Page 1 Module 1 – Assessment as an Integral Part of Teaching

Page 2 Module 1 – Assessment as an Integral Part of Teaching

LESSON 1
ASSESSMENT AS AN INTEGRAL PART OF TEACHING

INTRODUCTION

https://www.futurelearn.com/courses/adult-teaching-essentials-
As a
assessment-principles-and-practices
student,
you have been through a lot of assessment, most of which is not all, you did not welcome. If you
only had a choice, you would not subject your to the assessment process. Right? One popular
bargain that students ask to their teacher is “ No more test, Ma’am”. This writer had students
who would bargain “No more test or if it was not possible to forego the test” the request would go
this way, “please give a test which we can answer even without studying” these just prove that
several students have a negative attitude toward assessment. This Chapter dwells on
assessment as an integral part in Teaching. Hopefully it will change your view and attitude
toward assessment. Assessment plays a crucial role in evaluating students’ understanding and
progress. It provides valuable feedback to both students and teachers, helping to identify areas
for improvement and measure learning outcomes accurately.
Page 3 Module 1 – Assessment as an Integral Part of Teaching

LESSON LEARNING OUTCOMES

In this lesson, you will be able to:

1. Analyze and differentiate between various assessment methods/tools, including
diagnostic, formative, and summative assessments.
2. Reflect on personal experiences and develop empathy towards peers who may encounter
unfair assessment practices, discussing strategies to promote fairness and equity in
assessments.
3. Actively engage in group activities, demonstrating effective communication, collaboration,
and problem-solving skills.
4. Evaluate the benefits and limitations of traditional assessment methods compared to
contemporary assessment practices, such as authentic assessment and performance-
based assessment.
5. Recognize the importance of assessments in teaching and learning, and discuss ways to
maintain enthusiasm for teaching despite the challenges associated with grading and
correcting papers.

PRE-ASSESSMENT

Instruction: Find out how much you already know about this lesson. Encircle the letter of the
best answer. Take note of the items that you were not able to answer correctly and find the right
answer as you go through this lesson.

1. Which of the following is NOT a type of assessment?

A) Formative assessment
B) Summative assessment
C) Informative assessment
D) Diagnostic assessment

2. What type of assessment is typically used to evaluate student learning at the end of a unit or
course?
A) Formative assessment
Page 4 Module 1 – Assessment as an Integral Part of Teaching

B) Summative assessment
C) Diagnostic assessment
D) Continuous assessment

3. Which type of assessment is used to identify students' stren’ths and weaknesses before
instruction begins?
A) Formative assessment
B) Summative assessment
C) Diagnostic assessment
D) Norm-referenced assessment

4. Which type of assessment is ongoing and provides feedback to both teachers and students
during the learning process?
A) Formative assessment
B) Summative assessment
C) Diagnostic assessment
D) Performance-based assessment

5. What type of assessment compares a student's pe’formance to a predetermined standard or

benchmark?
A) Formative assessment
B) Summative assessment
C) Criterion-referenced assessment
D) Dynamic assessment

6. Which type of assessment focuses on students’ ability to apply their knowledge and skills in
real-world contexts?
A) Formative assessment
B) Summative assessment
C) Performance-based assessment
D) Portfolio assessment
Page 5 Module 1 – Assessment as an Integral Part of Teaching

7. What type of assessment involves students demonstrating their knowledge and skills through
a project or presentation?
A) Formative assessment
B) Summative assessment
C) Performance-based assessment
D) Self-assessment

8. Which type of assessment allows students to reflect on their own learning progress and set
goals for improvement?
A) Peer-assessment
B) Self-assessment
C) Summative assessment
D) Authentic assessment

9. What type of assessment involves students evaluating the work of their peers based on
established criteria?
A) Peer-assessment
B) Self-assessment
C) Formative assessment
D) Authentic assessment

10. Which type of assessment focuses on assessing students' ability to perform real-world tasks
that are relevant to their future careers or life experiences?
A) Authentic Assessment
B) Dynamic Assessment
C) Portfolio Assessment
D) Norm-Referenced Assessment
Page 6 Module 1 – Assessment as an Integral Part of Teaching

LESSON MAP

ASSESSMENT AS AN INTEGRAL PART OF TEACHING

TYPES OF TEACHING

APPROACHES TO ASSESSMENT

ESTABLISHING HIGH QUALITY

ASSESSMENT

CURRENT TRENDS IN ASSESSMENTZ

Figure 1: The lesson map gives you the flow of discussions with the concepts
about the Assessment as an Integral Part of Teaching.

CONTENT

ENGAGE ENGAGING ON THE ASSESSMENT AS AN INTEGRAL PART OF

TEACHING

Activity No. 1 – Assessment Treasure Hunt!

Instructions: The teacher has hidden all the pieces of a jigsaw puzzle around the classroom
before the class starts. All students become one team, tasked with finding and collecting all
those pieces and assembling them into three pictures. After 2 minutes, three selected
participants will represent each of the three pictures, discussing:

1. How the assessment method/tool is used in teaching.

2. Its benefits and limitations.
3. Ways to effectively implement it in different teaching scenarios.

Each participant will have 2 minutes for their discussion.

Conclude the activity with a group discussion on the importance of assessments in

teaching and how various methods can cater to diverse learning styles and objectives.
Page 7 Module 1 – Assessment as an Integral Part of Teaching

Optionally, award prizes to the three participants (3 chocolates each) and their team (1 pack of
candy) for their accurate and insightful responses.

EXPLORE DELVING ON THE ASSESSMENT AS AN INTEGRAL PART OF TEACHING

Activity No. 2 – Read Me!
Instruction: Closely read the discussion below.

ASSESSMENT IN THE CONTEXT OF TEACHING AND LEARNING

In the context of teaching-learning, we can talk about diagnostic, formative and

summative assessment.

Diagnostic assessment. This is a form of pre-assessment that allows a teacher to

determine individual student's prior knowledge including misconceptions before instruction. In
short, it is primarily used to diagnose what students already know and don't yet know in order to
guide instruction. The results of diagnostic assessment also provide a basis for comparison to
determine how much learning has taken place after the learning activity is completed. This is
usually done by giving diagnostic pretests.

Formative assessment. Formative assessment takes place during instruction (during the
formative process) to provide the teacher with information regarding how well the learning
objectives of a given learning activity are being met. In formative assessment, teachers monitor
student learning to get ongoing feedback to improve their teaching and for students to improve
their learning. In formative assessment, students are helped to identify their strengths and
weaknesses and target areas that need work. Likewise, teachers are also helped to recognize
where students are struggling and so address problems immediately. It is evidence-based
improvement of on-going teaching-learning.

It is not sound to assess learning only at the end of a unit. Many a teacher has presumed
everything is clear to students only to get frustrated at the end of the unit that a lot of things were
not understood. It is like proceeding to "XYZ" when "ABC" was not yet mastered. It is not only
frustrating but also a waste of teaching-learning time and effort.
Page 8 Module 1 – Assessment as an Integral Part of Teaching

Formative assessment is referred to as assessment for learning because it is meant to

ensure that learning takes place. In the process of instruction, the teacher checks on students'
learning. If he/she discovers that concepts and skills are not yet mastered, right there and then,
the teacher re-teaches to ensure learning. Thus, the phrase "assessment for learning".

How do teachers do formative assessment? Teacher can determine students' level of

understanding while teaching by asking students questions. A usual question that teachers ask
to find out if their students can follow the lesson is "Did you understand?". Class usually
responds in chorus "Yes, Ma'am" or "Yes, Sir". A better way to check on students' level of
understanding, however, is to find out if indeed they understood the lesson by asking them
questions or using other ways of formative assessment. (Chapter 9 is devoted to ways of doing
formative assessment).

Summative assessment. This is used to evaluate student learning at the end of a

defined instructional period. While formative assessment is referred to as assessment for
learning. Summative assessment is referred to as assessment of learning.

It is assessment of learning typically at the end of a project, unit, course, semester,

program, or school year, after diagnostic assessment, teaching and formative assessment are
done. It is a picture of how much learning took place and to what extent the learning, chapter,
unit or course outcomes were attained. The results of summative assessments are the bases for
grades and report to parents.

Summative assessments are done through paper-and-pencil tests and non-paper-and-

pencil tests. You have learned how to construct paper-and-pencil tests for one semester in the
first course on Assessment. In this second course on Assessment, you will learn how to
construct non-paper-and pencil tests. You will have a lengthier discussion on non-paper-and-
pencil tests in Chapter 4.
Page 9 Module 1 – Assessment as an Integral Part of Teaching

TRADITIONAL ASSESSMENT AND AUTHENTIC ASSESSMENT

Traditional assessment. Traditional assessment includes the paper-and-pencil tests.

Paper-and pencil tests are either the selected-response type or constructed-response. This was
the focus of Assessment in Learning 1. See Figure below.

SELECTED- CONSTRUCTED-
RESPONSE RESPONSE TYPE
TYPE

PAPER-AND-
PENCIL TEST
(TRADITIONAL
ASSESSMENT)

Figure 1: Paper-and-pencil test. The figure is sourced from “Assessment in Learning 2: Authentic
Assessment,” by B. B. Corpuz and I. E. Cuartel, 2021, Lorimar Publishing. Copyright 2021 by Lorimar
Publishing.

TRADITIONAL ASSESSMENT

SELECTED-
RESPONSE CONSTRUCTED-
RESPONSE TYPE
TYPE

ALTERNATE
RESPONSE (T-F, SHORT ANSWER
YES-NO;

MULTIPLE ESSAY
CHOICE

MATCHING PROBLEM
TYPE SOLVING
Page 10 Module 1 – Assessment as an Integral Part of Teaching

Figure 2: Examples of selected-response and constructed- response types of test. The figure is sourced
from “Assessment in Learning 2: Authentic Assessment,” by B. B. Corpuz and I. E. Cuartel, 2021, Lorimar
Publishing. Copyright 2021 by Lorimar Publishing.
Authentic assessment. The term authentic assessment was coined by Grant Wiggins
(1993) a leading proponent of reform in testing. Assessment is termed authentic because
students” knowledge and skill are assessed in a context that approximates the real world or real
life as closely as possible. The assessment requires student performance that models realistic
encounters in life in contrast to taking a written test or writing an essay. That is why authentic
assessment is likewise called performance assessment. Authentic assessment is also known as
non-traditional assessment and alternative assessment. It is referred to as alternative
assessment because it offers students more choices than just taking a paper-and-pencil test like
multiple choice or an essay. The word alternative implies that there is another way of assessing
learning other than the traditional or paper-pencil test that we have been used to.

Authentic assessment can be in the form of students’ performance to display skills

learned, mastery of a process or procedure or in the form of a product or concrete output. Some
examples of performance are: a student is able to dance tango, to dribble the ball, to send an
email, to give a report in class using PowerPoint, to set up an experiment, to lobby at the
Municipal Council. Authentic assessment can be done also by assessing the product of students’
learning such as a haiku composed, a pair of pants sewn, journal entries, writing samples, art
work, a research paper written, a videotaped interview; a capstone project. Through capstone
projects students explore issues they are passionate about and work toward finding solutions to
problems. Watch the video: httls://learningpolicyinstitute.org/product/power-performance-
assessments-video.

We ‘ll have more of authentic assessment in Chapter 4.

NORM AND CRITERION-REFERENCED ASSESSMENT

Criterion-referenced assessment. In criterion-referenced assessment we compare a

student’s performance against a criterion of success which is the predetermined standard. With
criterion-referenced tests, each student’s performance is compared directly to the standard,
Page 11 Module 1 – Assessment as an Integral Part of Teaching

without considering how other students performed in the assessment. Criterion-referenced

assessment often use “cut scores” to place students into categories such as “basic,” “proficient,”
and “advanced.” Here is an example: The teacher’s intended learning outcome is “to spell at
least eighteen out of twenty words correctly”. Student A is able to spell twenty (20) words
correctly, Student. B, eighteen (18) words and Student C, ten words (10). It is obvious that only
Students A and B were able to realize the predetermined standard as stated in the intended
learning outcome, “spell at least 18 out of 20 words correctly.” The performance (score) of each
student is compared against a standard set by the teacher. It is not compared against the
performance of the other students.

Norm-referenced assessment. In norm-referenced assessment we compare a student’s

performance with the performance of other students, the norm group, not against a
predetermined standard. The composition of the norm group depends on the assessment. An
example is comparing the performance of seventh graders in Reading in a particular school
system to the performance of nation-wide group of seventh graders in Reading.

Norm-referenced scores are generally reported as percentile ranking. There used to be a

National College Entrance Examinations (NCEE) in the Philippines from 1973 until its abolition in
1994 where students were given percentile ranks. A student who got a 99-percentile rank in the
NCEE means that he belonged to the upper 1% and surpassed 99% of the NCEE examinees. A
high school graduate who got a 75-percentile rank means he belonged to the upper 25% and
was above 75% of the examinees.

The meaning of a norm-referenced score is derived from a comparison of students scores

against other students’ scores (as stated in the scores of the norm group) while the meaning of a
criterion-referenced score is derived from comparing students’ scores with established criterion
of success. The norm-referenced score will not tell you whether a student met, exceeded, or fell
short of the standard of proficiency. It is the criterion-referenced score that will tell you whether or
not a student met the established standard of success or proficiency.

CONTEXTUALIZED AND DECONTEXTUALIZED ASSESSMENT

Page 12 Module 1 – Assessment as an Integral Part of Teaching

Contextualized assessment. In contextualized assessment, the focus is on the students’

construction of functioning knowledge. It is the students’ performance in their application of
knowledge and skills in the real work context of the discipline area. Contextualized assessment
makes use of performance-based tasks which are authentic in nature. They reflect “real-life” (i.e.,
outside of the classroom) tasks and require students to utilize higher order thinking skills (Crotty,
1994; Leon & Elias, 1998) to fulfill on demand duties and tasks.

A student may have mastered the rules of subject-verb agreement, gets a perfect score in
a multiple-choice test on subject- verb agreement but when he/she delivers a speech in real life,
fails to observe subject-verb agreement rules.

Decontextualized assessment. On the other hand, decontextualized assessment

includes written exams which are suitable for assessing declarative knowledge, and do not
necessarily have a direct connection to a real- life context (Biggs, 2011). It focuses knowledge
and/or procedural knowledge in artificial situations detached from the real on declarative work
Both contextualized and decontextualized learning and assessment context. Have their role in
evaluating learning outcomes. In practice, Biggs and Tang claim (2011) decontextualized
assessment has been overemphasized compared to the place declarative knowledge has in the
curriculum. Both declarative knowledge and real-life application of that knowledge must be
assessed appropriately. A common mistake is to assess only the lead-in declarative knowledge,
not the functional knowledge that emerges from it (Biggs and Tang, 2011).

ESTABLISHING HIGH QUALITY ASSESSMENTS

1. Quality assessments are in accordance with contemporary view of active learning and
motivation. This means that learners discover and construct meaning; set, plan and work to
realize their goals, associate and link new information with existing knowledge in meaningful
ways, think critically and creatively: develop self-monitoring skills, have positive expectations
for learning and confidence in their skills; are enthusiastically and internally motivated to
learn; apply what they learn to real-world situations; and communicate effectively.” (Santrock.
2009)
Page 13 Module 1 – Assessment as an Integral Part of Teaching

The message is clear. High quality assessments involve learners in the assessment
process beginning with the setting of goals, monitoring of their own learning and in building
self-confidence because learners are intrinsically motivated to learn. High quality
assessments are not just a meaningless reproduction of knowledge learned but linking
information to other bits of information meaningfully while thinking critically and creatively to
apply what they learn to real- world situations. In short, high quality assessments are
contextualized, not decontextualized.

2. Assessment of high quality is valid. Assessment is valid if it measures what it is supposed

to measure, i.e., how well the learning outcomes have been attained. A teacher must be true
to his/her intended learning outcome/s. The idea of the alignment of intended learning
outcomes, teaching- learning activities and assessment is what John Biggs (2003) called
constructive alignment, the essence of outcome-based education.

3. Assessment of high quality is reliable. Assessment is reliable when the test produces
consistent scores. If you give a test- retest in Math and find out that those who got high
scores in the first take also got high scores in the second take of the same test and those
who got low scores in the first take also got low in the re-test of the same test, then the
assessment is reliable. If the opposite happens such that those who scored high in the first
take got low scores in the re-test and that those who got low in the first take scored high in
the re-take, then the assessment is not reliable.

4. Assessment of high quality is fair. It is fair if it assesses what it is supposed to be

assessed as stated in the learning outcome which is expected to have been taught. This is
the principle of constructive alignment in action. Obviously, assessing learners on something
they have not been taught is unfair.

Assessment is also unfair if it is biased against subgroups of students. Examples are: 1)

when negative stereotypes of particular subgroups are included in the test. An example is
when the test item portrays males in high-paying and prestigious jobs and females in low-
paying and less prestigious jobs; 2) when assessment unfairly penalizes a student based on
the students’ ethnicity, socio-economic status, gender, religion and disability (Hargis, 2006).
For example, when a teacher decides to see how well students can collaboratively solve
Page 14 Module 1 – Assessment as an Integral Part of Teaching

problems which requires students to work together synchronously online where only affluent
students who can afford to have laptops and internet connectivity can participate while
students from the lower economic status will be deprived of the collaborative problem solving.

CURRENT TRENDS IN ASSESSMENT

Here are current trends in assessment cited by Santrock (2009):

1. Using at least some performance-based assessment – This means that the use of objective
tests such as alternate response, multiple choice and matching type is no longer adequate.
According to Carol Schneider, President of the Association of American Colleges and
Universities, employers say our world “is not a multiple-choice world…. Don’t send us
graduates who only know how to solve multiple-choice problems.” “Instead,” Schneider
continues, “employers are asking for what educators call a modern liberal education, more
big-picture thinking…. But with more real-world applications.”
This does not mean that we have to set aside the use of objective tests in assessment.
Not at all. Objective tests (traditional assessment) complement performance-based
assessment. But the use of objectives alone won’t suffice.

2. Examining higher-level cognitive skills and emphasizing integrated rather than isolated skills
– These higher-level cognitive skills include problem-solving, critical thinking, decision-
making, drawing of inferences, strategic thinking. That is why it is not enough to make use of
objective tests that assess simple recall.

3. Using multiple assessment methods – To assess students, a current trend is to use multiple
methods from multiple choice test to essay, an interview, a project, a portfolio to self-
evaluation. Again, it is emphasized that we have not to do away with objective tests that
measure simple recall. These tests that require simple recall complement authentic
assessment tools.

4. Having high performance standards including world-class standards for interpreting

assessment results – Let us set standards high. Research says “one’s level of performance
Page 15 Module 1 – Assessment as an Integral Part of Teaching

is lower than one’s level of aspiration.” It is therefore sound to challenge students to meet
high performance standards.

5. Involving students in all aspects of assessment – It works if the students are involved from
the setting of expected targets to be demonstrated after instruction to checking on their
progress in the course of the teaching-learning process and to finally determine the extent to
which they realize expected targets.

6. Making standards and criteria public rather than private and secretive – (Santrock, 2009) Mc
Tighe (2013) says “the evaluative criteria (such as rubrics) are presented and explained at
the beginning. Models of excellence, aligned to the criteria, are shown to provide a clear
picture of desired performance. This may eliminate students’ fear or unwelcoming attitude
toward assessment.

7. Using computers as part of assessment – With computers, a bank of questions can be

created which makes it possible for each student to be presented with different questions but
are of equivalent standard. With computerized marking, immediate feedback may be given
to students. Recording of assessment results and their statistical analysis are likewise
facilitated with computers.

EXPLAIN EXPLAINING MY THOUGHTS ABOUT THE NATURE AND PURPOSE OF

ASSESSMENT

Activity No. 3- REVIEW FOR A MASTERY!

Instruction: Prepare to answer the following process questions. You will have the opportunity to
share your answers during oral recitation in class.

1. Why does a teacher engage himself/herself in diagnostic, formative and summative

assessment?
2. What tests does a teacher give when he/she makes use of traditional assessment?
Authentic assessment?
3. How does norm-referenced assessment differ from criterion- referenced assessment?
Page 16 Module 1 – Assessment as an Integral Part of Teaching

4. What is meant by contextualized assessment? How does it differ from decontextualized

assessment?
5. What are current trends in assessment? Explain.

EXTEND EXTENDING ON THE ASSESSMENT AS AN INTEGRAL PART OF TEACHING

Activity No. 4- “AMBAGAN GROUP QUIZ”
Instruction: Unity is the key! The class will be divided into two groups, and they will apply what
they’ve studied. There’s a 30-minute allotted time, but if one group finishes earlier, all groups
must stop answering. They will form a line, and each student will go to the table to answer the
following questions. If they finish answering one question, the next student in line will answer the
next set of questions. They can also pass, but they must complete all the questions before their
opponent group finishes. Remember: score one, score for all!

Following questions:

1. Can a diagnostic assessment and a formative assessment affect the result of summative
assessment? How?
2. Can teachers do away with traditional assessment? Explain your answer?
3. Have you ever experienced having been given unfair assessment? Why do you consider it
unfair? As a future teacher, any lesson learned? Discuss in your small groups.
4. When a teacher explains how you will be scored in a written or a performance test, will this
most likely help you come up with better output or performance? Why?
5. As a student, were you ever involved in assessing your learning? If yes, how? Did your
involvement in the assessment process have a favorable impact on you? Explain.
6. Compare Santrock’s list of current trend in assessment (found in the preceding pages) with
the following assessment practices that enhance learning given by McTighe (2013). Are
both authors saying the same thing? Are there items cited by McTighe which Santrock did
not mention?
Assessment Practices That Enhance Learning Six Current Trends in Assessment
(McTighe) (Santrock)
a. The "end" learning goals are known in advance, as
are the assessments of them.
Page 17 Module 1 – Assessment as an Integral Part of Teaching

b. The assessment tasks are set in a realistic context

and require application of skills.
c. The assessments are challenging yet attainable.

d. The assessments are "open". In other words, there

is not a single correct answer or single way of
accomplishing the task.
e. Students produce tangible products and/or
performances to show evidence of their learning.

RANDOM VARIABLES
“We all know that students may not always enjoy the assessments we provide for them,
but we recognize that they help build commitment, integrity, and excellence in school. The
outcomes of assessments ensure accountability and honesty in academic work, while also giving
us opportunities for improvement. When recognition day arrives, students can see that all their
efforts pay off as they receive the awards they deserve.”

EVALUATE EVALUATING THE ASSESSMENT AS AN INTEGRAL PART OF TEACHING

Activity No. 5- Let’s Do This!

Instruction: Engage in four group discussions to reflect on the statement. Share your
agreement or disagreement and reasons. Choose a spokesperson to present the group’s
findings to the class. Then, participate in a class-wide discussion to explore diverse perspectives
and consider their implications for future teaching roles.

“I enjoy teaching but assessing and correcting papers reduce my love for teaching”

CRITERIA EXCELLENT GOOD FAIR POOR

Participation & All actively Most participate, Some Limited
Engagement contribute with sharing opinions participate, but participation and
insightful and reasons. with limited minimal
reflections. engagement. contribution.
Page 18 Module 1 – Assessment as an Integral Part of Teaching

Quality of Clear, well- Arguments Arguments lack Arguments

Reasoning supported presented with depth or unclear or
arguments some support coherence. unsupported.
demonstrating and reasoning.
critical thinking.
Communication Effective Generally Communication Poor
& Collaboration communication, effective and collaboration communication
active listening, communication somewhat and
and with minor lacking. collaboration.
collaboration. issues.
Selection of Spokesperson Spokesperson Summary lacks Ineffective
Spokesperson effectively adequately clarity or misses selection,
summarizes summarizes important points. resulting in a
group findings findings. disjointed
summary.
Class-wide Actively Contributes to Participation with Limited or no
Discussion contributes discussion, limited depth. contribution.
Contribution insights, engaging with
enriching others’
conversation. viewpoints.
Note: Each criterion is assessed on a scale of Excellent, Good, Fair, and Poor, reflecting the student’s
performance within their group and during the class-wide discussion.

TOPIC SUMMARY

In this module, you learned that:

1. Diagnostic assessment - pre-instructional, identifies learners’ misconceptions through a
pretest.
2. Formative assessment - Occurs during instruction, adjusts teaching based on student
understanding.
3. Summative assessment - Concludes instruction, used for grading.
4. Traditional assessment - Utilizes paper-and-pencil tests.
Page 19 Module 1 – Assessment as an Integral Part of Teaching

5. Non-traditional or authentic assessment - Includes performance tests showcasing skills

through demonstration or presentation.
6. Norm-referenced assessment - Compares learners’ performance with others.
7. Criterion-referenced assessment - Evaluates against established criteria.
8. Contextualized assessment - Applies knowledge in specialized contexts.
9. Decontextualized assessment - Focuses on general knowledge and skills.
10. High-quality assessment:
- Aligns with active learning and engages learners.
- Involves learners in the process, building self-confidence.
- Assesses validity, reliability, and fairness.
11. Current assessment trends:
- Mix of objective and performance-based assessments.
- Integrated skills.
- High standards.
- Student involvement.
- Transparency in setting standards and criteria.
- Use of computers in assessment.

POST-ASSESSMENT

Instruction: Find out how much you already know about this lesson. Encircle the letter of the
best answer. Take note of the items that you were not able to answer correctly and find the right
answer as you go through this lesson.

1. Which of following is NOT a type of assessment?

A) Formative assessment
B) Summative assessment
C) Informative assessment
D) Diagnostic assessment

2. What type of assessment is typically used to evaluate student learning at the end of a unit or
course?
A) Formative assessment
Page 20 Module 1 – Assessment as an Integral Part of Teaching

B) Summative assessment
C) Diagnostic assessment
D) Continuous assessment

3. Which type of assessment is used to identify students' strengths and weaknesses before
instruction begins?
A) Formative assessment
B) Summative assessment
C) Diagnostic assessment
D) Norm-referenced assessment

4. Which type of assessment is ongoing and provides feedback to both teachers and students
during the learning process?
A) Formative assessment
B) Summative assessment
C) Diagnostic assessment
D) Performance-based assessment

5. What type of assessment compares a student's performance to a predetermined standard or

benchmark?
A) Formative assessment
B) Summative assessment
C) Criterion-referenced assessment
D) Dynamic assessment

6. Which type of assessment focuses on students' ability to apply their knowledge and skills in
real-world contexts?
A) Formative assessment
B) Summative assessment
C) Performance-based assessment
D) Portfolio assessment
Page 21 Module 1 – Assessment as an Integral Part of Teaching

7. What type of assessment involves students demonstrating their knowledge and skills through
a project or presentation?
A) Formative assessment
B) Summative assessment
C) Performance-based assessment
D) Self-assessment

8. Which type of assessment allows students to reflect on their own learning progress and set
goals for improvement?
A) Peer-assessment
B) Self-assessment
C) Summative assessment
D) Authentic assessment

9. What type of assessment involves students evaluating the work of their peers based on
established criteria?
A) Peer-assessment
B) Self-assessment
C) Formative assessment
D) Authentic assessment

10. Which type of assessment focuses on assessing students' ability to perform real-world tasks
that are relevant to their future careers or life experiences?
A) Authentic Assessment
B) Dynamic Assessment
C) Portfolio Assessment
D) Norm-Referenced Assessment

REFERENCES

 Corpuz, B. B., & Cuartel, I. E. (2021). Assessment in learning 2: Authentic assessment.

Quezon City: Lorimar Publishing
Page 22 Module 1 – Assessment as an Integral Part of Teaching

 Hamlett, T., & Hamlett, T. (2018, August 26). Freedom of speech is not absolute, but
there are clear boundaries to the permitted exceptions. Hong Kong Free Press HKFP.
https://www.futurelearn.com/courses/adult-teaching-essentials-assessment-principles-
and-pravtices T., & Hamlett, T. (2018, August 26).