Assessment of Teaching

and
Learning Performance
It is necessary that teachers must be
equipped with knowledge, skills and abilities
in order that they can educate learners
effectively, efficiently, and excellently.
 Rubric Assessment
of
Teaching Performance
Assessment of teaching performance is usually done
at the end of a semester for instructors and professors
and at the end of the academic year for elementary
and secondary school teachers.
Teachers performance is evaluated by self, peer,
head teachers, and principal for elementary and
secondary school teachers.
For instructors and professors, their performance is
assessed by self, peer, program, chairman, and dean
where they belong.
 I. Personality Traits (20%) 5 4 3 2 1

1. Well-groomed
2. Punctual in reporting for duty
3. Honest and industrious
Table 1.1. Sample Rubric assessment checklist
4. Polite and respectful
of faculty performance in the tertiary level
5. Speaks in pleasant and well-modulated voice
6. Embodies interest in the delivery of lessons
7. Wears the prescribed uniform regularly
8. Attends meetings and other activities
9. Exhibits good manners and right conduct
10. Punctual in submission of reports and other requirements
 II. Classroom Management and Discipline (20%) 5 4 3 2 1

1. Starts the class on time

2. Ends the Class on time
3. Maintains well-disciplined classroom environment
4. Starts the lesson in order
5. Active participation of the class during recitation
6. Friendly but strict to the students
7. Utilizes class hours productively
8. Sustains enthusiasm to the students
9. Approachable to the students and colleagues
10. Praises the students for having the correct answer
 III. Teaching Style (30%) 5 4 3 2 1

1. Has mastered the subject matter

2. Has good command of the medium of instructions
3. Presents lesson in an interesting and understandable manner
4. Delivers the lesson effectively
5. Explains the lesson and concepts clearly and logically
6. Uses interactive teaching strategies fitted to the lesson
7. Utilizes creative teaching techniques suited to the lesson
8. Employs innovative approaches in presenting the lesson
9. Applies appropriate visual aids and multimedia technology to enhance
instructional technology
10. Has a good sense of humor
11. Gives relevant examples and activities to support the lesson
12. Integrates values relevant to the lesson
13. Relates lesson to other field and daily life situation
14. Is broad-minded in explaining the lesson
15. Observes the art of questioning by avoiding to repeat questions and
answers
 IV. Research (15%) 5 4 3 2 1

1. Descriptive research is on progress

2. Experimental research is on progress
3. Conducts patentable research on the process
4. Completes the descriptive research
5. Completes the experimental research
6. Publishes descriptive/ experimental research in
institutional research journal
7. Publishes descriptive/ experimental research in refereed
provincial research journal
8. Publishes descriptive/ experimental research in refereed
regional research journal
9. Publishes descriptive/ experimental research in refereed
National research journal

10. Publishes descriptive/ experimental research in refereed

International research journal
 V. Extension (15%) 5 4 3 2 1

1. Holds extension class in one barangay once a week

2. Holds extension class in two barangay once a week

3. Demonstrates technology transfer in two barangays

once a week
4. Demonstrates technology transfer in three barangays
weekly
5. Monitors extension class to different barangays weekly

6. Monitors technology transfer to different barangays

VI. Plus Factor (Maximum of 2 Points)

1. Has published book with ISBN

2. Has registered patent by the Bureau of Patents

3. Has received regional award

4. Has received national award

5. Has received international award

6. Has income generating project with net profit of atleast P10,000.00 per
semester
7. Has presented drama during foundation day or town fiesta with net profit of
atleast P10,000.00
Plus Factor _______
Overall Rating _______
Qualitative Interceptive _______
Suppose the performance of Faculty A in a
certain state university is evaluated by self,
peer, chairman, and the dean using Table 1.1
Rubric assessment Checklist of Faculty
Performance in the Tertiary Level. Their results
are shown as follows:
I. Personality Traits (20%)
1. Well Groomed
Self 5
Peer 4
Chairman 4
Dean _4__
Total 17
2. Punctual in reporting 13
3.Honest and industrious 14
4. Polite and respectful 17
5. Speaks in pleasant and well- 14
modulated voice
6. Embodies interest in the delivery 13
of lessons
7. Wears the prescribe uniform 20
regularly
8. Attends meetings and other 18
activities
9. Exhibits good manners and right 17
conduct
10. Punctual in submission of 12
reports and other requirements
Using the same Personality Traits mean
computation per item of Classroom
Management and Discipline, Teaching
Style, Research, and Extension, the
assumed results of self, peer,
chairman, and clean evaluation of
faculty A are given as follows:
II. Classroom management and discipline (20%)

1. Starts the class on time

2. Ends the class on time
3. Maintains well- disciplined classroom environment
4. Starts the lesson in order
5. Active participation of the class during recitation
6. Friendly but strict to the students
7. Utilizes class hours productively
8. Sustains enthusiasm to the students
9. Approachable to the students and colleagues
10.Praises the students for having correct answer
1. Has mastered the subject matter
2. Has good command of the medium of instruction used
3. Presents lesson in an interesting and understandable manner
4. Delivers the lesson effectively
5. Explains the lesson and concepts clearly and logically
6. Uses interactive teaching strategies fitted to the lesson

III. techniques
7. Utilizes creative teaching Teaching suited (30%)
to the
Style lesson
8. Employs innovative approaches in presenting the lesson
9. Applies appropriate visual aids and multimedia technology to enhance
instructional technology
10.Has a good sense of humor
11.Give relevant examples and activities to support the lesson
12. Integrates values relevant to the lesson
13.Relates lesson to other fields and daily life activities
14.Is broad-minded to explain the lesson
15.Observes the ort of questioning by avoiding to repeat questions and
answers
1. Descriptive research is on progress
2. Experimental research is on progress
3. Conducts patentable research on the process
4. completes the descriptive research
IV. Research
5. Completes the experimental research (15%)
6. Published descriptive/ experimental research in institutional
research journal
7. Published descriptive/ experimental research in Provincial
research journal
8. Published descriptive/ experimental research in Regional
research journal
9. Published descriptive/ experimental research in National
research journal
10.Published descriptive/ experimental research in international
research journal
V. Extension (15%)
1. Holds extension class in one barangay once a week
2. Holds extension class in two barangays once a
week
3. Demonstrates technology transfer in two barangays
once a week
4. Demonstrates technology transfer in three
barangays weekly
5. Monitors extension class to different barangays
weekly
6. Monitors technology transfer to different barangays
VI. Plus factor ( Maximum of 2 points)
 Direction: Check ( ) the blanks at the right if the
following have been performed.
1. Has published books with ISBN
2. Has registered patent by the bureau of Patents
3. Has received regional award
4. Has received national award
5. Has received international award
6. Has income generation project with net profit of at
least P10,000.00 per semester
7. Has presented drama during foundation day or town
fiesta with net profit of at least P10,000.00
Plus Factor __2__
 Mean and Qualitative
Interpretation of the Teaching
Performance
 Table 1.2 Shows the summary of mean and
qualitative interpretation of the teaching
performance of Faculty A in a certain state
university
Categories Mean X Qualitative Interpretation % Equivalent
I. Personality Traits 3.875 Very Satisfactory 20 0.775
II. Classroom Management 3.875 Very Satisfactory 20 0.775
and Discipline
III. Teaching Style 3.98 Very Satisfactory 30 1.194
IV. Research 2.5 Satisfactory 15 0.375
V. Extension 3.25 Satisfactory 15 0.4875
Grand Mean =
VI. Plus Factor 2.0
Grand Mean Total Rating
Qualitative Rating =
 Table 1.2 Shows the summary of mean and
qualitative interpretation of the teaching
performance of Faculty A in a certain state
university
Categories Mean X Qualitative Interpretation % Equivalent
I. Personality Traits 3.875 Very Satisfactory 20 0.775
II. Classroom Management 3.875 Very Satisfactory 20 0.775
and Discipline
III. Teaching Style 3.98 Very Satisfactory 30 1.194
IV. Research 2.5 Satisfactory 15 0.375
V. Extension 3.25 Satisfactory 15 0.4875
Grand Mean = 3.61
VI. Plus Factor 2.0
Grand Mean Total Rating 5.61
Qualitative Rating = Outstanding
Interpretation

Based on Table 1.2, the teaching performance

of Faculty A has a grand mean of 3.61 or “very
satisfactory.” Attributable to Plus Factor of 2.0
given to him because he publishes books with
ISBN, receives Regional Award, and Having an
Income generating Project with at least
P10,000.00 net profit a semester, his grand total
rating is 5.61 or Outstanding.
It can be gleaned that Faculty A performed
the 4 mandated functions of State Universities
and Colleges (SUCs), namely: Instruction,
Research, Extension, and Production. He is
worthy to receive the “ Outstanding”
performance because only a few of faculty
members could perform the four mandated
functions of SUCs.
Majority of instructors and professors usually
perform one function, that is “Instruction” if they
perform two functions like “ Instruction and
Research,” their research output would have no
Return of Investment (ROI).
-This kind of faculty member could not meet the
challenge of contributing to the socioeconomic
development of the institution in particular and
to the country in general.
Faculty rating at SUCs is enumerated
as follows:

10 -Outstanding
8 -Very Satisfactory
6 -Satisfactory
4 -Fairly Satisfactory
2 -Unsatisfactory
The Scale is divisible by 2. However, in Rubric
assessment, it is divisible by 1. To convert the
Rubric Assessment scale of teaching
performance, just multiply it by 2s. Ex: Grand
mean total rating is 5.61 x 2 = 11.22, Outstanding

4 x 2 = 8 , Very Satisfactory
3 x 2 = 6 , Satisfactory
2 x 2 = 4 , Fairly Satisfactory
1 x 2 = 2 , Unsatisfactory
 Assessment of Learning
Performance with the Use of
Norm-Referenced Measure
 In Chapter 9 of Assessment of Student Learning 1,
the learning performance of students is assessed
individually with the use of rubric assessment.
In this chapter, the learning performance of
students is assessed as a group with the use of
norm-referenced measure. Mean and standard
deviation are the statistical techniques of
determine the performance of students whether it is
within the norm, above the norm or below the
norm. The learning performance of students is
compared with the norm.
Illustration
Suppose the teachers wishes to determine the
learning performance
Mean and standard Deviation
Computation with the Use of Computer

 It is easier, faster, and economical to compute the mean with the use of
the computer because in just a few minutes, the results are attained.
Hence, time, money, and effort are economized.
The steps to compute mean and standard
deviation with the use of computer are as follows:

 Step 1. Switch on the computer.

 Step 2. Wait until Start menu appears.
 Step 3. Hold the mouse. Click Start Menu, click Programs. Click Microsoft
Excel 2003.
 Step 4. Wait until the computer displays Microsoft Excel Program.
 Step 5. Type the Data as follows:
Cell A
1. 98 1. 143
2. 100 2. 98
3. 120 3. 120
4. 95 4. 12
5. 112 5. 101
6. 95 6. 99
7. 99 7. 138
8. 125 8. 110
9. 115 9. 100
10. 130 10. 123
11. 140 11. 144
12. 125 12. 142
13. 105 13. 133
14. 120 14. 124
15. 120 15. 120
16. 145 16. 97
17. 120 17. 135
18. 136 18. 115
19. 122 19. 120
20. 123 20. 118
21. 135 21. 141
22. 122 22. 137
23. 103 23. 121
24. 121 24. 120
25. 124 25. 111
 Step 6. Highlight the data. Click Tools menu. Click Data Analysis. The
computer displays Analysis Tools.
 Step 7. Click Descriptive Statistics. Click OK.
 Step 8. The computer displays Descriptive Statistics. In Input Range: Type
$A1:$A50.
 Step 9. Click Summary Statistics. Click OK.
Step 10. The computer displays as follow:

Column 1
Mean 1199.66
Median 120
Mode 120
Standard Deviation 14.54004
Sample Variance 211.4127
Kurtosis -0.87602
Skewness -0.07969
Range 50
Minimum 95
Maximum 145
Sum 5983
Count 50
 In the result, minimum is lowest score which is 95; maximum, highest score,
145; sum, total, 5893; and count, number of cases, 50.
 The mean is 119.66 and the standard deviation is 14.54 of the NAT scores of
senior secondary students of the Holy Rosary Academy. The value of one
standard deviation above mean (X + 1SD) is 119.66 +14.54 equals 134.2 and
one standard deviation below the mean (X - 1SD) is 119.66 – 14.54 equals
105.12. Figure 1.1 shows the NAT score falls on one standard deviation
above the mean (X + 1SD), within the mean, and one standard deviation
below the mean (X – 1SD) of senior secondary students of the Holy Rosary
Academy.
 Suppose NAT national mean is 100 and standard deviation is 12.3. One
standard deviation above the mean (X + 1SD) or 100 + 12.3 equals 112.3
and one standard deviation below the mean (X – 1SD) or 100 – 12.3 equals
87.7. Figure 1.2 presents national NAT scores one standard deviation above
the mean (X + 1SD), within the mean, and one standard deviation below
the mean (X – 1SD).
Interpretation

 Comparing the results of national NAT scores one standard deviation

above the mean (X + 1SD), within the mean, and one standard deviation
below the mean (X – 1SD), it appears that NAT mean more score, X = 119.66
of senior secondary students of Holy Rosary Academy is above the mean of
national NAT scores (X = 100). One standard deviation below the mean (X –
1SD) is 87.7 and one standard deviation above the mean (X + 1SD) is 112.3.
It means that the National Achievement test (NAT) of senior secondary
students of the Holy Rosary Academy ranged from “Satisfactory” to “Very
Satisfactory” because the lowest score is 95 and the highest score is 145.
 Likewise, students who got score of one standard deviation above the
mean (X + 1SD) obtained “Very Satisfactory,” within the mean,
“Satisfactory,” and one standard deviation below the mean X – 1SD),
“Unsatisfactory.”
Review of Rubric Assessment of
Students Learning Performance
 Suppose the teacher wishes to evaluate the learning performance of
Student C in Mathematics assessed by self, peer, subject teacher, and
teacher-adviser using the Rubric assessment. Table 1.4 presents the
checklist of Rubric assessment of Student C’s learning performance in
Mathematics.
 Table 1.4
Indicator
Excel- Very
Lent Good Good Fair Poor
5 4 3 2 1

1. The student can multiply 2-digit by 2-digit factor without regrouping.

1. He can multiply 2-digit by 2-digit factor with regrouping.

1. He can multiply 3-digit by 2-digit factor without regrouping.

1. He can multiply 3-digit by 2-digit factor with regrouping.

1. He can solve simple problems on 2-digit by 2-digit factor without

regrouping.
1. He can solve complex problems on 2-digit by 2-digit factor with
regrouping.
1. He can solve simple problems on 3-digit by 2-digit factor without
regrouping.
1. He can solve complex problems on 3-digit by 2-digit factor with
regrouping.