EFFECTIVE ASSESSMENT OF

STUDENTS’ PERFORMANCE
September 13-14, 2018
Buhangin Central Elementary School

DANTE O. CALAMBA, PhD

Faculty, College of Education
University of Southeastern Philippines
What is effective assessment?
Consider the standards…
Key to successful learning: Aligning
assessment with outcomes

LE: are AA: allow

designed to students to
LO: are clear
achieve demonstrate
outcomes achievement
Review assessment strategy: What is your
current practice?
• How do you currently assess your students? List the methods you use.
• Is each assessment worth doing and can/do you explain to your students why?
• Can you explain how the assessment methods you currently use are matched to the expected learning
outcomes?
• What skills and capabilities do you want your students to leave your unit/course with?
• Approximately how much does each assessment process cost students and staff in terms of time taken and
resources used?
• Do you feel you might be over assessing? How do you know?
• What criteria do you use? Are they yours, or can you involve students themselves in formulating them?
• Do the students know the criteria? Do they really understand them?
• Is the feedback you give your students clearly related to your assessment criteria?
• How well does the feedback students receive on assessed work help them to know how they are doing?
• How much practice and guidance do students get in the chosen assessment methods?
• What assessments do students enjoy and why?
• How do you know that the students find your assessments useful?
• In what ways do the assessments help your student learn?
Designing assessments, allowing students
demonstrate LO’s.

Current best practice includes assessment

which is aligned to learning goals which focus
not only on content knowledge but also on
process and capabilities.
Key Assessment Terms
 Common Assessment Tasks
1. Short Form Test
2. Short Answer Test
3. Essay
4. Performance Test
5. Written Report
6. Project
7. Presentation
8. Poster
9. Journal
10.Portfolio
Presentation
 Hints for using presentation tasks:

• Design and use an assessment pro-forma with weightings for each aspect of the
presentation.
• Inform students of the requirements and criteria.
• Set minimum and maximum time limits for each presentation.
• If group presentations are used work out beforehand what is expected from
each member of the group and how marks will be distributed among group
members.
• With group presentations, include some assessment of the working of the group
as well as of the presentation.
• Provide students with opportunities to develop and practice oral skills.
 Developing Rubrics

What are rubrics?

• A rubric is a scoring tool outlining required criteria for a piece of work, or what is
important to assess. It also indicates the weighting that has been determined for
each criterion, based on its relative importance to the overall task, and describes
what the performance would look like at different quality levels. If the pupils
receive this before beginning the task, they can more easily internalize the
criteria, understand how they will be assessed and thus the performance level
they should be striving for. Ideally, teachers develop this together with pupils,
though it can be prepared by the teacher and given to the pupils for comments
before they begin the task.
 Advantages of Using Rubrics in Assessment
(Goodrich, 2000)
• Rubrics can improve and monitor pupils’ performance, by clarifying teacher
expectations. (Criteria)
• Rubrics can be used as a guide for self/peer assessment. They promote pupils’
awareness of the criteria used in assessing performance.
• Rubrics increase validity, reliability and fairness in scoring. They provide for
more objective and consistent assessment.
• Rubrics provide a profile of pupils’ performance, describing strengths and
weaknesses.
• Rubrics reduce the amount of time spent by teachers on evaluating pupils’ work.
• Rubrics accommodate heterogeneous classes.
• Rubrics make teachers and pupils accountable and aware of the learning
objectives.
• Rubrics are easy to understand and use.
 Building Rubrics
Instructions
List the teaching goals, including
prerequisites (enabling skills) that the
task should address. These will be
used to judge pupils’ product or
performance.
Determine the weighting of each of
the different criteria.
Describe different levels of
performance for each criterion and
choose words or phrases to capture
the differences between them.
Explanation
Think in terms of what you want the pupils
to accomplish.
Ensure the chosen criteria focus on the
essential elements for that task.
Determine the most important indicators
that ensure that the goals of the task have
been met.
Instead of using general words such as
poor/good/excellent, include descriptions
such as “a catchy opening,” “includes
specific examples.”
Tips
Use the curriculum benchmarks.
For example: criteria for an oral
presentation require presentation skills
(a catchy opening, awareness of
audience, etc.) as well as content,
accuracy and fluency.
Ask your pupils what they think “counts"
in assessing the task, and which of these
elements should receive most points.
Criteria related to content should come
first (most important), while the
technical ones (e.g., spelling) should
come lower down in the table.
Start by describing the extremes
(outstanding and poor performance).
Then describe the middle level/s.
Show the rubric to colleagues for Another person is often able to see things
feedback. you missed.

Discuss the rubric with pupils for Bring in models of pupils' work to
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 basis of Be prepared to make changes

feedback. according to colleagues' and pupils'
feedback.

Assess the tasks using the rubric. You will discover the strengths and Modify your rubric accordingly before
weaknesses of the rubric only when you using it next time.
start using it to judge pupils' work.
Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of poetry
and prose in dramatic and conventional speech choirs.

Criteria Excellent Very Good Good Poor

Delivery (20) (15) (10) 5
The group The group The group Only one of the
delivers speech delivers speech delivers speech seven is properly
choir with choir with choirs with observed during
correct use of correct use of at correct use of at the delivery.
pitch, juncture, least five of the least 3
stress, important
intonation, rate elements of
of speech… delivery.