Republic of the Philippines

ISABELA STATE UNIVERSITY

SEd Prof 212: Assessment in Learning 1

MODULE 2
Roles of Assessment

OSIAS JR. SIMPLICIO A BSE 2-A

INTRODUCTION
Assessment is a cyclic process. As illustrated in the figure below, program-
level learning outcomes are developed from research and input from stakeholders.
These are aligned with the institutional outcomes and mapped to the courses within the
program through curriculum mapping. Course learning outcomes are assessed using
appropriate tools and criteria. Assessment data are gathered, analyzed and interpreted.
Gaps are identified between desired learning outcomes and actual results. Data-driven
action plans are then developed for program improvement. Changes in assessment
tools, course materials, instructional methods, course prerequisites or learning
outcomes are effected. Goals and objectives are reviewed and refined following
evaluation findings. This is referred to as the feedback loop and the cycle begins anew.
LEARNING OUTCOMES
After completing this module, you should be able to:
a. give examples of how classroom assessment of, for and as learning can be
integrated with instruction; and
b. explain the various roles of assessment to learners, teachers, parents and
other stakeholders.
LEARNING CONTENT
Teachers need continuous feedback in order to plan, monitor and evaluate their
instruction. Obtaining this feedback may take any of the following:

Lesson: Roles of Assessment

Assessment FOR Learning
The preposition “for” in assessment FOR learning implies that assessment is done to
improve and ensure learning. This is an assessment that is given while the teacher is in
the process of student formation (learning). It ensures that learning is going on while
teacher is in the process of teaching.
This includes three types of assessment done before and during instruction. These are
placement, formative and diagnostic.
a. Placement Assessment

This assessment is done prior to instruction. Its purpose is to assess the needs of
the learners to have basis in planning for a relevant instruction. Teachers use
this assessment to know what their students are bringing into the learning
situation and use this as a starting point for instruction. If pre-requisite skills are
insufficient, then the teacher can provide learning experiences to help them
develop those skills. If students are ready, then the teacher can proceed with
instruction as planned. The results of this assessment place students in specific
learning groups to facilitate teaching and learning.

Placement assessment is also used to determine if students have already

acquired the intended outcomes. A placement pre-test contains items that
measure knowledge and skills of students in reference to the learning targets. If
students do not fare well, the teacher can proceed with the planned instruction.
However, if students have already achieved the learning outcomes, then the
teacher may advance the students to a higher cognitive level. This suggests that
the teacher designs more complex problems or activities for the students.

b. Formative Assessment
This is usually administered during the instructional process to provide feedback
to students and teachers on how well the former are learning the lesson being
taught. This is where teachers continuously monitor the students’ level of
attainment of the learning objectives. The results of this assessment are
communicated clearly and promptly to the students for them to know their
strengths and weaknesses and the progress of their learning. The results also
permit teachers to modify instruction as needed. Remedial work is normally done
to remedy deficiencies noted and bring the slow learners to the level of their
classmates or peers.

Attributes of an Effective Formative Assessment

Melmer, Burmaster & James 200delineated five key attributes of an effective
formative assessment. In order for formative assessment to be effective, it
requires the active involvement of students in the learning process through self-
and peer-assessment. Through immediate constructive dialogue and feedback,
instructional adjustments are made as appropriate and necessary. Learning
opportunities are provided to help students in bridging the gap between their
current performance and the articulated learning goals or standards. As partners
in the teaching and learning process, a collaborative environment is produced-
one that is characterized by transparency, respect and appreciation of
differences.
 1. Learning progressions. Learning progressions should clearly communicate
the subgoals of the ultimate learning goal.
2. Learning Goals and Criteria for Success. Learning goals and criteria for
success should be clearly identified and communicated to students.
3. Descriptive Feedback. Students should be provided with evidence-based
feedback that is linked to the intended instructional outcomes and criteria for
success. Hattie & Timperley 2007 constructed a model of feedback to
enhance learning as seen in the figure below. Discrepancies or gaps in the
students’ current actual performance and desired goal attainment can be
reduced by both teacher and students through effective feedback that
answers three vital questions: Where am I going? How am I going? Where to
next? To discourage students from rote and superficial learning and incite
them to do more, assessment feedback must address all three questions
previously mentioned. Effective feedback can operate on any of four levels:
task, process, self-regulation and self-level.
4. Self-and Peer Assessment. Both self-and peer assessment are important
for providing students an opportunity to think metacognitively about their
learning.
5. Collaboration. A classroom culture in which teachers and students are
partners in learning should be established.

Hattie and Timperley’s 2007model of Feedback to Enhance Learning

c. Diagnostic Assessment
This assessment is done during instruction. This is used to determine students’
recurring or persistent difficulties. It searches for underlying causes of student’s
 learning problems that do not respond to first aid treatment. It helps formulate a
plan for detailed remedial instruction. Diagnostic assessment can be based on
teacher-made tests, standardized tests or observational techniques.
Assessment OF Learning
This is usually given at the end of a unit, grading period or a term like a
semester. This is usually referred to as the summative assessment. It is used to certify
what students know and can do and the level of their proficiency and competency. Its
results reveal whether or not instructions have successfully achieved the curriculum
outcomes. The information from assessment of learning is usually expressed as marks
or letter grades. Grades provide the teachers the rationale for passing or failing
students, based on a wide range of accumulated behaviors, skills, and knowledge.
Through this type of assessment, students’ accomplishments during a particular
marking term are summarized or summed up. The results of which are communicated
to the students, parents and other stakeholders for decision making. It is also a
powerful factor that could pave the way for educational reforms.
Assessment AS Learning
This is done for teachers to understand and perform well their robe equipped
with the competencies needed in performing their work as assessors.
Assessment AS Learning is associated with self-assessment. As the term implies,
assessment by itself is already a form of learning for the students.
As students assess their own work and/or with their peers with the use of
creative rubrics, they learn on their own what a good paragraph is. At the same time,
as they are engaged in self-assessment, they learn about themselves as learners and
become aware of how they learn. In short, assessment AS learning enable students to
set their targets, actively monitor and evaluate their own learning in relation to their set
target. As a consequence, they become self-directed or independent learners. By
assessing their own learning, they are learning at the same time.

TEACHING AND LEARNING ACTIVITIES

Activity 1. ASSESSMENT SCENARIO

What is the purpose of assessment shown in the following assessment settings? Select
from the options below. Write a short explanation why it is so.
a. Assessment as selection or placement
b. Assessment as instruction and providing feedback
 c. Assessment as determining what learners need to learn next
d. Assessment as diagnosing learner’s difficulties and misconceptions
e. Assessment as determining progress along a developmental continuum
f. Assessment as program evaluation or accountability
1. A twelve-year old out-of-school youth who stopped during the fourth grade took a
test given by the Department of Education to go back to formal schooling. The test
determines the grade or year level appropriate for the learner.
d. Assessment as diagnosing learner’s difficulties and misconceptions
- Since the student is out-of-school youth probably he/she needs an preparation for his/her
come back to at least have a prior knowledge.

2. Every year, a national normed assessment is given to grade 3 pupils in English,

Math and Science.
f. Assessment as program evaluation or accountability
-Ths assessment evaluate what students have been learned In a certain subject in the whole
year, at this case they can determine what are the result of students learning s and how they
can apply thelr learning In every subject.

3. The teacher returned a student’s Math worksheet with written comments. The
teacher’s remarks consist of a complement and a correction. An explanation was
provided concerning what the student did correctly and incorrectly, what was accurate
and inaccurate in the student’s work.
b. Assessment as instruction and providing feedback.
- The teacher shows a positive feedback, including corrections as a feedback is good way to elaborate
the mistake of the student that can possibly never be happened again and be converted into motivation
to strive more and this is also for the success of the student.

4. A Math teacher gives a test towards the end of the unit. He/she will use the test
items as starting point for discussion of conceptual problems revealed by the test.
a. Assessment as selection or placement
- This is to give the learners a prior or basic knowledge about the said topic, or it's an
preparation for them to easily incorporate to the lesson.
5. An English teacher regularly assesses students’ skills by using probes which are
brief, easily-administered measures. The teacher then graphs changes in the number of
correct words per minute reading) and compares each student’s growth to the rate of
improvement needed to meet learning goals.
e. Assessment as determining progress along a developmental continuum
-It measures the knowledge and skllls of the students in reference to the learning targets
through test, in which it will reflect to their improvements in learning and what will be more
needed in order to attain the goais of students leaning.

Activity 2.
A. CONCEPT MAP
Synthesize and integrate information and ideas you have obtained about
the topic. Create a concept map that would show the relationship between and
among early assessment, formative instructional assessment and summative
assessment. Provide an explanation.
Formative instructional. Summative assessment

assessment

Early Assessment is at the top because it is the first assessment needed to be conduct
before studying, in other words pre-assessment it is to test the basic knowledge of the students
and to prepare them on their upcoming lessons, learning js in the middle because after the
early assessment classes will be conducted to obtain knowledge, understanding and learning
and there is a two breakdown, the first one is the formative instructional assessment wherein it
consists of two arrows the other one is in reverse, what does it mean? it is a process used by
teachers and students during instruction that provides actionable feedback that is used
to adjust ongoing teaching and learning strategies to improve students attainment of
curricular learning sub goals and major goals. The last one is the Summative test it is under
the learning because it is

the assessment of learning to measure the learning of the students and to measure wether the
learners have met the content and performance standards.

B. MEME
Your goal is to think of analogies or metaphors for the roles of
assessment; placement, formative, diagnostic, summative. Use them and create
your own memes. Give a brief explanation for each meme 3-5 sentences).
The word meme was coined by Richard Dawkins to explain how cultural
information spreads. Now, it pertains to an idea that spreads from person to
person within a culture, commonly taking the form of an image or photo with an
accompanying word or phrase.
Formative assessment is not only about giving good feedback about their students Output, but
also mentioning their mistakes for them to realize their strength and weaknesses.
 Placement assessments are administered before a
course or program begins, and the basic intent is to
match students with appropriate learning experiences
that address their distinct learning needs.

Diagnostic assessment provide instructors with information about student's prior knowledge and
misconceptions before beginning a learning activity and also addresses students' strengths and
weaknesses..
Summative assessment should be taken place before proceeding into next lesson, it is to
measure wether the students really learned from their past lessons.

ASSESSMENT TASKS

TASK 1: ASSESSMENT SCENARIOS

Determine the role of assessment in the given
scenarios. Was the assessment used for placement,
formative, diagnostic or summative purpose? How
was the information used? Explain your answer:
1. A group of Science teachers analyzed the results
of the National Achievement Tests given to Grade six pupils. Most of their students
obtained low scores in science. They learned further that their students had difficulty
with items about physical and chemical changes, forms and uses of energy, and motion.
They thought of a professional development project that focuses on introducing
pedagogical innovations particularly in teaching the said topics. After two years, they
saw a marked improvement in the performance of their students in the national test,
particularly on Science items about forms of matter, energy and motion.

Summative assessment
-They analyzed the results of National Achievement Test where in it is part of Summative
because at this test, NAT will serve as the measuring tool for the learning capacity of the pupils.

2. For the entire session, a Social Studies teacher emphasized the importance of human
rights in nation building. Towards the end of the period, he handed each student a
piece of paper and posted a question: “What happens if human rights violations go
unchecked?” The teacher made use of the “exit ticket” strategy to see what the
students have learned at the end of the lesson. The students wrote their answer to the
question and submitted them to the teacher at the of the period upon leaving. After
reading the students’ responses, he starts planning for the next session.

Formative assessment
-Exit tickets are a formative assessment tool that give teachers a way to assess how well
students understand the material they are learning in class. Exit ticket can tell whether students
have a superficial or in-depth understanding of the material. Teachers can then use this data for
adapting instruction to meet students' needs the very next day.

3. Ms. Jimenez suspected that one of her pupils has limited reading skills. To help the
learner, she needed to identify the specific areas with which the child struggles. Is the
child impaired in one or more of the following components: phonemic awareness,
phonics, fluency, vocabulary, comprehension? To answer her question, she gave the
learner an assessment. Upon ascertaining that the child has difficulty in phonics, the
teacher thought of using an analogic approach to teach phonics.

Placement assessment
- If pre-requisite skills are insufficient, then the teacher can provide learning experiences to
help them develop those skills., like what Ms. Jimenez did, she thought her pupil about the
skills that is lack on him.

4. Every month, teachers in a private high school give an interim Math test to check on
student progress. Any student who obtains a score below the cut score of 75 is invited
to attend a special class for additional instruction. However, if the student obtains a
“fail” score in two or more occasion, the student is enjoined to attend the special class.
Diagnostic assessment

- The teachers conducted a remedial instruction therefore it will considered as an diagnostic

assessment. It searches for underlying causes of student’s learning problems that do not
respond to first aid treatment.

TASK 2: INTERVIEW
The goal is to present in class the relevance of assessment particularly on
classroom decision-making and in aiding students to attain the learning outcomes.
Suppose you are a new teacher in a public or private high school. Interview a
seasoned teacher in the secondary level. Ask him/her about the kind of information
he/she needs and how he/she utilizes the information to make decisions concerning
his/her instruction and preparation of teaching and learning activities. Below is an
interview guide.
Preliminaries
•What is your name?
Fevydhel A. Osias
•How long have you been teaching?
2 years but not permanent
•What subjects are you teaching?
Math, filipino, h.e.l.e, values and english
•What classes are you handling this school year?
Grade 1-6

Guide Questions
•How do you gather information about students in terms of their knowledge,
skills and values? What assessment tools do you use?
I gathered information physically visiting them one by one or home schooling to be
precised, I use quizzes and activities to gather their knowledge, skills and values.

•When do you conduct assessments?

Mostly before, during and after the class, I conduct assessment when the students are
now prepared on it, or have the proper learnings for that.

•How do you utilize the information in your profession?

I will train myself, try to adjust and keep out on my comfort zone to improve my own
learning and increase my intellectual capacity, this is to share all my knowledge and
experience to my students.

•How does assessment help you become a more effective teacher?

Assessment will tell me the result of my own hardwork and also in the part of my
students, it will reflect on how vast is their learnings from the lesson and with that
even it shows positive or negative results, it will still help me to strive more and teach
more.