ASSESSMENT AND EVALUATION OF STUDENT LEARNING

NATURE AND ROLES OF ASSESSMENT Assessment AS Learning – occurs information such as observation
when students reflect on and monitor of lessons, scores, assessment
Measurement, Testing, Assessment their progress to inform their future reports, course documents, or
and Evaluation of Student Learning learning goals. interviews with students and
teachers
Test – measure the skill or knowledge Principles of High-Quality Assessment - The process of making overall
Measurement – data in numerical Four Kinds of Assessment judgement about one’s work or
value • Portfolio Assessment school work
Assessment – documentation • Traditional Assessment - Evaluation is a process of
Evaluation – measure the teaching- • Performance Assessment determining to what extend the
learning process • Authentic Assessment educational objectives are being
realized
Test is used to gather information. Why we Assess?
Information is presented in the form ➢ It is the starting point and Types of Evaluation
of measurement. prerequisite of an effective • Process Evaluation
assessment task design. o Refers to evaluation taking
What is Test? Assessment happens not simply place during the program or
• Instrument, protocol, technique because there is a need for learning activity. It
that measures attribute of grading students, but the key conducted while event to
interest and is/are designed to purpose is to improve student’s be evaluated is occurring
measure quality, skill, and learning by providing feedback and focuses on identifying
knowledge the progress towards
• Purpose: motivation, How to Assess? purposes, objectives, or
improvement, achievement, ➢ It’s important to choose outcomes to improve the
diagnosis, grading, prescription, appropriate assessment methods activities, courses,
classification, prediction that can assess how well curriculum, program, or
students have achieved the teaching and student
What is Measurement? course intended learning o Formative Evaluation
• Takes place when a test is given outcomes. It is also important to • Product Evaluation
and scores are obtained assess students during the o Examines the affects of
• Purpose: Prognosis, Diagnosis, course, and not at the end, so outcomes of some object
Research that they have a chance to o Conducted at the end of the
improve. course
Measurement of Quantity or Quality o Summative Evaluation –
of Interest = True Value + Random What to Assess? evaluates the progress
Error ➢ The content of assessment tasks towards an established
should be aligned wit the outcome.
What do you measure? intended learning outcomes.
• Knowledge, skills, attitude From the students’ point of view, Purpose of Evaluation
• Objectively or subjectively students learn what they think • Clarify and defines objectives
will be tested on and assessment • Facilitate the improvement
How to Assess? will determine how students program
• Nature: Formative, Reflective, learn more than the curriculum • Motivate participants
and Summative does (Biggs, 2007). Thus, it is • Establish and maintain standards
important to construct to meet legal, professional and
Assessment FOR Learning – occurs assessment tasks which are academic credentials
when teachers use inferences about aligned with what students • Test the efficiency of teachers.
student progress to inform their should be learning in life.
teaching.
Evaluation
Assessment OF Learning – occurs - Concerned with the whole range
when teachers use evidence of of issues in and beyond
student learning to make judgment on education; lessons, program, and
student’s achievement against goals skills can be evaluated. It
and standards produces a global view of
achievement usually based on
many different types of
 ASSESSMENT AND EVALUATION OF STUDENT LEARNING
Types of Assessment ➢ Memory games, true or false, ➢ Produce a more reliable
jumble words evaluation of skills and
Diagnostic Assessment ➢ Makes formative assessment knowledge
➢ Most preferred type of more fun and contemporary ➢ Effective way to practice and
assessment to check a learner’s develop skills
knowledge base. Oral Assessment
➢ Given at the start of a class or ➢ Formal assessment that Assessing Student Learning Outcome
training session to identify a evaluates candidates orally
learner’s strength or weakness ➢ face-to-face session or virtual Outcome Assessment – process of
prior to learning meeting, question them directly, gathering information, instruction,
and assess them based on their services, and activities that the
Formative Assessment verbal answers. program provide are producing the
➢ Administered during a training or desired student learning outcomes
learning session to capture a Ipsative Assessment
learner’s progress in real time ➢ practice of retaking an Principles of Good Practice
➢ It can take a variety of forms, assessment and comparing the • The assessment of student
sometimes even the combination result from previous learning stats with the
of formal and informal performance institution’s mission and core
assessment procedures like ➢ Type of formative evaluation that values
practice quizzes, point exercises, helps learners identify their • Assessment works best when the
and even short essays mistakes and areas where they program has a clear statement of
still need to improve, motivating objectives aligned with
them to perform better on their institutional mission and core
Summative Assessment next assessment. values
➢ Summary test provided at the ➢ builds on the idea that learning is • Outcome-based assessment
end of a learning course or a process, and there’s still room focuses on the students’
training activity for improvement for those who activities that till still be relevant
➢ Helps trainers and instructors have achieved a lower mark on after formal schooling concludes
define how much a learner has their first attempt. • ASSESSMENT requires
grown and improved over time ATTENTION not only to the
➢ Formal and highly evaluative Norm-Referenced Assessment outcomes but also and equally to
➢ usually involves clear ➢ NRT the ACTIVITIES and EXPERIENCES
instructions, expectations, and ➢ Significantly compares a learner’s that lead to the ATTAINMENT of
grading rubrics. Frequently high knowledge and performance to LEARNING OUTCOMES
stakes, both instructors and another • ASSESSMENT works BEST when it
students work extra harder to ➢ Comparison class is called is CONTINUOUS, on-going and
prepare for these assessments. “norming group” – test takers NOT IN EPISODES
share specific characteristic • Begin by specifying CLEARLY and
Skills Assessment ➢ Ranks learners from highest to EXACTLY what you want to ASSES
➢ measure a person’s ability to lowest to accentuate differences • The intended learning
accomplish specific tasks among them outcome/lesson objective NOT
➢ Formal assessment – CONTENT is the basis of
administered by recruiting Criterion-referenced Assessment assessment task.
professionals to identify whether ➢ Measures learner’s learning • Set your CRITERION OF SUCCESS
or not a candidate meets the progress or performance based or acceptable standard of
qualifications needed to work in on pre-determined and agreed success
a specific occupation. upon criteria and standards • Make use of VARIED TOOLS for
➢ Skills may be innate or acquired ➢ Doesn’t compare peers assessment DATA-GATHERING
➢ Directly measures a person’s and multiple sources of
Gamified Assessment skills and abilities to the criterion assessment data.
➢ Type of assessment strategy that
• Teamers must be given feedback
uses various gamification Scenario-Based Assessment
about their performance.
elements to evaluate and gather ➢ Involves a hypothetical scenario
Example: You observed rules on
specific information from where learners are expected to
subject-verb agreement and
participants apply theoretical knowledge
variety of sentences, three of
➢ Transforms traditional tests into
your commas were misplaced
game format
 ASSESSMENT AND EVALUATION OF STUDENT LEARNING
• Assessment should be on a real- Assessing Method and Multiple
world application and not on out Intelligences
of-context drills. Assessment should reflect the
• Emphasize on the assessment of diversity of intelligences and learning
higher-order thinking. styles in your classroom. For example,
• Provide opportunities for self- students who are good at spatial
assessment. learning might not display the full
Sample of Supporting Student range of their knowledge on an essay
Activities test. In fact, traditional testing
methods are inherently biased in favor
of students with strong linguistic and
mathematical skills

DEVELOPMENT OF CLASSROOM
ASSESSMENT TOOLS

Outcomes Assessment in the Planning a Test and Table of

Institutional Cycle Scoring Rubrics Specifications

Rubrics – coherent set of criteria for Steps in Planning for a Test

student’s work that includes 1. Identifying test objectives/lesson
descriptions of level of performance outcomes
quality on the criteria - An objective, to be
➢ The main purpose is to assess comprehensive, must cover
performance made evident various levels of Bloom’s
products Taxonomy – each containing
Constructive Alignment ➢ Serve as scoring guide that what is to be achieved by
seeks to evaluate a student’s students
performance in many - Knowledge/remembering,
different tasks based on a full comprehension/understandin
range of criteria rather than a g, application/applying,
single numerical score. analysis/analyzing,
evaluation/evaluating,
synthesis/synthesizing
2. Deciding on the type of objective
test to be prepared
Variety of Assessment Method, Tools, - Guide the kind of objective
and Tasks tests that will be designed
and constructed by the
teacher
Types of Rubrics 3. Preparing a Table of
• Analytic Specifications (TOS)
o Each criterion, (dimension,
trait) is evaluated Table of Specifications (TOS) – test
separately map that guides the teacher in
Assessment Tools for Cognitive o Good for formative constructing a test. It ensures balance
Domain (Declative Knowledge) assessment, it is also between items that test lower level
adaptable to summative thinking skills and those which test
assessment higher order thinking skills.
• Holistic ➢ Plan prepared by classroom
o All criteria (dimension, trait) teacher as basis for test
is evaluated simultaneously construction
o Scoring is faster, good for ➢ tool used to ensure a test
summative assessment measures the content and
thinking skills that the test
intend to measure
 ASSESSMENT AND EVALUATION OF STUDENT LEARNING
➢ Distracters should be equally ➢ Items consist of a stem and a
plausible blank where students supply
Things You Need to Know Before ➢ All options should be answers
Constructing a TOS grammatically consistent with
• the TOS requires a thorough the stem Guidelines in the Formulation of a
knowledge of Bloom’s Revised ➢ The length of alternatives should Completion Type Test
Taxonomy not be determinants of correct ➢ Allow for only one answer only
• the TOS requires some simple answer ➢ Avoid mutilated sentences – give
mathematical computation that ➢ Avoid stems that reveal answers enough clues
will result to proportional to another item ➢ Avoid open-ended item
allocation of test items per topic. ➢ Avoid use of assumed classifiers ➢ Blank should be at the end or
➢ Avoid use of unnecessary near the end of the sentence
How to Construct TOS words/phrases ➢ Ask questions on more significant
1. Secure a copy of K to 12 ➢ Avoid use of non-relevant item – not trivial matter
Curriculum guide sources of difficulty ➢ The length of the blank must not
2. Copy the Learning ➢ Pack question in the stem suggest the answer
Competencies allotted for each ➢ None of the above – only to be
grading period in the TOS used when it is the “best” option
3. Allocate number of hours ➢ All of the above – use may allow Essays
needed in each learning for partial credit ➢ Non-objective test
objectives and the percentage ➢ Use none of the above and all of ➢ Allow assessment for higher
using the formula: the above sparsely order thinking skills
% = no. of hours in each ➢ Compound responses may ➢ Require students to organize
objective/total number of purposefully increase difficulty thoughts on a subject matter in
hours x 100 coherent sentences – write one
4. Determine the number of items Guidelines in Constructing Matching or more paragraph
using the formula: no. of items Type of Test ➢ Can be used to measure
= total no. of items x % ➢ Match homogenous not attainment of a variety of
5. Mark the learning heterogenous items objectives: comparing, relating,
competencies or test questions ➢ The stem (longer in construction cause-and-effect, justifying,
appropriate for the verbs in than options) must be in the first summarizing, generalizing,
each level of ability column while options must be in inferring, classifying, applying,
6. After marking, allocate the the second analyzing, evaluating, and
number of test items for each ➢ The options must be more in creating
topic in each classification of number than the stems – avoids
objectives following the 60, 30, process of elimination Types of Essays
10% format of the TOS ➢ Arrange options Restricted Essay – short focused
7. Put the total below each now alphabetically/chronologically response (e.g. write an example, list
8. Placement of test items will be ➢ Directions must be given three reasons, compare and contrast)
determined when test paper Non-Restricted Essay – extended
was finished. Rules in Constructing a True-False Test responses can be much longer and
➢ Don’t give hints in the question complex than short response, but
4. Constructing the draft test items ➢ Avoid using “always”, “never”, students are encouraged to remain
- Follows the TOS “often focused and organized.
- Actual number of items to be ➢ Avoid using long sentences
constructed in the draft ➢ Avoid trick statements Rules Which Facilitate the Scoring of
should double desired ➢ Avoid quoting verbatim from Essays
number of items reference materials ➢ Phrase direction to guide
Guidelines in Constructing Multiple ➢ Avoid specific determiners students on key concepts to be
Choice Items ➢ Avoid grossly disproportionate included
➢ Don’t use unfamiliar words number of true/ false ➢ Inform the students on the
➢ Don’t use vague modifiers statements, or even patterns criteria
(much, often, etc.) ➢ Put a limit on essay tests
➢ Avoid complex/awkward wording Supply Type or Constructed-Response ➢ Decide on essay grading system
➢ Do not use double negatives Type prior to getting the essay of your
➢ Each item stem should be short ➢ Useful for testing lower order students
thinking skills
 ASSESSMENT AND EVALUATION OF STUDENT LEARNING
➢ Evaluate all of the student’s Use Teaching Methods that are Two General Categories for Test Items
answer to one question before Appropriate to Learning Goals 1. Objective Items
proceeding to next question - For example, a multiple-choice ➢ Students select the correct
➢ Evaluate answers without test might be useful for response from several
knowing the writer demonstrating memory and alternatives or supply a word
➢ If possible, have two or more recall, for example, but it may or short phrase answer
people grade each answer require an essay or open-ended ➢ Easier to create for lower
➢ Do not provide optional problem-solving for students to order Bloom’s (recall and
questions demonstrate more independent comprehension), still possible
➢ Provide info on value/weight of analysis or synthesis. to design for higher order
the question and how it will be thinking (apply, analyze)
scored Help Students Prepare
➢ Emphasize higher level thinking - Most students will assume that Objective Test Items Include:
skills the test is designed to measure • Multiple Choice
what is most important for them • True-False
5. Try-out and validation to learn in the course. You can • Matching Type
The test draft is tried out to a group of help students prepare for the • Completion/Fill-in-the-Blank
pupils or students to determine (a) test by clarifying course goals as
item characteristics through item well as reviewing material. This Objective Test Items are Best
analysis, and (b) characteristics of the will allow the test to reinforce Used When:
test itself – validity, reliability, and what you most want students to • The group tested is large –
practicality. learn and retain it is fast and easy to score
• The test will be reused
Test Designing and Constructing Test Use Consistent Language (must be stored securely)
Items and Tasks Administering, - (in stating goals, in talking in • Highly reliable scores on a
Analyzing, and Improving class, and in writing test broad range of learning
questions) to describe expected goals must be obtained as
Designing Test – an important part of outcomes. If you want to use efficiently as possible
assessing students understanding of words like explain or discuss, be • Fairness and freedom from
course content and their level of sure that you use them possible test scoring
competency in applying what they are consistently and that students influences are essential.
learning. know what you mean when you
use them. 2. Subjective or Essay Items
Guidelines in Test Designing ➢ Students present an original
Word Questions Clearly and Simply answer.
Consider Reason for Testing - Avoid complex questions, double ➢ Easier for Bloom’s Higher
- The reason(s) for giving a test will negatives, and idiomatic Order Thinking (apply,
help determine features such as language that may be difficult for analyze, synthesize, create,
length, format, level of detail students, especially multilingual evaluate)
required in answers and time students, to understand
frame for returning results to Subjective Test Items Include:
students Design Test Items that Allow Students • Short answer essay
- Will this quiz monitor the to Show a Range of Learning
• Extended response essay
students’ progress so that you - That is, students who have not
• Problem solving
can adjust the pace of the fully mastered everything in the
• Performance test items
course? Will ongoing quizzes course should still be able to
serve to motivate students? Will demonstrate how much they
Objective and subjective test items are
this mid-term challenge students have learned.
both suitable for measuring most
to apply concepts learned so far?
learning outcomes and are often used
Two Important Characteristics of Test
in combination. Both types can be
Maintain Consistency 1. Reliability – test needs to be
used to test comprehension,
- Maintain consistency between consistent and free from errors
application of concepts, problem
goals for the course, methods, of 2. Validity – test needs to measure
solving, and ability to think critically.
teaching, and test used to what it is supposed to measure
However, certain types of test items
measure achievement of goals
are better suited than others to
measure learning outcomes. For
example, learning outcomes that
 ASSESSMENT AND EVALUATION OF STUDENT LEARNING
require a student to ‘demonstrate’ campus leaders can analyze
may be better measured by a assessment data and use the
performance test item, whereas an information to set goals for
outcome requiring the student to teachers that are specific,
‘evaluate’ may be better measured by measurable, relevant, and
an essay or short answer test item attainable. In return, teachers
can work to make sure that
Utilization of Assessment Data student goals are aligned Where:
4. Monitor Student and Teacher 84 - score ng student
Utilization of Assessment Data Progress 200 - no. Of exam takers
➢ An assessment is characterized - Progress monitoring provides
as the process of defining, leaders with valuable 3. Standard Score
selecting, designing, collecting, information regarding • is a derived score which
analyzing, interpreting, and using improvements in critical utilizes the normal curve to
information to increase students’ reading and math skills as show how the student's
learning and development. well as classroom performance compares with
Through this process administers performance. This type of the distribution of scores
can gather assessment data to monitoring should take place above and below the
strategically plan and deliver often so that it becomes arithmetic mean?
individualized instruction. expected and familiar for all
parties involved
5 Ways to Utilize Assessment Data 5. Discover Professional
1. Plan Individual Instruction Development Gaps
Intervention - While many people believe
- Assessment data gives that assessment data can
teachers the foundation for only be utilized to help
creating their own students improve, at Istation A. Z-Score – gives the number of
individualized plan for we are seeing another trend. standard deviations of a test
struggling learners. Education leaders are score above or below the
Personalizing a student’s plan analyzing assessment data mean
can look very different each and determining where
time but may include a few students are seeing the least
similar criteria, such as; amount of improvement. This
- Skills that need emphasis in information points them to
the classroom; the overall professional
- Additional support strategies development gaps for
for teaching the student; and teachers
- A way to track and monitor
progress for the student, Types of Test Score
teacher, and families involved 1. Raw and Percentage Score
2. Develop Daily Instructional • Obtained by simply counting
Strategies the number of correct
- Knowing where each student responses in a test following B. T-Score – in a T-score scale,
is performing helps teachers the scoring directions the mean is set to 50 instead
see the big picture when • Useful in describing a of 0, and the standard
developing their daily student’s performance based deviation is 10. To transform
instructional strategies. This on a criterion a z score to a T-score, we
allows them to move from Ex: Math Test: 30/30 <- Raw multiply the z-score by 10
assessing students to Score and add 50. Formula: T=10z +
grouping students based on 30/50 x 100 = 60% <- percentage 50
relevant assessment data C. Stanine
trends. 2. Percentile Ranks ➢ Short for standard nine
3. Determine Targeted Goals for • Gives the percent of scores – a method of scaling
Students and Teachers that are at below a raw or scores on a nine-point
- Short- and long-term goals standard score scale
guide success for teachers ➢ nine-point grading scale
and students. District and ranging from 1 to 9
 ASSESSMENT AND EVALUATION OF STUDENT LEARNING
➢ the mean of the stanine performance on other ➢ Here are four ways teachers can
have 5 and the standard assessments. leverage assessment data in their
deviation is 2 classroom;
➢ the problem with B. Criterion-Referenced o To Better Understand
stanines is that they are Interpretations Where Students are in their
not entirely precise ➢ The "word criterion" came Learning
➢ Stanine = 2z + 5 from Greek word criterion o To Adjust Instruction Based
which means standard. on Feedback
D. Normal Curve Equivalent ➢ Provide meaning to tests o To Use as a Springboard for
➢ normalized standard scores by describing what the Collaboration
score within the range learner can and cannot do in o To Connect with Students
1-99. It has a mean of 50 light of a standard.
and a standard deviation Establishing Validity and Reliability of
of 21.06. Importance of Assessment Data Assessment Tools
➢ It is similar to percentile ➢ Teachers manage the teaching
ranks and also can relate and learning process. They Validity
to other score such as monitor students’ learning by • Validity is the extent to which a
percentile ranks or informal means, such as measurement tool measures
stanines. quizzes and games, and what it is supposed to. More
➢ NCE=z(21.06)+50 formative tests. Teachers use specifically, it refers to the extent
the data to assess a student’s to which inferences made from
E. Developmental Score performance, strengths, an assessment tool are
➢ A grade equivalent (GE) weaknesses, and progress. appropriate, meaningful, and
describes a learner's Additional information on an useful
developmental growth. individual student’s background • In order to be valid, a
➢ It gives a picture as to allows the teacher to diagnose measurement must also and first
where he/she is on an possible causes of poor be reliable.
achievement performance and apply • Validity is often thought of as
continuum. remedies. The data can also be having different forms. Perhaps
used for self-evaluation to the most relevant to assessment
Types of Test Score Interpretations identify where teachers could is content validity, or the extent
A. Norm-Referenced improve their pedagogy or to which the content of the
Interpretations classroom management. assessment instrument matches
➢ Norma – Latin for precept or ➢ Assessment results are the SLOs
rule important evidence on which
➢ Explanations of a learner’s to base requests for funding, to Content Validity can be Improved by:
performance in comparison make curriculum changes, • Examining whether rubrics
with other learners of the rethink faculty lines, and more. have extraneous content or
same age or grade Disappointing (negative) whether important content is
➢ Determine learners place or assessment results can have a missing
rank positive effect when they are • Constructing a table of
used to improve the learning specifications prior to
Nitko & Brookhart Guidelines process developing exams
when Interpreting Norm- • Performing an item analysis
Referenced Test Scores How to Use Meaningful Assessment of multiple-choice questions
a. Detect any unexpected Data to Inform Instruction • Constructing effective
pattern of scores ➢ Meaningful assessment data multiple-choice questions
b. Determine the reasons for delivers a snapshot of what using best practices
score patterns students know, what students
c. Do not expect surprises for should know, and what students Writing Effective Multiple-Choice
every student do not yet know. When teachers Questions
d. Small differences is subtest understand this assessment data, The question’s stem should:
scores should be viewed as they are positioned to make • Be meaningful by itself
chance fluctuations decisions that inform instruction • Contain only relevant
e. Use information from and positively affect student material Avoid being complex
various assessments and outcomes.
• Be a question or partial
observations to explain
sentence that avoids the use
 ASSESSMENT AND EVALUATION OF STUDENT LEARNING
of beginning or interior • Testing rubrics and has face validity (Polit & Beck,
blanks calculating an interrater 2008). If they consider that the
• Avoid being negatively stated reliability coefficient. test lacks it, they will not be
unless SLOs require it Interrater reliability = number interested in participating. While
of agreements/number of this type of validity is not very
Alternatives (answer choices) should possible agreements. Values scientific, it is rather significant
be: > 0.8 are acceptable. (Shrock & Coscarelli, 2007).
• Plausible • Providing guidelines for • Criterion-Related Reliability –
• Stated clearly and concisely constructing assignments Criterion-related validity is
• The same in content (have that will be used to measure applied for a prediction about
the same focus) SLO achievement the current or future outcomes
• Mutually exclusive • Conducting norming sessions (DeVellis, 2012). As well as face
• Free of “none of the above” to help raters use rubrics validity, this method is rather
and “all of the above” more consistently. practical than scientific, but it is
• Presented in a logical order Recalculate interrater essential for the research. The
• Have grammar consisted with reliability until consistency is approach is often called
the stem achieved. predictive validity as it does not
• Be parallel in form • Increase the number of involve comprehending the
• Be similar in length and questions on a multiple- process but simply implies
language choice exam that address the foreseeing it
same learning outcome.
Reliability
• Reliability is the extent to which a The Reliability and Validity of
measurement tool gives Assessment Tools
consistent results. ➢ Reliability and validity are
• Student learning throughout the significant elements of any
program should be relatively assessment tool. However
stable and not depend on who thoroughly developed the tools
conducts the assessment. are, if they are not valid or reliable,
• Issues with reliability can occur in the research is doomed to fail.
assessment when multiple
people are rating student work, Reliability
even with a common rubric, or • Inter-Rater Reliability – is
when different assignments concerned with the stability of
across courses or course sections assessment tools when
are used to assess program employed by different
learning outcomes participants.
DepEd Order No. 8 S. 2015
• Test-Retest Reliability –
Policy Guidelines on Classroom
Reliability can be Improved by: presupposes the participants to
Assessment for the K-12 Basic
• More clearly defining SLOs answer the same questions two
Education Program
• Agreeing on how SLO times in order to provide greater
achievement will be reliability. The method is
measured successful if the correlation rates
are high.
• Providing guidelines for
constructing assignments • Internal Consistent Reliability –
that will be used to measure This is the most prevalent
SLO achievement reliability measure for
assessment tools. It is favored
• Developing better rubrics.
due to the simplicity of the
Develop well-defined scoring
application
categories with clear
differences in advance.
Validity
Revisit these often while
scoring to ensure consistency • Face Validity – This method
determines that the tool is
• Create or gather and refer to
assessing the predetermined
examples that exemplify
construct. The stakeholders can
differences in scoring criteria.
easily estimate whether the test