This document discusses different types of essay tests and assessment tools that can measure complex learning outcomes and authentic skills. Restricted response and extended response essay items assess abilities like explaining concepts, integrating learning, and evaluating ideas. Performance assessments and portfolios also measure real-world tasks and products. Rubrics, checklists, and rating scales are provided as examples of tools to evaluate written work, performances, and portfolios. Assessment levels are described from knowledge to higher-order thinking. Grades from kindergarten to high school are computed and reported using various methods determined by quarterly, semester, or end-of-year evaluations.

1. TYPES OF ESSAY THAT
MEASURES COMPLEX LEARNING
OUTCOMES

2. TYPES OF ESSAY TEST ITEM
• RESTRICTED RESPONSE ESSAY ITEMS
Ability to:
-Explain cause-effect relationship
-Describe application of principles
-Formulate valid conclusion
-Enumerate and explain
-Explain methods and procedure

3. • EXTENDED RESPONSES ESSAY ITEMS
Ability to:
-Organize ideas
-Integrate learning
-Design and experiment
-Evaluate the worth of ideas

4. Assessment tools to measure authentic
learning performances and products (KPUP)
• Authentic evaluation is a test that measures
real life task, performance and actual
products. The most common of the authentic
assessments are the performance assessment
and the use of portfolio.

5. Performance assessment tools
1.Checklist
-Is a tool that consist of a list of qualities that are
expected to be observed as present or absent.
It is commonly use in classroom.

6. 2.Rating scale
Is a tool that uses a scale in a number line as a
basis to estimate the numerical value of a
performance or a products.
The best example of this is (rating scale for
science project).

7. 3.Rubrics for portfolio
A portfolio is a compilation of the experiences as
authentic learning outcomes presented with
evidences and reflections.
Best example of this is the (Suggested rubric for
a field study course portfolio).

8. LEVELS OF ASSESSMENT FOR THE LEVELS OF
LEARNING OUTCOMES
The levels of assessment describe levels of the
learning outcomes which are (1) knowledge,
(2) Process or skills, (3) Understanding, (4)
Products or performance.
- This 4 levels will help us to determine the
levels of thinking skills from lower level to
higher level.

9. Placing value to assessment results from KPUP (D.0.
73.2012) To written work, performance task, quarterly
exam (WW-PT-QE)D.0.8, s.2015
While the KPUP is still utilized in the grading system,
however it has been lightly modified by WW-PT-QE.
A summative assessment is composed of written work
(WW) performance task (PT) and Quarterly
assessment (QA).

10. WRITTEN WORK
Purpose
Assess learner’s understanding of concepts and
application of skills in written form and
prepare learners for quarterly assessments.
When Given?
At the end of the topic or unit.

11. PERFORMANCE TASK
Purpose
Involve students in the learning process
individually or in collaboration with team
mates over a period of time. Give students the
freedom to express their learning in
appropriate and diverse ways.
When given?
At the end of the lesson focusing on a topic/skill
lesson. Several times during the quarter.

12. QUARTERLY ASSESSMENT
Purpose
Synthesize all the learning Skills, concepts, and
values learned in an entire quarter.
When given?
Once, at the end of the quarter.

13. Grades at the end of the school year
and how these are computed.
• Kindergarten: use of checklist, anecdotal
records and portfolios are used instead of
numerical grades which are based on
kindergarten curriculum guide.
• Grade 1 to 10 (Junior High)
1.The average of the quarter grades produces the end of the year
grade.
2.The general average is computed by dividing the sum of all final
grades by the total numbers of learning areas. Each learning
area has equal weight.

14. • Grade 11 and Grade 12 (Senior High)
1. The average of the quarterly grade produces
the semester grade.
2. The general average is computed by dividing
the sum of all semestral final grades by the
total number of learning areas.

15. Reporting summative grades by Quarter /
Semester or end of the year.
• Interpretation of the numerical values for all
subject areas is based on the minimum initial
grade of 60, transmuted into an equivalent of
75 in the report card. The numerical grades
are describe in the different levels of
proficiency in the different competencies set
in the subject areas.

16. Levels of proficiency descriptors and their
Grading scale based on transmuted values.
Advanced- 90% and above
Proficient- 85%-89%
Approaching proficiency- 80%-84%
Developing- 75%-79%
Beginning- Below up to 74%