongly agree

12. ADJECTIVE CHECKLIST

Directions: These pages contain a list of 300 adjectives. Please read through them quickly and
check each one you would consider to be self-descriptive. Do not worry about duplications,
contradictions, and so forth. Work quickly and do not spend too much time on any one
adjective. Try to be frank, and check the adjectives which describe you as you really are, not as
you would like to be. Be sure to continue through adjective number 300.

1. absent-minded 69. distrustful 137. irresponsible

2. active 70. dominant 138. irritable

3. adaptable 71. dreamy 139. jolly

4. adventurous 72. dull 140. kind