BSED-MATH II-A2 GROUP 3 Sept.

16, 2023

Leader: Plaza, John Meler A.

Members: Martinez, Sofia Carmela

Palapar, Mezhraem H.
Pequero, Calen S. (Reporter)
Piscos, Julie Ann France A.

Basic Concepts in Assessing Student Learning: Assessment

Group Discussion:

We’ve had a meeting and discussed the different ideas we have on assessing
student learning, focusing more on the aspect of assessment. We also decided to have
#13 Pequero as our PPT maker and reporter.

I. Assessment

Member 1: #11, Martinez, Sofia Carmela

Assessment- refers to the process of gathering, describing, or quantifying

information about the student performance. It includes paper and pencil test, extended
responses (example essays) and performance assessment are usually referred to as
“authentic assessment” task (example presentation of research work).

Assessment is the systematic collection, review and use of information about

educational programs undertaken for the purpose of improving student learning and
development. Assessment involves;

1. Setting explicit student learning goals.

2. Evaluating the extent to which student are reaching those goals.
3. Using the information for program development and improvement.

Functions of Assessment

1. Formative Assessment- provide diagnostic program.

2. Summative Assessment- provide student’s level of attainment.
3. Evaluative Assessment- provide instructor with curricular feedback.
Principles and Indicators of Assessment of Student Learning

Principle 1: The Primary Purpose of Assessment is to Improve Student Learning-

Assessment system provide useful information about whether the students have
reached important learning goals and about the progress of each student. They employ
practices and methods that are consistent with learning goals, curriculum, instruction
and current knowledge of how students learn.

Principle 2: Assessment for Other Purposes Supports Student Learning- Assessment

system reports on certify students learning and provide information for school
improvement. And accountability using practices that supports important learning,
important decisions such as high school graduation are made on the basis of
information gathered over time not on a single assessment.

Principle 3: Assessment System are Fair to All Students- Assessment systems including
instruments, policies, practices and uses, are fair to all students.

Principle 4: Professional Collaboration and Development Support Assessment-

Knowledgeable and fair educators are essential for high quality assessment.
Assessment system depends on educators who understands the full range of
assessment purposes, use appropriately a variety of suitable methods, work
collaboratively, and engage in a going professional development to improve their
capability as assessors.

Principle 5: The Broad Community Participates 1 Assessment Development-

Assessment system draws on the community’s knowledge and ensure supports by
including parents, community members, students together with educators and
professional particular expertise, in the development of the systems.

Principle 6: Communication About Assessment is Regular and Clear- Educators,

schools, districts, and states clearly and regularly discuss assessment system practices
and student program progress with students, families and the communities.

Principle 7: Assessment System are Regularly Reviewed and Improved- Assessment

systems are regularly improved to ensure that the system is educationally beneficial to
all students.

Alternate Assessment- any type of assessment in which students create a response to

a question or task. It includes;
1. Performance Assessment
2. Oral Promotions
3. Demonstration, exhibition and
4. Portfolios

Member 2: #12, Palapar, Mezhraem

ASSESSMENT
- refers to the full range of information gathered and synthesized by teachers
about their students and their classrooms (Arend, 1994).
- It looks into “how much change has occurred on the student’s acquisition of a
skill, knowledge or value before and after a given learning experience.

Scopes of Assessment

1. Assessment of curricular offerings

2. Assessment of school programs
3. Assessment of instructional materials
4. Assessment of instructional facilities
5. Assessment of teachers and professors
6. Assessment of students
7. Assessment of graduates
8. Assessment of school managers
9. Assessment of extension

Functions of Assessment

1. Measures students' achievements

2. Evaluates instruction and teaching strategies
3. Assesses lessons to be re-taught
4. Evaluates school's programs
5. Motivates learning
6. Predicts success or failure
7. Diagnoses the nature of difficulties
8. Evaluates teachers' performance
9. Evaluates school's facilities and resources
10. Evaluates school managers performance
Member 3: #13, Pequero, Calen

Various definitions of assessment and the role it plays in teaching and learning:

1. Assessment involves the use of empirical data on student learning to refine

programs and improve student learning. (Assessing Academic Programs in
Higher Education by Allen 2004)
2. Assessment is the process of gathering and discussing information from multiple
and diverse sources in order to develop a deep understanding of what students
know, understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when assessment results are
used to improve subsequent learning. (Learner-Centered Assessment on College
Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)
3. Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing,
collecting, analyzing, interpreting, and using information to increase students'
learning and development. (Assessing Student Learning and Development: A
Guide to the Principles, Goals, and Methods of Determining College Outcomes
by Erwin 1991)
4. Assessment is the systematic collection, review, and use of information about
educational programs undertaken for the purpose of improving student learning
and development. (Assessment Essentials: planning, implementing, and
improving assessment in higher education by Palomba and Banta 1999)

Assessment at Westminster begins with the goals for student learning articulated in the
College Mission and Outcomes Statements. These institutional goals are implemented
at the program and course levels. Assessment at these levels provides information that
enables the College to determine the extent to which its goals for student learning are
being met. Assessment data also guides revision at the program and course levels
designed to enhance student learning.

Member 4: #14, Piscos, Julie Ann France

Assessment is the process of documenting (usually in measurable terms)

knowledge, skills, attitudes, and beliefs. It involves a review of evidence of learning such
as journal entries, written work, portfolios, skill demonstration, performance in learning
activities, test results, and rubrics ratings which cover a period of time and should reveal
the process of students in the competencies. There are 10 functions of assessment
those are: Measure students’ achievements, evaluate instruction and teaching
strategies, assess lessons to be re-taught, evaluate the school’s programs, motivate
learning, predict success or failure, diagnose the nature of difficulties, evaluate
teachers’ performance, evaluates school’s facilities and resources, and evaluates
school managers performance.

The 6 types of assessment of learning: Diagnostic Assessment (as

Pre-Assessment), assesses a student’s strengths, weaknesses, knowledge, and skills
prior to instruction. Formative Assessment assesses a student’s performance during
instruction and usually occurs regularly throughout the instruction process. Summative
Assessment, measures a student’s achievement at the end of instruction.
Norm-referenced assessment is a type of standardized test that compares students'
performances to one another. Criterion-referenced assessment means that teacher
judgments about how a student does in an assessment task are based on standards
and criteria that are pre-determined and made available to students at the time the
assignment is set. Interim/Benchmark Assessment, a test administered at different
intervals during the school year to check students' grasp of content and guide future
instruction.

Member 5: #15, Plaza, John Meler

In education, the term assessment refers to the wide variety of methods or tools
that educators use to evaluate, measure, and document the academic readiness,
learning progress, skill acquisition, or educational needs of students.

Assessment is used to understand the state or condition of learning. An instructor

assesses learning through both observation and measurement in an attempt to better
understand students’ learning in a course. This includes collecting evidence, both
graded and non-graded, about a students’ progression in the course. We use the term
“assessment” throughout this resource to represent both graded and non-graded
activities. Some examples of assessments in a course could include: discussion
observations, exams, papers, reflection questions, in-class student responses, etc.

Assessment is integral to learning. Effective assessment can determine the

degree to which students have met the intended learning outcomes for a course or
program. Assessment also directs both the students’ and instructors’ attention to what is
important (Boud & Falchikov, 2007). It has also been claimed that it is only when faced
with assessments that students truly engage with the course material (Bloxham & Boyd,
2007). Assessment provides evidence of what has been learned for instructors as well
as for students. In higher education, we assess our students to integrate them into the
learning process and provide evidence of their understanding.
 II. Create/Cite classroom situation applying your assigned basic
concept.

Class Name: Introduction to Science

Class Description: This is a secondary level introductory science course designed to

provide students with a fundamental understanding of scientific concepts and principles.

Assessment Concept: Formative Assessment

Class Situation:

In this science class, the instructor wants to ensure that students are grasping key
concepts throughout the semester, rather than just measuring their understanding at the
end with a final exam. To achieve this, the instructor incorporates various formative
assessment strategies into the course. Formative assessments are designed to provide
ongoing feedback to both students and the instructor, helping to guide teaching and
learning throughout the semester.

Assessment Activities:

Weekly Quizzes: Every week, students take a short online quiz that covers the material
discussed in the previous lectures and readings. These quizzes are not graded for
points but are used to gauge students' understanding. After each quiz, students receive
immediate feedback, and the instructor reviews the results to identify common areas of
difficulty.

Peer Discussions: During class, students engage in group discussions on specific topics
or case studies related to science. These discussions are followed by brief written
reflections where students share their insights and questions. This encourages active
participation and helps the instructor assess comprehension and critical thinking skills.

Concept Maps: Students are assigned the task of creating concept maps to visually
represent their understanding of interconnected scientific concepts. These maps are
submitted periodically throughout the semester, allowing the instructor to track how
students' knowledge is evolving and identify any misconceptions.

In-Class Clicker Questions: The instructor uses classroom response systems (clickers)
to pose multiple-choice questions related to the day's lecture. Students anonymously
respond to these questions, and the results are displayed graphically in real-time. This
allows the instructor to identify areas of confusion and adjust the teaching approach
accordingly.

Midterm Conceptual Test: At the halfway point of the semester, students take a midterm
exam focused on conceptual understanding rather than rote memorization. This exam
assesses their ability to apply scientific concepts to real-world scenarios.

Benefits:

Continuous Feedback: Formative assessments provide ongoing feedback to both

students and the instructor, allowing for timely adjustments in teaching methods and
study strategies.

Reduced Test Anxiety: Because the emphasis is on understanding rather than

high-stakes grading, students often experience less test anxiety and are more motivated
to engage with the material.

Improved Learning Outcomes: Regular assessment activities help solidify students'

understanding and promote active learning, leading to better retention of scientific
concepts.

Identification of Gaps: The instructor can identify areas where students may be
struggling and provide additional support or clarification as needed.

By incorporating formative assessment strategies like these, the Introduction to Science

class creates an environment where learning is a dynamic, ongoing process, rather than
just a series of tests and assignments.

References:
● https://www.studocu.com/ph/document/philippine-college-of-technology/educatio
n/assessment-of-learning-1-module/9907869
● https://www.slideshare.net/kaye1001/basic-concepts-in-assessing-student-learni
ngfor-upload?fbclid=IwAR2hXX7MtWhvpAdrOY-FoFGKy2LkN_3d0dNva6CTgFN
vh4EJFMOgWZDqhOs
● https://www.studocu.com/ph/document/mindoro-state-college-of-agriculture-and-t
echnology/bs-secondary-education/basic-concepts-in-assessment-module-1/212
65607
● https://www.scribd.com/document/350574991/Basic-Concepts-in-Assessment-No
tes-1
● https://www.coursehero.com/file/75316027/Assessment-Conceptspdf/
● https://www.westminster.edu/about/accreditation-assessment/definition.cfm#:~:te
xt=Assessment%20is%20the%20systematic%20basis,increase%20students'%2
0learning%20and%20development.
● https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/
● https://www.teachthought.com/pedagogy/6-types-assessment-learning/
● https://www.edglossary.org/assessment/
● https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/resources/
assessment/defining-assessment.pdf