ASSESSMENT in
LEARNING I
Francisca M. Sabdao
MAT- Mathematics
At the end of the course, the students shall have ….
1. shown understanding of the basic concepts and principles of
high quality assessment
2. Matched the different learning targets with the appropriate
assessment techniques
3. Identified the role of assessment in making instructional
decisions.
4. Constructed classroom assessment tools in measuring
knowledge and thinking skills.
5. Understood issues of reliability and validity as they relate to
interpretation of evidence collected through assessment
instruments.
6. Demonstrated skills in utilizing and reporting test results.
7. Recognized the value of assessment in the educational process.
8. Gained understanding of the importance of the integration of
test information and statistical interpretation of for maximum
test utilization.
TERMINOLOGIES AND
PURPOSE
OF ASSESSMENT
Assessment – a systematic collection and
analysis of information to improve students
learning and teaching.
-is the process by which evidence of student
achievements is obtained and evaluated.
MODES OF ASSESSMENT
1. Traditional 2. Performance 3.
Portfolio
On-going Assessment: A Diagnostic
Continuum
Feedback and Goal Setting
Pre- Formative assessment Summative
assessment (Keeping Track and assessment
(Finding out) Checking up) (Making sure)
Pre-test Portfolio Check Exit Card Unit test
KWL Peer Evaluation Dialog Performance
Checklist 3-Minute pause Quiz Task
Observation Observation Journal Entry Product exhibit
Self-evaluation Talk around Self- evaluation Demonstration
Questioning Questioning Portfolio Review
Measurement - a process of
quantifying the degree to which
someone/something possesses a given
trait. It is the assignment of numbers or
grades according to set rules.
e.g. A mark of 9 out of 10 for an essay is
a measurement.
Testing -is a technique of obtaining
information needed for evaluation purposes.
TESTS- refers to the set of items or
questions designed to be presented to one
or more students under specific conditions.
A device used to obtain such information.
Kinds of Tests:
Educational – Their primary function is the
measurement of results or effects of
instruction or learning
Psychological- They attempt to measure
intangible aspects of behavior such as
attitudes,
Interests, emotional adjustment,
intelligence and ability.
Speed- Design to measure the number of
items an individual can complete at a
given time. Consist of items appr. of equal
difficulty.
Verbal- Words are necessary for the examinee to
understand and respond to the test items.
Non-verbal- Are also paper and pencil tests or oral
tests but words are not used in giving meaning or
responding to the test items; test may involve
numbers, drawings or physical objects.
Informal/Teacher made test - Tests constructed
by classroom teachers based on the contents
stated in the syllabi & the lessons taken by the
students.
Standardized- This test provides exact procedures
in controlling the method of administration &
scoring with norms & data concerning the
reliability & validity of the test.Constructed by
tests experts, administered and scored under
standard conditions and interpreted with the use
of standards.(norm-referenced)
Placement Test – used to measure the job of an applicant
should fill in the school setting & the grade or year level
the student or student should be enrolled after
quitting from school.
Performance Test – It measures w/c often makes use
of accomplishing the learning task involving
minimum accomplishment or non at all.
Aptitude Test – this kind of test is a predictive
measure of a person’s likelihood of benefit from
instruction or experience in a given field such as arts,
music, clerical work, mechanical task, or academic
studies.
Intelligence Test – this test measures the intelligence
quotient (IQ) of an individual as genius, very
superior, high average, low average, borderline or
mentally defective.
Achienement Test – this test measures ho much the
students attain the learning tasks.
EVALUATION- the process of making
measurement in rendering judgments .
-A process of interpreting or judging
the work of information as basis in making
decision.
- it involves judgment about the
desirability
of changes in students.
Why should we assess?
1. To guide improvement
The feedback students receive helps
them to improve. The more detailed the
feedback we provide, the greater the
2. To facilitate students’ choice of options.
- An understanding of how well they are
doing will enable them to have a better
understanding of their current abilities in
different subject areas.
3. To diagnose faults enable students to
specify mistakes.
- Effective assessment lets students
know where their problems lie and
provides them w/ essential tools to put
things right.
4. To give feedback on our teaching
- If there are significant gaps in student
knowledge, this often indicates faults in
teaching. Excellent achievement by a high
proportion of students is often due to high-
quality teaching.
- help instructors become better
teachers.
5. To motivate students
-assessments methods can be designed
to maximize student motivation and prompt
their efforts toward important
achievements.
6 . To provide statistics for the course
-used to take account of the need for
appropriate statistical information.
7. To enable grading and final degree
classification and to add variety to students’
learning experiences and added direction
to our teaching.
- utilizing a range of different
assessment methods cater students to
develop their skills.
ROLES OF ASSESSMENT IN INSTRUCTIONAL DECISION
MAKING:
“ To obtain valid and reliable information
about student achievement”(Jones and Bartlett) to
facilitate meaningful evaluation.
1. Placement Role:
Assessment can serve as a basis in curricular
decisions concerning where to place the student in
educational system. Administered and assessment
can be made to determine the appropriate grade
or year level the students should be enrolled.
2. Formative Role:
This refers to the day to day use of
assessment conducted before, during or after the
instruction for the purpose of immediate feedback
to both the students and the teachers.
3.Diagnostic Role:
This is usually done before instruction. The main
purpose is to identify the strengths and weaknesses
of the students. The result can serve as basis
designing appropriate intervention program such
as enrichment or even for remediation program.
4. Summative Role:
This provides a description of a student’s level of
achievement upon finishing an activity, module,
grading period, or course. It also determines the
extent to which the learning objectives are met. It
answers the questions “By how much did the
student achieved what he is supposed to achieve
under the teacher’s or school’s plan?”
FUNCTIONS OF ASSESSMENT
1. Measures student achievement – by giving test to the
students & assessing the test results, student
achievement can be determined. Whether they have
reach the goals of the learning task or not.
2. Evaluates instruction and teaching – The result of the
test determine whether instruction & teaching
strategies are effective or ineffective.
3. Assesses Lessons to be re-taught – If teaching is
ineffective as evidenced by the poor test results, item
analysis comes in.
4. Evaluates school program – Assessment evaluates
school’s programs if they are relevant, realistic, &
responsive to the needs of the society.
5. Motivates learning – upon knowing the results of
achievement test, the student’s enthusiasm is aroused
if he gets high score. Otherwise, if his score is low, he
strives hard to get higher score in the next
examination.
6. Predicts success or failure – success or failure of students is
predicted through assessment of their learning.
7. Diagnoses the nature of difficulties – the weaknesses of the
students can be detected through assessment of their learning.
8. Evaluates teachers’ performance – The performance of
teachers are determined through assessment of students’ learning.
9. Evaluates school facilities and resources – when a school
program applies for accreditation & it passed, it means facilities
and resources are in the accreditation standard, thus, inadequate.
10. Evaluates School managers Performance – These managers
are the top & middle managers like the president as head of the
institution. Vice presidents and deans. The result of accreditation
lies on the performance of school managers. The subordinates
cannot do anything without the full cooperation among the
school’s top & middle managers. If the school managers
spearheaded the programs, projects & activities of the institution
by providing the subordinates the necessary facilities in the
instruction, research, extension and production, accreditation is
possible with flying colors.
QUIZ
A. Identify each of the following:
1. It is a technique of obtaining information needed for
evaluation purposes.
2. A kind of test that measures the IQ of an individual as
genius, very superior, high average, average, low
average or borderline.
3. It refers to the gathering of data based on test
results, analyzing & interpreting the data by using
statistical techniques to arrive at valid results.
4. Kind of test which is used to measure the job an
applicant should fill.
5. A kind of test which provides exact procedures in
controlling the method of administration & scoring
with norms & data concerning the reliability &
validity of the test.
7. A test prepared by mentors based on the contents
stated in the syllabus & the lessons taken by the students.
8. A kind of test which determines how much the students
have attained in the learning task.
9. Refers to the set of items or questions designed to be
presented to one students under specific conditions.
10. Refers to the process of obtaining a numerical
descriptions of the degree to which an individual
possesses a particular characteristic.
11. Mode of assessment that requires actual
demonstration of skills or creation of products of learning.
12. A process designed to provide info that will help us to
make judgment about a particular situation.
13. A process of gathering multiple indicators of student
progress to support course goals in dynamic, ongoing &
collaborative process.
14. A type of test that attempt to measure intangible
aspects of behavior such as, attitudes, interest,
emotional adjustment, intelligence & abilities.
15. A tests that identifies the weaknesses of student
achievement in given field & serves as basis for
remedial instructions.
B. Identify as Diagnostic, Formative, Placement or
Summative:
1. NCEE 6. Pretest
2. Post test 7. Performance task
3. ALS 8. Periodical Exam
4. NCAE/Aptitude test 9. Entrance Exam
5. Rehearsal 10. questioning
C. Differentiate Assessment of Learning from
Assessment for Learning (5pts)
