FS 5 Learning Assessment Strategies

Episode 3

ON CONTENT VALIDITY OF TESTS

Name of FS Student: Mannielle Mae T.Oliva

Course: Bachelor of Elementary Education Year & Section: IV
Resource Teacher 1: Mrs. Rowena P. Garcia Signature ___________Date:__________
Cooperating School: Bernardo Lirio Memorial Central School

 My Target
In this Episodes, I must be able to examine different types of scoring rubrics used by my
Resource Teachers and relate them to assessment of student learning. I am able to see and
examine various types of learner’s portfolios that my Resource Teachers used for assessing
learner’s performance.

 My Performance (How I Will Be Rated)

Field Study 5, Episode 4- On Scoring rubrics

Field Study 5, Episode 5 - On Portfolios
Focused on-Types on Scoring Rubrics
Focused on- Types of Learners Portfolio

Task Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1

Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality

4 3 2 1

My Analysis Analysis questions Analysis Analysis Analysis

were answered questions were questions were questions were
completely; in answered not answered not answered.
depth answers; completely completely.
 thoroughly
grounded on Clear connection Vaguely related Grammar and
theories/Exemplary with theories to the theories spelling
grammar and unsatisfactory.
spelling. Grammar and Grammar and
spelling are spelling
superior. acceptable.

4 3 2 1

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, clear, but not shallow; unclear and
supported by clearly supported by shallow and are
experiences from supported by experiences not supported by
the episode. experiences from the experiences
from the episode. from the
episode. episode.

4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete; many lacking
well-organized and well-organized supporting components; is
all supporting and most documentation is unorganized and
documentation are supporting organized but is unclear.
located in sections documentation lacking.
clearly designated. are available
and/or in logical
and clearly
marked
locations.

4 3 2 1

Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline

4 3 2 1
Sub Totals

Rating:
(Based on
Over-all Score transmutation)

____________________________ __________________
Signature of FS Teacher Date
Above Printed Name

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

 My Map
1. Review “ Scoring Rubrics” in Assesment of Learning 2,
2007, by Santos, R. pp.37-44
 2. Interview at least 2 Resources Teachers on their use of
scoring rubrics in assessing learning.

3. Request my Resource Teachers for a copy ( for to

photocopy) of the scoring rubrics that the school uses for
hroup projects, students papers cooperative learning
activities.

4. If there are no scoring rubrics available I will research

samples of scoringrubrics for student papers , cooperative
learning activities, group projects, performances and the
like.

5. I will analyzed information gathered from my interview

and research.

6. I will reflect on all information gathered.

 My Tools
Interview of my Resources Teachers
I will ask the following question:

1. Where do you use the scoring rubrics? ( student output or product and activities)

Scoring rubrics are typically employed when a judgement of quality is required and may
be used to evaluate a broad range of subjects and activities. One common use of scoring
rubrics is to guide the evaluation of writing samples. Judgements concerning the quality
of a given writing sample may vary depending upon the criteria established by the
individual evaluator. One evaluator may heavily weigh the evaluation process upon the
linguistic structure, while another evaluator may be more interested in the persuasiveness
of the argument.

2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you use?
 Authentic assessments tend to use rubrics to describe student achievement. At last, here’s
clarity on the term. Every time I introduce rubrics to a group of teachers the reaction is the same
— instant appeal (“Yes, this is what I need!”) followed closely by panic (“Good grief, how can I
be expected to develop a rubric for everything?”). When you learn what rubrics do—and why—
you can create and use them to support and assess student learning without losing your sanity.

3. What difficulties have you met in the use of scoring rubrics?

Scoring rubrics are currently used by students and teachers in classrooms from
kindergarten to college across North America. They are popular because they can be created for
or adapted to a variety of subjects and situations. Scoring rubrics are especially useful in
assessment for learning because they contain qualitative descriptions of performance criteria that
work well within the process of formative evaluation. In recent years, many educational
researchers have noted the instructional benefits of scoring rubrics (for example, Arter &
McTighe, 2001; Goodrich Andrade, 2000). Popham noted their potential as “instructional
illuminators” in a 1997 article entitled What’s Wrong - and What’s Right - with Rubrics, but he
also cautioned that “many rubrics now available to educators are not instructionally beneficial”
(p.72). Unfortunately, many rubrics are still not instructionally useful because of inconsistencies
in the descriptions of performance criteria across their scale levels. The most accessible rubrics,
particularly those available on the Internet, contain design flaws that not only affect their
instructional usefulness, but also the validity of their results. For scoring rubrics to fulfill their
educational ideal, they must first be designed or modified to reflect greater consistency in their
performance criteria descriptors.

4. Do you make use of holistic and analytic rubrics? How do they differ?

Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess
student work as a whole.

Rubric Reminders:
1. Neither the analytic nor the holistic rubric is better than the other one.
2. Consider your students and grader(s) when deciding which type to use.
3. For modeling, present to your students anchor products or exemplars of products at
various levels of development.

5. Which is easier to use- analytic or holistic?

Neither rubric is better than the other. Both have a place in authentic assessment, depending on
the following: Who is being taught? Because there is less detail to analyze in the holistic rubric,
younger students may be able to integrate it into their schema better than the analytic rubric.
How many teachers are scoring the product? How many teachers are scoring the product?
Different teachers have different ideas about what constitutes acceptable criteria and used what
and where they are more comfortable.

6. Where you involved in the making of scoring rubrics? How do you make one? Which is
easier to construct – analytic or holistic?
No I just browse on the internet a I often used Holistic rubrics so I can measure the whole
work of the student.

Research

I will research on the following

 Types of rubrics

Analytic rubric

Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates
levels of performance for each criterion so the teacher can assess student performance on each
criterion. Using the Research rubric, a teacher could assess whether a student has done a poor,
good or excellent job of “organization” and distinguish that from how well the student did on
“historical accuracy.”

Holistic rubric

In contrast, a holistic rubric does not list separate levels of performance for each criterion.
Instead, a holistic rubric assigns a level of performance by assessing performance across
multiple criteria as a whole. For example, the analytic research rubric above can be turned into a
holistic rubric.

 When to use rubrics

Rubrics are best suited for use in situations where a wide range of variation exists between
what's considered very proficient and what's considered not yet proficient. Rubrics are very
useful in providing guidance and feedback to students where skills and processes are the targets
to be monitored. Examples of skills or processes that adapt well to being rubriced include:
writing, applying the method of scientific inquiry, thinking skills (i.e. constructing, comparing,
problem solving), and life-long learner skills (i.e. collaborative work, quality processes, etc.)
Methods, such as tests, quizzes, checklists, etc., are more conducive to monitoring quantities or
amounts of factual information known by a learner. Rubrics are useful to scaffold the
accomplishment of a new performance task or to introduce new skills and processes. Best
results with rubrics often occur when students are involved in the design of the rubric, as well as
in the feedback process and in reporting to stakeholders.

 How to construct the two types of rubrics

Rubrics are a quick and powerful way to grade everything from projects to papers. This how to
provides step-by-step instructions to help you create effective rubrics.

Difficulty: Average

Time Required: 20 minutes

Here's How:

1. Make a list of what you want the students to accomplish through your assignment.

2. Organize your list from most important to least important.

3. Decide on an overall point value for the assignment.

4. Assign each item on your ranked list a percentage value out of 100 percent.

5. Multiply your total point value from step 3 by each item's assigned percentage to arrive at
the point value for that item.

6. On a fresh sheet of paper, write the name for each item on your list in order from most to
least important. Make sure to leave room in between each category.

7. Assign specific grading criteria for each main category from step six.

8. Distribute or display the rubric to the students when you are explaining the assignment.

 Advantages and disadvantages of using rubrics

My Analysis
1. What benefits have scoring rubrics brought to the teaching learning process?
A rubric is an attempt to communicate expectations of quality around a task. In many
cases, rubrics are used to delineate consistent criteria for grading. Because the criteria are
public, a rubric allows teachers and students alike to evaluate criteria, which can be
complex and subjective. A rubric can also provide a basis for self-evaluation, reflection,
and peer review. It is aimed at accurate and fair assessment, fostering understanding and
indicating the way to proceed with subsequent learning/teaching. This integration of
performance and feedback is called ongoing assessment or formative assessment.

A rubric can best support the teaching and learning process when it is shared with the
learner at the beginning of task creation or development process. Pamela Flash states that
“When students are apprised of grading criteria from the start, they can be more involved
in the process of working toward success.” [1] Additionally, a rubric developed with
learners can increase their understanding of the task and the expectations around quality.

2. How are scoring rubrics related to portfolio assessment?

Portfolios are a kind of authentic assessment and because authentic assessments cannot
be graded like traditional assessments, scoring rubrics is just one way to assess portfolios
in order to increase the reliability of scores based on human judgment.

3. To get the most from scoring rubrics, what should be observed in the making and use
of scoring rubrics?

Scoring is not always as simple and straightforward as counting the number of

words spelled correctly on a spelling test. In performance assessments, students generate
their own responses. Performance assessments frequently result in a product that is
created or constructed by the students. Evidence of learning is demonstrated through such
products as posters, essays, projects, models, research papers, and portfolios.

Another aspect of the performance assessment that may be assessed is performance

itself, as well as the product created. Sometimes performance of something is the product.
Performances are not limited to dance, physical education, art, and music, but can also
include speeches, demonstrations, and class presentations in any subject area.
Performance might also involve the actions of the student while preparing the product. In
some situations, we observe how a student behaves when the student is "performing," but
in other circumstances we observe learning-related behaviors in the classroom setting;
e.g., time on task, participation in class discussions, oral presentation behaviors, or
collaboration skills.. Whether we are assessing the product, performance, or both, one
 important guideline is that the assessment be done systematically so all students are
assessed on the same basis.

 My Reflection

Reflects on this : Scoring rubrics: Boon or Bane?

BOON

Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both
teaching and assessment. Rubrics can improve student performance, as well as monitor it, by
making teachers' expectations clear and by showing students how to meet these expectations.
The result is often marked improvements in the quality of student work and in learning. Thus, the
most common argument for using rubrics is they help define "quality." One student
actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your
teacher can prove you knew what you were supposed to do!" (Marcus 1995).

A second reason that rubrics are useful is that they help students become more thoughtful judges
of the quality of their own and others' work. When rubrics are used to guide self- and peer-
assessment, students become increasingly able to spot and solve problems in their own and one
another's work. Repeated practice with peer-assessment, and especially self-assessment,
increases students' sense of responsibility for their own work and cuts down on the number of
"Am I done yet?" questions.

Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend
to find that by the time a piece has been self- and peer-assessed according to a rubric, they have
little left to say about it. When they do have something to say, they can often simply circle an
item in the rubric, rather than struggling to explain the flaw or strength they have noticed and
figuring out what to suggest in terms of improvements. Rubrics provide students with more
informative feedback about their strengths and areas in need of improvement.

Fourth, teachers appreciate rubrics because their "accordion" nature allows them to
accommodate heterogeneous classes. The examples here have three or four gradations of quality,
but there is no reason they can't be "stretched" to reflect the work of both gifted students and
those with learning disabilities.

Finally, rubrics are easy to use and to explain. Christine Hall, a fourth grade teacher, reflected on
how both students and parents responded to her use of rubrics:

Students were able to articulate what they had learned, and by the end of the year could be
accurate with their evaluations. Parents were very excited about the use of rubrics. During parent
conferences I used sample rubrics to explain to parents their purpose, and how they were used in
class. The reaction of parents was very encouraging. They knew exactly what their child needed
to do to be successful.

 My Portfolio

Scoring Rubrics for Paragraph Writing

Qualities & Criteria
Format/Layout
 Presentation of the
text
 Structuring of text
 Follows require-
ments of length, font
and style
(Weight 15%)
Content/Information
 All elements of the
topics are addressed
 The information is
technically sound
 Information based
on careful research
 Coherence of
information
(Weight 50%)
Quality of Writing
 Clarity of sentences
and paragraphs
 No errors and
spelling, grammar and
use of English
 Organization and
Excellent (90-
Poor (0-80) Good (80-90)
100)
Follows poorly the Follows, for the most Closely follows all
requirements related part, all the the requirements
to format and layout. requirements related related to format and
to format and layout. layout.
Some requirements
are not followed.
The essay is not The essay is objective The essay is objective
objective and and for the most part and addresses with an
addresses poorly the addresses with an in in depth analysis all
issues referred in the depth analysis most the issues referred in
proposed topic. The of the issues referred the proposed topic.
provided information in the proposed topic. The provided
is not necessary or The provided information is
not sufficient to information is, for the necessary and
discuss these issues. most part, necessary sufficient to discuss
and sufficient to these issues.
discuss these issues.
The essay is not well The essay is well The essay is well
written, and contains written for the most written from start to
many spelling errors, part, without spelling, finish, without
and/or grammar grammar or use of spelling, grammar or
errors and/or use of English errors. The use of English errors.
English errors. The essay is for the most The essay is well
essay is badly part well organized, organized, clear and
organized, lacks clear and presents presents ideas in a
clarity and/or does ideas in a coherent coherent way.
 coherence of ideas not present ideas in a way.
(Weight 20%) coherent way.

References and use of Most of the Most of the All the references
references references used are references used are used are important,
 Scholarly level of not important, and/or important, and are of and are of
references are not of good/scholarly good/scholarly
good/scholarly quality. There is a quality. There is a
 How effective the quality. There is not a minimum of 4 minimum of 4
references are used in minimum of 4 scholarly resources scholarly resources
the essay scholarly resources, that are for the most that are used
 Soundness of and/or they are not part used effectively effectively in the
used effectively in thein the essay. Most of essay. All the
references essay. References are the references are references are
 APA style in not effectively used, effectively used, effectively used,
reference list and for and/or correctly cited correctly cited and correctly cited and
citations and/or correctly listed correctly listed in the correctly listed in the
(Weight 15%) in the reference list reference list reference list
according to APA according to APA according to APA
style. style. style.
Overriding criterion: 0riginality and authenticity. If the essay is identified as not being
original, and/or not done by the student, the instructor has the right to grade the paper as an F.

My Map

I will follow the following steps:

Step 1. Revioew Porfolio Assesment Methods, I will

refer to Assesment of Learning 2, 2007 by Santos R.
pp. 63-75 and other refernces

Step 2. Talk atleast with two Resource Teachers and ask permission to go
over available learner portfolio.

Step 3. Classify the porfolio

StepStep 6. Reflect
4. Examine theonelements
my experience
and contents of each portfolio.
Step 5. Analyze my observations.
 My Tools

Chekclist

Classify the porfolio examined. Use the checklist below.

Types of Porfolio Tally ( How many did you see?) Frequency

Documentation portfolio many

Process portfolio many

Showcase portfolio many

Observation Checklist

Select 3 best portfolios from what you examined. Which element/s is/ are present
in each? Please check.

Elements of a Portfolio Put your ( ) Check here.

1. Cover letter-“ about the Author and “ What My Portfolio
Shows About My Progress as a Learner”
2. Table Of Contents with numbered pages
3. Entries- Both core (required items) and optional items ( chosen
by students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts of aural/ oral and written products and revised versions,
i.e. ( first drafts and corrected/ revised versions)
6. Reflections

My Analysis

1. Did I see samples of the 3 different types of portfolio? Yes

2. What did I observe to be the most commonly used portfolio?
A working portfolio is so named because it is a project “in the works,” containing work in
progress as well as finished samples of work. It serves as a holding tank for work that may be
selected later for a more permanent assessment or display portfolio.
A working portfolio is different from a work folder, which is simply a receptacle for all work,
with no purpose to the collection. A working portfolio is an intentional collection of work guided
by learning objectives.

3. As I examined 3 selected portfolios, did I see all the elements of a portfolio?

Yes I see the elements of the portfolio they are the;
1. Cover Letter “About the author” and “What my portfolio shows about my
progress as a learner” (written at the end, but put at the beginning). The cover letter
summarizes the evidence of a student’s learning and progress.

2. Table of Contents with numbered pages.

3. Entries - both core (items students have to include) and optional (items of student’s
choice). The core elements will be required for each student and will provide a common
base from which to make decisions on assessment. The optional items will allow the
folder to represent the uniqueness of each student.
Students can choose to include “best” pieces of work, but also a piece of work which
gave trouble or one that was less successful, and give reasons why.

4. Dates on all entries, to facilitate proof of growth over time.

5. Drafts of aural/oral and written products and revised versions;

i.e., first drafts and corrected/revised versions.

6. Reflections can appear at different stages in the learning process (for formative and/or
summative purposes.) and can be written in the mother tongue at the lower levels or by
students who find it difficult to express themselves in English.
a. For each item - a brief rationale for choosing the item should be included.
This can relate to students’ performance, to their feelings regarding their
progress and/or themselves as learners.
4. Is it necessary for a teacher to use varied types of portfolio? Why?
Teachers understand and use varied assessments to inform instruction, evaluate and
ensure student learning. Teachers are knowledgeable about assessment types, their purposes and
the data they generate.

5. If one element or two elements of a portfolio are missing, will this have any impact on the
assessment process? Explain your answer.

It will affect the grading system of the portfolio. And it may lead to
misunderstanding of the student for she will not get the grade that she deserves.

My Reflection

1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning?

Instructional approaches on K-12 education have changed with the passage of time.
Technological advancements have brought into play greater use of visual aids, hypermedia, and
interactive simulations and lesser practice of the traditional chalkboard method. Additionally,
curricular developments have been undertaken to address the ever increasing stack of educational
information needed by students. These did not only redefine the teaching process during K-12
education but also affected the learning experience of students. Such curricular changes also
brought about dynamism in the educational evaluation process. Electronically generated
examinations, evidenced-based researches, learning portfolios, and the like have been utilized in
addition to the conventional paper-and-pen examinations.

The use of learning portfolios, as a new approach to the evaluation process has gauged students'
performance and ability to process learned information. Portfolios are collection of documents,
literature and other educational materials designed to assess specific student performance. These
may cover the conception, drafting, and revision of works in progress; the best pieces of a
student's creation; student's assessment of outputs; and parents' and/or instructors' evaluative
comments on strengths and weaknesses. It is reflective of the daily learning experience of
students and should be a continuous documentation to specifically scale student's status, progress
and accomplishments.

My Portfolio

Capture what you learned on types, functions and elements of a portfolio by means of 3
separate graphic organizers.
Types of Portfolio Kinds of Element Portfolio
1.
Working Portfolios
A working portfolio
is so named because
it is a project “in the
works,” containing
work in progress as
well as finished
samples of work. It
serves as a holding
tank for work that
may be selected later
for a more 2. Table of
permanent
assessment or
display portfolio.
A working portfolio 3. Entries
is different from
a work folder, which
is simply a include)
receptacle for all
work, with no
purpose to the
collection. A required for each
working portfolio is
an intentional
collection of work
guided by learning
objectives.
Display, Showcase,
or Best Works
Portfolios
Probably the most
rewarding use of
student portfolios is
the display of the
students' best work,
the work that makes
Functions of Portfolio
Cover Function
Letter “About the
author” and “What The function of a portfolio
assessment is to measure progress of a
my portfolio shows
particular process over a specified length
about my progress as of time. Before beginning a portfolio, the
a learner” (written at student must be aware of the goals she is
the end, but put at the trying to accomplish with this project.
beginning). The cover Otherwise, she will be confused as to what
letter summarizes the artifacts to include. According to Sewell,
evidence of a Marczack and Horn, "If goals and criteria
have been clearly defined, the 'evidence' in
student’s learning and
the portfolio makes it relatively easy to
progress. demonstrate that the individual or
population has moved from a baseline level
of performance to achievement of
Contents with particular goals." A portfolio functions as a
numbered pages. place to store materials so they are not
forgotten and so that the student can
continuously reflect on her growth in that
particular subject area. According to David
- both core (items Sweet, a writer for the Education
students have to Consumer Guide Office of Research, "A
portfolio may be a folder containing a
and optional (items of student's best pieces and the student's
student’s choice). The evaluation of the strengths and
weaknesses of the pieces. It may also
core elements will be
contain one or more works-in-progress that
illustrate the creation of a product, such as
student and will an essay, evolving through various stages
provide a common of conception, drafting, and revision"
base from which to (Sweet, 1993).
make decisions on
assessment. The
optional items will
allow the folder to
represent the
uniqueness of each
student.
Students can choose
to include “best”
pieces of work, but
also a piece of work
which gave trouble or
one that was less
successful, and give
them proud. reasons why.
Students, as well as
their teachers, 4. Dates on all entries,
become most to facilitate proof of
committed to the growth over time.
process when they
experience the joy of 5. Drafts of aural/oral
exhibiting their best and written products
work and and revised versions;
interpreting its i.e., first drafts and
meaning. Many corrected/revised
educators who do versions.
not use portfolios for
any other purpose 6. Reflections can
engage their students appear at different
in the creation of stages in the learning
display portfolios. process (for
The pride and sense formative and/or
of accomplishment summative purposes.)
that students feel and can be written in
make the effort well the mother tongue at
worthwhile and the lower levels or by
contribute to a students who find it
culture for learning difficult to express
in the classroom. themselves in
English.
a. For each item - a
Assessment brief rationale for
Portfolios choosing the item
The primary should be included.
function of an This can relate to
assessment portfolio students’
is to document what performance, to their
a student has feelings regarding
learned. The content their
of the curriculum, progress and/or
then, will determine themselves as
what students select learners.
for their portfolios.
Their reflective
comments will focus
on the extent to
which they believe
the portfolio entries
demonstrate their
mastery of the
curriculum
objectives. For
example, if the
curriculum specifies
persuasive, narrative,
and descriptive.