FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in SSE 115 (Assessment and Evaluation in Social Studies) Module No. 1

STUDY GUIDE FOR MODULE NO. ___

1

INTRODUCTION: The Nature of Educational Assessment

MODULE OVERVIEW

Classroom Assessment is a systematic approach to formative evaluation, used by instructors to

determine how much and how well students are learning. “The central purpose of Classroom
Assessment is to empower both teachers and their students to improve the quality of learning in the
classroom” through an approach that is “learner-centered, teacher-directed, mutually beneficial,
formative, context-specific, and firmly rooted in good practice” (Angelo & Cross, 1993, p.4).

The advent of technology caused a change of perspective in education, nationally and

internationally. The teacher ceased to be the sole source of knowledge. With knowledge explosion,
students are surrounded with various sources of facts and information accessible through user-
friendly technology. The teacher has become a facilitator of knowledge who assists in the
organization, interpretation and validation of acquired facts and information.

On this learning module, you will understand more the concepts and be aware on the trends of
educational assessment that affect the teaching and learning process.

MODULE LEARNING OBJECTIVES

1. Compare the difference among measurement, assessment and evaluation.

2. Discuss the principles of assessment;
3. Explain the need and purpose of evaluation and;
4. Discuss the characteristics of modern educational assessment, student’s progress, and
performance.

LEARNING CONTENT

A. INTRODUCTION: The Nature of Educational Assessment

Assessment is a vital component of the teaching-learning process. This process starts with
specification of objectives followed by instruction. In order to determine whether students have
benefited from instruction, teachers provide the necessary assessment.

What is assessment? Angelo (1995) described assessment as an ongoing process. It involves a series
of steps, namely: gathering, analyzing, and interpreting data. The purpose of assessment is to
determine whether expectations match standards set by school authorities. As an ongoing process,
assessment is a continuous undertaking of the teacher usually done before, during and after
instruction.

Expectations are provided by instructional objectives, that in turn, are translated into learning
outcomes. Standards are levels of performance set by school officials as measures of excellence or
attainment. An example of expectation and standard is given below.

“After a 40-minute instruction, the student should be able to locate ten Asian countries on a world
map with 80 percent correctness.”

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Study Guide in SSE 115 (Assessment and Evaluation in Social Studies) Module No. 1

The expectation is “to locate ten Asian countries on a world map.” The standard or level of
performance is 80 percent correctness. This simply means that when a student is able to locate eight
out of ten Asian countries on a map, that student has attained the standard set by the teacher. This
standard is established before instruction begins.

There are four kinds of standards according to Zais (1976). They are as follows: 1) absolute
maximum standard, 2) absolute minimum standard, 3) relative standard, and 4) multiple standard.

Absolute maximum standard is a level of performance that can be reached by only a few students,
e.g. 95 percent performance.

Absolute minimum standard can be attained by majority of students enough to guarantee

promotion to the next higher grade/ year level, e.g. 75 percent performance.

Relative standard refers to the level of competency compared with the performance of other
students in a class or group, e.g. ranking.

Multiple standard is a level of performance or competency that utilizes a combination of absolute

maximum, absolute minimum, and relative standards. This kind of standard is employed to
document and determine the learning growth pattern of students.

DEFINITION OF TERMS

Assessment is also defined as a method of measuring and evaluating the nature of the learner, what
he learns, and how he learns. This concept of assessment involves measurement and evaluation.

Measurement is the "systematic collection, quantification, and ordering of information." Calderon

and Gonzales (1993) have defined measurement in a more specific way. They view measurement as
the "process of determining the quantity of achievement of learners by means of appropriate
measuring instrument." In these definitions, measurement is viewed as a process that involves a
series of steps. It utilizes data which can be quantified. Quantified data, in educational sense, refer
to test scores.

According to Thorndike and Hagen (1977) as cited by Oriondo and Antonio (1984), measurement
involves the following steps:
1. Identifying and defining the quality or attribute that is to be measured,
2. Determining a set of operations by which the attribute may be made manifest and perceivable, and
3. Establishing a set of procedures or definitions for translating observations into quantitative
statements of degree or amount.

In other words, a teacher needs to identify and define an attribute to be measured, e.g. height. This
step is necessary to differentiate one attribute from the other.

The second step can include observation using appropriate measuring instrument, e.g. a meter stick.

The third step involves converting observation into quantified data, e.g. using numbers to express
one’s height in meters and centimeters.

In educational sense, an attribute that needs to be measured may be an achievement in mathematics.

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Study Guide in SSE 115 (Assessment and Evaluation in Social Studies) Module No. 1

The teacher has to identify the competencies included in mathematical achievement. Then, he/she
has to get the score of a student in a given test.

Meanwhile, evaluation is the process of determining the quality of an attribute based on certain
standards (Calderon & Gonzales, 1993). It is the process used in making judgments or decisions
about a given program, method, or technique.

While measurement involves quantifiable data, evaluation is concerned with qualitative information.
Qualitative data involve descriptive words. Examples of descriptive words are pass, fail, good, or
poor.

Evaluation is a process because it includes a series of steps. According to Tyler as cited by Ornstein
and Hunkins (1988), these steps are as follows: 1) establish objectives, 2) classify objectives, 3)
define objectives, 4) select indicators, 5) develop measurement techniques, 6) collect performance
data, and 7) compare data with objectives. The process encompasses data collection and analysis that
are used in making a decision. Such decisions involving instruction are as follows: proceed to the
next objective, remediate, or reteach.

PRINCIPLES OF ASSESSMENT

Assessment is most effective when based on certain principles. Principles give direction to
assessment and serve as criteria for judging sound procedures and practices. The following principles
of assessment are worth considering:

1. Address learning targets/curriculum goals.

Learning targets are based on instructional objectives, which in turn, are geared toward the aims of
educational institution. Learning targets should be expressed in cognitive, psychomotor, and
affective domains.

2. Provide efficient feedback on instructions.

Assessment provides feedback on the kind of instruction a teacher made. If the feedback is
satisfactory and acceptable, the teacher can proceed to the next instructional objective. If the result of
instruction is unsatisfactory or unacceptable, she has to reteach the same lesson using different
strategies and materials. Formative test is given daily at the end of instruction while summative test
is administered at the end of a unit, semester, or academic year.

3. Use a variety of assessment procedures.

Learning outcomes are classified into knowledge, skills, and attitudes. Knowledge is commonly
measured and evaluated through the use of paper-and-pencil tests employing multiple-choice and
essay items. Skills can be assessed better through direct observation, project, and fieldwork using
checklist and rating scale. Attitudes can be measures using self-report, interview guide, direct
observation, and even paper-and-pencil test using agree-disagree statements, and rating scale.

4. Ensure that assessments are valid, reliable, and fair.

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Assessment is valid when it reflects the purpose of a test. It is reliable when such process yields
consistent results. Assessment is said to be fair when it is free from bias of the person who conducts
such procedure.

5. Keep record of assessment.

Results of assessment should be recorded to document achievements made by the students. Records
of assessment can be used in making a decision or for future reference.

6. Interpret/communicate results of assessment meaningfully.

The ultimate value of an assessment result is its interpretability. When a test score is given its
appropriate meaning, the student can make a decision correctly. A failing score can motivate a
student to study harder and analyze where he is weak in the list of competencies tested. A passing
score can inspire a student to maintain or even surpass his current performance by improving his
study habits. Result of assessment must be made known to students. Knowledge of assessment
results can facilitate learning.

The Goal-Oriented Instructional Model (GOIM)

Specification of
Pre-assessment Instruction Evaluation
Objectives
If
formative test result is not satisfactory,

RETEACH

Characteristics of Modern Educational Assessment

Modern educational assessment has four characteristics which are as follows:

1. Objective-based and criterion-referenced.

2. Reliable
3. Multidimensional in structure, and
4. Value-laden

Modern assessment is guided by curriculum objectives. Curriculum objectives are usually broader
and general in scope than instructional objectives which are realized on a day-to-day basis.
Assessment integrates the measurement and evaluation of knowledge, skills, and attitudes thus,
making it multidimensional in nature.

A reliable assessment provides consistency of results. When the same test is done on two separate
occasions to the same group of students, a reliable assessment obtains almost the same results.

Assessment should interpret result beyond the test itself. Result of such test should not only be given
meaning in the light of student achievement but also in the light of teacher and program

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Study Guide in SSE 115 (Assessment and Evaluation in Social Studies) Module No. 1

effectiveness. If the average performance of students is high, the students have mastered the course
objectives. It is also an evidence that the school is effective in delivering an educational program.

Modern assessment also takes into account certain values that are integrated in lessons being taught
everyday. Values such as neatness, accuracy, honesty, and courtesy may be ascertained.

The Need and Purpose of Evaluation

The purpose of assessment is to gather relevant information about student performance or progress,
or to determine student interests to make judgments about their learning process. After receiving this
information, teachers can reflect on each student’s level of achievement, as well as on specific
inclinations of the group, to customize their teaching plans.

Continuous assessment provides day-to-day feedback about the learning and teaching process.
Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding
of teaching as a formative process that evolves over time with feedback and input from students.
This creates good classroom rapport. Student assessments are necessary because:

• Throughout a lesson or unit, the teacher might want to check for understanding by using a
formative assessment.

• Students who are experiencing difficulties in learning may benefit from the administration of a
diagnostic test, which will be able to detect learning issues such as reading comprehension
problems, an inability to remember written or spoken words, hearing or speech difficulties,
and problems with hand–eye coordination.

• Students generally complete a summative assessment after completing the study of a topic. The
teacher can determine their level of achievement and provide them with feedback on their
strengths and weaknesses. For students who didn’t master the topic or skill, teachers can use
data from the assessment to create a plan for remediation.

• Teachers may also want to use informal assessment techniques. Using self-assessment, students
express what they think about their learning process and what they should work on. Using
peer assessment, students get information from their classmates about what areas they should
revise and what areas they’re good at.

LEARNING ACTIVITY

ESSAY

1. Contrast measurement and evaluation in terms of type of data employed and purpose.
2. Explain the six (6) principles of educational assessment.
3. Describe the four (4) characteristics of educational assessment.
4. Explain why measurement is considered a process.

SUMMARY

1. Assessment is an ongoing process of measuring and evaluating learning outcomes which includes systematic
collection, quantification, and ordering of data through the use of appropriate measuring device.
2. Evaluation is the process of determining the quality of an attribute using a specific set of criteria.

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Study Guide in SSE 115 (Assessment and Evaluation in Social Studies) Module No. 1

3. Evaluation involves the comparison of objectives with actual learning outcomes after which an appropriate decision
can be reached.
4. The principles of assessment which are worth considering are as follows:
a. Learning targets should be addressed.
b. Efficient feedback on instructions should be provided.
c. A variety of assessment procedures should be used.
d. Assessment should be valid, reliable, and fair.
e. A record of assessment must be kept.
f. Results of assessment must be interpreted and communicated meaningfully.
2. Modern educational assessment is 1) objectives-based and criterion-referenced, 2) reliable, 3) multidimensional in
structure, and 4) value-laden.

REFERENCES

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