Prof. Ed.

6 - Assessment of Learning 1
Module 2 - Determining Progress Towards the Attainment of Learning Outcomes
Overview:
The focus of instruction has shifted from content to learning outcomes. The attainment of learning
is not simply determined in terms of the mastered competencies and the acquired skills. Learning
is further validated with its outcomes. Thus, redefining and clarifying the measurements,
evaluation and assessment in determining the progress of students towards attainment of the
desired learning outcomes is necessary. In some books, measurements, evaluation and assessment
are used interchangeably. In this module, you are expected to (a) distinguished among
measurements, assessments, and evaluation; and (b) explain the various approaches to assessment:
assessment FOR, OF and AS learning.

LESSON 1: MEASUREMENT
Learning Outcomes:
At the end of this lesson, you must have:
1. Understand measurement in the field of education;
2. Differentiate the types of Measurement;
3. Distinguished measuring indicators, variables, and factors.

Measurement is the process of determining or describing the attributes or characteristics of

physical objects generally in terms of quantity. When we measure, we use some standard
instrument to find out how long, heavy, hot, voluminous, cold, fast or straight some things are.
Such instruments may be ruler, scale, thermometer or pressure gauge. When we measure, we are
actually collecting quantitative information relative to some established standards. To measure is
to apply standard measuring device to an object, group of objects, events or situations according
to procedure determined by one who is skilled in the use of such device.

Sometimes we can measure physical quantities by combining directly measurable quantities to

form derived quantities. For example, to find the area of a square piece of paper, we simply
multiply the length of one the side of the paper by 4. In the field of education, however, the
quantities and qualities of interest are abstract, unseen and cannot be touched and so the
measurement process becomes difficult; hence, the need to specify the learning outcomes to be
measured.

For instance, knowledge of the subject matter is often measured through standardized test results.
In this case, the measurement procedure is testing. The same concept can be measured in another
way. We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the subject
matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge
of the subject matter is measured through perceptions.

2.1.1. Types of Measurement

Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In

the example cited, testing produces objective measurements. Objective measurements are more
stable than subjective measurements in the sense that repeated measurements of the same
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quantity or quality of interest will produce more or less the same outcome. For these reasons,
many people prefer objective measurements over subjective measurements whenever they are
available. However, there are certain facets of the quantity or quality of interest that cannot be
successfully captured by objective procedures but which can be done by subjective methods
e.g. aesthetic appeal of a product or project of a student, student’s performance in a drama, etc.
it follows that it may be best to use both methods of assessment whenever the constraints of
time and resources permit.

Objective measurements are measurements that do not depend on the person or individual
taking the measurements. Regardless of who is taking the measurement, the same measurement
values should be obtained when using an objective assessment procedure. In contrast,
subjective measurements often differ from one assessor to the next even if the same quantity
or quality is being measured.

2.1.2. Measuring Indicators, Variables and Factors

An educational variable (denoted by an English alphabet, like X) is a measurable

characteristic of a student. Variables may be directly measurable as in X = age or X = height
of a student. However, many times, a variable cannot be directly measured like when we want
to measure “class participation” of a student. For those variables where direct measurements
are not feasible, we introduce the concept of indicators.

An indicator, I, denotes the presence or absence of a measured characteristic. Thus:

I = 1, if the characteristic is present

= 0, if the characteristic is absent

For the variable X = class participation, we can let I1, I2, …,, In denote the participation of
a student in n class recitations and let X = sum of the I’s divided by n recitations. Thus, if there
where n = 10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%.

Indicators are the building blocks of educational measurement upon which all other forms
of measurement are built. A group of indicators constitute a variable. A group of a factor form
a construct or a factor. The variables which form a factor correlate highly with each other but
have low correlations with variables in another group.

Example: The following were measured in a battery of tests:

X1 = computational skills

X2 = reading skills

X3 = vocabulary
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X4 = logic and reasoning

X5 = sequences and series

X6 = manual dexterity

These variables can be grouped as follows:

Group 1: (X1, X4, X5) = mathematical ability factor

Group 2: (X2, x3) = language ability factor

Group 3: (x6) = psychomotor ability factor

The first group is called a “mathematical ability” factor, the second group is called
“language ability” factor while the third group (with only one variable) is called a
“psychomotor ability” factor.

In educational measurement, we shall be concerned with indicators, variables with factors of

interest in the field of education.

LESSON 2: EVALUATION
Learning Outcomes:
At the end of this lesson, you must have:
1. Understand evaluation in learning;
2. Distinguished formative and summative evaluation.
Evaluation originates from the root word “value” and so when we evaluate, we expect our process
to give information regarding the worth, appropriateness, goodness, validity or legality of
something for which a reliable measurement has been made. Evaluation is a process designed to
provide information that will help us to make a judgement about a particular situation. The end
result of evaluation is to adopt, reject or revise what has been evaluated.

Objects of evaluation include instructional programs, school projects, teachers, students, and
educational goals. Examples include evaluating the “education for all” project of a school district,
the comparative effectiveness of two remedial reading programs, correlation between achievement
test results and diagnostic test results, and attributes of an effective teacher. Evaluation involves
data collection and analysis and quantitative and qualitative methods. Evaluation can help
educators determine the success of their academic programs and signal efforts to improve student
achievement. It can also help identify the success factors programs and projects.

Evaluation are often divided into two broad categories: formative and summative.
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Formative evaluation is a method of judging the worth of a program while the program activities
are in progress. This type of evaluation focuses on the process. The results of formative evaluation
give information to the proponents, learners and teachers on how well the objectives of the program
are being attained while the program is in progress. Its main objective is to determine deficiencies
so that the appropriate interventions can be done.

Summative evaluation is a method of judging the worth of a program at the end of the program
of activities. The focus is on the result. The instrument used to collect data for summative
evaluation are questionnaire, survey forms, interview/observation guide and tests. Summative
evaluation is designed to determine the effectiveness of a program or activity based on its avowed
purposes.

LESSON 3: ASSESSMENT
Learning Outcomes:
At the end of this lesson, you must have:
1. Understand assessment in learning;
2. Distinguished the different types of assessments;
3. Understand the different principles in assessing learning

The word assessment came from the Latin word “assidere”, which means “to set beside another.”.
Generally, assessment is the process of gathering evidence of students’ performance over a period
of time to determine learning and mastery of skills. Such evidence of learning can take the forms
of dialogue record, journals, written work, portfolios, tests and other learning tasks. Assessment
requires review of journal entries, written work, presentation, research papers, essays, story
written, test results, etc.

Assessment in learning can be defined as the systematic and purpose-oriented collection, analysis,
and interpretation of evidence of student learning in order to make informed decisions relevant to
the learners.

The overall goal of assessment is to utilize evidence on student learning to further improve student
learning and provide students, parents and teachers with reliable information regarding student
progress and extent of attainment of the expected learning outcomes. Assessment uses, as basis,
the levels of achievements and standards required for the curricular goals appropriate for the grade
or year level. Assessment results show the more permanent learning and clearer picture of the
student’s ability.

How is assessment in learning similar or different from the concept of measurement or evaluation
of learning? Measurement can be defined as the process of quantifying the attributes of an object,
whereas evaluation may refer to the process of making value judgments on the information
collected from measurement based on specified criteria. In the context of assessment in learning,
measurement refers to the actual collection of information on student learning through the use of
various strategies and tools, while evaluation refers to the actual process of making decision or
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judgment on student learning based on the information collected from measurement. Therefore,
assessment can be considered as an umbrella term consisting of measurement and evaluation.
However, there are some authors who consider assessment as distinct and separate from evaluation
(e.g., Huba and Freed 2000, Popham 1998).

Assessment and Testing

The most common form of assessment is testing. A test can be categorized as either a selected
responses or performance-based assessments as shown in Table 1. A test can make use of objective
format (e.g., multiple choice, enumeration) or subjective format (e.g., essay). The objective format
provides for a more bias-free scoring as the test items have exact answers. On the other hand, the
subjective format allows for a less objective means of scoring especially if no rubric is used. A
table of specifications (TOS) – a table that maps out the essential aspects of a testn(e.g., test
objectives, contents, topics covered by the test, item distribution) – is used in the design and
development of a test. A test is said to be good and effective if it has acceptable psychometric
properties. This means that a test should be valid, reliable, has acceptable level of difficulty, and
can discriminate between learners with higher and lower ability.

Table 1 Framework of Assessment Approaches and Methods

SELECTED PERFORMANCE – BASED ASSESSMENTS
RESPONSE
CONSTRUCTED PRODUCTS PERFORMANC PROCESS –
ITEMS
RESPONSES ES FOCUSED

▪ multiple ▪ fill in the blanks ▪ essay ▪ oral ▪ oral

choice - word(s) ▪ research presentation
questioning
▪ true – false - phrases(s) paper ▪ dance/
▪ matching ▪ short answer ▪ log/ journal movement ▪ observation
- sentence(s) ▪ lab report ▪ science lab
(“kid
- paragraphs ▪ story/play demonstratio
▪ label a diagram ▪ poem n watching”)
▪ “show your work” ▪ portfolio ▪ athletic
▪ interview
▪ visual ▪ art exhibit competition
representations ▪ science ▪ dramatic ▪ conference
▪ - web project reading
▪ process
▪ - concept map ▪ model ▪ enactment
▪ - flow chart ▪ video/ ▪ debate description
▪ - graph/ table audiotape ▪ musical
▪ “think a loud”
▪ - matrix ▪ spreadsheet recital
▪ - illustration ▪ learning log

from McTighe and Ferrara © 1994 National Education Association

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Different Types of Assessments in Learning

Assessment in learning are classified into different types. The most common types are
formative, summative, diagnostic, and placement. Other experts would describe the types of
assessment as traditional and authentic.

Formative Assessment. refers to assessment activities that provide information to both teachers
and learners on how they can improve the teaching-learning process. It is used at the beginning
and during instruction for teachers to assess learners’ understanding. The information collected on
student learning allows teachers to make adjustments to their instructional process and strategies
to facilitate learning. Through performance reports and teacher feedback, formative assessment
can also inform learners about their strengths and weaknesses to enable them to take steps to learn
better and improve their performance as the class progresses.

Summative Assessments. refers to assessment activities that aim to determine learners’ mastery of
content or attainment of learning outcomes. Summative assessments provide information on the
quantity or quality of what students have learned or achieved at the end instruction. The data from
summative assessments are typically used for evaluating learners’ performance in class, these data
also provide teachers with information about the effectiveness of their teaching strategies and how
they can improve their instruction in the future.

Placement Assessments. This assessment is usually done at the beginning of the school year to
determine what the learners already know, what are their needs that could inform design of
instruction. Grouping of learners based on the results of placement assessments is usually done
before instruction to make it relevant to address the needs or accommodate the entry performance
of the learners. The entrance examination given in schools is an example of a placement
assessment.

Traditional Assessment. Refers to the use of conventional strategies or tools to provide

information about the learning of students. Typically, objective (e.g., multiple choice) and
subjective (e.g., essay), paper-and-pencil tests are used. Traditional assessments are often used as
basis for evaluating and grading learners. They are commonly used in classrooms because they are
easier to design and quicker to be scored. In general, traditional assessments are viewed as an
inauthentic type of assessment.

Authentic Assessment. Refers to the use of assessment strategies or tools that allow learners to
perform or create a product that are meaningful to the learners, as they are based on real-world
contexts. The authenticity of assessment tasks is best described in terms of degree rather than the
presence or absence of authenticity. Hence, an assessment can be more authentic or less authentic
compared with other assessments. The most authentic assessments are those that allow
performances that most closely resemble real-world tasks or applications in real-world settings or
environments.
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What are the different principles in assessing learning?

There are many principles in the assessment in learning. Based on the different reading and
references on these principles, the following may be considered as core principles.

1. Assessment should have a clear purpose. Assessment starts with a clear purpose. The
methods used in collecting information should be based on this purpose. The interpretation
of the data collected should be aligned with the purpose that has been set. This assessment
principle is congruent with the outcome-based education (OBE) principles of clarity of
focus and design down.
2. Assessment is not an end in itself. Assessment serves as a means to enhance student
learning. It is not a simple recording or documentation of what learners know and do not
know. Collecting information about student learning, whether formative or summative,
should lead decisions that will allow improvement of the learners.
3. Assessment is an ongoing, continuous, and formative process. Assessment consists of a
series of tasks and activities conducted over time. It is not a one-shot activity and should
be cumulative. Continuous feedback is an important element of assessment. This
assessment principle is congruent with the OBE principle of expanded opportunity.
4. Assessment is learner-centered. Assessment is not about what the teacher does but what
the learner can do. Assessment of learners provides teachers with an understanding on how
they can improve their teaching, which corresponds to the goal of improving student
learning.
5. Assessment is both processed- and product-oriented. Assessment gives equal importance
to learner performance or product and the process they engage in to perform or produce a
product.
6. Assessment must be comprehensive and holistic. Assessment should be performed using
a variety of strategies and tools designed to assess student learning in a holistic way.
Assessment should be conducted in multiple periods to assess learning over time. This
assessment principle is also congruent with the OBE principle of expanded opportunity.
7. Assessment requires the use of appropriate measures. For assessment to be valid, the
assessment tools or measures used must have sound psychometric properties, including,
but not limited to, validity and reliability. Appropriate measures also mean that learners
must be provided with challenging but age- and context-appropriate assessment tasks. This
assessment principle is consistent with the OBE principle of high expectations.

Assessment should be as authentic as possible. Assessment tasks or activities should closely, if

not fully, approximate real-life situations or experiences. Authenticity of assessment can be
thought of as a continuum from least authentic to most authentic, with more authentic tasks
expected to be more meaningful to learners.
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LESSON 4: ASSESSMENT FOR, OF AND AS LEARNING

Learning Outcome:
At the end of this lesson, you must have:
1. Explain the purpose of classroom assessments

Assessment works best when its purpose is clear. Without a clear purpose, it is difficult to design
or plan assessment effectively and efficiently. In classrooms, teachers are expected to know the
instructional goals and learning outcomes, which will inform how they will design and implement
their assessment. In general, the purpose of classroom assessment may be classified in terms of
the following:

1. Assessment OF Learning. This refers to the use of assessment to determine learners’ acquired
knowledge and skills from instruction and whether they were able to achieve the curriculum
outcomes. It is generally summative in nature.
Assessment OF Learning is usually given at the end of a unit, grading period or a term like
a semester. It is meant to assess learning for grading purposes, thus the term Assessment
OF Learning. It is referred to as summative assessment. The effectiveness of summative
assessment depends on the validity and reliability of the assessment activity and tools.

2. Assessment FOR Learning. This refers to the use of assessment to identify the needs of
learners in order to modify instruction or learning activities in the classroom. It is formative in
nature and it is meant to identify gaps in the learning experiences of learners so that they can
be assisted in achieving the curriculum outcomes. In Assessment FOR Learning, teachers use
assessment results to inform or adjust their teaching. When in the process of teaching, teacher
discovers that the students did not understand what was taught, teacher adjusts her/his
instructional strategy. One did not work and because it did not work and expects better results
he/she has not to repeat the use of the same strategy. In summary assessment FOR learning
means teachers using student’s knowledge, understanding and skills to inform their teaching.
It occurs throughout the teaching and learning process to clarify and ensure student learning
and understanding.
3. Assessment AS Learning. This refers to the use of assessment to help learners become self-
regulated. It is formative in nature and meant to use assessment tasks, results and feedback to
help learners practice self-regulation and make adjustments to achieve the curriculum
outcomes. 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 (e.g. a paragraph) and/or with their peers with use of scoring 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 (e.g. paragraph writers) and become aware of how they
learn. In short, in assessment AS learning, students set their targets, actively monitor and
evaluate their own learning in relation to their set target. As a consequence, they become self-
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directed or independent learners. By assessing their own learning, they are learning at the same
time.