Colegio De San Sebastian

College Department
Sablayan, Occidental Mindoro

COURSE MODULE IN ASSESSMENT IN STUDENT LEARNING 1

1st SEMESTER
School Year 2020-2021

VISION: Colegio De San Sebastian, a Christian-oriented community envisions the total development of its member-
spiritually, morally, intellectually, and technologically- so that they may become responsible, innovative, socially
committed, locally active and globally competent individuals.
MISSION: It aims to provide relevant and quality education and achieve academic excellence through discipline, hard
work, and critical thinking. It hopes to contribute to the global community individuals who are willing to LEAD and to
SERVE for COUNTRY and for GOD.
GOALS: Colegio De San Sebastian aims to institutionalize faculty and staff development, upgrade learning facilities
and equipment; produce relevant curriculum materials; provide opportunities for holistic development of students and
establish linkage with the community.
OBJECTIVE: To produce graduates who are Christ- centered, permeated with the gospel of love, justice, honesty,
and service; prepared to meet the challenges of a globally competitive world; through hard work, positive attitude,
critical thinking, and effective decision making.

COURSE CODE: ASL 1

COURSE TITLE: Assessment in Student Learning 1
CREDIT UNITS: 3 units
COURSE DESCRIPTION: This is a course that focuses on the principles, development and utilization of
conventional assessment tools to improve the teaching-learning process. It emphasizes on the use of assessment of,
as, and for, in measuring knowledge, comprehension and other thinking skills in the cognitive, psychomotor and
affective domains. It allows students to go through the standard steps in test construction and development and the
application in grading systems.
COURSE OUTCOMES:
1. Explain the nature and roles of a good assessment, and its relevance to learners, teachers, parents and
stakeholders.
2. Critique teacher-make tests using the principles of high quality assessment.
3. Construct sample valid classroom assessment tests for measuring target learning outcomes
4. Interpret a given set of assessment data for reporting purposes.
5. Expound on the requirements of large-scale student assessment for its use to improve student performance.

INSTRUCTOR: MR. RALPH V. DIAZ

GOOGLE CLASSROOM CODE:

https://classroom.google.com/c/MTI1OTAyMDczNjIw?cjc=de6awfk

FACEBOOK PAGE:

https://www.facebook.com/ralphdzzz/
PHONE NUMBER:
Globe: 09052116476
Section 1: Nature and Roles of Assessment
Assessment is said to be at the core of the learning process. This implies that assessment is primarily for
gauging and enhancing student learning. It is therefore paramount for students, teachers, and stakeholders to
understand what assessment is all about, why it is needed, and how it is connected to measurement, testing and
evaluation. These shall be taken up in the first section. Section 1 has two chapters. Concepts and Relevance of
Assessment and Roles of Assessment.
Section Intended Learning outcome (SILO)
Explain the nature and rules of a good assessment, and its relevance to learners, teachers, parents and
stakeholders.

CHAPTER 1 - CONCEPTS and RELEVANCE of ASSESSMENT

OVERVIEW
Assessment is a vital element in the curriculum development
process. It is used to determine students’ learning needs, monitor their
progress and examine their performance against student learning
outcomes. As such, it is implemented at different phases of instruction:
before (pre-assessment); during (formative assessment) and after
instruction (summative).
With the directive of the Commission on Higher Education (CHED)
to implement outcome-based education (OBE) across all programs (CMO
46, S. 2012), it is imperative that educators are aware of the emphasis of
OBE in terms of assessment. CHED defines OBE as an “approach that
focuses and organizes the educational system around what is essential for
all learners to know, value, and be able to do to achieve the desired level of competence” (CHED. 2014, p.9). CHED
recognizes that OBE requires the use of appropriate assessments especially non-conventional methods to measure
student performance.
At the micro-level, OBE begins with a clear-cut statement of the learning outcomes – what the students
should know, understand and be able to do. These intended learning outcomes (ILOs) are the foundation for
designing teaching and learning activities (TLAs) and assessment tasks (ATs). Biggs and Tang (2007) recommended
a constructive alignment of ILOs. TLAs and ATs. This means that the TLAs and ATs should embody the target verbs
specified in ILOs. These are cited and contained in CHED Handbook (2014).
In view of assessment, Biggs and Tang (2007) asserted that assessment tasks should provide evidences of
how learner can use acquired knowledge academically and professionally in appropriate ways. This is where
authentic assessment would come in. authentic assessment provides tasks that enable learners to solve real-life
problems and situations.
This chapters introduces the basic concepts and terminologists in assessment. To understand the process
of assessment, we must first know the answers to the following questions: What is assessment? Why do we need to
assess? How does assessment inform instructional decisions?
Intended Learning Outcome (ILO)
At the end of Chapter 1, students are expected to:

 Compare and contrast measurement, assessment, testing and evaluation.

ENGAGE

I. MEASUREMENT, TESTING, ASSESSMENT AND EVALUATION

At this point, we differentiate measurement, testing, assessment and
evaluation. While some people use the terms interchangeably, they differ in
terms of their purpose.
MEASUREMENT
Measurement comes from the Old French word mesure which means
“limit or quantity”. Basically, it is a quantitative description of an object’s
characteristics or attribute. In science, measurement is a comparison of an
unknown quantity to standard. There are appropriate measuring tools to
gather numerical data on variables such as height, mass, time, temperature,
among others. In the field of education, what do teacher measure and what
instruments do they use?
Teachers are particularly interested in determining how much learning a student has acquired compared to
a standard (criterion) or in reference to other learners’ in a group (norm-referenced). They measure particular
elements of learning like their readiness to learn, recall of facts, demonstration of specific skills, or their ability to
analyze and solve applied problems. They use tools or instruments like tests, oral presentations, written reports,
portfolios and rubrics to obtain pertinent information. Among these, tests are the most pervasive.
A quantitative measure like a score of 30 out of 50 in a written examination does not hold meaning unless
interpreted. Measurement stops once a numerical value is ascribes. Making a value judgement belongs to
evaluation.
TESTING
Testing is a formal, systematic procedure for gathering information (Russell & Airasian, 2012). A test is a
tool comprised of a set questions administered during a fixed period of time under comparable conditions for all
students (Miller, Linn & Gronlund, 2009). It is an instrument used to measure a construct and make decisions.
Educational tests may be used to measure the learning progress of a student which is formative in purpose, or
comprehensive covering a more extended time frame which is summative.
Teachers score tests in order to obtain numerical descriptions of students’ performance. Example of
measures are raw scores and percentages obtained in tests. For example, Nico’s score of 16 out of 20 items in a
completion type quiz in Araling Panlipunan (Social Studies) is a measure of his cognitive knowledge on a particular
topic. This indicates that he got 80% of the items correctly. This is an objective way of measuring student’s
knowledge of the subject matter. Another method is through perception which is less stable because of its
subjectivity. For instance, a teacher can rate a student’s knowledge about history using a scale of 1 to 5. Subjective
types of measurement are useful especially in quantifying latent variable like creativity, motivation, commitment, work
satisfaction, among others.
Tests are the most dominant form of assessment. The issue concerning its effectiveness to measure and
effectively evaluate learning is resolved is questions target and reflect learning outcomes and covers the different
learning domains. Tests are traditional assessments. They may not be the best way to measure how much students
have learned but they still provide valuable information about student learning and their progress.
Types of Tests
For a long time, tests had been an integral part of education. However, it is important to note that is not he
end-all and be-all of education. Nonetheless, we acknowledge its significance as source of information in helping
teachers provide the best learning experience for their students.
There are several typologies of tests. The successful use of a test depends on the purpose and he construct
to be measured. An objective test cannot be used to gather opinions or determine student’s position on a social
issue. An objective test cannot be used to ascertain the writing skills of students. Personality test cannot
appropriately diagnose learning disabilities. An understanding of the types of tests is beneficial to get the most out of
them.

According to Mode of Response

In terms of the way responses are made, a test may be oral. A test may be oral, written or performance-
based.in an oral test (viva voce), answers are spoken. Hence, it can be used to measure oral communication skills. It
may also be used to check students’ understanding of concepts, theories and procedures. Unlike written tests, it is
minimally discriminatory and more inclusive especially for learners who are dyslexic (Huxham, Campbell &
Westwood, 2012). Plagiarism is less likely. But it consumes time and may be stressful for some students. (Huxham,
Campbell & Westwood, 2012). It favors extrovert and eloquent students. It is not appropriate for abstract reasoning
tasks. Written tests, on the other hand, are activities wherein students either select or provide a response to a
prompt. Among the forms of written assessments are alternate response (true/false), multiple choice, matching,
short-answer, essays, completion and identification. A written test has its strong points. It can be administered to a
large group at one time. It can measure students’ written communication skills. It can also be used to assess lower
and higher levels of cognition provide that questions are phrased appropriately. It enables assessment of a wide
range of topics. Despite some criticisms, written tests are generally fair and efficient. Performance tests are activities
that require students to demonstrate their skills or ability to perform specific actions. More aptly, called performance
assessments, they include problem-based learning, inquiry tasks, demonstration tasks, exhibits, presentation tasks
and capstone performances. These tasks are designed to be authentic, meaningful, in-depth and multidimensional.
However, cost and efficiency are some of the drawbacks.
According to Ease of Quantification of Response
As to way of scoring, a test may be classified as objective or subjective. An objective test can be corrected
and quantified quite easily. Scores can be readily compared. It includes true-false, multiple choice, completion and
matching items. The test items have a single or specific convergent response. In contrast, subjective test elicits
varied responses. A type question of this type may have more than one answer. Subjective tests include restricted
and extended-response essays. Because students have the liberty to write their answers to attest question, it is not
easy to check. Answers to this type of test are usually divergent. Scores are likely to be influenced by personal
opinion or judgement by the person doing the scoring.
According to Mode of Administration
An individual test is given to one person at a time. Individual cognitive and achievement tests are
administered to gather extensive information about student’s cognitive functioning and his/her ability to process and
perform specific tasks. They can help identity intellectually gifted students. Likewise, they can also pinpoint those with
learning (LDs). LDs are neurological disorders that impede a learner’s ability to store, process or produce information
properly. Test can aid in identifying learners who struggling in reading (dyslexia), math (dyscalculia), writing
(dysgraphia), motor skills (dyspraxia), language (dysphasia), or visual or auditory processing. Aside from assessment
data obtained from a wide array of given tasks, the teacher can also observe individual students closely during the
test to gather additional information.
A group test is administered to a class of students or group of examinees simultaneously. It was developed
to address the practical need of testing. The test is usually objective and responses are more or less restricted. It
does not lend itself for in-depth observations of individual students. There is less opportunity to establish rapport or
help students maintain interest in the test. Additionally, students are assessed on all items of the test. Students may
become bored with easy items and anxious over difficult ones. Information obtain from group tests is not
comprehensive as those from individual tests.
According to Test Constructor
Classified based on the constructor, a test may either be standardized or non-standardized. Miller, Linn &
Gronlund (2009) enumerated four properties that differentiate standardized tests from classroom or informal tests:
learning outcomes and content-measured; quality of test items; reliability; and administration and scoring
interpretation.
Standardized tests are prepared by specialists who are versed in the principles of assessment. They are
administered to large group of students or examiners under similar conditions. Scoring procedure and interpretations
are consistent. There are available manuals and guide to aid in the administration and interpretation of test results.
Because of high validity and reliability, they can be used for a long period of time provided they are used for whatever
they were intended for. Results are generally consistent. Commonly, standardized test consists of multiple choice
items used to distinguish between students. Results of standardized tests serve as an indicator of instructional
effectiveness and a reflection of the school’s performance.
Non-standardized tests are prepared by teachers who may not be adept at the principles of test
construction. At times, teacher-made tests are constructed haphazardly due to limited time and lack of opportunity to
pre-test the items or pilot test. Compared to a standardized test, the quality of items are uncertain, or if known, they
are generally lower. Non-standardized tests are usually administered to one or a few classes to measure subject or
course achievement. One or several test formats are used; hence items may not be entirely object. Test items are
not thoroughly examined for validity. Scores are subjected to any statistical procedure to determine reliability. Unlike
a standardized test, is not intended to be used repeatedly for a long time. There are no established standards for
scoring and interpreting results.
According to mode of Interpreting Results
Tests that yield norm-referenced interpretations are evaluative instruments that measure a student’s
performance in relation to the performance of a group on the same test. Comparisons are made and the student’s
relative position is determined. For instance, a student may rank third in a class of fifty. Examples of norm-referenced
tests are teacher-made survey tests and interest inventories. Standardized achievement tests are fall under this type.
Tests that allow criterion-referenced interpretations describe each student’s performance against an agreed
upon or pre-established criterion or level of performance. The criterion is not actually a cutoff score but rather the
domain of subject matter – the range of well-defined instructional objectives or outcomes. Nonetheless, in a mastery
test, the cut score is used to determine whether or not a student has achieved mastery of a given unit of instruction.
Surprisingly, the methods for setting a cut score of a test vary, therefore making it somewhat subjective.
You will find that some educators classify tests as norm or criterion-referenced tests. However, Popham
(2011) stressed that there are no such things. Instead, he clarified that these are interpretations of student
performance. Norm and criterion-referenced interpretations shall be presented in more detail in section 4.
According to Nature of Answer
The following are popular type of tests classified according to the construct they are measuring: personality,
intelligence, aptitude, achievement, social relationships, and occupational competence.
Personality tests were first developed in the 1920s, initially intended to aid in the selection of personnel in
the armed forces. Since then, quite a number of personality tests were developed. A personality test has no right or
wrong answer, but it measures one’s personality and behavioral style.it is used in recruitment as it aids employers in
determining how potential employee will respond to various work-related activities. Apart from evaluating and staffing,
it is also used in career guidance, in individual and relationship counselling and in diagnosing personality disorders.
In schools, personality tests determine personality strengths and weaknesses. Personality development activities can
then be arranged for students.
Achievement tests measure students’ learning as a result of instruction and training experiences. When
used summatively, they serve as a basis for promotion to the next grade. In contrast, aptitude tests determine
student’s potential to learn and to do new tasks. The College Scholastic Aptitude Test by the Center for Education
Measurement, Inc. measures student ability and predicts success in college. A career aptitude test aids in choosing
the best line of work for an individual based on his/her skills and interests. At this point, we may ask, “Is there a
relationship between aptitude and achievement?” If an aptitude test is administered prior instruction and results of an
achievement test are obtained after instruction, then it can be investigated whether causes achievement.
Intelligence tests measure learners’ innate intelligence or mental ability. The first modern intelligence test
was published in 1905 by Alfred Binet and Theodore Simon. Intelligence tests have continually evolved because of
efforts to accurately measure intelligence. It had been exploited extensively as a predictor of academic achievement.
Intelligence tests contain items on verbal comprehension, quantitative and abstract reasoning, among others, in
accordance with some recognized theory of intelligence. For instance, Sternberg constructed a set of multiple choice
questions grounded on his Triarchic Theory of Human Intelligence. The intelligence test taps into three independent
aspects of intelligence analytic, practical and creative.
A sociometric test measures interpersonal relationships in a social group. Introduced in 1930s, allows
learners to express their preferences in terms of likes and dislikes for other members of the group. It includes peer
nomination, peer rating, sociometric rankings of social acceptance. For instance, a child may be asked to nominate
three students whom they like to play with, or rate them accordingly.
A trade or vocational test assesses an individual’s knowledge, skills and competence in a particular
occupation. A trade test may consist of a theory test and a practical test. Upon successful completion of the test, the
individual is given certification for qualification. Trade can likewise be used to determine the fruitfulness of training
programs.
Functions of Testing
One needs to be aware of the purposes of testing in order to select the most appropriate type of test. Ytest
can be classified into four interrelated categories: instructional, administrative, program evaluation and research, and
guidance (Hopkins, 1998). Each is discussed briefly below.
A. Instructional Functions
1. Tests facilitate the clarification of meaningful learning objectives. When constructing tests, teachers are
reminded to go back to the learning objectives. If they are committed to these, teaching-learning activities
and assessment tasks provide mutual support.
2. Tests provide a means of feedback to the instructor and the student. They can be used for self-diganosis.
Students can assess their own learning and performance. Test results guide teachers in adjusting their
pedagogical practices to match students’ learning styles. The impact of a test on teaching and learning is
called washback. The effect may be beneficial or harmful as teachers and learners tend to tailor instructional
activities and learning processes to the demand of the test.
3. Tests can motivate learning. In a meta-analysis study – a research that examined similarities and
differences of several studies on classroom testing in schools in the United States – It was shown that
frequent testing increases academic preparation (study time) and academic achievement (Bangert-Drowns,
Kulik & Kulik, 1991; Basol and Johanson, 2009). Frequent testing also produces a more positive attitude
among students. Students expressed a more favorable opinion about instruction (Bangert-Drowns, Kulik &
Kulik, 1991).
4. Tests can facilitate learning. The effects of testing had been studied by researchers indicating improved
performance when learners are given the opportunity to practice retrieval before giving the final test. For
instance, in a study conducted by Lipko-Speed, Dunlosky & rawson (2014) among fifth grades in science,
student who were pre-test with feedback performed best. Prompt feedback informs students how they are
doing. By acting on teacher’s feedback students can improve in subsequent performances. Be that as it may
the tests boost learning of concepts, the sue of other assessment strategies is needed to achieve mastery.
A test-restudy practice method called successive relearning conducted at appropriate intervals can bring
about long-term retention (Lipko-Speed, Dunlosky & rawson, 2014).
5. Tests are useful means of overlearning, means continued study, review, interaction or practice of the same
material even after concepts and skills had been mastered. Preparation for a scheduled test includes
overlearning. While overlearning helps in retention, it dissipates over time.
B. Administrative Functions
1. Tests provide a mechanism of quality control. Through tests, a school can determine the strengths and
weaknesses of its curricula. Administrations can then devise ways to improve outcomes and assessment,
implement and check for improvements.
2. Tests facilitate better classification and placement decision. Test allow administrators to group students
according to their level of ability. Through a classification system, schools can assign or transfer students to
a gifted or remedial program.
3. Tests can be increase the quality of selection decisions. In using tests for classification purposes, school
can then select students for specific programs. This is true when admitting students for senior high school or
college. Through testing, a teacher can select who would benefit, for instance, in tutorial classes or remedial
programs.
4. Tests can be useful means of accreditation, mastery of certification. Test provides a means of certifying
knowledge and skills. In the K to 12 Basic Education Curriculum, a senior high school student who
completed a technical-v0cational-livelihood track in grade 12 may obtain a National Certificate Level II
provided he/she passes the competency-based assessment of Technical Education and Skills Development
Authority (TESDA). This certification will enable students to land jobs after high school. Another example is
the licensure Examination for teachers (LET) conducted by the Professional Regular Commission
 (mandated by Republic Act No. 7836). LET passers are issued licenses making them eligible to practice
their profession.
C. Research and Evaluation
Tests are usually useful for program evaluation and research. Tests are utilized in studies that determine
effectiveness of new pedagogical techniques. Researches on teaching and learning innovations like the
effectiveness of technology-enhanced learning (tablet computing and flipped classroom) are carried out using
tests and other assessment techniques to collect data. Evaluators also utilize assessment data to determine the
impact and success of their programs.
D. Guidance Functions
Test can be of value in diagnosing an individual’s special aptitudes and abilities. The aim of guidance is to
enable each individual to understand his/her abilities and interests and develop them so that he/she can take
advantage of educational, vocational and personal opportunities. In school, the guidance department evaluates
learner’s scholastic aptitude, achievement, interest and personality. By giving intelligence tests, aptitude tests,
personal inventories, long with interviews and counselling sessions, a guidance counselor can help students
develop their study and time management skills, choose which program of study to take, and select a career
path to follow.
ASSESSMENT
Assessment comes from the Latin word assidēre which means to sit beside the judge. This implies that
assessment is tied up with evaluation.
Miller, Linn & Gronlund (2009) defined assessment as any method utilized to gather information about
student performance. Black and William (1998, p. 82) gave a lengthier definition emphasizing the importance of
feedback and signifying its purpose. They stated that assessment pertains to all “activities undertaken by
teachers – and by their students in assessing themselves. – that provide information to be used to modify the
teaching and learning activities in which they are engaged.” This means that assessment data direct teaching in
order to meet the needs of the students. It should be pointed out however, that assessment is not justo collecting
data. These data are processed, interpreted and acted upon. They aid teachers to make informed decisions amd
judgment to improve teaching and learning. It is continuous process to identify and address problems on
teaching methods, learning milieu, student mastery and classroom management. Hence, it is no surprise that
assessment subsumes measurement and instigates evaluation.
Tests are a form of assessment. However, the term “testing” appears to have a negative connotation among
educators and somewhat threatening to learners. Thus the term “assessment” is preferably used. While a test
gives a snapshot of a student’s learning, assessment provides a bigger and more comprehensive picture. It
should be clear now that not all assessments are tests. Although many educators are still focused on traditional
tests, schools are implementing an outcome-based teaching and learning (OBTL) approach are now putting
emphasis on performance tasks and other assessments like portfolios, observation, oral questioning and case
studies for authentic assessment. These are non-test assessment techniques.
While this book is entitled Assessment of learning, one must realize that assessment occurs throughout the
course of learning, not just at the end (summative). Assessment can be embedded instruction (formative).
Nature of Assessment
Assessment is a processed that can be placed in two broad categories: measures of maximum performance
and measures of typical performance Miller, Linn & Gronlund (2009). Originally, Cronbach made this
classification for personnel selection tests.
Maximum Performance is achieved when learners are motivated to perform well. Assessment results from
maximum performance manifest what students can do at their level best – their abilities and achievments. In this
category, students are aim for a high score. Of course, there are factors that affect student’s optimal
performance like noise and other distractions. Since teachers have direct control over the testing environment,
they can take action in reducing or eliminating such factors.
Contrastingly, a measure of typical performance shows what students will do or choose to do. It assess how
a learner’s ability is evident if demonstrated on a regular basis. Hence, it is more focused on the learner’s level of
motivation rather than his optimal ability.
 Examples of measures of maximum performance are achievement and aptitude tests. An achievement tests
is a measure of and individual’s competency in a specific area. Spelling tests, arithmetic tests, and periodical
tests are typical examples of classroom achievement tests. The National Achievement Test (NAT) administered
by the Department of Education to Grade 6 and Grdae 10 students are standardized test designed to determine
the achievement level of students in five subjects: English, Mathematics, Science, Filipino and Araling
Panlipunan. An aptitude test measure student’s ability and capability to learn. It conveys to teachers and other
evaluators how a learner is likely to perform in school – his/her propensity to succeed.
As for measures, of typical performance, these include attitude, interest and personality inventories;
observation techniques; and peer appraisals. Personality and interest inventories provide insights into a learner’s
personality traits, interests, and potential career preferences. Examples of these are the Myers-Briggs Type
Indicator (MBTI) and the Strong Interest Inventory (SII). Observation is used by tecahers to document what
happens inside the classroom. Data re gathered by watching, listening and recording students’ performance and
behavior. Some observational techniques include scoring rubrics; anecdotal records; portfolios; checklists and
rating scales. Rubrics are scoring guides or sets of criteria used to assess students’ skills or level of
understanding. Anecdotal records are nots containing teacher’s observation of how students learn and perform,
as well as how they interact with peers. These are brief notes focused on specific outcomes, observed during the
lesson or after the students has completed a performance or product. They contain records of a learner’s
progress and pattern of behavior. A portfolio is a selection of student work, purposefully chosen to reveal the
student’s learning progress over time (growth portfolio); his/her best works (showcase portfolio) or document the
learner’s achievement for grading (evaluation portfolio). In portfolio assessment, the most critical element is the
learner’s reflection upon the quality and growth of his/her work. The selevtion shets contain the learner’s
assessment for the the selection, the strengths and weaknesses in the chosen sample of work, the learner’s
assessment of his/her own self-efficacy and personal strategies to improve and attain the learning outcomes.
Checklists and rating scales are tools to systematically record observations about what students know and what
they can actually do to relative to the stated outcomes. Kubiszyn and Borich (2010) categorized them as rubrics
for performance assessment. A checklist usually uses a yes/no, present/absent or complete/incomplete format in
marking a student’s performance or execution of specific steps in a list. Nitko and Brookhart (2007) identified
four types of checklists; procedure checklist; behavior checklist; and self-evaluation checklist. When a Science
teacher observes if a student follows the correct steps in the use and storage of the microscope, a procedure
checklist is used. A behavior checklist is used when observing students in an oral presentation if they stand
upright, maintain eye contact, speak loudly, enunciate clearly, etc. projects call for a product checklist while a
self-evaluation checklist goes well with a portfolio. In accomplishing a self-evaluation checklist, learners
undertake a thoughtful review of their performance. Finally, a rating scale indicates the extent of behavior, skills
and strategies displayed by a learner. Unlike a checklist, it attaches quality to the elements of a process or
product. English teachers can use a rating scale to assess their learners’ listening skills. Rating scales are used
in developing a grading rubric.
Purposes of Assessment
There are three interrelated purposes of assessment. Knowledge of these purposes and how they fit in the
learning process can result to a more effective classroom assessment.
1. Assessment for Learning (AfL)
Assessment for learning pertains to diagnostic and formative assessment tasks which are used to determine
learning needs, monitor academic progress of students during a unit or block of instruction and guide instruction.
Students are given on-going and immediate descriptive feedback concerning their performance. Based on
assessment results, teachers can make adjustment when necessary in their teaching methods and strategies to
support learning. They can decide whether there is a need to differentiate instruction or design more appropriate
learning activities to clarify and consolidate students’ knowledge, understanding and skills. Example of AfL are
pre-tests, written assignments, quizzes, concept maps, focused questions, among others.
2. Assessment as Learning (AaL)
Assessment learning employs tasks or activities that provide students with an opportunity to monitor and
further their own learning – to think about their personal learning habits and how they can adjust their personal
learning strategies to achieve their goals. It involves metacognitive processes like reflection and self-regulation
to allow students to utilize their strengths and work on their weakness by directing and regulating their learning.
Hence, students are responsible and accountable for their own learning. Self- and peer-assessment rubrics and
 portfolios are examples of AaL. Aal is also formative which may be given at my phase of the learning process
(DepEd Order 8, s. 2015).
3. Assessment of Learning (AoL)
Assessment as Learning is summative and done at the end of a unit, task, process or period. Its purpose is
to provide evidence of a student’s level of achievement in relation to curricular outcomes. Unit tests and final
projects are typical example of summative assessment. AoL is used for grading, evaluation and reporting
purposes. Evaluative feedback on the student’s proficiency level is given to the student concerned, likewise to
his/her parents and other stakeholders. AoL provides the foundation for decisions on student’s placement and
promotion.
EVALUATION
Evaluation comes in after the data had been collected from an assessment task. According to Russell and
Airasian (2012), evaluation is the process of judging the quality of a performance or course of action. As what its
etymology indicates French word évaluer), evaluation entails finding the value of an education task. This
means that assessment data gathered by the teacher have to be interpreted in order to make sound decisions
about students and the teaching-learning process. Evaluation is carried out both by the teacher and his/her
students to uncover how the learning process is developing.
Relationship Among Measurement, test and Evaluation
Figure 1.1 displays a graphical relationship among the
concepts of measurement, test and evaluation (Bachman,
1990). It shows that while tests provde quantitative
measures, test results may be used for evaluation or EVALUATION MEASUREMENT
otherwise. Likewise, there are non-tests that yield TEST
quantitative measures which can be used for evaluative
process or research. It is clear in the diagram that tests 1 2 3 4 5
are considered measurements simply because they yield
numerical scores. They are forms of assessment because
they provide information about the learner and his/her
achievement. However, tests comprise only a subset of Figure 1.1. Venn Diagram of Measurement, Test
and Evaluation (Bachman, 1990)
assessment tools. There are qualitative procedures like
observations and interviews that are used in classroom assessment. They add more dimension to devaluation.

Area 1 is evaluation that does not involve measurement or tests. An example is the use of qualitative
descriptions to describe student performance. Observations are non-test procedures which can be used to
diagnose learning problems among students. Area 2 refers to non-test measure for evaluation. Ranking used by
teachers in assigning grades is an example of a non-test measure for evaluation. Area 3 is where all three
converge. Teacher made-tests fall in this region. Area 4 pertains to non-evaluative test measures. Test scores
used in correlational studies are example of these. There had been researches conducted on the relationship of
test scores and motivation, test scores and family income, etc. Finally, area pertains non-evaluative non-test
measure like assigning numerical codes to response in a research study. An example would be nominal scales
used in labeling educational attainment.
II. RELEVANCE OF ASSESSMENT
Assessment is needed for continued improvement and accountability in all aspect of the education system. In to
make assessment work of everyone –students, teachers and other players in the education system should have an
understanding of what assessment provides how it used to explain the dynamics of student of student learning.
Students
Through varied learner-centered and constructive assessment task, students become actively engaged in the
learning process. They take responsibility for their own learning. With the guidance of the teacher, they can learn to
monitor changes in their learning patterns. They become aware of how they think, how they learn, how they
accomplish tasks how they feel about their own work. These rebound to higher levels of motivation, self-concept and
self-efficacy (Mikre,2010) and ultimately better student achievement (Black & William, 1998).
 Teachers
Assessment informs instructional practice. It gives teachers information about a student’s knowledge and
performance base. It tells them how their students are currently doing. Assessment results can reveal which teaching
methods and approaches are most effective. They provide directions to how teachers can help students more and
what teachers should do next.
As a component of curriculum practice, assessment produces support instructor’s decisions on managing
instruction, assessing student competence, placing students to levels of education programs, assigning grades to
students, guiding and counselling, selecting students for education opportunities and certifying competence (Mike,
2010).
Parents
Education is shared partnership. Following this tenet, parents should be involed in the assessment process.
They are valued source of assessment process. They are valued source of assessment information on the
educational history and learning habits of their children, most especially for pre-schoolers who do not yet understand
their developmental process. In return, teachers should communicative vital information to parents concerning their
childrens progress and learning.
Additionally, assessment data can help identify needs of children for appropriate intervention. For instance,
when results of the School Readiness Year-end Assessment (SReYA) for kindergarten are shared with parents, they
can use the informationto contuct home-based activities to supplement their childrens learning.

Administrators and Program Staff

Administrators and school planners use assessment to identity strengths and weaknesses of the program.
They designate program proities , assess options and lay down plans for improvent. Moreover, assessment data are
used to make decisions regarding promotion or retention of students and arrangement of faculty development
programs.
Policymakers
Assessment provides information about students achievements which in turn effect the quality of education
being provided by the school. With this information, government agencies can set or modify standards, reward or
sanction schools and direct educational resources. The Commission on Higher Education in response to their
program on quality assurance shut down substandard academic programs od schools with low graduation and
passing rates in licensure examinations.
Assessment results also reserve as basis for formulation of new laws. A current example is RA 10533,
otherwise known as the K to 12 Enhanced Basis Education act of 2013. The rationale for the implementation of this
law was the low scores obtained by Filipino pupils in standardized tests such as the National Achievements Tests
(NAT) and international tests like the TIMSS (Trends in International Mathematics Study).
Assessment plays a vital role in the K to 12 program. In Kindergarten, children are given a School Readiness
Yearend Assessment (SReYA) in the mother tongue to assess readiness across the different development domains
aligned with the National Early Learning Framework. School-based Early Grade Reading Assessment (EGRA) and
Early Grade Math Assessment (EGMA) in the mother tongue are given in grade 1; and EGRA in English and Filipino
in grade 3. National achievement tests are conducted in key stages to assess readiness of learners for subsequent
grade/year levels. In helping students choose specializations in senior high school, they will undergo several
assessments to uncover their strength and weaknesses. Among these is the National Career Assessment
Examination (NCAE). The National Basis Education Competency Assessment (NBECA) completes the assessment
stages. It measures the attainment of the K to 12 standards. As we can see, there are mechanism in place to monitor
the quality of basis for evaluative decisions and policy formulation to sustain or improve the program and adapt to
emerging needs.

EXPLORE
ACTIVITY 1: CONCEPT CLARIFICATION
 A lot has been said and written about assessments in books and journals but there are still people or even
teachers who have misconceptions about the effective use of assessment in the classroom. Modern educational
assessment is now shifting away from examinations. Twenty-first century assessments are focused on both the
learning process and the assessment outcome. Assessment tasks are becoming more authentic, collaborative and
focused toward higher-order thinking skills.
Rectify the following misconceptions. Explain in two to three sentences why they are incorrect.
1. Assessment and evaluation are one and the same.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Assessment is completed once every grading period.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Assessment is one-way. Only teachers are involved in assessment.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. Assessment is ultimately foe grading purposes.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. Student’s work should always be given a grade or mark.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. Assessment is the responsibility of program coordinators/supervisors.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

7. Assessment is imposed on teachers by the school and accrediting agencies.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

8. Formative assessment is a kind of test teachers use to find out what their students know.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

9. Instruction informs assessment but not the other way around.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

10. Assessment is an average of performance across a teaching period.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 2: METHAPOR FOR ASSESSMENT
Musical, Nieminen, Thomas & Burke (2009) offered metaphors for assessment that provide nuances to the
definition of the term, thereby enriching it. They wrote that assessment is sitting beside a learner. This suggests that
assessment is a learning activity, thus feedback is essential. The teacher assists the students to understand their
needs. Assessment here takes a formative role. The setting is said to be relaxed and data are gathered through oral
questioning and observation. A similar metaphor is coaching which describes assessment as a process of providing
suggestions and encouragement to students in the teaching-learning process. If assessment is regarded as
evaluative rather than diagnostic or formative, then a metaphor for it is judging. In such case, assessment is
summative aimed at determining the extent to which students have acquired knowledge and skills relative to
standards.
Similar to the metaphors mentioned in the above paragraph, think of your own metaphor for assessment.
Explain why you chose that metaphor in relation to your concept of assessment and your view of teaching and
learning.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

ACTIVITY 3: MEANINGFUL ASSESSMENT

As a college student, you underwent several assessments in basic education. Recall from your own personal
experience an assessment that you think was truly meaningful to you. Explain why it is so. Explain the nature and
purpose of that particular assessment.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

APPLY

Name: _______________________________________________ Date: ___________________________

A. TEACHING-LEARNING ACTIVITY: NOTE CHECK

Note check is a strategy used to allow learning partners to work together to fill gaps in their collective
understanding of the information.

Partner with a classmate and compare notes. Summarize key information (in bullet form) about
measurement, assessment, test and evaluation. Generate questions that can be discussed and shared with
the class. Sample statements and questions are given.

KEY PIONTS CLARIFICATION OF STICKING PIONTS

Measurement
 • Measurement does not include qualitative data Is measurement necessary for evaluation?
about students’ performance

Assessment

• Assessment is needed for effective Learning How do we describe an assessment-centered

and teaching. teaching?

Test

Evaluation

B. INTERPRETIVE EXERCISE
Below is a portion of the memorandum from the Department of Education. Read the DepEd guidelines and
answer the question that follow.

DO 5, s. 2013 – Policy Guidelines on the Implementation of the School Readiness Year-End Assessment (SReYA)
for kindergarten

1. Pursuant to Republic Act (RA) No. 10157 otherwise known as the kindergarten Education Act,
Kindergarten Education as the first stage of compulsory and mandatory formal education is vital for the
holistic development of the Filipino child.

2. Kindergarten Education is hereby institutionalized as part of basis education which was made effective
starting School Year (SY) 2011-2012 following the Standards and Competencies for Five-Year Old
Filipino Children. Along with the implementation of this curriculum, an assessment tool is deemed
necessary. Thus, the School Readiness Year-End Assessment (SReYA) was restructured and
contextualized into 12 dominant languages (Mother Tongue). The tool is intended to assess the
performance level of all kindergarten pupils in the elementary school system across different
developmental domains aligned with the National Early Learning Framework.

3. The SReYA aims to:

a. Assess children’s readiness across the different developmental domains (Physical Health and
Well-Being, Motor Development, Mathematics, Languages and Literacy, Sensory Perceptual,
Physical and Social Environment, Character and Values Development, and Socio-emotional
Development);
 b. Utilized the results as basis for providing appropriate interventions to address specific needs of the
children; and
c. Share with parents the results of their child’s assessment as basis for helping them come up with
home-based activities for their supplemental learning.

4. The assessment shall not be treated as an achievement test or final examination. Hence, no child shall
be refused entry to Grade 1 based on the results of this assessment.

QUESTIONS:
1. What assessment is mentioned in the memorandum? What is the purpose of giving such assessment?

______________________________________________________________________________________

2. How would you classify the assessment in terms of its nature? What type of test is it?

______________________________________________________________________________________

3. Is this a graded assessment? Why or why not?

_______________________________________________________________________________

4. What is the relevance of the assessment to students, teachers, parents and the school?

_______________________________________________________________________________________

B. INTERGRATING WIKISIN THE CLASSROOM

Part I: Classroom Encyclopedia

Enhance the topic by gathering more information about the “Relevance of Assessment”.
Synthesize your learning by writing and posting short articles about the nature of assessment and therelevance
of assessment to (a) students; (b) teachers; (c) administrators; (d) program coordinators; (e) parents; (f)
policyholders; (g) industry and other stakeholders. Each group shall focus on one area.

Work together with members of your group. Gather materials from books and academic journals. Write an
article (500-1000 words) and post in on a wiki. You may use the space below for the draft.

Part II: Glossary of Terms

Create a wiki-based glossary where assessment terms are defined. Members of the group can peer edit
pages to correct mistakes or improve the entries. Indicate your sources.

Below is an example:

Assessment- a broad term that includes the practice of testing but also includes a variety of formal and informal
methods of gathering information about student learning, understanding and performance. It is the art of placing
learners in a context that brings out or clarifies what a learner knows and can do (Musical, Nieminen, Thomas &
Burke, 2009).

Note: Save and print your work and submit to your teacher.
 B. KEY PLAYERS IN ASSESSMENT

Below are questions which assessment can address. Determine to which group (student, teacher, parents,
administrators, curriculum supervisor/coordinator, and policymakers) the questions is coming from. Explain
briefly how assessments can be used to answer the question.

1. Do I have control over my own success?

_______________________________________________________________________________
2. Are my students improving?
_______________________________________________________________________________
3. Are we doing enough at home to support the teacher?
_______________________________________________________________________________
4. Is my teaching strategy effective?
_______________________________________________________________________________
5. How am I doing in comparison to my peers?
_______________________________________________________________________________
6. What should I do to succeed?
_______________________________________________________________________________
7. Does the teacher know the needs of our child?
_______________________________________________________________________________
8. How do we define success in terms of student learning?
_______________________________________________________________________________
9. Is the K to 12 program producing the desired results?
_______________________________________________________________________________
10. How do we allocate our school resources to achieve success?
_______________________________________________________________________________
11. Is our program of instruction producing good results?
_______________________________________________________________________________

12. What curriculum adjustments do we need to make to meet students’ needs?

_________________________________________________________________________________
13. Are students optimally achieving to become global, productive citizens?
_________________________________________________________________________________
14. Are our students qualifying for college?
_________________________________________________________________________________
15. What do I say during the parent-teacher conference?
_________________________________________________________________________________

TASK 1: ASSESSMENT SCENARIOS

In a view of learning, the purpose of measurement is to numerically describe learning attributes or quality. It asks
the question, “how much?” Assessments seeks information to inform instructional practice and further student
learning. Evaluation involves ranking and interpretation. It asks the question, “how good?”
Discuss the concept of measurement, assessment and evaluation in the following situations.
1. Ms. De Leon, a Grade 5 Science teacher, was done with her lessons about rocks and soil erosion. She
gave a test that required students to discuss the types of rocks, how rocks turn into soil and the effect of soil
erosion on living things and the environment. She noted that Susan scored 43 out of 50 in the test. She
informed Susan that she satisfactorily attained the intended learning outcome and deserved a grade of 86
with a remark that Susan showed proficiency in the said topic.

2. Mr. Bautista is a Physical Education Instructor. He used direct observation to appraise the dribbling,
passing, shooting and lay-up skills of his students in basketball. He rated Paul a ‘2’ on shooting using a 3-
 point rubric. He observed that Paul was able to shoot successfully most of the time using two hands instead
of one to shoot. He noted that Paul was a fair shooter.

3. Loida and Lulu are Grade 6 Students that belong to the same class. They are taking Mathematics under Ms.
Uy, Loida obtained a mark of 85 while Lulu realized that Loida performed better than her. Loida had
achieved proficiency while Lulu was at the approaching proficiency’ level.

4. Chit, a student-teacher majoring in English, conducted a teaching-demonstration on the rules of

capitalization. She obtained an overall rating 70%. The critic teacher wrote that Chit was nervous in using
her instructional aid. She was not able to control the class. In view of her descriptions, the critic teacher
concluded that Chit was a second-class teacher and would assist her in correcting and improving her
performance.

5. Ms. Mendoza measured the size of her classroom and found that the floor area is 20 square meters. She
reported to the principal that the classroom is too small for a class of 40 students.

TASK 2: ASSESSMENT CLASSIFICATION

Looking into the nature of assessment, it has two categories: measures of maximum performance and
measures of typical performance. Classify the following assessment by writing them in the appropriate box.
Achievement test Mastery test Portfolio
Anecdotal record Observational techniques Quizzes
Aptitude test Periodical teat Rating scale
Checklists Personality inventions Rubrics
IQ test Oral presentations

Maximum Performance Typical Performance

Differentiate the two sets by citing the characteristics of each group.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

CHAPTER 2 Roles Of Assessment

Overview
Assessment is a cyclic process. As
1. Defined/Refine student
illustrated in Figure 2.1 (BC, 2006), program-
learning outcomes based on
level learning outcomes are developed from
input from stakeholders.
research and input from stakeholders. These
are aligned with the institutional outcomes
6. Document results
and mapped to the courses within the 2. Design assessment tools,
program through curriculum mapping. and outline needed criteria and standards
Course learning outcomes are assessed changes in curriculum, directly linked to each
using appropriate tools and criteria. instructional materials, continue.
Assessment data are gathered, analyzed or teaching strategies.
and interpreted. Gaps are identified between 3. Implement
desired learning outcomes and actual 5. Identify gaps between assessment tool(s) to
results. Data-driven action plans are then desired and actual results. gather evidence of
developed for program improvement. student learning.
Changes in assessment tools, course 4. Analyze and evaluate
materials, instructional methods, course the collected data.
prerequisites or learning outcomes are
effected. Goals and objectives are reviewed
and refined following evaluation findings.
Figure anew.
This is referred to as the feedback loop and the cycle begins 2.1 Assessment Implementation Cycle (BC, 2006)
 Intended Learning Outcome (ILO)
At the end of Chapter 2, students are expected to:

 Explain the various roles of assessment to learners, teachers, parents and other stakeholders.

ENGAGE

ROLES OF ASSESSMENT
There are four roles of assessment used in the instructional process. Miller, Linn & Gronlund (2009)
identified these as functional roles of assessment in classroom instruction. Analogously, Nitko (1994) enumerated
these as instructional decisions supported by tests.

1. Placement Assessment
Placement assessment is basically used to determine a learner’s entry performance. Done at the beginning
of instructions, teachers assess through a readiness pre-test whether students possess prerequisite skills needed
prior to instructions. If pre-requisite skills are insufficient, then the teacher can provide learning experiences to help
them those skills. If students are ready them the teacher can proceed with instruction as planned. An example of a
readiness pre-test is an arithmetic test given to students who are about to take elementary algebra.
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
target. 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.
2. Formative Assessment
There is now a shifting from a testing culture to an assessment culture characterized by the integration of
assessment and instruction (Dochy, 2001). This is where formative assessment comes in. Formative assessment
mediates the teaching and learning processes. It is learner-centered and teacher-directed. It occurs during
instruction. It is context-specific since the context of instruction determines the appropriate classroom assessment
technique. Consider the following examples Muddiest point is a technique that can be used to address gaps in
learning. The technique consists of asking students at the end of the lesson to scribble down their answer to the
question, “What is the muddiest point in the lecture, discussion, assignment or activity?” Another is a ‘Background
knowledge probe’ which is a short and simple questionnaire given at the start of a new lesson to uncover students’
preconceptions. From these we can see that formative assessment is used as feedback to enhance teaching and
improve the process of learning. It is an on-going process, hence learners regularly receive feedback. And how does
this work? For instance, a teacher provides his comments and suggestions to an essay on climate change submitted
by one of his/her students. The student revises his/her work before being finally assessed. Other types of informative
assessment include question and answer during discussion, assignments, short quizzes and teacher observations.
Results of informative assessment are recorded for the purpose of monitoring students’ learning progress. However,
these are not used as bases for students’ marks.

Positive Effects of Formative Assessment

Black & William (1998) cited a body of evidence showing that formative assessment can raise the standards
of achievement. Utaberta & Hassanpour (2012) enumerated the positive effects of formative assessment. They are
as follows:
  Reactivates or consolidates prerequisite skills or knowledge prior to introducing new
material;
 Focuses attention on important aspects of the subject;
 Encourage active learning strategies;
 Gives students opportunities to practice skills and to consolidate learning;
 Provides knowledge of outcomes and corrective feedback;
 Helps students monitor their own progress and develop self-evaluation skills;
 Guides the choice of further learning activities to increase performance; and
 Helps students to feel a sense of accomplishment.

Attributes of an Effective Formative Assessment

Melmer, Burmaster & James (2008) 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 standard. 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 progression. Learning progression should clearly communicate the subgoals of the ultimate learning
goals.

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 constructed a
model of feedback to enhance learning. Refer to figure 2.2 Discrepancies (or gaps) in the students’ current actual
performance and desired goal attainment can be reduced by both teachers 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 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.

Purpose
To reduce discrepancies between current understanding /performance and a
desired goal

The discrepancy can be reduced by:

Students
∙ Increased effort and employment of more effective strategies
OR
∙ Abandoning, blurring, or lowering the goals.

∙ Providing appropriate challenging and specific goals

∙ Assisting students to reach them through effective learning strategies and

feedback.

Effective feedback answers three questions

Where am I going? (the goal) Feed Up
How am I going? Feed Back
Where to next? Feed Forward

Each feedback question works at four levels:

Task Level Process Level Self-Regulation Level Self Level

How well tasks are The main process needed Self-monitoring, directing, Personal evaluations, and
to understand/ perform affect (usually positive)
Understood/performed and regulating of actions about the learner.
tasks

Figure 2.2 Hattie and Timperley’s (2007) Model of Feedback to Enhance Learning
3. Diagnostic Assessment
Diagnostic Assessment is intended to identify learning difficulties during instruction. A diagnostic test for
instance can detect commonly held misconceptions in a subject. Contrary to what others believe, diagnostic tests are
not merely given at the start of instruction. It is used to detect causes of persistent learning difficulties despite the
pedagogical remedies applied by the teacher. This is not used as part of a student’s mark of achievement.
4. Summative Assessment
Summative Assessment is done at the end of instruction to determine the extent to which the students have
attained the learning outcomes. It is used for assigning and reporting grades or certifying mastery of concepts and
skills. An example of a summative assessment is the written examination at the end of the school year to determine
who passes and who falls.
There is another form of assessment called interim assessment. Interim Assessments have the same
purpose as formative assessment, but these are given periodically throughout the school year. They prepare as
formative assessments. For example, to predict which students are on course to succeed in a national achievement
test or high school/college admission test, the school given interim test to students every eight weeks. Interim
assessments fall between formative and summative assessments. They allow comparison of assessment results to
aid in decision-making at the micro (classroom) and meso (school and district) levels. As such, interim assessments
are instructional, predictive and evaluate. They are differentiated from instructionally embedded formative
assessment that are given frequently or summative assessments that have greater scope and longer cycle duration.

TAXOMY OF APPROACHES TO ASSESSMENT

Competency-Based Instruction “Gatekeeping”

Attitude and Values
s
Behavior
Assessment-Based Curriculum Admission Tests
Individual Individual Perf. Tests Rising Junior Exams
Interviews/Portfolios Comprehensive Exams
s
Skill
Knowledge

Level of Placement Certifications Exams

Assessment
(Who?)

Program Enhancement Campus and Program

Group Individual assessment results Evaluation
may be aggregated to serve Program Reviews
program evaluation purposes Retention Studies Objects of
Alumni Studies Assessment
“Values Added” Studies (What?)

Learning/Teaching Accountability
(Formative) (Summative)
Purpose of Assessment (Why?)

Figure 2.3 Assessment Taxonomy (Terenzini, 1989)

 The purpose and roles of assessment may be summarized and viewed as taxonomy of approaches.
Terenzini’s Assessment Taxonomy (1989) consolidates the what, who and why of assessment. As shown in the
Figure 2.3, there are four dimensions of outcomes: knowledge (breadth and depth); skills (basic, higher-order and
career-related); attitudes and values; and behavioral improves (what learners do during and after the course of the
program). Primarily, assessment improves teaching and learning which is formative in function. Terenzini claims that
placement and diagnostic examinations are likewise formative focused at the individual level. Individual assessment
results may be consolidated and interpreted collectively for program evaluation purposes. If formative, then
assessment is used to enhance curricular programs. If summative, then assessment is rather administrative in
purpose. This mean that information is mainly used for accounting and reporting. Examples include academic
program reviews, analysis of attrition rates, and alumni follow-up studies. At the individual level, summative
assessment has a “Gatekeeping” function. Entrance examinations, for instance, select students that best fit the
programs offered by the school. High stakes tests like comprehensive examinations and licensure examinations are
also summative.

ENGAGE

ACTIVITY 1: ASSESSMENT SCENARIOS

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 development 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.
2. Every year, a national normed assessment is given to grade 3 pupils in English, Math and Science.
3. The teacher returned a student’s Math worksheet with written comments. The teacher’s remarks consist of a
compliment 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.
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.
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.
6. A technology and Livelihood Education teacher is teaching ICT to his students. Through oral questioning, he
asked several students about the use of the internet in searching for information and the computer file
system. He also provided a short computer exercise. After confirming what the students know and can do,
the teacher proceeded to the next segment – how to download files from the internet.
ACTIVITY 2: INTERPRETING A CONCEPT MAP

Concept maps are tools for organizing and presenting knowledge. They are visual representations that
show relationship of concepts. They can be used as a diagnostic pre-assessment or a formative assessment during
learning activities.
Suppose you are a K to 12 teacher who recognize the important of quality assessment in getting accurate
information about student performance and improving student achievement. You found a concept map about the
essential of classroom assessment. You share them with a colleague and provided a description.

Concept Map: Explain in 150-200 words.

Accuracy

Test Item
and
Clear Target Task
Development

Balanced
Development
Formation and
of scoring
Summative
Guides
Assessment

Tracking Instructional
Resulting and Planning
Grading with Results

Self-assessment Descriptive
and Goal Setting Feedback

Effective Use

Figure 2.4 Components of Classroom Assessment Literacy

(Chappuis, Stiggins, Chappuis & Arter, 2012)
APPLY

Name: ____________________________________________ Date: __________________________

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 (180-200 words).
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.
Samples: Below are images with integrated metaphors about the roles of assessment.
ASSESS
TASK 2: INTERVIEW

SECTION The1goal is to present in class the relevance of assessment particularly on classroom decision-making and
in aiding students to attain the 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 of teaching and learning
activities below is an interview guide.
Preliminaries
• What is your name?
_____________________________________________________________________________________
• How long have you been teaching?
_____________________________________________________________________________________
• What subjects are you teaching?
_____________________________________________________________________________________
• What classes are you handling this school year?
______________________________________________________________________________________

Guide Questions
• How do you gather information about students in terms of their knowledge, skills and values?
What assessment tools do you use?
_____________________________________________________________________________________
_____________________________________________________________________________________
• When do you conduct assessments?
_____________________________________________________________________________________
_____________________________________________________________________________________

• How do you utilize the information in your profession?

_____________________________________________________________________________________
_____________________________________________________________________________________

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

_____________________________________________________________________________________
_____________________________________________________________________________________

SUMMATIVE ASSESSMENT
For each item, write the letter of the correct answer on the space provide before the item number.
_____1. Which of the following shows the relevance of assessment to administrators?
A. Give feedback to students about their progress
B. Plan and conduct faculty development program
C. Discover learning areas that require special attention
D. Diagnose and identify students’ learning needs
_____2. Assessment is important to teachers because of the decisions they will make about their students when
teaching them. For teachers, which is NOT among the functions of assessment?
A. Identify learners’ need and abilities
B. Monitor and improve teaching-learning process
C. Make decisions about how to implement learning activities.
D. Make policy decisions regarding what is and is not appropriate for learners
______3. Mr. Castro uses evidences of student learning to make judgment on student achievement against from
goals and standards. He does this at the end of a unit or period. Which purpose does assessment serve?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment tool
______4. Ms. Bermudez notes that Christine obtain a score of 40 points out of a possible 50 in the unit test. Which
concept is exemplified in the statement?
A. Assessment
B. Evaluation
C. Formative
D. Measurement
______5. Ms. Sibug declared that Amy’s score in the summative test that she has learned the content exceedingly
well and is ready to progress to the next unit of instruction. Which concept is illustrated?
A. Assessment
B. Evaluation
C. Measurement
D. Testing
______6. Which of the following assessments is designed to measure the degree of learning thas has place after a
person has been exposed to specific learning experiences?
A. Achievement Test
B. Aptitude test
C. Socio-metric test
D. Trade test
______7. A teacher wants to develop a test that would measure group relations, so he/she can come up with
appropriate interventions to help improve these relations. What type of test should he/she devise?
 A. Achievement test B. Intelligence test
C. Socio-metric test D. Trade test
______8. A test can be classified according to test instructor. Compared to a teacher-made test, which of these
statements is true about a standardized test?
A. A standardized test is easily made.
B. A standardized test allows meaningful comparisons between students.
C. A standardized test allows greater variability in testing procedures.
D. A standardized test is highly subjective.
______9. The teacher compares students’ responses in a test. For a specific response made by a student. The
teacher decides that the student should receive a score of 6 (out of 10) in comparison to the answers
provide by his/her classmates. How do you classify the test?
A. Achievement test
B. Aptitude test
C. Criterion-referenced test
D. Norm-referenced test
______10. Which of the following is the element unique to student portfolios?
A. Book reports
B. Oral presentation
C. Paper-and-pencil tests
D. Reflective writing
______11. Susana is lagging behind in her Math class. The teacher noticed this and decide that Susan needs special
instruction. What type of decision is this?
A. Diagnosis
B. Formative
C. Placement
D. Summative
______12. Juanita discovers that some students had difficulty applying mathematical procedures to solve various
word problems because of their lack of knowledge and skills of basic algebraic concepts and operations.
What form assessment did she use?
A. Diagnosis
B. Formative
C. Placement
D. Summative
______13. Ms. Rivera is reviewing the science quiz she gave to her class. She learned that many of her students
missed the essay item. What should she do?
A. Reprimand the class to pay attention
B. Administer another test
C. Refrain from giving essay
D. Reconsider her teaching method
______14. During his first meeting, Mr. Miranda gave a readiness test to determine the prerequisite skills and degree
of mastery his students possess in relation to the course objectives of learning outcomes. He intends to use
the results to determine where he will begin in his lesson plan and decide on the best mode of learning.
Which form of assessment did he employ?
A. Diagnostic B. Formative
C. Placement D. Summative
______15. Through observation techniques, a math teacher learned that students are non-participative during
interactive lecturing or lecture-demonstrations. Consequently, the teacher adopted collaborative learning like
syndicate approach and jigsaw learning method. What form of assessment prompted him to do so?
A. Diagnosis
B. Formative
C. Placement
D. Summative
______16. At the end of instruction, Mr. De Jesus gave his students a long test to determine their level of
achievement and mastery of the topics in the first quarter. Which of these concepts describes this particular role
of assessment?
A. Diagnosis
B. Formative
C. Placement
D. Summative
______17. Mr. Gonzales, a Social Studies teacher, is about to discuss the Spanish colonization in the Philippines
(Pamunuang Kolonyal ng Espanya) to his grade 5 students. He asks open-ended questions and records the
responses of his students. What was the purpose of his assessment?
A. Assessment as an instruction and providing feedback.
B. Assessment as diagnosing learner difficulties or misconceptions.
C. Assessment as determining progress along a development continuum.
D. Assessment as program evaluation or accountability.
______18. The test results were utilized to make decisions about the school’s curriculum. What functions does the
assessment serve?
A. Administrative
B. Guidance
C. Instructional
D. Research and evaluation
______19. Which of the following is NOT true about information gathered in formative assessment?
A. Immediacy of results is important
B. Interpreted in terms of instructional decisions
C. Frequency of data collection is low
D. Information shelf-life is short
______20. Assessment affects all constituencies within the school community. What does assessment provide
parents?
A. Information to evaluate learner’s achievement
 B. Information concerning learner’s needs
C. Information about the school’s progress
D. Information for long-range instructional planning

SECTION
PRINCIPLES OF HIGH QUALITY ASSESSMENT
2

In on outcome-based education model, assessment should conform principles to keep the quality and credibility of
assessment high. Among these articles are (1) appropriateness and alignment of assessment methods to learning
outcomes; (2) validity and ratability; (3) practically and efficiency; and (4) ethics. These are tackled in separate
chapters.
Section Intended Learning Outcome (SILO)
Critique teacher-made test using the principles of high quality assessment.

CHAPTER 3 Appropriateness and Alignment of Assessment

Methods to Learning Outcomes

Overview
What principles govern assessment of learning? Chappuis, Chappuis & Stiggins (2009) delineated five standards
of quality assessment to inform should instructional decisions: (1) clear purpose; (2) clear learning targets; (3) sound
assessment design; (4) effective communication of results; and (5) student involvement in the assessment process.
Classroom assessment begins with question, “Why are you assessing?”. The answer to this question gives the
purpose of assessment which was discussed in Section I. The next question is, “What do you want to assess?”. This
pertains to the student learning outcome- what the teachers would like their students to know and be able to do at the
end of a section or unit. Once targets or outcomes are defined, “How are you going to assess?”. These refer to the
assessment tools that can measure the learning outcomes. Assessment methods and tools should be parallel to the
learning targets or outcomes to provide learners with opportunities that are rich in breadth and depth and promote
deep understanding. In truth, not all assessment methods are applicable to every type of learning outcomes and
teachers have to be skillful in the selection of assessment methods and design. Knowledge of the different levels of
assessment is paramount. For example, if a learning outcome in an English subject states student should be able to
communicate their ideas verbal, then assessing their skill through written essay will not allow learners to demonstrate
the stated outcome.
Chapter 3 deals with the second and third assessment standards identified by Chappuis, Chappuis & Stiggins
(2009). It covers learning outcomes and assessment methods and how they are aligned.
 Intended Learning Outcome (ILO)
At the end of Chapter 3, students are expected to:

 Match learning outcomes with the appropriate assessment method.

ENGAGE
Identifying Learning Outcomes
A teaching outcomes pertains a particular level of knowledge, skills, and values that a student has acquired
at the end of a unit or period of study as a result of his/her engagement in a set of appropriate and meaningful
learning experiences. An organized set of learning outcomes helps teachers plan and deliver appropriate instruction
and design valid assessment tasks and strategies.
Anderson, et. Al. (2005) listed four steps in a student outcomes assessment; (1) create learning outcome
statements; (2) design teaching/assessments to achieve these outcomes statements; (3) implement
teaching/assessment activities; (4) analyze data on individual and aggregate levels; and (5) reassess the process.
This chapter centers on steps 1 and 2. Hence, to comprehend the principle of appropriateness of assessment
methods to learning outcomes, we need to revisit the taxonomy of learning domains and look at the different
assessment methods.
TAXONOMY OF LEARNING DOMAINS
Learning outcomes are statements of performance expectations: cognitive, affective and psychomotor.
These are three broad domains of learning characterized by change in a learner’s behavior. Within each domain are
levels of expertise that drives assessment. These levels are listed in order of increasing complexity. Higher levels
require more sophisticated methods of assessment but they facilitate retention and transfer of learning (Anderson, et.
Al. 2005). Importantly, all learning outcomes must be capable of being assessed and measured. This may be done
using direct and indirect assessment techniques.
A. Cognitive (Knowledge-based)
Table 3.1 (see p. 35) shows the level of cognitive learning originally devised by Bloom, Engelhart, Furst, Jill
and Krathwohl in 1956 and revised by Anderson, Krathwohl et. Al. 2001 to produce a two-dimensional framework of
Knowledge and Cognitive Processes and account for twenty-first century needs by including metacognition. It is
design to help teachers understand and implement a standards-based curriculum. The cognitive domain involves the
development of knowledge and intellectual skills. It answers the question, “What do I want learners to know?” the first
three are lower-order, while the next three levels promote higher-order thinking.
Krathwohl (2002) stressed that the revised Bloom’s Taxonomy composed of three systems (Self system,
Metacognitive system and Cognitive system) and the Knowledge domain. Their cognitive level has four levels:
Knowledge; Comprehension; Analysis and Knowledge Utilization. The Knowledge component is the same as
remembering lvel in the revised Bloom’s Taxonomy. ‘Comprehension’ entails synthesis and representation. Relevant
information are taken and then organized into categories. Analysis involves processes of matching, classifying, error
analysis, generalizing and specifying. The last level, Knowledge Utilization, comprises decision-making, problem-
solving, experimental inquiry and investigation – process essential in problem-based and project-based learning.
 Table 3.1 Cognitive Levels and Processes (Anderson, et., 2001)

LEVELS PROCESS and ACTION VERBS DESCRIBING SAMPLE LEARNING

LEARNING OUTCOMES COMPETENCIES

Remembering Processes: Recognizing, recalling Define the four levels of

Retrieving relevant Verbs: define, describe, identify, label, list, mental processes in Marzano
knowledge from long term match, name, outline, reproduce, select, state & Kendall’s Cognitive
memory System.

Understanding Processes: Interpreting, Exemplifying, Explain the purpose of

Constructing meaning from Classifying, summarizing, Inferring, Comparing, Marzano & Kendall’s New
instructional messages, Explaining Taxonomy of educational
including oral, written, and Verbs: convert, describe, distinguish, estimate, objectives.
graphic communication extend, generalize, give example, paraphrase,
rewrite, summarize

Applying Processes: Executing, implementing Write a learning objective for

Carrying out or using a Verbs: apply, change, classify (examples of a each level of the Marzano &
procedure in a given situation concept), compute, demonstrate, discover, Kendall’s Cognitive System.
modify, operate, predict, prepare, relate, show,
solve, use

Analyzing Processes: Differentiating, Organizing, Compare and contrast the

Breaking material into its Attributing thinking levels in the revised
constituent parts and Verbs: analyze, arrange, associate, compare, Bloom’s Taxonomy and
determine how the parts contrast, infer, organize, solve, support (a thesis) Marzano & Kendall’s
relate to one another and to Cognitive System.
an overall structure or
purpose

Evaluating Processes: Executing, Monitoring, generating Judge the effectiveness of

Making judgements based on Verbs: appraise, compare, conclude, contrast, writing learning outcomes
criteria and standards. criticize, evaluate, judge, justify, support (a using Marzano & Kendall’s
judgement), verify Taxonomy

Creating Processes: Planning, Producing Design a classification

Putting elements together to Verbs: classify (infer the classification system), scheme for writing learning
form a coherent or functional construct, create, extend, formulate, generate, outcomes using the levels of
whole; reorganize elements synthesize Cognitive system developed
into a new pattern or by Marzano & Kendall.
structure.

Whatever taxonomy you choose, be it the Revised Bloom’s or Marzano & Kendall’s classification, they
should help you categorize learning outcomes which are crucial in designing and developing assessments. As a case
in point, consider this learning outcome in science, “Design an experiment to determine the factors that affect the
strength of an electromagnet.” It is aimed at the highest level of cognition in the revised Bloom’s Taxonomy. In
Marzano AND Kendall’s taxonomy, it is directed at ‘Knowledge Utilization’. Now, consider this multiple choice item:
Which of the following factors does not affect the strength of an electromagnet?
 a. Diameter of the coil
b. Direction of the windings
c. Nature of the core material
d. Number of turns in the coil

The item does not allow the learners attain the level of performance expressed in the learning outcome. The
performance verb ‘design’ calls for a constructed response assessment (performance/product), not a selected-
response test. You will learn more about such correspondence as you go along this chapter.
B. Psychomotor (Skills-based)
The psychomotor domain focuses on physical and mechanical skills involving coordination of the brain and
muscular activity. It answers the question, “What actions do I want learners to be able to perform?”
Dave (1970) identified five levels of behavior in the psychomotor domain: Imitation, Manipulation, Precision,
Articulation, and Naturalization. In bis taxonomy, Simpson (1972) laid down seven progressive levels: Perception,
Set, Guided Response, Mechanism, Complex Overt response, Adaptation and Origination. Meanwhile, harrow (1972)
developed her own taxonomy with six categories organized according to degree of coordination: Reflex Movements,
Basic fundamental movement, Perceptual, Physical activities, Skilled movements, Non-discursive communication.
Table 3.2 displays the levels of psychomotor domain combining the taxonomies built by Simpson, Dave and Harrow.

Table 3.2 Taxonomy of Psychomotor Domain

LEVELS Action Verbs Describing Learning Sample Learning Competence

Outcomes
Observing Describe, detect, distinguish, Relate music to a particular dance
Active mental attending of a differentiate, describe, relate, step.
physical event select

Imitating Begin, display, explain, move, Demonstrate a simple dance step.

Attempted copying of a physical proceed, react, show, state,
behavior volunteer

Practicing Bend, calibrate, construct, Display several dance step in

Trying a specific physical activity differentiate, dismantle, fasten, fix, sequence.
over and over. grasp, grind, handle, measure,
mix, organize, operate,
manipulate, mend
Adapting Arrange, combine, compose, Perform a dance showing new
Fine tuning. Making minor construct, create, design, combination of steps.
adjustments in the physical originate, rearrange, reorganize
activity in order to perfect it.

C. Affective (Values, Attitudes and Interests)

The affective domain emphasizes emotional knowledge. It tackles the questions, “What actions do I want
learners to think or care about?”
Table 3.3 presents the classification scheme for the effective domain developed by Krathwohl, Bloom and
Masia in 1964. The affective domain includes factors such as student motivation, attitudes, appreciation and values.
 Table 3.3 Taxonomy of Affective Domain (Krathwohl. Et. Al. 1964)

Levels Action Verbs Describing Learning Sample Learning Competencies

Outcome

Receiving Asks, chooses, describes, follows, Listen attentively to volleyball

Being aware of or attending to gives, holds, identifies, locates, introduction
something in the environment names, points to, selects, sits erect,
replies, uses

Responding Answer, assist, comply, conform, Assist voluntarily in setting up

Showing some new behaviors as a discuss, greet, help, label, perform, volleyball nets.
result of experience practice, present, read, recite,
report, select, tell, write

Valuing Complete, describe, differentiate, Attend optional volleyball matches.

Showing some definite involvement explain, follow, form, initiate, invite,
or commitment join, justify, propose, read, report,
select, share, study, work

Organizing Adhere, alter, arrange, combine, Arrange his/her on volleyball

Integrating a new value into one’s compare, complete, defend, practice
set of values, giving it some ranking explain, generalize, identify,
among one’s general priorities. integrate, modify, order, organize,
prepare, relate synthesize

Internalizing Values: Act, discriminate, display, influence, Join intramurals to play volleyball
Characterization by a value listen, modify, perform, practice, twice a week.
complex propose, quality, question, revise,
Acting consistently with the new serve, solve use, verify
value

TYPES OF ASSESSMENT METHODS

Assessment methods can be categorized according to the nature and characteristics of each method.
McMillan (2007) identified four major categories selected response, constructed response, teacher observation and
student self-assessment. These are similar to carpenter tools and you need to choose which is apt for a given task. It
is not wise to stick to one method of assessment. As the saying goes, “If the only tool you have is hammer, you tend
to see every problem as a nail.”
1. Selected-Response Format
In a selected-response format, students select from a given set of options to answer a question or a
problem. Because there is only one correct or best answer, selected-response items are objective and efficient. The
items are easy to grade. The teacher can assess and score a great deal of content quickly. The licensure
examination for teachers is a selected-response assessment. Scantron sheets and optical mark readers make it easy
to score a large number of items efficiently.
Teachers commonly assess students using questions and items that are multiple choice; alternate response
(true/false); matching type and interpretive. Multiple choice questions consist of a stem (question or statement form)
with four or five answer choices (distracters). Matching type item consist of a set or column of descriptions and
words, phrases or images. Students review each stem and match each with a word, phrases or image from the list of
responses. Alternate response (true/false) questions are a binary choice type. The reliability of true/false items is not
generally high because of the possibility of guessing.
2. Constructed-Response Format
In a selected-response type, students need only to recognize and select the correct answer. Although
selected-response items can be composed to address higher-order thinking skill. Most require only identification and
recognition. The constructed response type is more useful in targeting higher level of cognation.
A constructed-response format (subject) demands that students create or produce their own answers in
response to a question, problem or task. In this type, items may fall under any of the following categories: Brief-
constructed response item; performance tasks; essay items; or oral questioning.
Brief-constructed response items require only short responses from students. Example include sentence
completion here students fill in a blank at the end of the statement; short answer to open ended questions; labeling a
diagram; or answering a mathematics problem by showing their solutions.
Performance Assessments requires students to perform a task rather than select from a given set of
options. Unlike brief-constructed response items, students have to come up with a more extensive and elaborate
answer or response. Performance tasks are called authentic or alternative assessment because students are
required to demonstrate what they can do through activities, problems and exercises. As such, they can be a more
valid indicator of students’ knowledge and skills than other assessments methods. A scoring rubric containing the
performance criteria is needed when reading performance task. It may be an analytic scoring rubric where different
dimension and characteristics of performance are identified and marked separately, or a holistic rubric where the
over-all process are product is rated.
Performance task provide opportunities for students to apply their knowledge and skills in real world
contexts. Performance tasks may be product-based or skills-oriented. This means that students have to create or
produce evidence of their learning or do something and exhibit their skills. Examples of products are written reports,
projects, poems, portfolio, audio-visual materials, spreadsheets/ worksheets, web pages, reflection papers, journals,
tables, graphs and illustrations/ model. Performance or skills-based activities include speech, teaching
demonstration, dramatic reading, debate, recital, role play, athletics, among others. Crehan (1991) explained that
performance assessments can result to better integration of assessment with instruction, greater focus on higher
order thinking skills, increased motivation level in the learning process, and improved instructional and content
validity.

Essay assessments involve answering a question or proposition in written form. It is powerful in the sense
that it allows students to express themselves and demonstrate their reasoning. An essay item that requires a few
sentences is called restricted-response. There are constraints to the content and nature of the responses. Questions
are more focused. Extended responses allow for more flexibility on the part of the student. Responses are longer and
more complex. While essay assessments may be easy to construct, they require much thought on the part of the
teacher. Essay questions have to be clear so that students can recognize their thoughts and quickly and directly
answer the questions. A rubric is used to score essays.

Oral questioning is a common assessment method during instruction to check on student understanding.
When done formally, oral questioning may take the form of an interview or conference. By mastering the art of
questioning, the teacher can keep students on their toes, receive acceptable responses, elicit various types of
reasoning from the students and at the same time strengthen their confidence. The teacher can probe deeper and
find out for himself/herself if the students knows what he/she is talking about. Responses to oral questions are
assessed using a scoring system or rating scale.
3. Teacher Observation
Teacher observations are a form of on-going assessment, usually done in combination with oral
questioning. Teachers regularly observe students to check on their understanding. By watching how students
respond to oral questions and behave during individual and collaborative activities, the teacher can get information if
learning is taking place in the classroom. Non-verbal cues communicate how learners are doing. Teachers have to
be watchful if teachers make observational or anecdotal notes to describe how students learn in terms of concepts
building, problem solving, communication skills, etc.
 This assessments method can also be used to assess the effectiveness of teaching strategies and
academic interventions. Information gathered from observations reveal the strengths and weaknesses of individual
students and the class as a whole. This can serve as basis for planning and implementing new supports for learning.
4. Student Self-Assessment
Self-assessment is one of the standards of quality assessments identified by Chappuis, Chappuis & Stiggins
(2009). It is a process where the students are given a chance to reflect and rate their own work and judge how well
they have performed in a relation to a set of assessment criteria. Students track and evaluate their own progress or
performance. There are self-monitoring techniques like activity checklist, diaries and self-report inventories. The latter
are questionnaires or surveys that students fill out to reveal their attitudes and beliefs about themselves and others.
Studies show that self-assessment exercises provide students with an opportunity to reflect on their
performance, monitor their learning progress, motivate them to do well and give feedback to the teacher which the
latter can use to improve the subject/ course (Walser,2009). Self-assessment enhances student achievement,
improves self-efficacy and promotes a mastery goal orientation and more meaningful learning (McMillian &
Hearn,2008). It is an essential component of formative assessment (Black & William, 1998).
MATCHING LEARNING TARGET WITH ASSESSMENT METHODS
In outcome-based approach, teaching methods and resources that are used to support learning as well as
assessment tasks and rubrics are explicitly linked to the program and course learning outcomes. Biggs and Tang
(2007) call this constructive alignment. Constructive alignment provides the “how-to” by verifying that the teaching
learning activities (TLAs) and the assessment tasks (ATs) activates the same verbs as in the ILOs. Hence, it is vital
that the teacher considers the domains of learning and the level of thinking he/she would like to measure. The
performance verbs in the ILOs are indicators of devised by Anderson, Krathwohl, et. al. (2001) can increase the
alignment of learning outcomes and instruction. Aside from its use in classroom instruction and assessment, it can be
utilized to analyze the results and evaluate the impact of national assessments on curriculum and instruction
(Airasian & Miranda, 2002).
A learning target is defined as a description of performance that includes what learners should know and be
able to do. It contains the criteria used to judge student performance. It is derived from the national and local
standards. This definition is similar to that of a learning outcome.
McMillan (2007) prepared a scorecard as a guide on how well a particular assessment method measures
each level of learning. Table 3.4 depicts the relative strength of each assessment method in measuring different
learning targets. Four of the five types of learning targets were identified as categories of learning by Chappuis,
Chappuis & Stiggins (2009).

Table 3.4 Learning Targets and Assessment Methods (McMillan, 2007)

Assessment Methods
Selected-response and Essay Performance Oral Observation Standard self-
Brief-constructed response Task Questioning assessment
Targets 5 4 3 4 3 3
Knowledge and
simple
understanding
Deep 2 5 4 4 2 3
Understanding
and Reasoning
Skills 1 3 5 2 5 3

Products 1 1 5 2 4 4

Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5 = excellent, 1 = poor).

Knowledge and simple understanding pertains to a mastery of substantive matter and procedures. In
the revised Bloom's taxonomy, this covers the covers the lower thinking skills of remembering, understanding, and
applying. Selected-responses and constructed-response items are best in assessing low-level learning targets in
terms in coverage and effiency. A vast amount of knowledge can be assessed eve in a limited time and such test
formats and easy to correct. Facts, concepts, principles and procedures delegate to a pencil-and-paper tests quite
well. Essays elicit original responses and responses patterns. They can also be used to assess writing skills of
students. Oral questioning can be used to assess knowledge and simple uderstanding but it is not as efficient as
selected-response items. Oral questions are often used during instruction, albiet informally, to check for mastery and
understanding of a limited amount of factual information and provide immidiate progress feedback.

Reasoning is the mental manipulation and use of knowledge in critical and creative ways. Deep
understanding and reasoning involve higher order thinking skills of analyzing, evaluating and synthesizing. In
checking for deep understanding and reasoning, essays are best. They can be used to assess complex learning
outcomes because students are required to demonstrate their reasoning and thinking skills. For instance, students
may be asked to compare and contrast two topics or ideas, or explain the pros and cons of an argument. Through
essays, teachers can detect errors in factual content, writing and reasoning. Oral questioning can also assess deep
understanding and reasoning but it is less time efficient than essays. Performance tasks are effective as well. For
example, in preparing an action research on motivation or mastery, the teacher can infer about a student's choice of
sampling, data collection method and descriptive statistics, and his/her ability to interpret data and make conclusions.
For selected-response and brief-constructed response items, they demand more through and time in crafting in order
to target understanding rather than simple recall or rote memorization. To challenge students at various levels of
understanding, an interpretive exercise may be considered. It consists of a series of objective items based on a given
verbal, tabular or graphic information like a passage from a story, a statistical table or a pie chart.

To assess skills, performance assessment is obviously the superior assessment method. When used in a
real-life and meaningful context, it becomes an "authenthic assessment". Performace assessments are suited for
application with less-structured problems where problem identification; collection, organization, integration and
evaluation of information; and originality are emphasized (Miller, Linn & Gronlund, 2009). Additionally, they are used
when students are tasked to conduct an oral presentation or physical performance, or create a product.

As mentioned, products are most adequately assessed through performance tasks. A product is a
substantial and tangible output that showcase a student's understanding of concepts and skills and their ability to
apply, analyze, evaluate and integrate those concepts and skills. As you can see, it subsumes all levels of the
cognitive domain. Examples of products include musical compositions, stories, poems, research studies, drawings,
model constructions and mulitimedia materials. At the knowledge level, tests can be used to check if students know
the components or elements of the product. Extended-written essays provide a strong match only when the product
is written ( Chappuis, Chappuis & Stiggins, 2009). However, performance assessement is the obvious choice
because this method can assess the attributes of the product using an analytic rubric. Observation can be employed
to watch and inspect how students bring the elements of the product together. Self-assessment and peer evaluation
in a formative assessment allow students to reflect and make judgments about the quality of their work and that of
their peers based on a set of learning criteria.

Student affect cannot be assessed simply by selected-response or brief-constructed response tests. Affect
pertains to attitude, interests and values students manifest. The best method for this learning target is self-
assessment. Most commonly, this is in the form of student's responses to self-report affective variables inventories
using rating scales. In a study conducted by Stiggins & Popham (2009), there are two effective variables influenced
by teachers who employ assessment formatively in their classes; academic efficacy (perceived ability to succeed and
sense of control over one's academic well-being) and eagerness to learn. These are strengthened through self-
assessment. Hence, observation is also a good tool to assess affective qualities like wellness, honesty/ integrity,
personal discipline,etc.

Oral questioning myay also work in assessing affective traits. Telling and enlightening results can be
obtained when the student is honest in revealing his/her feelings. As for performace assessment, this method can be
used to assess a student's affect when the teacher conducts observations during execution of the task. However, as
McMillan (2007) asserted, observations done in a performance assessment are usually non-systematic, and the
teacher has to make an unbiased interpretation and inference about a student's affect.

The K to 12 Basic Education Curriculum has a balanced assessment program. It utilizes both traditional and
authentic assessment tools and techniques to get valid and reliable evidences of student learning. Table 3.5 (see
p.43) displays the guide for assessing learning outcomes for Grade 1 (Enclosure No. 6 to DepED Order No. 73, s.
2012). Notice that tests and oral participation are utilized to measure lower-order thinking skills. The table can be
used as a template in constructing an assessment matrix in any learning area in any grade level. However, you still
have to match the learning competencies with the assessment tools.

TABLE 3.5 Guide for Assessing Learning Outcomes for Grade 1

How to Assess
(Suggested Assessment
What to Assess Tool/Strategies) How to Score/Rate How to utilize Results
Learning

 Content of the 1. Quizzes Raw scores To identify individual

curriculum  Multiple choice learner with specific
 Facts and  True or false needs for academic
information that  Matching type interventions and
learners acquire  Constructed individual instruction.
response
2. Oral Participation Rubrics Raw scores
3. Periodical test

 Cognitive 1. Quizzes To identify learners with

operations that  Outlining, Raw scores similar needs for
learners organzing, academic interventions
perform on facts analyzing, and small group
and information interpreting, instrructions.
for constructing translating,
meanings. converting or
expressing the
information in
another format
 Constrcuting
graphs, flow
charts, maps, or
graphic
organizers
 Transforming a To assess effectiveness
textual of teaching and learning
prsentation into strategies.
a diagram
 Drawing or
painting
pictures
 Other output
2. Oral participation Rubrics
 Explanation 1. Quizzes To evaluate instructional
 Interpretation  Explain/justify Raw scores materials used.
 Application something
absed on
facts/data,
 phenomena or
evidence
 Tell/retell To design instructional
stories materials.
 Make
connections of
what was
learned in real
life situations
2. Oral Rubrics
Discourse/Recitation
3. Open-ended test Rubrics
 Learners’ Participation To assess and improve
authentic tasks Projects Rubrics classroom instruction.
as evidence of Homework
understandings Experiments

 Multiple Portfolios To design in-service

Intelligences Others training program of
teachers in the core
subjects of the
curriculum.

As for the tertiary level, CHED underscores the importance of preparing a learning plan as a tool to check
the match between the learnings outcomes, content and methodology. Table 3.6 is an excerpt from a sample
learning plan in Mathematics.

Table 3.6 Sample Elements of a Learning Plan

Learning Topics Activities Resources Assessment

Outcomes

Perform  Constants  Lecture-  LCD  Board work

algebraic and demonstration projector activities
operations variables  Peer teaching  Pen and  Problem
using algebraic  Order of  Cooperative paper solving
expressions operations learning: spin  Worksheet exercises
with grouping  Integral and think  Performance
symbols and/or exponents tasks
exponential  Fundamental
expressions, operations of
and explains algebraic
solution through expressions
board work.

Teachers should realize that a “cookie cutter approach” in assessment will simply not do. No single
assessment method or tool will go well with all types of learning. It would be difficult to assess learning outcomes
utilizing just one method. A combination of direct and indirect assessments is advisable.

When choosing an assessment method, determine first the purpose (role) of the assessment. Is it for
placement, feedback, diagnosis and intervention or grading? The selection should also rests on the (1) nature of the
task, (2) level of cognitive processing, and (3) context of the assessment (Garavalia, Marken & Sommi, 2003). What
evidences of learning should be gathered? What mental processes should students demonstrate? How would the
assessment be carried out? What is the format? How long will the assessment take? Are there systems in place and
resources available for this assessment? How will the assessment results the interpreted?

EXPLORE

ACTIVITY 1: TAXONOMIC CLASSIFICATION

Determine which domain and level of learning are targeted by the following learning competencies taken
from the Basic Education Curriculum Guides. For your information, the term ‘competency’ has various meanings. Its
descriptions range from that of a broad overarching attribute to that of a very specific task (Kennedy, Hyland & Ryan,
2009). These activity is important because your choice of assessment method is contingent on the learning domains
and levels of the learning outcomes and competencies.

Learning Competencies Domain Level

1. Identify parts of the microscope

and their functions.

2. Employ analytical listening to

make predictions.

3. Exhibit correct body posture.

4. Recognize the benefit of patterns

in special products and factoring.

5. Infer that body structures help

animals adapt and survive in their
particular habitat.

6. Differentiate linear and

inequalities in two variables from
linear equation in two variables.

7. Follow written and verbal

directions.

8. Perform jumping over a

stationary objects several times in
succession, using forward-and-back
and side-to-side movement
patterns.

9. Compose musical pieces using a

particular style of the 20th century.

10. Describe movement skills in

response to sound.

11. Prove statements on triangle

congruence.

12. Work independently and with

others under time constraints.

13. Design an individualized

exercise program to achieve
 personal fitness.

ACTIVITY 2: SEQUENCING

The Taxonomies of Cognitive, Psychomotor and Affective Domains have levels called vignettes. Arrange the
learning competencies using the hierarchy from lowest to highest.

Domain: Cognitive

Topic A: Quadratic Equations

______ (a) Solve quadratic equations by factoring.

______ (b) Describe a quadratic equation.

______ (c) Compare the four methods of solving quadratic equations.

______ (d) Differentiate a quadratic equation from other types of equations in terms of form and degree.

______ (e) Formulate real-life problems involving quadratic equations.

______ (f) Examine the nature of roots of a quadratic equation.

Domain: Cognitive

Topic B: Mechanical Energy

______ (a) Decide whether the total mechanical energy remains the same during a certain process.

______ (b) Create a device that shows conservation of mechanical energy.

______ (c) State the law of conservation of energy

______ (d) Explain energy transformation in various activities or events.

______ (e) Perform activities to demonstrate conservation of mechanical energy.

______ (f) determine the relationship among the kinetic, gravitational potential and total and maximum kinetic
energy.

Domain: Psychomotor

Topic C: Basic Sketching

______ (a) Watch how tools are selected and used in sketching.

______ (b) Create a design using combinations of lines, curves and shapes.

______ (c) Draw various lines, curves and shapes.

______ (d) St the initial drawing position.

Domain: Affective

Topic D: Short Story

______ (a) Write down important details of the short story pertaining to character, setting and events

______ (b) Share inferences, thoughts and feelings based on the short story

______ (c) Relate story events to personal experience.

______ (d) Read carefully the short story.

______ (e) Examine thoughts on the issues raised in the short story.

ACTIVITY 3: MATCHING

Before you can match the appropriate assessment method to a learning outcome, you have to be familiar with the
types of assessment and activities.

Match the descriptions in Column A with the correct method in Column B. Write the letter of the correct answer
before the item number.

Column A Column B

___1. Student writes a restricted or extended response a. Brief-constructed response

to an open-minded question.
b. Essay
___2. Teacher monitors students' behavior in class as
well as the classroom climate. c. Observation

___3. Student evaluates his/her performance at a d. Oral Questions

learning task in relation to a learning outcome. e. Performance assessment
___4. Student demonstrates his/her skills based on f. Selected-response
authentic tasks.
e. Self-assessment
___5. Student chooses a response provided by the
teacher or test developer.

___6.Student gives a short answer by completing a

statement or labelling a diagram.

ACTIVITY 4: ASSESSMENT SCENARIOS

For each of the following situations, indicate which method provides the best match. In determining the appropriate
method, apply the Revised Bloom's Taxonomy. Justify your choice in one or two statements.

1. Mr. Dasas wants to know if his students can identify the different parts of a flower.

2. Mr. Bunquin wants to find out if his students can examine the quality of education in the country.

3. Ms. Geronimo wants to check if her students can build a useful 3D object using recycled materials.

4. Ms. Dela Cruz wants to determine if her Grade 1 pupils can write smoothly and legibly.

5. Ms. Uy wants to check if her students can subtract two-digit numbers.

6. Ms. Alonsabe wants her students to think, write down and solve three challenging situations where ratio and
proportion can be applied in real-life.

7. Mr. Balmeo needs to know if his students can construct a frequency distributio table after the demonstrated the
procedure.

8. Mrs. Dayao wants to see if her students have grasped the important elements of the story before continuing on to
the next instructional activity.
APPLY
Name: ______________________________________________________ Date: ________________________
METHOD SELECTION
Outcomes assessment is helpful in facilitating the alignment between student performance and instruction.
Data on student performance are collected based on discrete outcomes in the course via an appropriate assessment
method. This should be done conscientiously. Misalignment will compromise the accuracy of the assessment results
and any ensuing interpretation will be suspect.
Determine if the following assessment methods and learning outcomes match. Explains briefly in one or two
sentences.
1. Outcome: Perform correlation and regression analysis on real-life problems in different disciplines/
Assessment Method: Brief constructed-response
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2. Outcome: Appreciate contemporary art forms found in various regions.

Assessment Method: Student self-assessment.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

3. Outcome: Explain how fossil records, comparative anatomy, and genetic information provide evidence for
evolution.
Assessment Method: Essay
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

4. Outcome: Propose ways to enhance sports related to projectile motion

Assessment Method: Selected-response
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

5. Outcome: Conduct an investigation to provide evidence that plants can manufacture their own food.
Assessment Method: Performance assessment
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

6. Outcome: Demonstrate the generation of electricity by movement of a magnet through a coil.

Assessment Method: Essay
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

7. Outcome: Name the pictures that begin its name with a particular constant.
 Assessment Method: Oral Question
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

8. Outcome: Use verbs in simple present tense.

Assessment Method: Oral Question
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

9. Outcome: Nakapagbibigay halimbawa ng pagtupad at hindi pagtupad ng karapatan ng bawat kasapi mula
sa mga serbisypo ng komunidad.
Assessment Method: Selected-response
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

10. Outcome: Listen perceptively to selected art songs and excerpts of opera.
Assessment Method: Observation
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

ASSESS

Name: __________________________________________________ Date: _____________________

TASK 1: CRITIQUING

Below is a learning plan for Grade 7 Mathematics. The topic is Describing Data through Statistical
Measures. The learning competencies in the Basic Education curriculum guide were adapted. These are
enumerated below.

At the end of the unit, the students should be able to

1. Explain the basic concepts, uses and importance of Statistics.

2. Pose questions and problems that can be answered using Statistics.
3. Gather statistical data and organize data in a frequency distribution table according to some systematic
considerations.
4. Use appropriate graphs to represent organized data.

Assessment Evidences
 Performance Task 1 (Group): Class data

After your teacher taught statistics, you imagined how it would be like to collect, organize and present data.
You decided to measure the height and weight of your classmate.

The class is to be divided in groups of 15 members. You are to measure your classmates’ height (in cm) and
weight (in kg). Organize and present and the collected by constructing a steam-leaf plot, frequency distribution
table and histogram for each set of data and scatter plot to show the relationship between the variables. Provide
a short description for each. Each graphic organizer is placed on 1/8 illustration board with appropriate labels and
complementary designs. You shall be graded based on the following criteria: Correctness, Completeness and
Neatness.

__________________________________________________________________________________________
_
Other evidences:
Assignment Board work
Seatwork Quiz

Answer the following question.

1. Which learning competencies are targeted by the performance task?
______________________________________________________________________________________

2. Is the performance task a good measure of student understanding of the topic? Why or why not?
______________________________________________________________________________________

3. Are the assessment enumerated under ‘other evidence’ appropriate in meeting the learning targets? What
other assessments can you recommend?
_________________________________________________________________________________

Individual / Small Group Assignment:

In your discipline, choose any topic from Grade 1 – Grade 10. Using the learning competencies found in the Basic
Education curriculum guide, develop an assessment evidence. Justify your choice of assessment methods.

TASK 2: MATRIX COMPLETION

Create a sample assessment matrix on a topic of your choice. Complete the table. Exchange work with
your learning partner. Critique his/her work focusing on the alignment of the assessment methods with learning
competencies.

ASSESSMENT MATRIX

Subject and Grade Level:

_______________________________________________________________________

Content Standard: The learner demonstrates

_________________________________________________________
___________________________________________________________________________________________
__

Performance Standard: The learner

_________________________________________________________________
___________________________________________________________________________________________
___
 Cognitive process What will I assess? How will I assess? How will I score?

Remembering LC:

Understanding LC:

Applying LC:

Analyzing LC:

Evaluating LC:

Creating LC: