Part III

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 Using a wide variety of
assessment tools allows
a teacher to determine
which instructional
strategies are effective
and which need to be
modified.

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Authentic because
They focus on learners
Analytical skills
Creativity and
Communication or expression skills
(written or oral)
The tasks require a variety of approaches to
problem solving.
 When learners are engaged in
assessment tasks that are similar in
form to tasks in which they will engage
in their lives outside the classroom,
great confidence can be attached to the
data collected. Such assessment tasks
are authentic.

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 Classroom assessments can take many
forms, including observations of
student performance during
instructional activities; interviews;
formal performance tasks; portfolios;
investigative projects and written
reports.

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What are the features of Authentic
Assessment
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Activity 5: Lets Try It
Lets try to put ourselves in the
shoes of our learners and
answer some TIMSS test
items.
Check your responses. Key for
correction will be given after
answering all the items.
After checking, share the
results with your group mates
and compare.

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Analysis
Do you have the same
response/answer with your
group mates in every
number?
Under what domain does
each question fall?
What are the characteristics
of a TIMSS test items based
on the activity?

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Activity 6: HOTS is Hot
Go over the test
questions that you have
prepared earlier.
Examine how you could
improve each item to
make it fall under the
HOTS category.
Write an improved
version of the different
items you have prepared.

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Analysis
How does your output compare
with the previous test items you
have prepared?
Are these type of questions easy to
prepare?
If we use these type of questions
can we measure what we really
intend to measure from the
learners? Why?

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How are open-ended
questions and other
authentic assessment
formats scored
objectively?
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 Every educator knows that
a big part of teaching is
assigning grades to
student projects. And it
can be tricky. Sometimes,
grading seems more like a
random process than an
objective assessment of
work.

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Qualities of a
successful
RUBRICS

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Clearly delineated points
Every good rubric
contains main
components that you
are looking for in a
project. These points
can be one word or a
whole sentence.

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Subcategories that relate to main
points
You can't grade someone
based on one-word categories
alone. Therefore, in each
category you should include
descriptions of specific things
that you are looking for. Each
of these subcategories will be
what you are grading, so make
sure they are precise enough
to rate for every student.

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Total points
It's easier for you if
you assign specific
points for every
category.

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Total points per section with
breakdowns in subsections
Go through your rubric's
main components and
assign point values to
each. Then, break up
these points and
distribute them among
the subcomponents
you've listed for each
main part.

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Include room for comments
A rubric is a great
way to determine
a grade, but a
grade is just a
number if you
don't explain why
it was assigned.

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 Advantages of Using Rubrics
in Assessment
Assessment more objective and consistent
Clearly shows students how their work will be
evaluated and what is expected
Promotes student awareness of the criteria to
use in assessing peer performance
Allows the teacher to clarify his/her criteria in
specific terms
Provides useful feedback regarding
effectiveness of instruction
 Guidelines in
Constructing a Rubric
Determine learning outcomes (or goals for instruction)

Decide on the structure of the rubric. Is it holistic or

analytical? (What best fits for the task?)

Determine the levels of performance. (Are there levels

of performance specific to each criteria?)

Keep statements or phrases short and simple.

Share the rubric with your colleagues and students.

Sample RUBRICS
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Activity 7: Make your own RUBRICS
Prepare a rubric for assessing
your learners performance in
the following:
Experimenting
Oral presentation/Reporting of
Outputs
Written Report/Investigation
Project Construction
Present your RUBRICS to the
group

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Some Recommendations to Improve
Assessment of Student Learning

The K to 12 curriculum is content,

performance, and competency-
based; classroom assessment
should always take these into
consideration.
 Change assessment practices to
be able to assess what students
can and cannot do; give more time
for students to construct their own
ideas and concepts to develop
higher order thinking skills.
 Reward understanding rather than
superficial and short-lived learning
outcomes
Give students opportunities to
develop concepts and thinking
skills based on first-hand
experiences.
 Assessment must be integrated
with students day to day learning
experiences rather than as end-
of-chapter tests.
Remember that what is assessed
is what gets learned.
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