Assessment in Learning 1

Topic 1. Basic Concepts

Learning Objectives
At the end of the lesson, you are expected to:
1. Differentiate the different terms such as test, measurement, assessment
and evaluation;
2. Identify the different modes of assessment according to authenticity;
3. Classify the different types of assessment according to purpose; and

Presentation of Content
Basic Concepts
Measurement

• A process of quantifying the degree to which someone or

something possesses a given trait i.e. quality, characteristics or
feature.
• The assignment of numbers to certain attributes of objects, events
or people according to rules to create ranking that reflects how
much of the attribute different people possesses.
• The quantification of what students learned through the use of
tests, questionnaires, rating scales checklists and other devices.
Assessment
• A process of gathering and organizing quantitative data into an
interpretable form to have a basis for judgment or decision-
making.
• It refers to all activities teachers use to help students learn and to
gauge student progress
• It refers to the full range of information gathered and synthesized
by teachers about their students and their classrooms
• It is a perquisite to evaluate. It provides the information which
enables evaluation to take place.
Evaluation

• A process of systematic interpretation, analysis, appraisal or

judgment of the worth of organized data as basis for decision-
making
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• It refers to the process of systematically analyzing, interpreting and

giving judgment on the value or worth of a set of organized data or
quality if the behavior or performance demonstrated by the
learners
• It involves judgment about the desirability of changes in students
Test

• An instrument designed to measure any characteristic, quality,

ability, knowledge or skill
• It comprised of items in the area it is designed to measure
• It may vary according to function, content, form, administration,
procedures, scoring and interpretation.
Testing
Is defined as the administration of test and use of test results to
determine whether the learners can be promoted to the next grade/year
level or must be retained in the same grade / year level and will undergo a
restudy of the same lesson. (Calmorin 2011)

▪ Measurement refers to the quantification of students’

performance and assessment as the gathering and synthesizing
of information
▪ Measurement answers the question how much does a student
learn or know?
▪ Evaluation is a process of making judgments, assigning value
or deciding on the worth of students’ performance
Assessment looks into how much change has occurred on the
students’ acquisition of a skill, knowledge or value before and after a
given learning experience.
Evaluation answers the question how good, adequate or desirable it
is?

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Modes of Assessment According to their Degree of Authenticity

MODE DESCRIPTION EXAMPLES ADVATAGES DISADVANTAGE
S
Traditional The objective 1. Standardized 1. The scoring is 1. Preparation of the
paper-and-pen test objective instrument is tome
test which 2. Teacher- 2.Administration consuming
usually assesses made test is easy because 2. Prone to cheating
low level of students can take
thinking the test at the
same time
Performance A mode of 1. Practical 1. Preparation of 1. Scoring tends to
assessment that Test the measurement be subjective
requires an 2. Oral and is relatively away without rubrics
actual Aural test 2. Measures 2. Administration is
demonstration of 3. Projects, etc. behaviors that time consuming
skills or creation cannot be
of products of deceived
learning
Portfolio A process of 1. Working 1. Measures 1. Developing is
gathering Portfolios students’ growth time consuming
multiple 2. Show and development 2. Rating tends to be
indication of Portfolios 2. Intelligence-fair subjective without
student progress 3.Documen- rubrics
to support course tary Portfolios
goals in
dynamic,
ongoing and
collaborative
progress

Purposes of Classroom Assessment

1. Assessment FOR learning
- It includes three types of assessment done before and during
instruction
a. Placement – done prior to instruction
➢ Its purpose is to assess the needs of the learners to have
basis in planning for a relevant instruction
➢ Teachers use this assessment to know what their students
are bringing into the learning situation and use this as a
starting point for instruction
➢ The results of this assessment place students in specific
learning groups to facilitate teaching and learning
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b. Formative – done during instruction

➢ It is this assessment where teachers continuously monitor
the students’ level of attainment of the learning objectives
➢ The results of this assessment are communicated clearly
and promptly to the students for them to know their
strengths and weaknesses and the progress of their learning
c. Diagnostic – done during instruction
➢ This is use to determine students’ recurring or persistent
difficulties
➢ It searches for the underlying causes of students’ learning
problems that do not respond to first aid treatment
➢ It helps formulate a plan for detailed remedial instruction

2. Assessment OF Learning
➢ This is done after instruction. This is usually referred to as the
summative assessment
➢ It is used to certify what students know and can do and the
level of their proficiency or competency
➢ Its results reveal whether or not instructions have successfully
achieved the curriculum instruction
➢ The information from assessment of learning is usually
expressed as marks or letter grades
➢ The results of which are communicated to the students, parents
and other stakeholders for decision making
➢ It is also a powerful factor that could pave the way for
educational reforms

3. Assessment AS Learning
This is done for teachers to understand and perform well their
role of assessing FOR and OF learning

It requires teachers to undergo training on how to assess

learning and be equipped with the following competencies
needed in performing their work as assessors.

Standards for Teacher Competence in Educational

Assessment of Students
(Developed by the American Federation of Teachers National Council on
Measurement in Education National Education Association)
1. Teachers should be skilled in choosing assessment methods appropriate
for instructional decisions.
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2. Teachers should be skilled in developing assessment methods appropriate

for instructional decisions.
3. The Teacher should be skilled in administering, scoring and interpreting
the results of both externally-produced and teacher-produced assessment
methods.
4. Teachers should be skilled in using assessment results when making
decisions about individual students, planning teaching, developing
curriculum and school improvement.
5. Teachers should be skilled in developing valid student grading procedures
which use student assessment
6. Teachers should be skilled enough in communicating assessment results to
students, parents, other lay audiences and other educators
7. Teachers should be skilled in recognizing unethical, illegal and otherwise
inappropriate assessment methods and uses of assessment information

Application
Use a concept map to relate the following important terms :
1. Measurement
2. Evaluation
3. Test
4. Non- Test
5. Assessment
6. Learning Objectives