Lesson 1

BASIC CONCEPTS AND PRINCIPLES IN ASSESSING LEARNING

PREPARE
To successfully describe the nature of assessment in learning, develop a concept map of its basic
concepts and document the experiences of teachers who apply its principles. To do so, you need
to read the following information about the basic concepts, measurement frameworks, and
principles in assessing learning. You are expected to read this information before discussion,
analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom.
What is assessment in learning?
The word assessment is rooted in the Latin word assidere, which means "to sit beside
another." Assessment is generally defined as the process of gathering quantitative and/or
qualitative data for the purpose of making decisions. Assessment in learning is vital to the
educational process similar to curriculum and instruction. Schools and teachers will not be able
to determine the impact of curriculum and instruction on students or learners without assessing
learning. Therefore, it is important that educators have knowledge and competence in assessing
learners.
Assessment in Learning can be defined as the systematic and purpose- oriented
collection, analysis, and interpretation of evidence of student learning in order to make informed
decisions relevant to the learners. In essence, the aim of assessment is to use evidence on student
learning to further promote and manage learning. Assessment in learning can be characterized as
(a) a process, (b) based on specific objectives, and (c) from multiple sources.
How is assessment in learning similar or different from the concept of measurement or
evaluation of learning? Measurement can be defined as the process of quantifying the attributes
of an object, whereas evaluation may refer to the process of making value judgments on the
information collected from measurement based on specified criteria. In the context of assessment
in learning, measurement refers to the actual collection of information on student learning
through the use of various strategies and tools, while evaluation refers to the actual process of
making a decision or judgment on student learning based on the information collected from
measurement. Therefore, assessment can be considered as an umbrella term consisting of
measurement and evaluation. However, there are some authors who consider assessment as
distinct and separate from evaluation (e.g., Huba and Freed 2000, Popham 1998).
Assessment and Testing
The most common form of assessment is testing. In the educational context, testing refers
to the use of a test or battery of tests to collect information on student learning over a specific
period of time. A test is a form of assessment, but not all assessments use tests or testing. A test
can be categorized as either a selected response (e.g., matching-type of test) or constructed
response (e.g., essay test, short answer test). A test can make use of objective format (e.g.,
multiple choice, enumeration) or subjective format (e.g., essay). The objective format provides
for a more bias-free scoring as the test items have exact correct answers. On the other hand, the
subjective format allows for a less objective means of scoring, especially if no rubric is used. A
table of specifications (TOS)-a table that maps out the essential aspects of a test (e.g., test
objectives, contents, topics covered by the test, item distribution)-is used in the design and
development of a test. Descriptive statistics are typically used to describe and interpret the results
of tests. A test is said to be good and effective if it has acceptable psychometric properties. This
means that a test should be valid, reliable, has acceptable level of difficulty, and can discriminate
between learners with higher and lower ability. Teachers are expected to be competent in the
design and development of classroom tests.
Assessment and Grading
A related concept to assessment in learning is grading, which can be defined as the
process of assigning value to the performance or achievement of a learner based on specified
criteria or standards. Aside from tests, other classroom tasks can serve as bases for grading
learners. These may include a learner's performance in recitation, seatwork, homework, and
project. The final grade of a learner in a subject or course is the summation of information from
multiple sources (i.e., several assessment tasks or requirements). Grading is a form of evaluation
which provides information on whether a learner passed or failed a subject or a particular
assessment task. Teachers are expected to be competent in providing performance feedback and
communicating the results of assessment tasks or activities to relevant stakeholders.
What are the different types of assessment in learning?
Assessment in learning could be of different types. The most common types are
formative, summative, diagnostic, and placement. Other experts would describe the types of
assessment as traditional and authentic.
Formative Assessment refers to assessment activities that provide information to both
teachers and learners on how they can improve the teaching- learning process. This type of
assessment is formative because it is used at the beginning and during instruction for teachers to
assess learners' understanding. The information collected on student learning allows teachers to
make adjustments to their instructional process and strategies to facilitate learning. Through
performance reports and teacher feedback, formative assessment can also inform learners about
their strengths and weaknesses to enable them to take steps to learn better and improve their
performance as the class progresses.
Summative Assessments are assessment activities that aim to determine learners'
mastery of content or attainment of learning outcomes. They are summative, as they are
supposed to provide information on the quantity or quality of what students have learned or
achieved at the end of instruction. While data from summative assessment are typically used for
evaluating learners' performance in class, these data also provide teachers with information about
the effectiveness of their teaching strategies and how they can improve their instruction in the
future. Through performance reports and teacher feedback, summative assessment can also
inform learners about what they have done well and what they need to improve on in their future
classes or subjects.
Diagnostic Assessment aims to detect the learning problems or difficulties of the learners
so that corrective measures or interventions are done to ensure learning. Diagnostic assessment is
usually done right after seeing signs of learning problems in the course of teaching. It can also be
done at the beginning of the school year for spirally-designed curriculum so that corrective
actions are applied if pre-requisite knowledge and skills for the targets of instruction have not
been mastered yet.
Placement Assessment is usually done at the beginning of the school year to determine
what the learners already know or what are their needs that could inform design of instruction.
Grouping of learners based on the results of placement assessment is usually done before
instruction to make it relevant to address the needs or accommodate the entry performance of the
learners. The entrance examination given in schools is an example of a placement assessment.
Traditional Assessment refers to the use of conventional strategies or tools to provide
information about the learning of students. Typically, objective (e.g., multiple choice) and
subjective (e.g., essay) paper-and-pencil tests are used. Traditional assessments are often used as
basis for evaluating and grading learners. They are more commonly used in classrooms because
they are easier to design and quicker to be scored. In general, traditional assessments are viewed
as an inauthentic type of assessment.
Authentic Assessment refers to the use of assessment strategies or tools that allow
learners to perform or create a product that are meaningful to the learners, as they are based on
real-world contexts. The authenticity of assessment tasks is best described in terms of degree
rather than the presence or absence of authenticity. Hence, an assessment can be more authentic
or less authentic compared with other assessments. The most authentic assessments are those that
allow performances that most closely resemble real-world tasks or applications in real-world
settings or environments.
What are the different principles in assessing learning?
 There are many principles in the assessment in learning. Based on the different readings
and references on these principles, the following may be considered as core principles:
1. Assessment should have a clear purpose. Assessment starts with a clear purpose. The
methods used in collecting information should be based on this purpose. The interpretation of the
data collected should be aligned with the purpose that has been set. This assessment principle is
congruent with the outcome-based education (OBE) principles of clarity of focus and design
down.
2. Assessment is not an end in itself. Assessment serves as a means to enhance student learning.
It is not a simple recording or documentation of what learners know and do not know. Collecting
information about student learning, whether formative or summative, should lead to decisions
that will allow improvement of the learners.
3. Assessment is an ongoing, continuous, and a formative process. Assessment consists of a
series of tasks and activities conducted over time. It is not a one-shot activity and should be
cumulative. Continuous feedback is an important element of assessment. This assessment
principle is congruent with the OBE principle of expanded opportunity.
4. Assessment is learner-centered. Assessment is not about what the teacher does but what the
learner can do. Assessment of learners provides teachers with an understanding on how they can
improve their teaching, which corresponds to the goal of improving student learning.
5. Assessment is both process- and product-oriented. Assessment gives equal importance to
learner performance or product and the process they engage in to perform or produce a product.
6. Assessment must be comprehensive and holistic. Assessment should be performed using a
variety of strategies and tools designed to assess student learning in a holistic way. Assessment
should be conducted in multiple periods to assess learning over time. This assessment principle is
also congruent with the OBE principle of expanded opportunity.
7. Assessment requires the use of appropriate measures. For assessment to be valid, the
assessment tools or measures used must have sound psychometric properties, including, but not
limited to, validity and reliability. Appropriate measures also mean that learners must be
provided with challenging but age- and context-appropriate assessment tasks. This assessment
principle is consistent with the OBE principle of high expectations.
8. Assessment should be as authentic as possible. Assessment tasks or activities should closely,
if not fully, approximate real-life situations or experiences. Authenticity of assessment can be
thought of as a continuum from least authentic to most authentic, with more authentic tasks
expected to be more meaningful for learners.
ACTIVITY
Part I.
Prepare a plan on how you will conduct assessment based on the core principles you have
learned. Refer to the K-12 curriculum in identifying the competencies targeted by instruction and
how you intend to assess your future students while following the principles in assessing
learning. Use the matrix provided to write your ideas on how you should design and conduct
assessment of student learning based on the core principles.

Principle Plan for Applying the Principles in your Classroom Assessment

Before I give or create any assessment, whether it is a quiz,
project, or asking students questions, I will first decide if the
purpose is to check their prior knowledge, mastery,
1. Assessment should have
understanding of the lesson or if they are ready for the next
a clear purpose.
topic. I will also communicate to my students so they know why
they are being assessed.

I will use the assessment to adjust or change any methods and

strategies I’m using so I can help my students to improve. I will
2. Assessment is not an end also use the results to understand what my students know and
in itself. don’t know. I will provide feedback on their assessment so they
can reflect and learn.

I will not just conduct an assessment at the end of the unit, it’ s
3. Assessment is an because I will use formative assessment to help assess students
ongoing, continuous, and a learning during the lesson. I will conduct short quizzes, ask
formative process questions, and use some activities to check their understanding.

I will create or design an assessment that focus on students

learning abilities and diverse needs. I will also create
4. Assessment is learner-
differentiated activities or assessments so students can choose
centered.
what they are good at, to help them understand and match their
abilities.

I will not just assess the final output but also consider how
5. Assessment is both students got there, including the steps, process, and strategies
process- and product- they use. Like for example, in group work, by using rubrics will
oriented. help me assess students contributions, skills, and abilities.
 I will use different kinds of assessments such as performance
tasks, portfolios, written tests, projects, and presentations to
6. Assessment must be
understand their learning skills and knowledge. I will also use
comprehensive and
assessments that cover the three domains including cognitive,
holistic.
affective, and psychomotor.

I will use an assessment that is align on students’ learning

7. Assessment requires the objectives. I will also design assessments that are suitable for
use of appropriate their age and learning styles. I will make sure assessments are
measures. clear and fair to all students.

I will create tasks that encourage students to use their knowledge

and skills to solve real world problems and reflect real life
8. Assessment should be as
situations, such as roleplays, so they can apply their learning in
authentic as possible.
meaningful way.

Part 2.
Evaluate the assessment plan matrix that you have developed using the following checklist.

YES NO CRITERIA
 I understood what each of the principles mean.
 I was able to provide an answer (plan or strategy in assessment) to each of
the principles given.
 I was able to make a plan or strategy for assessment that correctly matches
and addresses each principle.
 I was able to answer the matrix by applying what I have learned about the
basic concepts of assessment in learning.
 I was able to answer the matrix by applying what I have learned about the
principles in assessment in learning.

Part 3.
For each item, circle the option that corresponds to what you think is the best answer.
1. Which of the following is TRUE about measurement and evaluation?
A. Measurement and evaluation involve collection of information.
B. Measurement and evaluation are part of the assessment process. 
C. Measurement and evaluation require the use of tests.
D. Measurement and evaluation are similar processes.
2. Which of the following assessment tasks is the LEAST AUTHENTIC?
A. essay test C. multiple-choice test 
B. field demonstration D. research project
3. Assessment is not about what the teacher does but what the learner can do. This statement is
most reflective of which principle of assessment?
A. Assessment should be as authentic as much as possible.
B. Assessment should have a clear purpose.
C. Assessment is not an end in itself.
D. Assessment is learner-centered. 

4. Which of the following statements about assessment is NOT TRUE?

A. Assessment is systematic and purpose-oriented.
B. The word assessment is rooted in the Latin word assidere.
C. A test is a form of assessment, but not all assessments use test or testing.
D. Assessment is the process of assigning a numerical score to the performance of a student. 
5. Assessment should have a clear purpose. If you are already a classroom teacher, how would
you best demonstrate or practice this assessment principle?
A. Discuss with the class the grading system and your expectations of your students'
performance.
B. When giving tests, the purpose of each test is provided in the first page of the test paper.
C. Explain during the first day of classes your assessment techniques and your reasons for their
use.
D. When deciding on an assessment task, its match and consistency with instructional objectives
and learning targets are ascertained. 