The document discusses assessment for learning. It begins by defining assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessment tools, using results to inform instructional decisions, developing valid grading procedures, and communicating results. It then discusses the need for academic standards to ensure quality. The document proposes assessing students based on their knowledge, processes, understanding, and products/performance (KPUP). It provides examples of assessing each dimension and determining which examples measure each.

1. Assessing Knowledge, Process,
Understanding, and
Product/Performance
Dr. Carlo Magno
Further Correspondence:
crlmgn@yahoo.com
1

2. Answer the following questions:
• What is assessment for you?
• When do you conduct assessment?
• What do you use to assess academic
skills of students?
2

3. Advance Organizer
• Assessment competencies
• The need for Standards
• KPUP
3

4. Assessment Competencies for Teachers
• Constructed by the AFT, NCME, NEA:
• Teachers should be skilled in:
1. choosing assessment methods appropriate for
instructional decisions.
2. Administering, scoring, and interpreting the results
of both externally produced and teacher produced
assessment methods.
3. Using assessment results when making decisions
about individual students, planning teaching, and
developing curriculum and school improvement.
American Federation of Teachers, National Council on Measurement and Evaluation, and
National Education Association in the United States of America.

5. Assessment Competencies for Teachers
4. Developing valid pupil grading procedures
that use pupil assessment.
5. Communicating assessment results to
students, parents, other lay audiences, and
other educators.
6. Recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses
of assessment information.

6. Why do we need standards?
• To make sure that
everyone delivers
quality work
• To produce quality
students
• To deliver quality
programs
• Basis on what to assess
6

7. Mathematics Standards for Junior HS
• Algebra
– explore the concepts involving a quadratic
function and its graph and solve problems
involving quadratic functions and equations.
– solve equations involving rational expressions
– explore relationships of quantities that involve
variation and solve problems involving direct,
indirect and joint variation
7

8. Mathematics Standards for Junior HS
– simplify expressions with rational exponents and
solve problems involving them.
– perform fundamental operations on expressions
involving radicals and solve problems involving
expressions and equations with radicals.
8

9. DepEd Taxonomy
• real-life application
of understanding
• enduring big ideas,
principles, and
generalizations inherent to
the discipline
• cognitive
operations that
the student
performs
• content of the
curriculum, the
facts and
information that
the student
acquires
Knowledge Process
Product/PerformanceUnderstanding

10. Determine whether: Knowledge, process,
understanding, product/performance
1. Students will describe quadratic function using graphs.
2. Solves quadratic equation by completing squares.
3. Solves problems involving quadratic equation.
4. Identify expressions with radicals
5. Prove the theorem on angle similarity using SAS
similarity theorem.
6. Draw two objects to differentiate triangle similarity
and triangle congruence.
7. Prove the theorem on a 5X5 square.

11. 7. Determine the trigonometric ratio of special
triangles
8. Creates a graph of an arithmetic sequence.
9. Give examples of polynomial functions
10.Draw a circle and illustrate 5 different chords.
Determine whether: Knowledge,
process, understanding,
product/performance

12. Determine whether: Knowledge, process,
understanding, product/performance

13. Determine whether: Knowledge, process,
understanding, product/performance

14. Determine whether: Knowledge,
process, understanding,
product/performance

15. Determine whether: Knowledge,
process, understanding,
product/performance

16. Determine whether: Knowledge, process,
understanding, product/performance

17. Determine whether: Knowledge,
process, understanding,
product/performance

18. Knowledge
• Define
• Describe
• Identify
• Label
• Enumerate
• Match
• Outline
• select
• State
• Name
• reproduce
18

19. Six Facets of Understanding
Explain - provide thorough and justifiable accounts of
phenomena, facts, and data
Interpret — tell meaningful stories, offer apt translations,
provide a revealing historical or personal dimension to ideas
and events; make subjects personal or accessible through
images, anecdotes, analogies, and models
Apply — effectively use and adapt what they know in diverse
contexts
Have perspective — see and hear points of view through
critical eyes and ears; see the big picture
Empathize — find value in what others might find odd, alien,
or implausible; perceive sensitively on the basis of prior
indirect experience
Have self-knowledge — perceive the personal style,
prejudices, projections, and habits of mind that both shape
and impede our own understanding; they are aware of what
they do not understand and why understanding is so hard

20. Explain
Which of the following statements of the relationship
between market price and normal price is true?
a. Over a short period of time, market price varies directly
with changes in normal price.
b. Over a long period of time, market price tends to equal
normal price.
c. Market price is usually lower than normal price.
d. Over a long period of time, market price determines
normal price.

21. Translation from symbolic form to another form, or vice versa
Which of the graphs below best represent the supply situation
where a monopolist maintains a uniform price regardless of
the amounts which people buy?
A B C D
S
Price
Quantity
S
Price
Quantity
S
S
Price
Quantity
S S
Price
Quantity
S
Interpret

22. Apply
In the following items (4-8) you are to judge the effects of a particular policy on the
distribution of income. In each case assume that there are no other changes in
policy that would counteract the effect of the policy described in the item. Mark
the item:
A. If the policy described would tend to reduce the existing degree of inequality in
the distribution of income,
B. If the policy described would tend to increase the existing degree of inequality
in the distribution of income, or
C. If the policy described would have no effect, or an indeterminate effect, on the
distribution of income.
__ 4. Increasingly progressive income taxes.
__ 5. Confiscation of rent on unimproved
__ 6. Introduction of a national sales tax
__ 7. Increasing the personal exemptions from income taxes
__ 8. Distributing a subsidy to sharecroppers on southern farms

23. Have perspective
After reading the passage answer the following questions…
1. Where was Carol walking?
a. park
b. beach
c. mall
d. city hall
2. How did she feel on this walk?
a. envied
b. sad
c. relaxed
d. happy

24. Have perspective
3. Carol envied the people around her because they
_____________________.
a. were sad and lonely
b. love the city life
c. were laughing and joking
d. don’t like the city

25. Empathize
• Your new maid from the mountain destroyed
your very expensive Narra door and she used
it as firewood and cooked rice in your newly
landscaped garden. How should you react?
• A…
• B…
• C…
• D…

26. • Ability to Recognize the Relevance of
Information
26

27. • Ability to Recognize Warranted and
Unwarranted Generalizations
27

28. • Ability to Recognize Inferences
28

29. • Ability to Interpret Experimental Findings
29

30. • Ability to Apply Principles
30

31. • Ability to Recognize Assumptions
31

32. Reading comprehension
• Bem (1975) has argued that androgynous people are
“better off” than their sex-typed counterparts
because they are not constrained by rigid sex-role
concepts and are freer to respond to a wider variety
of situations. Seeking to test this hypothesis, Bem
exposed masculine, feminine, and androgynous men
and women to situations that called for independence
(a masculine attribute) or nurturance (a feminine
attribute). The test for masculine independence
assessed the subject’s willingness to resist social
pressure by refusing to agree with peers who gave
bogus judgments when rating cartoons for funniness
(for example, several peers might say that a very
funny cartoon was hilarious). Nurturance or feminine
expressiveness, was measured by observing the
behavior of the subject when left alone for ten
minutes with a 5-month old baby. The result
confirmed Bem’s hypothesis. Both the masculine sex-
typed and the androgynous subjects were more
independent (less conforming) on the ‘independence”
test than feminine sex-typed individuals.
Furthermore, both the feminine and the androgynous
subjects were more “nurturant” than the masculine
sex-typed individuals when interacting with the baby.
Thus, the androgynous subjects were quite flexible,
they performed as masculine subjects did on the
“feminine” task.
32
35. What is the independent variable in the
study?
a. Situations calling for independence and
nurturance
b. Situation to make the sex type react
c. Situations to make the androgynous be
flexible
d. Situations like sex type, androgynous and
sex role concepts
36. What are the levels of the IV?
a. masculine attribute and feminine attribute
b. rating cartoons and taking care of a baby
c. independence and nurturance
d. flexibility and rigidity

33. Interpreting Diagrams
Instruction. Study the following illustrations and answer the following
questions.
Figure 1
33
Pretest Posttest
101. Which group received the treatment?
a. group A b. group B
b. c. none of the above
102. Why did group B remain stable across the
experiment?
a. there is an Extraneous Variable
b. There was no treatment
c. ceiling effect occured
103. What is the problem during the pretest phase of
the experiment?
a. the two groups are nonequivalent
b. the groups are competing with each other
c. the treatment took place immediately
Group B
Group A

34. Process
• Cognitive operations
• Cognitive and Metacognitive skills
• Self-regulation
• Learning strategies
34

35. Two components of Metacognition
• Knowledge of cognition is the reflective aspect of
metacognition. It is the individuals’ awareness of their
own knowledge, learning preferences, styles, strengths,
and limitations, as well as their awareness of how to use
this knowledge that can determine how well they can
perform different tasks (de Carvalho, Magno, Lajom,
Bunagan, & Regodon, 2005).
• Regulation of cognition on the other hand is the control
aspect of learning. It is the procedural aspect of
knowledge that allows effective linking of actions needed
to complete a given task (Carvalho & Yuzawa, 2001).

36. Components of Metacogniton
Knowledge of Cognition
• (1) Declarative knowledge – knowledge
about one’s skills, intellectual resources,
and abilities as a learner.
• (2) Procedural knowledge – knowledge
about how to implement learning
procedures (strategies)
• (3) Conditional knowledge – knowledge
about when and why to use learning
procedures.

37. Examples of knowledge of cognition in
Mathematical Investigation
• Declarative Knowledge
– Knowing what is needed to be solved
– Understanding ones intellectual strengths and
weaknesses in solving math problems
• Procedural knowledge
– Awareness of what strategies to use when solving
math problems
– Have a specific purpose of each strategy to use
• Conditional knowledge
– Solve better if the case is relevant
– Use different learning strategies depending
on the type of problem

38. Components of Metacogniton
Regulation of cognition
1) Planning – planning, goal setting, and allocating
resources prior to learning.
(2) Information Management Strategies – skills and
strategy sequences used on- line to process
information more effectively (organizing,
elaborating, summarizing, selective focusing).
(3) Monitoring – Assessing one’s learning or strategy
use.
(4) Debugging Strategies – strategies used to correct
comprehension and performance errors
(5) Evaluation of learning – analysis of performance
and strategy effectiveness after learning episodes.

39. Examples of regulation of cognition
• Planning
• Pacing oneself when solving in order to have enough time
• Thinking about what really needs to be solved before beginning
a task
• Information Management Strategies
• Focusing attention to important information
• Slowing down when important information is encountered
• Monitoring
• Considering alternatives to a problem before solving
• Pause regularly to check for comprehension
• Debugging Strategies
• Ask help form others when one doesn’t understand
• Stop and go over of it is not clear
• Evaluation of learning
• Recheck after solving
• Find easier ways to do things

40. Shifts in assessment
• Testing Alternative assessment
• Paper and pencil Performance assessment
• Multiple choice Supply
• Single correct answer Many correct answer
• Summative Formative
• Outcome only Process and Outcome
• Skill focused Task-based
• Isolated facts Application of knowledge
• Decontextualized task Contextualized task

41. Alternative forms of assessment
• Performance based assessment
• Authentic assessment
• Portfolio assessment

42. Terms
• Authentic
assessment
• Direct assessment
• Alternative
assessment
• Performance testing
• Performance
assessment
• Changes are taking
place in assessment

43. Method
• Assessment should measure what is really
important in the curriculum.
• Assessment should look more like
instructional activities than like tests.
• Educational assessment should approximate
the learning tasks of interest, so that, when
students practice for the assessment, some
useful learning takes place.

44. What is Performance Assessment?
• Testing that requires a student to create an
answer or a product that demonstrates
his/her knowledge or skills (Rudner & Boston,
1991).

45. Features of performance assessment
• Intended to assess what it is that students know and can do
with the emphasis on doing.
• Have a high degree of realism about them.
• Involve: (a) activities for which there is no correct answer, (b)
assessing groups rather than individuals, (c) testing that would
continue over an extended period of time, (d) self-evaluation
of performances.
• Likely use open-ended tasks aimed at assessing higher level
cognitive skills.

48. Push on performance assessment
• Bring testing methods more in line with
instruction.
• Assessment should approximate closely what
it is students should know and be able to do.

49. Emphasis of performance assessment
• Should assess higher level cognitive skills
rather than narrow and lower level discreet
skills.
• Direct measures of skills of interest.

50. Characteristics of performance-based
assessment
• Students perform, create, construct, produce, or do something.
• Deep understanding and/or reasoning skills are needed and
assessed.
• Involves sustained work, often days and weeks.
• Calls on students to explain, justify, and defend.
• Performance is directly observable.
• Involves engaging in ideas of importance and substance.
• Relies on trained assessor’s judgments for scoring
• Multiple criteria and standards are prespecified and public
• There is no single correct answer.
• If authentic, the performance is grounded in real world contexts
and constraints.

51. Variation of authenticity
Relatively authentic Somewhat authentic Authentic
Indicate which parts of a
garden design are
accurate
Design a garden Create a garden
Write a paper on zoning Write a proposal to
change fictitious zoning
laws
Write a proposal to
present to city council to
change zoning laws
Explain what would you
teach to students
learning basketball
Show how to perform
basketball skills in
practice
Play a basketball game.

52. Constructing Performance Based tasks
1. Identify the performance task in which students
will be engaged
2. Develop descriptions of the task and the context
in which the performance is to be conducted.
3. Write the specific question, prompt, or problem
that the student will receive.
• Structure: Individual or group?
• Content: Specific or integrated?
• Complexity: Restricted or extended?

53. Complexity of task
• Restricted-type task
– Narrowly defined and require brief responses
– Task is structured and specific
– Ex:
• Construct a bar graph from data provided
• Demonstrate a shorter conversation in French about what is on a
menu
• Read an article from the newspaper and answer questions
• Flip a coin ten times. Predict what the next ten flips of the coin will
be, and explain why.
• Listen to the evening news on television and explain if you believe
the stories are biased.
• Construct a circle, square, and triangle from provided materials
that have the same circumference.

54. • Extended-type task
– Complex, elaborate, and time-consuming.
– Often include collaborative work with small group of
students.
– Requires the use of a variety of information
– Examples:
• Design a playhouse and estimate cost of materials and labor
• Plan a trip to another country: Include the budget and itinerary,
and justify why you want to visit certain places
• Conduct a historical reenactment (e. g. impeachment trial of
ERAP)
• Diagnose and repair a car problem
• Design an advertising campaign for a new or existing product

55. Identifying Performance Task
Description
• Prepare a task description
• Listing of specifications to ensure that essential if
criteria are met
• Includes the ff.:
– Content and skill targets to be assessed
– Description of student activities
• Group or individual
• Help allowed
– Resources needed
– Teacher role
– Administrative process
– Scoring procedures

56. Performance-based Task Question
Prompt
• Task prompts and questions will be based on
the task descriptions.
• Clearly identifies the outcomes, outlines what
the students are encourage dot do, explains
criteria for judgment.

57. Example of a task Prompt:

64. Performance Criteria
• What you look for in student responses to
evaluate their progress toward meeting the
learning target.
• Dimensions of traits in performance that are used
to illustrate understanding, reasoning, and
proficiency.
• Start with identifying the most important
dimensions of the performance
• What distinguishes an adequate to an inadequate
demonstration of the target?

65. Example of Criteria
• Learning target:
– Students will be able to write a persuasive paper to
encourage the reader to accept a specific course of
action or point of view.
• Criteria:
– Appropriateness of language for the audience
– Plausibility and relevance of supporting arguments.
– Level of detail presented
– Evidence of creative, innovative thinking
– Clarity of expression
– Organization of ideas

66. Rating Scales
• Indicate the degree to which a particular
dimension is present.
• Three kinds: Numerical, qualitative, combined
qualitative/quantitative

67. • Numerical Scale
– Numbers of a continuum to indicate different level
of proficiency in terms of frequency or quality
Example:
No Understanding 1 2 3 4 5 Complete
understanding
No organization 1 2 3 4 5 Clear organization
Emergent reader 1 2 3 4 5 Fluent reader

68. • Qualitative scale
– Uses verbal descriptions to indicate student
performance.
– Provides a way to check the whether each
dimension was evidenced.
• Type A: Indicate different gradations of the dimension
• Type B: Checklist

69. • Example of Type A:
– Minimal, partial, complete
– Never, seldom, occasionally, frequently, always
– Consistent, sporadically, rarely
– None, some, complete
– Novice, intermediate, advance, superior
– Inadequate, needs improvement, good excellent
– Excellent, proficient, needs improvement
– Absent, developing, adequate, fully developed
– Limited, partial, thorough
– Emerging, developing, achieving
– Not there yet, shows growth, proficient
– Excellent, good, fair, poor

70. • Example of Type A: Checklist

71. • Holistic scale
– The category of the scale contains several criteria, yielding
a single score that gives an overall impression or rating
Example
level 4: Sophisticated understanding of text indicated
with constructed meaning
level 3: Solid understanding of text indicated with some
constructed meaning
level 2: Partial understanding of text indicated with
tenuous constructed meaning
level 1: superficial understanding of text with little or
no constructed meaning

72. Example holistic scale

73. • Analytic Scale
– One in which each criterion receives a separate
score.
Example
Criteria Outstanding
5 4
Competent
3
Marginal
2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images

74. Rubrics
• When scoring criteria are combined with a
rating scale, a complete scoring guideline is
produced or rubric.
• A scoring guide that uses criteria to differentiate
between levels of student proficiency.

75. Example of a rubric

76. Guidelines in creating a rubric
1. Be sure the criteria focus on important aspects of the
performance
2. Match the type of rating with the purpose of the
assessment
3. The descriptions of the criteria should be directly
observable
4. The criteria should be written so that students,
parents, and others understand them.
5. The characteristics and traits used in the scale should
be clearly and specifically defined.
6. Take appropriate steps to minimize scoring frame

77. Workshop
• Create a performance based task.
• Indicate the following:
– Nature of the final product
– What students are suppose to do
– Criteria for the marking