MODULE IN

ASSESSMENT IN
LEARNING
2
Learning Content:  Learning objectives, instructional strategies and
assessment methods should be clearly aligned.
 Characteristics of 21st Century Assessment 5. MULTIPLE METHODS
 Instructional Decisions in Assessment  Assessment continuum should include a spectrum of
 Assessment in classroom instruction strategies.
 Types of Educational Decision  Students should be able to demonstrate knowledge
and skills through relevant tasks, projects and
What is Assessment? performance.
 Authentic performance-based assessment should be
Assessment is the process of documenting, usually in emphasized.
measurable terms, knowledge, skill, attitudes, and beliefs. 6. COMMUNICATED
Characteristic of 21st Century Assessment  Results should be routinely posted on a database
along with standard based commentary.
1. RESPONSIVE  Students receive routine feedback of their progress.
 Visible performance-based work (as a result of 7. TECHNICALLY SOUND
assessment) generates data that inform curriculum  Adjustments and accommodations are made in the
and instruction. assessment process to meet the student’s needs and
 Feedback is to be targeted to the goal and outcome fairness.
2. FLEXIBLE  Assessment should be fair to all.
 Assessment need to be adaptable to students’ 8. SYSTEMIC
settings. Rather than the identical approach that  21ST century assessment is part of a comprehensive
works in assessment, 21st century approaches are and well-aligned assessment system that is balanced
more versatile. and inclusive of all students, constituents, and
 Assessment needs to be adaptable to students and stakeholders and designed to support improvement
settings. at all levels.
3. INTEGRATED
 Assessment are to be incorporated into day-to-day Instructional Decisions in Assessment
practice rather than as add-ons at the end of the Instructional Decisions are made to identify student’s
instructions or during a single specified week of the
instructional needs. This is a general education initiative and
school calendar.
4. INFORMATIVE
focuses on instruction by using data about student’s responses
 The desired 21st century goals and objectives are to past instruction to guide future educational decisions.
clearly stated and explicitly taught. Decisions are proactive approaches of providing early
assistance to students with instructional needs and matching the o Changing the strategies in terms of evidence
amount of resources to the nature of the student’s needs. gathered.
Phases of Teaching MAXIMS OF TEACHING
 PRE-ACTIVE PHASE (Planning phase)  from known to unknown
 INTER ACTIVE PHASE (Execution stage)  Simple to complex
 POST-ACTIVE PHASE (Evaluation cum feedback)  Concrete to abstract
 Analysis to synthesis
1. Pre Active Phase  Particular to general
o Selection of the content to be taught.  Empirical to rational
o Organization of the content.  Induction to deduction
o Justification of the principles and maxims of  Psychological to logical
teaching to be used.  Actual to representative
o Selection of the appropriate methods of  Whole to parts
 Definite to indefinite
teaching.
o Decision about the preparation and usage of 5 Questions for instructional Design
evaluation tools.
2. Inter Active Phase 1. What do you want the student to be able to do?
Teacher (outcome)
2. What does the student need to know in order to do this
well? (curriculum)
Perception Diagnose Response 3. What activity will facilitate learning? (pedagogy)
4. How will the student demonstrate the learning?
(assessment)
3. Post Actie Phase 5. How will I know the student done this well? (criteria)
o Evaluation of Results
Types of Educational Decision
o Understanding the problems in teaching
o Selecting appropriate testing devises and 1. Instructional Decision
techniques. 2. Grading Decision
3. Diagnostic Decisions
4. Placement Decisions
 5. Guidance and Counseling Decision ___________9. Assessment data is clear and transparent for all
6. Program or Curriculum Decisions stakeholders.
7. Administrative Policy Decisions
__________10. Ms. Sustal asked us for a 1/8 sheet of paper.
There, she wrote our grade for Prelim which is 1.0.

Activity
DIRECTIONS: Read each statement carefully. Identify what Learning Content:
characteristic of a 21st century assessment is asked
 Outcome-based Assessment
___________1. Assessment need to be adaptable to students’  Sources of Student Expected Learning Outcome
settings.  Characteristics of Good Learning Outcome
___________2. Assessment should also be fair to ethnic,
gender, and socioeconomic groups.
What is Outcome-Based Assessment
___________3. Students, as well as their parents, keep track of
their achievements.  Methods in higher education curriculum and pedagogy
that focus on empirically measurable student
___________4. Ms. Rivera uses different strategies and performance and achievement. 
techniques in assessing her students.  Techniques basically have a deeper concentration on
___________5. After every discussion, Mr. Bersamina let his the measurement and evaluation of student`s
students answer a checkup quiz. performance and achievement of success

___________6. Ms. Angeles asks us to give our insights for Sources of expected student learning outcome
today’s lesson.
___________7. 21st century assessment is balanced and
inclusive of all students, constituents, and stakeholders.
___________8. Mr. Federico always shares the objectives to us
before the lesson proper.
1. The institution mission statement is a relevant source of
student learning expectation.
2. Policies on competencies and standards issued by What is Traditional Assessment?
government education agencies such as DEPED, TESDA,
Traditional assessment are the conventional methods of testing
CHED are prescribed sources of student learning outcomes.
which usually produce a written document, such as quiz, exam,
3. Expected competencies identified by the different or paper.
professions, business and industry should be adopted to ensure
What is Authentic Assessment?
that graduates are able to perform as expected in their
respective work places and or professions. An assessment that is performance-oriented, the thinking goes,
with the assessment that aims to measure not only the
4. The thrusts and development goals of the national
correctness of the response, but also the thought process
government are useful integration in the identified
involved in arriving at the response, and that encourage
competencies and expectations from all sectors of education
students to reflect their own learning in both depth and breadth,
5. International trends and development should also be the belief is that instruction will be pushed into a more
considered in identifying and determining student learning thoughtful, more reflexive, richer mode as well
outcomes to ensure the graduates competitiveness in the
Traditional VS Authentic Assessment
employment and professional practice abroad.
Characteristics of Good Learning Outcomes Traditional Authentic
 To develop  To develop
 Measurable/ Assessable
productive citizens. productive citizens
 Clear to the student and instructor
 Must possess a body  Must be capable of
 Integrated, developmental, transferable of knowledge and performing real tasks
 Use discipline-specific competencies/standards as a skills  Schools must help
basis not an end.  Schools must teach student to become
 Similar scope and scale this body of proficient at
 “in order to” gets to the uniqueness and real-world knowledge and skills performing tasks
application of learning.  Test the students if  Have the students
 Use a variety of Bloom’s taxonomy levels. they acquired the perform meaningful
knowledge and skills tasks
Learning Content:
 Traditional and Authentic Assessment
 Formative and Summative Evaluation
 Traditional Authentic Summative assessment - Evaluation administered at the
 Selecting a response  Performing task conclusion of a unit of instruction to comprehensively assess
 Contrived  Real-life student learning and the effectiveness of an instructional
 Recall/recognition  Construction/application method or program
 Teacher structured  Student structured
 Indirect evidence  Direct evidence
Assessment for Learning Assessment of Learning

How to create Authentic Assessments? Teachers, students and Teachers, principals,

parents are the primary users supervisors, program
 Step 1 – Identify the standards planners and policy makers
 Step 2 – select an authentic task are the primary users
 Step 3 – identify the criteria for the task During learning After learning
 Step 4- create the rubric

Used to provide information Use to certify student

What is Formative Evaluation? on what and how to improve competence
achievement
Formative evaluation, students are evaluated during the work Used by teachers to identify Used to rank and sorts
process and the focus is on improving the process. and respond to students need students
Formative assessment - Ongoing observations and methods of
Purpose: improve learning Purpose: document
evaluation designed to measure student comprehension of a achievement of standards
concept or task in order to identify areas that require enhanced
or adapted instruction. It emphasizes the mastery of classroom Primary motivator: belief Primary Motivator: threat of
content instead of the earning of grades or test scores and is that success is achievable punishment, promise of
conducted throughout the entire instructional process to gauge reward
students’ progress Continues Periodic
What is Summative Evaluation?
Summative evaluation, students are evaluated upon completion
of the work and the focus is on the final product.
Activity
 Why use norm-referenced assessment?

1. After discussing your lesson which is kinds of sentences 1. To determine a young child’s readiness for preschool
according to purpose, you have to assess your students if they or kindergarten. These tests may be designed to
understand the lesson. Make a traditional assessment that will measure oral-language ability, visual-motor skills, and
assess your students. cognitive and social development.
2. To evaluate basic reading, writing, and math skills.
2. After reading the story “the Necklace” in your Mahogany Test results may be used for a wide variety of
class, you have to know if they really understand the story by purposes, such as measuring academic progress,
using Authentic assessment. Make an authentic assessment that making course assignments, determining readiness for
will help you assess your students. grade promotion, or identifying the need for additional
academic support.
3. to identify specific learning disabilities, such as
autism, dyslexia, or nonverbal learning disability, or to
determine eligibility for special-education services.
Learning Content: 4. To make program-eligibility or college-admissions
 Norm and Criterion-Referenced Assessment decisions (in these cases, norm-referenced scores are
 Contextualized and Decontextualized Assessment generally evaluated alongside other information about
 Analytic and Holistic Assessment a student).
What is Criterion-Referenced Assessment?

What is Norm-Referenced Assessment? o designed to measure student performance against a

fixed set of predetermined criteria or learning standards
o designed to measure and compare individual students’ o used to determine the learners’ mastery of skill,
performances or test results to those of an appropriate knowledge, or any subject matter taught to them.
peer group (that is, norm group) at the classroom, local,
or national level. What is Contextualized (authentic) Assessment?
o Normally has a base line set by students that is thought o Focuses on student’s construction of functioning
to be the average achievement language.
o Focuses on student’s performance in application of
knowledge in the real work context
What is Decontextualized (unauthentic) Assessment?  https://www.slideshare.net/sarahmgmoniva/characteristics-
of-21st-century-assessment
o Focuses on declarative knowledge and /or procedural  https://www.slideshare.net/kaye1001/instructional-decision
knowledge in artificial situations detached from the real  https://www.slideshare.net/AswathyRA/teaching-phases
work context.  https://www.slideshare.net/villacorteza/james-robert-
villacorteza-final-report
What is Analytic Assessment?
 https://www.slideshare.net/draizelle_sexon/asl-2-lecture-3
o refers to specific approach in the assessment of learning  https://www.slideshare.net/shayLAVAPIE/outcomesbased-
outcomes. education-obe
o In this procedure, students are given feedback on how  https://www.slideshare.net/dark191919/sources-of-expected-
student-learning-outcome
well they are doing on each important aspect of specific
 https://www.slideshare.net/draizelle_sexon/learning-
task expected from them. outcomes-16018625
What is Holistic Assessment?  https://www.slideshare.net/freshious/authentic-vs-
traditional-assessment
o refers to a global approach in the assessment of the  https://slideplayer.com/slide/4020375/
student-learning outcome.  https://www.slideshare.net/RhanjitKimAngeloFerr/analytic-
o Saddler (2009) pointed out that in holistic assessment, andholisticassessmentpedro
the teacher or the assessor, has to develop mental
responses to a student’s work in evaluating the
student’s work, the assessor provides a grade and
supports it with a valid justification for assigning the
grade.
o Holistic assessment could be in the form of reflection
paper and journals, peer assessment, self-assessment,
group presentation and portfolio.

References: