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TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

College of Industrial Education
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SEM 3 Seminar in Professional Education

Activity No. 7
Assessment of Learning

Learning Outcomes:

1. Validating theoretical knowledge in the actual assessment of learning

1.1. Demonstrate understanding of principles in constructing traditional, alternative/authentic
forms of high quality assessment.
1.2. Apply knowledge and skills in the development and use of assessment tools for formative and
summative purposes
1.3. Apply rules in test construction and use of authentic assessment tools for product and process
assessment.
1.4. Demonstrate skills in interpreting assessment results to improve learning.
1.5. Comprehend and apply basic concepts of statistics in educational assessment and evaluation.
1.6. Demonstrate knowledge of providing timely, accurate and constructive feedback to learners
and parents.

Unit I Introduction to Assessment of Students Learning

1. Discuss the meaning of the following terms and cite example:

a. Measurement
 The process of determining students' knowledge, skills, capacities, or other attributes via the
use of various instruments and procedures, such as standardized tests, quizzes, and
observations, is referred to as measurement in student learning. A math test to examine pupils'
grasp of mathematical ideas is an example of measuring in student learning.
b. Evaluation
 The process of determining the quality or value of a certain area of students' learning, such as a
single lesson or curriculum, is referred to as evaluation in students' learning. A teacher
examining student work and providing feedback on areas of strength and areas that need
improvement is an example of evaluation in student learning.
c. Assessment
 The process of acquiring, evaluating, and applying information on students' learning to improve
instruction and support student learning is referred to as assessment in student learning.
Formal testing, informal observation, and self-reflection are all modes of assessment. A teacher
employing a range of assessment methods, such as quizzes, examinations, and class
participation, to determine each student's grasp of a given topic, is an example of assessment
in student learning.
d. Testing
 The practice of conducting standardized tests or assessments to measure students' knowledge,
skills, capacities, or other attributes is referred to as testing in student learning. Testing is
 frequently used to assess the success of educational programs and to identify areas where
pupils want more assistance. Testing in student learning could include administering a
standardized test, such as the SAT or ACT, to assess students' college preparation.

2. Identify and explain the different type of test

a. According to mode of response
 Objective test: These are tests where the answers are pre-determined, and the test taker must
select the correct answer from a list of options. Examples include multiple-choice tests and
true/false tests.
 Subjective test: These are tests where the answers are not pre-determined and require the test
taker to provide a written or oral response. Examples include essays and open-ended
questions.
b. According to ease of Quantification of Response
 Quantitative test: These are tests where the responses can be easily quantified, such as
multiple-choice tests, true/false tests, and numerical problems.
 Qualitative test: These are tests where the responses are not easily quantified and require
interpretation, such as essays, open-ended questions, and performance tasks.
c. According to mode of administration
 Paper-pencil test: This type of test requires the test taker to write their answers on paper.
 Computer-based tests: These are tests that are completed on a computer by the test taker.
 Oral tests: are those in which the test taker responds to questions verbally in person or over the
phone.

d. According to test constructor

 Standardized tests: are those that are given and scored consistently, usually by a test publisher
or professional testing organization. The SAT and ACT are two examples.
 Non-standardized tests: are created and administered by instructors or other individual
educators rather than by testing organizations. Examples include quizzes and tests created by
teachers.

e. According to mode of interpreting Results

 A norm-referenced tests: compares a test taker's performance to that of a group of people who
have comparable traits.
 Criterion-referenced tests: These are assessments that compare a test taker's performance to a
predetermined benchmark or set of criteria.

f. According to Nature of Answer

 Discrete tests: These are tests with a limited number of correct answers, such as multiple-
choice or true/false questions.
 Continuous tests: are those in which the questions have multiple possible responses, such as
open-ended inquiries or performance tasks.

3. Discuss the Relevance or importance of Assessment.

 a. Students
 Assessment is relevant or important for students since it allows them to understand their own
learning and highlight areas where they need to improve. Students may examine what they
know and can perform through assessment and establish goals for their own learning.
b. Teachers
 Assessment is relevant or important for teachers because it gives information about their
students' knowledge and skills, which can inform instruction and assist them identify areas
where students need more support. Assessment also allows teachers to assess the success of
their instruction and make necessary changes.
c. Administrators and Program Staff
 Assessment is relevant or important for administrators and program staff because it gives
information about the effectiveness of educational programs and enables them to make data-
driven decisions about program improvement. Assessment can also assist administrators and
program employees in identifying areas that require greater resources or support.
d. Policymakers
 Assessment is relevant or important for policymakers because it gives information on the
effectiveness of educational policies and programs and enables them to make data-driven
decisions about education reform. Assessment can also assist policymakers in identifying areas
where more resources or support are required, as well as evaluating the impact of their policies
on student learning.

4. Explain the following role of Assessment

a. Placement Assessment
 A placement assessment is used to evaluate a student's suitable level of instruction or study. It
is most commonly used at the start of a school year or program to assess students' present
knowledge and skills and place them in the appropriate class or level of instruction. An
examination provided to prospective college students to determine their ability in math, English,
or other topics so that they can be placed in the proper level of curriculum is one example.
b. Formative Assessment
 Formative assessment is used to offer students and teachers with constant feedback during the
learning process. It is commonly used to track student progress and inform instruction, and it
may include a number of assessment methods such as quizzes, observations, and self-
assessments. A teacher, for example, could administer a quiz to their students in the middle of
a unit and use the results to change their teaching methods and provide feedback to specific
students.
c. Diagnostic Assessment
 Diagnostic assessment is used to determine a student's strengths and weaknesses in a
particular subject or ability. It is usually used at the start of a new unit or program to identify
areas where pupils require more help or teaching. A teacher offering a pre-test at the start of a
math course to discover whether pupils need extra help with fractions is one example.
d. Summative Assessment
 Summative assessment is used at the end of a unit, program, or school year to evaluate
student learning. It is commonly used to assess student success and make judgments
concerning student progress, such as grades or advancement to the next level. A teacher, for
example, might administer a final exam at the conclusion of a semester to assess student
learning and issue grades.
 5. Discuss the following concepts. Identify classroom scenario or setup which illustrate the following concepts.

Brief description Classroom scenario

a. Assessment for Learning

b. Assessment as Learning

c. Assessment of Learning

d. Placement Assessment

e. Formative Assessment

f. Diagnostic Assessment

g. Summative Assessment

6. Explain the following Principles of High Quality Assessment. Cite Specific example.

1. based on clearly stated learning.

2. balanced, appropriate and relevant to the characteristics or performance being measured.
3. Valid
4. Reliable
5. Fair to all students
6. Lead to positive consequence
7. Practical and efficient
8. Should be ethical

Unit II – Learning Target and the Appropriateness of Assessment Methods

 7. Differentiate the three learning Domains
a. Cognitive
b. Affective
c. Psychomotor

8. Complete the matrix below to distinguish the different levels of the three learning Domains.
a. Cognitive Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)
Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

b. Affective Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)

Receiving

Responding

Valuing

Organizing

Internalizing Values

c. Psychomotor Domain
 Levels Process and action verb Example
(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)
Observing

Imitating

Practicing

Adapting

Unit III – Designing and Developing Assessment

9. What are the steps in preparing a table of specification?

10. Differentiate one-way table of specification from two-way table of specification. Use illustration to
differentiate the two.

11. Describe the following objective type of test and create an example.

a. Supply Type
i. Simple Recall
ii. Completion Type
iii. Identification Tasks
iv. Labeling test
v. Enumeration

b. Selection Type
i. Alternative response or True-False Test
ii. Matching type
iii. Rearrangement elements
iv. Multiple choice Response test

12. Differentiate Objective type of test from Essay type of test.

13. Differentiate the type of essay test. Cite example. Complete the matrix below to distinguish the difference
between the two.

Differentiate the type of essay test

 Extended Response Questions Restricted Response Questions

Description
Example

14. What is Validity?

15. What is reliability?

16. Describe the following measures of central tendency and cite example.

Measure of Central Tendency

Definition Example
Mode
Median
Mean
Weighted Mean

17. Differentiate Criterion referenced Grading from Norm References Grading.

18. Describe the following type of marking system.

a. Letter Grade system

 The Letter Grade system is a type of grading system in which a student's performance is assigned a letter
grade. A, B, C, D, and F are the most regularly used letter grades. The letter grades are issued using a
predetermined scale that represents the student's degree of understanding of the content. An A, for
example, denotes exceptional performance, but a F denotes bad performance. This type of system is
commonly employed in elementary, secondary, and higher education.

b. Pass-Fail System
 The Pass-Fail system is a type of grading system in which a student's performance is graded as pass or fail.
The student's performance is not graded numerically or alphabetically. The student either succeeds or fails
the class in this system, based on whether they have satisfied the minimum standards for passing. This type
of system is commonly utilized in courses with a high failure rate or those are pass/fail.

c. Numerical System
 The numerical system is a type of grading system in which a numerical grade is assigned to a student's
performance. A numerical grade is typically assigned on a scale of 0 to 100, or 1 to 10. This type of
system is commonly employed in elementary, secondary, and higher education. Because it allows for
finer distinctions between students' performances, this method is more precise than the letter grade
system.
19. Read DepEd Order No. 8 s. 2015 (Policy Guidelines on Classroom assessment for the K to 12 Basic
Education Program) and summarize important key points related to assessment.

20. Read DepEd Order No. 31 s. 2020 (Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan) and summarize important key points related to assessment