DAVAO DEL NORTE STATE COLLEGE

Institute of Teacher Education

New Visayas, Panabo City, Davao Del Norte

A Coursepack in

Educ 311

ASSESSMENT
in
LEARNING 1

This is a property of:

Prepared by:
________________________________________
Full Name
ELLVAN M. CAMPOS, MST
ITEd Faculty
________________________________________
Course, Year Level & Section
Course: ASSESSMENT IN LEARNING 1

Course Overview

This is a course that gives you the principle, development, and utilization of
conventional assessment tools to improve the teaching-learning process. It emphasizes the use
of assessment of, as, and for learning in measuring knowledge, comprehension, and other
thinking skills in the cognitive, psychomotor or affective domains. It allows you to go through
the standard steps in test construction and development and the evaluation of test results.

The following diagram summarizes the concepts/topics that will be covered in this
course.

The Language of Educational Assessment

 Learning Standards, Outcomes, Objectives, and Indicators
 The K-12 Curriculum Guide
 Student Learning Outcomes
 Educational Measurement, Evaluation, Testing, and Assessment
 Principles and Ideas of Assessment
 The Relationship of Assessment to Learning and Teaching

Assessment for Learning Assessment of Learning Assessment as Learning

 Using Assessment to  Using Assessment as  Using Assessment to
Classify Learning and Support for Achievement Monitor One’s Learning
Understanding and Evaluation  Providing Evidence of
 Examples of Assessment  Examples of Assessment Independent and Strategic
for Learning of Learning Learning
 Feedback in Assessment  Results of the Tools in  Strategies and Tools of
for Learning Assessment of Learning Assessment as Learning

Developing and Using Tests

 Principles of Test Development
 Fundamental of Types of Test and their Purpose
 Qualities of Good Tests and Related Tools
 Considerations in Test Item Development
 Using Technology in Test Development

Analyzing, Interpreting, and Evaluating Test Results

 Test Results and Educational Decision Making
 Fundamental Analytical Techniques
 Fundamental Techniques in Interpreting and Evaluating Test Result
 Using Technologies Used in Test Analysis, Interpretation and Evaluation
Course Outcomes

Upon completion of the course, you are expected to manifest competence in:

1. point out the role of good assessment and its relevance to learners, teachers,
parents and other stakeholders;
2. apply assessment in planning learning goals;
3. indicate ways of making assessment to strategize your own learning;
4. demonstrate their skill in using assessment to determine effective ways to teach
and learn;
5. develop valid conventional assessment tools; and
6. describe the meaning and implication of the data gathered from the respondents.

Course Modules

In order to maximize your learning in this course, this course pack is organized in the
following modules.

MODULE 1: The Language of Educational Assessment

Lesson 1: Learning Standards, Outcomes, Objectives and Indicators
Lesson 2: The K-12 Curriculum Guide
Lesson 3: Student Learning Outcomes
Lesson 4: Educational Measurement, Evaluation, Testing, and Assessment
Lesson 5: Principles and Ideas of Assessment
Lesson 6: The Relationship of Assessment to Learning and Teaching

MODULE 2: Assessment for Learning

Lesson 1: Using Assessment to Classify Learning and Understanding
Lesson 2: Examples of Assessments for Learning
Lesson 3: Feedback in Assessment for Learning

MODULE 3: Assessment of Learning

. Lesson 1: Using Assessment to Plan Future Learning Goals
Lesson 2: Examples of Assessment of Learning
Lesson 3: Results of the Tools in Assessment of Learning

MODULE 4: Assessment as Learning

Lesson 1: Using Assessment to Monitor One’s Learning
Lesson 2: Providing Evidence of Independent and Strategic Learning
Lesson 3: Strategies and Tools of Assessment as Learning

MODULE 5: Developing and Using Tests and Related Topics

Lesson 1: Principles of Test Development
Lesson 2: Fundamental Types of Test and their Purpose
Lesson 3: Qualities of Good Tests and Related Tools
Lesson 4: Considerations in Test Item Development
Lesson 5: Using Technology in Test Development

MODULE 6: Analyzing, Interpreting and Evaluating Test Results

Lesson 1: Test Results and Educational Decision Making
Lesson 2: Fundamental Analytical Techniques
 Lesson 3: Fundamental Techniques in Interpreting and Evaluating Test
Results
Lesson 4: Using Technologies Used in Test Analysis, Interpretation and
Evaluation

Each of the 6 modules above described above consists of three to six lessons. The
lessons are designed to be activity-based. In effect, you are expected to be actively involved in
the crafting of your own understandings and meanings pertinent to effective and quality
construction of varied assessment tasks and interpretation of assessment results.
 Module 3

Assessment of Learning

Module Overview

In this module

 Using Assessment to Plan Future Learning Goals

 Examples of Assessment of Learning
 Results of the Tools in Assessment of Learning

A worthwhile session of teaching-and-learning process is manifested when students’

eagerness and contentment of learning contents are satisfied. However, affective reactions like
those are not the main basis of establishing the effectiveness of the teaching process. The utmost
priority is still ensuring that learners have learned from the experience; and this can only be
done if these learners will be assessed on what were taught to them. With that, it is very essential
for teachers to exhibit competence in assessing students’ learning after the wholesome teaching
course.

This module provides relevant ideas on what is assessment of learning, with some of
the examples that teachers can conduct in the classroom and how results of this assessment type
provides important ideas for learners’ evaluation.

After the completion of this module, you are expected to:

1. explain how future learning goals are planned using assessment of learning;
2. present various examples of strategies how assessment of learning is conducted;
and
3. discuss how the quality of results and feedbacks are observed in assessment of
learning.

Are you now ready? Let’s now proceed to the lessons!

 Using Assessment as Support for
Lesson 1
Achievement and Evaluation

Objectives:
This lesson aims to discuss to discuss how assessment of learning (AoL) is used to plan
future learning goals with an expectation that the students are able to:

 discuss how assessment of learning in a form of summative assessment is

effectively conducted; and
 explain the importance assessment of learning in planning learning goals and doing
evaluation.

Introduction:

Welcome to Lesson 1 Module 3.

Learners’ achievement from their months of learning is determined by how they

performed in an examination or other quarterly assessment tasks. Assessment of these types are
very necessary in order to identify learners’ competence. However, test results obtained from
these assessment tasks will also impact the education stakeholders in general. The school
personnel, including you, specifically, are guided how effective the learning goals are based on
these learners’ performances.

In this lesson, you will be able to learn how assessment for learning is used to plan and
evaluate the learning goals that will benefit learners in the future.

Activity: “What’s common?”

Hi! You have to look for similarities. Below are three images which is usually done
in many educational institutions. On the next page, describe the images as a whole and
discuss is common in each image. Place your response in the box
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. How does these are attained? What processes do you think are to be undergone?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. At what stage of school life are these determined? What do you think is the purpose of
conducting it?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. How do think will these impact to the learners, to you as teachers, to the school, or to
the educational system as a whole?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Abstraction:
Assessment of learning (AoL) is used in the class in order for you to provide summary
of how far your learners know and do as basis of their achievement and progress in the learning
process. That’s why, AoL is also called as summative assessment.
In view with summarizing learners’ achievements, conducting summative assessment
differed based on their purposes. Moreover, how assessment is carried also varies considerably.
Despite of its differences, it is still ensured that how it is conducted gives information that fits
for the purpose. Presented below are various purposes of conducted summative assessment.

THE PURPOSES OF SUMMATIVE ASSESSMENT

Individual learners:
 Uses internal to the school/college – done to keep records and provide reports to your
colleagues, parents and learners.
 Uses external to the school/college – this includes certification, selection and meeting
statutory requirements.
Groups of learners:
 Evaluation – of you, schools and local authorities. Evidences of these types are determined
by the national and local policy rather that the individual schools.
 Monitoring – for yearly comparison of learners’ achievements at the national level. The
process of doing this is identified outside the school.

Learning why to conduct summative assessment to the learners helps you and the
school know how these learners will be assessed. Regardless of the purpose though, knowing
what to assess is still one of the priorities in all assessment tasks, especially in summative
assessment. As being emphasized,
learning should help young individuals,
like your learners, live and cope up from
the rapidly changing world. Thus, they
should be taught and be assessed with
these two goals: to learn with
understanding and to learn
understanding. Based on the image,
which among two illustrates the two
goals?
To learn with understanding pertains to the “big ideas” learners can acquire. These “big
ideas” may make them learn application in various contexts, understand different phenomena,
and link wide range of events. These will not be realized by just requiring learners to memorize
facts.
To learn understanding develops learners’ awareness of the learning process. Believing
that not all things will be learned in school, assessment should give skills, understanding and
motivation needed for lifelong learning should also be provided. In this way, learners will get
to use their skill and values to learn and explore for more. And when assessment is conducted,
reviewing on what is taught and how it is taught should be observed rather than just looking at
what is assessed.
Although formative and summative assessments are frequently done in the class which
become basis in determining learners’ achievement, the two still has lots of differences that
should be considered. Moreover, evaluation, as succeeding step from summative assessment,
should also be anchored based on the data being gathered. Below follows the explanation on
these two main ideas.
First, it is important to reconcile the difference of formative and summative assessment.
Many classroom events make you, teachers, gather information from your learners which is
very useful in formative assessment, as you plan for future learning activities. However,
information gathered may be inconclusive and contradicting as to what learners can do is
influenced by the context, not based on their own understanding. This is a problem for
summative assessment, especially when contexts are changed. Indeed, it is necessary to
distinguish between the evidence and the interpretation of evidence in understanding these two
purposes.
Evidences in formative assessment are interpreted on how learners progress towards
the next section of work. So, it has to be interpreted in terms of what has to be done to help
further learning. Summative assessment, on the other hand, is applied to summarize
achievements for a specific quarter or grade level, which is constant to all learners. So,
knowledge applied formatively must be anchored from broader criteria that define reporting
quarter or grade level when used in summative assessment. When applied in summative
assessment, the best evidence showing learners’ achievement must be observed across the
period when it was gradually developed.
When analyzing evidences of achievement, you have to understand that summative
assessment is not a cumulative summative of formative tasks being done, but as a re-evaluation
based on the broader criteria. You have to remember that grades are not used formatively, but
will just serve as pitstop for ‘mini-summative’ assessments. Since grading and reporting is
highly dependent on summative assessment, more quality assurance is needed through experts’
collaboration and adherence of standards, as compared from teacher-made standards for
formative assessment.
Second, it is necessary that evaluation should be done correctly as a step after
summative assessment. Evaluation is done at the level of each learner, you as teacher, the
school, or even the DepEd. Its impact, however, depends on the type of information concerned,
the criteria used in evaluation and what to after it. As observed, judging the curriculum or
effectivity of the school and its personnel is based on the learners’ achievement. One has to
remember that information derived from learners’ summative assessment for other purposes
may not serve the purpose of evaluation.
Evaluation is best anchored from learners’ information along with their achievements
and learning activities, in relation to the context and circumstance of the school. Thus, you
should be aware of what the school’s curriculum and the teaching methods, with learners’
backgrounds and learning histories. This may likely realize the aim of a more accurate
evaluation.

Application:
As discussed in the previous section, conducting summative assessment has different
purposes. Though the purposes are varied, it still supports learners’ achievement and evaluation
of their progress. Presented below are some of the common summative assessment scenarios
along with the importance of using it.
Examples of Assessment Methods Importance
Summative Assessment
Quarterly Examination This a test designed to measure how Quarterly examinations provide a
far the learners have learned very reliable data to evaluate
throughout the quarter. Learners are learners’ performance and
assessed based on how critical they determine how much they have
are and how meaningful their achieved during the entire
learning is. quarter.
Licensure Examination This is a standardized test that Licensure examinations allow a
determines how much a graduate has high-quality evaluation of a
learned through their college life, and graduate’s capability to deliver
their study life in general. Graduates what they know and what they
are expected to answer questions that can do for their profession.
 assess their knowledge, skills, and
values on their profession.
National Achievement This is a test given to all the learners NAT enables the DepEd to
Test (NAT) of the DepEd nationwide identify how the learners
simultaneously. Learners are asked perform in the different parts of
questions regarding their learning for the country, and will help
the entire grade level. evaluate what school performs
best and those schools which
need support to improve their
learners’ performance.

Assessment:

Inside the box, write a school-related situation you encountered which you and/or
classmates do summative assessment. Then, answer the following questions reflected below.

a. What is the purpose of the summative assessment?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
b. How do the two goals are attained in that assessment?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
c. Is alignment observed between the formative and summative assessments? How?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
d. How is the evaluation done after the summative assessment?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
CONGRATULATIONS!
You have just finished Lesson 1 of Module 3. In the next lesson, you will be oriented
on how AoL tools are planned to accurately obtain information from your learners. If you are
ready, you may now start the Lesson 2 of Module 3.

Good luck! 😊
 Lesson 2 Planning for Assessment of Learning

Objectives:
This lesson aims to discuss to discuss how assessment of learning (AoL) is planned for
high-quality assessment tasks with an expectation that the students are able to:

 discuss the teacher’s role in assessment of learning;

 provide forms of examples of tools in assessment of learning; and
 identify the different ways on how to ensure a high-quality assessment of learning
task.

Introduction:

Welcome to Lesson 2 Module 3.

The previous lesson discussed how impact assessment of learning (AoL) in polishing
instructional plans and goals in certifying learners’ achievement. As AoL is designed to confirm
what the learners really know, can demonstrate, and can be able to do, you can tell if your
learners have successfully made improvements enough to bring themselves to the next level.
So as a teacher, it is very important that your work with the underlying logic and measurement
of AoL should be credible and defensible so that you can provide an accurate evaluation for
your learners’ progress.

In this lesson, you will be able to learn how assessment for learning is planned for high-
quality AoL tasks.

Activity: “4 Pics 1 Word”

Hi! It’s time for a game. Four pictures are shown. Identify what is referred by
writing each letter in each box using the “4 Pics 1 Word” mechanics.
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. How often do you do these events in your education journey? On what instances do
you these?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Were your teachers able to assess your skills and learning as you deliver your outputs?
What do you think is the role of your teachers in these tasks?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Were these assessment tasks effective in strengthening your learning? What do you
think so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 Abstraction:
Since the effects of AoL gathered from the learners will affect in the long run and will
after them seriously, you have the big role in reporting and evaluating them accurately based
on the variety of contexts and applications of their learning. To effectively provide AoL tasks
for your learners, you have to give them the following:

 a rationale for taking the AoL task at a particular time;

 clear descriptions of the learning intended for the AoL task;
 processes that will enable learners to show their skill and competence;
 a range of alternative ways in assessing the same learning outcomes;
 public and defensive ways on how judgment will be made;
 clear and transparent methods of the interpretation of scores;
 descriptions of the assessment process; and
 strategies for recourse in cases disagreement occurs.
Upon observing your roles in the AoL tasks, the learners will be able to show the
breadth and depth of their competence. In these tasks, mere recognition and recall of facts and
processes are not enough. Genuine learning should be assessed in ways that learners can show
the complexity of their understanding. Concepts, knowledge, skills, and attitudes should be
integrated and applied in ways that are authentic and consistent with the current thinking in the
domains of learning.
To cater the diversity of learning expectations, it is important that you know other AoL
tasks that will show learners’ understanding and craft credible outputs. Some of the various
tools for AoL are listed below, along with its corresponding descriptions.

Assessment of Learning Descriptions

Methods
Portfolios This tool allows learners to collect their work that exhibits their
growth, accomplishment and reflection about their learning
experiences.
Demonstrations and These tools give opportunities for learners to express and exhibit their
Presentations learning through oral, visual and media performances. These tools
may also let them to impart credible ideas to their audience.
Simulations This tool encourages learners to make connections about the various
concepts they have learned to a realistic situation.
Multimedia Projects This tool enables learners to design output that will connect their
learning and represent it using a meaningful substance.
Tests and Examinations This tool provides learners the chance to put their learning into
writing.

Since there are varied AoL tools that you can choose for your learners, it is very
important that you know what tool is appropriate for a certain learning outcome. As AoL is
designed for summative assessment whose interpretation stretches for a long time, certification
of learners’ proficiency must be based on a rigorous, reliable, valid, and equitable process of
assessment.
To ensure that your AoL tool is reliable that is fair, accurate and free from biases, you
might yourself these questions:

 Do I have enough information on the extent of learning of this learning for me to

make evaluation?
  Was the information collected obtained in an equal way to show their learning?
 Would another teacher arrive with the same conclusion as mine?
 Would I come up with the same decision if assessment was done in the other way
or time?
Ensuring how reliable your AoL tool is definitely a consideration. But above the
consistency and reliability of these tools offer, you should always remember that the tools
should also yield valid information. This will be done by always reviewing the curriculum you
are following and how you deliver your lesson as reflected in your lesson plan. Moreover,
results should always be based on the evidence collected, without the influence of other factors.

Application:
Below is a situation of Teacher Alex, a Social Studies teacher, that integrated an
effective AoL tool in his class.

Teacher Alex is always interested in exposing his learners to an indigenous environment and equip them with both the modern and
traditions skills for survival. He wants learners to adapt on what they know to the situation at hand and learn to take care of themselves.
Throughout the quarter, Teacher Alex took his learners in an outdoor area to practice different survival activities. He brought with
him a knowledgeable Elder to guide his learners. The learners watched demonstrations of certain skills, and each learners got to be assisted by
Teacher Alex and the Elder.

Why assess? What to assess?

Teacher Alex wants to know the types of Teacher Alex assesses each learner’s
survival skills each learner has mastered performance of the traditional and modern
and how responsive they are to their survival skills like making fire and tying
environment. knots.

What method of AoL to use? How to ensure the quality of assessment?

Teacher Alex need learners to demonstrate Teacher Alex has communicated the
the skills they have mastered to a group of assessment process to the learners well, and
Elders who will determine the competence of expected a competent performance that is
their performance. credible and will really serve a purpose.

Assessment:

Choose a learning competency in your specialization that is to be accomplished in

at least a week. Then, discuss the instructional process that you will conduct to your class.
Afterwards, identify the necessary things you have to observe in giving a summative
assessment for this competency. Place your answers on the template in the next page.
Learning Competency: ________________________________________________________
____________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________
____________________________________________________________________________
____________________________________________________________________________
________
____________________________________________________________________________
____________________________________________________________________________
________

Why assess? What to assess?

____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

What method of AoL to use? How to ensure the quality of assessment?

____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

CONGRATULATIONS!
You have just finished Lesson 2 of Module 3. In the next lesson, you will be discussed
how the results of AoL gathered from the learners are processed for interpretation. If you are
ready, you may now start the Lesson 3 of Module 3.

Good luck! 😊
 Lesson 3 Results in Assessment of Learning

Objectives:
This lesson aims to discuss to explain the ways and use of assessment of learning (AoL)
task results with an expectation that the students are able to:

 discuss the guidelines of grading assessment of learning tasks;

 identify how record-keeping is important in the assessment of learning process;
and
 explain how reporting is done in assessment of learning.

Introduction:

Welcome to Lesson 3 Module 3.

Inarguably, assessment of learning (AoL) is the most important purpose of assessment

when it comes to evaluating learners. However, some teachers only used the information
gathered in AoL as a way to determine the honor roll or know who are the least performing.
What even made this problematic is the idea that scores are even publicized. As a teacher, you
have to remember that there is more to these values as these will tell a lot about how your
learners do and deliver in the class. Thus, it is very important to know how these will be
communicated and used in order for these values, regardless if its high or low, to make sense
and start a transformational change in the instructional process.

In this lesson, you will be able to learn how feedbacking and reporting is done in AoL
as basis for quality decision making.

Activity: “My Family’s Say”

Hi! It’s time to acknowledge your family’s words. State a skill that you have once
shown to anyone – to your family, in the school or in the community. Then, recall an honest
feedback from the two of them based on how they perceived your skill. Write your output
on the spaces below.

Skill: ______________________________________________________________________
Feedback #1 from ____________________________________________________________
What’s the feedback?
____________________________________________________________________
____________________________________________________________________
 ____________________________________________________________________
Feedback #2 from ____________________________________________________________
What’s the feedback?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. How did you feel with the feedback given to you? Is it important? Why or why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Do the feedbacks you got help you improve your skill? Why do you say so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What do you think are the things that should be observed in giving feedbacks in order
for it to be accurate and reliable? Why do you say so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Abstraction:
After the gathering process in your AoL tasks, learners’ scores are identified based on
the standards being identified. In this process, scores are interpreted and learners are evaluated
based on the interpretation of their scores. It is only an important consideration that teachers
should know how grades are to be appropriately process. The guidelines below present some
of the important things to remember when you are grading.

 Use the curriculum’s competencies or the clustered standards you identified as

basis for grading.
 Ensure that grades come with clear descriptions of the outcomes and standards; so
when learners achieve the outcome, a corresponding grade will be given.
 The achievement of the learners to the outcomes should be the only basis of
grading. Attitude, efforts, and participation should be reported separately, unless
these are stated in the outcomes and standards. Moreover, penalties like tardiness
and absence should not distort the achievement.
 Use different methods to sample learners’ performance. Do not include al
assessments in grades, and provide on-going formative feedback using rubrics and
checklists, but not grades.
 Acknowledge second-chance assessments (or more), so keeping records in pencils
to easily take considerations is encouraged. However, high, most consistent marks
should be given to the learners, and not the average mark for multiple assessments.
  Compute scores carefully. Mean is not the only statistical method of computation.
If possible, weigh components for each learning outcome when you identify the
final grades.
 Make sure that the assessment meets quality standards such as the principles of
high-quality assessment discussed in the first module, and should be properly
recorded and maintained.
 Always involve the learners in the process of grading throughout the teaching-
learning process.
As essential factors to be considered in assessing the progress of every learner, every
teacher should also observe proper record-keeping of their learners’ information. In keeping
records, you should make sure that the description of the competent measures, accuracy of the
criteria, and supporting evidences are presented to justify your decision.
Keeping summative records of your learners will put you in a great position as you
provide meaningful and credible report you the parents and other stakeholders. Make sure that
apart from providing symbolic representation of learners’ accomplishments, the intended
learning, assessment methods, and criteria for judgement should also relayed objectively. As
traditional reporting, which merely provides learners’ average score, seems to be ineffective
now, alternate mechanisms are encouraged. One thing that is commonly done now is the parent-
learner-teacher conference which recognizes forms of strengths and the level of performance
of the learners on an emergent-proficient range. However, make sure that your reporting
methods are appropriate to your audience that will likely help them make reasonable decisions.
Lastly, you should remember that reporting learners’ records won’t likely affect the
learning of your learners as compared to the assessment for learning (AfL) and assessment as
learning (AaL) since learners cannot do anything from their progress at the end of every unit.
Though it is the case, it will still tell the learners on what future learning decisions should they
adhere as they rely on the marks and comments their previous teachers gave them.

. Application:
Conducting summative assessments requires lots of considerations as results of these
assessments are utilized significantly. Learners’ scores will greatly tell something about the
curriculum and its implementation. For example, if all of the class performed poorly in your
summative assessment, you may want to reexamine your teaching styles, learning materials,
and assessment procedures. These teacher-controlled factors may have affected the learners so
much that they failed to connect with either of these. One idea mentioned by Marcy Emberger,
a former director of the Maryland Assessment Consortium, focuses on using learners’ scores in
considering the revision or restructure of the learning materials or teaching strategies in order
for these to contribute towards meeting the learning goals.
Moreover, the use of summative assessment data over the course of the educational
experience of the learners may also be used to provide information on learner function and their
classroom performance. When these are considered, you may identify the earning roadblocks
for a specific lesson or the curriculum dysfunction in general. For example, if a learner’s
summative assessment score is significantly different from the previous quarter’s or year’s data,
you may think that the learner is facing issues or problems. As a teacher, you have to remember
that these learners may also have problems outside their academics, particularly in their soft
skill issues and happening that may influence their learning. With that, you may be empathetic
with an attempt to help these learners be back on track. So when instructional plans are made
for the future, you will consider establishing learners’ emotional stability prior to your learning
interaction.

Assessment:

Recall an academic experience for one semester and you got a low performance.
Specify your grade level and subject area. In the first box below, provide a short discussion
of your experience including how your test result has been communicated to you. Then on
the second box, make changes to effectively deliver and improve the reporting methods and
relevance of your score to you and the educational experience in general.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_

CONGRATULATIONS!
You have just finished all the lessons in Module 3. This time, you will take the
summative assessment for the third module to test your learning on assessment of learning.

Good luck! 😊
 MODULE SUMMARY
assessment.

 Assessment of learning (AoL) is used in the class in order for you to provide
summary of how far your learners know and do as basis of their achievement and
progress in the learning process.
 In view with summarizing learners’ achievements, conducting summative assessment
differed based on their purposes – it may be for the individual learners’ purpose that
is internal or external to the school, or for the group of learners for the purpose of
evaluation or monitoring.
 Learners should be taught and be assessed with these two goals: to learn with
understanding and to learn understanding. To learn with understanding pertains to
the “big ideas” that may make them learn application in various contexts, understand
different phenomena, and link wide range of events. To learn understanding develops
learners’ awareness of the learning process by catering their skills, understanding and
motivation needed for lifelong learning.
 It is important to reconcile the difference of formative and summative assessment.
Evidences in formative assessment are interpreted on how learners progress towards
the next section of work while summative assessment is applied to summarize
achievements for a specific quarter or grade level, which is constant to all learners.
 Evaluation is best anchored from learners’ information along with their achievements
and learning activities, in relation to the context and circumstance of the school.
 Since the effects of AoL gathered from the learners will affect in the long run and
will after them seriously, teachers have the big role in reporting and evaluating them
accurately based on the variety of contexts and applications of their learning.
 To cater the diversity of learning expectations, it is important that you know other
AoL tasks that will show learners’ understanding and craft credible outputs.
 As AoL is designed for summative assessment whose interpretation stretches for a
long time, certification of learners’ proficiency must be based on a rigorous, reliable,
valid, and equitable process of assessment.
 In processing learners’ scores in an AoL task, scores are interpreted and learners are
evaluated based on the interpretation of their scores, so it is an important
consideration that teachers should know how grades are to be appropriately process.
 As essential factors to be considered in assessing the progress of every learner, every
teacher should also observe proper record-keeping of their learners’ information.
 Keeping summative records of your learners will put you in a great position as you
provide meaningful and credible report you the parents and other stakeholders.
 Though learners’ records won’t likely affect the learning of your learners as
compared to the assessment for learning (AfL) and assessment as learning (AaL), it
will still tell the learners on what future learning decisions should they adhere as they
rely on the marks and comments their previous teachers gave them.
 Module 3 Summative Assessment

For the chapter quiz, you will be notified for further instruction.

CONGRATULATIONS!
In the next module, you will learn the importance of and how to conduct assessment as
learning in your future instruction. In its first lesson, you will be explained how assessment as
learning is used to monitor your learners’ learning. If you are ready, you may now start the
Module 4.

Good luck! 😊