Republic of the Philippines

Leyte Normal University

COLLEGE OF EDUCATION
Professional Education Unit
BACHELOR OF SECONDARY PROGRAM
Tacloban City

TERM-END REQUIREMENT
(PROFED 111 – Assessment of Learning 2)

Prepare a major outcomes-based portfolio of the following:

I. Development of Performance Assessment Lesson Plans

(Process-Oriented and Product-Oriented Performance
Assessment)
II. Development of Rating Scales for Assessing Affective
Learning (Rating Scale and Likert Scale)
III. Development of a Portfolio Assessment Plan for a
Certain Course and Grade Level
IV. An Actual Sample Grading and Reporting Systems
V. A Critique Paper in an Article on Assessment in Special
Education in the Philippines
VI. A Sample Individualized Education Program (IEP) in
Philippine Setting

Guidelines for Designing an Outcomes-Based Portfolio:

1. Work in a dyad by major. Find a partner whom you can work well with.
2. Work with efficiency. This is a final requirement for the course, Assessment of
Learning 2; hence, you must develop the requirement with a great deal of efficiency.
Quality matters most. Worthless preparation of said requirement would require an
immediate revision within 30 minutes on the day of submission.
3. Strictly observe deadline. Deadline for submission is set on May 7, 2019 on your
scheduled class time. No late submission your scheduled class time will be
accepted after the due date.
4. Materials to be Used: Use A4 size bond paper; ARIAL 12; single-space; A4 size paper
folder (assigned color of your section); fastener (fasten on the left side of the folder).
5. NO DUPLICATION ALLOWED. There should be no duplication of content choice and
grade level among the dyads. Should this happen, both dyads will never earn ratings as
such.

On the Development of Item I

1. Base your assessment plans on K-12 Curriculum Guides. Choose a grade level
and a lesson based from your major field of interest. Consider the content, content
standards, and performance standards on the K-12 Curriculum Guides. Please find
attached link: http://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/ Download and provide a hardcopy of the curriculum guide you consider in
your choice to serve as an evidence.
2. Use the steps in developing performance-based assessment. Employ Gabuyo & Dy’s
[(2013); pp. 47-64] steps in developing the performance-based assessment plan.
3. Explore on the initial performance assessment plan. The first step in developing
performance assessments involves determining which concepts, knowledge, and/or
skills should be assessed. Your task is to (1) identify a process-oriented and product-
oriented performance in the K-12 Curriculum Guides; and (2) formulate competencies in
defining the purposes of the assessment. To accomplish this task, you may use the
template/pattern below:

Name of Teacher :
Content :
Grade Level :

Concepts, Knowledge, and/or Skills to be Assessed

Assessment General Specific Expected
Topic
Orientation Competency Competency Performance

Process

Product

4. Develop the final performance assessment plan. Using the items stipulated on the
above template, develop the final performance assessment plan for process-oriented
and product-oriented, separately. In the final performance assessment plan, you may
use the following outline:
35 pts
A PROCESS-ORIENTED ASSESSMENT PLAN IN _____________
Grade Level :
Content :
Content Standards :
Performance Standards :
I. Purpose of the Assessment:
(Formative or Summative)

II. General Performance Competency/ies:

1.
2.
3.
III. Specific Performance Learning Competency/ies:
1.
2.
3.
IV. Performance Task/s:
Indicate thoroughly the learning activity in this section. (Refer to Gabuyo & Dy (2013); pp. 49-50.)

NOTE:
A performance task is any learning activity or assessment that asks students to perform to demonstrate their
knowledge, understanding and proficiency. Performance tasks yield a tangible product
and/or performance that serve as evidence of learning. Examples: drawing the map of the Philippines; writing
a poem in iambic form; demonstrating a modern dance; presenting a five-minute drama performance; solving a
math problem; translating English paragraphs to Filipino

V. Performance Criteria:
 NOTE:
Performance criteria are (1) are the specific behaviors that student should perform to properly carry out a
performance or produced a product; (2) are specific observable standards by which student performances or
products will be assessed; and (3) specific measurable statements defining performance required to meet
learning outcomes.

Refer to Gabuyo & Dy (2013); pp. 50-52.

VI. Scoring Rubric/s

Refer to Gabuyo & Dy (2013); pp. 52-64.

VII. References

35 pts

A PROCESS-ORIENTED ASSESSMENT PLAN IN _____________

Grade Level :
Content :
Content Standards :
Performance Standards :
I. Purpose of the Assessment:
(Formative or Summative)

II. General Performance Competency/ies:

1.
2.
3.
III. Specific Performance Learning Competency/ies:
1.
2.
3.
IV. Performance Task/s:
Indicate thoroughly the learning activity in this section. (Refer to Gabuyo & Dy (2013); pp. 49-50.)

NOTE:
A performance task is any learning activity or assessment that asks students to perform to demonstrate their
knowledge, understanding and proficiency. Performance tasks yield a tangible product
and/or performance that serve as evidence of learning. Examples: drawing the map of the Philippines; writing
a poem in iambic form; demonstrating a modern dance; presenting a five-minute drama performance; solving a
math problem; translating English paragraphs to Filipino

V. Performance Criteria:
NOTE:
Performance criteria are (1) are the specific behaviors that student should perform to properly carry out a
performance or produced a product; (2) are specific observable standards by which student performances or
products will be assessed; and (3) specific measurable statements defining performance required to meet
learning outcomes.

Refer to Gabuyo & Dy (2013); pp. 50-52.

VI. Scoring Rubric/s

Refer to Gabuyo & Dy (2013); pp. 52-64.

VII. References
On the Development of Item II
1. Consider the following templates in developing rating scales for assessing affective
learning.

Intended Learning Outcome: To develop a rating scale for assessing affective learning.
Date:
Name:

A. Rating Scale
Create your rating scale using the template provided to measure students’ affective learning
outcome.

RATING SCALE TO MEASURE: Attitude towards Assessment of Learning Subject

SCALE TO BE USED: (e.g. 0 to 5) 2 pts

SCALE’S INTERPRETATION: 3 pts

Attitude toward Assessment of Learning subject 9 pts Score

1. I am happy during Assessment of Learning course.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Intended Learning Outcome: To develop a Likert scale for assessing affective learning.
B. Likert Scale
Using the details you used in the previous activity, transform the simple rating scale that you
made into a Likert Scale.
RATING SCALE TO MEASURE: Attitude towards Assessment of Learning Subject
Directions: 3 pts

Legend: Example: (SA) - Strongly Agree

5 pts
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Attitude toward Assessment of Learning subject 9 pts

1. I am happy during Assessment of Learning subject.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C. Semantic Differential Scale
Construct a scale that would measure the attitude toward Assessment of Learning as a
subject. You may use the template, complete it by supplying five adjective pairs.
Assessment of Learning
Relevant Insignificant
5 pts
5 pts 5 pts
1.

2.

3.

4.

5.

On the Development of Item III

1. Base your portfolio assessment plan on the K-12 Curriculum Guides. Choose a
content and grade level from your major field of interest. Consider the content, content
standards, and performance standards on the K-12 Curriculum Guides. Please find
attached link: http://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
Download and provide a hardcopy of the curriculum guide you consider in your choice to
serve as an evidence.
2. Develop portfolio assessment plan. In developing your portfolio assessment plan,
you may use the template below.

Developing Portfolio Assessment Plan

DIRECTIONS: Choose a topic of interest and devise a portfolio. Follow the steps for planning
and developing portfolio assessment plan.

Topic: 2 pts

Learning Targets: 5 pts

Steps Actual Plan

5 pts

5 pts

5 pts

5 pts

5 pts

5 pts
 Republic of the Philippines
Leyte Normal University
COLLEGE OF EDUCATION
Tacloban City

Transmutation Table
(65% Rule)
Rating Percent Score
1.0 100
1.1 99
1.2 98
1.3 97
1.4 95-96
1.5 93-94
1.6 91-92
1.7 89-90
1.8 87-88
1.9 85-86
2.0 83-84
2.1 81-82
2.2 79-80
2.3 77-78
2.4 75-76
2.5 73-74
2.6 71-72
2.7 69-70
2.8 67-68
2.9 66
3.0 65
3.1 62-64
3.2 59-61
3.3 56-58
3.4 53-55
3.5 50-52
3.6 47-49
3.7 44-46
3.8 41-43
3.9 38-40
4.0 35-37
5.0 below 35

GRADING SYSTEM
Class Participation (quizzes, oral presentations, assignments, other outputs) 20%
Major Examinations (Midterms – 25%; Finals – 25%) 50%
Major Outcomes-Based Portfolio 30%
TOTAL 100%

late submission
will be accepted.
On the Development of Item IV to VI
1. Secure what must be secured. Secure a sample of actual grading and reporting
system practiced in public schools nowadays; an article from a journal relative to
assessment in special education in Philippine setting; and a sample IEP in Philippine
setting.
2. Write a reflection for each. Each member in the dyad must write a thorough reflection
for each secured sample.

On Packaging the outcomes-based portfolio (Item I to VI)

• Use A4 folder (not plastic nor sliding folder) to put together all papers intact.
• Use color (folder) assigned to your section.
• Use paper fastener. Fastened on the left side of the paper.
• Arrange sequentially as presented.
• Put an earmark on the first page of each document fastened on the folder. Indicate the
roman numeral (as presented) on each earmark.

SCORE SHEET
10% I Development of Performance Assessment Lesson Plans (Process-Oriented and Product-Oriented Performance Assessment) 75 pts
5% II Development of Rating Scales for Assessing Affective Learning (Rating Scale and Likert Scale) 46 pts
5% III Development of a Portfolio Assessment Plan for a Certain Course and Grade Level 37 pts
3% IV An Actual Sample Grading and Reporting Systems 20 pts
4% V A Critique Paper in an Article on Assessment in Special Education in the Philippines 20 pts
3% VI A Sample Individualized Education Program (IEP) in Philippine Setting 20 pts
30% Total [Major Outcomes-Based Portfolio (MO-BP) – as reflected in the grading system] 218 pts
Item Weight (%) Raw Score Percent Score Weighted Score
MO-BP I 10
MO-BP II 5
MO-BP III 5
MO-BP IV 3
MO-BP V 4
MO-BP VI 3
TOTAL 30
Name of Student Course Code Section Code
1.
2. Time Schedule