PROF ED 09

(3BME)
 INTRODUCTION

Assessment of Learning focuses on the

development and utilization of
assessment tools too improve the
teaching-learning process. Its
emphasizes on the use of testing for
measuring knowledge, comprehension
and other thinking skills.
 INTRODUCTION

Assessment task should provide

evidences of how learners can use the
acquired knowledge academically and
professionally in appropriate ways.
(Biggs and Tang, 2007)
 INTRODUCTION

Assessment where students are

compared with each other is known as
norm-referencing.
Assessment of learners in relation to a
particular target or level of
performance is called criterion-
referencing.
 INTRODUCTION

Assessment is said to be the core of the

learning process (de Guzman 2015)

• Why do we need to ASSESS?

• How does assessment inform instructional
activity?
• How is Assessment connected to measurement
testing and evaluation?
 INTRODUCTION
In Mathematics, we measure how big a classroom
in terms of a square feet, the temperature of the room by
using a theremometer, and we use Ohmmeters to
determine the voltage. All of these examples are not
assessing anything, we simply collecting quantitative
data/information relative to some established rule or
standard. Assessment is therefore quite different from
measurement and has uses that suggest very different
purposes.
 INTRODUCTION
On the other hand, a good evaluation can lead to an
enhanced learning experience for students and a better
teaching performance for teachers. A well – planned
evaluation can contribute to the improvement of learning
and instruction, proper report of student’s progress to
parents and use results for other school purposes such as
guidance of pupils with learning difficulties. Evaluation
result can provide special training to students identified as
gifted learners, placement of students in special interest
clubs and planning of subsequent learning activities and
goal setting.
 INTRODUCTION

Inherent in the idea of evaluation is “value”. When we

evaluate, what we are doing is engaging in some process
that is designed to provide information that will help us
make a judgement about a given situation. Evaluation
process can yield information regarding the worthiness,
appropriateness, goodness, validity, legality, etc.,
something for which a reliable measurement or
assessment has been made.
 INTRODUCTION
In the Philippines, the National Educational
Testing and Research Centre (NETRC) assumes the
lead role in the field of educational measurement,
evaluation and research as a means of providing
information necessary to improve the state of the
education system.
 INTRODUCTION
It is important to note that the purpose of
assessment, measurement, and evaluation plays a
significant role in the instructional program of the
school. They provide information that can be used in a
variety of educational decisions and it is considered
fundamental to the teaching and learning process.

These three terms are certainly connected, but it is

useful to think of them as separate but connected
ideas and processes.
I. BASIC CONCEPTS: What is a TEST?

Test is a formal and systematic

instrument usually paper and pen designed to
measure any characteristics such as quality,
ability, knowledge or skill of the students in a
unifor manner.
I. BASIC CONCEPTS: What is ASSESSMENT
Assessment is the way students demonstrate
understanding of concepts, mastery of skills, and
knowledge, and ability to utilize information.
Assessment devices include, but are not limited to,
teacher-designed and standardized tests. It is also
used to evaluate students performance, teacher
effectiveness, and the success of curricula and
programs (Singer, 2003)
BASIC CONCEPTS: What is ASSESSMENT
Assessment answers the question, “How well
does the individual perform? Assessment is viewed
as the collection and interpretation of all
information gathered about a student. Assessment
can include everything from informal classroom
observations to nationwide achievement tests. It is
the most all –emcompassing concepts in the field
(Banks, 2005).
BASIC CONCEPTS: What is ASSESSMENT
A process of gathering and organizing
quantitative or qualitative data into an interpretable
form to have a basis for judgement or decision
making. It is a pre – requisite to evaluation. It
provides the information which enables evaluation to
take place.
BASIC CONCEPTS: What is ASSESSMENT
Assessment refers to the different components
and activities to compare students learning. This
provides feedback to students and serve as a
diagnostic tool for instruction.

The most common form of assessment is

giving a TEST.
BASIC CONCEPTS: What is ASSESSMENT
Assessment is a process by which information
is obtained relative to some known objective or goal.
Assessment is a broad term that includes testing.
Test are assessments made under contrived
circusmtances especially so that they may be
administered.

In other words, all tests are assessments, but not

all assessments are test.
BASIC CONCEPTS: What is MEASUREMENT
Measurement refers to the process of collecting
quantitative data . This process usually consists of
assigning numbers (marks, scores, grades, ratings) to a
learner’s performance.

A process of quantifying the degree to which

someone/something possesses a given trait. i.e., quality,
characteristics, or feature by assigning numbers.
BASIC CONCEPTS: What is MEASUREMENT

In other words measurement express

assessment data in terms of numerical values
use to represent students performance and
answer the questions “how much?”. Ex Ivy
gor 23 correct answer out of 25 items.
Measurement stops once a numerical
value is ascribed. Making a value judgement
belongs to evaluation.
BASIC CONCEPTS: What is EVALUATION

Evaluation of learning comes after the

data had been collected from an assessment
task. According to Russell and Atrasian (2012),
evaluation is the process of judging the quality
of performance or course of action.
BASIC CONCEPTS: What is EVALUATION

A process of systematic interpretation,

analysis, appraisal or judgment of the worth of
organized data as basis for decision-making.
It involves judgement about the desirability of
changes in students.
BASIC CONCEPTS: What is EVALUATION

Evaluation is the specific process of describing

and making judgments about assessments. It is
important to emphasized that not all assessments
are evaluative. When we make judgements and
decisions about assessments, such as assigning
grades, we are making evaluations (Banks, 2005).
BASIC CONCEPTS: What is EVALUATION
Evaluation is a method of acquiring and processing
the evidence needed to improve the student’s learning and
teaching. Evaluation is an aid in clarifying the significant
goals and objectives of education as a process of
determining the extent to which students are developing in
these desired ways. It is also a system of quality control
in which it may be determined to each step in the teaching-
learning process whether the process is effective or not,
and if not, what changes must be made to ensure its
effectiveness before it is too late. (Bloom, 1971)
PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning – this includes three types of

assessment done before and during instruction.
These are placement, formative and diagnostic.

a) Placement – done prior to instruction

b) Formative – done during instruction
c) Diagnostic – done during instruction
PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning
a) Placement – done prior to instruction
- to assess the needs of the learners
- results serve assessment place studends in a
specific learning groups.
• This is concerned with the entry performance and typically focuses on
the questions:
• Does the learner possess the knowledge and skills needed to begin
the planned instruction?
• To what extent has the learner already developed the understanding
and skills that are the goals of planned objectives
• The purpose of placement is to determine the prerequisite skills,
degree of mastery of the course objectives and the best mode of
learning.
PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning
b) Formative – done during instruction
- teachers continuosly monitor students level of attainment
• The main concern is to monitor the learning progress of the
students.
• Purposes of formative assessment:
 To provide immediate feedback to both student and teacher
regarding the success and failures of learning
 To identify the learning errors that are in need of correction;
to provide teachers with information on how to modify
instruction
 To improve learning and instruction.
PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning
c) Diagnostic – done during instruction
- determine students recurring persistent difficulties.
 Type of assessment given at the beginning of instruction or
during instruction.
 Aims to identify strengths and weaknessess of the students
regarding the topics to be discussed.
 Its purpose are to determine the level of competence of the
students.
 Identify the students who already have knowledge about the
lesson.
 To detrmine the causes of the learning problems that can’t re
revealed by formative assessment and
 Formulate plan for remedial action.
PURPOSES OF CLASSROOM ASSESSMENT
2. Assessment OF Learning – this is done after instruction.
This is usually referred to as the summative
assessment.
 This is usually given at the end of a course or a unit.
 The purpose is to determine the extent to which the
instructional objectives have been met.
 To certify students mastery of the ILO as well as the use
it for assigning grades.
 Provide information for judging appropriateness of the
instructional objectives
 Determine the effectiveness of instruction.
PURPOSES OF CLASSROOM ASSESSMENT
2. Assessment OF Learning – this is done after instruction.
This is usually referred to as the summative
assessment.
 The result reveal whether or not instructions have
successfully achieved the curriculum outcomes.
 Result should be communicated to the students,
parents, and other stakeholders for decision making.
 It is a powerful factor that could pave the way for
educational reforms.
PURPOSES OF CLASSROOM ASSESSMENT

3. Assessment AS Learning – this is done for

teachers to understand and perform well their role
of assessing FOR and OF learning. It rerquires
teachers to undergo training on how to assess
learning and be equipped with the necessary
competencies needed in performing their work as
assessors.
 STANDARDS for Teacher Competence in
Educational Assessment of Students

Teachers should be skilled in:

 choosing assesment methods appropriate for
instructional decisions.
 Developing assessment methods appropriate for
instructional decisions.
 Administering, scoring and interpreting the results
of both externally-produced and teacher –
produced assessment methods.
 STANDARDS for Teacher Competence in
Educational Assessment of Students

Teachers should be skilled in:

 Using assessment results when making decisions
about individual students, planning teaching,
developing curriculum, and school improvement.
 Developing valid pupil grading procedures which
use pupil assessment.
 STANDARDS for Teacher Competence in
Educational Assessment of Students

Teachers should be skilled in:

 Communicating assessment results to
students,parents, other lay audiences and other
educators
 Recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses of
assessment information.
ROLE OF ASSESSMENT in Classroom Instruction
 The information obtained from the assessment is used to
evaluate the teaching methodologies and strategies of
the teacher. It is also used to make teaching decisions.
 The result of assessment is used to diagnose the
learning problems of the students.
 When planning assessment it should start when teacher
plans his instructon.
 Teachers made decisions from the beginning of
instruction up to the end of instruction.
 II: TYPES OF ASSESSMENT PROCEDURES

There are some overlaps among the

categories in any system of making
assessment classifications. Educators have
proposed a number of alternative
assessments in the last decade in an attempt
to develop more realistic or effective
assessments (Banks, 2005)
 II: TYPES OF ASSESSMENT PROCEDURES

Classroom assessment precedures can

be classified according to the nature of
assessment, format of assessment, use in
the classroom instruction and methods of
interpreting the results (Gronlund and Linn,
2000).
 Nature of Assessment
1. Maximum Performance
It is used to determine what individuals can do when
performing at their best. Example of instruments using
maximum performance are aptitude tests and achievement
tests.
2. Typical Performance
It is used to determine what individuals will do under
natural conditions. Examples of instruments using typical
performance are attitude, interest, and personality inventories,
observational techniques and peer appraisal.
 Format of Assessment
1. Fixed –choice test
An assessment used to measure knowledge and skills
effectively and efficiently. Standard multiple choice test is
used in fixed-choice test
2. Complex Performance Assessment
An assessment procedure used to measure the
performance of the learner in contexts and long problems
valued in their own right. Example hands-on laboratory
experiment, projects, essays, oral presentation.
 TYPES OF TEST

 According to Mode of Response

• Oral test
• Written test
• Performance test
• Performance assessment
 TYPES OF TEST
 According to Mode of Response
• Oral test – answers are spoken
• Written test – fair and effecient (objective type of
test)
• Performance test – activities that require
students to demonstrate their skills and ability to
perform specific ations.
• Performance assessment – problem based
learning, inquiry task, exhibits, presentation
tasks and capstone performances.
 TYPES OF TEST

 According to Ease of Quantification of Response

• Objective test
• subjective test
 TYPES OF TEST

 According to Ease of Quantification of Response

• Objective test – can be corrected and
quantifiedwhere scores cn readily compared.
• subjective test – elicits varied responses. It
could be restricted and extended response
essays.
 TYPES OF TEST

 According to mode of Administration

• Individual test
• Group test
 TYPES OF TEST

 According to mode of Administration

• Individual test – given to one person at a time.

• Group test – administered to a class of students

or group of examinees simultaneously.
 TYPES OF TEST

 According to Test constructor

• Standardized tests
• Non standardized test
 TYPES OF TEST

 According to Test constructor

• Standardized tests – prepared by specialist and
used for a long period of time. Scoring
procedures and interpretations are consistent.
• Non standardized test – prepared by teachers, a
teacher made test.
1. Teacher – constructed assessment
• These are created by the classroom teacher
for a specific instructional purpose.
• These may involve a variety of activities, such
as a spelling quiz, an art class portfolio, or a
formative assessment.
2. Standardized Assessment
• These are used across any number of different
classrooms.
• Standardized Assessment means that all
students answer the same questions, scored the
same way and compared witha uniform
reference group.
Major categories of standardized assessments:
a) Achievement tests attempt to measure teh present
knowledge base of students in specific academic
areas.
b) Academic aptitude tests attempt to measure the
potential for learning in a given educational setting.
c) Intelligence test attempt to measure general mental
ability.
 TYPES OF TEST

 According to Mode of Interpreting Results

• Tests that yield norm-referenced interpretations

• Tests that allow criterion-referenced

interpretations
 TYPES OF TEST

 According to Nature of Answer

• Personality tests
• Achievement tests
• Intellegence test
• Sociometric test
• A trade or vocational test
 TYPES OF TEST

 According to Nature of Answer

• Personality tests – this test has no right or wrong
answer but it measures one’s personality and behavioral
style.
• Achievement tests – measures students learning
results of instruction experiences. Aptitude test
determine students potential.
 TYPES OF TEST

 According to Nature of Answer

• Intelligence test – measures learners’ innate
intelligence or mental ability. Alfred Binet and Theodore
Simon was the first intelligence test published in 1905.
• Sociometric test – measures interpersonal
relationships in social group.
• A trade or vocational test – assesses an individual’s
knowledge, skills and competence in a particular
occupation.
 FUNCTIONS OF TESTING

A Instructional Functions
1. Test facilitate the clarification of meaningful
learning objectices
2. Test provide a means of feedback to the
instructor and the students
3. tests
 RELEVANCE OF ASSESSMENT

Assessment is in needed for continued improvement

and accountability is all aspect of educational system
in order to make assessment work for everyone –
students, teachers and other players in the
educaional system should have ana understanding of
what assessment provides and how it is used to
explain the dynamics of student learning.
 RELEVANCE OF ASSESSMENT

STUDENTS
• Actively engaged in the learning process.
• Take responsibility with their own learning.
• The can learn to monitor changes in their
learning patterns with the guidance of the
teacher.
• They become aware how they think, how they
learn, how they accomplish tasks and how they
feel about their own work.
 RELEVANCE OF ASSESSMENT

TEACHERS
• Assessement informs instructional practice.
• It gives information about student’s knowledge
and performance base.
• Result of assessment can reveal whichteaching
methods and approaches are more effective.
• Provide direction what the teacher do next to
improve their students performance.
 RELEVANCE OF ASSESSMENT

PARENTS
• Parents should involved in the assessment
process becuase they are valued source of
assesment information on the educational
history and learnign habits o ftheir children.
• Teachers should communicate vital information
to parents vital information to parents
concerning their childrens progress and
learning.
 RELEVANCE OF ASSESSMENT

ADMINISTRATORS and PROGRAM STAFF

• They use assessment to identify strengths and
weaknesses of the program.
• They designate program priorities, assess
options and lay down plans for improvement.
• Used to make decisions regarding promotion or
retention of students and arrangment of faculty
development programs.
 RELEVANCE OF ASSESSMENT

POLICYMAKERS
• Assessment provides information about
students achievement which in turn reflect the
quality of education being provided by the
school. With this information government
agencies can set or modify standards, reward
or sanction to schools and direct educagtional
resources.
 RELEVANCE OF ASSESSMENT

POLICYMAKERS
• Assessment results also serve as basis for
formulation of new laws. Example is RA 10533
(K-12 Enhanced Basic Education Act of 2013)
was implemented because of the low score
obtained in NAT (National Acievement Test)
and TIMSS (Trends in the International
Mathematics Study)
FUNCTIONAL ROLE OF ASSESSMENT (Miller, Linn & Gronlund 2009)

1. Placement Assessment-used to determine a learner’s

entry performance
2. Formative Assessment - mediates the teaching and
learning process.
3. Dignostic Assessment - identify learning difficulties
during instruction
4. Summative Assessment
4 ROLES OF ASSESSMENT
1. PLACEMENT ASSESSMENT
It will determine learner’s entry performance. Done
at the beginning of instruction, teachers assess
through a readiness pre-test whether students
possess prerequisite skills needed prior to
instruction. If pre-requisite skills are insufficient
the nteacher can provide learnign experiences to
help them develop those skills. If students are
ready then theteacher can proceed with
instruction as planned.
4 ROLES OF ASSESSMENT
1. PLACEMENT ASSESSMENT
This is also used to determine if students have
already acquired the intended outcomes. A
placement pre-test contains items that measure
knowledge and skills of students in reference to
the learning targets.
4 ROLES OF ASSESSMENT
2. FORMATIVE ASSESSMENT
There is now a shift from a testing culture to an
assessment culture characterized by the
integreation of assessment and instruction
(Dochy, 2001).
Formative assessment mediates th eteaching and
learning processess. It is learner-centered and
teacher-directed. It occurs during instruction.
4 ROLES OF ASSESSMENT
2. FORMATIVE ASSESSMENT
Questions and answer during discussion,
assingments, short quizzes and teacher
observations are other types of FA. All of
these are recorded just to monitor students’
learning progress, however they are not
used as bases for students’ MARKS.
4 ROLES OF ASSESSMENT
2. FORMATIVE ASSESSMENT (Positive Effects)
• Reactivates or consolidates prerequisite skills or
knowledge prior to introducing new material;
• Focuses attention on important aspects of the
subject;
• Encourages active learnig activities;
• Give students oppurtunities to practice and to
consolidate learning;
4 ROLES OF ASSESSMENT
2. FORMATIVE ASSESSMENT (Positive Effects)
• Provides knowledge ofoutcomes and corrective
feedback;
• Helps students monitor their own progress and
develop self-evaluation skills;
• Guides the choice of further learning activities to
increase performance; and
• Helps students to feel a sense of
accomplishment.
4 ROLES OF ASSESSMENT
3. DIAGNOSTIC ASSESSMENT
 This is intended to identify learning difficulties during
instruction.
 This can detect commonly held misconceptions in a
subject.
 Contrary to what others believe, diagnostic test are not
merely given at the start of instruction.
 Itis use to detect causes of persistent learning
difficulties despite of pedagogical remedies applied by
the teacher.
 This is not used as student’s mark of achievement.
4 ROLES OF ASSESSMENT
4. SUMMATIVE ASSESSMENT
 Done at the end of instruction to determine the
extent to which the students have attained
learning outcomes.
 It is used for assigning and reporting grades or
certifying mastery of concepts and skills.
 Example is the examination at the end of the SY
to determine who passess and who fails.
4 ROLES OF ASSESSMENT
INTERIM ASSESSMENT
 Same purpose as summative, but these are given
periodically throughout the school year.
 They prepare students for future assessments.
 For example, to predict which students are on course to
succed in a national achievement test or high
school/college admission test, the school gives interim
tests to students every eight weeks.
 Interim assessment fall between formative and summative
assessment.
4 ROLES OF ASSESSMENT
INTERIM ASSESSMENT
 They allow comparison of assessment results to
aid in decision-making at the micro(classroom)
and meso (school land district) levels.
 As such, interim assessment are inctructional,
predictive, and evaluative.
ASSESSMENT IMPLEMENTATION CYCLE
TAXONOMY OF APPROACHES TO ASSESSMENT

 The purposes and roles of assesment may be

summarized and viewed as a taxonomy of
approaches.
 Terenzini’s Assessment Taxonomy (1989)
consolidates the what, who and why of
assessment.
TAXONOMY OF APPROACHES TO ASSESSMENT

 There are 4 dimenions ot outcomes: knowledge

(breadth and depth); skills (basic, higher-order
and career-related); attitudes and values; and
behavioral outcomes (what learners do during
and after the course of the program).
 Primarily assessment improves teaching and
learning which is formative function.
TAXONOMY OF APPROACHES TO ASSESSMENT

 Terenzini claims that placement and diagnostic

examinations are likewise formative focused at
the individual level.
 Individual assessment results may be
consolidated and interpreted collectively for
program evaluation purposes.
TAXONOMY OF APPROACHES TO ASSESSMENT

 If formative, then assessment is used to enhance

curricular program.
 If summative, then assessment is rather
administrative in purpose. This means that
information is mainly used for accounting and
reporting.
1. Criterion-Referenced Assessment – occurs when
students are measured against defined (and
objective) criteria. This CRA is often, but not
always, used to go establish a person’s
competence (whether s/he can do something).
2. Norm-Referenced Assessment – “grading on the curve”.
Typically using this is not measured against defined
criteria. This is relative to the student body undertaking
the assessment. It is effectively a way of comparing
students. The IQ test is an example of NRA. Many
entrance test are NRA, permitting a fixed proportion of
students to pass (passing means being accepted into the
school or university rather than an explicit level of ability