Riza B. Pepito

CENTRAL MINDANAO UNIVERSITY
University Town, Musuan, Maramag, Bukidnon
Educ. 243- Educational Evaluation
Professor: Dr. James L. Paglinawan
Reporter: Riza Baldivino-Pepito
Topic: Performance- Based Assessment
My first report is all about performance-based assessment. In the act of learning,
people obtain content knowledge, acquire skills, and develop work habits—and practice
the application of all three to “real world” situations. Performance-based assessment
represents a set of strategies for the acquisition and application of knowledge, skills, and
work habits through the performance of tasks that are meaningful and engaging to
students. Performance –based assessment create challenges that objective and essay tests
do not. Performance grading requires greater use of judgment than do true-false,
multiple- choice questions. These judgments will be more indicative of the learners’
performance if the performance to be judged (process and product) is clearly specified,
the ratings or criteria in making the judgments are determined beforehand and more than
a single rater independently grades the performance and an average is taken. Using video
or audio tapes can enhance the validity of performance assessments when direct
observation of performance is required. Furthermore, performance assessment need not
take place at one time for the whole class. Learners can be assessed at different times,
individually or in small groups. For example, learners can rotate through classroom
learning centers and be assessed when the teacher feels they are acquiring mastery. As
the vast body of knowledge continues to expand, it is becoming impossible for
individuals to keep up with the amount of information available even in a single field.
This trend, along with technological progress, has transformed the labor demands of the
world economy. According to the New Commission on the Skills of the American
Workforce (2007): The core problem is that our education and training systems were
built for another era, an era in which most workers needed only rudimentary education….

[The world of the future is] a world in which routine work is largely done by
machines…in which line workers who cannot contribute to the design of the products
they are fabricating may be as obsolete as the last model of that product. (p. 7) These
economic trends and the training needed for the new workforce require that school
systems shift from a fact-oriented curriculum to one that emphasizes problem solving and
innovation (Herman, 1992). This approach is at odds with the current state of the U.S.
education system. A growing number of business and education leaders also have begun
to recognize the importance of the kinds of assessments that are used to evaluate student
learning. The Partnership for 21st Century Skills (Fadel, Honey, & Pasnik, 2007, p. 34),
for example, has suggested that in an age of innovation—in which the workplace will
require “new ways to get work done, solve problems, or create new knowledge”—the
assessment of students will need to be largely performance based so that students can
show how well they are able to apply content knowledge to critical thinking, problem
solving, and analytical tasks throughout their education. Likewise, in College
Knowledge, author David Conley (2005) reports that higher education faculty value
“habits of mind”—including the ability to think critically and analytically, to
independently draw inferences and reach conclusions, and to solve problems—even more
than they value content knowledge. More than standardized tests of content knowledge,
performance-based tasks are able to measure students’ habits of mind. Performance-
based assessment requires students to use high-level thinking to perform, create, or
produce something with transferable real-world application. Research has shown that
such assessment provides useful information about student performance to students,
parents, teachers, principals, and policymakers. Research on thinking and learning
processes also shows that performance based assessment propels the education system in
a direction that corresponds with how individuals actually learn.
In the nature of my field in MAPEH it is the performance of the students that
occupy a bigger percentage in their grade. In MAPEH 60% of the grade of the students
are coming from the task that they need to perform. For instance, in my music class at the
end of each topic the students are required to present songs or any related activities of the
topic. In order for my students to have a clear view on how I am going to rate their
performances, I let them know the criteria found in my rubrics intended for a certain

activity. The type of rubrics that I am using depend on the type of performances that I
required my students to perform.
Educators who have worked in systems that use performance-based assessment
report that such assessment has a positive impact on instructional practice and provides
valuable information. In a study of the Kentucky Instructional Results System (KIRIS),
which assessed student progress through a combination of open-ended response items,
multiple-choice items, portfolios, and performance events, almost 90 percent of
principals and 77 percent of teachers reported that the performance assessment was useful
for judging the effectiveness of schools. In my part, I agree that performance-based
assessment provide a more flexible and meaningful assessment technique for the teachers
to assessed leanings.
Although performance-based assessment is not anew thing for my assessment
process, still there are a lot of things which I need to refine with my practice. I need to set
clear criteria’s that will suit to the ability of my students. Since I am handling SPEd class,
performance – based assessment is of great help. Because this type of assessment
provided me with clear monitoring on the progress of my students based on the rubrics
that I am using

Reporter: Riza Baldivino-Pepito
Topic: Validity Evidence
My second report is all about validity evidence. Validity is the quality of a test
which measures what it is supposed to measure. It is the degree to which evidence,
common sense, or theory supports any interpretations or conclusions about a student
based on his/her test performance. More simply, it is how one knows that a math test
measures students' math ability, not their reading ability. Another aspect of test validity
of particular importance for classroom teachers is content-related validity. Do the items
on a test fairly represent the items that could be on the test? Reasonable sources for
"items that should be on the test" are class objectives, key concepts covered in lectures,
main ideas, and so on. Classroom teachers who want to make sure that they have a valid
test from a content standpoint often construct a table of specifications which specifically
lists what was taught and how many items on a test will cover those topics. The table can
even be shared with students to guide them in studying for the test and as an outline of
what was most important in a unit or topic. The concept of test validity (as it is referred to
in the research literature) is rich and complex. Historically, validity has been
conceptualized within one of three models or frameworks, or some combination thereof.
These are the criterion, content, and construct models. The criterion model of validity is
based on the concept that a test is valid if scores on that test correlate with some other
“objective measure” of the factor being measured, such as performance on some task
(Angoff, 1988). The criterion model could be applied either concurrently or in a predictive
fashion (Kane, 2006). In the former, the criterion score with which test scores are
correlated is collected at the same (or at least near) time with the test scores. Predictive
applications involve the correlation of test scores with some future performance (e.g.,
grade in a subsequent course of study). In the past, predictive applications of the criterion
model were widely used in testing efforts (e.g., in the armed services), while concurrent

applications were more often used in making a case for the validity of a new instrument
where an existing measure was the basis for the correlation (Angoff, 1988). Construct
validity considers the construct (the characteristic that the test is designed to measure)
within a larger theory, which in turn is related to other theories in a hypothetico-deductive
way. Networks link these theories to each other and to observations and/or scores which
can serve as bases for making inferences about the existence of that construct in an
individual. These networks of theories and inferences assume that the theory is fairly well-
defined, but that it admittedly only approximates reality (Cronbach & Meehl, 1955).
Construct validity has been further broken down into a substantive component, a structural
component, and an external component (see Kane 2006 p.20 for a brief summary of this
from Loevinger 1957). The construct model was originally proposed by Cronbach and
Meehl as an alternative to the criterion and content models. So what does all of this mean
for the validity of our classroom-based assessments? Some implications and the resulting
actions are more obvious than others, but all are part of the mantra that we should be
reciting: good assessment and testing practices are an essential part of good teaching.
It might seem that validity is one of those concepts reserved for foundational or
“basic” research projects. But that is simply not the case. Validity should be of concern to
anyone who is making inferences and decisions based on some type of data. And the more
profound the consequences of those inferences and decisions, the more important validity
becomes. As teachers and instructors, the inferences that we make about our students’
learning and the decisions we then make about facilitating their learning carry with them
potentially deep consequences. For example, we might infer (based on data) that a student
has not mastered a concept, which is then reflected in their assigned grade, which could
ultimately have consequences for course completion, continuation of study in the degree,
and graduation. Therefore we need to make sure that our inferences are sound, and that the
decisions we make which follow from these inferences are well supported.
I’ve been in teaching profession for about 4 years. During the course of assessing
the learning’s of my students about our lessons, there are several times in which I was not
able to carefully examine the validity of my assessment. But through several readings and
with the good input of my topic I able to clearly see the things that I need to work out in

the next school assessments that I am going to give to my students. I continuously
challenge myself as an educator to be more careful and be particular to the salient
features of effective, valid and reliable assessments.
As a classroom teacher, it is important to closely study the statistical data of the
test results given to the students. And it is the challenge that I gratefully accepted as I
learned new things regarding Validity Evidences in this topic. Teachers today, perhaps
more so than ever before, have a need to be knowledgeable consumers of test
information, constructors of assessment instruments and protocols, and even teachers
about testing. Few courses and textbooks exist to help meet this need and there are very
few materials designed specifically for teachers in the classroom. A quality teacher-made
test should follow valid item-writing rules. However, empirical studies establishing the
validity of item-writing rules are in short supply and often inconclusive, and, "item
writing-rules are based primarily on common sense and the conventional wisdom of test
experts" (Millman & Greene, 1993; p. 353). Even after half a century of psychometric
theory and research, Cronbach (1970) bemoaned the almost complete lack of scholarly
attention paid to achievement test items. Twenty years after Cronbach's warning,
Haladyna and Downing (1989) reasserted this claim, stating that the body of knowledge
about multiple-choice item writing, for example, was still quite limited and, when
revisiting the issue a decade later, added that "item writing is still largely a creative act"
(Haladyna, Downing & Rodriguez, 2002, p. 329).
.

Topic: Assessing the Children with Disabilities in the Regular Classroom: A
Growing Need
“Education for all,” or inclusive education, appears to be, on the one hand, a new
educational philosophy aimed at creating an educational environment conducive to all
special learning needs of students in primary education but, on the other hand, in its
implementation, it is also an innovative educational strategy with many consequences and
implications for the existing education structure at all educational levels. Article 24 of the
United Nations Convention on the Rights of Persons with Disabilities declares that:
‘’States Parties recognize the right of persons with disabilities to education. With a view
to realizing this right without discrimination and on the basis of equal opportunity, States
Parties shall ensure an inclusive education system at all levels . . .’’ It further states that:
‘’States Parties should ensure that persons with disabilities are not excluded from the
general education system on the basis of disability, and that children with disabilities are
not excluded from free and compulsory primary education, or from secondary education,
on the basis of disability. ’The mandate is clear: children and adolescents with disabilities
have the right to be part of regular classroom programs, to have reasonable
accommodations made for them, and to have ‘’effective individualized support measures
. . . in environments that maximize academic and social development, consistent with the
goal of full inclusion.’’ In this paper, I would like to outline several ways in which this
important goal can be actualized. First, though I’d like to share a few reasons why it is
important to include children with disabilities into the mainstream of our school systems.
Including children with disabilities in regular classrooms is important not simply because
the United Nations says it is so, nor because it seems morally right to do so. Rather, there
are some fundamental reasons why integrating students with disabilities into the
mainstream of education improves the learning outcomes for all children. This chapter
provides several testing process in assessing students with disabilities. First on the list is

Child identification or Child Find where the schools were challenged to identify children
with special needs. Next is individual assessment, in this process the school will collect
and ask an assistance from medical professionals to analyze information’s about a student
in order to identify an educational needs in terms of the presence or absence of physical,
mental, or emotional disability. Individualized instruction is also presented in this
chapter. It is a day-today instruction provided to the students based on the objectives
set forth in the students.
Classroom instruction depends upon a large support network. That network needs
Information if an adequate support level is to be maintained. Tests in various forms can
supply that information. Informational needs vary among the support groups; specialized
referrals for remediation and enrichment need test data for parental support and approval;
effectiveness of educational planning is needed by boards of education: evidence which
can be partially supplied by test data; financial support of existing programs by the
general community needs evidence that can be supplied by test data.
Inclusive educational practices will not succeed unless educators are willing to
put the time and effort into creating such optimal classroom settings. Most important in
helping to accomplish this aim is finding out as much as possible about the strengths,
talents, and abilities of the children with disabilities who will be included in the
mainstream environment.
When a regular classroom teacher perceives the child with special needs coming
into her classroom as an asset, the teacher’s willingness to work hard to help her succeed
will be greater than if she perceives that student as a liability who will only add to her
burdens in the classroom. Once a list of strengths have been identified for the child with
disabilities, the educator must go to work developing learning strategies that help the
student succeed academically, behaviorally, and socially. So, for example, if a student
with an autism spectrum disorder has an absorbing interest in a specific area of
knowledge (as many students identified with ASD do), then providing time during the
classroom day for the student to share that interest with classmates (during, for example,
a sharing time) will help him develop much needed social skills. Or, for a student
diagnosed with dyslexia who has strong spatial/artistic ability, giving him an opportunity

to represent what he’s learned in a subject area by drawing it, doing cartoon panels,
creating a video, or creating a photograph montage accompanied by written captions, will
help him confront his writing difficulties in the context of an activity he regards as
basically enjoyable and interesting.

Topic: Portfolio Assessment
Portfolio assessment is the systematic, longitudinal collection of student work
created in response to specific, known instructional objectives and evaluated in relation to
the same criteria. Assessment is done by measuring the individual works as well as the
portfolio as a whole against specified criteria, which match the objectives toward a
specific purpose. Portfolio creation is the responsibility of the learner, with teacher
guidance and support, and often with the involvement of peers and parents. The audience
assesses the portfolio. A portfolio is a purposeful collection of student work samples,
student self-assessments and goal statements that reflect student progress. Students
generally choose the work samples to place in the portfolio, but the teacher may also
recommend that specific work samples be included. Portfolios are powerful tools that
allow students to see their academic progress from grade to grade. The physical structure
of a portfolio refers to the actual arrangement of the work samples, which can be
organized according to chronology, subject area, style or goal area. The conceptual
structure refers to the teacher's goals for student learning. For example, the teacher may
have students complete a self-assessment on a work sample and then set a goal for future
learning. The work sample self-assessment and the goal sheet may be added to the
portfolio. Portfolios may include different kinds of indicators of what students know and
can do, as well as how they think. For example, they document conceptual understanding,
problem-solving abilities, reasoning, and communication skills. Portfolios also promote
the active participation of both the teacher and the student in their own evaluation and
growth. They provide information about students’ strengths and weaknesses, as well as
interests and attitudes, which not only informs teacher practice, but also enables students
to monitor and take charge of their growth and development. There are several types of
portfolios. For classroom purposes, the main types include the working portfolio, the

developmental portfolio (sometimes referred to in textbooks as the assessment portfolio),
and the showcase portfolio (sometimes referred to as the display portfolio).
The working portfolio is a purposeful collection of student work in progress. The
collection is assembled based on clear objectives and guidelines given by the teacher. All
portfolios begin as working collections, since it is from these collections that final
selections are made for presentation. The advantage of the working collection is that it
allows students to take a second look at what they do, and to think about how they could
improve future work. It is a departure from the traditional practice where a first draft of
an assignment was considered as a final product.
The developmental portfolio represents a completed selection of student work. It contains
work that shows the student’s progress towards mastery of set objectives for a topic,
theme, or course of work, and provides evidence of his/her achievement over a period of
time. This type of portfolio enhances learning through the process of reviewing, revising,
and evaluating the final product. Diagnosis may be one use for these portfolios since the
feedback obtained at intervals can shape further instruction and learning for the student.
This type of portfolio clearly demonstrates the integration among instruction, learning,
and assessment. The showcase portfolio shows the student’s best work and is used to
support and document accomplishment in a course/subject area or any learning activity.
This requires the student to be able to make a selection from a range of work (working
portfolio) using specific criteria. These criteria may be determined by an external
examining body, by the teacher, or may be developed by the student in collaboration with
the teacher
Work samples not only provide reliable information about student achievement of
the curriculum, but also provide students with context for assessing their own work and
setting meaningful goals for learning. Displaying concrete samples of student work and
sharing assessments that illustrate grade level expectations of the outcomes are key to
winning the confidence and support of parents.
Encourage students to provide evidence of their learning in their work products.
Have students include evidence of their learning, such as graphic organizers, journals,
solved problems that were challenging, problems that have been solved in multiple ways,

problems that the student has extended. Have them state where they see evidence of
strong product or performance. Periodically have students select a number of pieces of
work that they have analyzed for evidence of understanding and include these work
products in a portfolio that provides evidence of their learning over time.
An essential requirement of portfolios is that students include written reflections
that explain why each sample was selected. The power of the portfolio is derived from
the descriptions, reactions and metacognitive reflections that help students achieve their
goals. Conferencing with parents, peers and/or teachers helps synthesize learning and
celebrate successes. Some students become adept at writing descriptions and personal
reflections of their work without any prompts. For students who have difficulty deciding
what to write, sentence starters might be useful. In my class, I require my students to
compile their works in art through an Art folio. In this way I will be able to develop the
creativity of my students and the sense of responsibility within them by letting them set
deadline where they need to manage their time wisely in order to meet with the due date
set by the entire class.

Topic: The Purpose of Testing
Why do teachers give quizzes? Why do school districts and states create high-
stakes tests for students? The answer seems obvious: to see what they have learned.
However, this tells only part of the story. Tests serve many purposes in schools beyond
just being the basis for a grade. Testing can measure successful memorization of facts or
the effective application of critical thinking skills. The obvious point of classroom testing
is to assess what students have learned after the completion of a lesson or unit. When the
classroom tests are tied to effectively written lesson objectives, a teacher can analyze the
results to see where the majority of students did well or need more work. These tests are
also important when discussing student progress at parent-teacher conferences. Another
use of tests is to determine student strengths and weaknesses. One effective example of
this is when teachers use pretests at the beginning of units in order to find out what
students already know and figure out where to focus the lesson. Further, learning
style and multiple intelligences tests help teachers learn how to best meet the needs of
their students through instructional techniques. Exams provide you with the opportunity
to obtain feedback on student learning, your teaching methods, and the quality of the
exam itself.
Today's students need to know not only the basic reading and arithmetic skills,
but also skills that will allow them to face a world that is continually changing. They
must be able to think critically, to analyze, and to make inferences. Changes in the skills
base and knowledge our students need require new learning goals; these new learning
goals change the relationship between assessment and instruction. Teachers need to take
an active role in making decisions about the purpose of assessment and the content that is
being assessed. The assessment techniques that our educational system is using to assess
the learning of the students prepare them to be a productive part of the working force of
the society.

This topic made me realized that in making exam, it is necessary assessment
should reveal how well students have learned what we want them to learn while
instruction ensures that they learn it. For this to occur, assessments, learning objectives,
and instructional strategies need to be closely aligned so that they reinforce one another.
To ensure that these three components of your course are aligned it is important to look at
the learning objectives, the kind of assessment that fit to the learning objectives and the
instructional strategies that you are using in teaching or delivering the lesson. If
assessments are misaligned with learning objectives or instructional strategies, it can
undermine both student motivation and learning. The overall exam should be consistent
with your learning outcomes for the course. There are a number of ways to review and
prioritize the skills and concepts taught in a course.
We generally think of exams as a way to test students’ comprehension of material
taught in class. Exams can, however, serve more than one purpose, and being aware of
why we are testing students and what exactly we want to test can help make students’
experience of exams – as well as our own – a more useful one. The following tips will
gear you towards issues you should think about during the entire exam process – from
planning to reflection. Remember that some exams can be conducted effectively in a
secure online environment in a proctored computer lab or assigned as paper based or
online “take home” exams. Clearly communicate with students about what your goals are
for any test or exam. Don't assume that students know what the pedagogical purpose of
the test or exam is. Have a discussion about your goals and desired outcomes, and help
students understand how specific aspects of the test or exam fit these goals. Be open to
making some changes if students have ideas to offer. Point out the important sections in
course plans, textbooks, and readings to guide test and exam preparation; where possible,
provide multiple samples of tests and exam questions and answers. Reviewing
examination results can help you identify concepts and methods that students are having
difficulty with – questions that were missed – as well as concepts and methods that were
well understood – questions generally successfully answered. Or it may highlight well-
constructed or poorly constructed exam question.

Topic: High Stakes Testing
The term “high-stakes” is used to describe tests that have high stakes for
individual students, such as grade promotion or a standard high school diploma.
Thus, high-stakes testing is designed to hold individual students accountable for
their own test performance, unlike “system accountability,” which is aimed at the
providers of education, such as states, school districts, and schools. Measuring what
and how well students learn is an important building block in the process of strengthening
and improving our nation's schools. Tests, along with student grades and teacher
evaluations, can provide critical measures of students' skills, knowledge, and abilities.
Therefore, tests should be part of a system in which broad and equitable access to
educational opportunity and advancement is provided to all students. Tests, when used
properly, are among the most sound and objective ways to measure student performance.
Today, many school districts are mandating tests to measure student performance
and to hold individual schools and school systems accountable for that performance.
Knowing if and what students are learning is important. Test results give classroom
teachers important information on how well individual students are learning and provide
feedback to the teachers themselves on their teaching methods and curriculum materials.
It is important to remember, however, that no test is valid for all purposes. Indeed, tests
vary in their intended uses and in their ability to provide meaningful assessments of
student learning. Therefore, while the goal of using large-scale testing to measure and
improve student and school system performance is laudable, it is also critical that such
tests are sound, are scored properly, and are used appropriately.
Some public officials and educational administrators are increasingly calling for the use
of tests to make high-stakes decisions, such as whether a student will move on to the next
grade level or receive a diploma. School officials using such tests must ensure that
students are tested on a curriculum they have had a fair opportunity to learn, so that

certain subgroups of students, such as racial and ethnic minority students or students with
a disability or limited English proficiency, are not systematically excluded or
disadvantaged by the test or the test-taking conditions. Furthermore, high-stakes
decisions should not be made on the basis of a single test score, because a single test can
only provide a "snapshot" of student achievement and may not accurately reflect an entire
year's worth of student progress and achievement.
The potential problem with the current increased emphasis on testing is not necessarily
the test, per se, but the instances when tests have unintended and potentially negative
consequences for individual students, groups of students, or the educational system more
broadly. But, it is also critical to remember that, in many instances, without tests, low-
performing students and schools could remain invisible and therefore not get the extra
resources or remedial help that they need.
Whether we like it or not, high-stakes testing matters. As some students and their
parents choose to opt out, others want their children to take the test. It means something
to them. Grades matter. After all, we can tell a lot about a student who gets high grades.
We know who those students are, and we love to put their names on the Top 10 list of
their high school class. Those students who do well on tests should not be chastised. They
are high achieving and will go places in life at least that is what most people think when
they see the names of the students who do well on high-stakes testing.
High stakes testing has become the norm in schools since the passage of the No
Child Left Behind Act of 2001, mandating that students pass standardized exams to move
up in grade or graduate from high school. The pros and cons have been weighted heavily
by parents and educators alike—with many left wondering whether or not implementing
testing standards have hurt or helped students. Within the past decade most states have
adopted standardized statewide testing programs to measure student achievement—and
there's more at stake than just grades.
The first thing to keep in mind is that standardized tests are neither good nor
evil—according to Mike Haykin director of learning support for the Seattle Academy of
Arts and Sciences. The pressure can be overwhelming, Haykin says, but parents and kids
need to keep a couple of things in mind. First, you need to understand that these tests

were designed to track academic progress for the benefit of your child—if teachers know
what areas need work, they can better help each individual in the classroom. Second,
you'll need to understand that tests aren't an absolute measure of a student's intelligence.
Tests measure how well students know how to take tests—and how well test-taking skills
are being taught.

Riza B. Pepito

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